Gwinnett County Public Schools Mathematics: Grade 4 – Instructional Calendar 2020-2021

Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them. 4 Model with mathematics. 7 Look for and make use of structure.
2 Reason abstractly and quantitatively. 5 Use appropriate tools strategically. 8 Look for and express regularity in repeated reasoning.
3 Construct viable arguments and critique the reasoning of others. 6 Attend to precision.
1st 9 weeks: Unit 1
Unit 1: Whole Numbers (9 weeks)
Generalize place value understanding for multi-digit whole numbers. Grade 4 expectations in this domain are limited to whole numbers less than or equal to
1,000,000.
• 7.NBT.2 read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on
meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons
• 6.NBT.1 explain that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right (e.g., recognize that
700 ÷ 70 = 10 by applying concepts of place value and division)
• 8.NBT.3 use place value understanding to round whole numbers to any place using tools such as a number line and/or charts
Use place value understanding and properties of operations to perform multi-digit arithmetic. Grade 4 expectations in this domain are limited to whole numbers
less than or equal to 1,000,000.
• 9.NBT.4 add and subtract multi-digit whole numbers fluently using the standard algorithm
• 10.NBT.5 multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value
and the properties of operations. Illustrate and explain multiplication calculations by using equations, rectangular arrays, and/or area models
• 11.NBT.6 find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models
• 3.OA.3 solve multi-step word problems with whole numbers and having whole-number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with a symbol or letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies, including rounding
Use the four operations with whole numbers to solve problems
• 1.OA.1 explain that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity; interpret a
multiplication equation as a comparison; for example interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5; represent
verbal statements of multiplicative comparisons as multiplication equations
• 2.OA.2 solve multiplication and division word problems involving multiplicative comparison using drawings and equations with a symbol for the unknown
number to represent the problem, distinguishing multiplicative comparison from additive comparison
• 3.OA.3 solve multi-step word problems with whole numbers and having whole-number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with a symbol or letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies, including rounding

2nd 9 weeks: Unit 1(Continued) - Unit 3

Unit 1 Continued: Whole Numbers (2 weeks)

Understanding factors and multiples including prime and composite numbers
• 4.OA.4 find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a
given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or
composite
Generate and explain patterns and rules
• 5.OA.5 generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain
informally why the numbers will continue to alternate in this way. For example, given the rule “ADD 3” and the starting number 1, generate terms in the
resulting sequence and observe that the terms appear to alternate between odd and even numbers.
Unit 2: Fractions, Adding and Subtracting (4 weeks)
Adding and Subtracting fractions
• 14.NF.3 recognize that a fraction a/b with a > 1 as a sum of unit fractions 1/b
• 15.NF.3_a model and explain addition and subtraction of fractions as joining and separating parts referring to the same whole
• 16.NF.3_b decompose a fraction, by using a visual fraction model, into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation and justify reasoning using visual fraction models (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8; 8/8 = 7/8 + 1/8)
Adding and subtracting mixed numbers
• 17.NF.3_c add and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction and/or by using
properties of operations and the relationship between addition and subtraction)
Solving real world problems with fractions and mixed numbers
• 18.NF.3_d solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual
fraction models and equations to represent the problem

Unit 3: Fractions Equivalents (3 weeks)

Understanding equivalent fractions
• 12.NF.1 explain why two or more fractions are equivalent to a fraction (n x a/n x b), ex: 1/4 = (3 x 1)/(3 x 4) by using visual fraction models. Focus attention on
how the number and size of the parts differ even though the two fractions themselves are the same size; use this principle to recognize and generate
equivalent fractions
Comparing fractions
• 13.NF.2 compare two fractions with different numerators and different denominators (e.g., by using visual fraction models, by creating common denominators
or numerators, or by comparing to a benchmark fraction such as 1/2); recognize that comparisons are valid only when the two fractions refer to the same
whole; record the results of comparisons with symbols >, =, or <, and justify the conclusions

3rd 9 weeks: Units 4-6

Unit 4: Fractions: Multiply (4 weeks)

Multiplying a fraction by a whole number
• 19.NF.4 apply and extend previous understanding of multiplication to multiply a fraction by a whole number (e.g., by using a visual such as a number line or
area model)
• 20.NF.4_a. recognize a fraction a/b as a multiple of 1/b (e.g., use a visual fraction model to represent 5/4as the product of 5 x (1/4), recording the conclusion
by the equation 5/4 = 5 x (1/4))
• 21.NF.4_b. understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (e.g., use a visual fraction
model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5 (In general, n x (a/b) = (n x a)/b)
Solving real-world problems by multiplying a fraction by a whole number
• 22.NF.4_c. solve word problems involving multiplication of a fraction by a whole number (e.g., by using visual fraction models and equations to represent the
problem. For example, if each person at a party will eat 3/8 of a pound of roast beef and there will be 5 people at the party, how many pounds of roast beef
will be needed? Between what two whole numbers does your answer lie?)
Unit 5: Fractions and Decimals (2.5 weeks)
Understand the relationship between fractions and decimals
• 23.NF.5 express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective
denominators 10 and 100 (e.g., express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100)
• 24.NF.6 use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number
line diagram)
Compare decimals
• 25.NF.7 compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the
same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model)
Unit 6: Geometry (2.5 weeks)
Know basic terms and identify attributes of plane figures
• 36.G.1 draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and identify these in two-dimensional figures
Classify plane figures based on attributes
• 37.G.2 classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a
specified size. Recognize right triangles as a category, and identify right triangles
Identify and draw lines of symmetry in plane figures
• 38.G.3 recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching
parts. Identify line-symmetric figures and draw lines of symmetry

4th 9 weeks: Unit 7

Unit 7: Measurement (9 weeks)

Understand angle measurement
• 30.MD.5 recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle
measurement
• 31.MD.5_a. recognize that an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of
the circular arc between the points where the two rays intersect the circle; an angle that turns through 1/360 of a circle is called a “one-degree angle”, and
can be used to measure angles
• 32.MD.5_b. recognize that an angle that turns through “n” one-degree angles is said to have an angle measure of “n” degrees
• 33.MD.6 measure and draw angles using tools such as a protractor or angle ruler
• 34.MD.7 recognize angle measure as 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 or letter for the unknown angle measure)
Compare units of measure within a system
• 26.MD.1 know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Understand the relationship
between gallons, cups, quarts and pints. Express larger units in terms of smaller units within the same measurement system. Record measurement
equivalents in a two column table
Solve word problems using various forms of measurement
• 27.MD.2 use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including
problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
Area and perimeter
• 28.MD.3 apply the area and perimeter formulas for rectangles in real-world and mathematical problems (e.g., find the width of a rectangular room given
the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor)
• 35.MD.8 recognize area as additive; find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the
non-overlapping parts, applying the technique to solve real world problems
Analyze and create line plots
• 29.MD.4 make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) Solve problems involving addition and subtraction of
fractions with common denominators by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between
the longest and shortest specimens in an insect collection)