New York State Common Core Math Grade 4 Module 5 Guided Notes
Chris Lasher
10 Followers
Grade Levels
3rd - 4th
Subjects
Resource Type
Standards
CCSS3.MD.B.4
CCSS4.MD.B.4
CCSS4.OA.C.5
CCSS3.NF.A.1
CCSS3.NF.A.2
Formats Included
- Word Document File
Pages
153 pages
Chris Lasher
10 Followers
Description
What's missing from the New York State Common Core Mathematics Modules? Guided notes aligned with each module lesson! Guided notes create a link between school and home, which is essential due to the changes in Common Core from a focus on algorithms to a deeper understanding of the reasons behind the mathematical processes. These notes help your students in the classroom attentively progress with you through the module lessons with a gradual release of responsibility. Thus, creating an example for parents to reference when supporting their children at home. Not only will these notes help you with instruction, but it will also alleviate daily questions from parents who are confused about how to support their child in math. This is Module 5 of 7. Be sure to get the guided notes I have created for all of the modules!
Total Pages
153 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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Standards
to see state-specific standards (only available in the US).
CCSS3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
CCSS4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
CCSS4.OA.C.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.
CCSS3.NF.A.1
Understand a fraction 1/𝘣 as the quantity formed by 1 part when a whole is partitioned into 𝘣 equal parts; understand a fraction 𝘢/𝑏 as the quantity formed by 𝘢 parts of size 1/𝘣.
CCSS3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
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