Grade 4

July 2014

Archdiocese of Newark Catholic Schools

Curriculum Mapping

Curriculum mapping is a process that helps schools and districts/dioceses determine the “agreed-upon” learning for all students. Curriculum

mapping was undertaken in the Archdiocese of Newark in order to ensure that a consistent, clearly articulated curriculum infused with Gospel values

is being provided to all students in our schools. The curriculum maps for the Catholic schools of the Archdiocese of Newark identify the content to be

taught and skills to be mastered at each grade level.

The expertise and experience of the educators within our schools is the main source for determining the content and skills students will be expected

to master. The Archdiocesan curriculum maps are developed through a collaborative process which involves individual teacher contributions, small

group sessions and larger group meetings. Relevant educational standards, including those proposed by content area experts, the New Jersey Core

Curriculum Content Standards, and the Common Core State Standards, are used as a resource in the curriculum mapping process. The resulting

consensus maps reflect the collective thinking of classroom teachers based on their observation of student learning and their knowledge of

educational practice and research. The Archdiocesan curriculum maps include teacher generated ideas for the infusion of Gospel values and faith

connection activities.

While the curriculum maps clearly articulate the expected learning for all students, individual teachers have the flexibility to teach the content and

skills in their own manner by:

utilizing their own particular strengths and teaching style

addressing the varying learning needs of their students

determining the order in which the content and skills are presented within a marking period

including additional content and skills once students have met the learning expectations identified in the curriculum map

Administrators at all levels will maintain the responsibility to ensure that teachers are following the curriculum maps and that appropriate teaching is

being conducted. This will be done through a combination of classroom observations, faculty meetings, professional development opportunities and

teacher evaluations, as well as by using various measurement tools, including but not limited to in-class and standardized testing. The Archdiocesan

curriculum maps will help ensure the academic excellence that is integral to the mission of our Catholic schools and will provide educators and

parents with a clear understanding of the learning expectations at each grade level.

Grade 4 7/2014

Page 1

Archdiocese of Newark Catholic Schools

Curriculum Map for Mathematics

Grade 4 First Trimester: September-November

Standards Content Skills Assessment Gospel Values & Faith Connections

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. 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.S1 Locate, order, and compare

whole numbers on a number line.

4.NF.7 Compare two decimals to

hundredths by reasoning about their size.

Recognize that comparisons are valid

only when the two decimals refer to the

same whole. Record the results of

comparisons with the symbols >, =, or

Grade 4 7/2014

Page 2

Archdiocese of Newark Catholic Schools

Curriculum Map for Mathematics

Grade 4 First Trimester: September-November

Standards Content Skills Assessment Gospel Values & Faith Connections

4.OA.3 Solve multi-step 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.NBT.4 Fluently add and subtract multi-

digit whole numbers using the standard

algorithm.

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.

Addition:

Millions –

Thousandths

Utilize addition properties

and strategies:

Commutative

Associative

Identity

Demonstrate fluency with

math facts of addition.

Apply place value rules

when aligning equations

involving multi-digit

addends.

Compute addition with and

without regrouping.

Student created word

problems

Problem of the Day

Online Math Programs

Calculate costs of

purchasing the items

needed to prepare a meal

for a family in need.

Grade 4 7/2014

Page 3

Archdiocese of Newark Catholic Schools

Curriculum Map for Mathematics

Grade 4 First Trimester: September-November

Standards Content Skills Assessment Gospel Values & Faith Connections

Subtraction;

Millions –

Thousandths

Recognize patterns and

functions within a series of

numbers and/or equations.

Utilize subtraction

properties and strategies.

Demonstrate fluency with

math facts of subtraction.

Apply place value rules

when aligning equations

involving multi-digit

minuends and subtrahends.

Compute subtraction with

and without regrouping.

Grade 4 7/2014

Page 4

Archdiocese of Newark Catholic Schools

Curriculum Map for Mathematics

Grade 4 First Trimester: September-November

Standards Content Skills Assessment Gospel Values & Faith Connections

4.OA.1 Interpret a multiplication

equation as a comparison (e.g., interpret

35 = 5 × 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.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.

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.

All students will gain familiarity with

factors and multiples.

Multiplication

Utilize multiplication

properties and strategies:

Commutative

Associate

Identity

Zero

Distributive

Demonstrate fluency within

math facts of multiplication

with factors of 0 – 12.

Create models and arrays to

find products.

Recognize patterns and

functions within a series of

numbers and/or equations.

Solve multiplication

problems with various

strategies.

Apply place value rules

when multiplying multi-

digit numbers.

Grade 4 7/2014

Page 5

Archdiocese of Newark Catholic Schools

Curriculum Map for Mathematics

Grade 4 First Trimester: September-November

Standards Content Skills Assessment Gospel Values & Faith Connections

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.