Concept
Fourth Grade: Second Nine Weeks 2015-2016
Readiness Standards
Time
*Consider using “Today’s
Challenge” warm-ups for
Topics 5-6 (can project on
screen)
Supporting Standards
Multiplication by 2-Digit Numbers
Key Content
4.4C represent the product of 2 two-digit numbers using arrays,
area models, or equations, including perfect squares through
15 by 15
4.4D use strategies and algorithms, including the standard
algorithm, to multiply up to a four-digit number by a one-digit
number and to multiply a two-digit number by a two-digit number.
Strategies may include mental math, partial products, and the
commutative, associative, and distributive properties
4.4G round to the nearest 10, 100, or 1,000 or use compatible
numbers, to estimate solutions involving whole numbers
Represent products with 2x2
digits using arrays, area models,
and equations including perfect
squares (pg. 311, TE and pg. 316,
SE) offers support for using the
array model
(pg. 346, TE) Perfect squares.
*Consider building a perfect
square with cm cubes
1 week
continued
Use strategies (mental math,
partial products, and properties)
to multiply a 2-digit number by a
2-digit number
*Use “Intervention Activity (pg.
325A, TE) for modeling arrays
and 2x2-digit multiplication
Use the standard algorithm to
multiply
Round to the nearest multiple of
ten up to 1000 to estimate
solutions
Use compatible numbers to
estimate solutions (pg. 271D, TE)
offers support
Use strip diagrams to visualize a
multi-step problem (pg. 300 and
starting on pg. 352, SE)
*Revised 7/22/15
Key Vocabulary
Vocabulary: Compatible numbers,
array, place value, partial products,
distributive property, product,
Associative Property, multiplication
pattern, estimate, rounding, strip
diagram, perfect square, visual
model, standard algorithm,
reasonableness, factor, equation,
factors
Book Reference: Topics 5-6
Suggested Materials:
 Graph Paper
 Base 10 Blocks
 Centimeter cubes
Suggestion: Continue fact practices
for those students identified
Interactive
Notebook:
Multiplication
Interactive Notebooks:
(left side)

Show how to multiply a 2 digit by 2 digit number using partial products and arrays

Explain how to regroup in a multiplication problem.

Explain what a perfect square is and give an example

Use a strip diagram to solve a real-life word problem
(right



side)
Mental math strategy for multiplying with multiples of 10
Steps on using a visual model for solving 2-digit by 2-digit multiplication
Model of a perfect square (suggestion: use graph paper for a visual)
Readiness Standards
*Consider using “Today’s
Challenge” warm-ups for
Topic 7 (can project on screen)
4.4H solve with fluency one- and two-step problems involving
multiplication and division, including interpreting remainders
Solve fluently 1 and 2 step
problems involving multiplication
and division including
interpreting remainders
Division with 1-Digit Divisors
Supporting Standards
4.4E represent the quotient of up to a four-digit whole number
divided by a one-digit whole number using arrays, area models, or
equations
4.4F use strategies and algorithms, including the standard
algorithm, to divide up to a four-digit dividend by a one-digit
divisor
4.4G round to the nearest 10, 100, or 1,000 or use compatible
numbers, to estimate solutions involving whole numbers
Vocabulary: Remainder, quotient,
divisor, dividend, estimate, strip
diagram, mental math, compatible
numbers, , factor, arrays, remainder,
partial quotients, place value
representation, regrouping,
reasonableness
Book Reference: Topics 7-8
Represent the quotient of up to a
4-digit dividend by a
1-digit whole number divisor
using arrays, area models, or
equations *Consider using
2 weeks
“Intervention Activity” (pg. 411A, TE) to
show how to use partial quotients to
divide
Use “Intervention Activity”
(pg. 441A, TE) to model zeros in
the quotient
Use strategies and algorithms to
divide up to a 4-digit dividend by
a 1-digit divisor
”Math Background” on (pg.
419A, TE) has a good
explanation of how to connect to
the standard algorithm
Round to estimate solutions
Use compatible numbers to
Suggested Materials:
 2 Color Counters
 Base 10 Blocks
*There is an auto-scored online
(optional) Benchmark Test for
Topics 5-8 at PearsonTexas.com
(pg. 460B, TE)
Interactive Notebook:
Division
Division with
1-Digit Divisors continued
estimate solutions
Explain the relationship between
multiplication and division and
show how to use strip diagrams to
solve problems (pg. 363C, TE) is
a good support for demonstrating
using strip diagrams. Student
work begins on (pg. 391, SE)
*Use “Intervention Activity” (pg.
395A, TE) to model the hands-on
use of manipulatives with
bridging to strip diagrams
Solve real-life problems with all
operations and check for
reasonableness
Interactive Notebooks:
(left side)

Explain how to use compatible numbers to mentally divide an equation such as 430 ÷ 9

Explain the difference when it is okay to have the remainder or when you need to round up. Give an example to
support your explanation.

Create a story that involves sharing equal parts and what you would do with remainders.

Show how to divide with Base 10 blocks as a visual representation
(right




side)
Steps on how to use compatible numbers to divide
Models of strip diagrams for division
Visual strategies for dividing and the bridge to the visual representation
Step by step directions for dividing using the standard algorithm
*Consider using “Today’s
Challenge” warm-ups for
Topic 9 (can project on screen)
Patterns and
Equations
Readiness Standards
4.5A represent multi-step problems involving the four operations
with whole numbers using strip diagrams and equations with a
letter standing for the unknown quantity
4.5B represent problems using an input-output table and numerical
expressions to generate a number pattern that follows a given rule
representing the relationship of the values in the resulting
sequence and their position in the sequence
2 weeks
Demonstrate equations and
equality using a pan balance and
bridge to the visual and the
numerical representation *Use
“Intervention Activity” (pg.
469A, TE)
*More key content on next page
Vocabulary: Equation, solution,
rule, input-output table, inverse
operation, number sense,
computation, equality, mental math,
variable, input, output, pattern, sum,
difference, greater than (>),
less than (<), divisible
Book Reference: Topic 9
*Suggested Materials on next page
Patterns and Equations continued
Represent multi-step problems
involving all operations with
whole numbers using strip
diagrams and equations
Suggested Materials:
 Pan Balance
 Unit Cubes
 Graph Paper
Represent an unknown number
with a variable *Introduce with
“Intervention Activity” (pg. 475A
and pg. 481A, TE)
Represent problems using an
input-output table
Use numerical expressions to
generate a number pattern that
follows a given rule representing
the relationship of the values in
the sequence and their position in
the sequence *Consider using
“Intervention Activity”(pg. 487, A, TE)
to describe rules
Interactive Notebook:
Patterns and Equations
Interactive Notebooks:
(left side)

How do you determine if two numerical expressions are equal?

Explain what a variable is and give a real-life example such as “The temperature of 75 degrees increased by n degrees
and now it is 80 degrees.” Explain how you would solve the problem you created.

How do you determine a rule in a table of patterns? Create your own pattern table and justify the rule that matches it.
(right side)

Create a foldable for this unit with tabs for “Equality”, “Equations”, “Input-Output Tables”
Readiness Standards
*Consider using “Today’s
Challenge” warm-ups for
Topic 10 (can project on screen)
4.2G Relate decimals to fractions that name tenths and hundredths
4.3D compare two fractions with different numerators and
different denominators and represent the comparison using the
symbols >,=, or <.
Fractions and Equivalence
Supporting Standards
4.2A Interpret the value of each place-value position as ten times
the position to the right and as one-tenth of the value of the place
value to its left.
4.3C determine if two given fractions are equivalent using a
variety of methods
4.3E represent and solve addition and subtraction of fractions
with equal denominators using objects and pictorial models that
build to the number line and properties of operations
4.2H Determine the corresponding decimal to the tenths or
hundredths place of a specified point on a number line.
4.3G represent fractions and decimals to the tenths or hundredths
as distances from zero on a number line
3 weeks
Compare two fractions with
different numerators and different
denominators using the inequality
symbols “Intervention Activity”
(pg. 539A, TE) models how to
compare fractions using fraction
strips
(Do NOT use the “butterfly
method/cross mutliply”. This is
NOT a conceptual way to teach
this topic.)
Represent a fraction as a sum of
fractions where the denominator
is greater than zero and the
numerator and denominator are
whole numbers *”Intervention
Activity” (pg. 515A, TE) explains
fractions and unit fractions
Determine equivalence using a
variety of methods including
models, number lines,
multiplying or dividing, and
finding common denominators *
Do the “Intervention Activity”
(pg. 533A, TE) to show
equivalency on a number line
Relate fractions to decimals that
name tenths and hundredths
including using a number line
Recognize that each place value’s
position is 1/10 the value of the
place value on its left
Vocabulary: Fraction, numerator,
denominator, unit fraction,
equivalent fractions, simplest form,
reduced fraction, improper fraction,
fraction strips (bars), common
factors, number sentence
Book Reference: Topic 10
Suggested Materials:
 Fraction Strips (Bars) and
Fraction Circles
 Number Lines
Interactive Notebook:
Fractions and Equivalence
Interactive Notebooks:
(left side)

Describe the parts of a fraction and use a visual to show all of the parts (fraction, numerator, denominator, unit
fraction)

How can you determine if two fractions are equivalent?

Quick Write: When in a real-life situation would it be important to have equivalent parts?

Compare and contrast decimals and fractions using a Venn Diagram

Given three separate fractions to represent portions of brownies in a pan, explain what portion you would want and
why.

Show 2 ways to compare fractions
(right side)

Parts of a fraction as well as visuals including parts of a group, splitting a shape into equal parts, using a number line,
etc.

Create a foldable number line for students to use for equivalency, simplifying, and comparing fractions

Using various methods, show how to find equivalency with fractions

How to reduce a fraction into simplest form

How to compare fractions using equivalency, visuals, number lines, etc.