SNC-Mathematics-Grade 4

Grade 4

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 1: Whole numbers and Operations

1.1  Whole

Numbers

i. Identify place values of digits up to one hundred thousand (100,000).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

http://www.k5learning.com/free- math-worksheets/fourth-grade-4/ addition

 

 

 

http://www.k5learning.com/free- math-worksheets/fourth-grade-4/ subtraction

Online resources / worksheets

 

http://www.k5learning.com/free- math-worksheets/fourth-grade-4/ mental-multiplication

http://www.k5learning.com/free- math-worksheets/fourth-grade-4

http://www.k5learning.com/free-

 

Activity: Multiply a two-digit by a one number (using models and area rectangular methods).

 

https:// www.splashlearn.com>area

math-worksheets/fourth-grade-4/l ong-division

ii. Read numbers up to one

hundred thousand (100,000).

iii. Write numbers up to one

hundred thousand (100,000).

iv. Write numbers in words up to

one hundred thousand (100,000).

v. Compare and order numbers up

to 5 - digit.

1.2.  Addition

i.  Add numbers up to 5 - digit.

ii. Solve real life number stories involving addition of numbers up

to 5 - digit.

1.3.  Subtraction

i.    Subtract numbers up to 5 - digit.

ii. Solve real life situations involving subtraction of numbers up to

5- digit.

1.4.   Multiplication

i. Multiply numbers up to 4 - digit by numbers up to 2 - digit.

ii.  Solve real life situations involving

multiplication of numbers up to 4 - digit by 2 - digit.

1.5.  Division

i.  Divide numbers up to 4 - digit by

numbers up to 2 - digit.

ii. Solve real life situations involving division of numbers up to 4 - digit

by a number up to 2 - digit.

iii. Solve real life situations using appropriate operations of addition, subtraction, multiplication and division of

numbers up to 2 - digit.

Note: In case of student with disabilities activities will be adapted according to the requirements of the child.

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 1: Whole numbers and Operations

1.6.  Number

Patterns

i.      Recognize a given increasing and decreasing pattern by stating a pattern rule.

Ask students to practice questions as below:

For example,

Pattern: 3, 8, 13, 18, 23, 28…

(start with 3 and then add 5) The numbers alternately end with a 3 or 8

Activity: examine the patterns on Solar calendar  and  numbers chart.

ii.     Describe the pattern found in a

given table or chart.

iii.    Complete the given increasing

& decreasing number sequence.

Unit 2: Factors and

Multiples

2.1. Divisibility Tests

i.      Identify divisibility rules for

2, 3, 5, and 10.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Find all prime numbers less than 100.

ii.     Use divisibility tests for 2, 3, 5 and 10 on numbers up to 5

digits.

2.2.  Prime and

composite numbers

i.      Identify and differentiate

2 - digit prime and composite numbers.

2.3. Factors and multiples

i.      Find factors of a number up to 50.

ii.     List the first ten multiples of a

1 - digit number.

iii.    Differentiate between factors

and multiples.

2.4.  Prime

Factorization

i.      Factorise a number by using

prime factors.

ii.     Determine common factors of

two or more 2 - digit numbers.

iii.    Determine common multiples of two or more 2 - digit

numbers.

Unit 3:

Fractions

3.1.  Fractions

i.      Recognise like and unlike

fractions.

http://edhelper.com/Comp aring_Fractions.htm https://www.superteacher worksheets.com/fractions- advanced.html

 

Aamir ran 3/4 km before stopping for water, while Kaleem ran 2/3 km before stopping. Who ran the farthest before stopping? Draw a picture or write a sentence to support your answer.

ii.     Compare two unlike fractions by converting them to equivalent fractions with the

same  denominator.

iii.    Simplify fractions to the lowest form.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 3:

Fractions

3.2. Types of

Fractions

i.      Identify (unit, proper, improper) fractions and mixed numbers.

Explain how fractions are equivalent to each other using area and length models

 

Students work in groups and solve the situations given below

 

Ali plants carrots in 6/8 of his garden. If Mr. Noor has 4 regions and wants to plant carrots in the same sized space as Mr. Ali how many of the  regions  will he plant carrots in? Draw a picture and write a sentence to explain your answer.

 

Arif ran 3/4 km before stopping for water, while Inham ran 2/3 km before stopping. Who ran the farthest before stopping? Draw a picture or write a sentence to support your answer.

 

Express the fraction 3/6 as the product of a whole number and  a  unit fraction. Draw a model which supports your answer.

 

Abdullah ran 1 and 2/3 km less than Akram. Abdullah ran 2 and 2/3 km. How far did Akram run? Draw a number line and an equation to support your answer.

ii.     Convert improper fractions to

mixed numbers and vice versa.

iii.    Arrange fractions in ascending

and descending order.

3.3. Addition and Subtraction of fractions

i.      Add fractions with like

denominators.

ii.     Subtract fractions with like

denominators .

3.4. Multiplication of fractions

i.      Multiply a fraction

(proper, Improper) and mixed number by a whole number.

ii.     Multiply  two  fractions (proper, Improper) and mixed

numbers.

3.5.  Division of

Fractions

i.      Divide a fraction (proper, Improper) and mixed numbers

by a whole number.

ii.     Analyze real life situations involving  fractions  by identifying appropriate number operations.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 4:

Decimals

4.1. Decimals

i.      Recognise a decimal number as an alternative way of writing a fraction.

 

 

 

Write the place value of each digit of a decimal number ‘3.45’ and also write in extended form.

 

 

 

Use decimal notation and place value for tenths, hundredths and thousandths in context.

 

For  example,  order amount of  money,  convert a sum of money such as Rs. 30.25 to paisa, or a length such as 130 cm to meters.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Estimate the sum and difference of two numbers up to 3 - digits with two decimal places using rounding off.

Estimate  a  quotient  (2  or 3 - digit  dividend  by  one- or  two-digit  divisor  (e.g., 86 ÷ 4 as close to 80 ÷ 4 or

close to 80 ÷ 5.

Check the difference by using calculator and record the result)

ii.     Express a decimal number as a fraction whose denominator is

10, 100 or 1000.

iii.    Identify and recognize the place value of a digit in decimals (up to 3 - decimal

places).

4.2. Conversion between fractions and decimal numbers

i.      Convert a given fraction to a decimal if

  • Denominator of the fraction is 10, 100 or 1000.
  • Denominator of the fraction is not 10, 100 or 1000 but can be

converted to 10,100 or 1000.

ii.     Convert a decimal (up to

3 - decimal places) to fraction.

4.3. Basic

operations on decimals numbers

i.      Add and subtract 3 - digit numbers (up to 2 - decimal

places).

ii.     Multiply a 2 - digit number (up to 1 decimal place) by 10, 100,

and 1000.

iii.    Multiply a 2 - digit number with 1decimal placeby a 1-digit

number.

iv.    Divide a 2 - digit number with 1 - decimal place by a 1 - digit

number.

v.     Solve real  life  situations involving 2 - digit numbers with 1 - decimal place using

appropriate operations.

4.4.  Estimation

i.      Round off a whole number to

the nearest 10, 100, and 1000.

ii. Round off decimal (with 1 or 2 decimal places) to the nearest whole number.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 5:

Measure- ments

5.1.  Length

i.      Use standard metric units to measure the length of different objects.

Rename units of length using decimal or fraction form (e.g., 25 cm can be converted into decimals and fractions as

25 cm = 0.25 m = 1/4 m

 

Solve and complete practical tasks assigned by teacher involving addition, subtraction, multiplication and simple  division  of units of length (m, cm, and km)

 

 

 

 

Rename units of mass using decimal or fraction form e.g.,

250 g = 0.25 kg = 1/4 kg

 

 

 

 

Rename units of capacity using decimal and fraction form (e.g.,

2 l150 ml = 2150 ml = 2.15 l

ii.     Convert larger to smaller metric units (2 - digit numbers with one decimal place)

  • kilometers into meters.
  • meters into centimeters.
  • centimeters into millimeters.

iii.    Add and subtract measures of

length in same units.

5.2. Mass

i.      Use standard metric units to measure the mass of different

objects.

ii.     Convert larger to smaller metric units (2 - digit numbers with one decimal place)

  • kilograms into grams.
  • grams into milligrams.

iii.    Add and subtract measures of

mass in same units .

5.3. Capacity

i.      Use standard metric units to measure the capacity of

different containers.

ii.     Convert larger to smaller metric units (2 - digit numbers with one decimal place) liters

into milliliters.

iii.    Add and subtract measure of

capacity in same units.

iv.    Solve real  life  situations involving conversion, addition and subtraction of measures of length, mass and capacity.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 5:

Measure- ments

5.4. Time

i.      Read and write the time using digital and analog clocks on 12-hour and 24- hour format.

https://www.superteacher worksheets.com/time.html http://www.math-aids.com

/Time/

 

Express the time orally and numerically from a 12-hour and 24-hour analog and digital click.

 

Rename minutes as hours and hours as minutes.

For example:

  1. 125 minutes.
  2. 1.15 hours

 

Activity: Read and record calendar dates and days in a variety of formats (e.g., yyyy/mm/dd,

dd/mm/yyyy)

ii.     Convert hours to minutes and

minutes to seconds.

iii.    Convert years to months, months to days, and weeks to

days.

iv.    Add and subtract measures of time without carrying and

borrowing.

v.     Solve simple real-life situations involving conversion, addition and subtraction of measures of time.

Unit 6: Geometry

6.1. Lines

i.      Recognise and identify parallel and non-parallel lines.

http://www.turtlediary.co m/grade-3-games/math-g ames/lines.html

 

Activity: Identify parallel and non-parallel lines in real life, e.g. on flags, furniture, doors and tiles

 

www.instantdisplay.co.uk

 

http://www.turtlediary.co m/grade-3-games/math-g ames/angles.html

 

http://www.bbc.co.uk/bite size/ks2/maths/shape_spa ce/

 

Form angles by opening books and doors, by rotating clock hands and geo strip arms, by physically turning (clockwise/anti-clockwise)

6.2. Angle

i.      Recognise an angle formed by

intersection of two rays.

ii.    Measure angles in degree (°) by

using protractor.

iii.    Draw an angle of given measurement and use the

symbol (    ) to represent it.

iv.    Differentiate acute, obtuse and

right angles.

v.     Measure angles using protractor where

  • Upper scale of protractor reads the measure of angle from left to right.
  • Lower scale of protractor reads the measure of angle from

right to left.

vi.    Identify right angles in 2-D

shapes.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 6: Geometry

6.3. Circle

i.      Describe radius, diameter and circumference of a circle.

Draw a circle of given radius using compass and straightedge/ruler.

Find the area of rectangular shapes drawn on a square grid by counting squares.

Calculate  the  perimeter and area of simple compound   shapes   that can be split into rectangles and squares.

Draw more than one shape (rectangles and squares) for the same given perimeter.

Find objects in nature having symmetry in their design.

i.e. butter?ies, spider webs, ?owers, apple, rainbow, animals, humans, etc.

Identify the line of symmetry of the given shapes

 

 

 

 

 

 

6.4.  Perimeter

and Area

i.      Find perimeter of a 2-D figures

on a square grid.

ii.     Recognise that perimeter is

measured in units of length.

iii.     Find area of 2-D figures on a

square grid.

iv.    Recognise that area of a square is measured in meter square (m2)and centimeter square

(cm2)

6.5.  Symmetry

i.      Recognise lines of symmetry in

two-dimensional (2-D) shapes.

ii.     Complete a symmetrical figure with respect to a given line of symmetry on square grid/dot pattern.

6.6  Three

Dimensional (3-D) objects

i.      Compare and sort 3-D objects (cubes, cuboids, pyramids, cylinder, cone, sphere).

Unit 7: Data

Handling

7.1. Bar Graph

i.      Read simple bar graphs given in horizontal and vertical form.

http://www.bbc.co.uk/bite size/ks2/maths/data/frequ ency_diagrams/play/

 

 

 

https://www.tes.co.uk/teac hing-resource/carroll-diagr ams-worksheets-6181717.

 

http://www.math-aids.com

/Graph/

ii.     Interpret real life situations using data presented in bar

graphs.

7.2. Line Graph

i.      Read Line Graph.

ii. Interpret real life situations using data presented in line graphs.

7.3. Pie Chart

i.      Read Pie Chart.

ii.     Interpret real life situations using data presented in Pie

Chart.