
4th Grade Supply List 20172018:Book bag & zippered pencil pouchLanguage Arts : 3 subject spiral composition notebook & pencilsScience/Social Studies: spiral composition notebook & pencilsMath; 3 ring binder (1 inch) , divider tabs for binder, loose leaf notebook paper for your binder, pencils, 2 Expo dry erase markers ( blue or black low odor)Items requested for classroom use:Box of kleenex and a container of Clorox Wipes (Thank you!)*************************************************
Listed below are the objectives your child will be studying in math for the 20162017 school year. ISS baseline assessments dates are also included. PLEASE, PLEASE, PLEASE work with your child on the 112s multiplication facts. This is an ESSENTIAL foundation for 4th grade math.
4^{th} Grade Math Common Core 20172018Unit 1 ( Place Value):
NBT.1: (Numbers & Operations in Base Ten)
I can identify the location of a digit in a number.
I can determine the value of a digit in a number.
I can explain the relationship between the location of a digit and its value.
I can demonstrate the value of a number using a variety of tools.
NBT.2:
I can read and write multi digit whole numbers.
I can compare multi digit whole numbers.
NBT.3:
I can round multi digit whole numbers.
I can explain how a multi digit number is rounded to a specific place value.
NBT.4:
I can add multi digit whole numbers.
I can subtract multi digit whole numbers.
MD.3 (Perimeter):
I can use the formula for perimeter to solve problems.
Unit 2 (Place Value, Multiplication, Division, and Problem Solving):
NBT. 5:
I can multiply a whole number of up to four digits by a one digit number.
I can multiply a two digit number by a two digit number.
I can illustrate my multiplication calculations through a variety of methods.
OA.4:
I can find all the factors of numbers from 1 to 100.
I can determine if a whole number is a multiple of a given digit.
I can decide if a number is prime or composite.
OA.5:
I can generate a shape pattern.
I can generate a number pattern.
I can identify the rule in a shape pattern.
I can identify the rule in a number pattern
MD.3(Area)
I can explain the difference between area and perimeter.
I can use the formula for area to solve problems.
I can solve area and perimeter problems that include an unknown variable.
OA.1: (Operations & Algebraic thinking)
I can write an equation for my multiplication word problem. I can interpret a multiplication equation as a comparison. I can represent verbal statements of multiplicative comparisons as multiplication equations.
OA.2:
I can use algebraic thinking to solve word problems involving multiplication.
OA.3:
I can use the 3 operations (add, subtract, & multiply) to solve multi step word problems containing whole numbers. (focus addition and subtraction with exact and estimation answers)
I can make sure my answer makes sense.
(NC Checkin Baseline Assessment for Quarter 1: Oct 24th Oct 27th )
NBT.6:
I can divide up to four digits by one digit using various methods. (focus with/without remainders, using visual models)
I can recognize the relationship between multiplication and division.
OA.2:
I can use algebraic thinking to solve word problems involving multiplication and division.
OA.3:
I can use the 4 operations to solve multi step word problems containing whole numbers. (focus addition and subtraction with exact and estimation answers)
I can interpret the remainder in a division word problem.
I can make sure my answer makes sense.
Unit 3 (Fractions and Decimals):
NF.1: (Number and Operation Fractions
I can understand the value of a fraction.
I can understand how a fraction model represents a fraction.
I can understand how two fractions are equivalent.
I can understand how two different looking fraction models are equal to the same value.
NF.2:
I can recognize that two fractions with the same denominator and different numerators have a different value. (use visual models)
I can use the symbols >, < , or = to compare the value of fractions with the same denominator and different numerators.
I can recognize that two fractions with different denominators and the same numerators represent different values. (use visual models)
I can use the symbols >, <, or = to compare the value of fractions with different denominators and the same numerator.
I can determine whether a fraction is greater than, less than, or equal to a benchmark fraction. ( ¼, ½. ¾, 1/10)
I can recognize that I can only compare two fractions when both fractions refer to the same whole. (using pattern blockshexagon=1, so trapezoid= ½)
G.2 :
I can sort 2 dimensional figures based on specific criteria ( lines and angles).
i can recognize that triangles can be classified by the lengths of their sides, (equilateral, isosceles, or scalene).
I can identify a triangle based on the lengths of its sides.
(NC Checkin Baseline Assessment for Quarter #2: Jan 12^{th} 19^{th})
NF.3:
I can join fractions with a numerator of 1 and the same denominator by adding them.
I can separate fractions with the same denominator by subtracting them.
I can decompose fractions using fraction models.
I can write a decomposed fraction (broken apart) using an equation.
I can understand a fraction a/b with a > 1 as a sum of fractions 1/b (focus: word problems)
I can add and subtract mixed numbers with like denominators.
I can determine which operation (addition or subtraction) to use when solving word problems involving fractions with like denominators.
NF.4:
I can multiply a fraction with a numerator of 1 by a whole number.
I can multiply a fraction with a numerator greater than one by a whole number.
I can solve word problems that involve multiplying a fraction by a whole number.
NF.5:
I can restate fractions that have a denominator of 10 or 100 as equivalent (Example: 3/10=30/100)
I can explain the relationship between tenths and hundredths.
I can add two fractions that have a denominator of 10 or 100 (Example: 3/10 + 4/100 = 34/100)
NF.6:
I can convert decimals into fractions, with denominators of 10 or 100.
I can convert fractions into decimals, with denominators of 10 or 100.
NF.7:
I can compare two decimals up to the hundredths place.
I can recognize comparisons are only valid when two decimals refer to the same whole.
MD.4: (Measurement & Data)
I can create a line plot that displays data in fractional units.
I can solve problems (adding & subtracting) by using a line plot.
OA.5:
I can generate a shape pattern.
I can generate a number pattern.
I can identify the rule in a shape pattern.
I can identify the rule in a number pattern
G.1:
I can identify points, lines, segments, rays and angles.
I can identify parallel and perpendicular lines and distinguish between the two.
I can identify points, lines, line segments, rays and angles in a 2 dimensional shape.
I can identify parallel and perpendicular lines in a 2 dimensional shape.
MD.1
I can identify the units of measurement within a system. 9Examples: km, m, cm, kg, g, lb, oz, l, ml, hr, min, sec.
I can convert larger units of measurement into smaller units within the same system.
I can create a conversion table showing equivalent units of measure ( Example: ft/inches)
(NC Checkin Baseline Assessment for Quarter #3 March 22^{nd}29th
Unit 4 ( Geometry, Measurement and Data):
G.1: (Geometry) ( Already tested on NC Checkin #3)
I can identify points, lines, line segments, rays, and angles.
I can identify parallel and perpendicular lines and distinguish between the two.
I can identify points, lines, line segments, rays, and angles in a 2 dimensional shape.
I can identify parallel and perpendicular lines in a 2 dimensional shape.
G.2: ( Already tested on NC Checkin #2)
I can sort two dimensional shapes based on specific criteria.
I can recognize that triangles can be classified based on the length of their sides.
I can identify a triangle based on the size of its angles.
G.3:
I can recognize lines of symmetry in 2 dimensional figures.
MD.5:
I can recognize an angle as a geometric shape.
I can define circular arc.
I can recognize the relationship between an angle and a circle.
MD.6:
I can measure an angle correctly.
I can draw an angle of a specific degree.
MD.7:
I can explain how one angle can be broken down into several smaller angles.
I can explain how several smaller angles can be put together to form one large angle.
I can solve addition and subtraction problems to find unknown angles.
OA.5:
I can generate a shape pattern.
I can generate a number pattern.
I can identify the rule in a shape pattern.
I can identify the rule in a number pattern
MD.1: ( Already tested on NC checkin #3)
I can identify the units of measurement within a system (Example: km, m, cm, kg, g, lb, oz, l, ml, hr, min, sec.)
I can convert larger units of measurement into smaller units of measurement within the same system.
I can create a conversion table showing equivalent units of measures. (Example: inches/ft.)
MD.2:
I can determine which operation to use when solving word problems involving measurement.
The end of grade math test will be given the end of May or the first of June.