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INFANT JESUS ACADEMY

Pilar Village, City of San Fernando (P)

GRADE SCHOOL DEPARTMENT


S.Y. 2019 – 2020

CURRICULUM MAP
MATH 4

FIRST QUARTER: Place Value, Rounding and Algorithms for


TIME ALLOTMENT: 15 days
Addition and Subtraction
Content Standard: The students are able to demonstrate understanding of place value and decimal fraction.
Performance The students are able to compare values of numbers based on their place values; decimals and fractions as ways in representing a
Standard: part of a whole.
Time
Formation Assessment Vision / Mission
Fram Content Learning Competencies Resources
Standard Activities Integration
e
15 -Place -Relate the -Solve multistep word  Work text exercises 21st Century Learner PHOENIX MATH  Innovative
DAYS value of strategy to a problems posed with  Quizzes https://learnzillion.com/common_  Change is
multi digit written whole numbers and  Choral Response core/math/5 the only
whole method and having whole-number  Pair work and https://www.illustrativemathemat constant
numbers - explain the answers using the four Group work ics.org/content-standards/5/NF in life.
Comparing reasoning operations -Interpret  Oral Questioning http://www.free- Becoming
multi digit used - problems with  Recitations testonline.com/ccss/grade5/grade5_fr useful
whole Convert remainders  Differentiated actions.html citizens to
numbers - among -Represent these activities based on http://www.k5mathteachingresources.co change
Rounding different- problems using equations multiple m/5thgrade-number-activities.html for the
multi digit sized with a letter standing for intelligences better.
whole standard the unknown quantity Performance task Likewise in
numbers - measuremen -Assess the our
Multi digit t units within reasonableness of society,
whole a given answers using mental home,
number measuremen computation and school,
addition - t system -Use estimation strategies etc.
Multi digit these including rounding
whole conversions -Recognize that in a
number in solving multi-digit whole number,
subtraction multistep, a digit in one place
addition real world represents ten times what
and problems it represents in the place
subtraction to its right
word -Read and write multi-
problems 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
-Use place value
understanding to round
multi-digit whole numbers
to any place
-Fluently add and
subtract multi-digit whole
numbers using the
standard algorithm.

Unit Conversions TIME ALLOTMENT: 10 days

Content Standard: The students are able to identify accurate unit of measurement of a given material.

Performance Standard: The students are able convert a unit to another.


Time Assessment Vision / Mission
Content Formation Standard Learning Competencies Resources
Frame Activities Integration
10 -Metric unit -Relate the strategy -Know relative sizes of  Worktext exercises 21st  Independent
DAYS conversions to a written method measurement units within one  Quizzes Century  Accuracy
-Application of and explain the system of units  Choral Response Learner and
metric unit reasoning used -Within a single system of  Pair work and Group work PHOENIX reliability
conversions measurement, express  Oral Questioning MATH
-Convert among measurements in a larger unit in  Recitations
different-sized terms of a smaller unit  Differentiated activities
standard -Record measurement based on multiple
measurement units equivalents in a two intelligences
within a given column table  Performance task
measurement system -Use the four operations to solve
word problems involving
distances, intervals of time, liquid
volumes, masses of objects, and
money, including problems
involving simple fractions or
decimals
-Solve problems that require
expressing measurements given
in a larger unit in terms of a
smaller unit
-Represent measurement
quantities using diagrams such
as number line diagrams that
feature a measurement scale

SECOND QUARTER: Multi Digit Multiplication and Division TIME ALLOTMENT: 10 days

Content Standard: The students demonstrate understanding of the concept of multiplication and division.

Performance Standard: The students are able to multiply or divide considering their kinds.
Time Learning Assessment/ Vision / Mission
Content Formation Standard Resources
Frame Competencies Activities Integration
10 - -Multiplicative -Assess the -Interpret a  Worktext exercises 21st Century  Independent
DAYS comparison reasonableness of multiplication  Quizzes Learner PHOENIX  Innovative
word problems - answers using mental equation as a  Choral Response MATH
Multiplication by computation and comparison  Pair work and Group work
10, 100, 1000 - estimation strategies -Represent verbal  Oral Questioning
Multiplication of including rounding statements of  Recitations
up to four digits multiplicative
by a singledigit comparisons as
number - multiplication  Differentiated activities
Multiplication equations based on multiple
word problems -Multiply or divide to intelligences
division of tens solve word problems  Performance task
and ones with involving
successive multiplicative
remainders - comparison
Reasoning with -Solve multistep word
divisibility - problems posed with
Division of whole numbers and
thousands, having whole
hundreds, tens, -number answers
and ones - using the four
Multiplication of operations
twodigit by two- -Represent these
digit numbers problems using
equations with a letter
standing for the
unknown quantity
-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
THIRD QUARTER: Angle Measure and Plane Figures TIME ALLOTMENT: 15 days

Content Standard: The students are able to identify plane figures and angles.
Performance
The students are able to measure angles and plane figures using a protractor and estimation
Standard:
Time
Formation Learning Assessment/ Vision / Mission
Fram Content Resources
Standard Competencies Activities Integration
e
15 Lines and -Relate the -Recognize  Worktext 21st Century Learner PHOENIX MATH  Innovative
DAYS angles -Angle strategy to a angles as exercises
measurement written geometric  Quizzes EngageNY Gr 5 Mod 4
-Problem method and shapes that  Choral https://learnzillion.com/common_ core/math/5
solving with explain the are formed Response https://www.illustrativemathemat ics.org/content-
addition of reasoning whenever two  Pair work standards/5/NF https://www.illustrativemathemat
angle used rays share a and Group ics.org/content-standards/5/OA
measures - -Recognize a common work https://www.illustrativemathemat ics.org/content-
Two- line of endpoint, and  Oral standards/5/NBT https://www.illustrativemathemat
dimensional symmetry for understand Questioning ics.org/content-standards/5/MD www.free-
figures and a two- concepts of  Recitations testonline.com/ccss/grade5/grade5_fr actions.html
symmetry dimensional angle  Differentiate http://www.free-
figure as a measurement d activities testonline.com/ccss/grade5/grade5_b ase_ten.html
line across the -An angle is based on http://www.k5mathteachingresources.com/5thgrad
figure such measured with multiple e-number-activities.html
that the figure reference to a intelligences
can be circle with its  Performance
folded along center at the task
the line into common
matching endpoint of
parts the rays, by
considering
the fraction of
the circular arc
between the
points where
the two rays
intersect the
circle
-An angle that
turns through
1/360 of a
circle is called
a “one-degree
angle,” and
can be used
to measure
angles.
-An angle that
turns through n
one-degree
angles is said
to have an
angle measure
of n degrees -
Measure
angles in
whole-number
degrees using
a protractor.
Sketch angles
of specified
measure
-Recognize
angle measure
as additive -
Solve addition
and
subtraction
problems to
find unknown
angles on a
diagram in real
world and
mathematical
problems
-Draw points,
lines, line
segments,
rays, angles
(right, acute,
obtuse), and
perpendicular
and parallel
lines
-Classify two-
dimensional
figures based
on the
presence or
absence of
parallel or
perpendicular
lines, or the
presence or
absence of
angles of a
specified size -
Recognize
right triangles
as a category,
and identify
right triangles.
-Identify line-
symmetric
figures and
draw lines of
symmetry.
Fraction Equivalence, Ordering, and Operations TIME ALLOTMENT: 10 days

Content Standard: The students demonstrate understanding of the concept of fractions and its operations.
Performance
The students are able to operate fractions based on their kinds.
Standard:
Time
Formation Learning Assessment/ Vision / Mission
Fram Content Resources
Standard Competencies Activities Integration
e
10 - -Relate the -Generate a  Worktext 21st Century Learner PHOENIX MATH  Independene
DAYS Decompositio strategy to a number or exercises t
n of fraction written shape pattern  Quizzes EngageNY Gr 5 Mod 4
equivalence – method and that follows a  Choral https://learnzillion.com/common_ core/math/5
Fraction explain the given rule Response https://www.illustrativemathemat ics.org/content-
equivalence reasoning -Identify  Pair work standards/5/NF https://www.illustrativemathemat
using used – apparent and Group ics.org/content-standards/5/OA
multiplication Interpret a features of the work https://www.illustrativemathemat ics.org/content-
and division – fraction as pattern that  Oral standards/5/NBT https://www.illustrativemathemat
Fraction division of the were not Questioning ics.org/content-standards/5/MD www.free-
comparison numerator by explicit in the  Recitations testonline.com/ccss/grade5/grade5_fr actions.html
fraction the rule itself –  Differentiate http://www.free-
addition and denominator Explain why a d activities testonline.com/ccss/grade5/grade5_b ase_ten.html
subtraction – fraction a/b is based on http://www.k5mathteachingresources.com/5thgrad
Extending equivalent to multiple e-number-activities.html
fraction a fraction (n × intelligences
equivalence a)/(n × b) by  Performance
to fractions using visual task
greater than 1 fraction
–Addition and models
subtraction of -Use this
fractions by principle to
decompositio recognize and
n –Repeated generate
addition of equivalent
fractions as fractions.
multiplication -Compare
–Exploring a two fractions
fraction patter with different
numerators
and different
denominators
-Recognize
that
comparisons
are valid only
when the two
fractions refer
to the same
whole
-Record the
results of
comparisons
with symbols >,
=, or
-Add and
subtract mixed
numbers with
like
denominators
-Solve word
problems
involving
addition and
subtraction of
fractions
referring to the
same whole
and having
like
denominators
-Understand a
fraction a/b as
a multiple of
1/b. –
Understand a
multiple of a/b
as a multiple
of 1/b, and
use this
understanding
to multiply a
fraction by a
whole number
-Solve word
problems
involving
multiplication
of a fraction
by a whole
number, e.g.,
by using visual
fraction
models and
equations to
represent the
problem
-Make a line
plot to display
a data set of
measurements
in fractions of
a unit –Solve
problems
involving
addition and
subtraction of
fractions by
using
information
presented in
line plots
FOURTH QUARTER: Decimal Fractions TIME ALLOTMENT: 10 days

Content Standard: The students demonstrate understanding of the concept of decimal fractions.
Performance
The students are able to interpret and solve decimal fractions.
Standard:
Time
Formation Learning Assessment/ Vision / Mission
Fram Content Resources
Standard Competencies Activities Integration
e
10 -Exploration of -Relate the -Express a  Worktext 21st Century Learner PHOENIX MATH  Independent
DAYS tenths -Tenths strategy to a fraction with exercises
and written denominator  Quizzes EngageNY Gr 5 Mod 4
hundredths - method and 10 as an  Choral https://learnzillion.com/common_ core/math/5
Decimal explain the equivalent Response https://www.illustrativemathemat ics.org/content-
comparison - reasoning fraction with  Pair work standards/5/NF https://www.illustrativemathemat
Addition with used - denominator and Group ics.org/content-standards/5/OA
tenths and Interpret a 100 work https://www.illustrativemathemat ics.org/content-
hundredths - fraction as -Use this  Oral standards/5/NBT https://www.illustrativemathemat
Money division of the technique to Questioning ics.org/content-standards/5/MD www.free-
amounts as numerator by add two  Recitations testonline.com/ccss/grade5/grade5_fr actions.html
decimal the fractions with  Differentiate http://www.free-
numbers denominator respective d activities testonline.com/ccss/grade5/grade5_b ase_ten.html
denominators based on http://www.k5mathteachingresources.com/5thgrad
10 and 100 multiple e-number-activities.html
-Use decimal intelligences
notation for  Performance
fractions with task
denominators
10 or 100
-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
Exploring Multiplication TIME ALLOTMENT: 10 days

Content Standard: The students demonstrate understanding of the concept of multiplication.


Performance
The students are able to used multiplication as an easier way than adding the same numerals.
Standard:
Time
Formation Learning Assessment/ Vision / Mission
Fram Content Resources
Standard Competencies Activities Integration
e
10 -Measurement -Use the four -Interpret a  Worktext 21st Century Learner PHOENIX MATH  Independent
DAYS conversion operations to multiplication exercises
tables - solve word equation as a  Quizzes EngageNY Gr 5 Mod 4
Problem problems comparison  Choral https://learnzillion.com/common_ core/math/5
solving with involving -Represent Response https://www.illustrativemathemat ics.org/content-
measurement distances, verbal  Pair work standards/5/NF https://www.illustrativemathemat
-Investigation intervals of statements of and Group ics.org/content-standards/5/OA
of time, liquid multiplicative work https://www.illustrativemathemat ics.org/content-
measurements volumes, comparisons  Oral standards/5/NBT https://www.illustrativemathemat
expressed as masses of as Questioning ics.org/content-standards/5/MD www.free-
mixed objects, and multiplication  Recitations testonline.com/ccss/grade5/grade5_fr actions.html
numbers money, equations.  Differentiate http://www.free-
including -Multiply or d activities testonline.com/ccss/grade5/grade5_b ase_ten.html
problems divide to solve based on http://www.k5mathteachingresources.com/5thgrad
involving word problems multiple e-number-activities.html
simple involving intelligences
fractions or multiplicative  Performance
decimals, and comparison task
problems that -Solve multi-
require step word
expressing problems
measurement posed with
s given in a whole
larger unit in numbers and
terms of a having whole
smaller unit - number
Represent answers using
measurement the four
quantities operations,
using including
diagrams problems in
such as which
number line remainders
diagrams that must be
feature a interpreted -
measurement Represent
scale these
problems using
equations with
a letter
standing for
the unknown
quantity
-Assess the
reasonablenes
s of answers
using mental
computation
and estimation
strategies
including
rounding
-Know relative
sizes of
measurement
units within
one system of
units -Within a
single system
of
measurement,
express
measurements
in a larger unit
in terms of a
smaller unit.
-Record
measurement
equivalents in
a two column
table.

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