• Grade 4 Description


    Instructional time for grade four has 9 areas of focus. By the end of 4th grader students will have had the opportunity to develop understanding of place value up to the millions. Students will also develop understanding of addition and subtraction of larger numbers. Concepts of time will be reviewed as well.  Students will expand their understanding of multiplication and division to include multi-digit numbers as factors, dividends, and quotients. Students will analyze and classify figures based on their geometric properties, measuring angles, and evaluate position of figures. Learners will analyze and create graphs. Additionally, instruction will focus of various concepts of fractions, including fraction equivalency and computation with fractions and whole numbers.  Learners will also further their knowledge of decimals and measurement.
     

    Grade 4 Units of Study

Supporting Documents and Homelinks

  • Math lessons often provide students with Home/Study Links, which promote follow-up and provide enrichment of the course material.  They also offer opportunities for you to become involved in your child’s math education.

Scope and Sequence

Instructional Shifts Emphasis Guide

SAP Content Focus Cluster

PA Common Core Crosswalk

Grade 4 Formula Sheet

Teacher Additional Resources

PSSA Item Sampler

Studylinks Unit 1

Studylinks Unit 2

Studylinks Unit 3

Studylinks Unit 4

Studylinks Unit 5

Studylinks Unit 6

Studylinks Unit 7

Studylinks Unit 8

  • Grade 4 Routines


    Math routines are an integral part of the curriculum. Having students execute these routines on a regular basis will improve their Depth of Knowledge. Students will have the opportunity to build their conceptual knowledge by using a variety of manipulative materials (such as Base-10 blocks). Students will also build fluency through regular practice with math facts. Finally, the application of the knowledge that students have gained will be practiced and evaluated by completing various activities, such as solving word problems.
     
    During the study of Units 1 and 2, students will regularly review basic addition and subtraction facts. Students will be provided with fact triangles for practice. Additionally, students will complete timed Addition/Subtraction Facts tests.   This routine will continue until 75% of students complete the assessment with a minimum of 90% accuracy. As part of the routines of subsequent units, students will regularly complete Multiplication Facts Tests, to the same standard as described above.
     
    The daily routines will be based on 5 components: Mental Math, Math Message, Instruction, completion of RSA’s, and Games. “Mental Math” generally involves computation of basic and extended addition, subtraction, multiplication and division facts. The “Math Message” serves as a springboard for the day’s instruction. It is typically a word problem that is intended to generate class discussion. “Instruction” involves the practices of developing conceptual knowledge, building fluency, or the application of learned concepts to different situations. Teachers will evaluate students’ understanding through the students’ completion of “RSA’s” (Recognizing Student Achievement). Classes are expected to demonstrate a minimum of 75% mastery. If fewer students show mastery, the concepts being studied are to be revisited.  Students will also have the opportunity to regularly play “Games”, to reinforce areas of study. Routines for games, such as which students should play together, how to ask for assistance if needed, and clean-up are established by the instructor.