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Grade

4 Math

Unit
1

Long Range Planning

Title/Specifics
DIVISION
Using worksheets and resources provided from Mrs. Baron, students will
expand on the basic division principles of the Grade 3 curriculum
Begin with basic review and words such as sharing or split between,
including division games and manipulatives
Move to concrete ideas including appropriate division signs
Relate multiplication and division by consistently relating back to Fact
Families (3x4 = 12; 4x3 = 12; 12/4 = 3; 12/3 = 4)
Include full body examples, movement around the classroom (ie, 16
students divided into 4 corners, how many students per corner? Move to
the corners)

Assessments:
Formative Assessments: Whiteboards, Mathletics, Worksheets, Games, Mid-unit
formative quiz
Summative Assessments: Worksheets, end-of-unit test
FRACTIONS
Mass resource of worksheets provided by Mrs. Baron, ranging from
shading in proper fractions for visualization to fraction games (Bringing
Math Alive! resource)
Segue from division to fractions by showing the interchangeability
Use of manipulatives and drawings for visual learning
Include full body examples, movement around the classroom (fraction of
girls to boys in the classroom, people with birthdays in January, people
who have dogs/like chocolate, etc) Record on board
Comparing same numerator, comparing same denominator, big half,
bench marks, fractions of groups, review

http://mathantics.com/

Assessments:
Formative Assessments: Whiteboards, Mathletics, Worksheets, Games, Mid-unit

Outcomes

Duration

7. Demonstrate an understanding
of division (1-digit divisor and up
to 2-digit dividend) to solve
problems by:
using personal strategies for
dividing with and without
concrete materials
estimating quotients
relating division to
multiplication.
[C, CN, ME, PS, R, V]

10 14 days

(after 10, test for
understanding, then
move on to long division
concepts)

8. Demonstrate an understanding
of fractions less than or equal to
one by using concrete, pictorial
and symbolic representations to:
name and record fractions for
the parts of a whole or a set
compare and order fractions
model and explain that for
different wholes, two identical
fractions may not represent the
same quantity
provide examples of where
fractions are used. [C, CN, PS, R, V]

20 days

Grade 4 Math

Long Range Planning

formative quiz
Summative Assessments: Worksheets, end-of-unit test

DECIMALS
Binder of worksheets, quizzes, review from Mrs. Baron.
Bringing Math Alive! resource
Remember and to describe decimal, not point (ie, 2.6 is two and six
tenths, not two point six)
Decimals using Base 10 blocks; money; rounding decimals; estimating;
mental math; making change; adding to tenths and hundredths;
subtraction to tenths and hundredths; addition and subtractions; review

Assessments:
Formative Assessments: Whiteboards, Mathletics, Worksheets, Games, Mid-unit
formative quiz
Summative Assessments: Worksheets, end-of-unit test

GRAPHING
Binder of worksheets and exemplars provided by Mrs Baron
Include pictographs and bar graphs, compare the two, make our own;
sample things from around the classroom or school to graph
Assessments:
Formative Assessments: Whiteboards, Mathletics, Worksheets, Games, Mid-unit
formative quiz
Summative Assessments: Worksheets, end-of-unit test

9. Represent and describe


decimals (tenths and hundredths),
concretely, pictorially and
symbolically. [C, CN, R, V]
10. Relate decimals to fractions
and fractions to decimals (to
hundredths).
[C, CN, R, V]
11. Demonstrate an
understanding of addition and
subtraction of decimals (limited to
hundredths) by:
using personal strategies to
determine sums and differences
estimating sums and differences
using mental mathematics
strategies to solve problems.
[C, ME, PS, R, V]
STATISTICS AND PROBABILITY
(Data Analysis)
General Outcome
Collect, display and analyze data
to solve problems.

Specific Outcomes
1. Demonstrate an understanding
of many-to-one correspondence.
[C, R, T, V]

17 days

10 days

Grade 4 Math

Long Range Planning


[ICT: C62.2, C62.3]
2. Construct and interpret
pictographs and bar graphs
involving many-to-one
correspondence to draw
conclusions.
[C, PS, R, V]