# Grade 4 Worksheet - PDF

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```					                                                    Course Curriculum Report

Local Objective:    The student will read, write, and compare decimals to the hundredths place and whole
numbers up to 6 digits.
Learner Activity:      Each student will be given a sheet of paper bearing either a number, a comma, a decimal
point, "greater than" sign, "less than" sign, or "equal" sign. The teacher will call a number
from one to 999,999 and/or numbers used as decimals to the hundredths. The students
must arrange themselves correctly for that number. At times, the teacher will call numbers
to be compared using >, < or =. All commas and decimal points must also be placed
correctly.

Assessment Activity: The students will complete a worksheet on comparing and ordering numbers (P 1-3)
with numbers to 6 digits. The student will also complete a worksheet on comparing
and ordering decimals to the hundredths (P 10-4).
Level of Expectation:      100% accuracy
Instructional Method: Using a place value chart and base ten manipulatives, the teacher will explain and
discuss the differences in value depending on the placement of numerals. The teacher
will also explain the difference between whole numbers on the left of the decimal and
parts of a whole on the right of the decimal. The teacher may use money as cents
means parts of a dollar and on the left are whole dollars. Class discussion and Q&A.

Enrichment Activity:      Worksheet E 10-3, Worksheet E 1-3
Corrective Activity:     Worksheet R 10-3, R 10-4, Worksheet R 1-3
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications
Resources:          Current district math series, worsheet P 1-3, worksheet P 10-4, paper signs, base 10
manipulatives, pencil

Content Standard Alignment:               Process Standard Alignment:
MA 5                                      1.10
Concepts Assessed:
Number & Operations                                           CR
Course Curriculum Report

Local Objective:    The student will use models, benchmarks (0, 1/2, 1) equivalent forms to judge the size of
fractions.
Learner Activity:      The students will be given Hershey's chocolate bars to devide into equal pieces. The
students will be able to compare these pieces to see other ways to name these pieces as
equivalent fractions for 0, 1/2, and 1. Students will also have an opportunity to work with
fraction strips.
Assessment Activity: The students will complete a worksheet using fraction strips to determine equivalent
fractions for 0, 1/2, and 1 (P 9-3).
Level of Expectation:      100% accuracy
Instructional Method: Using a SmartBoard or overhead projector, the teacher will demonstrate how to use
fraction strips to determine which fractions are equivalent. The teacher will also use
shaded shapes to compare and determine equivalency for 0, 1/2, and 1. Class
discussion and Q&A.
Enrichment Activity:      E 9-3
Corrective Activity:     R 9-3, R 9-4
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          paper, pencil, current district math series, worksheet P 9-3, fraction strips

Content Standard Alignment:              Process Standard Alignment:
MA 1                                      3.3
Concepts Assessed:
Number & Operations                                          CR
Course Curriculum Report

Local Objective:    The student will recognize representations for the same number and generate them by
decomposing and composing numbers.
Learner Activity:      The students will go to the board in groups or work at their desks and work through several
problems together. The students must decide which process to use, either mental math,
calculator, or pencil and paper.
Assessment Activity: The students will complete worksheets P 2-10, P 2-12, P 5-8 on using mental
strategy, calculator or pencil and paper math.
Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard, the teacher will model the process and steps used to
compose and/or decompose numbers. These processes include paper and pencil,
calculator, or mental math. The teacher will explain that decomposing can be done by
breaking down the number into expanded form to add or multiply and then compose
them by adding them together with completed. Class discussion and Q&A.

Enrichment Activity:      E 5-8, E 2-10, E 2-12
Corrective Activity:     R 5-8, R 2-10, R 2-12
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, calculator, current district math series, worsheets P 2-10, P 2-12, and P 5-8

Content Standard Alignment:              Process Standard Alignment:
MA 1                                      3.6
Concepts Assessed:
Number & Operations                                          CR
Course Curriculum Report

Local Objective:    The student will be able to classify and describe numbers by their characteristics, including
odd, even, and multiples.
Learner Activity:      As a class, the students compete in a round robin manner by counting 1, 2, 3 . . . But on
the multiples of 3 you must substitute "biz", multiples of 5 you must substitute "boo" and
multiples of 7 substitute "buz". Also, if the number contains any part of the multiple, you
must substitute both words. If you miss, you are out of the game. The winner is the last
person remaining that has not missed.

Assessment Activity: Using a pencil, the student will complete a 2-part worksheet by using only even
numbers on one part and multiples of 3, 5, and 7 on the second part.
Level of Expectation:      100% accuracy
Instructional Method: Using classroom discussion and modeling, the teacher will demonstrate the use of
Venn diagrams to explain and classify numbers. Common characteristics between
even numbers, odd numbers and multiples will be placed appropriately in the diagram
as well as with uncommon characteristics also placed appropriately. Discussion and
Q&A.

Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, game instruction worksheet, assessment worksheet, pencil

Content Standard Alignment:               Process Standard Alignment:
MA 1                                      1.10
Concepts Assessed:
Numbers & Operations                                           CR
Course Curriculum Report

Local Objective:    The student will be able to represent and recognize multiplcation using various models,
including sets and arrays.
Learner Activity:      Working with a partner, the students will use manipulatives to construct various sets and
arrays to illustrate given multiplication sentence.
Assessment Activity: Using a pencil, the students will complete a worksheet on sets and arrays enabling
them to solve multiplication sentences. The students will also be asked to construct
sets and arrays from a multiplication sentence.
Level of Expectation:      100% accuracy
Instructional Method: Using the students in class as live models, the teacher will demonstrate sets and
arrays by placing them students in various groupings. Using the board, the teacher
will continue the explanation and demonstration of sets and arrays too. Discussion
and Q&A.
Enrichment Activity:      partner work using current websites
Corrective Activity:     peer tutoring
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, pencil, paper, manipulatives, worksheet sets and arrays

Content Standard Alignment:              Process Standard Alignment:
MA 1                                      3.6
Concepts Assessed:
Numbers & Operations                                          CR
Course Curriculum Report

Local Objective:    The student will be able to apply commutative and identity property of multiplication to
whole numbers.
Learner Activity:      Working with a partner, the students will use geometric manipulatives to show the
commutative property of multiplication. One student will arrange the manipulatives to
represent number sentences while the partner records the work. The students will repeat
the process alternating responsibilities.
Assessment Activity: The student will complete a teacher made worksheet in which he/she must complete
an illustration depicting the commutative property of multiplication. The worksheet will
also contain various open number sentences to be filled as well as a constructive
response item.
Level of Expectation:       100% accuracy
Instructional Method: Using a real-life situation, such as going to and coming home from work, the teacher
will explain the meaning of the word "commute" as used in the example. The teacher
will demonstrate how multiplication number sentences using the commutative property
will arrive at the same product regardless of the order of the factors. The teacher will
also discuss the identity property of multiplication as 1 times any number is the same
number. Discussion and Q&A.

Enrichment Activity:       students make worksheets and trade
Corrective Activity:     teacher one on one
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, geometric manipulatives, paper, pencil, teacher made
worksheets

Content Standard Alignment:             Process Standard Alignment:
MA 5                                    1.10
1.6
3.1
Concepts Assessed:
Algebraic Relationships
Number & Operations                                         CR
Course Curriculum Report

Local Objective:    The student will demonstrate fluency with basic number relationships (12x12) of
multiplication and division.
Learner Activity:      Using manipulatives and working with a partner, the students will demonstrate the
relationship between multiplication and division in fact families.
Assessment Activity: The students will complete a worksheet (P 3-8) on relating multiplication and division
facts.
Level of Expectation:      100% accuracy
Instructional Method: Using the students in the class as models, the teacher will demonstrate the
relationship between multiplication and division facts with a fact family. Using the
SmartBoard, the teacher will continue the class discussion using various fact families.
Class discussion and Q&A.
Enrichment Activity:      E 3-8
Corrective Activity:     R 3-8
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, worksheet P 3-8

Content Standard Alignment:             Process Standard Alignment:
MA 1                                     1.6
Concepts Assessed:
Number & Operations                                          PE
Course Curriculum Report

Local Objective:    The student will apply and describe the strategy used to compute a given:
* multiplication problem up to a 2-digit by 2-digit
* division problem up to a 3-digit by 1-digit
Learner Activity:      Using a chalkboard or SmartBoard, the students will work problems in groups or alone as
practice. Students at their desks will work in groups, also. Students will rotate turns
working and checking problems.
Assessment Activity: The student will be given a worksheet with multiplication using 2 digit numbers by 2
digit numbers (worksheet 94). The student will be given a worksheet with division
using a 3 digit dividend and a 1 digit divisor (worksheet 109). The student will be able
to complete the worksheets and describe the processes used to solve.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will use the chalkboard and/or SmartBoard to demonstrate the correct
processes used in the multiplication of a 2 digit number by a two digit number. The
teacher will also demonstrate the processes used in the division of a 3 digit dividend
by a one digit divisor. Class discussion and Q&A.
Enrichment Activity:      cooperative lesson extensions
Corrective Activity:     peer tutoring
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          district current math series, paper, pencil, worksheet 94, worksheet 109

Content Standard Alignment:             Process Standard Alignment:
MA 5                                     3.3
4.1
Concepts Assessed:
Numbers & Operations                                        CR
Course Curriculum Report

Local Objective:    The student will be able to describe geometric and numeric patterns.
Learner Activity:      Each student will create 5 examples of patterns of at least 5 items in each pattern. Some
may be patterened incorrectly. The students will then trade papers and complete or correct
the patterns on the papers given to them. They will be required to write a sentence
describing each pattern shown.
Assessment Activity: Using a pencil, the student will complete a worksheet on which he/she must complete
both numeric and geometric patterns and write a description of a pattern.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will present several examples of number patterns and geometric patterns
on the board. Using the board or SmartBoard, the teacher will start a pattern and
guide the students as they come to the board or SmartBoard to add the piece of the
pattern. Discussion and Q&A.
Enrichment Activity:      teacher led patterns using beads, etc.
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, paper, pencil, assessment worksheet

Content Standard Alignment:             Process Standard Alignment:
MA 4                                     1.6
4.1
Concepts Assessed:
Algebraic Relationships                                      CR
Course Curriculum Report

Local Objective:    The student will be able to analyze patterns using words, tables and graphs.
Learner Activity:      The teacher will give examples of 3 patterns to students working in groups. The students
will be expected to breakdown and analyze each of the 3 patterns. They will then present
their findings to the class.
Assessment Activity: Using a pencil, the students will complete a worksheet on which he/she must find the
patterns and write the missing terms. These patterns will be illustrated in 3 forms -
words, tables, and graphs.
Level of Expectation:      100% accuracy
Instructional Method: Using the board, the teacher will explain and demonstrate patterns using words,
tables, and graphs. The teacher may use words of varying lengths, succession,
sounds, etc. The teacher may use number lines, thermometers, calendars, etc. The
teacher may also use frequency tables and various types of graphs. Discussion and
Q&A.

Enrichment Activity:      extended peer work
Corrective Activity:     small group work w/teacher
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, board, pencil, assessment worksheets

Content Standard Alignment:             Process Standard Alignment:
MA 4                                     1.6
3.6
Concepts Assessed:
Algebraic Relationships                                      PE
Course Curriculum Report

Local Objective:    The student will represent a mathematical situation as an expression or number sentence.

Learner Activity:      Working with a partner, the students will take turns making up mathematical situation
stories while the other develops a correct number sentence that can be used to solve it.
Assessment Activity: The students will complete multiple choice worksheets on which number sentences
must be matched with the correct mathematical situation. The students will also
construct a mathematical situation of their own to match a number sentence.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will model problem solving techniques and demonstrate how to develop
number sentences that can be used to solve problems. The teacher will also teach
terminology as it applies to word problems including such words as in all, less than,
difference, remainder, altogether, etc. Class discussion and Q&A.
Enrichment Activity:      students write stories with multistep directions and trade with partners
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, worksheets

Content Standard Alignment:             Process Standard Alignment:
MA 4                                     1.6
3.1
Concepts Assessed:
Algebraic Relationships                                       MC
Course Curriculum Report

Local Objective:    The student will be able to model problem situations using representation such as graphs,
tables or number sentences.
Learner Activity:      Using a frequency table, the students will collect data on favorite subjects of their class
peers. The students will then represent the data in 2 different types of graphs; bar graph
and pictograph.
Assessment Activity: The student will be given a set of data displayed as a frequency table. The student
will convert the frequency table to a bar graph using microsoft excel.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will survey the class and compile a frequency table showing the results of
favorite snacks. The teacher will provide instruction and model the process used to
convert the frequency chart to graphs. Using the graphs and table, the teacher will
guide the students in modeling problem situations also as number sentences. Class
discussion and Q&A.

Enrichment Activity:      advanced activities on current websites
Corrective Activity:     peer tutoring with computer
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          computers, pencil, paper, current district math series, chalkboard

Content Standard Alignment:              Process Standard Alignment:
MA 4                                      1.6
3.6
Concepts Assessed:
Algebraic Relationships                                       PE
Course Curriculum Report

Local Objective:    The student will be able to describe mathematical relationships in terms of constant rates
of change.
Learner Activity:      The students will work with manipulatives to develop an understanding of how patterns can
change at a constant rate. The pattern and rate of change will come from teacher prompt
(ie. "on day one . . ., on day two . . ., what about day 10?).
Assessment Activity: The student will complete an activities worksheet on constant rates of change.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will use the students as models and set up a pattern with a constant rate
of change, posing the question of what will happen if this rate continues? Also, the
teacher will use recipes, etc, and set the change as doubling, tripling or planning for
"x" amount. Class discussion and Q&A.
Enrichment Activity:      Bug worksheet
Corrective Activity:     small group teacher tutoring
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, worksheet, manipulatives

Content Standard Alignment:              Process Standard Alignment:
MA 4                                    4.1
Concepts Assessed:
Algebraic Relationships                                     CR
Course Curriculum Report

Local Objective:    The student will be able to identify and describe the attributes of 2 and 3 dimenstional
shapes (prisms, cones, parallelism, perpendicularity).
Learner Activity:      Working with a partner and using manipulatives, students will play "What am I?" In this
game, a folder or book is stood open between the students. One student reaches into a
bag with different 2-3 dimensional objects. Choosing one, he/she must describe the object
using correct terminology to the other student. The students will try to guess the object.
Then they take turns describing and guessing.

Assessment Activity: The students will be given 2 worksheets on 2 & 3 dimensional figures. The students
will complete these worksheets by using short answers and geoboard.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will define and discuss the terminology of geometry in regards to 2 & 3
dimensional shapes. Using examples, the teacher will ask and answer questions to
ensure the students have a working knowledge of the terms. Terms would include
names of shapes, faces, vertices, edges, sides, angles, parallel and perpendicular.
The teacher will also explain the ideas of 2 dimensional and 3 dimensional shapes.
Discussion and Q&A.

Enrichment Activity:      E 11-1
Corrective Activity:     R 11-1
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, geoboards, bag of manipulatives, worksheets P
11-1 and MA 2

Content Standard Alignment:             Process Standard Alignment:
MA 2                                    1.10
1.6
Concepts Assessed:
Geometric and Spatial Relationships                          PE
Course Curriculum Report

Local Objective:    The students will be able to describe the results of subdividing, combining and transforming
shapes.
Learner Activity:      Working in small groups, the students will use pattern blocks to transform shapes from one
to another by combining and/or subdividing. Each group will choose one of their new
shapes and describe it to the class.
Assessment Activity: Using pattern blocks, the student will transform an equivaleral triangle into 2, 3, and 4
equal parts. The student will also transform a rectangle into squares, a hexagon and
trapezoid into triangles and write a brief description of the results of subdividing and/or
combining these shapes.
Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard or overhead projector and pattern bocks, the teacher will model
subdividing, combining, and transforming shapes. The teacher will show how shapes
can be transformed by using 2 different types of shapes, etc, (ie. Trapezoid is also a
triangle with the top cut off, etc.). Class discussion and Q&A.
Enrichment Activity:      Get Into Shape worksheet
Corrective Activity:     Happy Thanksgiving worksheet
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, pencil, paper, pattern blocks

Content Standard Alignment:             Process Standard Alignment:
MA 2                                     1.6
4.1
Concepts Assessed:
Geometric and Spatial Relationships                           PE
Course Curriculum Report

Local Objective:    The student will be able to describe movement using common language and geometric
vocabulary (forward, back, left, right, north, south, east and west).
Learner Activity:      Working with a partner, one student will use pattern blocks to create a design, pattern or
train without the partner seeing it. A folder or book may be stood between the students.
The student that created the design will orally describe it to the partner using the terms
used in the lesson. Upon completion, the students will compare their designs and rotate
turns.

Assessment Activity: The students will take part in "Monster Exchange" with another math class. Each
student will create a "geometric" monster by using geometric shapes and write a
detailed description using the geometric terms and common language from the
lesson. The other class will then try to re-create the same monster by using only the
written description.

Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard or overhead projector, the teacher will demonstrate, define, and
discuss common language and geometric vocabulary (forward, back, left, right, north,
south, east, west, etc). The teacher will have the students move manipulatives as
given to them. Class discussion and Q&A.
Enrichment Activity:      extend the learning activity
Corrective Activity:     peer tutoring and extra practice
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, pencil, paper, colored pencils, pattern blocks/manipulatives

Content Standard Alignment:              Process Standard Alignment:
MA 2                                      3.3
4.1
Concepts Assessed:
Geometric and Spatial Relationships                           PE
Course Curriculum Report

Local Objective:    The student will be able to predict the results of sliding/translating, flipping/relfecting or
turning/rotating around the center point of a polygon.
Learner Activity:      The students will use computers and complete the exercises found on-line at
http://www.kidscom.com/games/tangram/tangram.html
Assessment Activity: The students will complete a worksheet on sliding, flipping and turning (P 11-8).
Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard, the teacher will model and explain the concepts of sliding,
flipping, and turning. The students will then take turns manipulating the virtual
tangrams at the SmartBoard. Class Discussion and Q&A.
Enrichment Activity:      E 11-8
Corrective Activity:     R 11-8
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, computers, pencil, worksheet (P 11-8), SmartBoard

Content Standard Alignment:             Process Standard Alignment:
MA 2                                     3.6
4.1
Concepts Assessed:
Geometric & Spatial Relationship                               CR
Course Curriculum Report

Local Objective:    The student will be able to contruct a figure with multiple lines of symmetry and identify the
lines of symmetry.
Learner Activity:      Each student will evaluate the symmetry of the letters of the alphabet by sorting the letters
(capital, block style) into categories that have one line of symmetry, more than one line of
symmetry and those letters that do not have a line of symmetry.
Assessment Activity: Using only paper, scissors, glue and tape create symmetric art. The whole project
must symmetric - everything on the picture. Then, using a pencil, mark to clearly
show the line of symmetry on everything.
Level of Expectation:      100% accuracy
Instructional Method: Working with a partner, each student will be given a set of pattern blocks to trace and
cut out. The teacher will demonstrate how to fold the shape so that one half matches
the other half exactly. The students should then find all the possible folds for each
shape. Then pairs should check each other. Discussion and Q&A.
Enrichment Activity:      student made butterflies as "natures symmetry"
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, alphabet worksheet, paper, scissors, glue, tape, pencil, pattern
blocks, scoring guide

Content Standard Alignment:              Process Standard Alignment:
MA 2                                    1.10
Concepts Assessed:
Geometric and Spatial Relationships                           PE
Course Curriculum Report

Local Objective:    Given the picture of a prism, the student will be able to identify the shapes of the faces.
Learner Activity:      Using 3 dimensional figures that have been carved from styrofoam, the student swill work
with a partner and stampe the faces onto white paper. The students will use assorted
colored stamp pads to show different faces of different shapes.
Assessment Activity: Given a worksheet, the student will complete the activities by identifying the shapes of
the faces of the figures.
Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard, the teacher will display pictures of various 3 dimensional
shpaes. Using different colored pens, the teacher will outline the different faces and/or
sides of the shapes allowing students to discern the shapes of the faces.
Enrichment Activity:      E 11-13
Corrective Activity:     R 11-13
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          SmartBoard, stamp pads, styrofoam 3 dimensional shapes, white paper, current district math
series, worksheet P 11-13

Content Standard Alignment:             Process Standard Alignment:
MA 2                                    3.3
Concepts Assessed:
Geometric and Spatial Relationships                         MC
Course Curriculum Report

Local Objective:    The student will be able to identify and justify the unit of linear measure including perimeter
and area (customary and metric).
Learner Activity:      Using standard and metric rulers and yardsticks, students will be asked to measure and
record the perimeter and area on a given set of objects in the classroom using the teacher
Assessment Activity: Problem solving worksheet, using perimeter and area P 11-12
Level of Expectation:      100% accuracy
Instructional Method: The teacher will model correct procedure for measuring the length and width of an
object found in the classroom. The teacher will show the students, using these
measurements, the method for finding the perimeter and/or the area of an object. The
teacher will also show use of the following fomulas: a = l x w; p = s + s + s + s.
Discussion and Q&A.

Enrichment Activity:      Students make lists of objects at home and trade with partners. Partners find perimeter
and area.
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          standard and metric rulers, standard and metric yardsticks, teacher made tables (including
list of classroom objects to be measured with the notation of formulas), worksheet P 11-12

Content Standard Alignment:             Process Standard Alignment:
MA 2                                     3.1
4.1
Concepts Assessed:
Measurement                                                  CR
Course Curriculum Report

Local Objective:    The student will be able to identify equivalent linear measures within a system of
measurement.
Learner Activity:      Given different lengths of licorice ropes, the strudents will be instructed to measure the
ropes in inches and centimeters. The students will then convert to larger units if applicable.
For further practice, the students will do the activities found online at
funbrain.com/measure/index.html
Assessment Activity: The students will complete the worksheets P 7-7 and P 7-11 on customary and metric
units.
Level of Expectation:      100% accuracy
Instructional Method: Using a SmartBoard or overhead projector, the teacher will model measuring lengths
of different objects. The teacher will then show the students the processes for
converting the measurements from one form to another within a given system (ie.
Inches to feet, etc. or centimeters to meters, etc.). Class discussion and Q&A.
Enrichment Activity:      E 7-11
Corrective Activity:     R 7-7, R 7-11
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, computers, licorice ropes, baggies, rulers
(standard and metric), worksheets P 7-7 and P 7-11

Content Standard Alignment:               Process Standard Alignment:
MA 2                                       1.6
Concepts Assessed:
Measurement                                                    PE
Course Curriculum Report

Local Objective:    The student will be able to tell time to the nearest minute.
Learner Activity:      Using individual clocks, students will set hands to time indicated by teacher. The students
will use the individual analog clocks that they made.
Assessment Activity: The student will fill in the blank indicating the time shown on digital or analog clocks
on worksheets.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will use a large clock to demonstrate time. The teacher will explain which
is the hour, and minute hands. The teacher will demonstrate the hour, quarter hour,
five minute and minute intervals. The teacher will then model on the board how to
write time with the hour first, followed by the minutes. The students will make
individual analog clocks. Dicussion and Q&A.

Enrichment Activity:      students draw clocks and trade with partners
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          big clock, individual clocks, current district math series, analog clock, worksheet, heavy
paper, glue, brass fasteners, scissors, worksheets 11, 12

Content Standard Alignment:             Process Standard Alignment:
MA 2                                     3.3
Concepts Assessed:
Measurement                                                  CR
Course Curriculum Report

Local Objective:    The student will be able to determine change from \$10.00 and add and subtract money
values to \$10.00.
Learner Activity:      Using a local sale bill, each student will purchase 3 school supplies and calculate the
amount of change they will get back from a \$10.00 bill.
Assessment Activity: The student will be given a set amount of money. He/she will be asked to purchase 2
or more items from a fast food menu, figure amount owed and amount of change
returned.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will set up several empty food containers with prices attached. Three
students will be chosen to shop. The teacher will give each of these students \$10.00
(play money). The student will choose 2-3 items to purchase. The teacher will model
how to add the purchase prices to find a total amount. The teacher will then
demonstrate how to subtract the total purchase price from the \$10.00 to find the
amount of change left. Discussion and Q&A.

Enrichment Activity:      Students shop with parents and prepare presentation for class
Corrective Activity:     teacher small group
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          local sale bills, play money, empty food containers, fast food menus, current district math
series

Content Standard Alignment:               Process Standard Alignment:
MA 1                                      1.10
MA 5                                       3.3
Concepts Assessed:
Measurment                                                    PE
Course Curriculum Report

Local Objective:    The students will be able to select and use benchmarks to estimate measurements (linear,
capacity, weight).
Learner Activity:      Working in groups, each group will be given a small square container. The students will
estimate the length, width, and height of the container. The student will then measure for
accuracy. The teacher will then fill the containers with popcorn kernels and have the
students estimate the number of kernels in their container and how much the container
would weigh. The students will weigh the container, count the kernels and record the info
on the board. The groups will then compare their estimates to the correct answers. The
teacher will then pop the popcorn for the students and fill the containers. The students will
estimate the amount of popped kernels then count and compare the capacity and weight of
unpopped and popped kernels.

Assessment Activity: Each group of students will write a paragraph describing their final results and share
them with the class. The students will also share and enjoy the popcorn.
Level of Expectation:      100% accuracy
Instructional Method: Using the board or SmartBoard, the teacher will discuss with the students, that in
order to find capacity or volume, you must multiply length and width and height of a
container. The teacher will also check that all students have a working knowledge of
the terms linear (length), capacity (volume or amount container will hold) and weight.
Class discussion and Q&A.

Enrichment Activity:      worksheet E 7-6
Corrective Activity:     worksheet R 7-6
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          rulers, pencil, paper, 4-5 small square containers, popcorn, oil, popcorn popper

Content Standard Alignment:              Process Standard Alignment:
MA 2                                      1.6
3.3
Concepts Assessed:
Measurement                                                  CR
Course Curriculum Report

Local Objective:    The student will be able to select and use benchmarks to estimate measurements of 0-,
45-, 90-degree angles.
Learner Activity:      Using a digital camera, the students will "scavenger hunt" walk through the school
photographing and labeling angles as 45 degree (acute), 90 degree (right) or 0 degree
(point). Class will then compose a class book or powerpoint using the images.
Assessment Activity: The students will complete a worksheet on estimating angles with measurements of 0,
45, and 90 degrees.
Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard, the teacher will introduce the students to the terminology
angles, right angles, acute angles, and 0 degrees. The teacher will then guide the
class in the angle game, "Deep Space" found online at
http://www.toonuniversity.com/6m_angle_d.html. Class discussion and Q&A.
Enrichment Activity:      Worksheet E 11-2
Corrective Activity:     Worksheet R 11-2
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          current district math series, markers, sticky notes, worksheet, computers, digital cameras

Content Standard Alignment:              Process Standard Alignment:
MA 2                                      3.4
Concepts Assessed:
Measurement                                                  CR
Course Curriculum Report

Local Objective:    The student will be able to determine the area of a polygon on a rectangular grid.
Learner Activity:      Working with a partner, the students will use graph paper to organize and develop an
imaginary classroom for elementary school. The classroom must include desks for
students and teacher, bookcases, computer area, file cabinets and reading table with
chairs.
Assessment Activity: Using a grid, the student will design an imaginary town including public buildings,
homes and streets. *(Optional communication arts opportunity on wiritng a business
letter accompanies math lesson).
Level of Expectation:      100% accuracy
Instructional Method: Using 1/4 inch square graph paper, the teacher will explain the meaning of area as in
space actually covered and measured in square units. The teacher will demonstrate
different ways of showing area including full squares and partial squares that must be
Enrichment Activity:      students design a playground
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications
Resources:          current district math series, 1/4 inch graph paper, pencil, letter-paper, scoring guide

Content Standard Alignment:              Process Standard Alignment:
MA 2                                     1.10
Concepts Assessed:
Measurement                                                   PE
Course Curriculum Report

Local Objective:    The student will be able to collect data using observations, surveys, and experiements and
to create tables or graphs to represent categorical and numerical data (including line plots).

Learner Activity:      A class survey will be conducted to determine the number of students who have birthdays
each month. A frequency chart will be made on the chalkboard. Each student will use the
data in the frequency chart to contruct a variety of tables and graphs with the same
information. Each table and graph must have a title and labels.
Assessment Activity: The student will write a report about how he/she spends his/her time after school. The
student will display the data in a variety of forms. He/she will write 2 sentences to
interpret the data.
Level of Expectation:      100% accuracy
Instructional Method: Using a SmartBoard the teacher will model construction of examples of tables and
graphs, including bar, line, picto, frequency chart, and tables. The teacher will model
how to collect and read data using a frequency chart. The teacher will also model how
to formulate questions about the data. Discussion and Q&A.
Enrichment Activity:      Students collect data and display outside regular classroom. Present to class.
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          SmartBoard, paper, pencil, current district math series

Content Standard Alignment:             Process Standard Alignment:
MA 3                                     1.2
1.8
Concepts Assessed:
Data & Probability                                           PE
Course Curriculum Report

Local Objective:    The student will represent a mental strategy used to compute a given multiplication
problem (up to 2-digit by 2 digit multiple of) and estimate and justify the results of
multiplication of whole numbers.
Learner Activity:      Using a pencil, the student will complete a practice worksheet on multiplying by a multiple
of ten. Upon completion of the practice sheet, the students will work in pairs and discuss
their strategies and answers. They will go back over the worksheet and re-work the
problems using rounding on one of the factors.
Assessment Activity: The student will complete a worksheet on which he/she will first estimate a product by
round the factors and then solve and justify the results by multiplying.
Level of Expectation:      100% accuracy
Instructional Method: Using the board, the teacher will demonstrate the process of multiplying a 2 digit
number by a 2 digit number, explaining tht the greatest number of digits that can be in
the product is 4. The teacher will then demonstrate that rounding of the numbers
before multiplying is a mental strategy that can be used to find a close estimation of
the appropriate product. Discussion and Q&A.

Enrichment Activity:      E 6-5
Corrective Activity:     Two students will work together. One will estimate the answer the other will figure the
actual answer. They will compare to see if the estimate is justified.
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, current district math series, learning activity worksheet (R 6-5) and assessment
activity worksheet (P 6-5)

Content Standard Alignment:              Process Standard Alignment:
MA 1                                      3.3
MA 5                                      4.1
Concepts Assessed:
Number & Operations                                          CR
Course Curriculum Report

Local Objective:    The student will be able to describe important features of the data set.
Learner Activity:      The students will complete the activity on M&M math sheets.
Assessment Activity: The student will complete worksheets P 4-1 and P 4-2 on collecting, organizing, and
graphing data.
Level of Expectation:      100% accuracy
Instructional Method: Using the SmartBoard, the teacher will model collecting data and displaying it in the
form of frequency tables, bar graphs, or pictographs. The teacher will collect class
data on birthday months as an example. Class discussion Q&A.
Enrichment Activity:      E 4-1
Corrective Activity:     R 4-1
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, worksheets, P 4-1 and P 4-2, M&M's

Content Standard Alignment:             Process Standard Alignment:
MA 3                                    4.1
Concepts Assessed:
Data & Probability                                          PE
Course Curriculum Report

Local Objective:    Given a set of data, the student will be able to propose and justify conclusions that are
based on data.
Learner Activity:      The students will take the voting results and complete a graphic organizer displaying these.

Assessment Activity: The student will write a paragraph about the results of the survey based on the
conclusions drawn from the data.
Level of Expectation:      100% accuracy
Instructional Method: The teacher will review collecting, organizing, and graphing data. Students will
brainstorm jobs in a Navajo village. Working as a class, each student will vote for the
job he/she would prefer to do. Class discussion and Q&A.
Enrichment Activity:      extended work in groups
Corrective Activity:     teacher small group work
Special Needs:      Assistance provided by resource teachers per individual IEP instructions and modifications.
Resources:          pencil, paper, current district math series, graphic organizer, paragraph paper, scoring guide

Content Standard Alignment:             Process Standard Alignment:
MA 3                                     3.1
4.1
Concepts Assessed:
Data & Probability                                           CR

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