MATH: MAFS.4.G.1.1 4.NBT.1.1 4.NBT.1.2
– Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular/parallel lines. Identify
these in two-dimensional figures.
– Recognize that in a multi-digit whole number, a digit in the ones 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.
– 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 the symbols: >, <, or = to record
the results of comparisons.
SCIENCE: SC.4.N.1.1 SC.4.N.1.3 SC.4.N.2.1
– Raise questions about the natural world, use appropriate reference materials that support understanding to obtain
information (identifying the source), conduct both individual and team investigations through free exploration and
systematic investigations and generate appropriate explanations based on those explanations.
– Explain that Science does not always follow a rigidly defined method (the scientific method) but that Science does
involve the use of observations and empirical evidence.
– Explain that Science focuses solely on the natural world.
– Recognize that Science involves creativity in designing experiments.
THE STUDENTS WILL:
-Draw points, lines, line segments, rays, right angles (exactly 90 degrees), acute angles (les than 90 degrees), obtuse
angles (greater than 90 degrees and less than 180 degrees), parallel lines, and perpendicular lines.
– Identify points, lines, line segments, rays, angles (right, acute, obtuse), parallel/perpendicular lines in two-
**Students will make geometric distinctions about angles without measuring or mentioning degrees. Angles should be
classified in comparison to right angles (greater than a right angle or less than a right angle).
– Demonstrate with models that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right.
– Explain that a digit in one place is worth ten times what it represents in the place to its right.
– Read and write multi-digit numbers through 1,000,000 in base-ten numerals, number names, and expanded form.
– Compare two multi-digit numbers to 1,000,000 using place value and record the comparison numerically using the
following symbols: >, <, or =.
** Special attention will be focused on numbers between 1,000 and 1,000,000 in grade 4.
– Set up a science lab book that will be used all year by students.
– Make inferences based on observations.
– Distinguish observations from inferences.
– Communicate observations and inferences with others in the classroom.
– Critique each other's findings through discussions.
– Record observations of an object and/or event in a Science notebook using a variety of data collection tools (e.g.
diagrams, charts, graphs).
– Generate a student-driven list of testable questions about the world that can be answered through observation and
– Research topics related to the questions they generate (e.g. internet, leveled readers, non-fiction resources,
newspaper, etc.) based on research.
– Investigate student-generated questions individually or in teams, through free exploration, experimentation
(scientific method), or other types of investigations using appropriate Science tools.
– Form conclusions based on data obtained during investigations.
– Identify any flaws in the experimental design that may have affected the outcome.
Geometry activities/ definition matching
Chapter 1, Lesson 1 and 2 in My Math Book- “Place Value”
Set up Science Lab Book
“What is Science” power point
“Geometry” power point
Science matching game- vocabulary
Types of Science
Activity: Observation vs Inference
Scientific Method: Forming Testable Questions
IXL (4th grade Math) V3, V4, V5, Y1, A1, A2, A3
Generation Genius: “What is Science?” with Genius Challenge questions
Brainpop: “Scientific Method” and “Scientific Process”