Chico Unified School District 2014-2015: Grade 4 Everyday Mathematics Instructional Guide (2007-CCSS Bridge) Draft: 5/22/14
Using the Mathematics Instructional Guide: 2007-CCSS Bridge
This year’s Math Instructional Guide (MIG) has been modified to assist teachers in making sound instructional decisions when using the Everyday Mathematics (2007 edition) to meet the changes brought about by CA CCSS-M. While much about the guide’s structure remains familiar, some substantial changes have been made. Every lesson has been correlated to CA CCSS-M Content Standards. This correlation is structured through the distinct parts of each lesson; Mental Math and Reflexes (MMR), Teaching the Lesson (Part 1), Ongoing Learning & Practice (Part 2) and Differentiation Options (Part 3). Additionally, all Comments have been rewritten. The Comments help to clarify the mathematical intent of each lesson and thus, allow you to focus instruction/assessment/ differentiation in terms of CA CCSS-M. It is recommended that you use this guide as you plan units and lessons and that you use it collaboratively within your grade-level team. This MIG is meant as a one year stop-gap. The new CCSS edition for grades 3-6 will be ready for pilots in February. To reiterate, as the classroom teacher, you will need to make the necessary instructional decisions for your students (thus a guide). Use what your students know and can do (based on evidence) alongside the Comments to plan units and lessons.Change is difficult; it will take time.
Standards for Mathematical Practice (SMPs): The 8 SMPs are the vehicle through which the mathematics is performed. For this year, focus on the SMPs related to classroom discourse (1, 2, 3 and 6). As with the Big Ideas, make them explicit to students. Focus on one or two within each unit. Allow your students to do the thinking; you serve to orchestrate the discussion. Classroom posters for these are linked at under CaCCSS.
Focused Content & Making Connections
Big Ideas: The Big Ideas are based on the work and research of Randall Charles published in the NCSM Journal of Mathematics Educational Leadership. He defines a Big Idea as “a statement of an idea that is central to learning of mathematics; one that links numerous mathematical understandings into a coherent whole” (article is linked at under Math Resources). Big ideas are a key to making connections across many concepts and, because they don’t change, across many grade levels. Phil Daro, one of the CCSS-M authors, deems the Unit (10-13 lessons) to be the proper grain size for mathematics instruction. Each Unit should be linked through 2-4 big mathematical ideas. These big ideas should be made explicit to students at the beginning of every unit of study and continually referenced during the unit’s lessons. Classroom posters of the Big Ideas by grade-level can be found at under the CaCCSS tab; while theseposters are by grade-level, the ideas throughout remain mostly the same; poster language is also grade-level appropriate. The Big Ideas listed for each unit are not necessarily the only ones that could have been used. Many units cover so many concepts that many more could have been listed. The ones shown are the most appropriate for the main concepts covered in the unit and thus, should be the ones you emphasize throughout each particular unit of study.
Here are some suggestions on how to use Big Ideas:
- Post the Big Ideas in your classroom as they come up and keep them up the rest of the year.
- Choose one of the unit’s Big Ideas that is most appropriate for the day’s lesson and start by discussing its connection to concepts previously learned.
- Refer to this selected Big Idea often during the lesson.
- When possible, connect content in the lesson to other Big Ideas and Learning Target.
- At the end have students summarize the new concepts learned by discussing their connection to the Big Idea chosen.
Learning Targets: The Learning Targets are an attempt to draw a single area of focused content and depth from the activities in each lesson. The learning target tries to answer the question “what is the one thing that students should learn from this lesson?” The Learning Target can serve as your reference point but they will need to be modified into student friendly language, “I can” statements.
Unit 1: Naming and Constructing Geometric FiguresOverview: To introduce students to the Student Reference Book; to practice using geometry tools, to classify quadrangles; to explore and identify polygons; and to review and practice addition and subtraction facts.
Big Ideas / Measurement: Some attributes of objects are measureable and can be quantified using unit amounts. Geometric Figures: 2- and 3-dimensional objects with or without curved surfaces can be described, classified, and analyzed by their attributes. An object’s location in space can be described quantitatively.
CA CCSS / Learning Target / Comments / Vocabulary / Games /
Advanced Prep
/ RSAs / Writing/Reasoning Prompt – Math Boxes1♦1 / MMR / Part 1 / Part 2 / Part 3
4.NBT.1 / Use fact triangles to note the inverse relationship between addition and subtraction (Part 2). / Part 3 of this lesson asks students to play Relation Symbol Top- It to compare whole numbers (4.NBT.2).
For additional Literature Connections not connected to specific lessons, see the Unit Overview in the TLG / P3R Relation Symbol Top-It: MM p6 / For Part 2, copy fact triangles, MM p384-387 onto cardstock. Have plastic bags or envelopes available for storage. / Demonstrate automaticity with addition facts.
1♦2 / 4.G.1 / 4.G.1 / Identify and draw line segments, lines and rays. / The lesson teaches and practices points, lines, line segments and rays (4.G.1). The skills are furtherpracticed in the Study Link and in the Readiness andEnrichment options. / point, line segment, endpoint, line, ray / P2 Addition Top-It: SRB p263, MM p506
P3E Sprouts: SRB p313 / For Part 1, assign an ID number to each student. Label students’ math tools with these ID numbers. Have extra socks for slate erasers. / Describe a line segment and a line.
1♦3 / 4.G.1
4.G.2
4.MD.5* / 4.G.1 / Identify and describe properties of quadrangles. / This lesson begins with construction of angles and discussion of vocabulary such as "vertex". *As studentsshift focus to constructing shapes with straws, it isrecommended that teachers are explicit in connectingthe relationship between angle type and polygon type tomeet 4.MD.5. Also, a greater emphasis should beplaced on the terms "parallel" and "perpendicular" (asopposed to "opposite"). The lesson places a greateremphasis on presence of particular types of angles (4.G.1). / angle, vertex, right angle, triangle, quadrangle, quadrilateral, square, rhombus, rectangle, parallelogram, trapezoid, kite, perpendicular / For Part 1, each student will need 4 of each size straw and 4 twist-ties. Place full-length, half-length and 3/4 –length straws in separate boxes. / Compare and contrast plane figures. / TLG p33, “Describe how you might solve No. 5b.”
1♦4 / 4.G.1
4.G.2 / 4.G.1 / Develop definitions for parallel and intersecting line segments, lines, and rays. / The lesson concentrates on the terms "parallel", "intersecting" and "perpendicular" and practicesclassification of 2-D figures based on these terms. TheStudy Link and Readiness option reinforce these CCSS (4.G.1, 4.G.2). / parallel lines, intersect, parallel line segments, parallel rays, perpendicular line segments, attribute / P2 Subtraction Top-It: SRB p263, MM p506
P3E Sz’kwa: SRB p310, MM p505 / Copy MM p14 for Math Message. / Understand parallel line segments. / TLG p39, “For No. 3, some students wrote that Mya sold 4 ½ boxes of cookies. Explain the mistake they might have made when reading the graph.”
1♦5 / 4.G.2* / 4.G.2 / Define properties of polygons. / The class learns about convex and concave polygons. *With explicit instruction, teachers can teach 4.G.2(classify polygons based on presence or absence ofparallel or perpendicular lines and/or angle size). TheStudy Link in this lesson reinforces 4.G.2. The Readinessactivity could easily support 4.G.2 if use of keyvocabulary terms is required.
LIT The Greedy Triangle by Marilyn Burns
LIT Ed Emberley’s Picture Pie: A Circle Drawing Book by Ed Emberley
LIT Shape Up! by David A. Adler / side, angle, pentagon, polygon, vertex (vertices), convex, non-convex or concave, hexagon, heptagon, octagon, nonagon, n-gon, interior, regular polygon, equilateral triangle / For Part 1, each student will need 8 twist-ties and 3 of each size straw from Lesson 1♦3 above. Readiness activity uses the book, The Greedy Triangle. / Explain the properties of polygons.
1♦6 / 4.NBT.2* / 4.G.1
4.G.2 / Identify and describe properties of polygons (Polygon Pair-Up). / The game Polygon Pair Up in Part 2 of the lesson stronglysupports these CCSS. / compass, circle, center (of a circle), inscribed square / P2 Polygon Pair Up: SRB p258, MM p496-7 / For Part 2, copy MM p496-497 onto cardstock, minimum of 1 set per 2 students plus one Teacher set. Extra Practice activity uses the book, Ed Emberley’s Picture Pie. / Understand right angles. / TLG p50, “Explain why the shapes you chose in No. 2 are not polygons.”
1♦7 / 4.G.1
4.G.2 / The game Polygon Pair Up in Part 2 of the lesson is theonly part of the lesson that supports these CCSS. / circle, radius, congruent, concentric circles, intersect / P2 Polygon Pair Up: SRB p258, MM p496-7 / For Part 1, paper for circle construction practice. MM p25, 1 per 2 students, cut apart. / Construct circles with a compass. / TLG p55, “How can you use a basic subtraction fact like 9 – 7 in No. 1 to solve an extended subtraction fact like 900 – 700?”
1♦8 / 4.G.1 / 4.G.2 / Use a compass to copy a line segment. / Students copy line segments (4.G.1) as they practice with a compass and a straight edge. The activity in Part 2 ofthe lesson offers practice classifying polygons (4.G.2). / Congruent, two-dimensional shape, attribute / For Parts 1 & 3, paper for circle constructions practice. / Demonstrate automaticity with subtraction facts.
Key: TLG = Teacher’s Lesson Guide; MMR=Mental Math and Reflexes; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook;RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT = Literature Connection; P= Part
Chico Unified School District 2014-2015: Grade 4 Everyday Mathematics Instructional Guide (2007-CCSS Bridge) Draft: 5/22/14
Unit 2: Using Numbers and Organizing DataOverview: To examine different uses and equivalent names of numbers and review the base-ten place-value system; to review procedures for addition and subtraction of multidigit whole numbers; and to reintroduce and extend ideas about data collection, organization, display, and analysis.
Big Ideas / Equivalence: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value. Estimation: Numerical calculations can be approximated by replacing numbers with other numbers that are close and easy to compute with mentally. Some measurements can be approximated using known referents as the units in the measurement process. Data Collection and Representation: Some questions can be answered by collecting and analyzing data, and the question to be answered determines the data that’s needs to be collected and how to best collect it. Data can be collected visually using tables, charts and graphs. The type of data determines the best choice of visual representation.
California Standards / Learning Target / Comments / Vocabulary / Games /
Advanced Prep
/ RSAs / Writing/Reasoning Prompt – Math Boxes2♦1 / MMR
4.OA.5 / Part 1
4.OA.3 / Part 2
4.G.1
4.G.2 / Part 3
4.OA.5 / Determine if estimate or exact count is needed (World Tour Project). / Journal page 28 focuses on magnitude estimates(4.OA.3). The game Polygon Pair Up in Part 2 of the lesson is the only part of the lesson that supports theseCCSS 4.G.1 and 4.G.2.
For additional Literature Connections not connected to specific lessons, see the Unit Overview in the TLG / P2 Polygon Pair Up: SRB p258, MM p496-7 / MM p 38, 1 copy per 2 students, cut apart. Read about the World Tour Project in SRB p266. / Compute extended addition facts.
2♦2 / 4.OA.1 / 4.NBT.4 / Use numerical expressions (number models) to give equivalent values for whole numbers (name-collection box). / equivalent, name-collection box, expression / P2 Name That Number: SRB p254, MM p489 / Set aside space for “Numbers and their Uses Museum”. / Give equivalent names for whole numbers. / TLG p92, “Explain how you know that the polygon you drew in No. 3 is convex and not concave.”
2♦3 / 4.NBT.1
4.NBT.2 / 4.G.2 / 4.OA.5
4.NBT.1
4.NBT.2 / Identify values for digit in very large numbers. / Part one of the lesson includes the use of expanded notation and basic place value review. There is a discussion of therelationship between numbers that are 10x (100x, 1000x, etc.) the previous number (4.NBT.1). The ExtraPractice option reinforces expanded notation and brings in 4.NBT.1. In Part 2 of the lesson, students practiceidentifying polygons, based on their properties (4.G.2).Teachers who choose the Enrichment option will addpractice in 4.OA.5 (generate &analyze patterns). / counting number, whole number, digit, place / MM p398; make one copy OR make a place value chart. / Identify the values of digits in whole numbers. / TLG p98, “Explain how you know that the circles you drew for No. 3 are concentric.”
2♦4 / 4.NBT.2* / 4.NBT.2 / Manipulate values for digits in very large numbers. / In the Math Message Follow-Up, students discuss place value, including the concept that a digit in one placerepresents 10x the digit to its right (4.NBT.1). Part 2 ofthe lesson reinforces 4.NBT.2 (compare two multi-digitnumbers). / P2 Fishing For Digits: SRB p242, MM p472 / For Readiness Activity, prepare compact place-value flipbooks. MM p399-402. / Identify places in whole numbers and the values of the digits in those places.
2♦5 / 4.NBT.4* / Find the maximum, minimum, range and mode for data set. / guess, estimate, tally chart, landmark, maximum, minimum, range, mode / P2 Addition Top-It: SRB p263, MM p506 / Get ½ oz boxes of raisins, 1 per student. See TLG p106. / Compute basic addition facts. / TLG p110, “Explain how you know that the pairs of sides you chose in No. 4 are parallel.”
2♦6 / 4.NBT.4* / Find the median for a data set. / line plot, median / P2 Subtraction Top-It: SRB p263, MM p506 / Identify the maximum, minimum, range, and mode of a data set.
2♦7 / 4.NBT.2*
4.OA.3* / 4.NBT.2* / 4.OA.3
4.NBT.2
4.NBT.4 / Use the partial-sums algorithm to solve multi-digit addition problems. / This lesson uses the partial sums algorithm to add multi-digit numbers. *A portion of 4.NBT.2 is met whenstudents write numbers in expanded form. *A portion of4.OA.3 (estimate reasonableness of answer) ispresented in this lesson. In Part 2 of this lesson, students play High-Number Toss, a game in which they comparelarge numbers. *To fully meet the standard 4.NBT.2,teachers must have students record relation symbols forat least some of the problems in the game. In Part 3, theReadiness option practices multi-digit addition (4.NBT.4),although it is not with the standard algorithm. *Studentsactually write numbers in expanded form, meeting aportion of 4.NBT.2. The Enrichment option focuses on4.OA.3 (word problems) and 4.NBT.4 (fluent additionand subtraction), while the readiness option encouragesstudents to break numbers down to aid in addition(4.NBT.2). / partial-sums method, column-addition method, ballpark estimate / P2 High Number Toss: SRB p252, MM p487
P2 Fishing For Digits: SRB p242, MM p472 / 2-day lesson.
Computation Grids MM p403 or p404 (if needed). See TLG p119 / Solve multi-digit addition problems. / TLG p123, “Shannel said, “I can draw a rhombus, rectangle, square, or kite for No.4.” Do you agree or disagree? Explain your answer.”
2♦8 / 4.NBT.4* / 4.MD.4 / Draw conclusions based on data landmarks from a bar graph. / This lesson involves graphing head sizes to the nearest 1/2 centimeter. Students must determine range(4.MD.4) plus other statistical landmarks. / bar graph / For Readiness activity: Cut apart and tape 4 copies of MM p406 per pair of students. / Use data landmarks and bar graphs to draw conclusions about a data set. / TLG p130, “Describe the patterns in the number sentences in No. 1.”
2♦9 / 4.NBT.4* / Use an algorithm to solve multi-digit subtraction problems. / Students work on subtracting multidigit numbers (4.NBT.4), although practice is not with the standard algorithm. / trade-first method, partial-differences method / P2 Subtraction Target Practice: SRB p262, MM p504 / 2-day lesson.
Computation Grids MM p403 or p404 (if needed). See TLG p132 / Solve multi-digit subtraction problems.
Key: TLG = Teacher’s Lesson Guide; MMR=Mental Math and Reflexes; MM = Math Masters; SRB = Student Reference Book; AH = Assessment Handbook;RSA = Recognizing Student Achievement; R = Readiness; E = Enrichment;
EP = Extra Practice; SMJ = Student Math Journal; TRM = Teacher Reference Manual; LIT = Literature Connection; P= Part
Chico Unified School District 2014-2015: Grade 4 Everyday Mathematics Instructional Guide (2007-CCSS Bridge) Draft: 5/22/14
Unit 3: Multiplication and Division; Number Sentences and AlgebraOverview: To review strategies for solving multiplication facts; and to help students work toward instant recall of the multiplication facts; to provide practice interpreting data, measuring length, and using a map scale through the World Tour Project, to introduce a simplified approach to solving number stories; and to provide practice solving number stories, and to provide practice with number sentences and open sentences.
Big Ideas / Equivalence: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value. Operation Meanings and Relationships: There are many ways to show addition, subtraction, multiplication and division, and each operation is related.
California Standards / Learning Target / Comments / Vocabulary / Games /
Advanced Prep
/ RSAs / Writing/Reasoning Prompt – Math Boxes3♦1 / MMR
4.NBT.4* / Part 1
4.OA.5
4.NBT.4 / Part 2 / Part 3
4.OA.5 / Use operation rules to complete function tables. / The Math Message discussion of this lesson encourages students to discuss patterns in function machines andgive context to them (4.OA.5). Additionally, studentspractice addition and subtraction of multi-digit numberswithin the context of the function machines (4.NBT.4).The Readiness and Enrichment options are excellentreinforcements for 4.OA.5.