“I Can” Statements 4 th Math 1 st Six Weeks

TNCore Focus Standards Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers. Dropped from the TCAP: SPI , SPI , SPI , SPI , SPI , SPI , SPI , SPI , SPI

1 st Six Weeks Pacing Guide (Combine lessons when appropriate.) Lessons: (Review: 1.3) 1.5-* (Review: 2.4, 2.5, 2.6) (Review: 3.1) (Review: 5.1) * TNCore FocusS tandards : #1 Extend understanding of fraction equivalence and ordering. #2 Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers. *Note: SPI Dropped from the TCAP (Lesson 1.6, TN Handbook: pg. TN16) SPI Dropped from the TCAP (Lesson 6.1, 15.5, TN Handbook: pg. TN53)

“I Can” Lesson ,  I can identify the value of each place and digit in a number.  I can put numbers to 10,000 in order and use words and symbols to show equal to, less than, and greater than.  I can use decimals in money to help me make estimates.  I can make change in a transaction.  I can ID a number represented in lots of different ways— symbols, numbers, verbal, pictures. *Note: SPI Dropped from the TCAP (Lesson 1.6, TN Handbook: pg. TN16) SPI Dropped from the TCAP (Lesson 6.1, 15.5, TN Handbook: pg. TN53)

“I Can” 2.1,  I can explain why my answer is reasonable.  I can add and subtract in my head.  I can ID and use commutative, associative, and distributive properties.  I can tell when information is missing or extra in a word problem.  I can use whole numbers, fractions, and/or decimals to solve word problems.  I can solve word problems that have 2- and 3-digit whole numbers that require addition and substation (with and without regrouping).  I can use a picture or a diagram to show a problem written in words.  I can write a number sentence or equation to show a problem written in words

“I Can”  I can use number and/or picture arrays, and repeated addition to multiply.  I can use patterns and skip counting to find multiples.  I can use the properties of multiplication (commutative, zero, identity) to help me multiply.  I can break apart facts to find the product (distributive property).

“I Can”  I can describe the meaning of…  Equation  Inverse Operation  I can use models to show that division is the opposite of multiplication.  I can use fact families to show related multiplication and division facts.  I can demonstrate the special properties of zero in division.  I can use multiplication facts to divide.  I can use a model or picture to help me write and solve an equation.

“I Can” , I can multiply by 10 and 100. I can break numbers apart to do mental math. I can use place-value blocks to model how to break apart numbers. I can use compatible numbers to multiple mentally. I can round numbers to help me estimate when I multiply. I can explain why my answer is reasonable. I can use different strategies to help me multiply-- join equal groups, place value blocks, arrays, models, pictures, and diagrams. I can find partial products when multiplying a 2-digit number by a 1-digit number. I can regroup when multiplying 3- digit numbers. I can use a model or picture to help me write and solve an equation.

“I Can” I can describe the meaning of… Equation Expression I can use letters and symbols to stand for an unknown number. I can write a simple math problem that contains a symbol or letter for an unknown number. I can look for a pattern or sequence to help me write a rule about the relationship of numbers in a problem. I can solve story problems by using strategies like models and place-value blocks. I can explain why my answer is reasonable. *Note: SPI Dropped from the TCAP (Lesson 1.6, TN Handbook: pg. TN16) SPI Dropped from the TCAP (Lesson 6.1, 15.5, TN Handbook: pg. TN53)