Georgia

Standards of Excellence
Grade Level
Curriculum Overview

Mathematics

GSE Fourth Grade

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 Georgia Department of Education

TABLE OF CONTENTS

Curriculum Map ..............................................................................................................................3

Unpacking the Standards .................................................................................................................4
• Standards for Mathematical Practice……………………………………………………..4
• Content Standards…………………………………………………………………………6
Mindset and Mathematics………………………………………………..………………………49
Vertical Understanding of the Mathematics Learning Trajectory……………..……………… 50
Research of Interest to Teachers……………………………………………………………… 51
GloSS and IKAN………………………………………………………………..……………….51
Fluency...…………………………………………………………………………………………51
Arc of Lesson/Math Instructional Framework ...............................................................................52
Unpacking a Task ....................................................................................................................…..54
Routines and Rituals
• Teaching Math in Context and Through Problems……………………….……....55
• Use of Manipulatives…………………………………………………….……….56
• Use of Strategies and Effective Questioning………………………………….….56
• Number Lines………………………………………………………………..……57
• Math Maintenance Activities ……………………………………………….……58
o Number Corner/Calendar Time …………………………………….……60
o Number Talks …………………………………………………….……...60
o Estimation/Estimation 180 ……………………………………….…..….62
• Mathematize the World through Daily Routines………………………….……..66
• Workstations and Learning Centers……………………………………….……..66
• Games……………………………………………………………………….…....66
• Journaling…………………………………………………………………..…….67
General Questions for Teacher Use ...............................................................................................68
Questions for Teacher Reflection ..................................................................................................69
Depth of Knowledge ......................................................................................................................70
Depth and Rigor Statement ............................................................................................................71
Additional Resources
3-5 Problem Solving Rubric (creation of Richmond County Schools)………………………..72
Literature Resources ......................................................................................................................73
Technology Links ..........................................................................................................................73
Resources Consulted ......................................................................................................................77

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Georgia Standards of Excellence

Fourth Grade

**NEW Click on the link in the table to view a video that shows instructional strategies for teaching the specified standard.

GSE Fourth Grade Curriculum Map

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Whole Multiplication Fraction Operations Fractions and Geometry Measurement Show What We
Numbers, Place and Division of Equivalents with Fractions Decimals Know
Value, and Whole
Rounding Numbers
MGSE4.NBT.1 MGSE4.OA.1 MGSE4.NF.1 MGSE4.NF.3 MGSE4.NF.5 MGSE4.G.1 MGSE4.MD.1 ALL
MGSE4.NBT.2 MGSE4.OA.2 MGSE4.NF.2 MGSE4.NF.4 MGSE4.NF.6 MGSE4.G.2 MGSE4.MD.2
MGSE4.NBT.3 MGSE4.OA.3 MGSE4.MD.2 MGSE4.MD.2 MGSE4.NF.7 MGSE4.G.3 MGSE4.MD.3
MGSE4.NBT.4 MGSE4.OA.4 MGSE4.MD.2 MGSE4.MD.4
MGSE4.OA.3 MGSE4.OA.5 MGSE4.MD.5
MGSE4.MD.2 MGSE4.NBT.5 MGSE4.MD.6
MGSE4.NBT.6 MGSE4.MD.7
MGSE4.MD.2 MGSE4.MD.8
MGSE4.MD.8

These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain. However, the progression of the units is at the discretion of districts.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among
mathematical topics.

Grades 3-5 Key: G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, NF = Number and Operations, Fractions, OA = Operations and Algebraic Thinking.

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UNPACKING THE STANDARDS

STANDARDS FOR MATHEMATICAL PRACTICE

The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students.

These practices rest on important “processes and proficiencies” with longstanding importance
in mathematics education. The first of these are the NCTM process standards of problem solving,
reasoning and proof, communication, representation, and connections. The second are the
strands of mathematical proficiency specified in the National Research Council’s report Adding
It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of
mathematical concepts, operations and relations), procedural fluency (skill in carrying out
procedures flexibly, accurately, efficiently and appropriately), and productive disposition
(habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a
belief in diligence and one’s own efficacy).

Students are expected to:

1. Make sense of problems and persevere in solving them.
In fourth grade, students know that doing mathematics involves solving problems and discussing
how they solved them. Students explain to themselves the meaning of a problem and look for
ways to solve it. Fourth graders may use concrete objects or pictures to help them conceptualize
and solve problems. They may check their thinking by asking themselves, “Does this make
sense?” They listen to the strategies of others and will try different approaches. They often will
use another method to check their answers.

2. Reason abstractly and quantitatively.

Fourth graders should recognize that a number represents a specific quantity. They connect the
quantity to written symbols and create a logical representation of the problem at hand,
considering both the appropriate units involved and the meaning of quantities. They extend this
understanding from whole numbers to their work with fractions and decimals. Students write
simple expressions, record calculations with numbers, and represent or round numbers using
place value concepts.

3. Construct viable arguments and critique the reasoning of others.

In fourth grade, students may construct arguments using concrete referents, such as objects,
pictures, and drawings. They explain their thinking and make connections between models and
equations. They refine their mathematical communication skills as they participate in
mathematical discussions involving questions like “How did you get that?” and “Why is that
true?” They explain their thinking to others and respond to others’ thinking.

4. Model with mathematics.

Students experiment with representing problem situations in multiple ways including numbers,
words (mathematical language), drawing pictures, using objects, making a chart, list, or graph,
creating equations, etc. Students need opportunities to connect the different representations and
explain the connections. They should be able to use all of these representations as needed. Fourth
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graders should evaluate their results in the context of the situation and reflect on whether the
results make sense.

5. Use appropriate tools strategically.

Fourth graders consider the available tools (including estimation) when solving a mathematical
problem and decide when certain tools might be helpful. For instance, they may use graph paper
or a number line to represent and compare decimals and protractors to measure angles. They use
other measurement tools to understand the relative size of units within a system and express
measurements given in larger units in terms of smaller units.

6. Attend to precision.
As fourth graders develop their mathematical communication skills, they try to use clear and
precise language in their discussions with others and in their own reasoning. They are careful
about specifying units of measure and state the meaning of the symbols they choose. For
instance, they use appropriate labels when creating a line plot.

7. Look for and make use of structure.

In fourth grade, students look closely to discover a pattern or structure. For instance, students use
properties of operations to explain calculations (partial products model). They relate
representations of counting problems such as tree diagrams and arrays to the multiplication
principal of counting. They generate number or shape patterns that follow a given rule.

8. Look for and express regularity in repeated reasoning.

Students in fourth grade should notice repetitive actions in computation to make generalizations
Students use models to explain calculations and understand how algorithms work. They also use
models to examine patterns and generate their own algorithms. For example, students use visual
fraction models to write equivalent fractions. Students should notice that there are multiplicative
relationships between the models to express the repeated reasoning seen.

***Mathematical Practices 1 and 6 should be evident in EVERY lesson***

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CONTENT STANDARDS

Operations and Algebraic Thinking

**IMPORTANT INFORMATION ON ORDER OF OPERATIONS FOUND HERE: Order of
Operations: The Myth and The Math (Please read BEFORE you teach this concept.)

CLUSTER #1: USE THE FOUR OPERATIONS WITH WHOLE NUMBERS TO SOLVE
PROBLEMS.
Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are:
multiplication/multiply, division/divide, addition/add, subtraction/subtract, equations,
unknown, remainders, reasonableness, mental computation, estimation, rounding.

MGSE4.OA.1 Understand that a multiplicative comparison is a situation in which one

quantity is multiplied by a specified number to get another quantity.
a. Interpret a multiplication equation as a comparison e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5.
b. Represent verbal statements of multiplicative comparisons as multiplication
equations.

A multiplicative comparison is a situation in which one quantity is multiplied by a

specified number to get another quantity (e.g., “a is n times as much as b”). Students
should be able to identify and verbalize which quantity is being multiplied and which
number tells how many times.

Students should be given opportunities to write and identify equations and statements for
multiplicative comparisons.

Examples:
5 x 8 = 40: Sally is five years old. Her mom is eight times older. How old is Sally’s
Mom?
5 x 5 = 25: Sally has five times as many pencils as Mary. If Sally has 5 pencils, how
many does Mary have? (Mary’s pencils x 5 = Sally’s pencils)

MGSE4.OA.2 Multiply or divide to solve word problems involving multiplicative

comparison. Use drawings and equations with a symbol or letter for the unknown number
to represent the problem, distinguishing multiplicative comparison from additive
comparison.

This standard calls for students to translate comparative situations into equations with an
unknown and solve. Students need many opportunities to solve contextual problems.
Refer Table 2, included at the end of this section, for more examples.

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Examples:
• Unknown Product: A blue scarf costs $3. A red scarf costs 6 times as much. How much
does the red scarf cost? (3  6 = p)
• Group Size Unknown: A book costs $18. That is 3 times more than a DVD. How much
does a DVD cost? (18 ÷ p = 3 or 3  p = 18)
• Number of Groups Unknown: A red scarf costs $18. A blue scarf costs $6. How many
times as much does the red scarf cost compared to the blue scarf?
(18 ÷ 6 = p or 6  p = 18)
When distinguishing multiplicative comparison from additive comparison, students
should note the following.
• Additive comparisons focus on the difference between two quantities.
o For example, Deb has 3 apples and Karen has 5 apples. How many more apples
does Karen have?
o A simple way to remember this is, “How many more?”
• Multiplicative comparisons focus on comparing two quantities by showing that one
quantity is a specified number of times larger or smaller than the other.
o For example, Deb ran 3 miles. Karen ran 5 times as many miles as Deb. How
many miles did Karen run?
o A simple way to remember this is “How many times as much?” or “How many
times as many?”

MGSE4.OA.3 Solve multistep word problems with whole numbers and having whole-
number answers using the four operations, including problems in which remainders must
be interpreted. Represent these problems using equations with a symbol or letter standing
for the unknown quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.

The focus in this standard is to have students use and discuss various strategies. It refers to
estimation strategies, including using compatible numbers (numbers that sum to 10 or 100) or
rounding. Problems should be structured so that all acceptable estimation strategies will arrive at
a reasonable answer. Students need many opportunities solving multistep story problems using
all four operations.

Example 1:
On a vacation, your family travels 267 miles on the first day, 194 miles on the second day and 34
miles on the third day. About how many miles did they travel total?

Some typical estimation strategies for this problem are shown below.
Student 1 Student 2 Student 3
I first thought about 267 and I first thought about 194. It is really close I rounded 267 to 300. I
34. I noticed that their sum to 200. I also have 2 hundreds in 267. rounded 194 to 200. I
is about 300. Then I knew That gives me a total of 4 hundreds. Then rounded 34 to 30. When
that 194 is close to 200. I have 67 in 267 and the 34. When I put I added 300, 200, and
When I put 300 and 200 67 and 34 together that is really close to 30, I know my answer
together, I get 500. 100. When I add that hundred to the 4 will be about 530.
hundreds that I already had, I end up with
500.
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The assessment of estimation strategies should only have one reasonable answer (500 or 530), or
a range (between 500 and 550). Problems will be structured so that all acceptable estimation
strategies will arrive at a reasonable answer.
Example 2:
Your class is collecting bottled water for a service project. The goal is to collect 300 bottles of
water. On the first day, Max brings in 3 packs with 6 bottles in each container. Sarah wheels in 6
packs with 6 bottles in each container. About how many bottles of water still need to be
collected?

Student 1 Student 2
First, I multiplied 3 and 6 which equals 18. First, I multiplied 3 and 6 which equals 18.
Then I multiplied 6 and 6 which is 36. I Then I multiplied 6 and 6 which is 36. I
know 18 plus 36 is about 50. I am trying to know 18 is about 20 and 36 is about 40. 40
get to 300. 50 plus another 50 is 100. Then + 20 = 60. 300 – 60 = 240, so we need
I need 2 more hundreds. So, we still need about 240 more bottles.
about 250 bottles.

This standard references interpreting remainders. Remainders should be put into context for
interpretation. Ways to address remainders:
• Remain as a left over
• Partitioned into fractions or decimals
• Discarded leaving only the whole number answer
• Increase the whole number answer by one
• Round to the nearest whole number for an approximate result

Example:
Write different word problems involving 44 ÷ 6 = ? where the answers are best represented as:
• Problem A: 7
• Problem B: 7 r 2
• Problem C: 8
• Problem D: 7 or 8
2
• Problem E: 7 6

Possible solutions:
• Problem A: 7
Mary had 44 pencils. Six pencils fit into each of her pencil pouches. How many pouches did she
fill?
44 ÷ 6 = p; p = 7 r 2. Mary can fill 7 pouches completely.

• Problem B: 7 r 2
Mary had 44 pencils. Six pencils fit into each of her pencil pouches. How many pouches could
she fill and how many pencils would she have left?
44 ÷ 6 = p; p = 7 r 2; Mary can fill 7 pouches and have 2 pencils left over.

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• Problem C: 8
Mary had 44 pencils. Six pencils fit into each of her pencil pouches. What is the fewest number
of pouches she would need in order to hold all of her pencils?
44 ÷ 6 = p; p = 7 r 2; Mary needs 8 pouches to hold all of the pencils.

• Problem D: 7 or 8
Mary had 44 pencils. She divided them equally among her friends before giving one of the
leftovers to each of her friends. How many pencils could her friends have received?
44 ÷ 6 = p; p = 7 r 2; Some of her friends received 7 pencils. Two friends received 8 pencils.
2
• Problem E: 7 6
Mary had 44 pencils and put six pencils in each pouch. What fraction represents the number of
pouches that Mary filled?
2 2
44 ÷ 6 = p; p = 7 6; Mary filled 7 6 pencil pouches.

Example:
There are 128 students going on a field trip. If each bus held 30 students, how many buses are
needed? (128 ÷ 30 = b; b = 4 R 8; They will need 5 buses because 4 buses would not hold all of
the students).
Students need to realize in problems, such as the example above, that an extra bus is needed for
the 8 students that are left over. Estimation skills include identifying when estimation is
appropriate, determining the level of accuracy needed, selecting the appropriate method of
estimation, and verifying solutions or determining the reasonableness of situations using various
estimation strategies. Estimation strategies include, but are not limited to, the following.

• Front-end estimation with adjusting (Using the highest place value and estimating from the
front end, making adjustments to the estimate by taking into account the remaining amounts)

• Clustering around an average (When the values are close together an average value is selected
and multiplied by the number of values to determine an estimate.)

• Rounding and adjusting (Students round to a lower multiple or higher multiple and then adjust
their estimate depending on how much the rounding affected the original values.)

• Using friendly or compatible numbers such as factors (Students seek to fit numbers together,
e.g., rounding to factors and grouping numbers together that have friendly sums like 100 or
1000.)

• Using benchmark numbers that are easy to compute (Students select close whole numbers for
fractions or decimals to determine an estimate.)

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CLUSTER #2: GAIN FAMILIARITY WITH FACTORS AND MULTIPLES.

Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are:
multiplication/multiply, division/divide, factor pairs, factor, multiple, prime, composite.

MGSE4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that
a whole number is a multiple of each of its factors. Determine whether a given whole
number in the range 1–100 is a multiple of a given one-digit number. Determine whether a
given whole number in the range 1–100 is prime or composite.

This standard requires students to demonstrate understanding of factors and multiples of

whole numbers. This standard also refers to prime and composite numbers. Prime
numbers have exactly two factors, the number one and their own number. For example,
the number 17 has the factors of 1 and 17. Composite numbers have more than two
factors. For example, 8 has the factors 1, 2, 4, and 8.

Common Misconceptions
A common misconception is that the number 1 is prime, when in fact; it is neither prime
nor composite. Another common misconception is that all prime numbers are odd
numbers. This is not true, since the number 2 has only 2 factors, 1 and 2, and is also an
even number.

When listing multiples of numbers, students may not list the number itself. Emphasize
that the smallest multiple is the number itself.

Some students may think that larger numbers have more factors. Having students share
all factor pairs and how they found them will clear up this misconception.

Prime vs. Composite:

• A prime number is a number greater than 1 that has only 2 factors, 1 and itself.
• Composite numbers have more than 2 factors.

Students investigate whether numbers are prime or composite by:

• Building rectangles (arrays) with the given area and finding which numbers have more
than two rectangles (e.g., 7 can be made into only 2 rectangles, 1  7 and 7  1, therefore
it is a prime number).
• Finding factors of the number.
Students should understand the process of finding factor pairs so they can do this for any
number 1-100.
Example:
Factor pairs for 96: 1 and 96, 2 and 48, 3 and 32, 4 and 24, 6 and 16, 8 and 12.

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Multiples
Multiples are products of any given whole number and another whole number. They can also be
thought of as the result of skip counting by each of the factors. When skip counting, students
should be able to identify the number of factors counted e.g., 5, 10, 15, 20 (there are 4 fives in
20).

Example:
Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24
Multiples of 24: 24, 48, 72, 96, 120, ……

Multiples of the factors of 24:

1, 2, 3, 4, 5, …, 24 (24 is the 24th multiple of one.)
2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 (24 is the 12th multiple of two.)
3, 6, 9, 12, 15, 15, 21, 24 (24 is the 8th multiple of three.)
4, 8, 12, 16, 20, 24 (24 is the 6th multiple of four.)
8, 16, 24 (24 is the 3rd multiple of eight.)
12, 24 (24 is the 2nd multiple of twelve.)
24 (24 is the 1st multiple of 24.)

To determine if a number between 1-100 is a multiple of a given one-digit number, some helpful
hints include the following:
• All even numbers are multiples of 2.
• All even numbers that can be halved twice (with a whole number result) are multiples of 4.
• All numbers ending in 0 or 5 are multiples of 5.

CLUSTER #3: GENERATE AND ANALYZE PATTERNS.

Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are: pattern (number or
shape), pattern rule.

MGSE4.OA.5 Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself. Explain informally
why the pattern will continue to develop in this way. For example, given the rule “Add 3”
and the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers.

Patterns involving numbers or symbols either repeat or grow. Students need multiple
opportunities creating and extending number and shape patterns. Numerical patterns
allow students to reinforce concepts and develop fluency with operations.

Patterns and rules are related. A pattern is a sequence that repeats the same process over
and over. A rule dictates what that process will look like. Students investigate different
patterns to find rules, identify features in the patterns, and justify the reason for those
features.

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Example:

Pattern Rule Feature(s)

3, 8, 13, 18, 23, Start with 3; The numbers alternately end with a 3 or an 8
28, … add 5
5, 10, 15, 20, … Start with 5; The numbers are multiples of 5 and end with
add 5 either 0 or 5. The numbers that end with 5 are
products of 5 and an odd number. The
numbers that end in 0 are products of 5 and an
even number.

After students have identified rules and features from patterns, they need to generate a
numerical or shape pattern from a given rule.

Example:
Rule: Starting at 1, create a pattern that starts at 1 and multiplies each number by 3. Stop
when you have 6 numbers.

Students write 1, 3, 9, 27, 81, 243. Students notice that all the numbers are odd and that
the sums of the digits of the 2-digit numbers are each 9. Some students might investigate
this beyond 6 numbers. Another feature to investigate is the patterns in the differences of
the numbers (3 – 1 = 2, 9 – 3 = 6, 27 – 9 = 18, etc.).

This standard calls for students to describe features of an arithmetic number pattern or
shape pattern by identifying the rule, and features that are not explicit in the rule. A t-
chart is a tool to help students see number patterns.

Example:
There are 4 beans in the jar. Each day 3 beans are added. How many beans are in the jar
for each of the first 5 days?

Day Operation Beans

0 30+4 4
1 31+4 7
2 32+4 10
3 33+4 13
4 34+4 16
5 35+4 19

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Number and Operation in Base Ten

CLUSTER #1: GENERALIZE PLACE VALUE UNDERSTANDING FOR MULTI-
DIGIT WHOLE NUMBERS.
Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are: place value, greater
than, less than, equal to, ‹, ›, =, comparisons/compare, round.

MGSE4.NBT.1 Recognize that in a multi-digit whole number, a digit in any one place
represents ten times what it represents in the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and division.

This standard calls for students to extend their understanding of place value related to
multiplying and dividing by multiples of 10. In this standard, students should reason
about the magnitude of digits in a number. Students should be given opportunities to
reason and analyze the relationships of numbers that they are working with.

Example:

How is the 2 in the number 582 similar to and different from the 2 in the number 528?

Students should learn that while the digit 2 is the same, the 2 in 528 is worth 20 because
it is in the tens place and the 2 in 582 is worth 2 because it is in the ones place. That
means that the 2 in 528 is ten times more than the 2 in 582.

MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers based on meanings
of the digits in each place, using >, =, and < symbols to record the results of comparisons.

This standard refers to various ways to write numbers. Students should have flexibility
with the different number forms. Traditional expanded form is 285 = 200 + 80 + 5.
Written form is two hundred eighty-five. However, students should have opportunities to
explore the idea that 285 could also be 28 tens plus 5 ones or 1 hundred, 18 tens, and 5
ones.

Students should also be able to compare two multi-digit whole numbers using appropriate
symbols.

MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any
place.

This standard refers to place value understanding, which extends beyond an algorithm or
procedure for rounding. The expectation is that students have a deep understanding of
place value and number sense and can explain and reason about the answers they get

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when they round. Students should have numerous experiences using a number line and a
hundreds chart as tools to support their work with rounding.

Example:
Your class is collecting bottled water for a service project. The goal is to collect 300
bottles of water. On the first day, Max brings in 3 packs with 6 bottles in each container.
Sarah wheels in 6 packs with 6 bottles in each container. About how many bottles of
water still need to be collected?

Student 1 Student 2
First, I multiplied 3 and 6 First, I multiplied 3 and 6
which equals 18. Then I which equals 18. Then I
multiplied 6 and 6 which is multiplied 6 and 6 which is
36. I know 18 plus 36 is about 36. I know 18 is about 20 and
50. I am trying to get to 300. 36 is about 40. 40 + 20 = 60.
50 plus another 50 is 100. 300 – 60 = 240, so we need
Then I need 2 more hundreds. about 240 more bottles.
So, we still need about 250
bottles.

Example:
On a vacation, your family travels 267 miles on the first day, 194 miles on the second day
and 34 miles on the third day. How many total miles did your family travel?

Some typical estimation strategies for this problem are:

Student 1 Student 2 Student 3

I first thought about 276 I first thought about 194. I rounded 267 to 300. I
and 34. I noticed that It is really close to 200. I rounded 194 to 200. I
their sum is about 300. also have 2 hundreds in rounded 34 to 30. When I
Then I knew that 194 is 267. That gives me a total added 300, 200, and 30, I
close to 200. When I put of 4 hundreds. Then I know my answer will be
300 and 200 together, I have 67 in 267 and the about 530.
get about 500. 34. When I put 67 and 34
together that is really
close to 100. When I add
that hundred to the 4
hundreds that I already
had, I end up with about
500.

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Example:
Round 368 to the nearest hundred.

This will either be 300 or 400 since those are the two hundreds before and after 368.
Draw a number line, subdivide it as much as necessary, and determine whether 368 is
closer to 300 or 400. Since 368 is closer to 400, this number should be rounded to 400.

Common Misconceptions

There are several misconceptions students may have about writing numerals from verbal
descriptions. Numbers like one thousand do not cause a problem; however, a number like one
thousand two causes problems for students. Many students will understand the 1000 and the 2
but then instead of placing the 2 in the ones place, students will write the numbers as they hear
them, 10002 (ten thousand two). There are multiple strategies that can be used to assist with this
concept, including place-value boxes and vertical-addition method.

Students often assume that the first digit of a multi-digit number indicates the "greatness" of a
number. The assumption is made that 954 is greater than 1002 because students are focusing on
the first digit instead of the number as a whole. Students need to be aware of the greatest place
value. In this example, there is one number with the lead digit in the thousands and another
number with its lead digit in the hundreds.

CLUSTER #2: USE PLACE VALUE UNDERSTANDING AND PROPERTIES OF

OPERATIONS TO PERFORM MULTI-DIGIT ARITHMETIC.
Students generalize their understanding of place value to 1,000,000, understanding the
relative sizes of numbers in each place. They apply their understanding of models for
multiplication (equal-sized groups, arrays, area models), place value, and properties of
operations, in particular the distributive property, as they develop, discuss, and use
efficient, accurate, and generalizable methods to compute products of multi-digit whole
numbers. Depending on the numbers and the context, they select and accurately apply
appropriate methods to estimate or mentally calculate products. They develop fluency
with efficient procedures for multiplying whole numbers; understand and explain why the
procedures work based on place value and properties of operations; and use them to
solve problems. Students apply their understanding of models for division, place value,
properties of operations, and the relationship of division to multiplication as they
develop, discuss, and use efficient, accurate, and generalizable procedures to find
quotients involving multi-digit dividends. They select and accurately apply appropriate
methods to estimate and mentally calculate quotients, and interpret remainders based
upon the context. Mathematically proficient students communicate precisely by engaging
in discussion about their reasoning using appropriate mathematical language. The terms

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students should learn to use with increasing precision with this cluster are: factors,
products, dividend, divisor, quotient, addends, sum, difference, remainder
MGSE4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard
algorithm.

Students build on their understanding of addition and subtraction, their use of place value
and their flexibility with multiple strategies to make sense of the standard algorithm.
They continue to use place value in describing and justifying the processes they use to
add and subtract.

This standard refers to fluency, which means accuracy (attending to precision), efficiency
(using well-understood strategies with ease), and flexibility (using strategies such as the
distributive property). According to NCTM, fluency is also the ability to transfer
procedures to different problems and contexts; to build or modify procedures from other
procedures; and to recognize when one strategy or procedure is more appropriate to apply
than another. To develop fluency, students need experience in integrating concepts and
strategies and building on familiar strategies as they create their own informal strategies
and procedures. Students need opportunities to justify both informal strategies and
commonly used procedures mathematically, to support and justify their choices of
appropriate procedures, and to strengthen their understanding and skill through strategic
practice. Procedural fluency builds on a foundation of conceptual understanding, strategic
reasoning, and problem solving (NGA Center & CCSSO, 2010; NCTM, 2000, 2014).
Research indicates that teachers’ can best support students’ development of fluency and
automaticity with computation through varied experiences with part-whole reasoning,
breaking numbers apart and working on mental strategies, rather than timed tests.
Evidence from research has indicated that timed tests cause unhealthy math anxiety with
learners as they are developing a solid foundation in numeracy:
https://www.youcubed.org/resources/new-evidence-timed-test-teaching-children-
mathematics-april-2014/.

Fourth grade is the first-grade level in which students are expected to be proficient at
using the standard algorithm to add and subtract. However, other previously learned
strategies are still appropriate for students to use. This is the time when students begin to
standardize their algorithm for computation. The word algorithm refers to a procedure or
a series of steps. In fourth grade, students should be able to flexibly use a variety of
algorithms based on their understanding and take formal steps to standardize their
preferred algorithm based on the given context and problem situation. The academic
vocabulary referring to “the standard algorithm” should not be confused with the US
Traditional Algorithm. The standard algorithm is any algorithm used and understood by a
student that involves a series of steps based on place-value decomposition. (Note: The
standard algorithm is not exclusive to the US Traditional algorithm.) For more
information, refer to the Mathematics Glossary and read http://bit.ly/1DTZYKs;
http://www.mathedleadership.org/docs/resources/journals/NCSMJournal_ST_Algorithms
_Fuson_Beckmann.pdf. The process of students standardizing and becoming fluent with
their algorithm is reserved for 4th grade with this standard, 4.NBT.4. Mathematical

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concepts will be assessed in a way where a variety of standard algorithms can be used
based on what the student understands and his/her place-value reasoning.

When students begin using the standard algorithm their explanation may be quite lengthy.
After much practice with using place value to justify their steps, they will develop
fluency with their algorithm. Students should also be able to explain why their chosen
algorithm works.

Example: 3892
+ 1567

Student explanation for this problem:

1. Two ones plus seven ones is nine ones.
2. Nine tens plus six tens is 15 tens.
3. I am going to write down five tens and think of the 10 tens as one more hundred.
(Denotes with a 1 above the hundreds column.)
4. Eight hundreds plus five hundreds plus the extra hundred from adding the tens is 14
hundreds.
5. I am going to write the four hundreds and think of the 10 hundreds as one more 1000.
(Denotes with a 1 above the thousands column.)
6. Three thousands plus one thousand plus the extra thousand from the hundreds is five
thousand.
7. The sum is 5,459.

Example: 3546
− 928

Student explanation for this problem:

1. There are not enough ones to take 8 ones from 6 ones, so I have to use one ten as 10 ones.
Now I have 3 tens and 16 ones. (Marks through the 4 and notates with a 3 above the 4
and writes a 1 above the ones column to be represented as 16 ones.)
2. Sixteen ones minus 8 ones is 8 ones. (Writes an 8 in the ones column of answer.)
3. Three tens minus 2 tens is one ten. (Writes a 1 in the tens column of answer.)
4. There are not enough hundreds to take 9 hundreds from 5 hundreds so I have to use one
thousand as 10 hundreds. (Marks through the 3 and notates with a 2 above it. Writes
down a 1 above the hundreds column.) Now I have 2 thousands and 15 hundreds.
5. Fifteen hundreds minus 9 hundreds is 6 hundreds. (Writes a 6 in the hundreds column of
the answer.)
6. I have 2 thousands left since I did not have to take away any thousands. (Writes 2 in the
thousands place of answer.)
7. The difference is 2,618.

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Students should know that it is mathematically possible to subtract a larger number from
a smaller number but that their work with whole numbers does not allow this as the
difference would result in a negative number.

MGSE4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number,

and multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.

Students who develop flexibility in breaking numbers apart have a better understanding
of the importance of place value and the distributive property in multi-digit
multiplication. Students use base ten blocks, area models, partitioning, compensation
strategies, etc. when multiplying whole numbers and use words and diagrams to explain
their thinking. They use the terms factor and product when communicating their
reasoning.

This standard calls for students to multiply numbers using a variety of strategies. Multiple
strategies enable students to develop fluency with multiplication and transfer that
understanding to division. Use of the standard algorithm for multiplication is an
expectation in the 5th grade. The US Traditional Algorithm for multiplication is
NOT an expectation in 4th grade.

Example:
There are 25 dozen cookies in the bakery. What is the total number of cookies at the
bakery?

Student 1 Student 2 Student 3

25  12 25  12 25  12
I broke 12 up into 10 and 2. I broke 25 into 5 groups of I doubled 25 and cut 12 in
25  10 = 250 5. half to get 50  6.
25  2 = 50 5  12 = 60 50  6 = 300
250 + 50 = 300 I have 5 groups of 5 in 25.
60  5 = 300

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Examples:
What would an array area model of 74 x 38 look like?

70 4

30 70 x 30 = 2,100 4 x 30 = 120

70 x 8 = 560 4 x 8 = 32
8

2,100 + 560 + 120 + 32 = 2,812

The area model to the right shows the partial products for 14 x 16 = 224.

Using the area model, students verbalize their understanding:

• 10  10 is 100
• 4  10 is 40, or 4 tens
• 10  6 is 60, or 6 tens
• 4  6 is 24
• 100 + 40 + 60 + 24 = 224

Examples:
Students use different strategies to record this type of multiplicative thinking. Students
can explain the examples below with base 10 blocks, drawings, or numbers.

To illustrate 154  6, students can use base 10 blocks or use drawings to show 154 six
times. Seeing 154 six times will lead them to understand the distributive property shown
below.

154  6 = (100 + 50 + 4)  6
154 x 6 = (100  6) + (50  6) + (4  6)
154 x 6 = 600 + 300 + 24 = 924

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Illustrating 25 x 24 can also be completed with base ten blocks or drawings to show 25
twenty-four times. The distributive property is shown below.

25
 24
400 (20  20)
100 (20  5)
80 (4  20)
20 (4  5)
600

MGSE4.NBT.6 Find whole-number quotients and remainders with up to four-digit

dividends and one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.

In fourth grade, students build on their third-grade work with division within 100. Students need
opportunities to develop their understandings by using problems in and out of context.

Example:
A 4th grade teacher bought 4 new pencil boxes. She has 260 pencils. She wants to put the
pencils in the boxes so that each box has the same number of pencils. How many pencils
will there be in each box?

This standard calls for students to explore division through various strategies.

• Using Base 10 Blocks: Students build 260 with base 10 blocks and distribute them
into 4 equal groups. Some students may need to trade the 2 hundreds for 20 tens but
others may easily recognize that 200 divided by 4 is 50.

• Using Place Value: 260 ÷ 4 = (200 ÷ 4) + (60 ÷ 4) = 50 + 15 = 65

• Using Multiplication: 4  50 = 200, 4  10 = 40, 4  5 = 20; 50 + 10 + 5 = 65;

so, 260 ÷ 4 = 65

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Example:
There are 592 students participating in Field Day. They are put into teams of 8 for the
competition. How many teams are created?

Student 1 Student 2 Student 3

592 divided by 8 592 divided by 8 I want to get to 592.
There are 70 eights in 560. I know that 10 eights is 80. 8  25 = 200
592 – 560 = 32 If I take out 50 eights that is 8  25 = 200
There are 4 eights in 32. 400. 8  25 = 200
70 + 4 = 74 592 − 400 = 192 200 + 200 + 200 = 600
I can take out 20 more eights 600 – 8 = 592
which is 160. I had 75 groups of 8 and took
192 − 160 = 32 one away, so there are 74
8 goes into 32 four times. teams.
I have none left. I took out
50, then 20 more, then 4
more. That’s 74.

Example:
Using an Open Array or Area Model
After developing an understanding of using arrays to divide, students begin to use a more
abstract model for division. This model connects to a recording process that will be
formalized in 5th grade.

1. 150 ÷ 6

Students make a rectangle and write 6 on one of its sides. They express their
understanding that they need to think of the rectangle as representing a total of 150.
1. Students think, “6 times what number is a number close to 150?” They recognize
that 6  10 is 60 so they record 10 as a factor and partition the rectangle into 2
rectangles and label the area aligned to the factor of 10 with 60. They express that
they have only used 60 of the 150 so they have 90 left.
2. Recognizing that there is another 60 in what is left, they repeat the process above.
They express that they have used 120 of the 150 so they have 30 left.
3. Knowing that 6  5 is 30, they write 30 in the bottom area of the rectangle and
record 5 as a factor.

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4. Student express their calculations in various ways:

a. 150
−60 (6  10) 150  6 = 10 + 10 + 5 = 25
90
−60 (6  10)
30
−30 (6  5)
0

b. 150  6 = (60  6) + (60  6) + (30  6) = 10 + 10 + 5 = 25

2. 1917  9

1,800
A student’s description of his or her thinking may be:
90 I need to find out how many 9s are in 1917. I know that 200 x 9 is 1800.
So, if I use 1800 of the 1917, I have 117 left. I know that 9 x 10 is 90.
27 So, if I have 10 more 9s, I will have 27 left. I can make 3 more 9s. I have
200 nines, 10 nines and 3 nines. So, I made 213 nines. 1917 ÷ 9 = 213.

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Common Misconceptions

When learning to fluently add and subtract using the standard algorithm, students often mix up
when to regroup. Also, students often do not notice the need of regrouping and just take the
smaller digit from the larger one. Emphasize place value and the meaning of each of the digits.
When students have had experience with Number Talks and using strategies to add and subtract
in previous grade levels, they bring that strategy understanding to 4th grade and standardize their
process for adding and subtracting. Students build on their understanding of addition and
subtraction, their use of place value and their flexibility with multiple strategies to make sense of
the standard algorithm. Students should continue to use place value in describing and justifying
the processes they use to add and subtract. The academic vocabulary referring to “the standard
algorithm” should not be confused with the US Traditional Algorithm. The standard algorithm is
any efficient algorithm used and understood by a student that involves a series of steps based on
place-value decomposition. (Note: The standard algorithm is not exclusive to the US Traditional
algorithm.)

Number and Operations- Fractions

CLUSTER #1: EXTEND UNDERSTANDING OF FRACTION EQUIVALENCE AND
ORDERING.
Students develop understanding of fraction equivalence and operations with fractions.
15 5
They recognize that two different fractions can be equal (e.g., 9 = 3 ), and they develop
methods for generating and recognizing equivalent fractions. Mathematically proficient
students communicate precisely by engaging in discussion about their reasoning using
appropriate mathematical language. The terms students should learn to use with
increasing precision with this cluster are: partition(ed), fraction, unit fraction,
equivalent, multiple, reason, denominator, numerator, comparison/compare, ‹, ›, =,
benchmark fraction.
𝑎 𝑛×𝑎 1 3×1
MGSE4.NF.1 Explain why two or more fractions are equivalent 𝑏 = 𝑛 × 𝑏 ex: 4 = 3 × 4 by
using visual fraction models. Focus attention on how the number and size of the parts
differ even though the fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.
This standard refers to visual fraction models. This includes area models, number lines or
it could be a collection/set model. This standard extends the work in third grade by using
additional denominators of 5, 10, 12, and 100.
This standard addresses equivalent fractions by examining the idea that equivalent
fractions can be created by multiplying both the numerator and denominator by the same
number, (also referred to as a fraction equivalent to one) or by dividing a shaded region
into various parts.

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Example:

Technology Connection: http://illuminations.nctm.org/activitydetail.aspx?id=80

MGSE4.NF.2 Compare two fractions with different numerators and different
denominators, e.g., by using visual fraction models, by creating common denominators or
1
numerators, or by comparing to a benchmark fraction such as 2. Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or <, and justify the conclusions.
This standard calls for students to compare fractions by creating visual fraction models or finding
common denominators or numerators. Students’ experiences should focus on visual fraction
models rather than algorithms. When tested, models may or may not be included. Students
should learn to draw fraction models to help them compare. Students must also recognize that
1 1
they must consider the size of the whole when comparing fractions (i.e., 2 and 8 of two medium
1 1
pizzas is very different from 2 of one medium and 8 of one large).

Example:
Use patterns blocks.
1
1. If a red trapezoid is one whole, which block shows ?
3
1
2. If the blue rhombus is 3, which block shows one whole?
2
3. If the red trapezoid is one whole, which block shows ?
3

Example:
Mary used a 12  12 grid to represent 1 and Janet used a 10  10 grid to represent 1. Each
1
girl shaded grid squares to show 4 . How many grid squares did Mary shade? How many
grid squares did Janet shade? Why did they shade different numbers of grid squares?

Possible solution: Mary shaded 36 grid squares; Janet shaded 25 grid squares. The total
1
number of little squares is different in the two grids, so 4 of each total number is different.

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Example:
1
There are two cakes on the counter that are the same size. The first cake has 2 of it left.
5
The second cake has left. Which cake has more left?
12

Student 1: Area Model

The first cake has more left over. The second cake
5 1
has 12 left which is less than 2.

Student 2: Number Line Model

1
The first cake has more left over: is greater than
2
5
.
12

Student 3: Verbal Explanation

6 1 5 1
I know that 12 equals 2, and 12 is less than 2. Therefore, the second cake has less
left over than the first cake. The first cake has more left over.

Example:
1 4 5
When using the benchmark fraction 2
to compare 6 and 8, you could use diagrams such
as these:

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4 1 1 5 1 1 1 1 4
is 6 larger than 2, while 8 is 8 larger than 2. Since 6 is greater than 8, 6 is the greater
6
fraction.
Common Misconceptions
Students sometimes apply whole number concepts when generating equivalent fractions. If a
student finds that 6 is equivalent to 2 using manipulatives, when looking at the numbers
9 3
6 2
independently of the manipulatives they might say that is greater than . Students think that
9 3
in whole numbers nine is larger than three. However, discussion needs to occur with students
that in the fractions the denominators are ninths and thirds, not nine and three. Students need
repeated experiences with visual models to understand the relationship between two fractions
that are equivalent.

CLUSTER #2: BUILD FRACTIONS FROM UNIT FRACTIONS BY APPLYING AND

EXTENDING PREVIOUS UNDERSTANDINGS OF OPERATIONS ON WHOLE
NUMBERS.
Students extend previous understandings about how fractions are built from unit
fractions, composing fractions from unit fractions, decomposing fractions into unit
fractions, and using the meaning of fractions and the meaning of multiplication to
multiply a fraction by a whole number. Mathematically proficient students communicate
precisely by engaging in discussion about their reasoning using appropriate
mathematical language. The terms students should learn to use with increasing precision
with this cluster are: operations, addition/joining, subtraction/separating, fraction, unit
fraction, equivalent, multiple, reason, denominator, numerator, decomposing, mixed
number, rules about how numbers work (properties), multiply, multiple.
MGSE4.NF.3 Understand a fraction 𝑎𝑏 with a numerator >1 as a sum of unit fractions 𝑏1 .

a. Understand addition and subtraction of fractions as joining and separating parts

referring to the same whole.
A fraction with a numerator of one is called a unit fraction. When students investigate fractions
2
other than unit fractions, such as 3, they should be able to join (compose) or separate
(decompose) the fractions of the same whole.
2 1 1
Example: 3
= 3
+ 3

Being able to visualize this decomposition into unit fractions helps students when adding
or subtracting fractions. Students need multiple opportunities to work with mixed

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numbers and be able to decompose them in more than one way. Students may use visual
models to help develop this understanding.
1 3 4 1 5 5 3 2 1
Example: 1 4 – 4
=? → 4
+ 4
=4 → 4
− 4
= 4
𝑜𝑟 2

Example of word problem:

3 2
Mary and Lacey decide to share a pizza. Mary ate 6 and Lacey ate 6 of the pizza. How
much of the pizza did the girls eat together?
3 1 1 1
Possible solution: The amount of pizza Mary ate can be thought of as 6 or 6 + 6 + 6. The
1 1
amount of pizza Lacey ate can be thought of as 6 + 6. The total amount of pizza they ate
1 1 1 1 1 5
is 6+ 6+ 6+ 6+ 6 or 6 of the pizza.

b. Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1
+ 1/8 = 8/8 + 8/8 + 1/8.
Students should justify their breaking apart (decomposing) of fractions using visual fraction
models. The concept of rewriting mixed numbers as fractions greater than one needs to be
emphasized using visual fraction models and decomposing.
Example:

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.

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A separate algorithm for mixed numbers in addition and subtraction is not necessary. Students
will tend to add or subtract the whole numbers first and then work with the fractions using the
same strategies they have applied to problems that contained only fractions.
Example:
3 1
Susan and Maria need 8 8 feet of ribbon to package gift baskets. Susan has 3 8 feet of
3
ribbon and Maria has 5 8 feet of ribbon. How much ribbon do they have altogether? Will
it be enough to complete the project? Explain why or why not.
The student thinks: I can add the ribbon Susan has to the ribbon Maria has to find out
1 3
how much ribbon they have altogether. Susan has 3 8 feet of ribbon and Maria has 5 8 feet
1 3
of ribbon. I can write this as 3 8 + 5 8. I know they have 8 feet of ribbon by adding the 3
1 3 4 4
and 5. They also have 8 and 8 which makes a total of 8 more. Altogether they have 8 8 feet
4 3
of ribbon. 8 8 is larger than 8 8 so they will have enough ribbon to complete the project.
1
They will even have a little extra ribbon left - 8
foot.

Example:
1
Trevor has 4 8 pizzas left over from his soccer party. After giving some pizza to his
4
friend, he has 2 8 of a pizza left. How much pizza did Trevor give to his friend?
1 33
Possible solution: Trevor had 4 8 pizzas to start. This is 8
of a pizza. The x’s show the
4 20
pizza he has left which is 28 pizzas or 8
pizzas. The shaded rectangles without the x’s
13 5
are the pizza he gave to his friend which is 8
or 1 8 pizzas.

Mixed numbers are formally introduced for the first time in 4th Grade. Students should have
ample experiences of adding and subtracting mixed numbers where they work with mixed
numbers or convert mixed numbers into fractions greater than one.
Example:
3 1
While solving the problem, 3 4 + 2 4, students could do the following:

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3 1
Student 1: 3 + 2 = 5 and 4 + 4
= 1, so 5 + 1 = 6.

3 3 3 1
Student 2: 3 4 + 2 = 5 4, so 5 4 + 4
= 6.

3 15 1 9 15 9 24
Student 3: 3 4 = 4
and 2 4 = 4, so 4
+ 4
= 4
= 6.

d. Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.

Example:
3 1 2
A cake recipe calls for you to use 4 cup of milk, 4 cup of oil, and 4 cup of water. How
much liquid was needed to make the cake?

MGSE4.NF.4 Apply and extend previous understandings of multiplication to multiply a

fraction by a whole number e.g., by using a visual such as a number line or area model.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to
represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

This standard builds on students’ work of adding fractions and extending that work into
multiplication.
3 1 1 1 1
Example: = + + =3 ×
6 6 6 6 6

Number line:

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Area model:

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply
a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5)
as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

This standard extends the idea of multiplication as repeated addition.

2 2 2 2 6 1
Example: 3 × 5
= +
5 5
+
5
=
5
=6 × .
5

Students are expected to use and create visual fraction models to multiply a whole
number by a fraction.

c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by

using visual fraction models and equations to represent the problem. For example, if each
person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party,
how many pounds of roast beef will be needed? Between what two whole numbers does your
answer lie?

This standard calls for students to use visual fraction models to solve word problems related to
multiplying a whole number by a fraction.

Example:
1
In a relay race, each runner runs 2 of a lap. If there are 4 team members how long is the race?

1
Student 1 – Draws a number line showing 4 jumps of 2 :

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1
Student 2 – Draws an area model showing 4 pieces of
2
joined together to equal 2:

1
Student 3 – Draws an area model representing 4  2 on a
1
grid, dividing one row into 2 to represent the multiplier:

Example:
1 1
Heather bought 12 plums and ate 3 of them. Paul bought 12 plums and ate 4 of them.
Which statement is true? Draw a model to explain your reasoning.
a. Heather and Paul ate the same number of plums.
b. Heather ate 4 plums and Paul ate 3 plums.
c. Heather ate 3 plums and Paul ate 4 plums.
d. Heather had 9 plums remaining.

Possible student solutions:

If both Heather and Paul bought the same amount of plums, all I need to do is compare
what fraction of the plums each person ate. I know that one third is larger than one fourth
so Heather must have eaten more plums. The correct solution must be that Heather ate 4
plums and Paul ate 3 plums.

1 12
I know that Heather ate one third of 12 which is four because x 12 is , or 4. I know
3 3
1 12
that Paul ate one fourth of 12, which is three because x 12 is , or 3. The correct
4 4
answer is choice b.

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Examples:
Students need many opportunities to work with problems in context to understand the
connections between models and corresponding equations. Contexts involving a whole
number times a fraction lend themselves to modeling and examining patterns.
2 1 6
1. 3 ×5=6 × 5
= 5

3
2. If each person at a party eats 8 of a pound of roast beef, and there are 5
people at the party, how many pounds of roast beef are needed? Between what two whole
numbers does your answer lie?

A student may build a fraction model to represent this problem:

Common Misconceptions

Students think that it does not matter which model to use when finding the sum or difference of
fractions. They may represent one fraction with a rectangle and the other fraction with a circle.
They need to know that the models need to represent the same whole.

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CLUSTER #4: UNDERSTAND DECIMAL NOTATION FOR FRACTIONS AND

COMPARE DECIMAL FRACTIONS.
Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are: fraction, numerator,
denominator, equivalent, reasoning, decimals, tenths, hundredths, multiplication,
comparisons/compare, ‹, ›, =.
MGSE4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with
denominator 100 and use this technique to add two fractions with respective denominators
10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
This standard continues the work of equivalent fractions by having students change fractions
with a 10 in the denominator into equivalent fractions that have a 100 in the denominator.
Student experiences should focus on working with grids rather than algorithms in order to
prepare for work with decimals in MGSE4.NF.6 and MGSE4.NF.7. Students can also use base
ten blocks and other place value models to explore the relationship between fractions with
denominators of 10 and denominators of 100.
The work completed by students in 4th grade with this standard lays the foundation for
performing operations with decimal numbers in 5th grade.

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Example: Represent 3 tenths and 30 hundredths using the decimal grid models below.

Example: Represent 3 tenths and 30 hundredths on the models below.

Tenths circle Hundredths circle

MGSE4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For
example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number
line diagram.
Decimals are introduced for the first time in fourth grade. Students should have ample
opportunities to explore and reason about the idea that a number can be represented as both a
fraction and a decimal.
Students make connections between fractions with denominators of 10 and 100 and the place
32
value chart. By reading fraction names, students say 100 as thirty-two hundredths and rewrite this
as 0.32 or represent it on a place value model as shown below.

Hundreds Tens Ones • Tenths Hundredths

• 3 2

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32
Students use the representations explored in MGSE4.NF.5 to understand 100 can be expanded to
3 2 32 32 30
10
and 100. Students represent values such as 0.32 or 100 on a number line. 100
is more than 100
3 40 4 30
(or 10) and less than 100 (or 10). It is closer to 100 so it would be placed on the number line near
that value.

MGSE4.NF.7 Compare two decimals to hundredths by reasoning about their size.

Recognize that comparisons are valid only when the two decimals refer to the same whole.
Record the results of comparisons with the symbols >, =, or <, and justify the conclusions,
e.g., by using a visual model.
Students should reason that comparisons are only valid when they refer to the same whole.
Visual models include area models, decimal grids, decimal circles, number lines, and meter
sticks.
Students build area and other models to compare decimals. Through these experiences and their
work with fraction models, they build the understanding that comparisons between decimals or
fractions are only valid when the whole is the same for both cases. Each of the models below
3 3
shows 10 but the whole on the left is much bigger than the whole on the right. They are both 10
but the model on the left is a much greater quantity than the model on the right because three
tenths takes up more space in the model on the left.

When the wholes are the same, the decimals or fractions can be compared.
Example:
Draw a model to show that 0.3 < 0.5. (Students would sketch two models of
approximately the same size to show the area that represents three-tenths is smaller than
the area that represents five-tenths.)

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Common Misconceptions

Students treat decimals as whole numbers when making comparison of two decimals. They think
the longer the number, the greater the value. For example, they think that .03 is greater than 0.3
because .03 has more digits after the decimal point than 0.3. Students need to know that they
must look at the place value of the digits when comparing two decimals.

Measurement and Data

CLUSTER #1: SOLVE PROBLEMS INVOLVING MEASUREMENT AND
CONVERSION OF MEASUREMENTS FROM A LARGER UNIT TO A SMALLER
UNIT.
Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are: measure, metric,
customary, convert/conversion, relative size, liquid volume, mass, length, distance,
kilometer (km), meter (m), centimeter (cm), kilogram (kg), gram (g), liter (L), milliliter
(mL), inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup (c), pint (pt),
quart (qt), gallon (gal), time, hour, minute, second, equivalent, operations, add,
subtract, multiply, divide, fractions, decimals, area, perimeter.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb., oz.; l, ml; hr., min, sec.
a. Understand the relationship between gallons, cups, quarts, and pints.
b. Express larger units in terms of smaller units within the same measurement system.
c. Record measurement equivalents in a two-column table.
The units of measure that have not been addressed in prior years are cups, pints, quarts, gallons,
pounds, ounces, kilometers, milliliters, and seconds. Students’ prior experiences were limited to
measuring length, mass (metric and customary systems), liquid volume (metric only), and
elapsed time. Students did not convert measurements. Students need ample opportunities to
become familiar with these new units of measure and explore the patterns and relationships in
the conversion tables that they create.

Students use a two-column chart to convert from larger to smaller units and record equivalent
measurements. They make statements such as, if one foot is 12 inches, then 3 feet must be 36
inches because there are 3 groups of 12.

Example:
Customary length conversion table
Yards Feet
1 3
2 6
3 9
n n3
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Foundational understandings to help with measure concepts:

• Understand that larger units can be subdivided into equivalent units (partition).
• Understand that the same unit can be repeated to determine the measure (iteration).
• Understand the relationship between the size of a unit and the number of units needed
(compensatory principle1).

MGSE4.MD.2 Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, including problems
involving simple fractions or decimals, and problems that require expressing
measurements given in a larger unit in terms of a smaller unit. Represent measurement
quantities using diagrams such as number line diagrams that feature a measurement scale.

This standard includes multi-step word problems related to expressing measurements from a
larger unit in terms of a smaller unit (e.g., feet to inches, meters to centimeter, dollars to cents).
Students should have ample opportunities to use number line diagrams to solve word problems.

Example:
Charlie and 10 friends are planning for a pizza party. They purchased 3 quarts of milk. If
each glass holds 8 fl.oz., will everyone get at least one glass of milk?

Possible solution: Charlie plus 10 friends = 11 total people

11 people  8 fluid ounces (glass of milk) = 88 total fluid ounces
1 quart = 2 pints = 4 cups = 32 fluid ounces
Therefore if 1 quart = 2 pints = 4 cups = 32 ounces, then
2 quarts = 4 pints = 8 cups = 64 ounces
3 quarts = 6 pints = 12 cups = 96 ounces

If Charlie purchased 3 quarts (6 pints) of milk, there would be enough for everyone at his
party to have at least one glass of milk. If each person drank 1 glass, then he would have
one 8 fl. oz. glass, or 1 cup of milk left over.

Additional examples with various operations:

• Division/fractions: Susan has 2 feet of ribbon. She wants to give the ribbon to her 3
best friends, so each friend gets the same amount. How much ribbon will each friend
get?
2
Students may record their solutions using fractions or inches. The answer would be 3
of a foot or 8 inches. Students are able to express the answer in inches because they
1 2 1
understand that 3 of a foot is 4 inches and 3 of a foot is 2 groups of 3.

4
The compensatory principle states that the smaller the unit used to measure the distance, the more of those units that will be needed. For example,
measuring a distance in centimeters will result in a larger number of that unit than measuring the distance in meters.

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• Addition: Mason ran for an hour and 15 minutes on Monday, 25 minutes on Tuesday,
and 40 minutes on Wednesday. What was the total number of minutes Mason ran?

Students can add the times to find the total number of minutes Mason ran. 40 minutes
plus another 25 minutes would be 65 minutes, or an hour and 5 minutes. Then, an hour
and five minutes can be added to an hour and 15 minutes to see that Mason ran 2
hours and 20 minutes in all.

• Subtraction: A pound of apples costs $1.20. Rachel bought a pound and a half of
apples. If she gave the clerk a $5.00 bill, how much change will she get back?

Possible student solution: If Rachel bought a pound and a half of apples, she paid
$1.20 for the first pound and then 60¢ for the other half a pound, since half of $1.20 is
60¢. When I add $1.20 and 60¢, I get a total of $1.80 spent on the apples. If she gave
the clerk a five-dollar bill, I can count up to find out how much change she received.

$1.80 + 20¢ = $2.00

$2.00 + 3.00 = $5.00
$3.00 + 20¢ = $3.20

So, Rachel got $3.20 back in change.

• Multiplication: Mario and his 2 brothers are selling lemonade. Mario brought one and
a half liters, Javier brought 2 liters, and Ernesto brought 450 milliliters. How many
total milliliters of lemonade did the boys have?

First, students must add all the liquid volumes together. 1 ½ liters + 2 liters = 3 ½
liters
3 ½ liters is the same as 3,500 mL because 1L is equal to 1,000 mL, so 3 liters is 3,000
mL and half of a liter is 500 mL, which equals 3,500 mL. When adding 3,500 mL to
450 mL, the total milliliters of lemonade is 3,950 mL.

Number line diagrams that feature a measurement scale can represent measurement quantities.
Examples include: ruler, diagram marking off distance along a road with cities at various points,
a timetable showing hours throughout the day, or a liquid volume measure on the side of a
container.

Example:
At 7:00 a.m. Candace wakes up to go to school. It takes her 8 minutes to shower, 9
minutes to get dressed and 17 minutes to eat breakfast. How many minutes does she have
until the bus comes at 8:00 a.m.? Use the number line to help solve the problem.
get
dressed

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shower breakfast

Candace is finished at 7:34. If the bus comes at 8:00, I can count on to from 7:34 to 8:00
to find how many minutes it takes for the bus to arrive. From 7:34 to 7:35 is one minute.
From 7:35 to 7:40 is 5 minutes and from 7:40 to 8:00 is 20 minutes. 1 minute + 5
minutes + 20 minutes = 26 minutes until the bus arrives.

MGSE4.MD.3 Apply the area and perimeter formulas for rectangles in real world and
mathematical problems. For example, find the width of a rectangular room given the area of
the flooring and the length, by viewing the area formula as a multiplication equation with an
unknown factor.
Students developed understanding of area and perimeter in 3rd grade by using visual models.
While students are expected to use formulas to calculate area and perimeter of rectangles, they
need to understand and be able to communicate their understanding of why the formulas work.
The formula for area is l x w and the answer will always be in square units. The formula for
perimeter can be 2 l + 2 w or 2 (l + w) and the answer will be in linear units. This standard calls
for students to generalize their understanding of area and perimeter by connecting the concepts to
mathematical formulas. These formulas should be developed through experience not just
memorization.
Example:
Mr. Rutherford is covering the miniature golf course with an artificial grass. How
many 1-foot squares of carpet will he need to cover the entire course?

MGSE4.MD.8 Recognize area as additive. Find areas of rectilinear figures by decomposing

them into non-overlapping rectangles and adding the areas of the non-overlapping parts,
applying this technique to solve real world problems.

This standard uses the word rectilinear. A rectilinear figure is a polygon that has all right
angles. Students can decompose a rectilinear figure into different rectangles. They find the
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area of the rectilinear figure by adding the areas of each of the decomposed rectangles
together.

Example:

A storage shed is pictured below. What is the total area? How could the figure
be decomposed to help find the area?

I can divide this figure into three smaller rectangles.

First: 10 m x 5 m = 50 m²

Second: 5 m x 4 m = 20 m²

Third: 10 m x 5 m = 50 m²

50 m² + 50 m² + 20 m² = 120 m²

Common Misconceptions
Students believe that larger units will give the greater measure. Students should be given
multiple opportunities to measure the same object with different measuring units. For example,
have the students measure the length of a room with one-inch tiles, with one-foot rulers, and with
yard sticks. Students should notice that it takes fewer yard sticks to measure the room than rulers
or tiles.

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CLUSTER #2: REPRESENT AND INTERPRET DATA.

Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are: data, line plot, length,
fractions.
MGSE4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit
1 1 1
(2, 4, 8). Solve problems involving addition and subtraction of fractions with common
denominators by using information presented in line plots. For example, from a line plot,
find and interpret the difference in length between the longest and shortest specimens in an
insect collection.
This standard provides a context for students to work with fractions by measuring objects to an
eighth of an inch. Students are making a line plot of this data and then adding and subtracting
fractions based on data in the line plot.

Example:
1 1 1
Students measured objects in their desk to the nearest 2, 4, or 8 inch. They displayed their
1 1
data collected on a line plot. How many objects measured 4 inch? 2 inch? If you put all
the objects together end to end what would be the total length of all the objects?

2
Possible student solution: Since = 1 there are three objects that measured 1
of an inch.
8 4 4
4 1 1
Since is equal to , there are 2 objects that have a length of of an inch. The total
8 2 2
8 4 4 16 6
length of all the objects is + + = which is 2 inches. Then, add +1+3= 10
which
8 8 8 8 8 8 8 8
is 1 2 inches. Then, add 2
+ 2 + 2 + 6
= 12
which is 1 4
inches.
8 8 8 8 8 8 8
2+12 +1 4
is 4 6
inches in total length.
8 8 8

Common Misconceptions

Students use whole-number names when counting fractional parts on a number line. The fraction
name should be used instead. For example, if two-fourths is represented on the line plot three
times, then there would be six-fourths.

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CLUSTER #3: GEOMETRIC MEASUREMENT – UNDERSTAND CONCEPTS OF

ANGLE AND MEASURE ANGLES.
Mathematically proficient students communicate precisely by engaging in discussion
about their reasoning using appropriate mathematical language. The terms students
should learn to use with increasing precision with this cluster are: measure, point, end
point, geometric shapes, ray, angle, circle, fraction, intersect, one-degree angle,
protractor, decomposed, addition, subtraction, unknown.
MGSE4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays
share a common endpoint, and understand concepts of angle measurement:
This standard brings up a connection between angles and circular measurement (360 degrees).
a. An angle is measured with reference to a circle with its center at the common endpoint
of the rays, by considering the fraction of the circular arc between the points where the two
rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-
degree angle,” and can be used to measure angles.
The diagram below will help students understand that an angle measurement is not related to an
area since the area between the 2 rays is different for both circles, yet the angle measure is the
same.

b. An angle that turns through n one-degree angles is said to have an angle measure of n
degrees.
This standard calls for students to explore an angle as a series of “one-degree turns.”
Example:
A water sprinkler rotates one-degree at each interval. If the sprinkler rotates a total of 100
degrees, how many one-degree turns has the sprinkler made?
MGSE4.MD.6 Measure angles in whole number degrees using a protractor. Sketch angles
of specified measure.
Before students begin measuring angles with protractors, they need to have some experiences
with benchmark angles. They transfer their understanding that a 360º rotation about a point
makes a complete circle to recognize and sketch angles that measure approximately 90º and
180º. They extend this understanding and recognize and sketch angles that measure
approximately 45º and 30º. They use appropriate terminology (acute, right, and obtuse) to
describe angles and rays (perpendicular).
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Students should measure angles and sketch angles.

MGSE4.MD.7 Recognize angle measure as additive. When an angle is decomposed into

non-overlapping parts, the angle measure of the whole is the sum of the angle measures of
the parts. Solve addition and subtraction problems to find unknown angles on a diagram in
real world and mathematical problems, e.g., by using an equation with a symbol or letter
for the unknown angle measure.
This standard addresses the idea of decomposing (breaking apart) an angle into smaller parts.

Example:
A lawn water sprinkler rotates 65 degrees and then pauses. It then rotates an additional 25
degrees. What is the total degree of the water sprinkler rotation? How many times will it
do this as it makes a 360 degree, or full, rotation?
If the water sprinkler rotates a total of 25 degrees then pauses, how many 25-degree
cycles will it go through for the rotation to reach at least 90 degrees?

Example:
If the two rays are perpendicular, what is the value of m?

Example:

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Joey knows that when a clock’s hands are exactly on 12 and 1, the angle formed by the
clock’s hands measures 30º. What is the measure of the angle formed when a clock’s
hands are exactly on the 12 and 4?
Common Misconceptions

Students are confused as to which number to use when determining the measure of an angle
using a protractor because most protractors have a double set of numbers. Students should decide
first if the angle appears to be an angle that is less than the measure of a right angle (90°) or
greater than the measure of a right angle (90°). If the angle appears to be less than 90°, it is an
acute angle and its measure ranges from 0° to 89°. If the angle appears to be an angle that is
greater than 90°, it is an obtuse angle and its measures range from 91° to 179°. Ask questions
about the appearance of the angle to help students in deciding which number to use.

Geometry
CLUSTER #1: DRAW AND IDENTIFY LINES AND ANGLES, AND CLASSIFY
SHAPES BY PROPERTIES OF THEIR LINES AND ANGLES.
Students describe, analyze, compare, and classify two-dimensional shapes. Through
building, drawing, and analyzing two-dimensional shapes, students deepen their
understanding of properties of two-dimensional objects and the use of them to solve
problems involving symmetry. Mathematically proficient students communicate precisely
by engaging in discussion about their reasoning using appropriate mathematical
language. The terms students should learn to use with increasing precision with this
cluster are: classify shapes/figures, (properties)-rules about how numbers work, point,
line, line segment, ray, angle, vertex/vertices, right angle, acute, obtuse, perpendicular,
parallel, right triangle, isosceles triangle, equilateral triangle, scalene triangle, line of
symmetry, symmetric figures, two dimensional. From previous grades: polygon,
rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube,
trapezoid, half/quarter circle, circle, cone, cylinder, sphere.
MGSE4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
This standard asks students to draw two-dimensional geometric objects and to also identify them
in two-dimensional figures. This is the first time that students are exposed to rays, angles, and
perpendicular and parallel lines. Examples of points, line segments, lines, angles, parallelism,
and perpendicularity can be seen daily. Students do not easily identify lines and rays because
they are more abstract.

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Examples:
Draw two different types of quadrilaterals that have two pairs of parallel sides.
Is it possible to have an acute right triangle? Justify your reasoning using pictures and
words.

Example:
How many acute, obtuse, and right angles are in this shape?

Draw and list the properties of a parallelogram. Draw and list the properties of a
rectangle. How are your drawings and lists alike? How are they different? Be ready to
share your thinking with the class.

MGSE4.G.2 Classify two-dimensional figures based on the presence or absence of parallel

or perpendicular lines, or the presence or absence of angles of a specified size. Recognize
right triangles as a category, and identify right triangles.

Two-dimensional figures may be classified using different characteristics such as, parallel or
perpendicular lines or by angle measurement.

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Parallel or Perpendicular Lines:

Students should become familiar with the concept of parallel and perpendicular lines. Two lines
are parallel if they never intersect and are always equidistant. Two lines are perpendicular if they
intersect at a point that creates four right angles (90º). Students may use transparencies with lines
to arrange two lines in different ways to determine that the 2 lines might intersect in one point or
may never intersect. Further investigations may be initiated using geometry software. These
types of explorations may lead to a discussion on angles.

Parallel and perpendicular lines are shown below:

This standard calls for students to sort objects based on parallelism, perpendicularity, and angle
types.

Example:

Do you agree with the label on each of the circles in the Venn diagram above? Describe why
some shapes fall in the overlapping sections of the circles.
Example:
Draw and name a figure that has two parallel sides and exactly 2 right angles.

Example:
For each of the following, sketch an example if it is possible. If it is impossible, say so, and
explain why or show a counterexample.
• A parallelogram with exactly one right angle. (impossible)
• An isosceles right triangle.
• A rectangle that is not a parallelogram. (impossible)
• Every square is a quadrilateral.
• Every trapezoid is a parallelogram. (impossible)

Example:
Identify which of these shapes have perpendicular or parallel sides and justify your selection.

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A possible justification that students might give is: “The square has perpendicular sides because
the sides meet at a corner, forming right angles.”

Angle Measurement:

This expectation is closely connected to MGSE4.MD.5, MGSE4.MD.6, and MGSE4.G.1.

Students’ experiences with drawing and identifying right, acute, and obtuse angles support them
in classifying two-dimensional figures based on specified angle measurements. They use the
benchmark angles of 90°, 180°, and 360° to approximate the measurement of angles.

Right triangles can be a category for classification. A right triangle has one right angle. There are
different types of right triangles. An isosceles right triangle has two or more congruent sides and
a scalene right triangle has no congruent sides.

MGSE4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.

Students need experiences with figures which are symmetrical and non-symmetrical. Figures
include both regular and non-regular polygons. Folding cut-out figures will help students
determine whether a figure has one or more lines of symmetry. This standard only includes line
symmetry, not rotational symmetry.

Example:
For each figure at the right, draw all of the lines of symmetry. What pattern do you notice? How
many lines of symmetry do you think there would be for regular polygons with 9 and 11 sides?
Sketch each figure and check your predictions.

Polygons with an odd number of sides have lines of symmetry that go from a midpoint of a side
through a vertex.

Common Misconceptions
Students believe a wide angle with short sides may seem to measure less than a narrow angle
with long sides. Students can compare two angles by tracing one and placing it over the other.
Students will then realize that the length of the sides does not determine whether one angle
measures greater than or less than another angle. The measure of the angle does not change.

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Table 2 Common Multiplication and Division Situations

Number of Groups
Group Size Unknown
Unknown
Unknown Product (“How many in each
(“How many groups?”
group? Division)
Division)

36=? 3  ? – 18, and 18 3 = ? ?  6 = 18, and 18  6 = ?

There are 3 bags with 6 plums in If 18 plums are shared equally into If 18 plums are to be packed 6 to a
each bag. How many plums are 3 bags, then how many plums will bag, then how many bags are
there in all? be in each bag? needed?

Equal Groups Measurement example. You need 3 Measurement example. You have Measurement example. You have
lengths of string, each 6 inches 18 inches of string, which you will 18 inches of string, which you will
long. How much string will you cut into 3 equal pieces. How long cut into pieces that are 6 inches
need altogether? will each piece of string be? long. How many pieces of string
will you have?

There are 3 rows of apples with 6 If 18 apples are arranged into 3 If 18 apples are arranged into equal
apples in each row. How many equal rows, how many apples will rows of 6 apples, how many rows
Arrays2, apples are there? be in each row? will there be?

Area example. What is the area of a Area example. A rectangle has area Area example. A rectangle has area
Area3 3 cm by 6 cm rectangle? 18 square centimeters. If one side is 18 square centimeters. If one side is
3 cm long, how long is a side next 6 cm long, how long is a side next
to it? to it?

A blue hat costs $6. A red hat costs A red hat costs $18 and that is 3 A red hat costs $18 and a blue hat
3 times as much as the blue hat. times as much as a blue hat costs. costs $6. How many times as much
How much does the red hat cost? How much does a blue hat cost? does the red hat cost as the blue
hat?
Measurement example. A rubber Measurement example. A rubber
Compare band is 6 cm long. How long will band is stretched to be 18 cm long Measurement example. A rubber
the rubber band be when it is and that is 3 times as long as it was band was 6 cm long at first. Now it
stretched to be 3 times as long? at first. How long was the rubber is stretched to be 18 cm long. How
band at first? many times as long is the rubber
band now as it was at first?

General ab=? a  ? = p, and p  a = ? ?  b = p, and p  b = ?

2 The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows and
columns: The apples in the grocery window are in 3 rows and 6 columns. How many apples are in there? Both forms are
valuable.
3 Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array problems

include these especially important measurement situations.

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MINDSET AND MATHEMATICS

Growth mindset was pioneered by Carol Dweck, Lewis and Virginia Eaton Professor of
Psychology at Stanford University. She and her colleagues were the first to identify a link
between growth mindset and achievement. They found that students who believed that their
ability and intelligence could grow and change, otherwise known as growth mindset,
outperformed those who thought that their ability and intelligence were fixed. Additionally,
students who were taught that they could grow their intelligence actually did better over time.
Dweck's research showed that an increased focus on the process of learning, rather than the
outcome, helped increase a student's growth mindset and ability.
(from WITH+MATH=I CAN)

Jo Boaler, Professor of Mathematics Education at the Stanford Graduate School of Education,

and author of Mathematical Mindsets: Unleashing Students' Potential through Creative Math,
Inspiring Messages, and Innovative Teaching, was one of the first to apply growth mindset to
math achievement.
You can learn how to use the power of growth mindset for yourself and your students here:

https://www.amazon.com/gp/withmathican

https://www.mindsetkit.org/topics/about-growth-mindset

https://www.youcubed.org/

Growth and Fixed Mindset images courtesy of Katherine Lynas (katherinelynas.com). Thank
you, Katherine!

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VERTICAL UNDERSTANDING OF THE MATHEMATICS LEARNING

TRAJECTORY
Why does it matter if you know what happens in mathematics in the grades before and after the
one you teach? Isn’t it enough just to know and understand the expectations for your grade?
There are many reasons to devote a bit of your time to the progression of standards.
You will:
• Deepen your understanding of how development of algebraic thinking has proven to be a
critical element of student mathematics success as they transition from elementary to
middle school. Elementary and middle school teachers must understand how algebraic
thinking develops prior to their grade, in their grade, and beyond their grade in order to
support student algebraic thinking
• Know what to expect when students show up in your grade because you know what they
should understand from the years before
• Understand how conceptual understanding develops, making it easier to help students
who have missing bits and pieces
• Be able to help students to see the connections between ideas in mathematics in your
grade and beyond, helping them to connect to what they already know and what is to
come
• Assess understanding more completely, and develop better assessments
• Know what the teachers in the grades to come expect your students to know and
understand
• Plan more effectively with same-grade and other-grade colleagues
• Deepen your understanding of the mathematics of your grade

We aren’t asking you to take a month off to study up, just asking that you reference the
following resources when you want to deepen your understanding of where students are in their
mathematics learning, understand why they are learning what they are learning in your grade,
and understand the mathematical ideas and connections within your grade and beyond.
Resources:
The Coherence Map: http://achievethecore.org/page/1118/coherence-map This resource
diagrams the connections between standards, provides explanations of standards, provides
example tasks for many standards, and links to the progressions document when further detail is
required.
A visual learning trajectory of:
Addition and Subtraction - http://gfletchy.com/2016/03/04/the-progression-of-addition-and-
subtraction/
Multiplication - http://gfletchy.com/2015/12/18/the-progression-of-multiplication/
Division - http://gfletchy.com/2016/01/31/the-progression-of-division/
Fractions - https://gfletchy.com/2016/12/08/the-progression-of-fractions/
(Many thanks to Graham Fletcher, the genius behind these videos)
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The Mathematics Progression Documents:

http://math.arizona.edu/~ime/progressions/
Learning Trajectories in Mathematics:
https://www.mobt3ath.com/uplode/book/book-24726.pdf
https://repository.upenn.edu/cgi/viewcontent.cgi?article=1019&context=cpre_researchreports
RESEARCH OF INTEREST TO MATHEMATICS TEACHERS
Social Emotional Learning and Math-
http://curry.virginia.edu/uploads/resourceLibrary/Teachers_support_for_SEL_contributes_to_im
proved_math_teaching_and_learning,_et_al.pdf.
Why how you teach math is important- https://www.youcubed.org/

GloSS, IKAN and the overall Numeracy Project

Information on the Numeracy Project, which includes GloSS and IKAN can be found here:
Georgia Numeracy Project Overview.
The GloSS and IKAN professional learning video found here:
https://www.georgiastandards.org/Georgia-Standards/Pages/FOA/Foundations-of-Algebra-Day-
1.aspx provides an in-depth look at the GloSS and IKAN. While it was created for teachers of
Foundations of Algebra, the information is important for teachers of grades K- 12.
The GloSS and IKAN prezi found on georgiastandards.org, here:
https://www.georgiastandards.org/Georgia-Standards/Pages/Global-Strategy-Stage-GloSS-and-
Individual-Knowledge-Assessment-of-Number-IKAN.aspx

FLUENCY

Fluency: Procedural fluency is defined as skill in carrying out procedures flexibly, accurately,
efficiently, and appropriately. Fluent problem solving does not necessarily mean solving
problems within a certain time limit. Fluency, however, is based on a deep understanding of
quantity and number.
Deep Understanding: Teachers teach more than simply “how to get the answer” and instead
support students’ ability to access concepts from a number of perspectives. Therefore, students
are able to see math as more than a set of mnemonics or discrete procedures. Students
demonstrate deep conceptual understanding of foundational mathematics concepts by applying
them to new situations, as well as writing and speaking about their understanding.
Memorization: Memorization leads to the rapid recall of arithmetic facts or mathematical
procedures without the necessity of understanding. This type of learning is not the goal of
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numeracy. Memorization is often confused with fluency and automaticity. Fluency implies a
much richer kind of mathematical knowledge and experience. Automaticity is based on strategy
development and the ability to become automatic with part-whole computation strategies
developed.
Number Sense: Students consider the context of a problem, look at the numbers in a problem,
make a decision about which strategy would be most efficient in each particular problem.
Number sense is not a deep understanding of a single strategy, but rather the ability to think
flexibly between a variety of strategies in context.
Fluent students:
• flexibly use a combination of deep understanding, number sense, and automaticity.
• are fluent in the necessary baseline functions in mathematics so that they are able to
spend their thinking and processing time unpacking problems and making meaning from
them.
• are able to articulate their reasoning.
• find solutions through a number of different paths.
For more about fluency, see: http://www.youcubed.org/wp-
content/uploads/2015/03/FluencyWithoutFear-2015.pdf and:
https://bhi61nm2cr3mkdgk1dtaov18-wpengine.netdna-ssl.com/wp-content/uploads/nctm-timed-
tests.pdf

ARC OF LESSON (OPENING, WORK SESSION, CLOSING)

“When classrooms are workshops-when learners are inquiring, investigating, and constructing-
there is already a feeling of community. In workshops learners talk to one another, ask one
another questions, collaborate, prove, and communicate their thinking to one another. The heart
of math workshop is this: investigations and inquiries are ongoing, and teachers try to find
situations and structure contexts that will enable children to mathematize their lives- that will
move the community toward the horizon. Children have the opportunity to explore, to pursue
inquiries, and to model and solve problems on their own creative ways. Searching for patterns,
raising questions, and constructing one’s own models, ideas, and strategies are the primary
activities of math workshop. The classroom becomes a community of learners engaged in
activity, discourse, and reflection.” Young Mathematicians at Work- Constructing Addition and
Subtraction, by Catherine Twomey Fosnot and Maarten Dolk.

“Students must believe that the teacher does not have a predetermined method for solving the
problem. If they suspect otherwise, there is no reason for them to take risks with their own ideas
and methods.” Teaching Student-Centered Mathematics, K-3 by John Van de Walle and Lou
Ann Lovin.

Opening: Set the stage

Get students mentally ready to work on the task.
Clarify expectations for products/behavior.
How?
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• Begin with a simpler version of the task to be presented.

• Solve problem strings related to the mathematical idea(s) being investigated.
• Leap headlong into the task and begin by brainstorming strategies for approaching the
task.
• Estimate the size of the solution and reason about the estimate.
Make sure everyone understands the task before beginning. Have students restate the task in their
own words. Every task should require more of the students than just the answer.

Work session: Give them a chance to grapple

Students should… The teacher should…

• Grapple with the • Let go.

mathematics through • Listen.
sense-making, discussion • Respect student thinking.
• Concretize their • Encourage testing of ideas.
mathematical ideas and the • Ask questions to clarify or
situation provoke thinking.
• Record thinking in journals • Provide gentle hints.
• Observe and assess.

Closing: Best Learning Happens Here

Students should… The teacher should…

• Share answers. • Listen attentively to all

• Clarify understanding. ideas.
• Explain thinking. • Ask for explanations.
• Justify thinking. • Offer comments such as,
• Question each other. “Please tell me how you
figured that out.” “I
wonder what would
happen if you tried…”Ask
questions to clarify or
provoke thinking.
• Create anchor charts.

For more information, read Van de Walle K-3, Chapter 1.

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UNPACKING TASKS (BREAKDOWN OF A TASK)

How do I go about tackling a task or a unit?

1. Read the unit in its entirety. Discuss it with your grade level colleagues. Which parts do
you feel comfortable with? Which make you wonder? Brainstorm ways to implement the
tasks. Collaboratively complete the culminating task with your grade level colleagues. As
students work through the tasks, you will be able to facilitate their learning with this end
in mind. The structure of the units/tasks is similar task to task and grade to grade. This
structure allows you to converse in a vertical manner with your colleagues, school wide.
There is a great deal of mathematical knowledge and teaching support within each grade
level guide, unit, and task.

2. Read the first task your students will be engaged in. Discuss it with your grade level
colleagues. Which parts do you feel comfortable with? Which make you wonder?
Brainstorm ways to implement the tasks.

3. If not already established, use the first few weeks of school to establish routines and
rituals, and to assess student mathematical understanding. You might use some of the
tasks found in the unit, or in some of the following resources as beginning
tasks/centers/math tubs which serve the dual purpose of allowing you to observe and
assess.

Additional Resources:
Math Their Way: http://www.center.edu/MathTheirWay.shtml
NZMaths- http://www.nzmaths.co.nz/numeracy-development-projects-
books?parent_node=
K-5 Math Teaching Resources- http://www.k-5mathteachingresources.com/index.html
(this is a for-profit site with several free resources)
Math Solutions- http://www.mathsolutions.com/index.cfm?page=wp9&crid=56

4. Points to remember:
• Each task begins with a list of the standards specifically addressed in that task,
however, that does not mean that these are the only standards addressed in the
task. Remember, standards build on one another, and mathematical ideas are
connected.
• Tasks are made to be modified to match your learner’s needs. If the names need
changing, change them. If the specified materials are not available, use what is
available. If a task does not go where the students need to go, modify the task or
use a different resource.
• The units are not intended to be all encompassing. Each teacher and team will
make the units their own and add to them to meet the needs of the learners.

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ROUTINES AND RITUALS

Teaching Math in Context and Through Problems

“By the time they begin school, most children have already developed a sophisticated, informal
understanding of basic mathematical concepts and problem-solving strategies. Too often,
however, the mathematics instruction we impose upon them in the classroom fails to connect
with this informal knowledge” (Carpenter et al., 1999). The 8 Standards of Mathematical
Practices (SMP) should be at the forefront of every mathematics lessons and be the driving factor
of HOW students learn.

One way to help ensure that students are engaged in the 8 SMPs is to construct lessons built on
context or through story problems. It is important for you to understand the difference between
story problems and context problems. Fosnot and Dolk (2001) point out that in story problems
children tend to focus on getting the answer, probably in a way that the teacher wants. “Context
problems, on the other hand, are connected as closely as possible to children’s lives, rather than
to ‘school mathematics’. They are designed to anticipate and develop children’s mathematical
modeling of the real world.”

Traditionally, mathematics instruction has been centered around many problems in a single math
lesson, focusing on rote procedures and algorithms which do not promote conceptual
understanding. Teaching through word problems and in context is difficult; however, there are
excellent reasons for making the effort.
• Problem solving focuses students’ attention on ideas and sense making.
• Problem solving develops the belief in students that they are capable of doing the
mathematics and that mathematics makes sense.
• Problem solving provides ongoing assessment data.
• Problem solving is an excellent method for attending to a breadth of abilities.
• Problem solving engages students so that there are few discipline problems.
• Problem solving develops “mathematical power.”
(Van de Walle 3-5 pg. 15 and 16)

A problem is defined as any task or activity for which the students have no prescribed or
memorized rules or methods, nor is there a perception by students that there is a specific correct
solution method. A problem for learning mathematics also has these features:

• The problem must begin where the students are, which makes it accessible to all learners.
• The problematic or engaging aspect of the problem must be due to the mathematics that
the students are to learn.
• The problem must require justifications and explanations for answers and methods.

It is important to understand that mathematics is to be taught through problem solving. That is,
problem-based tasks or activities are the vehicle through which the standards are taught. Student
learning is an outcome of the problem-solving process and the result of teaching within context
and through the Standards for Mathematical Practice. (Van de Walle and Lovin, Teaching
Student-Centered Mathematics: 3-5 pg. 11 and 12)
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Use of Manipulatives
Used correctly, manipulatives can be a positive factor in children’s learning. It is important that
you have a good perspective on how manipulatives can help or fail to help children construct
ideas.” (Van de Walle and Lovin, Teaching Student-Centered Mathematics: 3-5 pg. 6)

When a new model with new use is introduced into the classroom, it is generally a good idea to
explain how the model is used and perhaps conduct a simple activity that illustrates this use.

Once you are comfortable that the models have been explained, you should not force their use on
students. Rather, students should feel free to select and use models that make sense to them. In
most instances, not using a model at all should also be an option. The choice a student makes can
provide you with valuable information about the level of sophistication of the student’s
reasoning.

Whereas the free choice of models should generally be the norm in the classroom, you can often
ask students to model to show their thinking. This will help you find out about a child’s
understanding of the idea and also his or her understanding of the models that have been used in
the classroom.

The following are simple rules of thumb for using models:

• Introduce new models by showing how they can represent the ideas for which they are
intended.
• Allow students (in most instances) to select freely from available models to use in solving
problems.
• Encourage the use of a model when you believe it would be helpful to a student having
difficulty. (Van de Walle and Lovin, Teaching Student-Centered Mathematics 3-5, pg. 9)
• Modeling also includes the use of mathematical symbols to represent/model the concrete
mathematical idea/thought process/situation. This is a very important, yet often neglected
step along the way. Modeling can be concrete, representational, and abstract. Each type
of model is important to student understanding. Modeling also means to “mathematize” a
situation or problem, to take a situation which might, at first glance, not seem
mathematical, and view it through the lens of mathematics. For example, students notice
that the cafeteria is always out of their favorite flavor of ice cream on ice cream days.
They decide to survey their schoolmates to determine which flavors are most popular and
share their data with the cafeteria manager so that ice cream orders reflect their findings.
The problem: Running out of ice cream flavors. The solution: Use math to change the
flavor amounts ordered.

Use of Strategies and Effective Questioning

Teachers ask questions all the time. They serve a wide variety of purposes: to keep learners
engaged during an explanation; to assess their understanding; to deepen their thinking or focus
their attention on something. This process is often semi-automatic. Unfortunately, there are many
common pitfalls. These include:
• asking questions with no apparent purpose
• asking too many closed questions
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• asking several questions all at once

• poor sequencing of questions
• asking rhetorical questions
• asking ‘Guess what is in my head’ questions
• focusing on just a small number of learners
• ignoring incorrect answers
• not taking answers seriously

In contrast, the research shows that effective questioning has the following characteristics:
• Questions are planned, well ramped in difficulty.
• Open questions predominate.
• A climate is created where learners feel safe.
• A ‘no hands’ approach is used, for example when all learners answer at once using mini-
whiteboards, or when the teacher chooses who answers.
• Probing follow-up questions are prepared.
• There is a sufficient ‘wait time’ between asking and answering a question.
• Learners are encouraged to collaborate before answering.
• Learners are encouraged to ask their own questions.

Number Lines
The use of number lines in elementary mathematics is crucial in students’ development of
number and mathematical proficiency. While the GSE explicitly state use number lines in grades
2-5, number lines should be used in all grade levels and in multiple settings.

According to John Van de Walle,

A number line is also a worthwhile model but can initially present conceptual difficulties
for children below second grade and students with disabilities. (National Research
Council Committee, 2009) This is partially due to their difficulty in seeing the unit,
which is a challenge when it appears in a continuous line. A number line is also a shift
from counting a number of individual objects in a collection to continuous length units.
There are, however, ways to introduce and model number lines that support young
learners as they learn this representation. Familiarity with a number line is essential
because third grade students will use number lines to locate fractions and add and
subtract time intervals, fourth graders will locate decimals and use them for
measurement, and fifth graders will use perpendicular number lines in coordinate grids
(CCSSO, 2010).

A number line measures distance from zero the same way a ruler does. If you don’t
actually teach the use of the number line through emphasis on the unit (length), students
may focus on the hash marks or numerals instead of the spaces (a misunderstanding that
becomes apparent when their answers are consistently off by one). At first students can
build a number path by using a given length, such as a set of Cuisenaire rods of the same
color to make a straight line of multiple single units (Van de Walle and Lovin, Teaching
Student-Centered Mathematics: 3-5 pg. 106-107)
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Open number lines are particularly useful for building students’ number sense. They can also
form the basis for discussions that require the precise use of vocabulary and quantities and are
therefore a good way to engage students in the Standards for Mathematical Practice.

While the possibilities for integrating number lines into the mathematics classroom are endless,
the following are some suggestions/ideas:
● On a bulletin board, attach a string which will function as an open number line. Each
morning (or dedicated time for math routines) put a new number on each student’s desk.
Using some type of adhesive (thumb tack, tape, etc.), students will place the number in
the appropriate location on the string. In the beginning of the year, provide students with
numbers that are more familiar to them. As the year progresses, move through more
complex problems such as skip counting, fractions, decimals, or other appropriate grade
level problems. Through daily integration, the number line becomes part of the routine.
Following the number placement, have a brief discussion/debriefing of the reasoning
used by students to place the numbers.
● In the 3-Act tasks placed throughout the units, students will be provided opportunities to
use an open number line to place estimates that are too low, too high, and just right as
related to the posed problem. Similar opportunities can also be used as part of a daily
routine.

Math Maintenance Activities

In addition to instruction centered on the current unit of study, the math instructional block
should include time devoted to reviewing mathematics that have already been taught, previewing
upcoming mathematics, and developing mental math and estimation skills. There is a saying that
if you don’t use it, you’ll lose it. If students don’t have opportunities to continuously apply and
refine the math skills they have learned previously, then they may forget how to apply what they
have learned. Unlike vocabulary words for literacy, math vocabulary words are not used much
outside math class, so it becomes more important to use those words in discussions regularly.
Math maintenance activities incorporate review and preview of math concepts and vocabulary
and help students make connections across domains. It is recommended that 15 to 30 minutes of
the math instructional block be used for these math maintenance activities each day. It is not
necessary nor is it recommended that teachers do every activity every day. Teachers should
strive for a balance of math maintenance activities so that over the course of a week, students are
exposed to a variety of these activities. Math maintenance time may occur before or after
instruction related to the current math unit, or it can occur at a different time during the day.

The goals of this maintenance time should include:

● Deepening number sense, including subitizing, flexible grouping of quantities, counting
forward and backward using whole numbers, fractions, decimals, and skip counting
starting at random numbers or fractional amounts
● Developing mental math skills by practicing flexible and efficient numerical thinking
through the use of operations and the properties of operations

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● Practicing estimation skills with quantities and measurements such as length, mass, and
liquid volume, depending on grade level
● Practicing previously taught skills so that students deepen and refine their understanding
● Reviewing previously taught concepts that students struggled with as indicated on their
assessments, including gaps in math concepts taught in previous grade levels
● Using a variety of math vocabulary terms, especially those that are used infrequently
● Practicing basic facts using strategies learned in previous grade levels or in previous units
to develop or maintain fluency
● Previewing prerequisite skills for upcoming math units of study
● Participating in mathematical discussions with others that require students to construct
viable arguments and critique the reasoning of others

To accomplish these goals, math maintenance activities can take many different forms. Some
activities include:
● Number Corner or Calendar Time
● Number Talks
● Estimation Activities/Estimation 180
● Problem of the Day or Spiraled Review Problems

In addition, math discussions, math journals and math games are appropriate not only for the
current unit of study, but also for maintaining math skills that were previously taught.

Although there are commercially available materials to use for math maintenance activities, there
are also many excellent websites and internet resources that are free for classroom use. Here is a
partial list of some recommended resources. A more detailed explanation of some of these
components follows below.

Math Maintenance Activity Possible Resources

Number Corner or Calendar Time • Every Day Counts Calendar Math from Houghton
Mifflin Harcourt
• Number Corner from The Math Learning Center
Number Talks ● Number Talks by Sherry Parrish
● http://kentuckymathematics.org/number_talk_resou
rces.php
Estimation Activities/Estimation 180 ● http://www.estimation180.com/

Problem of the Day/Spiraled Review ● www.insidemathematics.org

Problems ● http://nzmaths.co.nz/teaching-material
● http://www.k-5mathteachingresources.com/
● Children’s Mathematics: Cognitively Guided
Instruction by Thomas Carpenter, et al.
● Extending Children’s Mathematics: Fractions and
Decimals by Epson and Levi

Number Corner/Calendar Time

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Number Corner/Calendar Time is an interactive routine centered on a monthly calendar in which

students can use the date or day of the school year as a starting point for math discussions.
Typically, there are date cards for each day of the month with repeating or growing patterns. The
patterns can be numeric or geometric and can lead to rich discussions of math vocabulary and
predictions of what the next date card will look like. The day of the school year can be used as a
basis for discussions of patterns on the 100’s chart, or the days can each be multiplied by 0.01 so
that a decimal 100’s chart is developed. Fractions can be created using today’s date as a
numerator, with a set denominator to use as a basis for discussions of equivalent fractions,
fractions greater than one, and mixed numbers. Measurement can be discussed, using today’s
date as the basis for money, coins, number of inches, ounces, minutes, angles, etc. There are
many possibilities for mathematizing every math domain by using the calendar as a generator of
a changing daily number (date or day of school year).
A monthly calendar board or corner can be set up with chart paper or dry erase paper to record
predictions, vocabulary, and other elements. A Smartboard could also be used to organize
calendar elements. If calendar elements are hung on the wall, then students will be able to refer
to those visual displays as reminders and reinforcement at any time. The following elements
should be in place in order to foster deep discussions and meaningful student engagement during
calendar time:
● A safe environment
● Math models and tools, such as a hundreds chart, number line, measurement tools, play
money
● Opportunities to think first and then discuss
● Student interaction and discourse

Number Talks

In order to be mathematically proficient, students must be able to compute accurately, efficiently,

and flexibly. Daily classroom number talks provide a powerful avenue for developing “efficient,
flexible, and accurate computation strategies that build upon the key foundational ideas of
mathematics.” (Parrish, 2010) Number talks involve classroom conversations and discussions
centered upon purposefully planned computation problems.

In Sherry Parrish’s book, Number Talks: Helping Children Build Mental Math and Computation
Strategies, teachers will find a wealth of information about Number Talks, including:
• Key components of Number Talks
• Establishing procedures
• Setting expectations
• Designing purposeful Number Talks
• Developing specific strategies through Number Talks

There are four overarching goals upon which K-2 teachers should focus during Number Talks.
These goals are:
1. Developing number sense
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2. Developing fluency with small numbers

3. Subitizing
4. Making Tens

Number talks are a great way for students to use mental math to solve and explain a variety of
math problems. A Number Talk is a short, ongoing daily routine that provides students with
meaningful ongoing practice with computation. Number Talks should be structured as short
sessions alongside (but not necessarily directly related to) the ongoing math curriculum. A great
place to introduce a Number Talk is during Number Corner/Calendar Time. It is important to
keep Number Talks short, as they are not intended to replace current curriculum or take up
the majority of the time spent on mathematics. In fact, teachers only need to spend 5 to 15
minutes on Number Talks. Number Talks are most effective when done every day. The primary
goal of Number Talks is computational fluency. Children develop computational fluency while
thinking and reasoning like mathematicians. When they share their strategies with others, they
learn to clarify and express their thinking, thereby developing mathematical language. This in
turn serves them well when they are asked to express their mathematical processes in writing. In
order for children to become computationally fluent, they need to know particular mathematical
concepts that go beyond what is required to memorize basic facts or procedures.
Students will begin to understand major characteristics of numbers, such as:
• Numbers are composed of smaller numbers.
• Numbers can be taken apart and combined with other numbers to make new numbers.
• What we know about one number can help us figure out other numbers.
• What we know about parts of smaller numbers can help us with parts of larger numbers.
• Numbers are organized into groups of tens and ones (and hundreds, tens, and ones and so
forth).
• What we know about numbers to 10 helps us with numbers to 100 and beyond.

All Number Talks follow a basic six-step format. The format is always the same, but the
problems and models used will differ for each number talk.

1. Teacher presents the problem. Problems are presented in many different ways: as dot
cards, ten frames, sticks of cubes, models shown on the overhead, a word problem or a
numerical expression. Strategies are not explicitly taught to students, instead the problems
presented lead to various strategies.
2. Students figure out the answer. Students are given time to figure out the answer. To
make sure students have the time they need, the teacher asks them to give a “thumbs-up”
when they have determined their answer. The thumbs up signal is unobtrusive- a message
to the teacher, not the other students.
3. Students share their answers. Four or five students volunteer to share their answers and
the teacher records them on the board.
4. Students share their thinking. Three or four students volunteer to share how they got
their answers. (Occasionally, students are asked to share with the person(s) sitting next to
them.) The teacher records the student's thinking.
5. The class agrees on the "real" answer for the problem. The answer that together the
class determines is the right answer is presented as one would the results of an experiment.
The answer a student comes up with initially is considered a conjecture. Models and/or the
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logic of the explanation may help a student see where their thinking went wrong, may help
them identify a step they left out, or clarify a point of confusion. There should be a sense
of confirmation or clarity rather than a feeling that each problem is a test to see who is
right and who is wrong. A student who is still unconvinced of an answer should be
encouraged to keep thinking and to keep trying to understand. For some students, it may
take one more experience for them to understand what is happening with the numbers and
for others it may be out of reach for some time. The mantra should be, "If you are not sure
or it doesn't make sense yet, keep thinking."
6. The steps are repeated for additional problems.

Similar to other procedures in your classroom, there are several elements that must be in place to
ensure students get the most from their Number Talk experiences. These elements are:
1. A safe environment
2. Problems of various levels of difficulty that can be solved in a variety of ways
3. Concrete models
4. Opportunities to think first and then check
5. Interaction
6. Self-correction

For further details on implementing Number Talks, see:

https://www.georgiastandards.org/Georgia-Standards/Documents/GSE-Effective-Instructional-Practices-
Guide.pdf

Estimation 180

Estimation is a skill that has many applications, such as checking computation answers quickly.
Engaging in regular estimation activities will develop students’ reasoning skills, number sense,
and increase their repertoire of flexible and efficient strategies. As students gain more
experiences with estimation, their accuracy will improve.

According to John Van de Walle, there are three types of estimation that students should
practice:
● Measurement estimation – determining an approximate measurement, such as weight,
length, or capacity
● Quantity estimation – approximating the number of items in a collection
● Computational estimation – determining a number that is an approximation of a
computation

One resource which provides contexts for all three types of estimation is Andrew Stadel’s
website, http://www.estimation180.com/. In his website, Mr. Stadel has posted daily estimation
contexts. Here are his directions for using his website:

1. Click on a picture.
2. Read the question.
3. Look for context clues.
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4. Make an estimate.
5. Tell us how confident you are.
6. Share your reasoning (what context clues did you use?).
7. See the answer.
8. See the estimates of others.
The most important part is step #6. After you make an estimate, feel free to give a brief
description. It is so valuable to a classroom when students share their logic or use of context
clues when formulating an estimate.

Andrew Stadel has collaborated with Michael Fenton to create a recording sheet for students to
use with the estimation contexts on the website. The recording sheet can also be found at
http://www.estimation180.com/. Here are his directions for the recording sheet:

Column use descriptions from Andrew Stadel:

Day #
In Estimation 180's first year, I was just trying to keep up with creating these estimation
challenges in time for use in my own classroom. There really wasn't a scope and
sequence involved. That said, now that there are over 160 estimation challenges
available, teachers and students can use them at any time throughout the school year and
without completing them in sequential order. Therefore, use the Day # column simply to
number your daily challenges according to the site. Tell your students or write it up on
the board that you're doing the challenge from Day 135 even though you might be on the
fifth day of school.

Description
In my opinion, this column is more important than the Day # column. Don't go crazy
here. Keep it short and sweet, but as specific as possible. For example, there's a lot of
scattered height estimates on the site. Don't write down "How tall?" for Day 110. Instead
write "Bus height" because when you get to Day 111, I'd write in "Parking structure
height". I believe the teacher has the ultimate say here, but it can be fun to poll your
students for a short description in which you all can agree. Give students some
ownership, right? If unit measurement is involved, try and sneak it in here. Take Day
125 for instance. I'd suggest entering "Net Wt. (oz.) of lg Hershey's bar." Keep in mind
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that Day 126 asks the same question, but I'd suggest you encourage your class to use
pounds if they don't think of it.
*By the way, sometimes unit measurement(s) are already included in the question. Use
discretion.

Too Low
Think of an estimate that is too low.
Don't accept one (1), that's just rubbish, unless one (1) is actually applicable to the
context of the challenge. Stretch your students. Think of it more as an answer that's too
low, but reasonably close. After all, this is a site of estimation challenges, not gimmes.

Too High
Refer to my notes in Too Low. Just don't accept 1 billion unless it's actually applicable.
Discuss with students the importance of the Too Low and Too High sections: we are
trying to eliminate wrong answers while creating a range of possible answers.

My Estimate
This is the place for students to fill in their answer. If the answer requires a unit of
measurement, we better see one. Not every estimation challenge is "How
many..." marshmallows? or Christmas lights? or cheese balls?
Even if a unit of measurement has already been established (see the Description notes),
I'd still encourage your students to accompany their numerical estimate with a unit of
measurement.

For example, on Day 41, "What's the height of the Giant [Ferris] Wheel?" use what
makes sense to you, your students and your country's customary unit of measurement.
Discuss the importance of unit measurements with students. Don't accept 108. What does
that 108 represent? Pancakes? Oil spills? Bird droppings? NO! It represents 108 feet.

My Reasoning
The My Reasoning section is the most recent addition to the handout and I'm extremely
thrilled about it. This is a student's chance to shine! Encourage their reasoning to be short
and sweet. When a student writes something down, they'll be more inclined to share it or
remember it. Accept bullet points or phrases due to the limited space. We don't need
students to write paragraphs. However, we are looking for students to identify any
context clues they used, personal experiences, and/or prior knowledge. Hold students
accountable for their reasoning behind the estimate of the day.

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Don't let student reasoning go untapped! If you're doing a sequence of themed

estimation challenges, don't accept, "I just guessed" after the first day in the sequence.
For example, if you're doing the flight distance themed estimate challenges starting
on Day 136, you will establish the distance across the USA on the first day. Sure, go
ahead and guess on Day 136, but make sure you hold students accountable for their
reasoning every day thereafter.
Have students share their reasoning before and after revealing the answer. Utilize Think-
Pair-Share. This will help create some fun conversations before revealing the answer.
After revealing the answer, get those who were extremely close (or correct) to share their
reasoning. I bet you'll have some great mathematical discussions. I'm also curious to hear
from those that are way off and how their reasoning could possibly be improved.

I'd say the My Reasoning section was born for Mathematical Practice 3: Construct viable
arguments and critique the reasoning of others. Keep some of these thoughts in mind
regarding Mathematical Practice 3:
● Explain and defend your estimate.
● Construct a detailed explanation referencing context clues, prior knowledge, or
previous experiences.
● Invest some confidence in it.
● Try to initiate a playful and respectful argument in class.
● Ask "Was anyone convinced by this explanation? Why? Why not?" or "Are you
guys going to let [student name] off the hook with that explanation?"

There's reasoning behind every estimate (not guess).

● Find out what that reasoning is!
● DON'T let student reasoning go untapped!

Answer
Jot down the revealed answer. I'd also encourage students to write down the unit of measurement
used in the answer. The answer might use a different unit of measurement than what you and
your class agreed upon. Take the necessary time to discuss the most relative unit of
measurement. I might be subjectively wrong on some of the answers posted. As for more
thoughts on unit of measurement, refer to the My Estimate notes above. Continue having
mathematical discussion after revealing the answer. Refer to my notes regarding the use of
Mathematical Practice 3 in the My Reasoning section.

Error
Find the difference between My Estimate and Answer. Have students circle either the "+" or the
"-" if they didn't get it exactly correct.
+ Your estimate was greater than (above) the actual answer.
- Your estimate was less than (below) the actual answer.

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Mathematize the World through Daily Routines

The importance of continuing the established classroom routines cannot be overstated. Daily
routines must include such obvious activities such as taking attendance, doing a lunch count,
determining how many items are needed for snack, lining up in a variety of ways (by height, age,
type of shoe, hair color, eye color, etc.), and daily questions. They should also include less
obvious routines, such as how to select materials, how to use materials in a productive manner,
how to put materials away, and have productive discourse about the mathematics in which
students are engaged. An additional routine is to allow plenty of time for children to explore new
materials before attempting any directed activity with these new materials. The regular use of the
routines is important to the development of students’ number sense, flexibility, and fluency,
which will support students’ performances on the tasks in this unit.

Workstations and Learning Centers

When thinking about developing work stations and learning centers you want to base them on
student readiness, interest, or learning profile such as learning style or multiple intelligence. This
will allow different students to work on different tasks. Students should be able to complete the
tasks within the stations or centers independently, with a partner or in a group.

It is important for students to be engaged in purposeful activities within the stations and centers.
Therefore, you must carefully consider the activities selected to be a part of the stations and
centers. When selecting an activity, you may want to consider the following questions:
• Will the activity reinforce or extend a concept that has already been introduced?
• Are the directions clear and easy to follow?
• Are materials easy to locate and accessible?
• Can students complete this activity independently or with minimal help from the teacher?
• How will students keep a record of what they have completed?
• How will students be held accountable for their work?
(Laura Candler, Teaching Resources)

When implementing work stations and learning centers within your classroom, it is important to
consider when the stations and centers will be used. Will you assign students to specific stations
or centers to complete each week or will they be able to select a station or center of their choice?
Will this opportunity be presented to all students during particular times of your math block or to
students who finish their work early?

Just as with any task, some form of recording or writing should be included with stations
whenever possible. Students solving a problem on a computer can write up what they did and
explain what they learned.

Games
“A game or other repeatable activity may not look like a problem, but it can nonetheless be
problem based. The determining factor is this: Does the activity cause students to be reflective
about new or developing relationships? If the activity merely has students repeating procedure
without wrestling with an emerging idea, then it is not a problem-based experience. Students
playing a game can keep records and then tell about how they played the game- what thinking or
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strategies they used.” (Van de Walle and Lovin, Teaching Student-Centered Mathematics: 3-5
pg. 28

Journaling
"Students should be writing and talking about math topics every day. Putting thoughts into words
helps to clarify and solidify thinking. By sharing their mathematical understandings in written
and oral form with their classmates, teachers, and parents, students develop confidence in
themselves as mathematical learners; this practice also enables teachers to better monitor student
progress." (NJ DOE)

"Language, whether used to express ideas or to receive them, is a very powerful tool and should
be used to foster the learning of mathematics. Communicating about mathematical ideas is a way
for students to articulate, clarify, organize, and consolidate their thinking. Students, like adults,
exchange thoughts and ideas in many ways—orally; with gestures; and with pictures, objects,
and symbols. By listening carefully to others, students can become aware of alternative
perspectives and strategies. By writing and talking with others, they learn to use more precise
mathematical language and, gradually, conventional symbols to express their mathematical
ideas. Communication makes mathematical thinking observable and therefore facilitates further
development of that thought. It encourages students to reflect on their own knowledge and their
own ways of solving problems. Throughout the early years, students should have daily
opportunities to talk and write about mathematics." (NCTM)

When beginning math journals, the teacher should model the process initially, showing
students how to find the front of the journal, the top and bottom of the composition book, how
to open to the next page in sequence (special bookmarks or ribbons), and how to date the page.
Discuss the usefulness of the book, and the way in which it will help students retrieve their
math thinking whenever they need it.

When beginning a task, you can ask, "What do we need to find out?" and then, "How do we
figure it out?" Then figure it out, usually by drawing representations, and eventually adding
words, numbers, and symbols. During the closing of a task, have students show their journals
with a document camera or overhead when they share their thinking. This is an excellent
opportunity to discuss different ways to organize thinking and clarity of explanations.

Use a composition notebook (the ones with graph paper are terrific for math) for recording or
drawing answers to problems. The journal entries can be from Frameworks tasks but should
also include all mathematical thinking. Journal entries should be simple to begin with and
become more detailed as the children's problem-solving skills improve. Children should always
be allowed to discuss their representations with classmates if they desire feedback. The
children's journal entries demonstrate their thinking processes. Each entry could first be shared
with a "buddy" to encourage discussion and explanation; then one or two children could share
their entries with the entire class. Don't forget to praise children for their thinking skills and
their journal entries! These journals are perfect for assessment and for parent conferencing. The
student’s thinking is made visible!

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GENERAL QUESTIONS FOR TEACHER USE

Adapted from Growing Success and materials from Math GAINS and TIPS4RM

Reasoning and Proving

• How can we show that this is true for all cases?
• In what cases might our conclusion not hold true?
• How can we verify this answer?
• Explain the reasoning behind your prediction.
• Why does this work?
• What do you think will happen if this pattern continues?
• Show how you know that this statement is true.
• Give an example of when this statement is false.
• Explain why you do not accept the argument as proof.
• How could we check that solution?
• What other situations need to be considered?

Reflecting
• Have you thought about…?
• What do you notice about…?
• What patterns do you see?
• Does this problem/answer make sense to you?
• How does this compare to…?
• What could you start with to help you explore the possibilities?
• How can you verify this answer?
• What evidence of your thinking can you share?
• Is this a reasonable answer, given that…?

Selecting Tools and Computational Strategies

• How did the learning tool you chose contribute to your understanding/solving of the
problem/assist in your communication?
• In what ways would [name a tool] assist in your investigation/solving of this problem?
• What other tools did you consider using? Explain why you chose not to use them.
• Think of a different way to do the calculation that may be more efficient.
• What estimation strategy did you use?

Connections
• What other math have you studied that has some of the same principles, properties, or
procedures as this?
• How do these different representations connect to one another?
• When could this mathematical concept or procedure be used in daily life?
• What connection do you see between a problem you did previously and today’s problem?

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Representing
• What would other representations of this problem demonstrate?
• Explain why you chose this representation.
• How could you represent this idea algebraically? graphically?
• Does this graphical representation of the data bias the viewer? Explain.
• What properties would you have to use to construct a dynamic representation of this
situation?
• In what way would a scale model help you solve this problem?

QUESTIONS FOR TEACHER REFLECTION

• How did I assess for student understanding?
• How did my students engage in the 8 mathematical practices today?
• How effective was I in creating an environment where meaningful learning could take
place?
• How effective was my questioning today? Did I question too little or say too much?
• Were manipulatives made accessible for students to work through the task?
• Name at least one positive thing about today’s lesson and one thing you will change.
• How will today’s learning impact tomorrow’s instruction?

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MATHEMATICS DEPTH-OF-KNOWLEDGE LEVELS

Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple
procedure, as well as performing a simple algorithm or applying a formula. That is, in
mathematics a one-step, well-defined, and straight algorithmic procedure should be included at
this lowest level. Other key words that signify a Level 1 include “identify,” “recall,” “recognize,”
“use,” and “measure.” Verbs such as “describe” and “explain” could be classified at different
levels depending on what is to be described and explained.

Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual
response. A Level 2 assessment item requires students to make some decisions as to how to
approach the problem or activity, whereas Level 1 requires students to demonstrate a rote
response, perform a well-known algorithm, follow a set procedure (like a recipe), or perform a
clearly defined series of steps. Keywords that generally distinguish a Level 2 item include
“classify,” “organize,” “estimate,” “make observations,” “collect and display data,” and
“compare data.” These actions imply more than one step. For example, to compare data requires
first identifying characteristics of the objects or phenomenon and then grouping or ordering the
objects. Some action verbs, such as “explain,” “describe,” or “interpret” could be classified at
different levels depending on the object of the action. For example, if an item required students
to explain how light affects mass by indicating there is a relationship between light and heat, this
is considered a Level 2. Interpreting information from a simple graph, requiring reading
information from the graph, also is a Level 2. Interpreting information from a complex graph that
requires some decisions on what features of the graph need to be considered and how
information from the graph can be aggregated is a Level 3. Caution is warranted in interpreting
Level 2 as only skills because some reviewers will interpret skills very narrowly, as primarily
numerical skills, and such interpretation excludes from this level other skills such as
visualization skills and probability skills, which may be more complex simply because they are
less common. Other Level 2 activities include explaining the purpose and use of experimental
procedures; carrying out experimental procedures; making observations and collecting data;
classifying, organizing, and comparing data; and organizing and displaying data in tables,
graphs, and charts.

Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of
thinking than the previous two levels. In most instances, requiring students to explain their
thinking is a Level 3. Activities that require students to make conjectures are also at this level.
The cognitive demands at Level 3 are complex and abstract. The complexity does not result from
the fact that there are multiple answers, a possibility for both Levels 1 and 2, but because the task
requires more demanding reasoning. An activity, however, that has more than one possible
answer and requires students to justify the response they give would most likely be a Level 3.
Other Level 3 activities include drawing conclusions from observations; citing evidence and
developing a logical argument for concepts; explaining phenomena in terms of concepts; and
using concepts to solve problems.

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DOK cont’d…

Level 4 (Extended Thinking) requires complex reasoning, planning, developing, and thinking
most likely over an extended period of time. The extended time period is not a distinguishing
factor if the required work is only repetitive and does not require applying significant conceptual
understanding and higher-order thinking. For example, if a student has to take the water
temperature from a river each day for a month and then construct a graph, this would be
classified as a Level 2. However, if the student is to conduct a river study that requires taking
into consideration a number of variables, this would be a Level 4. At Level 4, the cognitive
demands of the task should be high, and the work should be very complex. Students should be
required to make several connections—relate ideas within the content area or among content
areas—and have to select one approach among many alternatives on how the situation should be
solved, in order to be at this highest level. Level 4 activities include designing and conducting
experiments; making connections between a finding and related concepts and phenomena;
combining and synthesizing ideas into new concepts; and critiquing experimental designs.

DEPTH AND RIGOR STATEMENT

By changing the way we teach, we are not asking children to learn less, we are asking them to
learn more. We are asking them to mathematize, to think like mathematicians, to look at numbers
before they calculate, to think rather than to perform rote procedures. Children can and do
construct their own strategies, and when they are allowed to make sense of calculations in their
own ways, they understand better. In the words of Blaise Pascal, “We are usually convinced
more easily by reasons we have found ourselves than by those which have occurred to others.”

By changing the way we teach, we are asking teachers to think mathematically, too. We are
asking them to develop their own mental math strategies in order to develop them in their
students. Catherine Twomey Fosnot and Maarten Dolk, Young Mathematicians at Work.

While you may be tempted to explain and show students how to do a task, much of the learning
comes as a result of making sense of the task at hand. Allow for the productive struggle, the
grappling with the unfamiliar, the contentious discourse, for on the other side of frustration lies
understanding and the confidence that comes from “doing it myself!”

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Problem Solving Rubric (3-5)

SMP 1-Emergent 2-Progressing 3- Meets/Proficient 4-Exceeds

The student was unable to The student explained the problem The student explained the problem The student explained the problem
explain the problem and and showed some perseverance in and showed perseverance when and showed perseverance by
Make sense
showed minimal perseverance identifying the purpose of the identifying the purpose of the identifying the purpose of the
of problems
when identifying the purpose of problem, AND selected and applied problem, AND selected and applied problem and selected and applied an
and
the problem. an appropriate problem-solving an appropriate problem-solving appropriate problem-solving
persevere in
strategy that led to a partially strategy that led to a generally strategy that led to a thorough and
solving them.
complete and/or partially accurate complete and accurate solution. accurate solution.
solution.
The student was unclear in their The student was precise by clearly The student was precise by clearly The student was precise by clearly
thinking and was unable to describing their actions and strategies, describing their actions and describing their actions and
Attends to communicate mathematically. while showing understanding and strategies, while showing strategies, while showing
precision using appropriate vocabulary in their understanding and using grade-level understanding and using above-
process of finding solutions. appropriate vocabulary in their grade-level appropriate vocabulary
process of finding solutions. in their process of finding solutions.
The student was unable to The student expressed or justified The student expressed and justified The student expressed and justified
Reasoning express or justify their opinion their opinion either quantitatively OR their opinion both quantitatively and their opinion both quantitatively and
and quantitatively or abstractly abstractly using numbers, pictures, abstractly using numbers, pictures, abstractly using a variety of
explaining using numbers, pictures, charts, charts, OR words. charts and/or words. numbers, pictures, charts, and
or words. words.
The student was unable to The student selected an appropriate The student selected an efficient The student selected multiple
select an appropriate tool, draw tool or drew a correct representation tool and/or drew a correct efficient tools and correctly
Models and a representation to reason or of the tools used to reason and justify representation of the efficient tool represented the tools to reason and
use of tools justify their thinking. their response. used to reason and justify their justify their response. In addition,
response. this student was able to explain why
their tool/ model was efficient
The student was unable to The student identified a pattern or The student identified patterns or The student identified various
Seeing
identify patterns, structures or structure in the number system and structures in the number system and patterns and structures in the number
structure
connect to other areas of noticed connections to other areas of noticed connections to other areas of system and noticed connections to
and
mathematics and/or real-life. mathematics or real-life. mathematics and real-life. multiple areas of mathematics and
generalizing
real-life.
Rubric created by Richmond County School District

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SUGGESTED LITERATURE
One Hundred Hungry Ants, Elinor J Pinczes
Clean Sweep Campers, Lucille Recht Penner
Two Ways to Count to Ten, Ruby Dee and Susan Meddaugh
A Million Fish More or Less, Fred McKissack
Jump Kangaroo Jump, Stuart J. Murphy and Kevin O’Malley
Fraction Action, Loreen Leedy
Hershey Fraction Book, Jerry Pallotta
If You Hopped Like a Frog, David M. Schwartz
When a line bends a shape begins, Rhonda Gowler Greene
Grandfather Tang, Ann Tompert
Greedy Triangle, Marilyn Burns
Sir Cumference and the Knights of Angleland, Cindy Neuschwander
Sam Johnson and the Blue-Ribbon Quilt, Lisa Campbell Ernst
House for Birdie, Stuart J. Murphy
Pastry School in Paris, Cindy Neuschwander
Hamster Champs, Stuart J. Murphy
Racing Around, Stuart J. Murphy
Bigger, Better, Best, Stuart J. Murphy

TECHNOLOGY LINKS
Unit 1

• http://en.wikipedia.org/wiki/Sieve_of_Eratosthenes A brief definition and an animation

of a Sieve being completed.
• http://highered.mcgraw-hill.com/sites/dl/free/0072533072/78543/CentimeterGrid.pdf
Printable centimeter grid paper
• http://www.allcountries.org/uscensus/411_normal_monthly_and_annual_precipitatio
n_selected.html Precipitation rates for cities in the United States
• http://www.census.gov/schools/facts/ Student friendly site provides statistics about
the states in the United States
• http://www.statemaster.com/index.php Site provides a drop-down list of features to
research regarding states in the United States, advertising is used.
• http://www.ers.usda.gov/statefacts/ State facts regarding population, income,
education, employment, farming, and exports provided
• http://www.cut-the-knot.org/Curriculum/Arithmetic/Eratosthenes.shtml Another sieve,
this one shows the numbers 1-100 and crosses out the multiples (contains advertising).
• https://www.ezschool.com/Grade4/Math/OrderNumbers/ Interactive opportunities to
compare large numbers and determine the value of given digits in various-sized
numbers
• http://www.faust.fr.bw.schule.de/mhb/eratosiv.htm An electronic sieve for the numbers
1-400. You can select any number and its multiples will be eliminated.

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• http://www.k-5mathteachingresources.com/4th-grade-number-activities.html
Additional activities and read aloud activities.
• http://www.learner.org/courses/learningmath/number/session4/part_b/index.html
Detailed information and activities for teachers regarding multiplication and division
using base ten blocks.
• http://www.mathcats.com/grownupcats/ideabankmultiplication.html Additional ideas
for approaching multiplication instruction
• http://www.mathwire.com/standards/standards.html Additional standard-based
activities
• http://www.sheppardsoftware.com/mathgames/numbers/fruit_shoot_prime.htm Prime or
Composite Fruit Shoot

Unit 2

• For Fraction Kit Template -

http://www.eastsideliteracy.org/tutorsupport/documents/HO_Fractions.pdf
• http://en.wikipedia.org/wiki/Sieve_of_Eratosthenes A brief definition and an animation
of a Sieve being completed
• http://gingerbooth.com/flash/patblocks/patblocks.php. Students can manipulate pattern
blocks online and easily print and then label their work from this web site.
• http://illuminations.nctm.org/ActivityDetail.aspx?ID=18 This applet allows students to
individually practice working with relationships among fractions and ways of combining
fractions.
• http://illuminations.nctm.org/ActivityDetail.aspx?ID=80 Creating Equivalent Fractions
by Shading Squares and Circles.
• https://apps.mathlearningcenter.org/fractions/ Modeling fractions for comparing and
computing
• http://www.cut-the-knot.org/Curriculum/Arithmetic/Eratosthenes.shtml Another sieve,
this one shows the numbers 1-100 and crosses out the multiples (contains advertising).
• http://www.faust.fr.bw.schule.de/mhb/eratosiv.htm An electronic sieve for the numbers
1-400. You can select any number and its multiples will be eliminated.
• http://www.learningplanet.com/sam/ff/index.asp Students practice identifying equivalent
fractions.
• http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm
Students play a matching game of equivalent fractions with picture representations
provided. Levels 1 and 2 are appropriate for fourth grade.
• http://www.uen.org/Lessonplan/preview.cgi?LPid=21526 Click on “Pattern Block
Equivalent Fractions” under “Materials.” Pattern Block problems that could be used as an
introduction to this task or as extension for this task. This activity provides interactive
practice enabling students to work more with factoring. They can work alone or with a
partner.

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Unit 3

• http://illuminations.nctm.org/ActivityDetail.aspx?ID=11 Students can manipulate

fraction sets easily on this site and record their work on the student sheet.
• http://jeopardylabs.com/ - This site allows you to create a Jeopardy game on a web-
based template.
• http://www.visualfractions.com/AddUnlikeCircle/ Provides students with practice adding
mixed numbers with like denominators using circle models.

Unit 4

• http://illuminations.nctm.org/ActivityDetail.aspx?ID=11 Students can use the “set”

application to produce fraction models.
• http://illuminations.nctm.org/ActivityDetail.aspx?ID=205 Students can manipulate
fraction tiles easily on this site and record their work on the student sheet.
• https://www.visualfractions.com/IdentifyLines/ and
https://www.visualfractions.com/IdentifyCircles/ This site would be best utilized with a
lot of guidance from the teacher. The website asks students to determine what
fraction of the set are square cookies or round cookies, something students should
easily be able to accomplish. The teacher would then have to guide the students into
making a multiplication sentence. For instance, if the example asks how many
1
cookies are round and the answer is 6 , the teacher should then ask what is the whole
(6) and then ask what type of multiplication problem could be created from this
1
scenario (i.e. 6 x 6 = 1)

Unit 5

• http://decimalsquares.com/index.php/games/ (Beat the Clock) Students get to race

against time or a partner writing the correct decimal for a given model. (One whole is
represented by a large square divided into 100 small squares.) For fourth grade, choose
“beginner” when playing this game.
• http://decimalsquares.com/index.php/games/ (Concentration) Students play a
concentration game matching decimal numbers in the tenths (in red) with decimal
numbers in the hundredths (in red).
• http://nces.ed.gov/nceskids/createagraph/default.aspx Allows students to create several
types of graphs.
• http://www.factmonster.com/ipka/A0772159.html Provides images of flags around the
world.

Unit 6
• http://illuminations.nctm.org/ActivityDetail.aspx?ID=34 Students can continue
exploring sort shapes by characteristics using this online activity from NCTM
Illuminations website.

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 Georgia Department of Education

• http://illuminations.nctm.org/unit.aspx?id=6528 The introduction to symmetry using the

NCTM Illuminations web sites may be done as a whole group with a projector or in a
computer lab individually or in pairs. If the students work on the tasks as individuals or in
pairs, prepare a list of questions for them to answer while exploring the web site. At the
end of this session, students should report to the whole class what they have learned or
have found interesting about symmetry. The purpose of these activities is to provoke
class discussion. (Must register with NCTM to access)
• http://mathforum.org/geometry/rugs/symmetry/ Be sure to check out the rug gallery to
see different rug patterns and their symmetries!
• http://www.basic-mathematics.com/types-of-triangles.html Gives basic definitions for the
types of triangles. Note: this web site contains advertising.

Unit 7

• http://www.ictgames.com/weight.html Interactive games to explore the concept of

weight and scales
• http://www.primarygames.co.uk/pg2/bhunt/bhunt.html Banana Hunt: This game requires
monkeys to be placed at the proper angle degree in order to collect bananas. It can be
used for additional practice.
• https://apps.mathlearningcenter.org/pattern-shapes/ Angle Measurements: This tool can
be used by the student or teacher to review angles and how to use a protractor to measure.
• https://www.mathplayground.com/measuringangles.html Measuring angles
• https://www.funbrain.com/games/shape-surveyor A fun, interactive game to practice
area and perimeter of shapes
• http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesSho
ot.htm Perimeter shape game
• https://www.turtlediary.com/games/area-and-perimeter.html Area and Perimeter games

Additional Resources:

• https://kentuckymathematics.org/pimser.php

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 Georgia Department of Education

RESOURCES CONSULTED
Content:
Mathematics Progressions Documents: http://ime.math.arizona.edu/progressions/

Illustrative Mathematics: https://www.illustrativemathematics.org/content-standards/4

NZ Maths: http://nzmaths.co.nz/

Teacher/Student Sense-making:
http://www.youtube.com/user/mitcccnyorg?feature=watch
https://www.georgiastandards.org/Georgia-Standards/Pages/Math.aspx or
http://secc.sedl.org/common_core_videos/

Journaling: http://www.mathsolutions.com/wp-content/uploads/2001_Math_Journals.pdf

Community of Learners:
http://www.edutopia.org/math-social-activity-cooperative-learning-video
http://www.edutopia.org/math-social-activity-sel
http://www.youtube.com/user/responsiveclassroom/videos

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