Morris Plains School District
Curriculum Document
Unit Title: Patterns
Established Goals (CCS)
4.OA.5
Enduring Understandings
 Patterns and relationships can be represented numerically,
graphically, symbolically, and verbally.
 Patterns provide insights into potential relationships.
Essential Questions
 What is a pattern?
 How do I describe a pattern?
 How do I express a pattern to show a relationship?
 How can patterns be used to make predictions?
Essential Knowledge
Students will know…
 each function has a rule
 for every input there is only one output
 how a function table works
 how to recognize patterns
Essential Skills
Students will be able to…
 generate a number or shape pattern that follows a given rule
 explain mathematically how a pattern is generated
 create a one operation function table to solve a real world problem
 complete a one operation function table
 analyze growing patterns using objects, pictures, numbers, and tables
to determine a rule for the pattern
 construct input/output function tables and generalize the rule using
words, models, and symbols
Assessments
Performance Tasks:
“Betty’s Miniature Birdhouses” Betty's Miniature Birdhouses PDF
Other Evidence:
 Test
 Quizzes
 Teacher Observation
 Homework
 Differentiated Activities
 Math Journal
Learning Activities
 Function Tables (HM pgs. 126-127)
 Brain Pop Movie
 Math Journal
 Math Centers
 Manipulative Activity
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Grade 4
Morris Plains School District
Curriculum Document
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Cooperative problem solving activities
“Patterns in My World” Scrapbook
Function Machine http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/activities/functionmachine/functionmachine3_4.html
Utilize practice pages and materials
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Four operations to solve problems
Established Goals (CCS)
4.OA.1
4.OA.2
4.OA.3
Enduring Understandings
 Numeric reasoning involves fluency and the ability to work with
numbers easily.
 Computational fluency includes understanding the meaning and the
appropriate use of numerical operations.
 The magnitude of numbers affects the outcome of operations on
them.
 There are multiple algorithms for finding a mathematical solution.
 Context is critical when using estimation.
Essential Questions
 What makes a computational strategy both effective and efficient?
 How do operations affect numbers?
 How can we decide when to use an exact answer and when to use
an estimate?
 What information and strategies would you use to solve a multi-step
word problem?
 When should you use mental computation?
Essential Knowledge
Students will know…
 how to solve multistep word problems
 a letter can represent an unknown quantity
 multiplication is a shorter version of repeated addition
 how to interpret a remainder
 how to round numbers
 how to assess their answers using mental computation and estimation
strategies
 addition and subtraction are inverse operations
 multiplication and division are inverse operations
 the definition of array, expression, order of operations, parenthesis,
variable, equal, and equation
 understand the difference between a row and a column
Essential Skills
Students will be able to…
 Interpret a multiplication equation as a comparison
 Compare multiplication equations
 Multiply or divide to solve multistep word problems
 Represent these problems using equations with a letter standing for the
unknown quantity
 draw a picture to solve word problems involving multiplicative
comparison
 explain the associative and commutative properties with examples
Assessments
Performance Tasks:
 “Class Line-Up” Class Line Up PDF
Other Evidence:
 Test
 Quizzes
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Grade 4
Morris Plains School District
Curriculum Document
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Teacher Observation
Homework
Differentiated Activities
Performance Assessment (HM pg. 136)
Math Journal
Learning Activities
 Define: array, expression, order of operations, parenthesis, variable, equal, equation,
 Rounding Rhyme
 Problem Solving Strategies –KNOW
 Variable of the Day (Houghton Mifflin Textbook pg. 108D)
 Brain Pop Movie
 Chapter Challenges
 Math Journal-writing prompts to self-assess
 Reading Connection- Math Curse and WebQuest http://www.angelfire.com/alt2/heidilucas/webquest.html
 Cooperative problem solving activities
 Utilize practice pages and materials
 See State Standards Glossary Page 89 Table 2 for example word problems
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Factors and Multiples
Established Goals (CCS)
4.OA.4
Enduring Understandings
 Numeric reasoning involves fluency and the ability to work with
numbers easily.
 Using inverse relationships between multiplication/division helps to
solve basic facts.
 Model multiplication and division, using area and set models.
Essential Questions
 How are numbers related by their factors and multiples?
 How can arrays, pictures or models of groups, and story contexts help
you represent mathematical situations?
 Why is important to understand the relationships among numbers?
 How can a number be broken down into its smallest factors?
 How can multiples be used to solve problems?
 How do you find the prime factors and multiples of a number?
Essential Knowledge
Students will know…
 the definition of Prime, Composite, Multiple, Least Common Multiple,
Greatest Common Factor, Factorization
 that a whole number is a multiple of each of its factors
 fact families
 all positive numbers have factors and multiples
 divisibility rules
Essential Skills
Students will be able to…
 find the factor pairs for a whole numbers in the range of 1-100
 determine whether a given whole number(1-100) is a multiple of a
given one-digit number
 determine whether a given whole number(1-100) is prime or composite
Assessments
Performance Tasks:
 “Skip the Movie?” Skip the Movie PDF
Other Evidence:
 Test
 Quizzes
 Teacher Observation
 Homework
 Differentiated Activities
 Math Journal
Learning Activities
 Houghton Mifflin Chapter 10-lesson 1 and 2
 Math Centers
 Define: Prime, Composite, Multiple, Least Common Multiple, Greatest Common Factor, Factorization
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Grade 4
Morris Plains School District
Curriculum Document
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Factor Trees
Brain Pop Movie
Differentiated Activities
Cooperative problem solving activities
Utilize practice pages and materials
Chapter Challenges
Divisibility Rules Activity
Manipulative Activity
Prime Factoring Game http://www.toonuniversity.com/4m_prime_d.html
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Conversion of Measurement
Established Goals (CCS)
4.MD.1
4.MD.2
4.MD.3
4.MD.4
Enduring Understandings
 Everyday objects have a variety of attributes, each of which can be
measured in many ways.
 What we measure affects how we measure it.
 Measurements can be used to describe, compare, and make sense of
phenomena.
 Measuring area and perimeter are a way to figure out how much
space a shape has around it or inside it.
Essential Questions
 How can measurement be used to solve problems?
 How do units within a system relate to one another?
 What are tools of measurement and how are they used?
 How can what we measure affect how we measure?
Essential Knowledge
Students will know…
 relative sizes of measurement units within one system of units including
km, m, cm; g, lb, oz; l, ml, hr, min, sec
 how to use the area formula
 how to use the perimeter formula
 that everyday objects have a variety of attributes, each of which can
be measured in many ways.
 understand the metric and customary measurement systems
 when to use the correct tools
Essential Skills
Students will be able to…
 express measurements in a larger unit in terms of a smaller unit
 record measurements equivalents in a two-column table
 generate a conversion table
 use the four operations to solve word problems including distances,
intervals of time, liquid volumes, masses of objects, and money
 solve word problems involving simple fractions or decimals
 solve word problems that require expressing measurements given in a
larger unit in terms of a smaller unit
 represent measurement quantities using diagrams that feature a
measurement scale
 apply area and perimeter formulas for rectangles in real world and
mathematical problems
 make a line plot to display a data set of measurement in fractions of a
unit(1/2, 1/4, 1/8)
 solve problems involving addition and subtraction of fractions by using
information presented in line plots
Assessments
Performance Tasks:
 It is Monday morning at 10:00. You have adopted a pet named Zak that weighs 20 grams and is 5cm high. The pet storeowner told you that Zak will
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Grade 4
Morris Plains School District
Curriculum Document
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gain 5 grams every 2 hours and will grow 5mm every 2 hours for the first week of his life. Make a chart showing how much Zak will weigh and how tall
he will be at 10:00 A.M. every day from now through Friday at 10:00 A.M.
Room design: Students measure their bedroom. The teacher provides furniture catalogs and asks them to arrange the furniture in their room. They
must choose a bed, desk, dresser, and at least three additional items.
Other Evidence:
 Teacher Created Assessments
 Homework
 Tests
 Quizzes
 Ticket Out
 Math Journal
 Teacher Observation
 Differentiated Activities
Learning Activities
 Chapter 12 Houghton Mifflin Lessons 1-9
 Chapter 13 Houghton Mifflin Lesson 2
 Chapter 14 Houghton Mifflin Lesson 4
 Chapter 18 Houghton Mifflin Lesson 1-4
 Use real-life experiences to hook students
 Problem of the Day
 Cooperative Group Work
 Brain Pop Movie
 Discuss how you would measure an elephant. What tools would you use? What units of measurement would you use? What would you estimate
the elephant’s weight to be?
 Create a web with all brainstorming discussed
 Discuss the two different systems of measurement. Ask students to give examples of things measured with the metric and customary units.
 Demonstrate how to use various instruments and have children all different items in the classroom
 Measurement Hunt
 Measurement Songs – Meter, Liters, and Grams
 Who want to be a Master Measurer? Interactive Bulletin Board
 Measurement Review PowerPoint - http://www.spsk12.net/departments/STAR/math/4/SOL_410_weight_review.pptx
 Bingo Dice Measurement Review - http://www.spsk12.net/departments/STAR/math/3/Dice_Bngo_customary_measurement.ppt
 Gallon Man tool
 Literature Connections: How Big is a Foot? by Rolf Myller
The Librarian Who Measured the Earth by Kathryn Lasky
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Angles and Lines
Established Goals (CCS)
4.MD.5
4.MD.6
4.MD.7
4.G.1
4.G.2
4.G.3
Enduring Understandings
 Geometric properties can be used to construct geometric figures.
 Geometric shapes can be described, compared, and classified by
their attributes.
 Points, lines, and planes are the foundation of geometry.
Essential Questions
 How can I classify 2 dimensional figures?
 How is geometry a part of our everyday lives?
 How can spatial relationships be describe by careful use if
geometric language?
 What strategies can be used to verify symmetry and congruency?
 How are geometric figures constructed?
Essential Knowledge
Students will know…
 the names and properties of various angles and be able to identify
them
 concepts of angle measurement
 an angle is measured with reference to a circle with its center at the
common endpoint of rats
 an angle that turns through 1/360 of a circle is called a one degree
angle and can be used to measure angles
 an angle that turns through n one-degree angles is said to have an
angle measure of n degrees
 a protractor measures angles
 the sum of the measures of the interior angles of a triangle is 180˚
 the concept of congruence and symmetry
 how to identify and describe the properties of, and draw circles and
polygons (triangle, quadrilateral, parallelogram, trapezoid, rectangle,
square, rhombus, pentagon, hexagon, and octagon).
Essential Skills
Students will be able to…
 recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint
 how to use a protractor to measure angles
 sketch angles of specified measure
 recognize angle measure as additive
 solve addition and subtraction problems to find unknown angles on a
diagram in real world and mathematical problems
 use an equation with a symbol for the unknown angle measure
 draw points, lines, line segments, rays, angles
 identify and draw right, acute, and obtuse angles
 draw perpendicular and parallel lines
 classify two-dimensional figures according to parallel or perpendicular
lines, or angles of specified size
 recognize and identify right angles
 recognize a line of symmetry
 identify line-symmetric figures
 draw lines of symmetry
Assessments
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Grade 4
Morris Plains School District
Curriculum Document
Performance Tasks:
 Dream Home: Make a drawing of your dream house. Include as many 2 dimensional figures you can and label them. Include: Square, Rectangle,
Circle, Triangle, Hexagon, and Cube. Label each shape with the name of the shape and what it represents in your diagram. For example, if you
draw a rectangle, you will label it as a rectangle and possibly a bed or another object that has this shape. Select one shape of each kind from your
drawing and draw their lines of symmetry. Also, draw and label angles using your protractor (obtuse, acute, straight, and right).
 Geometry Scrapbook: Scrapbook PDF
Other Evidence:
 Teacher Created Assessments
 Homework
 Tests
 Quizzes
 Ticket Out
 Math Journal
 Teacher Observation
 Differentiated Activities
Learning Activities
 Chapter 16 Houghton Mifflin Lessons 1-7
 Chapter 17 Houghton Mifflin Lessons 1, 3, 4, 5
 Use real-life experiences to hook students
 Math Journal
 Math Centers
 Cooperative Group Work
 Geo-boards Activities
 Brainstorm real-life relationships
 Model how to use tools
 Brain Pop Movie
 “What’s My Name Worth?” What's My Name Worth
 Reinforce concepts using technology: Angles
Basketball Geometry
 Geometry Vocabulary Webs Geometry Webs
Baseball Geometry
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Adding, Subtracting, Multiplying Fractions
Established Goals (CCS)
4.NF.3
4.NF.4
Enduring Understandings
 One representation may sometimes be more helpful than another;
and, used together, multiple representations give a fuller
understanding of a problem.
 A quantity can be represented numerically in various ways. Problem
solving depends upon choosing wise ways.
 Fractions are a part of everyday life. It is essential to a variety of
different jobs, such as: cooking, building, construction, digital media
development and many more.
Essential Questions
 How can we compare and contrast numbers?
 How do mathematical ideas interconnect and build on one another
to produce a coherent whole?

How do we apply the use of fractions in everyday life?
Essential Knowledge
Students will know…
 properties of operations and the relationship between addition and
subtraction
 the definition of numerator, denominator, fraction, equivalent, simplest
form, mixed number, and improper fraction
 a fraction is part of a whole

a fraction is less than 1 but more than 0
 multiplying by a fraction will give you less than you started with
 order of operations (using order of operations rules sheet – scaffolding)
Essential Skills
Students will be able to…
 add and subtract fractions with like denominators
 decompose a fraction into a sum of fractions 3/8=1/8+1/8+1/8
 add and subtract mixed numbers with like denominators
 solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators
 solve word problems involving multiplication of a fraction by a whole
number
 multiply a fraction by a whole number
 use visual fraction models to multiply fractions

simplify fractions to lowest terms
 how to write fraction sums and differences in lowest terms
Assessments
Performance Tasks:
 Fraction Cookies (See Attached)
 Simple Sales
Directions:
A warehouse sells clothing at a fraction of its original cost. The table below shows the fraction off the original price for clothing that remains in the warehouse after 10 days, 20
days, and 30 days.
WAREHOUSE PRICES
Item
Price
After 10 Days
After 20 Days
After 30 Days
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Grade 4
Morris Plains School District
Curriculum Document
Jacket
Shoes
Shirt
$120
$40
$12
1/4 off
1/5 off
1/4 off
1/3 off
2/5 off
1/3 off
1/2 off
3/5 off
2/3 off
1. Find the price of the items after each 10-day period to complete the chart below. Show how you arrived at each answer.
Item
Jacket
Shoes
Shirt
Price
$120
$40
$12
After 10 Days
$90
WAREHOUSE PRICES
After 20 Days
$4.00
Suppose you have $100.00 to spend.
2. Within the range of $90.00 to $100.00, what are all possible combinations of items you could buy after 10 days?
3. Would you have enough money to buy 2 jackets after 20 days? Why or why not?
4. Could you buy all 3 items if you waited until after 30 days? Remember, you only have $100.00 to spend. Why or why not?
Answers: Multiplying and Dividing Fractions
1.
Price
Jacket $120.00
Shoes $40.00
Shirt
$12.00
After 10 days
$90.00
$32.00
$9.00
After 20 days
$80.00
$24.00
$8.00
After 30 Days
$60.00
$16.00
$4.00
2. The following are the seven possible combinations of items that can be purchased by spending between $90.00 and $100.00:
1 jacket
3 pairs of shoes
11 shirts
10 shirts
After 30 Days
$90.00
$96.00
$99.00
$90.00
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Grade 4
Morris Plains School District
Curriculum Document
1 jacket and 1 shirt
2 pairs of shoes and 4 shirts
1 pair of shoes and 7 shirts
$99.00
$96.00
$96.00
3. No, you would not have enough money to buy 2 jackets at the price after 10 days. Each jacket would cost $80.00; therefore, 2 jackets would cost $160.00 and you only have $100.00
to spend.
4. Yes, you could buy all three items because the total cost would be $80.00, and you have $100.00 to spend.
Other Evidence:
 Teacher Created Assessments
 Homework
 Tests
 Quizzes
 Ticket Out
 Math Journal
 Teacher Observation
 Differentiated Activities
Learning Activities
 Chapter 19 Houghton Mifflin Lessons 5-7
 Chapter 20 Houghton Mifflin Lessons 1, 2, 4, 5, 6, 7)
 Problem of the Day
 Review vocabulary: numerator, denominator, fraction, equivalent, simplest form, mixed number, and improper fraction
 Fraction strip/towers activities (manipulatives)
 Cooperative Group Work
 Math Centers
 Brain Pop Movie
 Math Journal - When would we need to add, subtract, and multiply fractions and mixed numbers?
 Reinforce skills with technology:
 http://www.mathplayground.com/fractions_mult.html
 http://visualfractions.com/
 http://math.rice.edu/~lanius/fractions/index.html
 http://classroom.jc-schools.net/basic/math-fract.html
 Read Multiplying Menace: The Revenge of Rumpelstiltskin by Pam Calvert
 Read Piece, Part, Portion: Fractions, Decimals, Percents by Scott Gifford
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Fraction Equivalence and Ordering
Established Goals (CCS)
4.NF.1
4.NF.2
Enduring Understandings
 A quantity can be represented numerically in various ways. Problem
solving depends upon choosing wise ways.
 Numeric fluency includes both the understanding of and the ability to
appropriately use numbers.
 One representation may sometimes be more helpful than another;
and, used together, multiple representations give a fuller
understanding of a problem.
Essential Questions
 How do mathematical ideas interconnect and build on one another
to produce a coherent whole?
 How can we compare and contrast numbers?
 How do we apply the use of fractions in everyday life?
Essential Knowledge
Students will know…
 even if the number and size of the parts differ the two fractions
themselves can be the same size
 comparisons are only valid when the two fractions refer to the same
whole
 how to manipulate fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12,
and 100
 how to use fraction to represent equivalent forms of the same number
 the definition of numerator, denominator, fraction, equivalent, simplest
form, mixed number, and improper fraction
 how to place fractions on a number line
 a fraction is part of a whole
 a fraction is less than 1 but more than 0
 order of operations (using order of operations rules sheet – scaffolding)
Essential Skills
Students will be able to…
 read, write, and identify fractions and mixed numbers
 use real life experiences to construct meanings for numbers
 compare and order fractions
 explain why a fraction is equivalent to another
 find equivalent fractions
 compare two fractions with different numerators and denominators
 use visual fraction models
 record results of comparisons with symbols >,<, or =
 write fractions in simplest form
 apply order of operations rules

Assessments
Performance Tasks:
 Fraction Cookies Fraction Cookies Materials
Other Evidence:
 Teacher Created Assessments
 Homework
 Tests
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Grade 4
Morris Plains School District
Curriculum Document
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Quizzes
Ticket Out
Math Journal: What are different ways to represent parts and wholes?
Teacher Observation
Differentiated Activities
Learning Activities
 Problem of the Day
 Math Fraction Web(Assess prior knowledge)
 Cookie Recipe –Hook students in by making a deal if they double the recipe correctly cookies will be baked for the class
 Chapter 19 Houghton Mifflin Lessons 1-4
 Define: numerator, denominator, fraction, equivalent, simplest form, mixed number, and improper fraction
 Each day throughout the unit have 3-8 students line up in front of the room and ask questions such as, “What fraction of the group are wearing
red?”
 Fraction Tower activities and games
 Manipulative Centers
 Cooperative Group Work
 Overhead Fraction Activities
 Brain Pop Movie
 Read Hershey's Fractions by Jerry Pallotta
 Read Fraction Action by Loreen Leedy
 Fraction Match
 Reinforce skills with technology:
 http://www.gamequarium.com/fractions.html
 http://www.toonuniversity.com/flash.asp?err=198&engine=
 http://www.hbschool.com/activity/fraction_race_a/
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Fractions and Decimals
Established Goals (CCS)
4.NF.5
4.NF.6
4.NF.7
Enduring Understandings
 A quantity can be represented numerically in various ways. Problem
solving depends upon choosing wise ways.
 Numeric fluency includes both the understanding of and the ability to
appropriately use numbers.
 One representation may sometimes be more helpful than another;
and, used together, multiple representations give a fuller
understanding of a problem.
Essential Questions
 How can we compare and contrast numbers?
 How do mathematical ideas interconnect and build on one another
to produce a coherent whole?

How do we apply the use of fractions in everyday life?
 How can decimals be compared and ordered?
 How is decimal numeration the same or different from whole number
numeration?
Essential Knowledge
Students will know…
 how to place decimals on a number line
 a fraction is part of a whole
 a fraction is less than 1 but more than 0
 the definitions of hundredths, tenths, decimal point, equivalent
decimal, thousandths, ones, tens, hundreds, number line, decimal
number, expanded form
 that comparisons are valid only when two decimals refer to the same
whole
Essential Skills
Students will be able to…
 Compare two decimals to hundredths
 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
 use this technique to add two fractions wit respective denominators
10 and 100. For example, express 3/10 as 30/100, and add 3/10 +
4/100=34/100
 record the results of comparisons with the symbols >,<, or =
 justify the conclusions using a visual model
Assessments
Performance Tasks:
 Candy Party Candy Party Materials
Other Evidence:
 Teacher Created Assessments
 Homework
 Tests
 Quizzes
 Ticket Out
 Math Journal: What are different ways to represent parts and wholes?
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Grade 4
Morris Plains School District
Curriculum Document
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Teacher Observation
Differentiated Activities
Learning Activities
 Chapter 21 Houghton Mifflin Lessons 1, 3, 4, 5, 6, 7
 Problem of the Day
 Manipulative Centers
 Cooperative Group Work
 Overhead Fraction Activities
 Brain Pop Movie
 Math Journal
 Reinforce skills with technology:
 http://www.math-play.com/4th-grade-math-games.html
 Literature Connections:
 The Monster Money Book by Loreen Leedy
 How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman
 How Much is That Guinea Pig in the Window? by Joanne Rocklin and Meredith Johnson
 Sold! A Mathematics Adventure by Nathan Zimelman and Bryn Barnard
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Multi-Digit Arithmetic
Established Goals (CCS)
4.NBT.4
4.NBT.5
Enduring Understandings
 Computational fluency includes understanding the meaning and the
appropriate use of numerical operations.
 The magnitude of numbers affects the outcome of operations on
them.
 There are multiple algorithms for finding a mathematical solution.
Essential Questions
 What makes a computational strategy both effective and efficient?
 How do operations affect numbers?
 How can arrays, pictures or models of groups, and story contexts help
you represent mathematical situations?
 How do I share a large number equally?
Essential Knowledge
Students will know…
 the properties of operations
 fact families
 how to organize a multi-digit problem
 how to draw an array or model
 when to regroup or borrow
 when to use the “break apart” strategy
 when to use “make a ten” strategy
 when to use “compensation” strategy
 the definitions of sum, difference, addend, regrouping, number
sentence, factor, product, division, dividend, divisor, quotient
 the properties of addition and the rules of subtraction
 the relationship between multiplication and division
Essential Skills
Students will be able to…
 fluently add and subtract multi-digit whole numbers using the standard
algorithm
 subtract whole numbers with regrouping
 multiply a whole number up to four digits by a one-digit number
 multiply two two-digit numbers
 use strategies based on place value and the properties of operations
 find the quotient with 1 digit divisors and up to four digit dividends
 illustrate and explain the calculations using equations, rectangular
arrays, and/or area models
Assessments
Performance Tasks:
 Title: “Numbers Rock!” Books
Summary: Student Directions:
Your task is to write a short book called Large Numbers Rock for other students to read and to demonstrate what you learned about adding,
subtracting, multiplying and dividing large numbers. Think about a real-life situation that you would need to use addition, subtraction, multiplication,
and division. You will need to include 2 addition problems with 4 digit numbers, 2 subtraction problems with 4 digit numbers, and 2 multiplication
problems with four digits by a one-digit number, 2 multiplication problems with two by two digit numbers, and 4 division problems with a one-digit
divisor and up to a four digit dividend.
Other Evidence:
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Grade 4
Morris Plains School District
Curriculum Document
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Teacher Created Assessments
Homework
Tests
Quizzes
Ticket Out
Math Journal
Teacher Observation
Differentiated Activities
Learning Activities
 Chapter 3 Houghton Mifflin Lessons 1-8
 Chapter 6 Houghton Mifflin Lessons 1-7
 Chapter 7 Houghton Mifflin Lessons 1-7
 Chapter 8 Houghton Mifflin Lessons 1-6
 Chapter 9 Houghton Mifflin Lessons 1-6
 Model organizing numbers for solving multi-digit addition and subtraction problems by viewing examples of the process and solving various
problems on their white boards before solving problems independently
 Math Journal
 Math Centers
 Brain Pop Movie
 Cooperative Group Work
 Vocabulary: sum, difference, addend, regrouping, number sentence, factor, product, division, dividend, divisor, quotient
 Manipulative Activities –base-ten blocks
 Hook with real-world connections
 Problem of the Day
 Read “Anno’s Mysterious Multiplying Jar”
 Read “Alice in Numberland: Fantasy Math”
 Chapter Challenges
 Model examples using mental math strategies
 Roll dice with a partner to create a problem, solve, and check answers
 Race for the Remainder Game
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Grade 4
Morris Plains School District
Curriculum Document
Unit Title: Place Value Multi-Digit
Established Goals (CCS)
4.NBT.1
4.NBT.2
4.NBT.3
Enduring Understandings
 Numeric fluency includes both the understanding of and the ability to
appropriately use numbers.
 A quantity can be represented numerically in various ways. Problem
solving depends upon choosing wise ways.

Being able to communicate number sense by choosing appropriate
types of numbers, operations, and estimations are essential skills for real
world applications
Essential Questions
 How can we compare and contrast numbers?
 Why is number sense the foundation for all mathematics?
 What makes a computation strategy effective and efficient?
 How do operations affect numbers?
 How can we use math information to choose an operation?
 When should an exact number be used? When should an estimate be
used?
Essential Knowledge
Students will know…
 demonstrate an understanding of place value concepts
 the rules to rounding a number
 a digit in the ones place represents ten times what it represents to the
right
 the definition of rounding, standard form, expanded form, digits, word
form, short word form, base-ten, compare, digit
 understand the concept of equals, less than, and greater than in
simple number sentences
Essential Skills
Students will be able to…
 use whole numbers through 1,000,000
 read, write, and compare whole numbers
 use >,<, or = symbols to compare numbers in simple number sentences
 round multi-digit whole numbers to any place up to 1,000,000
 determine the value of a digit by its location in the number
Assessments
Performance Tasks:
 Title: Who Wants to Be a Millionaire?
Summary: Your school is having a contest called "Who Wants to be a Millionaire?" You are on the committee to make the questions. The objective of
the contest is to answer the questions and move up the monetary scale. You are to make a question for each money jump up to $1,000,000. The
questions are to be about place value to the millions and rounding. Make a card for the first 12 questions (5 place value, 4 rounding, 3 word
problems) and put the answers on the back. Be sure that your questions increase in difficulty for each money jump. Present your cards to the
committee, in writing or orally, to communicate your thinking and to explain how your cards increase in difficulty for each skill.
Other Evidence:
 Teacher Created Assessments
 Homework
20
Grade 4
Morris Plains School District
Curriculum Document






Tests
Quizzes
Ticket Out
Math Journal
Teacher Observation
Differentiated Activities
Learning Activities
 Chapter 1 Houghton Mifflin Lessons 1-5
 Chapter 2 Houghton Mifflin Lessons 1-2
 Manipulative Activities
 Hook with real-world connections
 Cooperative Group Work
 Brain Pop Movie
 Read “How Much is A Million” by David Schwartz
 Place Value Chart activities and games
 Math Bingo
 Rounding Rhyme
 Problem of the Day
 Chapter Challenges
 How Much Is A Million?
 Arrange class into groups of 5. Pass out one number card to each person in each group. Ask the group to use the cards to make the largest
number possible. Ask someone from each group to read the number - write each on the board or overhead. Ask students to compare the
numbers from each group. Which is the greatest number? Which is the least number? Repeat this activity to have students make the least
number possible. Ask students to explain how they know what to do (place value). Observe for understanding of place value to the millions
place.
 Introduce key vocabulary terms: rounding, standard form, expanded form, digits, word form, short word form, base-ten, compare, digit
 Review place value and comparing numbers up to the thousands place. Read "How Much is a Million?" by David Schwartz and Steven Kellogg for a
review of place value. Remind students that all place value "houses" are the same three names - ones, tens, hundreds - with different "last" names.
 Use white boards to allow students to practice writing numbers given - teacher says number, students write number given. Practice comparing
(greater, less, equal) numbers as well. Observe to pre-assess who needs further work in these areas.
 Journal: What patterns do I see in place value? Why is place value important?
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Grade 4