Grade 4 Pacing Guide: Q4 Mathematics

Overview

Week 1 - 2/5

Week 2 - 2/12

Week 3 - 2/19

Week 4 - 2/26

Week 5- 3/5

Week 6 - 3/12

Week 7 - 3/19

Week 8 - 3/26

Week 9 - 4/3

Quarter Overview

Module 3: Place Value, Counting, and Comparison of Numbers to 1,000

Students continue to expand their skill with and understanding of units. Students compare using the symbols <, >, and = on the place value chart.

Topic F: Comparing Two Three-Digit Numbers

Topic G: Finding 1, 10, and 100 More or Less Than a Number

Advanced Preparation:

-Place Value Disks

Module 4: Addition and Subtraction Within 200 with Word Problems to 100

Students develop place value strategies to fluently add and subtract within 100; they represent and solve one and two-step word problems of varying types within 100; they develop conceptual understanding of addition and subtraction of multi-digit numbers within 200.

Topic A: Sums and Differences Within 100

Topic B: Strategies for Composing a Ten

Topic C: Strategies for Decomposing a Ten

Topic D: Strategies for Composing Tens and Hundreds

Topic E: Strategies for Decomposing Tens and Hundreds

Advanced Preparation:

-Rekenrek

-Linking Cubes in various colors

-Place Value Disks

Weekly Overview

"Prioritize the Sprints in Topics F and G as they focus on addition and subtraction sums in preparation for Module 4.

Lesson 16

Students compare numbers using the symbols <, >, and = on the place value chart. Students are encouraged to draw values on the place value chart as specified while completing the Problem Set. However, some students may benefit from the use of place value disks to create concrete models of the numbers.

Lesson 17

Going back and forth between concrete and pictoral representations of two digit numbers for comparison reinforces students' understanding of place value. Based on your students' needs, consider adjusting the number of practice problems for each representation. MP.6, attend to precision, is highlighted in the Concept Development. Encourage students to be accurate in their concrete representations and reading aloud of numbers in standard, expanded, and word form. "

Standards Addressed:

Topic G: 2.NBT.2, 2.OA.1, 2.NBT.8

Topic A: 2.OA.1, 2.NBT.5, 2.NBT.8, 2.NBT.9

Weekly Overview (note: this week covers both the week of Veteran's Day and the week of Thanksgiving)

Lesson 18 Omit

Has been omitted as a pacing considerations. Consider using Concept Development and Problem Set as an activity for centers to allow students continued practice with comparing numbers when represented in different forms.

Lesson 19

MP.8, look for and express regularity in repeated reasoning, is highlighted in the Concept Development. Guide students to recognize how the digit in the tens place and hundreds place increases each time a ten disk or hundred disk is added to the chart. Then encourage students to use their words to make statements using 10/100 more or less than. This allows for greater understanding of comparison word problems.

Lesson 20

Students are given additional practice modeling 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less. Continue to encourage students to use language to demonstrate their place value understanding.

Lesson 21 Omit

Has been omitted as a pacing consideration. Consider using Concept Development and Problem Set as either a center activity or morning work.

Lesson 1

Support students as they build on the work done in the final lessons of Module 3 to relate 1 more, 1 less, 10 more, and 10 less to addition and subtraction of 1 and 10. MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students are introduced to arrow notation as a way to show changes in numbers as they work with them. Encourage students to use place value language as they explain how and why they changed numbers. *Use the exit ticket as the biweekly to determine how to support students with relating more or less to addition and subtraction.

Lesson 2

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students use the arrow way and number bonds to add and subtract multiples of 10. Encourage students to explain their thinking about adding or subtracting tens and share which problem solving method they prefer and why.

Lesson 3

MP.2, reason abstractly and quantitatively, is highlighted in the Concept Development as students share their strategies for using one more or one less to add and subtract multiples of 10 and some ones. Consider using visual models to support students with grasping the concept.

Standards Addressed:

Topic A: 2.OA.1, 2.NBT.5, 2.NBT.8, 2.NBT.9

Topic B: 2.NBT.7, 2.NBT.9, 2.OA.1, 2.NBT.5

Assessment

BiWeekly #2: Lesson 5 Exit Ticket

Notes

Lesson 4

Consider chunking the Concept Development into two mini-lessons with guided practice & work time. Support students in discovering what happens to the difference when adding the same amount to each number in a subtraction sentence. Then work with students to use the make ten strategy with larger numbers to solve addition problems. Customize the problem set so that students practice both strategies. Ask, "When is the best time to use the tape diagram to solve? What is the goal in using the tape diagram as a simplifying strategy?"", from the Student Debrief to close the lesson.

Lesson 5

MP.1, make sense of problems and persevere in solving them, is highlighted in this lesson. Support students with using the RDW process by adhering to the suggested delivery of instruction for solving word problems. Remind students of the strategies (tape diagrams, arrow way, number bonds, etc) that they've learned thus far and help them to decide which strategy works best for them as they work to solve each problem. *Use the Exit Ticket as the biweekly to assess student's application of the strategies to add and subtract multiples on 10 and some ones.

Lesson 6

MP.4, model with mathematics, is highlighted in the Concept Development as students use place value disks on a place value chart to represent the composition of 10 ones as 1 ten with two-digit addends. Model and encourage arranging disks in 5-groups so that students can easily see the composition of 10.

Lesson 7

MP.4, model with mathematics, is highlighted in the Concept Development as students use place value disks to model addends. Support students with relating the disks to the vertical form by modeling and encouraging the use of place value language to describe manipulating the disks and recording each step in vertical form.

Standards Addressed:

Topic B

2.NBT.7

2.NBT.9

2.OA.1

2.NBT.5

Assessment

Topic C

2.OA.1

2.NBT.7

2.NBT.9

2.NBT.5

Notes

Lesson 8

MP.6, attend to precision, is highlighted in the Concept Development as students draw unlabeled place value charts with labeled disks to represent addition and record each step in the vertical form. Model and teach students to align digits in the proper place, draw place value disks in 5-groups, and show new groups in the correct place. Continue to support students with relating their models/drawings to the vertical form and use and encourage the use of place value language to describe each step.

Lesson 9

Students are introduced to the chip model (dots on a labeled place value chart) and transition from using unlabled place value charts with labeled disks. Continue to have students attend to precision, MP.6, as they model drawing and recording steps in the vertical form. Have students use place value language as they explain how their models match the vertical form.

Lesson 10

This lesson shares focus standard 2.NBT.9 and the objective wtih Lesson 9 and offers additional practice using place value disks, disk drawings, and chip models. As students work with their partners to write, model, and solve addition of 2-digit to 3-digit problems, have them check their work and use place value language to explain how their models and numbers show the algorithm to address MP.3, construct viable arguments and critique the reasoining of others.

Lesson 11

MP.4, model with mathematics, is highlighted in the Concept Development as students are guided through the process of using place value disks on a place value chart to subtract like units by decomposing. Describe how modeling subtraction means representing the whole and find a missing part and reinforce this idea with each example. Ask, "How do you know when you must unbundle a ten to subtract?", from the Student Debrief to prepare students for looking carefully at the whole when subtracting in follow up lessons.

Module 4

Topic C

Assessment

BiWeekly #3

*Lesson 15 Exit Ticket

NWEA MOY Window 12/11 - 1/2

Standards Addressed:

Topic C

2.OA.1

2.NBT.7

2.NBT.9

2.NBT.5

Notes

Lesson 12

MP.2, reason abstractly and quantitatively, is higlighted in the Concept Development. Remind students to only show the whole when solving subtraction problems with place value disks and invite them to explain why. Support students with modeling each subtraction problem with disks and recording that work in the vertical form. Consider prioritizing Problem 2 from the Problem Set as it provides students an opportunity to analyze an error and explain their thinking.

Lesson 13

Lesson 13 builds on the work done in the previous two lessons. Invite students to guide you through the steps of modeling and recording in vertical form to address MP.2, reason abstractly and quantitatively. Consider data from Lesson 12 Exit Ticket and provide additional practice solving using place value chips prior to transitioning to the chip model.

Lesson 14

Encourage the use of place value language as students describe how their models match the vertical form when solving subtraction problems. Have students attend to precision, MP.6, as they draw their chip models, creating 5-groups and aligning them in the correct place and as they record each action in the vertical form. Consider asking, "How did having a three-digit addend change the way you solved the problem?", from the Student Debried to get students thinking about the cyclical process of decomposing.

Lesson 15

Lesson 15 shares focus standards 2.NBT.7 and 2.NBT.9 and the objective wtih Lesson 14 and offers additional practice using place value disks and chip models to solve subtraction problems. As students work with their partners to write, model, and solve subtraction when there is a 3-digit minuend, have them check their work and use place value language to explain how their models and numbers show the algorithm to address MP.3, construct viable arguments and critique the reasoining of others. *Use the Exit Ticket as the biweekly to assess students' understanding of solving subtraction with and without decomposition.

Standards Addressed:

Topic C

2.OA.1

2.NBT.7

2.NBT.9

2.NBT.5

Assessment

Mid-Module Assessment

Administer after Lesson 16

Topic D

2.NBT.6

2.NBT.7

2.NBT.8

2.NBT.9

Standards Assessed:

Mid Module

2.OA.1

2.NBT.5

2.NBT.7

2.NBT.8

2.NBT.9

Notes

Lesson 16

Support students with using the RDW process by adhering to the suggested delivery of instruction for solving word problems. Allow students to work in partnerships and encourage them to talk with each other about their solution strategies. Circulate and take note of how students apply their place value reasoning and understanding of compositions and decompostions to solve one- and two-step word problems.

Lesson 17

Facilitate a conversation about how making a ten is similar to making a hundred to to prepare students for extending base ten understanding to numbers wtihin 200 and to address MP.3, construct viable arguments and critique the reasoning of others. Encourage students to use place value language to explain where they make a new ten or new hundred.

Module 4

Topic D

Assessment

Q1 ANet Interim Window Open 10/14

Standards Addressed:

Topic D

2.NBT.6

2.NBT.7

2.NBT.8

2.NBT.9

Notes

Lesson 18

MP.4, model with mathematics, is highlighted in the Concept Development as students use place value disks on a place value chart to represent addition with the composition of tens and hundreds. Encourage students to arrange disks in 5-groups and to explain how they exchange to make a new ten or a new 100.

Lesson 19

MP.4, model with mathemativs, is highlighted in the Concept Development as studnets use place value disks to model each addend. Support students as they record each change in the vertical form to match their model. Continue to encourage the use of place value language to explain each step int he process.

Lesson 20

Circulate and take note of how students apply their understanding of composing a new unit as they solve the Application Problem. Guide students to attend to precision, MP.6, as they draw a chip model and record changes in the vertical form.

Lesson 21

This lesson shares focus standard 2.NBT.7 and the objective wtih Lesson 20 and offers additional practice using chip models to solve additions with up to two compositions. Consider introducing the concept of “Totals Below” from Lessons 29 & 30 in Lesson 21. Continue to embed “Totals Below” in the Concept Development or in the Debrief of subsequent lessons.

Standards Addressed:

Topic D

2.NBT.6

2.NBT.7

2.NBT.8

2.NBT.9

Assessment

Q1 ANet Interim Window Open 10/14

Topic E

2.NBT.7

2.NBT.9

Notes

Lesson 22

MP.3, construct viable arguments and critique the reasonableness of others, as students use multiple strategies for composing and decomposing numbers and properties of operations to add numbers in an order that is easieset to compute. Guide students to talk with each other about their solution strategies using place value language.

Lesson 23

Help students make the connection to the Take from the Ten Fluency Activity as it acts as a foundation for subtracting from the hundred. MP.2, reason abstractly and quantitatively, is highlighted as students break apart three digit minuends and subtract from the 100.

Lesson 24

Guide students to use place value disks to unbundle the hundred before subtracting, MP.4, model with mathematics, just as they unbundled a ten for 10 ones. Consider customizing the Problem Set with "must do" and "try this" problems depending on students' proficiency.

Standards Addressed:

Topic E

2.NBT.7

2.NBT.9

Standards Assessed:

End of Module Assessment

ANET

Major

2.NBT.A.2

2.NBT.A.4

2.NBT.B.5

2.NBT.B.6

2.OA.A.1

Review

2.NBT.A.1

2.NBT.A.3

Notes

Lesson 25

Allow students to work in partnerships and take turns modeling decompositions on their place value charts with place value disks and recording in the vertical form. As students work, remind them to carefully look at each place in the whole to determine if unbundling is needed. Model and encourage the use of place value language to describe each step in the process to address MP.2, reason abstractivley and quantitatively.

Lesson 26

Lesson 26 provides additional practice solving subtraction problems with up to two decompositions. Guide students to attend to precision, MP.6, as they transition from place value disks to drawing chip models and recording changes in the vertical form. If students struggle with the transition, provide more support with using the disks. Likewise, offer support to students who are ready to shift from concrete models to solving with just the written form.

Lesson 27

MP.4, model with mathematics, is highlighted in the Concept Development. Guide students with representing hundreds with the fewest disks and again by unbundling tens and ones. Discuss with students how this is helpful when subtracting from a number with 0 in the ones and/or tens place.