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# 4th grade math curriculum map 2011 2012-1

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## 4th grade math curriculum map 2011 2012-1Presentation Transcript

• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Multiplication and DivisionUnit Cluster: 1Big Ideas/Enduring Understandings Essential Question(s) How are multiplication and division related?There are multiple strategies to multiply and divide wholenumbers. When might you use multiplication?There is a relationship between multiplication and division. When might you use division? What is the value of learning multiplication and divison? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO3 Multiplication and division Demonstrate fluency of multiplication facts through Multiplication fluency facts through 12 12. Division Demonstrate fluency of division facts through 12. Factor Multiple Product QuotientS1C2PO2 Multiplication strategies Use multiple strategies to multiply whole numbers Divisor • Two-digit by two-digit and Dividend Array • Multi-digit by one-digit Digit Whole numberS1C2PO4 Division strategies; whole [Develop] multiple strategies to divide whole numbers. Commutative numbers * = POs previously introduced Bold = Priority PO 1 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S1C2PO5 Associative and distributive Apply associative property to solve multiplication Property properties; multiplication and problems. Associative division problems Property Apply distributive property to solve multiplication and Distributive division problems. PropertyS1C1PO2 Factors and multiples; whole Compose and decompose whole numbers using factors. numbers Parenthesis Addition SubtractionS1C3PO1 Benchmarks; points of Use benchmarks as meaningful points of comparison for comparison; whole numbers; Strategy whole numbers, decimals and fractions. decimals; fractions JustifyS1C1PO5 Simple ratios; problems Use simple rations to describe problems in context. Compose Decompose Similar Ratios * = POs previously introduced Bold = Priority PO 2 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Data AnalysisUnit Cluster: 2Big Ideas/Enduring Understandings Essential Question(s) How can you collect, organize, and display data?Data can be collected and organized in a variety of ways. How do you interpret the data you have collected?Graphs are used to communicate information. When would you collect data?Charts, tables, and graphs helps us make valid inferences, decisions,and arguments. How does the type of data influence the choice of graph? What conclusions can you draw about the data? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Data; double bar Collect, record, organize, and display data using double Data graphs; single line bar graphs, single line graphs, or circle graphs. Single line graph graphs; circle graphs Double bar graph Circle graphS2C1PO2 Questions; displays of Formulate and answer questions by interpreting and analyzing Median data; double bar graphs; displays of data, including double bar graphs, single line Interpret single line graphs; circle graphs or circle graphs. Organize graphs. Display * = POs previously introduced Bold = Priority PO 3 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S2C1PO3 Median; mode; range; Compare two sets of data. (This is a Supplemental PO to be taught with this Minute distribution data set unit..) Hour Elapsed timeS4C4PO1 Elapsed time to the [Interpret] elapsed time to the minute (This is a Supplemental PO to be Benchmark minute taught with this unit..) ComparisonS1C3PO1 Benchmarks; points of Use benchmarks as meaningful points of comparison for whole Greater than comparison; whole numbers, decimals, and fractions. Less than numbers; decimals; fractions * = POs previously introduced Bold = Priority PO 4 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Probability and discrete mathUnit Cluster: 3Big Ideas/Enduring Understandings Essential Question(s)Probability can be applied to everyday events. Why do we organize possible outcomes?There are a variety of ways to represent possible outcomes of an What conclusions can you draw from outcomes, results or graphs?event.Probability and discrete math can be used to draw conclusions aboutpossible outcomes and conflict situations AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C2PO1 Theoretical probability; all Describe elements of theoretical probability by Probability possible outcomes; given listing or drawing all possible outcomes of a given Possible outcome event; outcome; word and event and predicting the outcome using word and Number number benchmarks number benchmarks. Benchmark JustifyS2C3PO2 Possibilities Justify that all possibilities have been enumerated Duplication without duplication. Possibilities Enumerated * = POs previously introduced Bold = Priority PO 5 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: PatternsUnit Cluster: 4Big Ideas/Enduring Understandings Essential Question(s)Patterns occur everywhere in nature. Where might you see a pattern?A rule can be used to describe a pattern. How might you determine/test the rule of a pattern? How do you identify a pattern? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Numerical sequences; Recognize, describe, create, extend, and find Numerical missing sequence; whole missing terms in a numerical sequence involving Sequence numbers; four basic whole numbers using all four basic operations. Missing operations Sequence Four basic operations:S3C1PO2 Numerical sequences; given Explain the rule for a given numerical sequence, -addition rule; predictions [Test] that the rule works. subtraction Use the rule to make predictions. -multiplication -division Rule Whole number Prediction/predict * = POs previously introduced Bold = Priority PO 6 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: AlgebraUnit Cluster: 5Big Ideas/Enduring Understandings Essential Question(s)Algebraic expressions can be used to represent and analyze What is this question asking?mathematical situations. How can I represent the information in this problem in a different way? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO2 One step equations; addition, Create one-step equations that can be solved using Equation subtraction, multiplication, addition, subtraction, multiplication, and division of Addition and division of whole whole numbers. Subtraction numbers. Multiplication Solve one step equations that can be solved using Division addition, subtraction, multiplication, and division of whole numbers. Whole numbers Factor Product Divisor Dividend Quotient * = POs previously introduced Bold = Priority PO 7 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: PatternsUnit Cluster: 1Big Ideas/Enduring Understandings Essential Question(s) Where might you see a pattern?Patterns occur everywhere in nature. How might you determine/test the rule of a pattern?A rule can be used to describe a pattern. How do you identify a pattern? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1* Numerical sequences; Recognize, describe, create, extend and find missing Numerical Missing sequence; terms in numerical sequence involving whole numbers Sequence Whole Numbers; Four using all four basic operations. basic operations Missing SequenceS3C1PO2* Numerical sequences; Four basic Explain the rule for a given numerical sequence. Given rule; Predictions operations: [Test] that the rule works. Use the rule to make predictions. -addition subtraction -multiplicationS3C3PO2* One-step equations; Create one step equations that can be solved using addition, -division Addition, subtraction, subtraction, multiplication, and division of whole numbers. Rule multiplication, and division Solve one step equations that can be solved using addition, Whole number of whole numbers subtraction, multiplication, and division of whole numbers. Prediction/predict Missing terms * = POs previously introduced Bold = Priority PO 8 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: FractionsUnit Cluster: 2Big Ideas/Enduring Understandings Essential Question(s) What strategy could I use to solve this problem?Problem solving can be approached and represented through manydifferent methods. What makes me think that the answer is correct?Fractions, decimals, and percents represent parts of a whole. Could I represent the information in this problem in a different way? When might ¼ be larger than ½?The size of a fractional part is dependent on the whole. When are fractions used? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO3 Fractions; Parts; Set; [Model] fractions as fair sharing, parts of a whole, Fraction Locations; Number line parts of a set, and locations on a real number line. Numerator Denominator Fair sharing Whole Whole numbers; Fractions, [Construct] whole numbers, fractions, decimals, and PartS1C1PO1 Decimals; Percents; Multiple percents using and connecting multiple representations. Set Representations Number line Decimal * = POs previously introduced Bold = Priority PO 9 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S1C3PO1* Benchmarks; Points of Use benchmarks as meaningful points of comparison for Percent comparison; Whole numbers; whole numbers, decimals and fractions. Tenths Decimals; Fractions HundredthsS1C2PO1 Decimals; Fractions; Money to Add and subtract decimals through hundredths including \$1000.00; Denominators money to \$1000.00 Estimate Sum Add and subtract fractions with like denominators. Difference AnalyzeS1C1PO4 Decimals to hundredths Compare and order decimals to hundredths. Appropriate ComparisonS1C3PO2 Estimates; Given situation or [Analyze] estimates appropriate to a given situation or Greater than computation; Whole numbers computation with whole numbers. Less than Equal [Analyze] estimates appropriate to a given situation or computation with fractions. * = POs previously introduced Bold = Priority PO 10 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: MeasurementUnit Cluster: 3Big Ideas/Enduring Understandings Essential Question(s)There are appropriate units of measurement to use in differentsituations. Why do we have a system of measurement? How do you determine which tool(s) to use when measuring?There are variety of tools that can be used to measure. What are some examples of different characteristics you canMeasurement involves assigning a number to characteristic of an measure on an object or situation?object or situation. What strategies can be used to convert within the same measurement system? AZ Essential Learning Summative Key VocabularyStandard Knowledge Skills AssessmentS4C4PO2 Measurement skills; Apply measurement skills to measure length, Measurement System Length; Mass; mass and capacity using metric units. Length; Mass Capacity; Metric units Capacity; Meter Centimeter; Millimeter; Kilometer; Ton; Ounce; Liter; Milliliter; Metric Inch; Feet; YardS4C4PO3 Measurement system: Solve problems involving conversion within the Mile; Gallon; Quart Conversions; Problems same measurement system. Pint; Cup * = POs previously introduced Bold = Priority PO 11 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: GeometryUnit Cluster: 4Big Ideas/Enduring Understandings Essential Question(s) Why is it important to have an understanding of the attributes of two-Geometric figures can be described and grouped by their dimensional figures?attributes. What is the relationship between geometric attributes?Mathematical information is used to justify reasoning.There is a relationship between geometric attributes. How might you classify a group of geometric figures? What makes me think that my reasoning is correct? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C1PO2 Geometric Description; Justify which objects in a collection match a given Geometric figures Objects in a collection geometric description. Justify Classify Point LineS4C1PO1 Relationships between points, Draw and describe the relationships between points, Line segment line segments, rays and lines, line segments, rays and angles including angles including parallelism parallelism and perpendicularity (This is a Supplemental PO to Ray and perpendicularity be taught with this unit..) Angle Parallel * = POs previously introduced Bold = Priority PO 12 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S4C1PO5 Congruent figures; Given Recognize and draw congruent figures, and match them Perpendicular collection in a given collection. Right angle Acute angle Obtuse angleS4C1PO3 Triangles; Angles; Sides Describe and classify triangles by angles and sides. Straight angle CongruentS4C1PO6 Right, acute, obtuse, and Draw right, acute, obtuse, and straight angles and Right triangle straight angles; Geometric identify these angles in other geometric figures. Acute triangle figures Obtuse triangle Isosceles triangle Scalene triangle Equilateral triangle * = POs previously introduced Bold = Priority PO 13 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Perimeter and AreaUnit Cluster: 5Big Ideas/Enduring Understandings Essential Question(s) How are perimeter and area related?There are appropriate situation to use perimeter and area. How can you describe the relationship between the perimeter and areaThere are similarities and differences between perimeter and area. of given figure? When might you use perimeter and area? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C4PO4 Perimeter of 2 dimensional Solve problems involving perimeter of 2- Perimeter figures; Area of rectangles dimensional figures and area of rectangles. Area ShapeS4C4PO4 Attributes (such as shape and [Model] which attributes (such as shape and area) 2-dimensional area); 2-dimensional change and which do not change when 2-dimensional figures figures figures are cut up or rearranged. (This is a Supplemental PO to be taught with this unit..) Rectangle Attribute LengthS4C4PO5 Perimeter, Area, Attribute [Model] the change in perimeter or area when one (length or width), Rectangle Width attribute (length or width) of a rectangle changes. * = POs previously introduced Bold = Priority PO 14 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Coordinate GeometryUnit Cluster: 6Big Ideas/Enduring Understandings Essential Question(s) How might you determine the ordered pairs needed to plot a geometricA coordinate plane can be used to display two-dimensional geometric figure?figures. Why is there a systematic method to plotting points a coordinateThere is a systematic method to plot points on a coordinate plane plane? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C3PO3 Geometric figures with Construct geometric figures with vertices at points Geometric vertices; Points on the on the coordinate plane. (This is a Supplemental PO to be taught Figures coordinate plane with this unit..) Coordinate planeS4C3PO1 Ordered Pairs, First quadrant, Name , Locate , Graph points in the first quadrant of the Vertices coordinate plane coordinate plane using ordered pairs. Quadrant (This is a Supplemental PO to be taught with this unit..) Ordered pairsS4C3PO2 Line segments; First Line segments Plot line segments in the first quadrant of the coordinate quadrant; Coordinate plane; plane using a set of ordered pairs in a table. Plot Ordered pairs in a table. Y- axis X- axis * = POs previously introduced Bold = Priority PO 15 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: AlgebraUnit Cluster: 1Big Ideas/Enduring Understandings Essential Question(s)Algebraic expressions can be used to represent and analyze What is this question asking?mathematical situations. Do you have enough information to solve this problem?Unknown quantities can be represented by a symbol. When might you use algebra?Problem situations can be represented and solved in variety of How can I represent the information in this problem in a differentways. way? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO2* One-step equations; Addition, Create and solve one step equations that can be Equation subtraction, multiplication, solved using addition, subtraction, multiplication, Addition and division of whole and division of whole numbers. numbers Subtraction MultiplicationS1C2PO2* Multiplication Strategies Division Use multiple strategies to multiply whole numbers Whole numbers • Two-digit by two-digit and Factor • Multi-digit by one-digit Multiple * = POs previously introduced Bold = Priority PO 16 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S1C2PO4* Division Strategies; whole [Develop] multiple strategies to divide whole numbers. Product numbers DivisorS1C2PO6 Order of operations; whole Apply order of operations with whole numbers. (This is a Dividend numbers Supplemental PO to be taught with this unit..) Quotient ArrayS1C3PO2* Estimates; given situation of [Analyze] estimates appropriate to a given situation or computation; whole numbers computation with fractions. Commutative PropertyS3C3PO1 Symbol; Unknown quantity; Use a symbol to represent an unknown quantity in a Associative Simple algebraic expression; simple algebraic expression involving all operations. (This Property Operations is a Supplemental PO to be taught with this unit..) Distributive Property Parenthesis Order of operations Analyze Estimate Algebraic Expression Symbol Unknown quantity * = POs previously introduced Bold = Priority PO 17 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: PatternsUnit Cluster: 2Big Ideas/Enduring Understandings Essential Question(s)Patterns occur everywhere in nature. Where might you see a pattern?A rule can be used to describe a pattern. How might you determine/test the rule of a pattern?Changing the value of one quantity corresponds to a change in the When might one quantity change as the result of another quantityvalue of another quantity. changing? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary AssessmentS3C1PO1* Numerical sequences; Recognize, describe, create, extend and find Whole number missing sequence; whole missing terms in a numerical sequence involving Prediction numbers; four basic whole numbers using all four basic operations. Numerical operations Sequence Four basic operations: -additionS3C1PO2* -subtraction Numerical sequences; given Explain the rule for a given numerical sequence. rule; predictions -multiplication [Test] that the rule works. -division Use the rule to make predictions. * = POs previously introduced Bold = Priority PO 18 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Probability and discrete mathUnit Cluster: 3Big Ideas/Enduring Understandings Essential Question(s)Probability can be applied to everyday events. When would you use a tree diagram/vertex edge graph? Why do we organize possible outcomes?There is a variety of ways to represent possible outcomes of anevent. What conclusions can you draw from outcomes, results or graphs?Probability and discrete math can be used to draw conclusionsabout possible outcomes and conflict situations. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C2PO1* Theoretical probability; all Describe elements of theoretical probability by Probability possible outcomes; given listing or drawing all possible outcomes of a given Possible outcome event; outcome; word and event and predicting the outcome using word and Number number benchmarks number benchmarks. Benchmark Tree diagramS2C4PO1 Connection; map and vertex Examine the connection between map coloring and Map coloring coloring vertex coloring. (This is a Supplemental PO to be taught with this unit..) Vertex coloring Vertex edge- graph * = POs previously introduced Bold = Priority PO 19 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S2C4PO2 Vertex-edge graphs; Construct vertex-edge graphs to represent concrete Path concrete situations; paths; situations. Circuit circuits Conflict [Model] paths and circuits. (This is a Supplemental PO to be taught Possibilities with this unit..) PropertiesS2C4PO3 Conflict problems; vertex edge Solve conflict problems by constructing and coloring Representing graphs vertex edge graphs. (This is a Supplemental PO to be taught with this unit..) Drawing ConclusionsS2C3PO1* Tree diagrams; problems in Construct tree diagrams to solve problems in context; possibilities, context by: properties, conclusions • Representing all possibilities for a variety of counting problems, • Explaining how its properties relate to the problem, • Representing the same counting problems in multiple ways and • Drawing conclusions. * = POs previously introduced Bold = Priority PO 20 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Data AnalysisUnit Cluster: 4Big Ideas/Enduring Understandings Essential Question(s) How can you collect, organize, and display data?Data can be collected and organized in a variety of ways. How do you interpret the data you have collected?Graphs are used to communicate information. When would you collect data?Charts, tables, and graphs help us make valid inferences, decisions,and arguments. How does the type of data influence the choice of graph? What methods can you use to analyze data? What conclusions can you draw about the data? Essential Learning AZ Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1* Data; double bar graphs; Collect, record, organize, and display data using Data single line graphs; circle double bar graphs, single line graphs, or circle Related data graphs graphs. Double barS2C1PO2* graph Questions; displays of data; Formulate and answer questions by interpreting and double bar graphs; single line analyzing displays of data, including double bar graphs, Single line graphs; circle graphs. single line graphs or circle graphs. graph * = POs previously introduced Bold = Priority PO 21 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S2C1PO4 Related Data Compare two sets of related data. Circle graph CollectS3C4PO1 Change in quantity over time; [Measure] the change in quantity over time and make Record simple predictions simple predictions. Organize Display Interpret Analyze Quantity Predictions * = POs previously introduced Bold = Priority PO 22 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: GeometryUnit Cluster: 5Big Ideas/Enduring Understandings Essential Question(s)Geometric figures can be described and grouped by their Why is it important to have an understanding of the attributes of 2- dimensional figures?attributes. What is the relationship between geometric attributes?Mathematical information is used to justify reasoning. How might you classify a group of geometric figures?There is a relationship between geometric attributes. What makes me think that my reasoning is correct?Nets represent a 3-dimensional geometric figure. What is the relationship between a 3-dimensional figure and its net? Essential Learning AZ Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C1PO2* Geometric description; Justify which objects in a collection match a given Geometric objects in a collection geometric description. description Geometric figureS4C1PO7 3-Dimensional figures; net(s) Recognize the relationship between a 3-dimensional 3-Dimensional figure and its corresponding net(s). Net * = POs previously introduced Bold = Priority PO 23 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5 Process Objectives: MUST BE Integrated throughout ClustersBig Ideas/Enduring Understandings Essential Question(s) Essential Learning AZ Summative Key Vocabulary Standard Assessment Knowledge SkillsS5C1PO1 Analytical skills Analyze common algorithms for computing with whole numbers using the associative, commutative and distributive properties.S5C2PO1 Analytical skills; Analyze a problem situation to determine the question(s) to be answered QuestionsS5C2PO2 Information;Relevant; Identify relevant, missing and extraneous Extraneous information related to the solution of a problem.S5C2PO3 Mathematical Select and apply one or more strategies to Strategies efficiently solve the problem and justify the selection of the strategy. * = POs previously introduced Bold = Priority PO 24 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012
• 4th Grade Math Curriculum Map Isaac School District No. 5S5C2PO4 Problem-Solving Determine whether a problem to be solved is Strategies similar to previously solved problems, and identify possible strategies for solving the problem.S5C2PO5 Representations; Represent a problem situation using any Words; Numbers; combination of words, numbers, pictures, Pictures; Physical physical objects, or symbols. Objects; SymbolsS5C2PO6 Conclusions; Summarize mathematical information, Reasoning explain, reasoning, and draw conclusions.S5C2PO7 Problems Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the questions being asked.S5C2PO8 Data; Explorations; Make and test conjectures based on data Experiments collected from explorations and experiments. * = POs previously introduced Bold = Priority PO 25 Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District Underlining = Cognitive rigor 1/6/2012