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Pacing Guides 

Fourth Grade Social Studies Pacing Guide

First Nine Weeks

United States Studies to 1865

Standard 4-1:   The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World.

Indicators

 

4-1.1       Summarize the spread of Native American populations using the Landbridge Theory.

 

4-1.2       Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including the Eastern Woodlands, the Plains, the Southwest, the Great Basin, and the Pacific Northwest.

 

4-1.3       Explain the political, economic, and technological factors that led to the exploration of the new world by Spain, Portugal, France, the Netherlands, and England, including the competition between nations, the expansion of international trade, and the technological advances in shipbuilding and navigation.

 

4-1.4       Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle.

 

Science

Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

4-1.1       Classify observations as either quantitative or qualitative.

4-1.2       Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations.

4-1.3       Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained).

4-1.4       Distinguish among observations, predictions, and inferences.

4-1.5       Recognize the correct placement of variables on a line graph.

4-1.6       Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations.

4-1.7       Use appropriate safety procedures when conducting investigations.

 

Weather

 

Standard 4-4: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)

 

4-4.1       Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff).

4-4.2       Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form.

4-4.3       Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.

4-4.4       Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns.

4-4.5       Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments.

4-4.6       Predict weather from data collected through observation and measurements.

 

4th Grade Mathematics Pacing Guide 2014-2015

 

1st Nine Weeks

 

4.OA.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.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.

4.NBT.1

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

4.NBT.2

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.3

Use place value understanding to round multi-digit whole numbers to any place.

4.NBT.4

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4.NBT.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.

 

Embedded Standards – 1st Nine Weeks

 

 

4.OA.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.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.OA.5

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.