Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
Number and Numerical Operations
Time Frame:
Content/Topic
Observable Proficiencies/Skills
How do we use numbers through the
millions?
Write and read large numbers.
Identify places in whole numbers and the values of
the digits in those places.
4:NBT1
4:NBT2
Refer to
pacing guide
for individual
grade level
How do we use decimals in our daily lives?
Complete a place value chart.
Compare large numbers recognizing that 700/ 70
=10 by applying concepts of place value and
divisions
Expand Numbers through millions.
Play “Name that Number.”
Play ‘Number Top It.”
Play “High Number Toss.”
Create a bank account statement.
Role play a business exchange of money.
Complete metric and standard conversion tables.
Count money and make change using all US coins
and bills.
Keep a bank balance.
Convert measurements using both standard and
metric systems.
4:NBT4
Form numbers and place them on a place value grid
through hundred millions.
Write and read large BASE 10 numbers.
Ability to play number recognition games with large
numbers.
Identify places in whole numbers and the values of
the digits in those places.
Determine magnitude estimates for calculations
4:NBT1
4:NBT2
4:NF
4:NBT3
Ongoing self-assessment of the reasonableness of
solutions.
How do we use counting in our everyday
life?
Identify even and odd numbers. Count tally marks.
4:MD4
Read table data to create a graph.
Conduct a survey.
How do we use measuring in our everyday
Use a ruler to measure objects (mm, cm, nearest part
4:MD1
Complete a conversion chart for metric and
Ongoing
Can you identify the value of a digit within
a number?
Ongoing
Is your response reasonable?
Gr. 4
Performance Benchmarks &
Fluency Goals
SMP1
SMP4
SMP5
Number and Operations in Base 10
Daily
Routines.
National Standards
4:NF6
Fluently add and subtract multi-digit whole
numbers using the standard algorithm.
Complete grids with dictated numbers through the
hundred millions.
Orally read numbers through the hundred millions
from print.
1
Course: Mathematics
life and what tools do we use?
How do we use numbers to locate things in
our everyday life?
How can we show numbers less than zero?
Gr. 4
MSD CURRICULUM MAP
of an inch).
Use half circle and full circle protractor to measure
angles.
Use dry and liquid standard and metric.
Uses vocabulary such as: longitude, latitude, over,
under.
Compass directions (cardinal and intermediate
directions).
Use ordered pairs to plot points.
Use a scale to convert a map or globe measure to
actual distance.
Calculate a balance using debits/credits.
Read positive and negative numbers on a
thermometer
Grade Level: 4
standard measurements.
SMP3
4:MD4
Discover locations in the world from longitude and
latitude clues.
Take part in a scavenger hunt using compass
direction clues.
4:MD1
Keep a record of a bank balance using credits and
debits.
Submit a record of daily temperatures for an
extended period of time.
Record the drop in daily temperatures as a
negative.
Fill in missing numbers on number lines from less
than zero, whole numbers, fractions, and decimals
How do you read a number line using
negative and positive numbers?
Read positive and negative numbers on a number
line.
4NBT2
Which key words determine whether you
should use addition or subtraction?
Identify key words in addition and subtraction
Recognize the inverse relationship between addition
and subtraction.
Complete addition and subtraction algorithms.
Use mental computation in addition and subtraction
problems.
4:OA3
In what ways can you show and describe
multiplication and division?
Identify key words in multiplication and division.
Recognize the inverse relationship between
multiplication and division.
Complete multiplication algorithms.
Use mental computation in problems.
Explore the relationship between division addition
and multiplication.
4:OA1
4:OA2
4:OA3
4:OA5
Play “Subtraction Target Practice.”
Solve, using paper and pencil, single and multistep
word problems in which a choice must be made
whether to add or subtract.
Observe students using manipulative to indicate
addition or subtraction.
Take timed test of addition and subtraction.
Solve, using paper and pencil, single and multistep
word problems in which a choice must be made
whether to multiply.
Take a timed test for multiplication and division
facts. Complete multiplication fact tables.
Utilize the HSCE protocol for open ended responses.
2
Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
What are the different ways you can
practice multiplication and division?
Demonstrate use of flash cards.
Develop fact family triangles in range 1-100
Complete multiplication table.
Explore internet for appropriate practice websites.
Develop proficiency with basic multiplication and
division number facts using a variety of fact
strategies (such as “skip counting” and “repeated
subtraction”) and then commit them to memory.
4:OA4
Complete timed tests.
List multiples and factors of numbers in range 1100
Observation of game playing (“Baseball
Multiplication,” “Beat the Calculator,”
“Multiplication/Division Top-It,” etc.
Ongoing
When and how is it more efficient to use
paper and pencil to solve whole number
calculations?
Demonstrate use of various algorithms including the
traditional algorithm.
Perform multi-step problems and open-ended
questions.
4OA3
Ongoing
When and how is it more efficient to use
mental math to solve whole number
calculations?
Mentally estimate for all operations.
Choose appropriate functions for solutions to multistep and open-ended problems.
Visualize realistic solutions.
4OA3
When and how is it more efficient to use a
calculator to solve whole number
calculations?
Demonstrate use of a calculator to solve complex
problems (i.e., large numbers and multi-digit)
SMP5
What written procedures are used to
computer 3-digit addition/subtraction
problems?
Demonstrate use of various algorithms in 4-digit
addition/subtraction
Compute solutions to word problems and open
ended questions.
4:NBT3
Fluently add and subtract multi-digit whole numbers
using the standard algorithm.
Develop a problem solving situation using multiple
steps and written explanations.
. Utilize the HSCE protocol for open ended responses
Ask questions that require an estimated response.
Complete paper and pencil quiz utilizing different
operations.
Orally ask, “Does the answer make sense? “ And
“Explain why.”
Utilize the HSCE protocol for open ended responses.
Play “Beat the Calculator.”
Find unit rates.
Paper and Pencil vs “Beat the Calculator” game.
Calculate unit prices to determine the “better
buy.”
Use a calculator to solve complex problems
Complete Paper and Pencil quiz involving 4-digit
addition/subtraction algorithms.
Develop a problem solving situation using multiple
steps and written explanations (time, distance).
Solve mental math problems.
Utilize the HSCE protocol for open ended responses.
Gr. 4
3
Course: Mathematics
What written procedures are used to
compute 2-digit multiplication problems?
Gr. 4
Demonstrate use of various algorithms in 4-digit
multiplication.
Compute solutions to word problems and openended questions.
What written procedures are used to
compute 4 digit numbers divided by 1 digit
Demonstrate use of various algorithms in division of
4 digit numbers divided by 1-digit.
Compute solutions to word problems and openended questions.
How would you add and subtract using
decimals?
Demonstrate ability to properly align decimal
problems in addition and subtraction.
How do you solve simple computations
using U.S. money?
Demonstrate ability to properly align decimal
problems in addition and subtraction of money.
Correctly count combinations of coins and bills.
Successfully compute change in various word
problems and open-ended questions.
Utilize a calculator to compute amounts of U.S.
money.
Record withdrawals and deposits for a bank
account.
Demonstrate ability to accurately multiply and
divide decimals.
How do you multiply and divide using
decimals?
Ongoing
MSD CURRICULUM MAP
Does your answer make sense?
Estimate the reasonableness of your response using
inverse operations.
4:NBT5
4:NBT6
4:NF7
4:NF7
4:NF7
4OA1
Grade Level: 4
Multiply a whole number of up to four digits by a
one-digit whole number, and multiply two twodigit numbers
Develop a problem solving situation using multiple
steps and written explanations.
Solve mental math problems to be solved using dry
erase boards.
Utilize the HSCE protocol for open ended responses.
Find whole-number quotients and remainders
with up to four-digit dividends and one-digit
divisors.
Develop a problem solving situation using multiple
steps and written explanations.
Solve mental math problems.
Utilize the HSCE protocol for open ended responses.
Solve problems involving addition and subtraction
of decimals..
Solve mental math problems.
Utilize the HSCE protocol for open ended responses
Maintain a bank balance using credits and debits.
Play Credit/Debit game.
Respond to word problems involving money and
making change.
Utilize the HSCE protocol for open ended responses.
Compare two decimals to hundredths record
results using <,>,=
Interpret a multiplication equation as a comparison
e.g. 35=7 * 5 as a statement that 35 is 5 times as many
as 7
4
Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
Number and Operations - Fractions
Where and when do we use fractions?
Determine greater fractions within a given set.
Identify part of a whole using pattern blocks.
List equivalent fractions.
Relate everyday items to fractions (example: clock
fractions, etc.).
Locate fractions on number lines.
4:NF2
4OA5
Use pattern blocks to illustrate fractions of a
whole.
Solve clock fraction problems.
Compose a rule for finding equivalent fractions.
Label sections of a number line.
How do we show whole numbers,
equivalent fractions, and decimals through
pictures?
Understand vocabulary-numerator, denominator,
whole, mixed number.
Illustrate whole numbers, fractions, and decimals.
Represent equivalent forms of the same number.
4:NF1
4:NF5
Use pattern blocks and base ten blocks to visually
identify fractional and decimal parts.
Identify fractional parts of a number line.
Solve “fraction of” problems using money.
Rename fractions as decimals and decimals as
fractions.
Complete equivalent fraction models.
How are numbers similar or different?
Order numbers within a given set using symbols in
algebraic equations.
4:NF3
4:NBT
List whole, fractional, and decimal numbers in
order from least to greatest and greatest to least.
Solve equations using greater than, less than, and
equal to.
What can we use to help visualize addition
and subtraction of fractions?
Utilize diagrams expressing addition and subtraction
of fractions.
Demonstrate ability to express addition and
subtraction of fractions.
How do you multiply fractions by whole
numbers?
Gr. 4
Solve problems using a mixed number set which
includes whole numbers and simple fractions.
4:NF3
Solve “fraction of” number stories.
Add and subtract fractions.
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.
4:NF4
Solve word problems involving multiplication of a
fraction ( with denominators 2,3,4,5,6, 8, 10, 12
&100) by a whole number.
5
Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
Estimation
How do you use estimation to compare
objects?
What are different strategies you can use for
estimation?
When is it useful to estimate?
Distinguish between greater than, less than, and
equal to symbols.
State orally how numbers compare to each other.
Demonstrate ability to round numbers.
Demonstrate the ability to use a variety of
estimation strategies.
Check reasonableness of estimate.
Display estimate and exact responses.
4:NBT2
Compare two sets of objects (greater than, less
than, equal to)
4:NBT3
Estimate quantities using a variety of strategies
such as mental math and rounding
4:NBT3
Determine reasonable and unreasonable estimates.
Geometry and Measurement
Geometric Properties
Time Frame:
Content/Topic
How do you compare objects according to
shapes and sizes?
What are the properties of 2D figures?
Can you identify the vertex, edge, face,
side, and angle of a shape?
How do you identify different 2D figures?
What makes 2 shapes congruent?
How many lines of symmetry does a shape
have?
Gr. 4
Observable Proficiencies/Skills
National Standards
Recognize congruity.
Classify objects according to size and shape.
Classify 2D figures based on the presence or
absence of parallel or perpendicular lines, angles of
a specific size and type e.g right angles
Define vertex, edge, face, side, and angle.
Complete a label, a diagram to identify vertex, edge,
face, side, and angle of a shape
Recognize and label diagrams of 2D shapes.
Construct various 2D figures.
List properties of various 2D figures.
4MD1
Define congruent.
Recognize when shapes are congruent.
Find lines of reflection.
Identify lines of symmetry in a variety of shapes.
Recognize that regular shapes have the same
number of lines of symmetry as their sides and
angles.
4G2
Performance Benchmarks
Make a scale drawing of a room.
Read and create maps to scale.
4G2
4MD
Complete a diagram of a shape labeling vertex,
edge, face, side, angle
4G2
Construct various 2D figures.
Draw inscribed polygons
Identify 2D shapes by their sides and angles.
Create Venn Diagrams to compare and contrast.
Indicate shapes in pictures and around room.
Match congruent shapes.
4G3
Use a ruler to indicate the lines of symmetry in a
variety of 2D shapes.
Fold papers to create lines of symmetry.
Use pattern blocks to create shapes with various
lines of symmetry.
6
Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
What are the parts of a line?
Label parts of a line.
Define point, line, line segment, rays, angle types,
and end point.
4G1
How do we classify angles as acute, right,
straight, or reflex?
Know the definition of acute, right, obtuse, reflex
and straight angles.
Measure angles to label.
Categorize angles by name.
Define diameter, radius, and center of a circle.
Label parts of a circle.
4G1
4MD5
Display ability to draw and measure angles using a
protractor.
Solve addition and subtraction problems to find
unknown angles.
4MD6
4MD7
What are the parts of a circle?
How do you measure angles and then
classify them?
4MD5
Construct lines using line segments, rays, and form
points, using rulers.
Label the parts of the line using letters, property
name, line segments, lines, angles and rays.
Use a compass to construct a line segment.
Use geoboards to construct a variety of lines.
Use a compass to create acute, right, obtuse, reflex
and straight angles.
Use a compass to measure the amount of degrees in
various angles.
Draw concentric circles.
Use a compass to construct a circle.
Label diameter, radius and center utilizing a
straight edge.
Define diameter, radius, center of a circle.
Solve addition and subtraction problems to find
unknown angles
Coordinate Geometry
Gr. 4
How do we plot points on a coordinate grid? Read an ordered pair.
Recognize the x -axis and y axis on a coordinate
graph.
4:MD2
How do we plot and connect points on a
coordinate grid/graph?
4:MD2
Read an ordered pair.
Recognize the x axis and y axis on a coordinate
graph.
Follow specific directions for connecting one point
to another using a straight edge.
Identify points using an ordered pair to specify
location.
Locate a point using an ordered pair for direction.
Label points on a grid based on location.
Plot a series of points using ordered pairs to
establish location.
Use a straight edge to connect points on a
coordinate grid.
7
Course: Mathematics
MSD CURRICULUM MAP
4:MD
Units of Measurement
Ongoing
How do you explain and measure various
objects in different ways?
How do we measure objects to the nearest
part of a whole?
Use a ruler (metric and standard), scale, measuring
cups, tape measure, liquid measuring tools, etc.
Read a number line indicating parts of a whole
measure.
Use a scale to represent fractions of various lengths.
Use a yard/metric stick to measure fractions of
lengths or distances.
4:MD1
How do we calculate the area of an object?
Use proper formula for measuring the area of an
object.
Use a scale to measure the weight of an object in
ounces.
Use standard liquid measurement devices
4MD3
Read time accurately.
Determine the amount of hours and minutes that
have passed between two given times.
Learn formula for area and perimeter.
Evaluate word problem to determine appropriate
formula.
4MD2
How do we measure the weight of an object
in ounces?
How do we determine the capacity of a
given amount of liquid?
How do we know how much time has past?
When do we use area and when do we use
perimeter?
Gr. 4
Grade Level: 4
4:MD1
4MD2
4MD2
4MD2
4MD3
Identify all the attributes of a given object.
Measure objects appropriately.
Measure distance between two points on a map
and determine actual distance using a scale.
Use ruler or tape measure to measure objects to
the nearest fraction of a unit.
Determine the area of various 2-dimensional given
object
Determine the weight of an object to the nearest
ounce
Determine the capacity of various amounts of
liquid
Calculate the amount of time that has passed to the
nearest minute.
Plan a trip from one place to another.
Decide appropriate application and solve.
Utilize the HSCE protocol for open ended responses.
8
Course: Mathematics
MSD CURRICULUM MAP
Algebraic Thinking
4:OA
4:OA5
Ongoing
How can we explain patterns in different
ways?
Ongoing
Can you tell if a pattern will continue or
end? Explain.
Can you describe how the pattern was
created?
Recognize patterns.
Describe what you see through words or pictures.
Extend patterns.
Predict and check whether a pattern will continue or
end.
Recognize pattern and apply rule to continue
pattern.
Can you describe two or more ways the
pattern was created?
Identify various patterns and apply rules to continue
patterns.
4:OA5
How can we show change through a graph?
(e.g., temp., height)
Create and label a graph given data.
Read a graph.
4:OA5
How do you solve this problem?
Add, subtract, multiply, and divide
4:OA3
Recognize and use symbols for greater than, less
than, and equal to
Understand Commutative property
4:OA2
4:NBT2
4:OA1
Understand the Associative property
4:OA1
Ongoing
Ongoing
4:OA5
4:OA5
Grade Level: 4
Describe patterns through a variety of fashions.
Create a graph to show some growth over time.
Distinguish between patterns that end and ones
that continue infinitely.
Determine pattern and properly extend.
Create a pattern that can be explained.
Whole number patterns that grow or shrink as a result
of repeatedly adding, subtracting, multiplying by, or
dividing by a fixed number (e.g., 5, 8, 11….Or 800,
400, 200
Determine pattern and properly extend.
Create a pattern that can be explained.
Create a pattern with more than one extension.
Sequences can often be extended in more than one
way (e.g., the next term after 1,2,4,…could be 8why?)
Modeling
Create a graph given data.
Interpret data from a graph (student height, week
of temperature, etc.)
Utilize the HSCE protocol for open ended responses.
Solve multi-step open word problems.
Decide if number sentence is true, false, or can’t
tell.
Procedures
How do we compare numbers?
Ongoing
Ongoing
Ongoing
Gr. 4
Can you give an example of the
commutative property?
Can you change the order of multiplying
factors without changing the product?
Correctly read and write number sentences using
greater than, less than, or equal to signs.
Show examples of the Commutative property using
different operations.
Multiply sets of numbers associatively
9
Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
Data Analysis
Time Frame
Content/Topic
Observable Proficiencies/Skills
National Standards
Performance Benchmarks
Data Analysis
Ongoing
What can we do with information
collected from the school environment?
Collect data, display and organize information gathered
(tallies, etc.)
4MD4
How can we show the data we
collected?
What information can we get from our
display?
Create and read a pictograph, bar graph, line plot, line
graph, and table from data.
Understand the meaning of the terms mean, mode, and
median.
Determine the mean, mode, and median for a set of data.
Interpret the results. Average (mean), most frequent
(mode), middle term (median)
4MD4
4MD4
Find the mean, mode, and median for a given set of
numbers.
Draw inferences from given data.
Create a class project to interpret data.
Create line plots using tallies.
Analyze data in various ways.
Use data to determine probability.
Place data into a Venn diagram.
Explain the meaning of the diagram.
Know how to complete a list, a chart and a tree diagram.
Know the appropriate form for displaying a given set of
information.
4MD4
Name a variety of categories.
Sort information into subcategories.
4MD4
Discuss various interpretations of data for
probability.
Complete a Venn diagram comparing attributes.
Explain results.
Complete a list, a chart or a tree diagram depending
on which is appropriate.
Create a tree diagram and an organized list to find
all possible combinations.
Correctly sort data into subcategories.
Collect, organize, and display data in fractions of a
unit (1/2, ¼, 1/8) (E.g Form a line plot and
interpret the different lengths of an insect
collection)
Create and interpret various displays of data.
Systematic Learning and
Counting
How many ways can we interpret our
results?
What does a Venn diagram show us?
Ongoing
How can we display information in an
organized fashion?
Ongoing
How can we subdivide information into
categories?
Gr. 4
4MD4
4MD4
10
Course: Mathematics
MSD CURRICULUM MAP
Grade Level: 4
Mathematical Practices
Time Frame
Content/Topic
Observable Proficiencies/Skills
SMP1
SMP2
SMP4
Problem Solving
Ongoing
Ongoing
Ongoing
Ongoing
Gr. 4
SMB5
SMB6
SMB7
Identify and discuss problems involving inquiry/discovery
4OA3
Solve and write explanations of open-ended problems.
4OA3
Solve problems that do not have routines (e.g. inferring and
interpreting questions)
Solve problems with different solutions.
4OA3
Solve problems in various ways (e.g., tree diagrams, charts,
using manipulatives, drawing pictures, and label short words).
4OA3
What are some different problem solving
strategies?
How are problems alike?
What could a checklist of the problem
solving process look like?
Create problems and model how to solve them.
4OA3
Self-assessment of their answer to the open-ended question.
Find similarities between number stories.
Check and monitor the process used to solve number stories.
4OA3
4OA3
Verbal explanation of comparisons.
Self-assessment using checklists including steps to problem
solve. Utilize the HSCE protocol for open ended responses.
4OA3
Observational notes during classroom interest-based
investigations.
NJ State Math Open-ended Rubric Utilize the HSCE protocol
for open ended responses.
Completion of number story using population census data.
Completion of number stories by generating multiple
solutions.
Completion of number story using multiple methods. Utilize
the HSCE protocol for open ended responses.
SMP3
What are some key words that can help us
better understand number stories?
Why do we need to describe explanations
of problems?
When do we need to explain our answers?
How do people think differently?
Read and write number stories along with solutions.
SMP3
Oral and written questioning.
Discuss, listen, and question problems.
SMP3
Observations during classroom discussions.
Explain cognitive steps involved in solving problems.
Solve peer generated problems.
SMP3
SMP3
Why is it important that we all use the
same mathematical language?
Identify mathematical vocabulary.
SMP3
Written and oral explanations of problem solutions.
Solutions and monitoring of peer generated problems. Utilize
the HSCE protocol for open ended responses.
Class generated vocabulary chart.
Connections
Ongoing
Performance Benchmarks/Assessments
What are some problems in everyday
life?
What makes an open-ended problem
different?
What strategies can you use if a problem
confuses you?
Why are there different solutions to
problems?
How can you find the strategy that works
for you?
Communication
Ongoing
National Standards
Where is the Math in everyday life?
Recognize recurrent themes across mathematical domains
(e.g., patterns in numbers, algebra, and geometry).
SMP2 SMP4
SMP4
Create a Where’s the Math Bulletin board with pictures,
drawings and cut outs.
Recognize recurring themes across mathematical domains
(e.g., patterns in numbers, algebra, and geometry).
11
Course: Mathematics
Ongoing
How does what I know about math help
me solve this problem?
Ongoing
How does math help us in our daily lives?
Ongoing
How does math help us in our other
subject areas?
How do mathematical ideas build on each
other?
Ongoing
MSD CURRICULUM MAP
Use connections among mathematical ideas to explain
concepts (e.g., 2 linear equations have a unique solution
because the lines they represent intersect at a single point).
Recognize that mathematics is used in a variety of contexts
outside of mathematics.
Apply mathematics in practical situations and in other
disciplines.
Understand how mathematical ideas interconnect and build on
one another to produce a coherent whole.
SMP4
Oral questioning.
SMP4
Tell about ways that we use math.
SMP4
Point out mathematical connections in other subjects.
SMP2
SMP4
SMP8
Understand how mathematical ideas interconnect and build on
one another to produce a coherent whole.
Why do we need to explain and justify
our answers?
Understand that we have to explain and justify our answers.
SMP8
Solve an open ended math problem. Utilize the HSCE
protocol for open ended responses.
How do we support our answers and
explain our mathematical thinking?
How can you prove your answer in more
than 1 way?
How do we determine if our answer
makes sense?
How can we probe that an answer is
unreasonable?
What are the ways that we can use to
explain our reasoning?
How can we determine if an answer is
correct and well supported
Support answers and explain mathematical thinking.
SMP8
Explain your answers in variety of ways.
SMP8
Can students use HSCE (Highlight/Solve/Circle;
Check/Explain strategy?
Show more than one way to solve the problem.
Estimate to determine reasonableness of an answer.
SMP8
Ask student to determine if answers make sense.
Provide examples that show that an answer is not reasonable.
SMP8
Have student explain why something is incorrect.
Explain reasoning using words, pictures, and number
sentences.
Evaluate a response to an open-ended question and decide
whether the answer is correct and well-supported.
SMP8
Solve an open ended math problem using words, pictures and
number sentences.
Uses a rubric to self assess open ended tasks.
Reasoning
Ongoing
Ongoing
Ongoing
Gr. 4
SMP8
SMP4
Representations
Ongoing
Grade Level: 4
How can we use manipulatives to
communicate ideas?
How can we use pictures, diagrams,
charts and tables to communicate ideas?
Use manipulatives to organize, record, and communicate
mathematical ideas.
Use pictures, diagrams, charts, and tables to organize, record,
and communicate mathematical ideas.
How can we use number model and other
symbols to communicate ideas?
How do we choose the tools we need to
solve a problem?
Use number models and other symbols to organize, record,
and communicate mathematical ideas.
Choose and apply the appropriate representation to solve a
problem.
SMP4
SMP4
SMP3
SMP4
Have students demonstrate problems with base ten blocks,
pattern blocks, etc.
Have students solve an open ended math problem using
pictures, diagrams, charts and tables to communicate their
ideas.
Use number models for daily routines.
Ask students what strategies they would use to solve a
problem.
Select, apply, and translate among mathematical
representations to solve problems.
12
Course: Mathematics
MSD CURRICULUM MAP
SMP5
Technology
Ongoing
Gr. 4
How do you use technology to gather,
analyze, and communicate mathematical
information?
How do you use technology to organize
and display information?
How do you create a graph using
technology?
How do you use a calculator to solve a
math problem?
How do you use computer software to
explore geometric properties?
How do you use computer software to
explore mathematical concepts with
science applications?
Grade Level: 4
Use technology to gather, analyze, and communicate
mathematical information.
SMP5
Use software to gather, analyze and communicate findings
from a data set.
Use computer spreadsheets, software, and graphing utilities to
organize and display quantitative information.
Create graphs using graphing calculators and computer
software.
Solve problems using calculators.
SMP5
Use Excel to create a graph or table displaying class data.
SMP5
Use Excel to create a graph or table displaying class data.
SMP5
Have students explain the calculator keys.
Use computer software to explore the properties or geometric
objects.
Use computer software to explore mathematical concepts with
science applications.
SMP5
Use computer software to explore the properties of geometric
objects.
Use computer software to explore mathematical concepts with
science applications.
SMP5
13