Fourth - Math

Priority Standards Link to this section

What students will know, what students will do, and what thinking skills students will develop to apply and transfer mathematical understandings that endure within the discipline, leverage deeper understandings, and/or support readiness for success at the next grade level.

In Fourth Grade focus on these critical areas:

Instruction: Signature Elements Link to this section

Below are signature elements of SFUSD Math instruction that students should experience regularly throughout Kindergarten as they develop as mathematicians.

Materials

Below are items you should have to support your students' Math instruction. If you are missing anything from the list, please first contact your site administrator or designated support. If they are unable to resolve the issue promptly, please contact your site’s liaison from the SFUSD Math Team.

SFUSD Math Student Classwork and Homework booklets are centrally printed and provided by the SFUSD Math Department; the booklets are printed in English, Spanish, and Chinese. Here are PDFs for 4th Grade  Student Pages (Grade 4) and 4th/5th Combination Grade Student Pages (Grade 4-5).

Manipulatives have been provided to each site and should remain with the classroom.  Here is a linked list Full SFUSD Math Manipulative List (3_20).pdf of manipulatives for each grade Pre-Kindergarten through Grade 5.

Units

Unit Design

SFUSD units are designed around four tasks. These tasks offer all students opportunities to engage in meaningful and rigorous mathematics that allow for the development of the Standards for Mathematical Practice. They give information about how students are learning the core concepts and skills of the unit.

All tasks are used for formative assessment—gathering information about what students know and are able to do—but they are not tests. The Entry, Apprentice, and Expert Tasks allow for student collaboration and individual accountability without being graded based on an expectation of mastery. The Milestone Task can be used as an individual assessment for grading students.

Curriculum
  1. Entry Task: What do you already know?
  2. Apprentice Task: What sense are you making of what you are learning?
  3. Expert Task: How can you apply what you have learned so far to a new situation?
  4. Milestone Task: Did you learn what was expected of you from this unit?

 

Units

  Unit Description   Orientation

Unit 4.0: Introduction

Priorities

Slide Deck English/Spanish

The first week of school is focused on setting up the classroom culture for the year and developing routines that support the development of the Standards for Mathematical Practice. You will get to know your students, and students will get to know themselves as math learners.

Unit 4.0 Orientation

Unit 4.1: Structure of Whole Numbers

Priorities

Slide Deck English/Spanish

The base-10 place value number system is an efficient way to represent numbers in writing and allows for use of efficient algorithms when adding or subtracting large numbers.  Unit 4.1 Orientation

Unit 4.2: Whole Number Multiplication

Priorities

Slide Deck English/Spanish

Multiplicative comparison describes how many times as much or as many one number is when compared to another. Unit 4.2 Orientation

Unit 4.3: Whole Number Division

Priorities

Slide Deck English/Spanish

Multiplication and division are inverse operations that can be represented with a variety of models that depend on how the context is being interpreted. Unit 4.3 Orientation

Unit 4.4: Decimal Numbers

Priorities

Slide Deck English/Spanish

One whole can be partitioned into tenths and hundredths and expressed in decimal or fraction form. These decimals and fractions can be compared to each other as well as used to solve real-world problems. Unit 4.4 Orientation

Unit 4.5: Fractions

 

Priorities

Slide Deck English/Spanish

 

Fractions are composed of smaller units that can be added, subtracted, and multiplied by joining or separating them. Unit 4.5 Orientation

Unit 4.6: Factors & Multiples

 

Priorities

Slide Deck English/Spanish

 

Numbers can be classified as prime or composite and can be expressed as a product of their factors or as a factor of their multiples. Unit 4.6 Orientation

Unit 4.7: Measurement

Priorities

Slide Deck English/Spanish

Measurement is a comparison of an attribute of something to a predetermined unit that has the same attribute, such as length to length or weight to weight. Measurement units can be decomposed into smaller units of equal size and used interchangeably. Unit 4.7 Orientation

Unit 4.8: Polygons

Priorities

Slide Deck English/Spanish

Polygons can be classified by attributes such as the presence or absence of parallel and perpendicular lines, angle measures, and lines of symmetry. Unit 4.8 Orientation

Unit 4.9: Number & Shape Patterns

Priorities

Slide Deck English/Spanish

A pattern has a core that repeats in predictable ways and can be generalized mathematically. Unit 4.9 Orientation

 

Lesson Structure and Core Math

LAUNCH

The launch of a lesson or task is a brief hook that might relate to previous learning, establish an inquiry question, or connect to real-world situations or interests. It will also support students to understand what is being asked of them, which may include guidance on the use of materials such as manipulatives. 

Key Questions

How can you connect to students' interests/lives (hook)?
How will you make sure all students have access and rigor?

EXPLORE

During the explore part of a lesson or task, students carry the cognitive load. They are experimenting together with number and shape to develop, deepen, or secure their mathematical understandings. They represent their thinking with numbers, pictures, words, and visual representations such as ten frames or number lines. They are talking throughout this part of the lesson, and building on each other’s ideas and questions. The explore often includes a math game.

Key Questions

What are students doing? What work do you want to highlight?

What does their work show about what they understand?

What language are the students using to describe their work?

SUMMARIZE

During the summarize part of a lesson or task, the teacher facilitates a conversation where students share what they have learned related to the core math. They notice and name similarities, differences, or connections across several different pieces of math work. A summary often, but not always, includes routines for consolidation of learning, such as a gallery walk or individual reflection in a notebook.

Key Questions

How will you sequence the work to elicit peer-to-peer academic discourse? 

What questions or prompts might you use? 

How will you connect different pieces of work to each other?

How will you connect the work to the core math?

 

Planning Guide

4th Grade Planning Calendar
4th/5th Grade Planning Calendar

This calendar is intended as an instructional guide to help with year-long planning. There is no expectation that you teach a particular lesson on a particular day. Each unit is set within a “window” of time that gives you some flexibility.

Reflection Questions Link to this section

  1. How are students' developmental needs, communities, and experiences being reflected and honored, or how could they be?
  2. What opportunities do you see for developing equitable access & demand, inquiry, collaboration, and assessment for learning?
  3. What are the implications for your own practice? What strengths can you build upon? What will you do first?

Want More?

Standards

More Resources

 

Contact the Math Team:

This page was last updated on May 18, 2023