4th Grade Math Student Mastery Pacing Guide
October 2009-2010 (SuccessNet)
| I CAN: Create an equation including using X as a variable to solve a model perimeter problem. |
| I CAN: Draw a Rounding Dune to show a number rounded to an identified place. POWERPOINT |
| I CAN: Use lattice multiplication to solve word problems. |
| I CAN: Use cross multiplication to compare fractions. |
| I CAN: Use a block system to show each step of a money word problem. |
| I CAN: Use a Place Value Chart to show the standard form of an expanded form number. |
| EOG SAMPLE
QUESTIONS:
Farmer Dell decides to build a fence around his garden after discovering that wild rabbits are eating his vegetables. Using the diagram below, how much fencing will he need to surround the garden?
Lexi has $40.00 to spend at the mall. She wants to buy three shirts at $6.99 each and five pairs of socks at $2.39 each. Approximately how much will Lexi have left to buy lunch? |
| NCDPI Objective | Concrete | Pictorial | Abstract |
Language, Process & Generalizations |
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2.01 Develop strategies to determine the area of rectangles and the perimeter of plane figures. 2.02 Solve problems involving perimeter of plane figures and areas of rectangles. Success Net - Perimeter Success Net - Rectangles and Squares Success Net - Quadrilaterals
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Arrange square tiles on grid (SMARTBOARD) to create shapes. Count the number of sides around edge.
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Draw squares and rectangles on grid paper. Make marks on each block to count sides. Show how two rectangles are joined to form one figure.
RESOURCE:
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Create an equation to show solution
including X as variable for missing side.
A triangle has a perimeter of 46 cm. One side is 14 cm and the other sides are equal in measure. What are the measurements of the sides? A triangle has a perimeter of 39 cm. If one side is increased by 2 cm and the other sides are increased by 1 cm each in measure, what are some possible dimensions of the new triangle? Explain. |
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| NCDPI Objective | Concrete | Pictorial | Abstract |
Language, Process & Generalizations |
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1.02 Develop fluency with multiplication and division: a) Two-digit by two-digit multiplication b) Up to three-digit by two-digit division c) Strategies for multiplying and dividing numbers. d) Estimation of products and quotients in appropriate situations. e) Relationships between operations. |
From worded problems, students build an array and write a multiplication number sentence to describe the action. | From
worded problems students draw a picture of the array and write a
multiplication number sentence to describe the action.
Resources:
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Paul wants to have three cups of juice for each of the 26 children in his class. What is the least number of gallons of juice he will need to buy? Every hour a company makes 8,475 paper plates and puts them in packages of 21 plates each. About how many packages are made in one hour? Jessie is running a marathon to raise money for charity. She has 26 people donating a dime for each minute she runs. If she runs for an hour and 15 minutes, how much money will she raise? |
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| Comparing Fractions | Resource: |
