CURRICULUM MAP
MATH 4
Content Standard: The students are able to identify accurate unit of measurement of a given material.
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