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Grade 4 - Strand

By Melanie Mason,2014-11-25 12:52
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Grade 4 - Strand

    Curriculum Alignment

    Alaska Standards for Math Grade 4

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative)

    Numeration The student [4] N-1 reading, writing, Whole numbers Reads written numbers up

    (N): Under-demonstrates ordering, or [counting L] Reading whole to 10,000

    stand and use conceptual numbers

    numeration understanding Writing whole Writes numbers up to • of whole numbers 10,000

    numbers to Ordering whole

    ten numbers Puts numbers in correct thousands Counting whole order from least to by numbers greatest

    Demonstrates the ability

    to complete a sequence to

    10,000

    The student [4] N-2 modeling (base ten Place value Demonstrates place value demonstrates blocks) or identifying place Regrouping with base ten blocks

    conceptual value positions to ten

    understanding thousands Identifies whole number • of whole place value through ten-

    numbers to thousands

    ten thousands

    by Demonstrates ability to

    regroup using base ten

    blocks

    The student [4] N-3 converting Expanded notation Translates a number from demonstrates between whole numbers Standard form expanded form to conceptual expressed in expanded standard form and vice understanding notation and standard versa (e.g., 300 + 40 + 8 is

    • of whole form 348)

    numbers to

    ten thousands

    by

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative)

     The student [4] N-4 identifying, Equal parts of a Identifies or illustrates demonstrates describing with whole, region, or a set how something can be conceptual explanations, or divided into equal parts

    understanding illustrating equal parts of a (e.g., halves, thirds, • of fractions whole, a region, or a set quarters)

    with (using models)

    denominato

    rs 2 through

    12 by

    The student [4] N-5 identifying, Equivalent fractions Identifies or illustrates that demonstrates describing with Mixed numbers fractions with the same conceptual explanations, or value can be written with understanding illustrating equivalent different numbers (e.g., • of fractions fractions or mixed ?=2/4)

    with numbers

    denominators Identifies or demonstrates

    2 through 12 that quantities can be by written as mixed numbers,

    which have whole number

    and fractional parts

    The student [4] N-6 [using models, Multiplication Identifies or demonstrates demonstrates explanations, number the process of multiplying conceptual lines, or real-life situations numbers in a variety of understanding L] describing or illustrating methods

    of the processes of

    mathematical multiplication

    operations by

     The student [4] N-7 [using models, Addition Identifies or demonstrates demonstrates explanations, number Multiplication that multiplication of conceptual lines, or real-life situations whole numbers is understanding L] describing or illustrating repeated addition (e.g., of the relationship between adding 5 + 5+ 5 is the same mathematical multiplication and addition as 3 x 5 and vice versa)

    operations by

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative) The student [4] N-8 [using models, Multiplication Describes or demonstrates demonstrates explanations, number Division that division is the inverse conceptual lines, or real-life situations Fact families of multiplication and vice understanding L] describing or illustrating versa

    of the relationship between

    mathematical multiplication and division Identifies and recognizes operations by multiplication and division

    fact families

    The student [4] N-9 [using models, Numerators Demonstrates the process demonstrates explanations, number Denominators of adding or subtracting conceptual lines, or real-life situations Fractions the numerators of understanding L] describing or illustrating Like denominators fractions with like of the process of adding or denominators using mathematical subtracting fractions with illustrations, operations by like denominators (2 to 12) manipulatives, or models

     The student [4] N-10 [describing or Identity property of Demonstrates that demonstrates illustrating identity multiplication multiplying a number by conceptual property of multiplication one does not change the understanding L] number (multiplicative of number identity property)

    theory by

    The student [4] N-11 [modeling (with Commutative Demonstrates that that demonstrates manipulatives) and property of the order of the numbers conceptual explaining commutative multiplication does not matter in

    understanding property of multiplication multiplication of number L] (commutative property) theory by (e.g., 3 x 4 x 5 = 5 x 3 x 4)

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative)

    The student [4] N-12 identifying or Factors Identifies or calculates

    demonstrates listing factors and Multiples factors of a number (two

    conceptual multiples of a number numbers that can be

    understanding multiplied to produce that

    of number number) and multiples

    theory by (numbers produced by

    multiplying the number by

    other numbers)

    Identifies the difference

    between factors and

    multiples

    Measurement The student [4] MEA-1 [estimating Measurement Identifies approximate (MEA): Select demonstrates length to the nearest half-Length length of objects using feet and use understanding inch or centimeter L] Estimation and/or inches or meters systems, of measurable Inch and/or centimeters

    units, and attributes by Foot

    tools of Meter

    measurement Centimeter

    The student [4] MEA-2 [estimating Estimation Identifies likely

    demonstrates temperature (degree Unit of measurement temperature (e.g., guesses

    understanding Celsius or Fahrenheit) or Temperature/degree that a warm sunny day is

    of measurable weight (pounds or Weight/pound/kilogralikely to be 80 degrees

    attributes by kilograms) to the nearest m Fahrenheit or 27 degrees

    unit L] Celsius) or weight (e.g.,

    guesses that a large fish

    may weigh 10 pounds or

    4.5 kilograms)

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative) The student [4] MEA-3 identifying or English units of length Calculates equivalent units demonstrates using equivalent measures Metric units of length for length in the English understanding for length (inch, foot, yard: system (e.g., how many 3

    of measurable 12 inches = 1 foot, 3 feet = inch snails add up to one attributes by 1 yard, 36 inches = 1 yard; foot)

    centimeter, meter: 100

    centimeters = 1 meter) Calculates equivalent units

    for length in the metric

    system (e.g., how many

    meters in 2 kilometers)

     The student [4] MEA-4 selecting an Appropriate unit of Identifies best metric unit demonstrates appropriate unit of metric metric measurement to estimate length, weight,

    understanding measurement to estimate (length-meters, or temperature (e.g., use of measurable length, weight or weight-grams, centimeters for small attributes by temperature temperatures-degrees objects and kilometers for

    Celsius) distances between towns)

    Metric System

    The student [4] MEA-5 measuring Ruler measurement Reads a ruler to measure demonstrates length to the nearest half-an object to the nearest ability to use inch or [centimeter L] half-inch or centimeter

    measurement

    techniques Identifies the nearest half-

    using pictorial inch or centimeter

    representation

    s [or

    manipulatives

    L] in real-

    world contexts

    by

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative) The student [4] MEA-6 telling time in 5 Analog clock Reads a clock with the demonstrates minute increments using minute hand at multiples ability to use analog clocks of 5 (e.g., 5, 10, 15, etc.)

    measurement

    techniques

    using pictorial

    representation

    s [or

    manipulatives

    L] in real-

    world contexts

    by

     The student [4] MEA-7 [counting back Change Calculates the change demonstrates change from $5.00 L] needed for a purchase ability to use under $5.00 if it is paid for measurement with $5.00

    techniques

    using pictorial

    representation

    s [or

    manipulatives

    L] in real-

    world contexts

    by

    The student [4] MEA-8 determining Coins Identifies nickels, dimes, demonstrates possible combinations of Bills quarters, and bills and ability to use coins and bills to given their worth

    measurement amounts

    techniques Determines the value of using pictorial combinations of coins and representationbills

    s [or

    manipulatives Discriminates between L] in real-terms cents and coins

    world contexts

    by Discriminates between

    bills and dollars

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative)

    The student [4] MEA-9 simulating Change Calculates the price of

    demonstrates multiple purchases and different purchases and

    ability to use calculating the amount of the change needed for the

    measurement change from a given bill(s) purchases when paid with

    techniques up to $50.00 (L) a variety of bills

    using pictorial

    representation

    s [or

    manipulatives

    L] in real-

    world contexts

    by

    Estimation The student [4] E&C-1 identifying or Rounding to Estimates using an and determines using [a variety of L] appropriate place appropriate strategy to Computation reasonable strategies (e.g., rounding value, multiplying by simplify the calculations (E&C): answers to to appropriate place value, powers of ten, using needed to solve a Perform basic real-life multiplying by powers of front-end estimation subtraction, addition, arithmetic situations, ten, using front-end for addition, multiplication, or division functions, paper/pencil estimation) to estimate subtraction, problem to produce an make computations, the results of whole multiplication, or answer close to the actual reasoned or calculator number addition or division estimation answer (e.g., rounds to the estimates, results by subtraction computations strategies nearest hundreds, using and select to 10,000, or simple compatible numbers for and use multiplication or division division)

    appropriate

    methods or The student [4] E&C-2 recalling basic Addition Answers basic addition, tools accurately multiplication facts, Subtraction subtraction, multiplication,

    solves products to 100, and Multiplication and division problems

    problems corresponding division Division quickly from memory

    (including real-facts efficiently (L)

    world

    situations)

    involving

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative)

    The student [4] E&C-3 adding or Addition Adds or subtracts three-

    accurately subtracting three-digit Subtraction digit numbers with

    solves whole numbers Regrouping regrouping

    problems

    (including real-

    world

    situations)

    involving

     The student [4] E&C-4 multiplying two-Multiplication Multiplies two-digit

    accurately digit numbers by single- numbers by single-digit

    solves digit numbers numbers

    problems

    (including real-

    world

    situations)

    involving

    The student [4] E&C-5 adding fractions Numerators Adds fractions with like

    accurately with like denominators to Denominators denominators

    solves 12 Fractions

    problems Like denominators

    (including real-

    world

    situations)

    involving

    Functions and The student [4] F&R-1 extending Patterns Identifies the operation Relation-ships demonstrates patterns that use addition, Sequences used to create a sequence (F&R): conceptual subtraction, multiplication, of numbers (e.g., add 2 to Represent, understanding or symbols, up to 10 a number to create the analyze, and of functions, terms, represented by next number in the use patterns, patterns, or models (function sequence) and performs relations, and sequences by machine), tables, the operation to continue functions sequences, or in problem the sequence, up to 10

    situations terms

    Determines the pattern

    being modeled in a variety

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative)

    of forms (e.g., function

    machine, tables,

    sequences, or problem

    scenarios)

     The student [4] F&R-2 using rules to Generalization of Describes the operations demonstrates express the generalization patterns or sequence used to create a pattern or conceptual of a pattern using words, sequence using words, understanding lists, or tables (L) lists, or tables

    of functions,

    patterns, or

    sequences by

    The student [4] F&R-3 using Sequences Uses math manipulatives demonstrates manipulatives, including a and calculators to conceptual calculator, as tools when describe, continue, or understanding describing, extending, or represent a sequence of of functions, representing a number numbers

    patterns, or sequence (L)

    sequences by

    The student [4] F&R-4 using an open Unknown Solves an addition, demonstrates number sentence Number sentences subtraction, or algebraic (addition, subtraction or Open number multiplication problem in thinking by multiplication) to solve for sentences which one unknown

    an unknown represented number is represented by

    by a box or circle a box or circle

    (e.g., 9 • ?= 36, ?• 8=56, 3

    • 6= ?)

    Stem PSGLE District’s Specific Materials and Common District Strand

    (Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

    summative) Geometry The student [4] G-1 using the attributes Attributes and Identifies, classifies and (G): demonstrates and properties of angles to properties of figures compares triangles and Construct, an identify and compare Acute, right, obtuse regular polygons by their transform, understanding triangles (acute, right, or angles angles

    and analyze of geometric obtuse) and regular Classifications of

    geometric relationships polygons triangles

    figures by Regular polygons

    The student [4] G-2 using the attributes Attributes and Identifies real-world

    demonstrates and properties of solid properties objects that model solid

    an figures (edges, vertices, or Solid figures (3-figures

    understanding the number or shape of dimensional shapes--

    of geometric faces) to [model L], cubes, cylinders, Identifies, compares, or

    relationships identify, compare, or rectangular prisms, describes edges, vertices,

    by describe solid figures spheres) or faces of solid figures

    (cubes, cylinders, Edges

    rectangular prisms, or Vertices

    spheres) (e.g., cans, dice, Faces

    boxes, balls)

    The student [4] G-3 identifying or Lines of symmetry Identifies symmetrical

    demonstrates drawing all lines of Symmetrical figures figures

    conceptual symmetry to identify

    understanding figures that are Identifies or draws all the

    of similarity, symmetrical lines that divide an object

    congruence, into symmetrical halves

    symmetry, or (the halves are mirror

    transformatioimages of each other)

    ns of shapes

    by

     The student [4] G-4 identifying shapes Congruent shapes Identifies shapes that are

    demonstrates that are congruent the same size and shape

    conceptual

    understanding

    of similarity,

    congruence,

    symmetry, or

    transformatio

    ns of shapes

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