Unpacking 4 Sept 2016 1
Unpacking 4 Sept 2016 1
Unpacking 4 Sept 2016 1
This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually
updating and improving these tools to better serve teachers. This document was written by the NCDPI Mathematics Consultants with the
collaboration of many educators from across the state.
1. Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find
quotients involving multi-digit dividends.
Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They
apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of
operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to
compute products of multi-digit whole numbers. Depending on the numbers and the context, they select and accurately apply
appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole
numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve
problems. Students apply their understanding of models for division, place value, properties of operations, and the relations hip of
division to multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients involving
multi-digit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret
remainders based upon the context.
2. Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and
multiplication of fractions by whole numbers.
Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can
be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous
understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into
unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.
3. Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides,
perpendicular sides, particular angle measures, and symmetry.
Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-
dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve
problems involving symmetry.
Examples:
Unknown Product: A blue scarf costs $3. A red scarf costs 6 times as much. How much does the red scarf cost?
(3 x 6 = p).
Group Size Unknown: A book costs $18. That is 3 times more than a DVD. How much does a DVD cost?
(18 p = 3 or 3 x p = 18).
Number of Groups Unknown: A red scarf costs $18. A blue scarf costs $6. How many times as much does the red
scarf cost compared to the blue scarf? (18 6 = p or 6 x p = 18).
When distinguishing multiplicative comparison from additive comparison, students should note that
additive comparisons focus on the difference between two quantities (e.g., Deb has 3 apples and Karen
has 5 apples. How many more apples does Karen have?). A simple way to remember this is, How many
more?
multiplicative comparisons focus on comparing two quantities by showing that one quantity is a specified
number of times larger or smaller than the other (e.g., Deb ran 3 miles. Karen ran 5 times as many miles
as Deb. How many miles did Karen run?). A simple way to remember this is How many times as
much? or How many times as many?
Example:
Write different word problems involving 44 6 = ? where the answers are best represented as:
Problem A: 7
Problem B: 7 r 2
Problem C: 8
Problem D: 7 or 8
Problem E: 7 2
6
possible solutions:
Problem A: 7. Mary had 44 pencils. Six pencils fit into each of her pencil pouches. How many pouches
did she fill? 44 6 = p; p = 7 r 2. Mary can fill 7 pouches completely.
Problem B: 7 r 2. Mary had 44 pencils. Six pencils fit into each of her pencil pouches. How many
pouches could she fill and how many pencils would she have left? 44 6 = p; p = 7 r 2; Mary can fill 7
pouches and have 2 left over.
Problem C: 8. Mary had 44 pencils. Six pencils fit into each of her pencil pouches. What would the
fewest number of pouches she would need in order to hold all of her pencils? 44 6 = p; p = 7 r 2; Mary
can needs 8 pouches to hold all of the pencils.
Problem D: 7 or 8. Mary had 44 pencils. She divided them equally among her friends before giving one
of the leftovers to each of her friends. How many pencils could her friends have received? 44 6 = p; p
= 7 r 2; Some of her friends received 7 pencils. Two friends received 8 pencils.
Problem E: 7 2 . Mary had 44 pencils and put six pencils in each pouch. What fraction represents the
6
number of pouches that Mary filled? 44 6 = p; p = 7 2
6
Example:
There are 1,128 students going on a field trip. If each bus held 30 students, how many buses are needed? (1,128
30 = b; b = 37 R 6; They will need 38 buses because 37 busses would not hold all of the students).
Students need to realize in problems, such as the example above, that an extra bus is needed for the 8 students
that are left over.
Students should understand the process of finding factor pairs so they can do this for any number 1 -
100,
Example:
Factor pairs for 96: 1 and 96, 2 and 48, 3 and 32, 4 and 24, 6 and 16, 8 and 12.
Multiples can be thought of as the result of skip counting by each of the factors. When skip counting,
students should be able to identify the number of factors counted e.g., 5, 10, 15, 20 (there are 4 fives in
20).
Example:
Factors of 24: 1, 2, 3, 4, 6, 8,12, 24
Multiples: 1, 2, 3, 4, 524
2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24
3, 6, 9, 12, 15, 18, 21, 24
4, 8, 12, 16, 20, 24
8, 16, 24
12, 24
24
To determine if a number between1-100 is a multiple of a given one-digit number, some helpful hints
include the following:
all even numbers are multiples of 2
all even numbers that can be halved twice (with a whole number result) are multiples of 4
all numbers ending in 0 or 5 are multiples of 5
Example:
Rule: Starting at 1, create a pattern that starts at 1 and multiplies each number by 3. Stop when you have 6
numbers.
Students write 1, 3, 9, 27, 81, 243. Students notice that all the numbers are odd and that the sums of the digits of
the 2 digit numbers are each 9. Some students might investigate this beyond 6 numbers. Another feature to
investigate is the patterns in the differences of the numbers (3 - 1 = 2, 9 - 3 = 6, 27 - 9 = 18, etc.)
Example:
There are 4 beans in the jar. Each day 3 beans are added. How many beans are in the jar for each of the first 5
days?
Day Operation Beans
0 3x0+4 4
1 3x1+4 7
2 3x2+4 10
3 3x3+4 13
4 3x4+4 16
5 3x5+4 19
This standard begins with a small focus on reasoning about a number or shape pattern, connecting a rule
for a given pattern with its sequence of numbers or shapes. Patterns that consist of repeated sequences
of shapes or growing sequences of designs can be appropriate for the grade. For example, students could
examine a sequence of dot designs in which each design has 4 more dots than the previous one and they
could reason about how the dots are organized in the design to determine the total number of dots in the
100th design. In examining numerical sequences, fourth graders can explore rules of repeatedly adding
the same whole number or repeatedly multiplying by the same whole number. Properties of repeating
patterns of shapes can be explored with division. For example, to determine the 100th shape in a pattern
that consists of repetitions of the sequence square, circle, triangle, the fact that when we divide 100 by
3 the whole number quotient is 33 with remainder 1 tells us that after 33 full repeats, the 99th shape will
be a triangle (the last shape in the repeating pattern), so the 100th shape is the first shape in the pattern,
which is a square. Notice that the Standards do not require students to infer or guess the underlying rule
for a pattern, but rather ask them to generate a pattern from a given rule and identify features of the
given pattern. (Progressions for the CCSSM; Operations and Algebraic Thinking , CCSS Writing Team, May
2011, page 31)
(Progressions for the CCSSM; Number and Operation in Base Ten, CCSS Writing Team, April 2011, page 12)
Example:
How is the 2 in the number 582 similar to and different from the 2 in the number 528?
Students should also be able to compare two multi-digit whole numbers using appropriate symbols.
4.NBT.3 Use place value understanding This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding.
to round multi-digit whole numbers to The expectation is that students have a deep understanding of place value and number sense and can explain and
any place. reason about the answers they get when they round. Students should have numerous experiences using a number
line and a hundreds chart as tools to support their work with rounding.
Example:
Your class is collecting bottled water for a service project. The goal is to collect 300 bottles of water. On the first
day, Max brings in 3 packs with 6 bottles in each container. Sarah wheels in 6 packs with 6 bottles in each
container. About how many bottles of water still need to be collected?
Continues on next page.
Student 1 Student 2
First, I multiplied 3 and 6 which equals 18. First, I multiplied 3 and 6 which equals 18.
Then I multiplied 6 and 6 which is 36. I know Then I multiplied 6 and 6 which is 36. I
18 plus 36 is about 50. Im trying to get to 300. know 18 is about 20 and 36 is about 40.
50 plus another 50 is 100. Then I need 2 more 40+20=60. 300-60 = 240, so we need about
hundreds. So we still need 250 bottles. 240 more bottles.
Example:
Example:
Round 368 to the nearest hundred.
This will either be 300 or 400, since those are the two hundreds before and after 368.
Draw a number line, subdivide it as much as necessary, and determine whether 368 is closer to 300 or 400.
Since 368 is closer to 400, this number should be rounded to 400
When students begin using the standard algorithm their explanation may be quite lengthy. After much practice
with using place value to justify their steps, they will develop fluency with the algorithm. Students should be able
to explain why the algorithm works.
3892
+ 1567
3546
- 928
Students should know that it is mathematically possible to subtract a larger number from a smaller number but
that their work with whole numbers does not allow this as the difference would result in a negative number.
One component of understanding general methods for multiplication is understanding how to compute products
of one-digit numbers and multiples of 10, 100, and 1000. This extends work in Grade 3 on products of one-digit
numbers and multiples of 10. We can calculate 6 x 700 by calculating 6 x 7 and then shifting the result to the left
two places (by placing two zeros at the end to show that these are hundreds) because 6 groups of 7 hundred is 6 x
7 hundreds, which is 42 hundreds, or 4,200. Students can use this place value reasoning, which can also be
supported with diagrams of arrays or areas, as they develop and practice using the patterns in relationships among
products such as 6 x 7, 6 x 70, 6 x 700, and 6 x 7000. Products of 5 and even numbers, such as 5 x 4, 5 x 40, 5 x
400, 5 x 4000 and 4 x 5, 4 x 50, 4 x 500, 4 x 5000 might be discussed and practiced separately afterwards because
they may seem at first to violate the patterns by having an extra 0 that comes from the one-digit product.
(Progressions for the CCSSM; Number and Operation in Base Ten, CCSS Writing Team, April 2011, page 14)
Example:
What would an array area model of 74 x 38 look like?
70 4
70 x 30 = 2,100 4 x 30 = 120
30
70 x 8 = 560
8 4 x 8 = 32
Students explain this strategy and the one below with base 10 blocks, drawings, or numbers.
25
x24
400 (20 x 20)
100 (20 x 5)
80 (4 x 20)
20 (4 x 5)
600
Multi-digit division requires working with remainders. In preparation for working with remainders, students can
compute sums of a product and a number, such as 4 x 8 + 3. In multi-digit division, students will need to find the
greatest multiple less than a given number. For example, when dividing by 6, the greatest multiple of
6 less than 50 is 6 x 8 = 48. Students can think of these greatest multiples in terms of putting objects into
groups. For example, when 50 objects are shared among 6 groups, the largest whole number of objects that can
be put in each group is 8, and 2 objects are left over. (Or when 50 objects are allocated into groups of 6, the
largest whole number of groups that can be made is 8, and 2 objects are left over.) The equation 6 x 8 + 2 = 50 (or
8 x 6 + 2 = 50) corresponds with this situation.
Cases involving 0 in division may require special attention.
(Progressions for the CCSSM; Number and Operation in Base Ten, CCSS Writing Team, April 2011, page 14)
(Progressions for the CCSSM; Number and Operation in Base Ten, CCSS Writing Team, April 2011, page 15)
This standard calls for students to explore division through various strategies.
Example:
There are 592 students participating in Field Day. They are put into teams of 8 for the competition. How many
teams get created?
Student 1 Student 2 Student 3
592 divided by 8 592 divided by 8 I want to get to 592
There are 70 8s in I know that 10 8s is 80 592 8 x 25 = 200
560 If I take out 50 8s that is 400 -400 50 8 x 25 = 200
592 - 560 = 32 592 - 400 = 192 8 x 25 = 200
There are 4 8s in 32 I can take out 20 more 8s which is 160 192 200 + 200 + 200 = 600
70 + 4 = 74 192 - 160 = 32 -160 20 600 - 8 = 592
8 goes into 32 4 times I had 75 groups of 8 and
32
I have none left took one away, so there
-32 4
I took out 50, then 20 more, then 4 more are 74 teams
Thats 74 0
Example:
Using an Open Array or Area Model
After developing an understanding of using arrays to divide, students begin to use a more abstract model for
division. This model connects to a recording process that will be formalized in the 5th grade.
Example:
1917 9
1800
90
1
Grade 4 expectation in this domain are
limited to fractions with denominators
2, 3, 4, 5, 6, 8, 10, 12, 100. 1/2 = 2/4 = 6/12
Students should begin to notice connections between the models and fractions in the way both the parts and
wholes are counted and begin to generate a rule for writing equivalent fractions.
1/2 x 2/2 = 2/4.
Example:
1 whole
2 2x4 = 8
3 3 x 4 12
Example:
(Progressions for the CCSSM, Number and Operation Fractions, CCSS Writing Team, August 2011, page 5)
There is NO mathematical reason why fractions must be written in simplified form, although it may be
convenient to do so in some cases.
Example:
Mary used a 12 x 12 grid to represent 1 and Janet used a 10 x 10 grid to represent 1. Each girl shaded grid
squares to show 1 . How many grid squares did Mary shade? How many grid squares did Janet shade? Why did
4
they need to shade different numbers of grid squares?
Example:
There are two cakes on the counter that are the same size. The first cake has of it left. The second cake has 5/12
left. Which cake has more left?
Student 1
Area model:
The first cake has more left over. The second cake has 5/12 left which is smaller than .
1
2
Second Cake
0 1
3 6 9
12 12 12
Student 3
verbal explanation:
I know that 6/12 equals . Therefore, the second cake which has 5/12 left is less than .
Example:
1 4 5
When using the benchmark of to compare and , you could use diagrams such as these:
2 6 8
In fifth grade students who have learned about fraction multiplication can see equivalence as multiplying by 1":
However, although a useful mnemonic device, this does not constitute a valid argument at fourth grade, since
students have not yet learned fraction multiplication. (Progressions for the CCSSM, Number and Operation
Fractions, CCSS Writing Team, August 2011, page 6)
Example:
Five friends ordered 3 large sandwiches. John ate of a sandwich. Kim at of a sandwich. Ron ate of a
sandwich. Sam ate 2/4 of a sandwich. How much sandwich is left? Explain your reasoning.
(solution of a sandwich)
b. Decompose a fraction into a sum of Students should justify their breaking apart (decomposing) of fractions using visual fraction models. The concept
fractions with the same of turning mixed numbers into improper fractions needs to be emphasized using visual fraction models.
denominator in more than one way, Example:
recording each decomposition by an 3/8 = 1/8 + 1/8 + 1/8
equation. Justify decompositions, =
e.g., by using a visual fraction
model.
Examples: 3/8 = 1/8 + 1/8 + 1/8 ;
3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 3/8 = 1/8 + 2/8
1/8 = 8/8 + 8/8 + 1/8. =
2 1/8 = 1 + 1 + 1/8
or
2 1/8 = 8/8 + 8/8 + 1/8
(Progressions for the CCSSM, Number and Operation Fractions, CCSS Writing Team, August 2011, page 8)
c. Add and subtract mixed numbers A separate algorithm for mixed numbers in addition and subtraction is not necessary. Students will tend to add or
with like denominators, e.g., by subtract the whole numbers first and then work with the fractions using the same strategies they have applied to
replacing each mixed number with problems that contained only fractions.
an equivalent fraction, and/or by
using properties of operations and Example:
the relationship between addition Susan and Maria need 8 3/8 feet of ribbon to package gift baskets. Susan has 3 1/8 feet of ribbon and Maria has 5
and subtraction. 3/8 feet of ribbon. How much ribbon do they have altogether? Will it be enough to complete the project? Explain
why or why not.
The student thinks: I can add the ribbon Susan has to the ribbon Maria has to find out how much ribbon they have
altogether. Susan has 3 1/8 feet of ribbon and Maria has 5 3/8 feet of ribbon. I can write this as 3 1/8 + 5 3/8. I
know they have 8 feet of ribbon by adding the 3 and 5. They also have 1/8 and 3/8 which makes a total of 4/8
more. Altogether they have 8 4/8 feet of ribbon. 8 4/8 is larger than 8 3/8 so they will have enough ribbon to
complete the project. They will even have a little extra ribbon left, 1/8 foot.
Example:
Trevor has 4 1/8 pizzas left over from his soccer party. After giving some pizza to his friend, he has 2 4/8 of a
pizza left. How much pizza did Trevor give to his friend?
Possible solution: Trevor had 4 1/8 pizzas to start. This is 33/8 of a pizza. The xs show the pizza he has left
which is 2 4/8 pizzas or 20/8 pizzas. The shaded rectangles without the xs are the pizza he gave to his friend
which is 13/8 or 1 5/8 pizzas.
x x x x x x x x x x x x
x x x x x x x x
Example:
While solving the problem, 3 + 2 students could do the following:
Student 1
3 + 2 = 5 and + = 1 so 5+ 1 = 6
Student 2
3 + 2 = 5 so 5 + = 6
Student 3
3 = 15/4 and 2 = 9/4 so 15/4 + 9/4 = 24/4 = 6
Using the understanding gained from work with whole numbers of the relationship between addition and
subtraction, they also subtract fractions with the same denominator. For example, to subtract 5/6 from 17/6, they
decompose.
Example:
Students also compute sums of whole numbers and fractions, by representing the whole number as an equivalent
fraction with the same denominator as the fraction.
Example:
Students use this method to add mixed numbers with like denominators. Converting a mixed number to a
fraction should not be viewed as a separate technique to be learned by rote, but simply as a case of fraction
addition.
(Progressions for the CCSSM, Number and Operation Fractions, CCSS Writing Team, August 2011, page 6-7)
d. Solve word problems involving A cake recipe calls for you to use cup of milk, cup of oil, and 2/4 cup of water. How much liquid was
addition and subtraction of fractions needed to make the cake?
referring to the same whole and
having like denominators, e.g., by
using visual fraction models and
equations to represent the problem. milk oil water
3/4 + 1/4 + 2/4 = 6/4 = 1 2/4
Students should see a fraction as the numerator times the unit fraction with the same denominator.
Example:
(Progressions for the CCSSM, Number and Operation Fractions, CCSS Writing Team, August 2011, page 8)
b. Understand a multiple of a/b as a This standard extended the idea of multiplication as repeated addition. For example, 3 x (2/5) = 2/5 + 2/5 + 2/5 =
multiple of 1/b, and use this 6/5 = 6 x (1/5). Students are expected to use and create visual fraction models to multiply a whole number by a
understanding to multiply a fraction fraction.
by a whole number. 2 2 2
For example, use a visual fraction 5 5 5
model to express 3 (2/5) as 6
(1/5), recognizing this product as
6/5. (In general, n (a/b) = (n
a)/b.)
1 2 3 4 5 1 2 3 4 5
5 5 5 5 5 5 5 5 5 5
(Progressions for the CCSSM, Number and Operation Fractions, CCSS Writing Team, August 2011, page 8)
c. Solve word problems involving When introducing this standard make sure student use visual fraction models to solve word problems related to
multiplication of a fraction by a multiplying a whole number by a fraction.
whole number, e.g., by using visual
fraction models and equations to Example:
represent the problem. In a relay race, each runner runs of a lap. If there are 4 team members how long is the race?
For example, if each person at a
party will eat 3/8 of a pound of Student 1
Draws a number line shows 4 jumps of
roast beef, and there will be 5
people at the party, how many jump
pounds of roast beef will be
needed? Between what two whole
numbers does your answer lie?
0 1 1 2 2 3
Student 2
Draws an area model showing 4 pieces of joined together to equal 2.
Example:
Students need many opportunities to work with problems in context to understand the connections between
models and corresponding equations. Contexts involving a whole number times a fraction lend themselves to
modeling and examining patterns.
Examples: 3 x (2/5) = 6 x (1/5) = 6/5
2 2 2
5 5 5
1 1 1 1 1 1
5 5 5 5 5 5
If each person at a party eats 3/8 of a pound of roast beef, and there are 5 people at the party, how many pounds
of roast beef are needed? Between what two whole numbers does your answer lie?
(Progressions for the CCSSM, Number and Operation Fractions, CCSS Writing Team, August 2011, page 8)
2
Students who can generate equivalent
fractions can develop strategies for
adding fractions with unlike
denominators in general. But addition
and subtraction with unlike
denominators in general is not a
requirement at this grade.
(Progressions for the CCSSM; Number and Operation in Base Ten, CCSS Writing Team, April 2011, page 12)
This work in fourth grade lays the foundation for performing operations with decimal numbers in fifth grade.
Example:
Ones . Tenths Hundredths
Example:
4.NF.6 Use decimal notation for Decimals are introduced for the first time in fourth grade. Students should have ample opportunities to explore and
fractions with denominators 10 or 100. reason about the idea that a number can be represented as both a fraction and a decimal.
For example, rewrite 0.62 as 62/100;
describe a length as 0.62 meters; Students make connections between fractions with denominators of 10 and 100 and the place value chart. By
locate 0.62 on a number line diagram. reading fraction names, students say 32/100 as thirty-two hundredths and rewrite this as 0.32 or represent it on a
place value model as shown below.
Students use the representations explored in 4.NF.5 to understand 32/100 can be expanded to 3/10 and 2/100.
Students represent values such as 0.32 or 32/100 on a number line. 32/100 is more than 30/100 (or 3/10) and less
than 40/100 (or 4/10). It is closer to 30/100 so it would be placed on the number line near that value.
0.32
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
4.NF.7 Compare two decimals to Students should reason that comparisons are only valid when they refer to the same whole. Visual models include
hundredths by reasoning about their area models, decimal grids, decimal circles, number lines, and meter sticks.
size. Recognize that comparisons are
valid only when the two decimals refer The decimal point is used to signify the location of the ones place, but its location may suggest there should be a
Other ways to read 0.15 aloud are 1 tenth and 5 hundredths and 15 hundredths, just as 1,500 is sometimes read
15 hundred or 1 thousand, 5 hundred. Similarly, 150 is read one hundred and fifty or a hundred fifty and
understood as 15 tens, as 10 tens and 5 tens, and as 100 + 50.
Just as 15 is understood as 15 ones and as 1 ten and 5 ones in computations with whole numbers, 0.15 is viewed as
15 hundredths and as 1 tenth and 5 hundredths in computations with decimals.
It takes time to develop understanding and fluency with the different forms. Layered cards for decimals can help
students become fluent with decimal equivalencies such as three tenths is thirty hundredths.
(Progressions for the CCSSM; Number and Operation in Base Ten, CCSS Writing Team, April 2011, page 12-13)
Students build area and other models to compare decimals. Through these experiences and their work with fraction
When the wholes are the same, the decimals or fractions can be compared.
Example:
Draw a model to show that 0.3 < 0.5. (Students would sketch two models of approximately the same size to show
the area that represents three-tenths is smaller than the area that represents five-tenths.
Students need ample opportunities to become familiar with these new units of measure and explore the patterns and relationships in
the conversion tables that they create.
Students may use a two-column chart to convert from larger to smaller units and record equivalent measurements. They make
Example:
Customary length conversion table
Yards Feet
1 3
2 6
3 9
n nx3
Foundational understandings to help with measure concepts:
Understand that larger units can be subdivided into equivalent units (partition).
Understand that the same unit can be repeated to determine the measure (iteration).
Understand the relationship between the size of a unit and the number of units needed (compensatory principal).
These Standards do not differentiate between weight and mass. Technically, mass is the amount of matter in an object. Weight is the
force exerted on the body by gravity. On the earths surface, the distinction is not important (on the moon, an object would have the
same mass, would weigh less due to the lower gravity).
(Progressions for the CCSSM, Geometric Measurement, CCSS Writing Team, June 2012, page 2)
4.MD.2 Use the four This standard includes multi-step word problems related to expressing measurements from a larger unit in terms of a smaller unit
operations to solve (e.g., feet to inches, meters to centimeter, and dollars to cents). Students should have ample opportunities to use number line
word problems diagrams to solve word problems.
involving distances,
intervals of time, Example:
liquid volumes, Charlie and 10 friends are planning for a pizza party. They purchased 3 quarts of milk. If each glass holds 8oz will everyone get at
masses of objects, least one glass of milk?
possible solution: Charlie plus 10 friends = 11 total people
and money,
11 people x 8 ounces (glass of milk) = 88 total ounces
including problems
1 quart = 2 pints = 4 cups = 32 ounces
involving simple
fractions or decimals, Therefore 1 quart = 2 pints = 4 cups = 32 ounces
and problems that 2 quarts = 4 pints = 8 cups = 64 ounces
require expressing 3 quarts = 6 pints = 12 cups = 96 ounces
measurements given
in a larger unit in If Charlie purchased 3 quarts (6 pints) of milk there would be enough for everyone at his party to have at least one glass of milk. If
terms of a smaller each person drank 1 glass then he would have 1- 8 oz glass or 1 cup of milk left over.
unit. Represent Additional Examples with various operations:
measurement Division/fractions: Susan has 2 feet of ribbon. She wants to give her ribbon to her 3 best friends so each friend gets the same amount.
4 th Grade Mathematics Unpacked Content page 45
quantities using How much ribbon will each friend get?
diagrams such as Students may record their solutions using fractions or inches. (The answer would be 2/3 of a foot or 8 inches. Students are able to
number line express the answer in inches because they understand that 1/3 of a foot is 4 inches and 2/3 of a foot is 2 groups of 1/3.)
diagrams that feature
Addition: Mason ran for an hour and 15 minutes on Monday, 25 minutes on Tuesday, and 40 minutes on Wednesday. What was the
a measurement scale.
total number of minutes Mason ran?
Subtraction: A pound of apples costs $1.50. Rachel bought a pound and a half of apples. If she gave the clerk a $5.00 bill, how much
change will she get back?
Multiplication: Mario and his 2 brothers are selling lemonade. Mario brought one and a half liters, Javier brought
2 liters, and Ernesto brought 450 milliliters. How many total milliliters of lemonade did the boys have?
Number line diagrams that feature a measurement scale can represent measurement quantities. Examples include: ruler, diagram
marking off distance along a road with cities at various points, a timetable showing hours throughout the day, or a volume measure
on the side of a container.
Example:
Students also combine competencies from different domains as they solve measurement problems using all four arithmetic
operations, addition, subtraction, multiplication, and division.
Example: How many liters of juice does the class need to have at least 35 cups if each cup takes 225 ml? Students may use tape or
number line diagrams for solving such problems.
Example:
Example:
Tonya wakes up at 6:45 a.m. It takes her 5 minutes to shower, 15 minutes to get dressed, and 15 minutes to eat breakfast. What time will she be ready for
school?
5 15 15
7:20
7:20
4.MD.3 Apply the Based on work in previous grades with multiplication, spatially structuring arrays, and area, they abstract the formula for the area of a
area and perimeter rectangle A = l x w.
formulas for The formula is a generalization of the understanding, that, given a unit of length, a rectangle whose sides have length w units
and l units, can be partitioned into w rows of unit squares with l squares in each row. The product l x w gives the number of
rectangles in real
unit squares in the partition, thus the area measurement is l x w square units. These square units are derived from the length
world and unit.
Example:
Mr. Rutherford is covering the miniature golf course with an artificial grass. How many 1-foot squares of carpet will he need to
cover the entire course?
1-foot square
of carpet
X
X X X
X X X X X X
Like length, area, and volume, angle measure is additive: The sum of the measurements of adjacent angles is the
measurement of the angle formed by their union. This leads to other important properties. If a right angle is
decomposed into two adjacent angles, the sum is 90, thus they are complementary. Two adjacent angles that
compose a straight angle of 180 must be supplementary.
(Progressions for the CCSSM, Geometric Measurement, CCSS Writing Team, June 2012, page 23)
(Progressions for the CCSSM, Geometric Measurement, CCSS Writing Team, June 2012, page 23)
The diagram below will help students understand that an angle measurement is not related to an area since the
area between the 2 rays is different for both circles yet the angle measure is the same.
b. An angle that turns through n one- This standard calls for students to explore an angle as a series of one-degree turns.
degree angles is said to have an A water sprinkler rotates one-degree at each interval. If the sprinkler rotates a total of 100, how many one-degree
angle measure of n degrees. turns has the sprinkler made?
135 degrees
120 degrees
As with all measureable attributes, students must first recognize the attribute of angle measure, and distinguish it
from other attributes. As with other concepts students need varied examples and explicit discussions to avoid
learning limited ideas about measuring angles (e.g., misconceptions that a right angle is an angle that points to the
right, or two right angles represented with different orientations are not equal in measure). If examples and tasks
are not varied, students can develop incomplete and inaccurate notions. For example, some come to associate all
slanted lines with 45 measures and horizontal and vertical lines with measures of 90. Others believe angles can
be read off a protractor in standard position, that is, a base is horizontal, even if neither ray of the angle is
horizontal. Measuring and then sketching many angles with no horizontal or vertical ray perhaps initially using
circular 360 protractors can help students avoid such limited conceptions.
(Progressions for the CCSSM, Geometric Measurement, CCSS Writing Team, June 2012, page 23)
4.MD.7 Recognize angle measure as This standard addresses the idea of decomposing (breaking apart) an angle into smaller parts.
additive. When an angle is decomposed
into non-overlapping parts, the angle
measure of the whole is the sum of the
angle measures of the parts. Solve
addition and subtraction problems to
find unknown angles on a diagram in
real world and mathematical problems,
e.g., by using an equation with a symbol Example:
for the unknown angle measure. A lawn water sprinkler rotates 65 degress and then pauses. It then rotates an additional 25 degrees. What is the
total degree of the water sprinkler rotation? To cover a full 360 degrees how many times will the water sprinkler
need to be moved?
If the water sprinkler rotates a total of 25 degrees then pauses. How many 25 degree cycles will it go through for
the rotation to reach at least 90 degrees?
Example:
Joey knows that when a clocks hands are exactly on 12 and 1, the angle formed by the clocks hands measures
30. What is the measure of the angle formed when a clocks hands are exactly on the 12 and 4?
Students can develop more accurate and useful angle and angle measure concepts if presented with angles in a
variety of situations. They learn to find the common features of superficially different situations such as turns in
navigation, slopes, bends, corners, and openings. With guidance, they learn to represent an angle in any of these
contexts as two rays, even when both rays are not explicitly represented in the context; for example, the
horizontal or vertical in situations that involve slope (e.g., roads or ramps), or the angle determined by looking up
from the horizon to a tree or mountain-top. Eventually they abstract the common attributes of the situations as
angles (which are represented with rays and a vertex,) and angle measurements.
(Progressions for the CCSSM, Geometric Measurement, CCSS Writing Team, June 2012, page 24)
(Progressions for the CCSSM, Geometric Measurement, CCSS Writing Team, June 2012, page 24)
Geometry 4.G
Common Core Cluster
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students
deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry.
Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The
terms students should learn to use with increasing precision with this cluster are: classify shapes/figures, (properties)-rules about how numbers work,
point, line, line segment, ray, angle, vertex/vertices, right angle, acute, obtuse, perpendicular, parallel, right triangle, isosceles triangle, equilateral
triangle, scalene triangle, line of symmetry, symmetric figures, two dimensional, regular, irregular
From previous grades: polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle,
circle, cone, cylinder, sphere, kite, parallelogram, examples, non-examples
1
The term property in these standards is reserved for those attributes that indicate a relationship between components of shapes. Thus, having parallel
sides or having all sides of equal lengths are properties. Attributes and features are used interchangeably to indicate any characteristic of a shape,
including properties, and other defining characteristics (e.g., straight sides) and nondefining characteristics (e.g., right-side up).
(Progressions for the CCSSM, Geometry, CCSS Writing Team, June 2012, page 3 footnote)
Common Core Standard Unpacking
What do these standards mean a child will know and be able to do?
right angle
acute angle
obtuse angle
straight angle
segment
line
ray
parallel lines
perpendicular lines
Student should be able to use side length to classify triangles as equilateral, equiangular, isosceles, or scalene;
and can use angle size to classify them as acute, right, or obtuse. They then learn to cross-classify, for example,
naming a shape as a right isosceles triangle. Thus, students develop explicit awareness of and vocabulary for
many concepts they have been developing, including points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Such mathematical terms are useful in communicating geometric
ideas, but more important is that constructing examples of these concepts, such as drawing angles and triangles
that are acute, obtuse, and right, help students form richer concept images connected to verbal definitions. That is,
students have more complete and accurate mental images and associated vocabulary for geometric ideas (e.g.,
Students also learn to apply these concepts in varied contexts. For example, they learn to represent angles that
occur in various contexts as two rays, explicitly including the reference line, e.g., a horizontal or vertical line
when considering slope or a line of sight in turn contexts. They understand the size of the angle as a rotation of
a ray on the reference line to a line depicting slope or as the line of sight in computer environments.
Analyzing the shapes in order to construct them requires students to explicitly formulate their ideas about the
shapes. For instance, what series of commands would produce a square? How many degrees are the angles? What
is the measure of the resulting angle? What would be the commands for an equilateral triangle? How many
degrees are the angles? What is the measure of the resulting angle? Such experiences help students connect what
are often initially isolated ideas about the concept of angle.
(Progressions for the CCSSM, Geometry, CCSS Writing Team, June 2012, page 14)
Example:
Draw two different types of quadrilaterals that have two pairs of parallel sides?
Is it possible to have an acute right triangle? Justify your reasoning using pictures and words.
Example:
How many acute, obtuse and right angles are in this shape?
Draw and list the properties of a parallelogram. Draw and list the properties of a rectangle. How are your
drawings and lists alike? How are they different? Be ready to share your thinking with the class.
4.G.2 Classify two-dimensional figures Two-dimensional figures may be classified using different characteristics such as, parallel or perpendicular lines
based on the presence or absence of or by angle measurement.
parallel or perpendicular lines, or the
presence or absence of angles of a Parallel or Perpendicular Lines:
specified size. Recognize right triangles Students should become familiar with the concept of parallel and perpendicular lines. Two lines are parallel if
as a category, and identify right they never intersect and are always equidistant. Two lines are perpendicular if they intersect in right angles (90).
triangles. Students may use transparencies with lines to arrange two lines in different ways to determine that the 2 lines
might intersect in one point or may never intersect. Further investigations may be initiated using geometry
software. These types of explorations may lead to a discussion on angles.
This standard calls for students to sort objects based on parallelism, perpendicularity and angle types.
Example:
Which figure in the Venn diagram below is in the wrong place, explain how do you know?
Do you agree with the label on each of the circles in the Venn diagram above? Describe why some shapes fall in
the overlapping sections of the circles.
Example:
Draw and name a figure that has two parallel sides and exactly 2 right angles.
4 th Grade Mathematics Unpacked Content page 60
Example:
For each of the following, sketch an example if it is possible. If it is impossible, say so, and explain why or show
a counter example.
A parallelogram with exactly one right angle.
An isosceles right triangle.
A rectangle that is not a parallelogram. (impossible)
Every square is a quadrilateral.
Every trapezoid is a parallelogram.
Example:
Identify which of these shapes have perpendicular or parallel sides and justify your selection.
Angle Measurement:
This expectation is closely connected to 4.MD.5, 4.MD.6, and 4.G.1. Students experiences with drawing and
identifying right, acute, and obtuse angles support them in classifying two-dimensional figures based on specified
angle measurements. They use the benchmark angles of 90, 180, and 360 to approximate the measurement of
angles.
Right triangles can be a category for classification. A right triangle has one right angle. There are different types
of right triangles. An isosceles right triangle has two or more congruent sides and a scalene right triangle has no
congruent sides.
TEACHER NOTE: In the U.S., the term trapezoid may have two different meanings. Research identifies
these as inclusive and exclusive definitions. The inclusive definition states: A trapezoid is a quadrilateral with at
least one pair of parallel sides. The exclusive definition states: A trapezoid is a quadrilateral with exactly one
pair of parallel sides. With this definition, a parallelogram is not a trapezoid. North Carolina has adopted the
exclusive definition. (Progressions for the CCSSM: Geometry, The Common Core Standards Writing Team,
June 2012.)
Compare Measurement example. A rubber Measurement example. A rubber band is Measurement example. A rubber band
band is 6 cm long. How long will stretched to be 18 cm long and that is 3 was 6 cm long at first. Now it is
the rubber band be when it is times as long as it was at first. How long stretched to be 18 cm long. How many
stretched to be 3 times as long? was the rubber band at first? times as long is the rubber band now as
it was at first?
General ab=? a ? = p, and p a = ? ? b = p, and p b = ?
2
The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows and columns: The apples in
the grocery window are in 3 rows and 6 columns. How many apples are in there? Both forms are valuable.
3
Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array problems include these especially
important measurement situations.
1
The first examples in each cell are examples of discrete things. These are easier for students and should be given before the measurement
examples.
Common Core Standards Writing Team (Bill McCullum, lead author). Progressions for the common core state standards in mathematics: Geometry (draft).
June 23, 2012. Retrieved from: www.commoncoretools.wordpress.com.
Common Core Standards Writing Team (Bill McCullum, lead author). Progressions for the common core state standards in mathematics: Geometric
measurement (draft). June 23, 2012. Retrieved from: www.commoncoretools.wordpress.com.
Common Core Standards Writing Team (Bill McCullum, lead author). Progressions for the common core state standards in mathematics: K-3, Categorical
data; Grades 2-5, Measurement Data (draft). June 20, 2011. Retrieved from: www.commoncoretools.wordpress.com.
Common Core Standards Writing Team (Bill McCullum, lead author). Progressions for the common core state standards in mathematics: K, Counting and
cardinality; K-5, operations and algebraic thinking (draft). May 29, 2011. Retrieved from: www.commoncoretools.wordpress.com.
Common Core Standards Writing Team (Bill McCullum, lead author). Progressions for the common core state standards in mathematics: K-5, Number and
operations in base ten (draft). April 7, 2011. Retrieved from: www.commoncoretools.wordpress.com.
Common Core Standards Writing Team (Bill McCullum, lead author). Progressions for the common core state standards in mathematics: 3-5 Number and
operations - fractions (draft). July 12, 2011. Retrieved from: www.commoncoretools.wordpress.com.
Copley, J. (2010). The young child and mathematics. Washington DC: NAEYC.
Fosnot, C. & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth: Heinemann.
Fosnot, C. & Dolk, M. (2001). Young mathematicians at work: Constructing multiplication and division. Portsmouth: Heinemann.
Fosnot, C. & Dolk, M. (2001). Young mathematicians at work: Constructing fractions, decimals, and percents. Portsmouth: Heinemann.
Chapin, S. & Johnson, A. (2006). Math matters: Grade K-8 understanding the math you teach. Sausalito: Math Solution Publications.
Van de Walle, J., Lovin, L. (2006). Teaching student-centered mathematics 3-5. Boston: Pearson.