Unit 1: Number and Operations – Fractions
April 617
Extend understanding of fraction equivalence and ordering.
 NY4.NF.1 Explain why a fraction a/b is equivalent to (a x n)/(b x n) fraction a by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
 NY4.NF.2 Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole.
 NY4.NF.3 Understand a fraction a/b with a >1 as a sum of fractions 1/b Note: 1/b refers to the unit fraction for a/b
 NY4.NF.3a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole
Unit 2: Number and Operations – Fractions
April 20May 1
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
 NY4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions.
 NY4.NF.3c Add and subtract mixed numbers with like denominators.
Unit 3: Number and Operations – Fractions
May 415
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

NY4.NF.4 Apply and extend previous understandings of multiplication to multiply a whole number by a fraction. c. Understand a fraction 𝑎𝑎 𝑏𝑏 as a multiple of 1 𝑏𝑏 .b. Understand a multiple of 𝑎𝑎 𝑏𝑏 as a multiple of 1 𝑏𝑏 , and use this understanding to multiply a whole number by a fraction. c. Solve word problems involving multiplication of a whole number by a fraction.
Unit 4: Geometry
May 1829
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
 NY4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
 NY4.G.2a. Identify and name triangles based on angle size (right, obtuse, acute).
 NY4.G.2b. Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.
 NY4.G.2c. Identify and name all quadrilaterals with four right angles as rectangles.
 NY4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry
Units 5 and 6: Geometry, Measurement and Data
June 119
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
 NY4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.e.g., Find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit..
 NY4.MD.1 Know relative sizes of measurement units: ft., in.; km, m, cm e.g., An inch is about the distance from the tip of your thumb to your first knuckle. A foot is the length of twodollar bills. A meter is about the height of a kitchen counter. A kilometer is 2 ½ laps around most tracks. Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min.,sec. e.g., Know that 1 ft. is 12 times as long as 1 in. and express the length of a 4 ft. snake as 48 in. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit. e.g., Given the conversion factors, convert kilograms to grams, pounds to ounces, or liters to milliliters. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.