January 2013
Louisville Municipal School District
4 Grade Math (MA) CCSS Pacing Guide
2nd Nine Weeks
Mississippi Competencies and Performance Level
Objectives
Descriptors
th
Common Core State Standards for
MA
Operations and Algebraic Thinking
4.OA.1.
Interpret a multiplication equation as a
comparison, e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7
and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as
multiplication equations.
Notes
4.1.c.
Explain two or more methods of
multiplying whole numbers (one- and
two-digits) with justification. (DOK 2)
4.1.c. (Proficient)
Test 1: Question(s)- 3
Test 2:Question(s)- 21
Test 3: Question(s)- 1
Interpret and explain are not
synonymous; however, a
student might show evidence of
interpreting a multiplication
equation in explaining how to
multiply with justification.
4.OA.2.
Multiply or divide to solve word problems
involving multiplicative comparison, e.g., by
using drawings and equations with a symbol
for the unknown number to represent the
problem, distinguishing multiplicative
comparison from additive comparison.
4.1.c.
Explain two or more methods of
multiplying whole numbers (one- and
two-digits) with justification. (DOK 2)
4.1.c. (Proficient)
Test 1: Question(s)- 3
Test 2:Question(s)- 21
Test 3: Question(s)- 1
Solving word problems
mentioned in the CCSS are not
included in the MMFR. The
framework does not specify that
students use drawings to
distinguish multiplicative
comparison from additive
comparison.
I CAN:
4.1.d.
4.1.d. (Proficient)
I CAN:
--Multiply two given numbers (one and two
digits).
--Write/compose a multiplication equation.
--Interpret a verbal comparison into an
equation.
--Compare amounts using multiplication. (for
example – 5 times as many…)
--Change a number sentence into a word
sentence.
--Translate (give an example of) verbal
statements as multiplication statement.
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January 2013
Test 1: Question(s)- 35
Test 2: Question(s)- 9,
22
Test 3: Question(s)- 35
--Identify variables, symbols, & unknown
numbers.
--Identify key words and relate words to
operations.
--Represent word problems and/or equations
with pictures and symbols.
--Compare amounts with multiplication. (for
example – 7 times as many as…) *this is not
repeated addition.
--Compare amounts with addition (7 more
than).
--Solve word problems using multiplication (4
digits by 1 digit or 2 digits by 2 digits).
--Solve word problems using division (4 digit
dividends by 1 digit divisor).
--Identify multiplicative comparisons from
additive comparisons.
Explain two or more methods of
dividing four-digit dividends by onedigit divisors, with and without
remainders, and justify the
processes. (DOK 2)
4.OA.3.
Solve multistep word problems posed with
whole numbers and having whole-number
answers using the four operations, including
problems in which remainders must be
interpreted. Represent these problems using
equations with a letter standing for the
unknown quantity. Assess the
reasonableness of answers using mental
computation and estimation strategies
including rounding.
4.1.a.
Add and subtract up to five-digit
whole numbers with and without
regrouping. (DOK 1)
4.1.a. (Proficient)
Test 1: Question(s)- 1,34
Test 2:Question(s)- 1, 7
Test 3:Question(s)- 6, 3
4.1.c.
Explain two or more methods of
multiplying whole numbers (one- and
two-digits) with justification. (DOK 2)
4.1.c. (Proficient)
Test 1: Question(s)- 3
Test 2:Question(s)- 21
Test 3: Question(s)- 1
4.1.d.
Explain two or more methods of
dividing four-digit dividends by onedigit divisors, with and without
remainders, and justify the
processes. (DOK 2)
4.1.d. (Proficient)
Test 1: Question(s)- 35
Test 2: Question(s)- 9,22
Test 3: Question(s)- 35
I CAN:
--Add, subtract, multiply and divide with or
without remainders.
--Identify key words to decide which
operation(s) to use to solve a word problem.
--Explain what a remainder is and how it will
affect a given problem.
--Determine if an answer makes sense,
based on the problem.
4.2.b.
Determine the value of variables in
equations; justify the process used to
make the determination. (DOK 2)
4.2.b.
Determine the value of variables in
equations; justify the process used to
make the determination. (DOK 2)
4.2.b. (Proficient)
Test 1:Question(s)- 6, 44
Test 2:Question(s)- 9, 28
Test 3:Question(s)- 18
Solving word problems, as
mentioned in the CCSS, is not
included in the MMFR. The
framework does not specify that
students assess the
reasonableness of answers
using estimation and rounding
until grade 6.1.b.
4.2.b. (Proficient)
Test 1:Question(s)- 6, 44
Test 2:Question(s)- 9, 28
Test 3:Question(s)- 18
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January 2013
--Justify my answers using mental math and
estimation.
--Write an equation to solve the word
problem using a letter to represent the
missing number
--Solve multistep word problems with whole
numbers.
--Calculate long division with remainders.
4.OA.4.
Find all factor pairs for a whole number in
the range 1–100. Recognize that a whole
number is a multiple of each of its factors.
Determine whether a given whole number in
the range 1–100 is a multiple of a given onedigit number. Determine whether a given
whole number in the range 1–100 is prime or
composite.
4.1.l.
Model factors and multiples of whole
numbers. (DOK 1)
4.1.l. (Proficient)
Test 1: Question(s)- 33,
49
Test 2: Question(s)- 37
Test 3: Question(s)- 16
The MMFR does not specify the
whole number range of 1–100
or whether a given whole
number is a multiple of a onedigit number. Determining
whether a given whole number
is prime or composite is not in
the framework until grade 5.1.d.
4.2.a.
4.2.a. (Proficient)
The MMFR does not specify
I CAN:
--Write a whole number for given factors (ex.
7x6 = ____)
--Decide if a whole number (1-100) is a
multiple of a given 1 digit number (For
example – Is 56 a multiple of 7?)
--Write all factor pairs for a whole number up
to 100(ex. 56= ___ x ___)
--Determine a whole number up to 100 by
using factors.
--Determine if a number(1-100) is prime or
composite.
--Identify prime numbers and explain why
they are prime.
--Identify composite numbers and explain
why they are composite.
--Use divisibility rules to identify prime and
composite numbers.
4.OA.5.
3
Generate a number or shape pattern that
follows a given rule. Identify apparent
features of the pattern that were not explicit
in the rule itself. For example, given the rule
“Add 3” and the starting number 1, generate
terms in the resulting sequence and observe
that the terms appear to alternate between
odd and even numbers. Explain informally
why the numbers will continue to alternate in
this way.
Analyze a given numeric pattern and
generate a similar pattern. (DOK 2)
Test 1: Question(s)-5, 24
Test 2: Question(s)- 4, 5
Test 3: Question(s)- 43
4.1.h.
Estimate products and quotients of
whole numbers to include strategies
such as rounding. (DOK 2)
4.1.h. (Proficient &
Advanced)
Test 1: Question(s)- 20,
50
Test 2: Question(s)- 8,
36, 47
Test 3: Question(s)- 33,
37, 42
January 2013
that students explain why
numbers in the suggested
pattern will alternate between
even and odd.
I CAN:
--Use rules to explain a pattern.
--Create a number or shape pattern.
--Create and explain a number or shape
pattern.
--Identify a pattern within a pattern.
(ex.1,4,7,10)
Numbers and Operations in Base Ten
NBT.1-5: Grade 4 expectations in this domain are
limited to whole numbers less than or equal to
1,000,000. Grade 3 stops at 1,000.
4.NBT.3.
Use place value understanding to round
multi-digit whole numbers to any place.
I CAN:
--Round numbers up to the millions place.
--Explain why a number is rounded to a
given place.
--Demonstrate understanding of place value
using a drawing, chart, table, diagram, etc…
4.NBT.5.
Multiply a whole number of up to four digits
by a one-digit whole number, and multiply
two two-digit numbers, using strategies
based on place value and the properties of
The MMFR does not specify
that students multiply four-digit
whole numbers until
grade 6.1.i.
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January 2013
Note: 1st time regrouping
operations. Illustrate and explain the
calculation by using equations, rectangular
arrays, and/or area models.
I CAN:
--Multiply a 4 digit number by a 1 digit
number.
--Illustrate and explain multiplication using
rectangular arrays.
--Illustrate and explain multiplication using
area models.
--Apply the properties of operations to
multiply numbers.
--Multiply 2, two digit numbers (ex. 23 x 45).
--Multiply numbers using written equations.
4.NBT.6.
Find whole-number quotients and
remainders with up to four-digit dividends
and one-digit divisors, using strategies
based on place value, the properties of
operations, and/or the relationship between
multiplication and division. Illustrate and
explain the calculation by using equations,
rectangular arrays, and/or area models.
4.1.d.
Explain two or more methods of
dividing four-digit dividends by onedigit divisors, with and without
remainders, and justify the
processes. (DOK 2)
4.1.d. (Proficient)
Test 1: Question(s)- 35
Test 2: Question(s)- 9,
22
Test 3: Question(s)- 35
The MMFR does not specify
that students illustrate and
explain the calculation by using
equations, rectangular arrays,
and/or area models.
I CAN:
--Divide up to a 4 digit number by a 1 digit
divisor.
--Apply the properties of operations to divide
4 digit numbers.
--Apply strategies based on place value to
divide up to 4 digit number by a 1 digit
divisor.
--Explore different strategies for the division
of 4 digit dividends and 1 digit divisors.
--Illustrate and explain division with a
rectangular array.
--Illustrate and explain division with an area
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January 2013
model.
--Illustrate and explain division with an
equation.
--Explore the relationship between
multiplication and division.
Measurement and Data
4.MD.2.
Use the four operations to solve word
problems involving distances, intervals of
time, liquid volumes, masses of objects, and
money, including problems involving simple
fractions or decimals, and problems that
require expressing measurements given in a
larger unit in terms of a smaller unit.
Represent measurement quantities using
diagrams such as number line diagrams that
feature a measurement scale.
I CAN:
--Represent measurement quantities using
diagrams with a measurement scale.
--Apply the four operations to solve word
problems involving distance.
--Apply the four operations to solve word
problems involving elapsed time.
--Apply the four operations to solve word
problems involving liquid volume.
--Apply the four operations to solve word
problems involving mass.
--Apply the four operations to solve word
problems involving money.
4.MD.4.
Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and
subtraction of fractions by using information
4.1.a.
Add and subtract up to five-digit
whole numbers with and without
regrouping. (DOK 1)
4.1.a. (Proficient)
Test 1: Question(s)- 1,34
Test 2:Question(s)- 1, 7
Test 3:Question(s)- 6, 3
4.1.b.
Add and subtract decimals through
hundredths. (DOK 1)
4.1.b. (Proficient)
Test 1:Question(s)-21,
39
Test 2:Question(s)- 6, 53
Test 3:Question(s)- 4, 13
4.1.c.
Explain two or more methods of
multiplying whole numbers (one- and
two-digits) with justification. (DOK 2)
4.1.d.
Explain two or more methods of
dividing four digit dividends by onedigit divisors, with and without
remainders, and justify the process.
(DOK 2)
4.5.a.
Draw, label, and interpret bar graphs,
line graphs, and stem-and-leaf plots.
(DOK 2)
4.1.c. (Proficient)
Test 1: Question(s)- 3
Test 2:Question(s)- 21
Test 3: Question(s)- 1
4.1.d. (Proficient)
Test 1: Question(s)- 35
Test 2: Question(s)- 9,
22
Test 3: Question(s)- 35
4.5.a.(Basic & Proficient)
Test 1: Question(s)14, 32, 38
Test 2: Question(s)17, 48
Solving word problems, as
mentioned in the CCSS, is not
included in the MMFR;
however, the grade 4.4.d
objective does include problems
in real-life situations. Many
objectives in the grade 4 MMFR
use the four operations to solve
problems using whole numbers,
fractions, and decimals.
However, the objectives do not
specify that the problems
involve money. The MMFR
does not specify that students
multiply and divide with
fractions and decimals until
grade 5.1.f. The framework
does not specify that students
represent measurement
quantities using diagrams such
as number line diagrams that
feature a measurement scale.
The MMFR does not specify
line plot data sets in fractions of
a unit.
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January 2013
presented in line plots. For example, from a
line plot find and interpret the difference in
length between the longest and shortest
specimens in an insect collection.
Test 3: Question(s)11, 23, 31
4.5.c.
Compare data and interpret
quantities represented on tables and
graphs including line graphs, bar
graphs, frequency tables, and stemand-leaf plots to make predictions
and solve problems based on the
information. (DOK 3)
4.5.c. (Proficient &
Advanced)
Test 1: Question(s)17, 51, 53
Test 2: Question(s)51, 54
Test 3: Question(s)12, 46, 52
No CCSS
4.2.c.
Construct input/output function tables
and generalize the rule using words,
models, and symbols. (DOK 3)
4.2.c. (Proficient &
Advanced)
Test 1: Question(s)- 7
Test 2: Question(s)10, 41
Test 3: Question(s)20, 39
The definition of function begins
at the 8th grade in the CCSS.
No CCSS
4.3.d.
Locate ordered pairs in the first
quadrant of the coordinate plane.
(DOK 1)
4.3.d. (Proficient)
Test 1: Question(s)26, 45
Test 2: Question(s)- 12
Test 3: Question(s)- 3,
29
The coordinate system is
defined at 5th grade in the
CCSS.
No CCSS
4.5.b.
Find and interpret the mean, mode,
median, and range of a set of data.
(DOK 1)
4.5.b. (Basic &
Proficient)
Test 1: Question(s)15, 31, 52
Test 2: Question(s)11, 18, 29, 32, 34
Test 3: Question(s)2, 8, 19
I CAN:
--Answer questions about data measured on
a line plot.
--Create a line plot to display (show) a data
set that includes fractions or mixed numbers.
--Add and subtract fractions using
information from a line plot.
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January 2013
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