Grade 4 Mathematics weekly lessons

Suggested weekly sequencing of competencies for lesson pacing.

Mathematics

Term 1

10 weekly groups
Week1Lesson plan
  1. Illustrate different angles (right, acute, and obtuse) using models.
  2. Measure and draw angles using a protractor.
Week2Lesson plan
  1. Draw and state the properties of triangles and quadrilaterals.
Week3Lesson plan
  1. Classify triangles and quadrilaterals according to sides and angles.
  2. Differentiate different quadrilaterals.
Week4Lesson plan
  1. Find the perimeter of quadrilaterals that are not squares or rectangles.
  2. Find the perimeter of composite figures composed of triangles and quadrilaterals.
Week5Lesson plan
  1. Read and write numbers up to 1 000 000 in numerals and in words.
  2. Determine: a. the place value of a digit in a 6-digit number; b. the value of a digit; c. the digit of number, given its place value.
Week6Lesson plan
  1. Compare numbers up to 1 000 000 using =, < and >.
  2. Round numbers to the nearest hundred thousand.
  3. Estimate the sum and difference of two 5- to 6-digit numbers by rounding the addends to the nearest large place value of the numbers.
Week7Lesson plan
  1. Add numbers with sums up to 1 000 000 and subtracts numbers where both numbers are less than 1 000 000, with and without regrouping.
  2. Multiply two numbers with and without regrouping: a. 3- to 4-digit numbers by a 1-digit number; b. 2- to 3-digit numbers by 2-digit numbers, with products up to 1 000 000.
  3. Estimate the result of multiplying two numbers where the product is less than 1 000 000.
Week8Lesson plan
  1. Add numbers with sums up to 1 000 000 and subtracts numbers where both numbers are less than 1 000 000, with and without regrouping.
  2. Multiply two numbers with and without regrouping: a. 3- to 4-digit numbers by a 1-digit number; b. 2- to 3-digit numbers by 2-digit numbers, with products up to 1 000 000.
  3. Estimate the result of multiplying two numbers where the product is less than 1 000 000.
Week9Lesson plan
  1. Solve multi-step problems involving one or more of the four operations with results of calculations up to 1 000 000, including problems involving money.
  2. Divide two numbers with and without regrouping: a. 3- to 4-digit numbers by 1-digit numbers; b. 2- to 3-digit numbers by 2-digit numbers.
  3. Estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors, by first estimating the dividends and divisors using multiples of 10.
Week10Lesson plan
  1. Solve multi-step problems involving one or more of the four operations with results of calculations up to 1 000 000, including problems involving money.
  2. Divide two numbers with and without regrouping: a. 3- to 4-digit numbers by 1-digit numbers; b. 2- to 3-digit numbers by 2-digit numbers.
  3. Estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors, by first estimating the dividends and divisors using multiples of 10.

Term 2

10 weekly groups
Week1Lesson plan
  1. Represent situations involving one or more of the four operations using a number sentence.
  2. Perform two or more different operations by applying the MDAS rules.
Week2Lesson plan
  1. Represent situations involving one or more of the four operations using a number sentence.
  2. Perform two or more different operations by applying the MDAS rules.
Week3Lesson plan
  1. Convert common units of measure from larger to smaller units, and vice versa: a. meter and centimeter; b. kilometer and meter; c. kilogram and gram; d. gram and milligram; e. liter and milliliter.
  2. Convert time measures from smaller to larger units, and vice versa: a. seconds to minutes; b. minutes to hours; c. hours to days; d. days to weeks; e. weeks to months; f. months to years.
Week4Lesson plan
  1. Solve problems involving conversion of units of length, mass, capacity, and time, including problems involving elapsed time in hours and minutes.
Week5Lesson plan
  1. Identify proper fractions, improper fractions, and mixed numbers.
  2. Rewrite improper fractions into mixed numbers, and vice versa.
  3. Plot fraction (proper fractions, improper fractions, and mixed numbers) with denominators 2, 4, 5, and 10 on the number line.
Week6Lesson plan
  1. Add and subtract similar fractions: a. two proper fractions; b. two mixed numbers; c. a mixed number and a proper fraction; d. a whole number and a proper fraction; e. a whole number and a mixed number.
Week7Lesson plan
  1. Represent dissimilar fractions, with denominators up to 10, using models.
  2. Compare dissimilar fractions using the symbols =, >, and <.
Week8Lesson plan
  1. Order dissimilar fractions from smallest to largest, and vice versa.
  2. Generate equivalent fractions using models.
Week9Lesson plan
  1. Determine equivalent fractions.
  2. Identify the multiples of given numbers up to 100.
  3. Find all the factors of a given number up to 100.
  4. Reduce fractions to simplest form.
Week10Lesson plan
  1. Determine equivalent fractions.
  2. Identify the multiples of given numbers up to 100.
  3. Find all the factors of a given number up to 100.
  4. Reduce fractions to simplest form.

Term 3

10 weekly groups
Week1Lesson plan
  1. Add and subtract dissimilar fractions using models.
Week2Lesson plan
  1. Add and subtract dissimilar fractions: a. two proper fractions; b. two mixed numbers; c. a mixed number and a proper fraction; d. a whole number and a proper fraction; e. a whole number and a mixed number.
Week3Lesson plan
  1. Solve multi-step problems involving addition and/or subtraction of fractions.
Week4Lesson plan
  1. Identify symmetry with respect to a line.
  2. Complete a figure that is symmetric with respect to a line.
  3. Draws the image of an object after applying reflection with respect to a line, including glide reflection.
Week5Lesson plan
  1. Collect data with time element using appropriate sources.
  2. Present data in a tabular form, or in a single line graph.
Week6Lesson plan
  1. Interpret data presented in a tabular form, or in a single line graph.
  2. Solve problems using data for at most two variables in a tabular form, or in a single line graph.
Week7Lesson plan
  1. Describe the rule used to generate a given simple pattern.
  2. Complete a number sentence: a. to represent a property of operations (e.g., 4 + 3 = 3 + __) (commutative property of addition); b. to represent equivalent number facts (e.g., 4 + __ = 6 + 3).
  3. Represent decimal numbers using models and manipulatives to show the relationship to fractions.
  4. Read and write decimal numbers with decimal parts to hundredths.
Week8Lesson plan
  1. Describe the rule used to generate a given simple pattern.
  2. Complete a number sentence: a. to represent a property of operations (e.g., 4 + 3 = 3 + __) (commutative property of addition); b. to represent equivalent number facts (e.g., 4 + __ = 6 + 3).
  3. Represent decimal numbers using models and manipulatives to show the relationship to fractions.
  4. Read and write decimal numbers with decimal parts to hundredths.
Week9Lesson plan
  1. Determine: a. the place value to hundredths of a digit in a given decimal number; b. the value of a digit; c. the digit of number, given its place value.
  2. Convert decimal numbers to fractions, and fractions with denominators 10 or 100 to decimals.
  3. Plot decimal numbers with tenth decimal part on the number line.
  4. Compare and order decimal numbers with decimal parts to hundredths.
  5. Round decimal numbers to the nearest whole number and to the nearest tenth.
Week10Lesson plan
  1. Determine: a. the place value to hundredths of a digit in a given decimal number; b. the value of a digit; c. the digit of number, given its place value.
  2. Convert decimal numbers to fractions, and fractions with denominators 10 or 100 to decimals.
  3. Plot decimal numbers with tenth decimal part on the number line.
  4. Compare and order decimal numbers with decimal parts to hundredths.
  5. Round decimal numbers to the nearest whole number and to the nearest tenth.