Orange Public Schools
Grade
October 2014
Math in Focus
2014-2015 Pacing Calendars
Adapted with permission from
From the Common Core State Standards:
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding
and fluency with multi-digit multiplication, and developing understanding of dividing to find
quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence,
addition and subtraction of fractions with like denominators, and multiplication of fractions by whole
numbers; (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.
1. 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 (equalsized 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 relationship 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. 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. 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.
September 2014
Chapter 1: Place Value of Whole Numbers: Chapter 1 is a critical chapter. The chapter
focuses on quantities to 100,000, but CCSS expects understanding to 1,000,000, which can be
added. Note that students are expected to be proficient renaming numbers (1200 is 12 hundreds
or 120 tens). Students use place value chips instead of base ten proportional materials. These
are more abstract. Expanded notation and comparing are emphasized with the place value
models and charts.
Chapter 2: Estimation and Number Theory: In Chapter 2, students address CCSS for
estimation and for finding factor pairs as well as recognizing prime and composite numbers. If
students are still weak on multiplication facts, use simpler products to get at these ideas. While
LCM is not essential yet, this can be introduced at this point even if not all students master it.
Estimation should be practiced all year. Front end estimation is introduced as just another way
to estimate, that can be useful when numbers are large. If you have trouble with this, skip it.
Add daily (3-5 min. is optimal) fact fluency practice.
MONTH of SEPTEMBER
Sunday
Monday
1
Labor Day
Tuesday
2
Opening day
Wednesday
Thursday
Friday
3
4
5
PD DAY
PD DAY
PD DAY
Saturday
6
Sup. Forum
PD day
7
8
PD DAY?
9
First Day of
School for
Students
10
Chapter 1
Working with
Whole
Numbers
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Department
Meeting
12:30
Dismissal
25
26
Chapter 2
Estimation
and Number
Theory
27
28
29
30
October 2014
Continue Chapter 2: Estimation and Number Theory:
Chapter 3: Whole Number Multiplication and Division: Emphasis for Chapter 3 is on building from
concrete and pictorial and connecting this to how we notate it symbolically. Students should be working a
lot with base ten blocks, place value chips and place value charts. Make sure you don’t move too
quickly. Two good problems in a class period, discussed at length, are more effective than ten problems
done quickly. While 3.1 has only two examples at the concrete level, please include more. Similarly with
division in 3.3. If 22 days are not enough, continue to work on this essential chapter.
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
MONTH of OCTOBER
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Chapter 3
Whole
Number Mult.
& Div.
15
16
17
18
19
20
21
22
23
12:30
Dismissal for
students only
24
25
26
27
28
29
30
12:30
Dismissal
31
Full Day Staff
plus 75
minutes
November 2014
Chapter 6 Fractions: Chapter 6 is a critical chapter! Students need to recognize and generate
equivalent fractions fluently. Chapter 6 develops the concept of equivalent fractions (emphasis on
concrete and pictorial). Note that adding and subtracting unlike fractions is not a CCSS for grade 4.
However, it is expected that as students are very comfortable generating equivalent fractions, therefore,
they will be able to add and subtract simple unlike fractions.
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
Chapter 4: Tables and Line Graphs: moved to end of the year as this is not a CCSS for gr. 4. This
chapter can be used however to meet CCSS 4.MD.4, make a line plot.
Chapter 5 : Data and Probability: moved to the end of the year as this is not a CCSS for gr. 4
MONTH of NOVEMBER
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
District
Closed
7
District
Closed
8
9
10
Chapter 6
Fractions and
Mixed
Numbers
11
12
13
14
15
16
17
Pre K – 7
12:30
Dismissal
(Parent
Conferences)
24
18
19
20
21
22
25
26
12:30
Dismissal
Thanksgiving
27
District
Closed
28
District
Closed
29
23
December 2014
Continue Chapter 6 Fractions: Chapter 6 is a critical chapter! Students need to recognize and
generate equivalent fractions fluently. Chapter 6 develops the concept of equivalent fractions (emphasis
on concrete and pictorial). Note that adding and subtracting unlike fractions is not a CCSS for grade 4.
However, it is expected that as students are very comfortable generating equivalent fractions, therefore,
they will be able to add and subtract simple unlike fractions.
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
Chapter 7 Decimals: This is another critical chapter. Extra days have been added in for this chapter.
Assigning value to unlabeled marks on the number lines can be a challenge. Use place value chips,
decimal place value charts and base ten blocks within this chapter, again moving from concrete to
pictorial to abstract.
Review Days:
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
MONTH of DECEMBER
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15 Chapter 7
Decimals
16
17
18
19
20
21
22
23
12:30
Dismissal
Holiday
Recess
24
District
Closed
25
District
Closed
26
District
Closed
27
District
Closed
28
District
Closed
29
District
Closed
30
District
Closed
31
District
Closed
January 2014
Continue Chapter 7 Decimals
Chapter 8: Adding and Subtracting Decimals: Extra days have been added to Chapter 8. Students
may struggle with lining up the decimals when adding and subtracting. Use place value chips, decimal
place value charts and base ten blocks within this chapter, again moving from concrete to pictorial to
abstract.
Chapter 9: Angles: For this chapter, students will need additional practice measuring angles with
protractors. Measuring angles is a CCSS. Emphasize that an angle is 1/360 of a circle, a measure of
turn. This chapter can be completed in fewer days if you need to “catch up.”
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
MONTH of JANUARY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
District
Closed
2
District
Closed
3
4
5
6
7
8
9
10
11
12
13
14 Ch. 8
Adding and
Subtracting
Decimals
15
16
17
18
19
District
Closed
20
21
22
23
24
25
26
27
28
29
12:30
Dismissal
30
Chapter 9
Angles
31
Full Day Staff
plus 75
minutes
February 2014
Continue Chapter 9 Angles:
Chapter 10: Perpendicular and Parallel Lines: Calls on students to draw and recognize parallel and
perpendicular lines (4.G.1). This is a short chapter and can be completed fairly quickly. While not
explicitly CCSS, it does help with subsequent chapters.
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
MONTH of FEBRUARY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
District
Closed
17
District
Closed
18
District
Closed
19
District
Closed
20
District
Closed
21
22
23
Chapter 10
24
25
26
27
28
Perpendicular
and Parallel
Lines
29
2:30
Dismissal for
students
30
March 2014
Continue Chapter 10: Perpendicular and Parallel Lines: Calls on students to draw and recognize
parallel and perpendicular lines (4.G.1). This is a short chapter and can be completed fairly quickly. While
not explicitly CCSS, it does help with subsequent chapters.
Chapter 11: Squares and Rectangles: CCSS calls on students to classify shapes by properties of their
lines and angles. In this chapter, students work with squares and rectangles, and find unknown angle and
side measures of squares and rectangles to develop their logical thinking. CCSS includes triangles in this
discussion and they can be added to the lesson.
Chapter 12: Conversions of Measurement
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
*NOTE: This is the PARCC PBA month. Testing will take place over 20 days for grades 3-8.
Teaching days may/will be affected these days.
MONTH of MARCH
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2*
3
4
5
6
7
8
9
Chapter 11
Squares and
Rectangles
10
11
12:30
Dismissal
12
13
14
19
20
21
26
27
28
15
16
17
Full Day Staff
plus 75
minutes
18
22
23
Chapter 12
Conversion
of
Measurement
24
25
29
30
31
April 2014
Chapter 13: Area and Perimeter: Chapter 13 is a critical chapter. Read through grade 3 chapter 19 to
see what skills are expected for entry into this chapter. Do 13.1, 13.2 and 13.3. The problem solving in
both 13.3 and 13.4 can be challenging, but it is an excellent vehicle for students to see that problem
solving involving visualization is also important.
Continue to practice mental math strategies and estimation techniques.
*NOTE: This is the PARCC EOY month. (April 27 – May 22). Teaching days may/will be affected
these days.
MONTH of APRIL
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
District
Closed
4
5
6
District
Closed
7
District
Closed
8
District
Closed
9
District
Closed
10
District
Closed
11
12
13
14
15
16
Pre K – 7
12:30
Dismissal
17
18
19
20
Chapter 13
Area and
perimeter
21
22
23
24
25
26
27 *
Department
Meeting
2:30
Dismissal for
Students
28
29
30
May 2014
Chapter 13 Area and Perimeter (CONT’D)
Chapter 14: Symmetry
Continue to practice mental math strategies and estimation techniques.
Chapter 4 Tables and Line Graphs: chapter can be used to meet CCSS 4.MD.4, make a line plot.
*NOTE: This is the PARCC EOY month. (April 27 – May 22). Teaching days may/will be affected
these days.
MONTH of MAY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
Chapter 14
Symmetry
12
13
14
15
16
17
18
19
20
21
22
23
24
25
District
Closed
26
Chapter 4
Tables and
Line Graphs
27
District Wide
PD Day
12:30
Dismissal
28
29
30
June 2014
Chapter 4 Tables and Line Graphs (CONT’D)
Chapter 5 Data and Probability:
Add daily (3-5 min. is optimal) fact fluency practice, in addition to mental math strategies and estimation
techniques.
MONTH of JUNE
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
31
1
2
3
4
5
6
7
8
9
10
Chapter 5 :
Data and
Probability
11
12
13
14
15
16
17
18
19
20
24
12:30
Dismissal for
Students
25
12:30
Dismissal for
Students
26
27
2:30 pm
Dismissal
21
22
12:30
Dismissal for
Students
23
12:30
Dismissal for
Students
28
29
30