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Syllabus for Third Quarter

Fourth Grade


This is a syllabus of all standards that will be taught in each subject over the nine week period of third quarter. I included the standard numbers so that you can type in the standard, subject, and grade level to gain information throughout the quarter to help your child keep up and to review. This can also help you understand what we are doing in the classroom each week. Spelling and vocabulary test will be posted on monthly calendars, but all other test will be recorded in your child’s planner by the student.




(4-NF.5)  Fractions with denominators of 10 equivalent to denominators of 100, add/subtract these (partition into 10 equal parts, connect to $1, 10 cents, 1 cent)

(4-NF.6) Write fractions with denominators of 10 and 100 as decimals

(4-NF.7) Compare decimals to hundredths by reasoning about size

(4-OA1) Readdressed to include multiplication of fractions and apply the understanding of “times as much”.

(4-NF.4a) This standard builds on students’ work of adding fractions and extending that work into multiplication. (unit fraction)

 Example: 3/6 = 1/6 + 1/6 + 1/6 = 3 x (1/6)

(4-NF.4b) This standard extends the idea of multiplication as repeated addition. For example, 3 x (2/5) = 2/5 + 2/5 + 2/5 = 6/5 = 6 x (1/5). Students are expected to use and create visual fraction models to multiply a whole number by a fraction

(4-NF.4c) Solve word problems with multiplying fractions by whole numbers

(4-NF3d) Solve word problems with fractions (add/subtract with like denominators)

(4MD.2) Word problems with distance, time, volume, money (whole, fractions and decimals)

(4-OA.2) Multiply/divide word problems, examine role of factors in different situations – all problem types – WHOLE NUMBERS ONLY; examine remainders in different types.

(4-OA.3) Multi-step problems with whole numbers (include rounding) –3 steps, any +/- and medium mult/div.

(4-NBT.5) Multiply 2 digits by 2 digits (using open area arrays, groups of, partial products)

(4-NBT.6) Divide 2, 3, and 4 digits by 1 digit (connect to multiplication); types – number of groups, size of group, examine remainders

(4-OA.1) Multiplicative comparison applied in 4.MD.1

Example: 1 ft. is 12 times as long as 1 inch

(4-MD.1) Multiplicative comparison with measurement; students need ample opportunities to become familiar with these new units of measure and explore the patterns and relationships in conversion tables that they create.

(4-MD.3) Apply area/perimeter formula in real-life situations.

(4-MD.2) Word problems with distance, time, volume, and money (whole numbers, fractions and decimals

(4-OA.5) Number patterns for a rule.




(RL.4.1) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

(RL.4.6) Compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations

(RI.4.1) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

(RI.4.3) Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

(RI.4.8) Explain how an author uses reasons and evidence to support particular points in a text.

(RI.4.5) Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text.




Standard 1: Use evidence to explain the relationship of the speed of an object to the energy of that object.

Standard 2: Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

Standard 3: Investigate to determine changes in energy resulting from increases or decreases in speed that occur when objects collide.

Standard 4: Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).

Standard 5: Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining)

Standard 6: Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

Standard 7: Develop and use models to show multiple solutions in which patterns are used to transfer information (e.g., using a grid of 1s and 0s representing black and white to send information about a picture, using drums to send coded information through sound waves, using Morse code to send a message).

Standard 8: Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.


Social Studies:


ACOS 7: Explain reasons for Alabama’s secession from the Union, including sectionalism, slavery, states’ rights, and economic disagreements. • Identifying Alabama’s role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders • Recognizing Montgomery as the first capital of the Confederacy • Interpreting the Articles of the Confederation and the Gettysburg Address

ACOS 8: Explain Alabama’s economic and military role during the Civil War. Examples: economic—production of iron products, munitions, textiles, and ships; military—provision of military supplies through the Port of Mobile, provision of an armament center at Selma · Recognizing military leaders from Alabama during the Civil War · Comparing roles of women on the home front and the battlefront during and after the Civil War · Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates.

ACOS 9: Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups. Examples: political—military rule, presence of Freedmen’s Bureau, Alabama’s re-admittance to the Union, economic—sharecropping, tenant farming, scarcity of goods and money · Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States · Identifying African Americans who had an impact on Alabama during Reconstruction in Alabama · Identifying major political parties in Alabama during Reconstruction

ACOS 10: Analyze social and educational changes during the late nineteenth and early twentieth centuries for their impact on Alabama. · Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism · Explaining the Jim Crow laws · Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries



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