Kirkwood Mathematics Curriculum
Grade 4
page 1
7/ 2005
Mathematics as Problem Solving
SHOW-ME STANDARDS
1.4, 1.6, 2.7, 3.1-3.3, 3.5-3.7, 4.6 MA 1,
OBJECTIVES
All students will know:
(Content)
MA 2, MA 4, MA 5
GOALS/EXPECTATIONS
• Build mathematical knowledge through problem solving
• there are a variety of problem-solving
strategies which can be used to construct meaning
from mathematical tasks
• Solve problems that arise in Mathematics and other contexts
• when to use concrete objects, calculators,
computers, charts, graphs, etc. to organize and
solve problems
• Apply and adapt a variety of appropriate strategies to solve problems
• manipulatives may be used in problem-solving
situations
• Monitor and reflect on the process of mathematical problem solving
All students will be able to: (Process)
Instructional Activities
Assessments
a. use a variety of strategies to solve problems
[W]
TSW will given many opportunities during
investigations and math congress to use different
strategies to solve problems. [WG SG ]
TSW be asked to solve problems using a variety of
strategies. [P/TE]
b. work individually and with others to use
problem-solving approaches to investigate and
understand mathematical content [W G E D]
TSW be given opportunities to work individually and
with others to use problem-solving approaches to
investigate and understand mathematical content.
[WG SG CL]
TSW be asked to investigate and understand
mathematical content while working alone, with
partners, and in groups. [No G]
c. use technology to help arrive at solutions
[T R SG WG CL]
TSW be given opportunities to solve problems using
technology such as a calculator and/or computer.
[S HO SG]
TSW be asked to use technology to help arrive at
solutions. [No G]
d. identify needed and/or extra information in
problems [W R]
TSW practice identifying needed and or extra
information in problems. [WG SG]
TSW be asked to identify needed and or extra
information in problems. [TQ/T NoG]
Mathematics as Communication
SHOW-ME
STANDARDS
OBJECTIVES
1.8, 2.1, 3.1, 3.4, 3.7, 4.1 MA 1, MA 5
GOALS/EXPECTATIONS
Kirkwood Mathematics Curriculum
Grade 4
page 2
7/ 2005
All students will know:
(Content)
• discussing, reading, writing and listening are
vital parts of learning and using math
• Organize and consolidate mathematical thinking through communication
• Communicate mathematical thinking coherently and clearly
• mathematical ideas may be represented by
visual models
• Analyze and evaluate the mathematical thinking and strengths of others
• writing and discussing helps you clarify your
thinking
• Use the language of mathematics to express mathematical ideas precisely
• technology helps mathematical communication
• the language of mathematics may be used
through reading, writing, listening and speaking
All students will be able to: (Process)
Instructional Activities
Assessments
a. read and write numbers to millions [W]
TSW be given opportunities to read and write whole
numbers to millions. [WG SG CL]
TSW be asked to read and write whole numbers to
millions. [TQ/T]
b. use mathematical symbols correctly (=, <, >, +
, -, x, ÷)
÷ [W]
Examples will be posted in classrooms. Students will
use them in all communication as appropriate.
[WG SG]
TSW be asked to use mathematical symbols
correctly. [NoG]
c. use math vocabulary in reading, writing,
listening and speaking [W]
Use of math vocabulary in reading, writing, listening
and speaking will be modeled and TSW practice that
use. [WG SG]
TSW be asked to use math vocabulary in reading,
writing, listening and speaking. [NoG]
d. discuss mathematical ideas and articulate
mathematical thought processes [W]
TSW discuss mathematical ideas and articulate
mathematical thought processes during a math
congress. [WG]
TSW be asked to discuss mathematical ideas and
articulate mathematical thought processes. [NoG]
e. justify answers through a convincing
explanation or through a model [W] GLE: N.O. 3D4
TSW practice justifying answers through a convincing TSW be asked to justify answers through a
explanation or through a model during a math
convincing explanation or through a model.
congress. [CL WG SG]
[PT No G]
f. use writing to reflect on and clarify thinking
about mathematical ideas and situations [W E D]
TSW be given opportunities to use writing to reflect
on and clarify thinking about mathematical ideas and
situations. Journals will be used. [WG SG CL T]
g. use technology to communicate mathematically
[W T]
TSW explore spreadsheets and use word processing to TSW be asked to explore spreadsheets and use word
communicate mathematically. [SG WG]
processing to communicate mathematically. [NoG]
Mathematics as Reasoning
TSW be asked to use writing to reflect on and clarify
thinking about mathematical ideas and situations. [No
G E D]
Kirkwood Mathematics Curriculum
Grade 4
page 3
7/ 2005
SHOW-ME
STANDARDS
1.6, 1.10, 3.2-3.7, MA 1, MA 2, MA 3, MA 4, MA 5
OBJECTIVES
All students will know:
(Content)
GOALS/EXPECTATIONS
• Make and investigate mathematical conjectures
• making and testing conjectures helps develop
mathematical reasoning
• objects and numbers may be used in more than
one way to construct relationships between and
among them
• when an estimate is appropriate
• when a solution is reasonable
All students will be able to: (Process)
Instructional Activities
Assessments
a. use patterns and relationships to analyze
mathematical situations [W R]
TSW be given many opportunities to use patterns and
relationships to analyze mathematical situations. [WG
SG CL]
TSW be asked to use patterns and relationships to
analyze mathematical situations during district
assessments. [PT/E]
b. make a conjecture and test to see if it is
reasonable [W R]
Teachers will identify when a student makes a
conjecture, and post it in the class for others to test
for reasonableness. [WG SG]
Teachers will observe when students make a
conjecture to see if they can determine its
reasonableness. [NoG]
c. analyze solutions for reasonableness [W R]
TSW use estimation before solving a problem, and will TSW be asked to analyze solutions for
be taught that the last step is to look back and check
reasonableness. [NoG]
answer for reasonableness. [WG SG]
Mathematical Connections
SHOW-ME
STANDARDS
OBJECTIVES
All students will know:
(Content)
• mathematical problem-solving strategies can
apply to all disciplines and real world problems
• mathematics is used in the real world
1.10
GOALS/EXPECTATIONS
• Recognize and use connections among mathematical ideas
• Understand how mathematical ideas interconnect and build on one another to produce a
coherent whole
Kirkwood Mathematics Curriculum
Grade 4
page 4
7/ 2005
• mathematical symbols may be used to represent
real world situations
All students will be able to: (Process)
Instructional Activities
Assessments
a. use mathematics in other curricular areas [W]
TSW be given opportunities to use mathematics in
other curricular areas. [WG SG CL]
TSW be asked to use mathematics in other curricular
areas. [NoG]
b. generalize solutions/strategies to new problem
situations [W]
TSW practice generalizing solutions/strategies to new TSW be asked to generalize solutions/strategies to
problem situations. [WG SG]
new problem situations. [NoG]
Number Theory and Number Sense
SHOW-ME
STANDARDS
OBJECTIVES
All students will know:
WHOLE
(Content)
NUMBERS
• counting and grouping strategies
• place value concepts
• mental computation and estimation strategies
• the concepts of factors and multiplies in
relation to multiplication and division
DECIMALS,
GOALS/EXPECTATIONS
• Understand the meanings of operations and how they relate to one another
• Compute fluently and make reasonable estimates
• Understand numbers, ways of representing numbers, relationships among numbers,
and number systems
• the inverse relationships of addition &
subtraction and of multiplication & division
FRACTIONS,
1.6, 1.8, 1.10, 2.2, 3.1, 3.3, 3.4, MA 1, MA 5
PERCENTS
• fractions describe congruent parts of a whole,
sections of a line, or members of a group
• the size of a fractional part is dependent on the
size of the whole
• two equivalent fractions are two ways of
describing the same amount using different
fractional parts
• the vocabulary of rational numbers
Kirkwood Mathematics Curriculum
Grade 4
page 5
7/ 2005
• the numerator of a fraction tells how many
parts are being considered, while the denominator
indicates what kind or size of parts the numerator
counts
• decimal numbers are simply another way of
writing fractions
• connections between fraction and decimal
symbolism can help in understanding both
• the base ten place value system extends
indefinitely in two directions to very tiny values
as well as to very large values
• ratio is a multiplicative comparison of two
numbers, measures, or quantities
All students will be able to: (Process)
WHOLE
Instructional Activities
Assessments
NUMBERS
a. identify and express place value positions for
whole numbers to millions [W]
TSW practice identifying and expressing place value
positions for whole numbers to millions. [WG SG ]
TSW be asked to identify and express place value
positions for whole numbers to millions. [TQ/T, XQ/
T]
b. compare and order numbers to millions [W]
TSW practice compare and order numbers to millions.
[WG SG ]
TSW be asked to compare and order numbers to
millions. [TQ/T XQ/T]
c. use mental computation and estimation [W] GLE:
N.O. 3D4
Teachers will present problems then discuss the
strategies students used to estimate and/or solve
them mentally. [SG]
Students will be asked to explain their mental
computation and estimation strategies. [NoG]
d. recognize equivalent representations for the
same number and generate them by decomposing
and composing numbers [W] GLE: N.O.1C4
TSW practice strategies for decomposing and
composing numbers and recognizing equivalent
representations for the same number. [WG SG HO]
e. add and subtract up to 5 digit numbers with and
without regrouping [W]
TSW practice adding and subtracting up to 5 digit
numbers with and without regrouping. [WG SG]
TSW be asked to recognize equivalent
representations for the same number and generate
them by decomposing and composing numbers. [TQ/
T]
TSW be asked to add and subtract up to 5 digit
numbers with and without regrouping. [TQ/T]
f. represent and recognize multiplication using
various models, including sets and arrays [W]
GLE: N.O.2A4
TSW be given multiplication facts and practice
representing them with arrays or sets. They will be
given sets or arrays and practice recognizing the
multiplication facts. [WSG HO]
TSW be asked to represent and recognize
multiplication using various models, including sets
and arrays. [TQ/T]
g. demonstrate recall of basic facts (+, -, x, ÷)
[W] GLE: N.O. 3B4
TSW practice basic facts using games, flash cards,
technology, etc. [WG SG HO T S]
TSW be asked to demonstrate recall of basic facts (+
, -, x, ÷). [TQ/T XQ/T]
h. multiply up to 3 digit by 1 digit numbers [W]
GLE: N.O. 3C4
TSW practice multiplying up to 3 digit numbers by 1
digit numbers. [WG SG HO T S]
TSW be asked to multiply up to 3 digit by 1 digit. [
TQ/T No G XQ/T]
Kirkwood Mathematics Curriculum
Grade 4
page 6
7/ 2005
i. represent a mental strategy used to compute a
given multiplication problem (up to 2-digit by 2
digit multiples of 10) [W] GLE: N.O.3A4
TSW be given multiplication problems and will practice TSW be asked to commutative, associative, and
mental strategies to solve them. example: 10 x 24
distributive properties and use them to compute
[SG WG]
with whole numbers. [TQ/T No G]
j. estimate and justify the results of
multiplication of whole numbers [W] GLE: N.O.
3D4
k. identify the commutative, associative, and
distributive properties and use them to compute
with whole numbers [W] GLE: N.O.2C4; GLE: A.R.
2B4
l. identify factors and multiples of whole numbers
TSW practice estimating and justifying the results of
multiplication of whole numbers. [SG]
TSW be asked to estimate and justify the results of
multiplication of whole numbers. [TQ/T]
TSW practice identifying the commutative,
associative, and distributive properties and use them
to compute with whole numbers. [WG SG]
TSW be asked to identify the commutative,
associative, and distributive properties and use
them to compute with whole numbers. [No G TQ/T]
TSW practice identifying factors and multiples of
whole numbers. [WG SG]
TSW be asked to identify factors and multiples of
whole numbers. [TQ/T]
[W] GLE: N.O.1D4
m. divide numbers having one digit divisors with
and without remainders [W] GLE: N.O. 3C4
TSW practice dividing numbers having up to one digit TSW be asked to divide numbers having up to one
divisors and up to two digit dividends with and without digit divisors and up to two digit dividends with and
remainders. [WG SG T]
without remainders. [TQ/T]
n. identify and define terms such as addends,
sum, minuend, subtrahend, difference, divisor,
dividend, quotient, factor, multiple and product
[W]
TSW practice identifying and defining terms such as
TSW be asked to identify and define terms such as
addends, sum, difference, divisor, dividend, quotient, addends, sum, minuend, subtrahend, difference,
factor, multiple and product. [WG SG]
divisor, dividend, quotient, factor, multiple and
product. [TQ/T No G]
o. identify prime, composite, and square (4,
9,49) numbers [W]
TSW practice identifying prime and composite
numbers. [WG SG]
p. identify equivalent values using coins and bills
[W]
TSW practice identifyING equivalent values using coins TSW be asked to identify equivalent values using
and bills. [HO SG]
coins and bills. [PT]
q. identify the value of a collection of coins and
bills [W]
TSW be given a collection of coins and asked to
identify its value. Play money will be used. [HO SG
WG]
TSW be asked to identify the value of a collection of
coins and bills. [TQ/T PT]
r. figure change back up to $10 [W] GLE: M. 1D4
TSW practice figuring change back up to $10. [HO SG]
TSW be asked to figure change back up to $10. [TQ/
T PT]
s. create a spreadsheet which includes a simple
formula [W T]
TSW practice creating spreadsheets which include a
simple formula. [T SG]
TSW be asked to create a spreadsheet which includes
a simple formula. [TQ/T]
t. compare and order fractions using models [W]
TSW use fraction bars, strips, circles, and software
to compare and order fractions. [HO WG SG T]
TSW be asked to compare and order fractions using
models. [TQ/T]
u. read and write fractions and mixed numbers
[W]
TSW practice reading and writing fractions, decimals
and mixed numbers. [WG SG]
TSW be asked to read and write fractions, decimals
and mixed numbers. [TQ/T]
v. estimate the value of fractions (close to 0, 1/
2, whole) [W] GLE: N.O.1B4
TSW practice estimating the value of fractions (close
to 0, 1/2, whole). [WG SG]
TSW be asked to estimate the value of fractions
(close to 0, 1/2, whole). [TQ/T]
w. compute using fractions (like denominators),
decimals and mixed numbers (+ -) [W]
TSW practice the computation of fractions, decimals
and mixed numbers (+ -). [WG SG]
TSW be asked to compute with fractions, decimals
and mixed numbers (+ -). [TQ/T]
FRACTIONS,
DECIMALS,
TSW be asked to identify prime and composite
numbers. [TQ/T]
PERCENTS
Kirkwood Mathematics Curriculum
Grade 4
page 7
7/ 2005
x. match a fraction or decimal with an
appropriate object [W]
TSW use fraction bars, strips, circles, and software
to match a fraction or decimal with an appropriate
object. [HO WG SG T]
TSW be asked to match a fraction or decimal with an
appropriate object. [TQ/T]
y. identify decimal place value positions to
hundredths [W]
TSW practice identifying decimal place value positions TSW be asked to identify decimal place value
to hundredths. [WG SG]
positions to hundredths. [TQ/T]
z. read and write decimals to hundredths [W]
GLE: N.O. 1A4
TSW practice reading and writing decimals to
hundredths. [WG, SG]
aa. order and compare decimals to hundredths [W]
TSW use decimal squares and other models to practice TSW be asked to order and compare decimals to
ordering and comparing decimals to hundredths. [HO hundredths. [TQ/T]
WG SG ]
TSW be asked to read and write decimals to
hundredths. [TQ/T]
Patterns, Relationships, and Algebra
SHOW-ME
STANDARDS
OBJECTIVES
All students will know:
(Content)
1.4, 1.5, 1.6, 1.8, 2.1, 2.2, 2.4, 2.5, 3.1-3.3, MA 4
GOALS/EXPECTATIONS
• Understand patterns, relations, and functions
• patterns and relationships can be used to
analyze mathematical situations
• Represent and analyze math situations & structures using algebraic symbols
• patterns and relationships can be represented in
a variety of ways
• Use mathematical models to represent and understand quantitative relationships
• patterns can be geometric and / or numeric
• Analyze change in various contexts
• objects/numbers may be used in more than one
way to determine or construct relationships
between and among them
• variables are symbols that take the place of
numbers or ranges of numbers
• the dot symbol may be used to replace the X in a
multiplication expression
• equations have rules for the order of operations
• patterns and relationships can be used to
develop algebraic ideas and to make predictions
• functions are relationships or rules that
uniquely associate members of one set with
members of another set
Kirkwood Mathematics Curriculum
Grade 4
page 8
7/ 2005
• functional relationships can be expressed in real
contexts, graphs, algebraic equations, tables and
words
All students will be able to: (Process)
Instructional Activities
Assessments
a. describe, extend and create repeating &
growing geometric and numeric patterns [W]
GLE: A.R. 1A4
TSW practice identifying, extending and creating
repeating & growing geometric and numeric patterns.
[WG SG HO]
TSW be asked to identify, extend and create
repeating & growing geometric and numeric
patterns. [TQ/T]
b. analyze patterns using words, tables and
graphs [W] GLE: A.R. 1B4
TSW practice analyzing patterns using words, tables
and graphs. [WG SG CL HO]
TSW be asked to analyze patterns using words,
tables and graphs. [TQ/T]
c. represent a mathematical situation as an
expression or number sentence [W] GLE: A.R. 2A4
TSW be given mathemtaical situations and will
practice representing them as an expression or a
number sentence. [SG WG]
TSW be asked to represent a mathematical situation
as an expression or number sentence. [TQ/T]
d. model problem situations, using
representations such as graphs, tables or number
sentences [W] GLE: A.R. 3A4
TSW be given problem situations and will practice
using representations such as graphs, tables or
number sencences to model them. [WG SG HO]
TSW be asked to model problem situations, using
representations such as graphs, tables or number
sencences. [TQ/T]
e. use a letter or symbol as variable to represent
an unknown value [W]
TSW practice using a letter or a symbol to represent TSW be asked to represent the idea of a variable as
the idea of a variable as an unknown quantity. [WG SG] an unknown quantity using a letter or a symbol. [TQ/
T No G]
f. identify the unknown in a numerical equation
[W]
TSW practice Identifying the unknown in a numerical
equation. [WG SG]
TSW be asked to Identify the unknown in a numerical
equation. [TQ/T No G]
g. use a simple formula in a computer spreadsheet
[W T]
TSW be given a spreadsheet template with a simple
formula and will enter data to see how the formula
works. TSW will practice entering the formula and
data. [T WG SG]
TSW be asked to use a simple formula in a computer
spreadsheet. [No G]
h. analyze functions to explain how a change in
one quantity results in a change in another [W]
TSW practice analyzing functions to explain how a
change in one quantity results in a change in another.
[T WG SG]
TSW be asked to analyze functions to explain how a
change in one quantity results in a change in another.
[No G TQ/T]
i. describe mathematical relationships in terms of
constant rates of change [W] GLE: A.R. 4A4
Given growing patterns, TSW practice describing
TSW be asked to describe mathematical relationships
mathematical relationships in terms of constant rates in terms of constant rates of change. [PT TQ/T]
of change. [SG HO WG]
Measurement, Geometry and Spatial Sense
SHOW-ME
STANDARDS
OBJECTIVES
1.4, 1.6, 1.10, 2.4, 2.5, 3.2, 3.3, MA 1, MA 2
GOALS/EXPECTATIONS
Kirkwood Mathematics Curriculum
Grade 4
page 9
7/ 2005
All students will know:
GEOMETRY
and
(Content)
SPATIAL
SENSE
• geometric properties
• Analyze characteristics and properties of 2 and 3-D geometric shapes
and develop mathematical arguments about geometric relationships
• Specify locations and describe spatial relationships
• attributes of basic 2 and 3-D figures
• Use visualization, spatial reasoning, and geometric modeling to solve problems
MEASUREMENT
• the process of measurement
• there are two systems of measurement,
customary and metric
• U.S. customary and metric units of measure
All students will be able to: (Process)
GEOMETRY
and
SPATIAL
Instructional Activities
Assessments
SENSE
a. identify attributes of geometric figures (faces,
edges, bases and vertices) [W]
TSW practice identifying attributes of geometric
figures (faces, edges, bases and vertices). [HO WG
CL]
TSW be asked to identify attributes of geometric
figures (faces, edges, bases and vertices). [XQ/T
TQ/T]
b. define regular polygons and identify triangle,
square, rectangle, pentagon, hexagon, septagon,
and octagon [W]
TSW practice identifying regular polygons (triangle,
square, rectangle, pentagon, hexagon, septagon, and
octagon). [HO WG SG ]
TSW be asked to identify regular polygons (triangle,
square, rectangle, pentagon, hexagon, septagon, and
octagon). [XQ/T TQ/T]
c. describe the results of subdividing, combining
and transforming shapes [W] GLE: G.S.R. 1C4
TSW practice describing the results of subdividing,
combining and transforming shapes. Manipulatives
like pattern blocks and tangrams may be used.[SG WG
HO]
TSW be asked to describe the results of subdividing,
combining and transforming shapes. [TQ/T NoG]
d. identify and predict the results of geometric
transformations (slides/translations, flips/
reflections, turns/ rotations around a center
point) [W] GLE: G.S.R. 3A4
TSW practice identifying results of geometric
transformations (slides, flips, turns). [T HO WG SG]
TSW be asked to identify results of geometric
transformations (slides, flips, turns). [TQ/T]
e. identify and describe the attributes of 2 and 3dimensional shapes (prisms, cones, parallelism,
perpendicularity) [W] GLE: G.S.R. 1A4
TSW practice identifying solid (3D) geometric shapes TSW be asked to identify solid (3D) geometric
(sphere, pyramid, cube, cylinder, cone). [HO WG SG] shapes (sphere, pyramid, cube, cylinder, cone).
[XQ/T PT]
f. identify and construct lines, line segments,
rays, and parallel, intersecting and perpendicular
lines [W]
TSW practice identifying and constructing lines, line
segments, rays, and parallel, intersecting and
perpendicular lines. [HO WG SG]
TSW be asked to identify and construct lines, line
segments, rays, and parallel, intersecting and
perpendicular lines. [TQ/T XQ/T]
g. construct a figure with multiple lines of
symmetry and identify the lines of symmetry [W]
GLE: G.S.R. 3C4
TSW practice identifying and drawing the line of
symmetry. [HO WG SG]
TSW be asked to identify and draw the line of
symmetry. [TQ/T XQ/T]
Kirkwood Mathematics Curriculum
Grade 4
page 10
7/ 2005
h. given the picture of a prism, identify the
shapes of the faces [W] GLE: G.S.R. 4A4
TSW practice identifying the shapes of the faces given TSW be asked to identify the shapes of the faces
the picture of a prism [WG HO SG]
given the picture of a prism. [TQ/T]
i. recognize similar and congruent shapes, lines
and angles [W]
TSW practice recognizing similar and congruent
shapes, lines and angles. [HO WG SG]
TSW be asked to recognize similar and congruent
shapes, lines and angles. [TQ/T XQ/T]
j. select and use benchmarks (0-, 45-, 90
degrees) to estimate measurements of angles[W]
GLE: M. 2B4
k. use a formula to calculate and measure area
and perimeter [W] GLE: M. 1A4
TSW practice selecting and using benchmarks (0-,
45-, 90 degrees) to estimate measurements of angles.
[HO WG SG]
TSW practice using a formula to calculate and measure
area and perimeter. [SG WG]
TSW be asked to select and use benchmarks (0-,
45-, 90 degrees) to estimate measurements of
angles. [TQ/T XQ/T]
TSW be asked to use a formula to calculate and
measure area and perimeter. [TQ/T XQ/T]
l. determine the area of a polygon on a
rectangular grid [W]GLE: M. 2C4
TSW practice determining the area of a polygon that is TSW be asked to determine the area of a polygon on
drawn on graph paper. {WG SG HO]
a rectangular grid. [TQ/T XQ/T]
m. identify equivalent linear measures within the
same system of measurement given a conversion
chart [W] GLE: M. 1B4
TSW practice identifying equivalent measures within
the same system of measurement given a conversion
chart. [WG SG]
TSW be asked to identify equivalent measures within
the same system of measurement given a conversion
chart. [TQ/T]
n. measure using the attributes of length, volume,
mass, time and temperature (customary and
metric) [W]
TSW be given opportunities to measure using the
attributes of length, volume, mass, time and
temperature. [HO SG]
TSW be asked to measure using the attributes of
length, volume, mass, time and temperature. [TQ/T]
o. estimate measurements in problem-solving
situations using benchmarks [W] GLE: M. 2A4
TSW practice estimating measurements in problemsolving situations. [WG SG CL]
TSW be asked to estimate measurements in problemsolving situations. [No G]
p. identify time equivalencies (24 hours in a day,
60 minutes in an hour, etc) [W]
TSW practice identifying time equivalencies. [HO SG
WG]
TSW be asked to identify time equivalencies. [XQ/T
TQ/T]
q. identify and compute elapsed time [W R]
TSW will practice identifying and computing elapsed
time. [WG]
TSW be asked to identify and compute elapsed time.
[TQ/T]
MEASUREMENT
Data Analysis, Statistics and Probability
SHOW-ME
STANDARDS
OBJECTIVES
All students will know:
(Content)
• graphs and charts help organize and compare
information
1.3, 1.6, 1.8, 2.1-2.3, 2.7, 3.2, 4.3, MA 3
GOALS/EXPECTATIONS
• Formulate questions that can be addressed with data and collect, organize, and display
relevant data to answer them
• strategies to collect, organize and display data
• Select and use appropriate statistical methods to analyze data
• the appropriate use of technology on organizing
information
Kirkwood Mathematics Curriculum
Grade 4
page 11
7/ 2005
All students will be able to: (Process)
Instructional Activities
Assessments
a. create, organize, read, and interpret displays
of categorical and numerical data (including line
plots) [R W] GLE: D.P. 1C4; GLE: D.P. 2A4
TSW be given opportunities to organize, read, and
interpret displays of categorical and numerical data
(including line plots). [T WG SG ]
TSW be asked to organize, read, and interpret
displays of categorical and numerical data (including
line plots). [XQ/T TQ/T]
b. categorize and classify according to multiple
attributes [W]
TSW will practice categorizing and classifying
according to multiple attributes. [HO SG]
TSW be asked to categorize and classify according to
multiple attributes. [XQ/T TQ/T]
c. identify and discuss overlapping subsets of
objects using Venn diagrams [W]
TSW be given opportunities to identify and discuss
overlapping subsets of objects using Venn diagrams.
[SG CL HO]
TSW be asked to identify and discuss overlapping
subsets of objects using Venn diagrams. [TQ/T No
G]
d. solve problems that require collecting and
analyzing data [W R] GLE: D.P. 1A4
TSW be given opportunities to solve problems that
require collecting and analyzing data. [SG CL HO]
TSW be asked to solve problems that require
collecting and analyzing data. [XQ/T TQ/T]
e. compare different representations of the same
data and evaluate the data [W R]
TSW practice comparing different representations of
the same data and evaluating the data. [T WG SG]
TSW be asked to compare different representations
of the same data and evaluate the data. [XQ/T TQ/T]
f. given a set of data, propose and justify
conclusions that are based on the data [W R] GLE:
D.P. 3A4
TSW practice proposing and justifying conclusions that TSW propose and justify conclusions that are based
are based on the data they are given. [SG WG CL]
on the given set of data. [TQ/T]
g. find the range, median, and mode [R W] GLE:
D.P. 2A4
TSW practice finding the range, median, and mode.
[TWG SG]
TSW be asked to find the range, median and mode.
[TQ/T]
h. explore and predict concepts of chance
(identify when an outcome is certain, equally
likely or impossible) [W]
TSW be given opportunities to explore concepts of
chance. [HO SG WG]
TSW be asked to identify when an outcome is likely
or unlikely. [NoG]
i. use graphing software to enter and display data
[R W]
TSW practice use graphing software to enter and
display data. [T HSG]
TSW be asked to use graphing software to enter and
display data. [PT]