Winchester Math Curriculum Grade 4

Subject Mathematics
Grade/Course Grade 4
Unit of Study Unit 1: Multiplicative Thinking
Pacing August / September
Unit Summary Unit 1 begins the year with a study of multiplication and division, focusing in
particular on models, strategies and multiplicative comparisons. Students solve
multiplication and division story problems and investigate factors, multiples, prime
and composite numbers. Students then extend the idea of multiplicative
comparison into the arena of measurement,by developing a deeper understanding
of the metric units for length, mass, and liquid volume.
Overarching Mathematical Practices
4.MP.1 Make sense and persevere in solving problems.
4.MP.2 Reason abstractly and quantitatively.
4.MP.3 Construct viable arguments and critique the reasoning of others.
4.MP.4 Model with mathematics.
4.MP.5 Use appropriate tools strategically.
4.MP.6 Attend to precision.
4.MP.7 Look for and make use of structure.
4.MP.8 Look for and express regularity in repeated reasoning.
Unit CT Core Content Standards
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.

4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.1

4.OA.A.3 Solve multistep word problems posed 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 letter standing for the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.

4.OA.B.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.

4.NBT.B.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 the
calculation by using equations, rectangular arrays, and/or area models.

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4.NBT.B.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.

4.MD.A.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. Within a single system of measurement, express measurements in a larger unit in terms
of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12
times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches
listing the number pairs (1, 12), (2, 24), (3, 36), ...

4.MD.A.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.

“Unwrapped” Standards
Skills Content
Interpret ● Multiplication equations as a comparison
● Remainders
Represent ● Multiplicative comparisons as multiplication
equations
● Word problems using equations with a letter for
the unknown quantity
● Measurement quantities using diagrams
Solve ● Word problems involving multiplicative
comparison (multiply or divide)
● Multi-step word problems with whole numbers in
all four operations
● Word problems involving distances, intervals of
time, liquid volumes, masses of objects, and
money (using four operations)
Assess ● Reasonableness of answers
Find ● All factor pairs for whole numbers (1-100)
● Whole number quotients and remainders with up
to 4-digit dividends and 1-digit divisors
Recognize ● A whole numbers is a multiple of each of its
factors
Determine ● If a given whole number is a multiple of a given
1-digit number (1-100)
● Prime or composite (1-100)
Multiply ● Whole numbers up to 4-digits by a 1-digit whole
number
● Two 2-digit whole numbers
Illustrate and explain ● Calculations by using equations, rectangular

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 arrays, and/or area models
Know ● Relative sizes of measurement units within one
system of units
Express ● Measurements in a larger unit in terms of a
smaller unit
Record ● Measurement equivalents in a two-column table
Essential Questions Corresponding Big Ideas
1. What strategies can we use to learn to 1. We can use open number lines, arrays, ratio
multiply and divide? tables, and equations to solve multiplication
and division problems.
2. How do factors and multiples promote fact 2. Understanding the relationship and patterns
fluency and automatic recall? between factors and multiples develops
understanding of our number system that
promotes efficient, appropriate, and flexible
3. How do we become good problem solvers? single digit calculations.
3. We find our own entry points to the question,
consider the meaning of a problem, and look
for appropriate and efficient ways to solve it.
Evidence of Learning - Assessment
Pre/Post Assessment Interim Assessment Additional Evidence of
Learning
● Unit 1 Pre-Assessment and ● Multiplication and Options
Student Reflection - Module 1, Division Checkpoint - ● Exit tickets
Session 3 Module 3, Session 2 ●
● Unit 1 Post-Assessment and Observational Assessments
Student Reflection -Module 3, ● Cover Up - M2, S3
Session 5 ● Arrays to One Hundred - M2,
● Number Corner Baseline S4
Assessment ● The Multiple Wheel - M2, S5
● Spinning Around
Multiplication - M2, S6
● Products Four in a Row - M3,
S1
● Dragon’s Gold - M3, S4

● Math Practices Observation

Chart

Smarter Balanced Interim Assessment

Smarter Balanced General Scoring Rubrics - 4 Rubrics included - Score Pt 4 to Score Pt 1
· Smarter Balanced Interim Blocks

· Interim assessment blocks may be used for a variety of assessment purposes, including: pre/post, interim
and formative (additional evidence of learning).

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· The Style Guide, which aligns with the expectations of Smarter Balanced Assessments, will support the
creation of unit- and standard-aligned items for instructional use.

· The items on the interim assessments are developed under the same conditions, protocols, and review
procedures as those used in the summative assessments. Therefore, they assess the same Common Core State
Standards, adhere to the same principles of Universal Design in order to be accessible to all students, and
provide evidence to support Smarter Balanced claims in mathematics and ELA/literacy. The interim assessment
items are non-secure but non-public. This means that educators may view the items, however, they should not
be made public outside of classroom, school or district.
· Unit-aligned Smarter Balanced Interim Assessment Block (IAB)*:

Interim Assessment Block - access through CSDE Assessment Portal

● IAB - Operations and Algebraic Thinking

Learning Plan
Researched-based Instructional Resources and Methods
Sequence of Instruction:
Number Corner → Problem + Investigations →Work Places → Math Forum*→Daily Practice or
Home Connection

Bridges Number Corner - The focus areas of Number Corner Aligned to Unit 1 are:
● Multiplication/Division
○ Write equations to represent a multiplicative comparison
○ Solve story problems
○ Find all factor pairs for a whole number
○ Understand that a whole number is a multiple of each of its factors
○ Multiply two-digit by 1-digit and 2-digit by 2-digit whole numbers
○ Write simple expressions to record calculations with numbers
● Fractions
○ Recognize equivalent fractions
○ Explain addition of fractions
○ Solve story problems adding fractions
○ Multiply fractions by whole numbers
● Measurement
○ Express larger units in terms of smaller units
○ Record equivalent measurements
○ Solve story problems involving distance using addition/multiplication of fractions
● Patterns
○ Number of zeros in product when multiplying by powers of 10.
○ Generate a number or shape pattern that follows a given rule.
● Place Value
○ Read and write multi-digit whole numbers with numerals, word form, and expanded form
○ Demonstrate an understanding that in a multi-digit number each number represents ten times
what it represents in the place to its right

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Bridges - Whole Group, Small Group and Independent Problem Centered Activities
Module 1 Module 2 Module 3 Module 4

Problem + Investigation Problem + Investigation Problem + Investigation Problem + Investigation

● Sessions 1,4,5 ● Sessions 1-3, 5-6 ● Sessions 2,3 ● Sessions 1-3
Problem String Problem String Problem String Problem String
● Sessions 2-3 ● Session 10 ● None ● None
Work Place Work Place Work Place Work Place
● None ● Sessions 3-6 ● Session 1,2,4,5 ● None
Math Forum Math Forum Math Forum Math Forum
● Session 6 ● Session 2 ● None ● None
Daily Practice Daily Practice Daily Practice Daily Practice
● Sessions 1-6 ● Sessions 1-6 ● Sessions 1-5 ● Sessions 1-3
Home Connection Home Connection Home Connection Home Connection
● Sessions 2,4,6 ● Sessions 2,4,6 ● Sessions 2 + 4 ● Sessions 1 + 3

Possible Misconceptions Teacher Moves

1. Students may struggle when applying their 1. They need many experiences connecting facts
knowledge of multiplication and division to the language of multiplicative comparisons.
facts to multiplicative situations since all of Using concrete models will support students in
their previous experience was with equal making this connection.
groups and array models.
2. Students may confuse additive and 2. They need a variety of problems to model and
multiplicative situations. discuss. Identifying what they know from the
information in the problem and focusing on
the question will help them to make sense of
the problem. They should also consistently ask
3. Students who struggle determining what themselves if their answer makes sense.
operation to use when solving a problem. 3. These students need additional experiences
understanding operations in a variety of
situations (See situation types in links under
Math Teaching Practices). They should have
explicit practice with various problem solving
strategies, including:
a. restating the problem in their own
words.
b. Identifying given, needed, and wanted
information.
c. make a model or drawing a picture.
d. making a list.
e. acting it out.
f. finding a pattern.
g. writing an equation,
h. revisiting the question and asking

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 themselves if the solution makes
sense.
4. Students who do not have conceptual 4. Students need to focus on the question and
understanding or have focused work on reasonableness of solutions using strategies
division procedures tend to write answers to such as models, pictures, and acting it out.
problems using “r” notation for remainders.
For example, 16 students are going canoeing.
If each canoe hold 3 canoers, how many
canoes wil1 they need? The answer 5 r 1
makes no sense in this situation.
5. Student often confuse the terms factor and 5. Emphasizing the term factor as one of the
multiple. numbers multiplied to get a product
throughout all the work with multiplication,
and expecting students to use the term as they
discuss math situations. Telling student that
you multiply to get a multiple or defining
multiples of a number as the products of the
number is helpful. The more experience
students have with these terms, the more
accurate they will become when using them.
6. When listing multiples of a number, students 6. Reminding students that multiples are the
may forget to include the number itself. products of number leads to a discussion of
why a number is a factor and a multiple itself,
which is a result of the identity element of
multiplication (a x 1 = a)
7. Student may become confused about 7. Developing precise definitions should help to
whether 1 is a prime or composite number, eliminate this misconception.
when actually it is neither prime nor
composite because it only has one factor
itself.
Vocabulary and Representations
Tier 2 (Academic Vocabulary) Tier 3 (Domain Specific Vocabulary
Calculation Additive Comparison
Capacity Area Model* of Multiplication
Comparison Array* (Rectangular, Tile, Hidden)
Cup Associative Property of Multiplication
Data Centimeter*
Dimension Commutative Property of Multiplication
Distance Comparison Statement
Divide/Division* Composite Number
Efficient Computational Fluency
Equivalents Customary System
Estimation* Decimals*
Express Dividends
Factor* Divisor
Gallon Equation*

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Gram* Fraction (unit fraction)*
Horizontal Kilogram*
Illustrate Line Plot*
Interpret Linear Measurement
interval* Liquid Volume*
Intervals of time* Factor Pairs*
Liter* Measurement Scales
Mass* Measurement Unit
Meter* Mental Computation
Model Metric System*
Multiple* Milliliter*
Multi-step Multiplication Table
Ounce Multiplicative Comparison
Pint Multiply/Multiplication*
Pound Number Line* (Open)
Predict Prime Number
Product* Properties of Operations
Quart Quotient*
Reasonableness Ratio Table
Relative size Systems of Units (ex. km, m, cm)
Remainder*
Rounding*
times as many* *Smarter Balanced Vocabulary is focused on major mathematical
times as much* concepts. (Not all possible words have been identified by SBAC)
Unit
Vertical + Students are not responsible for these vocabulary words at this
grade level, however they should have some understanding of the
mathematical concept.

Mathematics Teaching Practice Resources

1. Bridges - Reference Math Practices in Action Notes - The notes identify how particular mathematical
practice is employed in a specific activity.
2. Illustrating the Standards for Mathematical Practice
3. Math Practices Question Stems
4. Illustrative Math – Grade 4 - Resources and activities for grade 2 aligned by standard.
5. Journal Prompts for Math
6. Bridges Interactive Math Manipulatives
7. Bridging Practices - UCONN – Training and a Task Repository to develop and support student capacity
for argumentation in mathematics
8. Teacher/Student Actions
9. Accountable Talk Moves
10. Contribution Checklist
11. Sentence Frames that Can Build Metacognitive Thinking
12. Sample Language Frames for Mathematics
13. Building a Mathematical Mindset Community

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 14. Math Practice Standards Posters Gr. 4 -5
15. Implementing the Standards of Mathematics Practice
16. Bridges Interactive Math Manipulatives
17. Multiplication and Division Situations
18. Addition and Subtraction Situations
19. Beginning to Problem Solve with I Notice, I Wonder
20. K - 5 Math Teaching Resources
○ Multiplication as Comparison
○ Word Problems - Multiplicative Comparison
○ Word Problems - Interpreting Remainders
○ A Remainder of One
○ Exploring Multiples
○ Prime or Composite
21. LearnZillion
○ Compare Numbers Using Bar Models
○ See Multiplication as a Comparison using Number Sentences
○ The Commutative Property
○ Solve Multiplicative Comparison Word Problems
○ Find All the Factor Pairs of a Number
○ Determine if a Number is Prime or Composite Using Area Models
Suggestions for Differentiation, Scaffolding and Intervention
Differentiation or Intervention
Any teacher moves/strategies that address misconceptions can be used in differentiation or as interventions.
Math Teaching Practice Resources contain resources that provide opportunities for differentiation,
intervention, or extension aligned to the strategies below.

● How to Select Math Intervention Content

● Coherence Map in Math – The coherence map shows how standards within and across grades build
upon each other. You can use the map to assist you in to build student understanding by linking
together concepts within and across grades and identify gaps in a student's knowledge by tracing a
standard back through its logical prerequisites.
● CT Dept. of Education Evidence-based Practice Guides – These guides provide links to “evidence-based
activities, strategies and interventions (collectively referred to as 'interventions')."
● Evidenced-based strategies for supporting struggling students (U.S. Dept. of Education – What Works
Clearinghouse)
● Ensure instructional materials are systematic and explicit. In particular, they should include numerous
clear models of easy and difficult problems, with accompanying teacher think alouds.
● Provide students with opportunities to solve problems in a group and communicate problem-solving
strategies.
● Teach students about the structures of various problem types, how to categorize problems based on
structure, and how to determine appropriate solutions for each problem type.
● Students should work with visual representations of mathematical ideas.
● If visual representations are not sufficient for developing accurate abstract thought and answers, use
concrete manipulative first. (Include the next line for middle school and older students only) Although
this can also be done with students in upper elementary and middle school grades, use of
manipulatives with older students should be expeditious because the goal is to move toward
understanding of and facility with visual representations and finally to the abstract.
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 ● Provide carefully constructed questions to help direct students in determining what to do to solve
problems, but they shouldn’t be told how to reach the solution.
● Instruction during the intervention should be explicit and systematic. This includes providing models of
proficient problem solving, verbalization of thought processes, guided practice, corrective feedback,
and frequent cumulative review.
Intervention for facts
● Provide about 10 minutes per session of instruction to build quick retrieval of basic arithmetic facts.
Consider using technology, flash cards, and other materials for extensive practice to facilitate automatic
retrieval.
● For students in K -2 explicitly teach strategies for efficient counting to improve the retrieval of
mathematics facts.
● Teach students in grade 2-8 how to use their knowledge of properties, such as commutative,
associative, and distributive to derive facts in their heads.
● How to Promote Acquisition of Math Facts – Intervention for struggling students
● National Center on Intensive Intervention - Basic Facts
● Once a strategy has been taught, it is important to reinforce it. The reinforcement or practice exercises
should be varied in type and focus as much on the discussion of how students obtained their answers
as on the answers themselves.
● Having students work in groups (as opposed to handing your bright students a workbook to work on
when the classroom material isn’t challenging enough) with other children ready for advanced material
shows them that mathematics is not a solitary discipline -- mathematics is exciting and vibrant and
creative and fun.
● Concrete, Representational, Abstract Progression

EL Strategies
● Colorin Colorado – A Bilingual site for educators and families of English learners
● Stanford University - Principles for Mathematics Instruction of ELs
● CT State Dept. Of Education English Learner Standards and Resources
● Nonverbal responses, such as thumbs up, will help you check for understanding without requiring
students to produce language. ELLs can participate and show that they understand a concept, or agree
or disagree with an idea, without having to talk. This is especially important for students whose
comprehension of English is more advanced than their ability to speak the language.
● Pre-teach vocabulary in ways that connect to students’ prior knowledge.
● Display posters of graphic representations of vocabulary words.
● http://www.cal.org/siop/lesson-plans/
● Provide support to assist in explaining thinking with sentence starters and work banks.
● Use Work Place Sentence Frames or other sentence frames to assist students in math discourse.
● Speak slowly and use clear articulation. Reduce the amount of teacher talk and use a variety of words
for the same idea. Exaggerate intonation and place more stress on important new concepts or
questions. After asking a question, wait for a few moments before calling on a volunteer. Writing the
question on the board will also help.
● English language learners are not always able to answer the questions posed to them, especially when
the questions are open-ended. Provide support for and improve the participation of students with
lower levels of English proficiency by using a prompt that requires a physical response, like "Show me a
half, a third, etc.." or "Touch the larger number."
● Increase academic language knowledge for English learner success.

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Extension:
● Students can create their own multiplication and division problems
● Students can create story problems that have a two step process.
● Give the student the product and ask them to find out how many different factors could be used to
reach the given product. Explain the reasoning and strategy used.
● Once students have solved several set of problems, those who easily identify the information in a
problem and make connections between previous work with multiplication and the work with division
can begin to solve problems that involve remainders.
● Ask students to create and solve their own story problems

Interdisciplinary Connections
Children’s Literature * Bridges recommended titles - # Titles embedded in Bridges Units
*Jim and the Beanstalk by Raymond Briggs A Remainder of One by Elinor J. Princzes
*You Can Count on Monsters by Richard Evan Schwartz *A Grain of Rice by Helena Clare Pittman
*The Great Divide: A Mathematics Marathon by Dayle Ann Dodds
*Divide and Ride by Stuart J. Murphy

ELA
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion

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