Fourth Grade
**Notice that not all lessons in a Harcourt Chapter are included. These were intentionally removed
because they do not address Common Core Standards. You will not need to fill time with activities
unrelated to the standards. Instead use this gift of time to help your students develop a deeper
conceptual understanding of the mathematical concepts presented in the standards.
Unit One: Place Value, Addition, and Subtraction
Open ended questions 1,2,3,4 must be covered within this unit.
Common Emphasis
Core
Standard
NBT1
Each place represents
10x the place to its right
Harcourt
Lessons
NBT2
Read and write numbers
in multiple ways
Correct Comparative
Symbol
2.1
2.2
2.3
NBT3
Explain and Apply
rounding process
2.4
3.2
Additions/Deletions



NBT4
Algorithm for adding and
subtracting muti-digit
numbers

HC ESL
Activity p.
20B
Explain
rounding
process in real
world situation
Reasonableness
Don’t Teach
Front-End
Estimation
Emphasis not
on steps of
rounding, but
understanding
based on value
on the number
line.

HC ESL
Activity p.
30B
HC
Alternative
Teaching
Strategy p.
44B
HC TE p. 33
WRITE
Explain why
algorithm
works for +/-

1.1
1.2
1.3
1.5

3.3
3.4
3.5

Supplemental
Resources



HC
Alternative
Teaching
Strategy p.
44B
Guided


OA3
OA5
Equations to represent
unknown quantity
Cultural Context
T-chart recording
Generate, identify and
explain patterns
3.6
4.6

Teaching
Questions
TE p. 48
HC WRITE
activity p. 49
HC ESL or
Alternative
Teaching
Strategy on
50B
Need Cultural
Context
4.4
*Deletions 1.4, 3.1, 4.1, 4.2, 4.3, 4.5
Unit Two: Time, Data, and Graphing




Three lessons from this unit will be taught within Harcourt Unit 8.
The rest of the lessons within Unit 2 are not implicitly addressed in the Common Core Standards.
Data and graphing are important mathematical concepts, and are heavily addressed on the
CRT and will need to be imbedded into science, social studies, language arts, and mathematics
where appropriate.
Infuse data and graphing terminology as often as possible.
Unit Three: Multiplication and Division Facts
Open ended questions 5,6 must be covered within this unit.
Common Emphasis
Core
Standard
NBT 5
Multiplication and
OA1
division as related facts.
Illustrating and
explaining multiplication
and division in a variety
of ways.
Students need to be able
to explain/justify their
solutions and the
method they used to find
the product/quotient.
OA1
Write and identify
multiplication/division
equations.
OA2
Students need to focus
on terminology through
modeling and justifying
their solutions within
multiplication/division
problems.
Harcourt
Lessons
Additions/Deletions
Supplemental
Resources
8.2
8.3
8.4
Students throughout
this unit need to show
how multiplication and
division are related in
every strategy they use.
HC 8.2 in learn
section shows all of
the multiplication
and division
strategies used.
These strategies
need to be taught
separately and
applied separately.
(One strategy per
day with all
multiplication/divisi
on facts)
Combine the lessons to
focus on modeling
multiplication and
division in a variety of
ways not simply finding
a product.
Students need to show
their understanding of
multiplication and
division by using
equations, rectangular
arrays, and/or area
models.
Multiplication and
division chapters, in
About Teaching
Mathematics – Math
Solutions
Lessons for
Introducing
Multiplication Math
Solutions
Publications
Lessons for
Introducing Division
Math Solutions
Publications
Marvelous
Multiplication and
Dazzling Division
Aims
NBT5
NBT6
Using the properties as a
way to justify their
thinking rather than
naming the properties.
8.5
Chapter 5 & 6 in A
Collection of Math
Lessons Math
Solutions
NBT 6
Need to focus on the
relationship of
multiplication and
division using a variety of
ways.
Need to focus on writing
equations for the word
problems and including
cultural contexts where
possible.
Focus on using words to
match the expressions.
8.1
See Above
OA3
OA1
OA1
OA2
Explain that an equal
sign within an equation
shows that both sides
are equivalent.
OA3
Need to focus on writing
equations for the word
problems and including
cultural contexts where
possible.
OA5
Identify and generate
rules in patterns and
then use a t-chart as a
tool.
*Deletions – 9.2, 9.5
8.6
9.1
9.3
9.4 (Focus on
the guided
practice piece
on page 192.)
9.6
HC Pg. 184B
Advance Learners
HC Pg. 185 Assess
HC Pg. 188B ATS,
Career Connection,
and Advanced
Learner
HC Pg. 192B ATS,
Reading Strategy
Unit Four: Multiply by 1-and 2-Digit Numbers
Open ended questions 7,8 must be covered within this unit.
Common Emphasis
Core
Standard
NBT1
Place value to make
sense of numbers, not
just finding the basic fact
and counting zeros.
Harcourt
Lessons
Additions/Deletions
10.1
Supplemental
Resources
Lessons for
Extending
Multiplication Math
Solutions (Ch. 4, Ch.
8, and Times Ten
Activity)
Grades 3 – 5 Math
and Nonfiction Math
Solutions, Ten Times
Better
NBT1
NBT3
NBT 5
Students need to use
place value
understanding to round
factors to come up with
a reasonable product.
Understand that
rounding is a real-world
skill that mathematics
more efficient.
Multiplying 4 digit by 1
digit and 2 digit by 2 digit
numbers by illustrating
and explaining the
product using a variety
of methods and
strategies.
10.2
10.3, 10.4,
10.5 (These
lessons can be
used as
multiplication
practice using,
justifying, and
explaining the
strategies.
Common core
does not
advocate use
of the
standard
algorithm at
this grade
level.)
Do not use compatible
numbers, focus on
rounding instead.
Overview of
Strategies for
Multiplication and
Division
About Teaching
Mathematics Math
Solutions
Rectangular
Arrays/Area Models
Lessons for
Extending
Multiplication Math
Solutions (Ch. 5, Ch.
7 & Ch. 11)
Marvelous
Multiplication and
Dazzling Division
Aims (Area Codes
Pg. 10 – 22)
Partial
Products/Distributiv
e Property/Place
Value
Lessons for
Extending
Multiplication Math
Solutions (Ch. 10)
Marvelous
Multiplication and
Dazzling Division
Aims (Multiplication
Stretch Pg. 23 - 24)
HC Pg. 218B – ATS
and Advance
Learners
Lattice
Multiplication
Marvelous
Multiplication and
Dazzling Division
Aims (Quick Sticks
and Lattice
Multiplication Pg. 33
– 36)
Equations
OA3
NBT1
Read and write
equations with a
variable.
Place value to make
sense of numbers, not
just finding the basic fact
and counting zeros.
10.6 (Focus on
Teach pg. 228)
11.1
Lessons for
Extending
Multiplication Math
Solutions (Ch. 4, Ch.
8, and Times Ten
Activity)
Grades 3 – 5 Math
and Nonfiction Math
Solutions, Ten Times
Better
NBT1
NBT5
Students need to use
place value
understanding to round
factors to come up with
a reasonable product.
Understand that
rounding is a real-world
skill that mathematics
more efficient.
11.4
11.2, 11.3,
11.5(Lessons
on Partial
Products)
12.1,12.2,12.3,
12.4 ((These
lessons can be
used as
multiplication
practice using,
justifying, and
explaining the
strategies.
Using the
algorithm is
not a common
core
requirement.
Common core
only requires 2
x 2 digit
multiplication.
Expose your
students to
larger numbers
if they are
ready to use a
strategy, not
the algorithm.)
Rectangular
Arrays/Area Models
Lessons for
Extending
Multiplication Math
Solutions (Ch. 5, Ch.
7 & Ch. 11)
Marvelous
Multiplication and
Dazzling Division
Aims (Area Codes
Pg. 10 – 22)
Partial
Products/Distributiv
e Property/Place
Value
Lessons for
Extending
Multiplication Math
Solutions (Ch. 10)
Marvelous
Multiplication and
Dazzling Division
Aims (Multiplication
Stretch Pg. 23 - 24)
HC Pg. 218B – ATS
and Advance
Learners
Lattice
Multiplication
Marvelous
Multiplication and
Dazzling Division
Aims (Quick Sticks
and Lattice
Multiplication Pg. 33
– 36)
Equations
OA3
Need to focus on writing
equations for the word
problems and including
cultural contexts where
possible.
12.5
HC Pg. 263
Discuss/Write
Unit Five: Divide by 1-and 2-Digit Divisors
Open ended questions 9,10 must be covered within this unit.
Common Emphasis
Core
Standard
NBT6
Using strategies of place
value, properties, and
relationships between
multiplication and
division.
Illustrate and explain
calculations using
equations, rectangular
arrays and area models.
Harcourt
Lessons
13.1, 13.2,
13.3(These
lessons can be
used as
division
practice using,
justifying, and
explaining the
strategies.
Common core
does not
advocate use
of the division
algorithm at
this grade
level.)
Additions/Deletions
Supplemental
Resources
Overview of
Division – About
Teaching
Mathematics,
Division Chapter
Modeling Division
as groups or sets –
Hands On activities
HC pp.278 and 280 –
Have kids do with
manipulatives rather
than just show.
Rectangular Arrays
Marvelous
Multiplication and
Dazzling Division –
Aims
Area Models
Base Ten
Mathematics:
Rectangular Arrays
Interpret Division
Too, p. 38
Equations
Marvelous
Multiplication and
Dazzling Division –
Aims (Camp Fair
Shares, Boxing Bags
and Matches, Pack
10 – Trading Centers
Lessons)
*Using Money as
Fair Shares as Place
Value HC p. 306B
Repeated
Subtraction
Lessons for
Extending Division,
Math Solutions
Chapter 4 & 13
Marvelous
Multiplication and
Dazzling Division –
Aims (Sub-Divisions
Lesson)
Base Ten
Mathematics:
Division Using
Multiples of 10 and
100, p. 39
OA3
NBT1
NBT3
NBT1
Need to focus on writing
equations for the word
problems and including
cultural contexts where
possible.
Place value to make
sense of numbers, not
just finding the basic fact
and counting zeros.
13.4 (Focus on
Teach –Guided
Instruction)
Students need to use
understanding of
number to create
dividends to come up
with a reasonable
quotient.
Understand that using
compatible numbers and
place value
understanding are realworld skills that make
estimating numbers
more efficient.
14.1 (Follow
margins in HC
for Teach and
Assess.
13.5
Base Ten
Mathematics:
Division Using
Multiples of 10 and
100, p. 39
NBT6
Using strategies of place
value, properties, and
relationships between
multiplication and
division.
Illustrate and explain
calculations using
equations, rectangular
arrays and area models.
14.2,14.3,
14.4, 14.5
(These lessons
can be used as
division
practice using,
justifying, and
explaining the
strategies.
Common core
does not
advocate use
of the division
algorithm at
this grade
level.)
Overview of
Division – About
Teaching
Mathematics,
Division Chapter
Modeling Division
as groups or sets –
ALT Teaching
Strategy HC 302B
and ALT Teaching
Strategy HC p. 306B
– Have kids do with
manipulatives rather
than just show.
Rectangular Arrays
Marvelous
Multiplication and
Dazzling Division –
Aims
Area Models
Base Ten
Mathematics:
Rectangular Arrays
Interpret Division
Too, p. 38
Equations
Marvelous
Multiplication and
Dazzling Division –
Aims (Camp Fair
Shares, Boxing Bags
and Matches, Pack
10 – Trading Centers
Lessons)
*Using Money as
Fair Shares as Place
Value HC p 306B
Repeated
Subtraction
Lessons for
Extending Division,
Math Solutions
Chapter 4 & 13
Marvelous
Multiplication and
Dazzling Division –
Aims (Sub-Divisions
Lesson)
Base Ten
Mathematics:
Division Using
Multiples of 10 and
100, p. 39
OA3
OA4
Multistep problems
where remainders are
interpreted. Make some
problems cultural in
context.
Factors, multiples, prime
and composite and the
understanding of each
and its use.
14.6
16.2, 16.3,
16.5
-Discussion of what
remainders mean in
context of the problem
is critical
HC Activity p. 338
and 342– Have
students manipulate
rather than show.
Do for all numbers
1-30.
HC Alt. Teaching
Strategy p. 344
Refer to rectangles
made earlier in the
year, or EDC
counting tape to ID
Prime or Composite,
Factors and
Multiples
Two Ways to Count
to Ten – Math and
Literature 4-6,
Marilyn Burns
The Factor Game –
About Teaching
Mathematics,
Marilyn Burns
One Number
Indivisible –
Marvelous
Multiplication and
Dazzling Division,
AIMS
HC Alternative
Teaching Activity p.
348B
OA5
Identify and generate
16.4
rules in patterns and
then use a t-chart as a
tool.
*Deletions – 15.1, 15.2, 15.3, 15.4, 15.5, 15.6, 16.1
Create a T chart for
examples and discuss,
explain why the pattern
follows a rule.
Unit Six: Geometry and Algebra
Open ended questions 11,12,13,14,15,16,17 must be covered within this unit.
Common Emphasis
Core
Standard
G1
Draw and Identify Points,
Lines, Line segments,
rays, angles,
perpendicular and
parallel lines.
Harcourt
Lessons
Additions/Deletions
Supplemental
Resources
17.1
All vocabulary is
introduced. The term
Plane is not on CC
HC ALT Teaching
Strategy, Advanced
Learners and Art
Connection p. 364B
Lines to Design,
Parallel and
Perpendicular,
Geometry AIMS
MD6
Draw and label angles
with a protractor
G1
Draw a label types of
angles
17.2
Students need to USE a
protractor and discuss
results. (Book work
alone is not sufficient)
HC activity p. 367
ALT Teaching
Strategies p.366B,
368
Sir Cumference and
the Great Knight of
Angleland
Angles More or Less,
Geometry AIMS
Protractor Ground
School and Flight
Paths; Geometry
AIMS
MD5
G1
**MD7
G1
G2
Waxed Paper
Protractors – Sizing
Up Measurement 35, Math Solutions
An angle is measured
with reference to a circle
with each degree as
1/360 of the circle
N degrees
Identify, draw a label
types of lines
Recognize angle
measurements as
additive. Solve addition
and subtraction
problems by using
symbol for unknown
angle measure.
Classify 2D figures based
on line types and angles
of a specified size
17.3
Supplement
18.1
Follow Teach and
Assess on HC pp. 370371
Alt Teaching Strategy ,
Special Needs and Early
Finishers HC pp. 370B
This is a new 4th grade
concept. Children need
lots of hands-on and
discovery to find the
additive pattern on
angle measurements in
shapes and lines.
Write as an equation
with a variable to find
missing angle
measures.
Focus on the term
attributes and the
absence/presence of
perpendicular or
parallel lines.
Waxed Paper
Protractors – Sizing
Up Measurement 35, Math Solutions
Three Way Stretch;
Geometry AIMS
Lines to Design,
Parallel and
Perpendicular,
Geometry AIMS
Advanced Learners
HC 366B
Combining Angles
and Pattern Block
Angles – Sizing Up
Measurement 3-5,
Math Solutions
The Greedy Triangle
The Four Triangle
Problem, Math by
All Means Geometry
Grades 3-4, Math
Soultions
Polyworld;
Geometry AIMS
18.2
18.3
18.4
G3
MD5
OA5
Recognize, identify and
draw lines of symmetry
in irregular polygons in
Montana American
Indian designs.
An angle that turns
through n one-degree
angles is said to have an
angle measure of n
degrees.
Generate a shape
pattern the follows a
given rule.
19.1
Classify triangles by
length of sides and size
of angles. (Teach these
separately)
Three Way Stretch,
Geometry AIMS
Classify shapes by line
type and angle type.
(This needs to be a
multiple day lesson)
Vocabulary needs to be
emphasized.
HC ATS, ESL
activities p. 384B
Only do 1-4 on page
389. Can use Reteach
and Practice 18.4 for
more practice. (Stem
and Leaf Plots
(problems 5-10 are not
taught in CC)
Divide regular, irregular
polygons and circles
into matching parts to
identify line symmetry.
HC - ATS, ESOL,
Advanced Learners,
p. 382B
Reteach 18.3
HC, ATS p. 386
HC Discuss and
Write p. 387
HC, ATS p. 388B
IEFA Lesson for
fourth grade (Circle
Lesson)
HC Writing in
Mathematics p.
398B
HC Alt Teaching
Strategy p. 400
19.6
This page focuses on
the language of
transformations. Use
this page as exploratory
and introduce the
terms as necessary.
Focus on the repeating
shape pattern problems
and the identification
and justification of a
rule in a pattern.
HC Alternative
Teaching Strategy p.
412B
CRT Item
Coordinate Grids
20.6
Battleship Grid, Tic
Tac Toe Games
*Deletions – 17.4, 18.5, 19.2, 19.3, 19.4, 19.5, 20.1, 20.2, 20.3, 20.4, 20.5
**This Common Core standard is not contained at all in Harcourt as must be taught with supplements
Unit Seven: Fractions and Probability
Open ended questions 18,19,20,21,22,23,24,25 must be covered within this unit.
Common Emphasis
Core
Standard
NF1
Students draw models
using fractions
Fractions are composed
of equal sized pieces
Harcourt
Lessons
Additions/Deletions
Supplemental
Resources
21.1
Focus on the
understanding of
fractions as parts to
whole with pictures and
visual models
HC ATS p. 446B add
Reteach 21.1
Introducing
Fractions as Parts of
Sets, Fractions with
Two Colored
Counters, Fraction
Kit: About Teaching
Mathematics, Math
Solutions
Fraction Fringe,
Fabulous Fractions,
AIMS
NF1
NF2
Size of parts can differ
even though fractions
can be the same size
(equivalent)
21.2
Students need to draw
fractions to show
equivalency
Fraction Fringe,
Fabulous Fractions,
AIMS
FOCUS on models –
visuals, bars and
number lines – NO
algorithm for finding
equivalency as this is
not part of CC
(This page should be at
least 3 different
lessons: Using fraction
bars, using drawings,
Cover Up and
Uncover games
using the fraction
kit, Introducing
Fractions, Marilyn
Burns and Math
Solutions
and using the number
line)
21.3
21.4
Draw fraction models
to help compare and
order.
Use area models,
number lines, verbal
justification and
benchmark numbers to
compare and order.
Use symbols to
compare once students
have an understanding
of fractional size.
In Size Order,
Lessons for
Extending Fractions,
Marilyn Burns and
Math Solutions
Put in Order (add
pictures) About
Teaching
Mathematics, Math
Solutions
Introducing ½ as a
Benchmark, More or
less than ½,
Introducing
Fractions, Marilyn
Burns and Math
Solutions
HC Alt Teaching
Strategy and Early
Finishers (add
pictures) p. 448B
NF3
Decompose and
compose a fraction into
the sum of its parts in
more than one way.
2 ½ = 1 +1+1/2 or
2/2+2/2+1/2
21.5
Focus using models,
bars and number lines
to build understanding
of decomposing
fractions and mixed
numbers into parts.(At
least 2 different day
lessons – one using
models and one using
the number line)
Turn mixed numbers
into improper fractions
using models – no
algorithm!
Put in Order, (add
pictures) Introducing
Fractions, Marilyn
Burns and Math
Solutions
HC ATS p. 458B, ATS
p. 460, Discuss and
Write p. 461
NF4
Decomposing an
improper fraction into
equivalent fractions.
Ex: 5/4 is = to 5 x ¼
or ¼ + ¼ + ¼+ ¼ + ¼ OR
21.5
Students need to use
fraction bars or models
to show fractions larger
than 1. Emphasize that
multiplication can be
used as an alternative
to repeated addition of
equivalent fractions.
Write multiplication
sentences for visual
fraction models.
Focus on decomposing
fractions and using
visual representations
and models to solve
22.1
22.2
Focus on decomposing
and composing
equivalent fractional
parts to help add,
subtract and rename
fractions from improper
to mixed numbers and
vice versa. No
Algorithm!
HC Alt Teaching
Strategy p. 470B,
HC Alt Teaching
Strategy, Writing in
Math, Science
Connection p.472B
These lessons ask
students to use fraction
bars and drawings to
Use bar models,
fraction kits and
drawings for these
3 x 2/5 = 6 x 1/5 or 6/5.
NF3
Understand that + and –
of fractions as joining
and separating parts
referring to the same
whole
22.3
Solve word problems
referring to the same
whole and having like
denominators using
visual models and
equations to solve
HC Alt Teaching
Strategy p. 476
22.4
22.5
22.6
CRT item
23.3 and 23.4
complete. THIS NEEDS
TO BE DONE IF YOU DO
THESE LESSONS.
Common core does not
ask students to add and
subtract unlike
fractions. However,
having students using
bar models to find
equivalent fractions is a
CC standard and can be
reinforced here.
Students need to
understand that
probability can be
written as a fraction as
possible outcomes of a
whole. Use multiple
tools (spinners, dice,
tiles, marbles) to write
fractions of probability.
lessons.

*Deletions 23.1, 23.2, 23.5, 23.6
Unit Eight: Measurement and Decimals
Open ended questions 26,27,28 must be covered within this unit.
Common Emphasis
Core
Standard
MD1
Time conversions
Harcourt
Lessons
Additions/Deletions
5.1
MD2
5.2
The emphasis of this
lesson needs to be on
time conversations –
(min in hours)not on
telling time. Have
students make a two
column table to show
how many minutes are
in different time
intervals.
Focus on word
problems to solve
elapsed time problems
(#20-27) rather than
start/ end time
problems (8-19)
Supplemental
Resources
HC Alt Teaching
Strategy p. 100
5.3
MD1
MD4
Knowing appropriate
sizes and choosing
appropriate
measurement
Measure using a ruler to
measure to the 1/8 inch
and make a line plot of
the data
Add cultural context
when possible.
24.1
24.2
Students need to make
a line plot to display
data from
measurement
Students use a line plot
with measurement data
to add and subtract
fractions. Ask questions
about the difference in
size to meet this
standard.
Ex: Have students
measure objects in
their desk to the
nearest 1/8, ¼ and ½
inch. Mark data
collected on a line plot.
Ask how many objects
measured ¼? 1/8?
Using the data from the
line plot.
MD1
Conversion of units with
a system using a two
column table and using
numbered pairs within
the conversion table
24.3
Focus on problems like
#11 and 12. Once the
tables are completed,
express the numbers as
ordered pairs.
Students need
understanding of the
compensatory principal –
the smaller the unit, the
more of those units will
be needed
24.4
Students need practice
with capacity by being
able to manipulate
actual measurement
devices. Gather
different size containers
so they have a concrete
example.
HC Alt Teaching
Strategy p. 518B
Discuss and Write p.
521
HC Alt Teaching
Strategy p. 524
Students need to
make a giant inch
with all markings to
1/8 inch
Gallon man,
conversion flip
charts.
Have students make
their own
conversion charts as
they proceed
through the unit and
have experience
with different
measurement tools.
This will help them
on the CRT.
24.5
MD2
Problem solving – using
diagrams
24.6
Students need practice
with weight by being
able to manipulate
actual measurement
devices. Gather
different materials of
different weight/mass
so they have a concrete
example.
Add multicultural piece
if possible into problem
solving opportunities
HC Special Needs,
Advanced Learners
and Alternative
Teaching Strategy p.
530B
HC Alternative
teaching Strategy,
Writing p. 532B
Encourage students to
use diagrams or
pictures to solve
MD1
Conversion of units with
a system using a two
column table and using
numbered pairs within
the conversion table
25.1
HC Alternative
Teaching Strategy,
Writing, Early
Finishers p. 540B
Students need
understanding of the
compensatory principal –
the smaller the unit, the
more of those units will
be needed
25.2
Focus on place value
structure within metric
system. As the units
increase, they go up by
powers of ten. As
students convert, have
them enter data into a
two column table and
write as ordered pairs
Multiple day lesson!
25.3
Students need practice
with capacity by being
able to manipulate
actual measurement
devices. Gather
different size containers
so they have a concrete
example.
Have students make
their own
conversion charts as
they proceed
through the unit and
have experience
with different
measurement tools.
This will help them
on the CRT.
25.4
MD2
NF5
NF6
Problem solving –
drawing a diagram
25.5
Students need practice
with weight by being
able to manipulate
actual measurement
devices. Gather
different materials of
different weight/mass
so they have a concrete
example.
Add multicultural piece
if possible into problem
solving opportunities
Encourage students to
use diagrams or
pictures to solve
*Students need to
represent numbers as
both fractions and
decimals and their
equivalents throughout
this unit with models
and visuals.
Use decimals grids to
show amounts, use base
ten blocks to show
amounts, change
fractions with a ten in
the denominator into
equivalent fractions with
100 in the denominator,
add and subtract
fractions using place
value knowledge.
(Tenths and Hundredths
only)
Lessons for Decimals
and Percents,
(whole book is full of
supplements for
concept – Chapters
1-8, and could be
your unit guide)
Marilyn Burns
DNS decimal and
fraction activities
Base Ten
Mathematics , Mary
Laycockp . 40
26.1
This one lesson needs
to be taught over
multiple days. Students
need repeated
exposure to hands-on
materials to make
sense of fractions and
decimals, and their
relationship. They need
to model what a
fraction/decimal
means.
Have students use what
they know about
money to relate to
decimals and place
numbers on a number
line
NF6
NF5
NF7
NF6
MD2
Decomposing fractional
and numbers using visual
models – students need
to use and draw models
to read, write and say
numbers in fractional
and word form
Justify, compare and
order fractions and
decimals using visual
models
26.3
Use base ten blocks,
number lines and
modeling to show
equivalent
decimals/fractions.
Students need to be
able to PROVE that they
are equivalent with
materials and words,
rather than an
algorithm.
HC Early Finishers,
Alternative teaching
Strategy p. 566B
26.4
Use base ten blocks and
modeling to show
equivalent
decimals/fractions.
Students need to be
able to PROVE that they
are equivalent with
materials and words,
rather than an
algorithm.
HC Alternative
Teaching Strategy,
early Finishers p.
568B
26.5
Solve multistep problems 26.6
– represent
measurement quantities
using diagrams and
number lines.
OA3
Assessing
27.6
reasonableness
*Deletions 25.6, 26.2, 27.1, 27.2, 27.3, 27.4, 27.5
Students need to be
able to place decimals
and fractions on a
number line.
Focus on visual models
to order
decimals/fractions. Use
symbols to justify
answers.
HC Alternative
teaching Strategy
and Writing p. 572B
HC Alternative
Teaching Strategy
and Advanced
Leaners p. 576B.
Unit Nine: Perimeter, Area, Volume
Open ended questions 29 must be covered within this unit.
Common Emphasis
Core
Standard
MD3
Building understanding
of perimeter and area
and applying the
formulas to solve for
rectangles, including
sides with an unknown
factor
Harcourt
Lessons
Additions/Deletions
Supplemental
Resources
Math By All Means:
Area and Perimeter,
Grades 5-6, Marilyn
Burns and Math
Solutions
About Teaching
Mathematics,
Measurement
Chapter contains
Area and Perimeter
lessons, Marilyn
Burns, Math
Solutions
28.1
HC Alternative
Teaching Strategy,
Art Connection,
early finishers p.
612B
28.2
Focus on the formulas
for perimeter but have
students justify why the
formula works
HC Alternative
Teaching Strategy,
Special Needs, early
Finishers, p. 614B
28.4
Understand the
different formulas for
perimeter and use
them to solve
problems. Students
need to write own
formulas for the
problem.
HC Alternative
teaching Strategy,
Early Finishers and
Writing p. 620B
29.1
Building understanding
of area – teach as is.
29.2
Focus on the formulas
for area but have
students justify why the
formula works
HC Alternative
teaching Strategy,
Writing p. 630B
29.3
Relating area and
perimeter – focus on
formula application
HC Alternative
Teaching Strategy,
Special Needs p.
634B.
HC Alternative
Teaching Strategy,
Special Needs early
Finishers p. 636B.
AIMS Geometry –
3D Line Plot
OA5
Number patterns
29.4
CRT
Items
Three Dimensional
Shapes,
30.1
Use manipulatives to
emphasize attributes of
3D shapes
Nets
30.2
Have students make
nets for each of the
solid figures
Volume
*Deletions 28.3, 30.4
30.3
Build figures with cubes
to find volume by
counting cubes.
Sizing Up
Measurement,
Chapter 3, Math
Solutions