4th Grade Math Syllabus

Secret letter "n"

Hello 4th Grade Math Families,

It is my goal for my 4th graders to leave this year successfully, I want them to have growth in mathematical understanding, the ability to prove what they know, to learn, teach, and collaborate with their teammates. I believe that confidence is the key component to success in anything. The definition for confidence is, “The feeling or belief that one can rely on someone or something; firm trust.” Confidence in math is something many people and children do not have. Luckily confidence is a feeling that can be obtained. In order for my students to obtain confidence in math they must have a safe environment to learn. In my room students are part of a community, they will become comfortable making mistakes, developing strategies to fix them, they will work together, challenge each other, and grow in their math abilities. Students will respect their peers and work as a team. On a team each player has strengths and interests that uniquely add to the success of the team as a whole. When working together they build stamina and all players excel beyond what they could have on their own. With all of this in place I can reach my goal for this amazing group of students, they will leave with an excitement and confidence in math because while still challenged they have the tools and stamina to conquer!


Math Standards - What are we learning?

Our state (along with 45 others) has adopted the Common Core Standards. These standards will allow your children to grow up meeting the expectations that the Country has. Our kiddos will graduate from high school ready for the demands of college and real world problem solving.

For more information on these standards please go to -http://www.corestandards.org/

There are 5 main domains addressed in Grade 4 Math. Below you will see the standard domain area, the code or short hand version and the key points addressed within that domain.

***Codes: When I list the standards I use the codes that Common Core has suggested. For example the code 4.OA.1 means 4th Grade, Operations and Algebraic Thinking, standard 1. These codes are universal and can easily be entered in to a search engine for quick access to resources, definitions, and examples.

1. Operations and Algebraic Thinking (Code – OA)

Gain familiarity with factors and multiples.

Generate and analyze patterns.


2. Number and Operations in Base Ten (Code – NBT)

Generalize place value understanding for multi-digit whole numbers.

Use place value understanding and properties of operations to perform multi-digit arithmetic.


3. Number and Operations—Fractions (Code – NF)

Extend understanding of fraction equivalence and ordering.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand decimal notation for fractions, and compare decimal fractions.


4. Measurement and Data (Code MD)

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.


5. Geometry (Code G)

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

***Again for specific standards per domain please see the Common Core Website. http://www.corestandards.org/Math/Content/4/introduction


Eight Mathematical Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.


Curriculum - What are we using to learn?

I am useing a curriculum called Engage NY. I love this curriculum because it really allows for deep understanding of concepts before moving on to new areas of learning. It is challenging but also very fun and interactive. It helps students learn a variety of methods and strategies building that mathematical confidence and foundation.

Below is the 4th grade curriculum map for the year with the Engage NY curriculum modules, standards, and flow of topics.

 1st Nine Weeks

MODULE 1: Place Value, Rounding, and Algorithms for Addition and Subtraction

Standards Addressed: 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4

·         Topic A: Place Value of Multi-Digit Whole Numbers

·         Topic B: Comparing Multi-Digit Whole Numbers

·         Topic C: Rounding Multi-Digit Whole Numbers


·         Topic D: Multi-Digit Whole Number Addition

·         Topic E: Multi-Digit Whole Number Subtraction

·         Topic F: Addition and Subtraction Word Problems


2nd Nine Weeks

MODULE 3: Multi-Digit Multiplication and Division

 Standards Addressed: 4.OA.1, 4.OA.2, 4.OA.3, 4.OA.4 , 4.NBT.5, 4.NBT.6, 4.MD.3

·         Topic A: Multiplicative Comparison Word Problems

·         Topic B: Multiplication by 10, 100, and 1,000

·         Topic C: Multiplication of up to Four Digits by Single-Digit Numbers

·         Topic D: Multiplication Word Problems


·         Topic E: Division of Tens and Ones with Successive Remainders

·         Topic F: Reasoning with Divisibility Topic G: Division of Thousands, Hundreds, Tens, and Ones

·         Topic H: Multiplication of Two-Digit by Two-Digit Numbers



3rd Quarter

MODULE 4: Angle Measure and Plane Figures

 Standards Addressed: 4.MD.5, 4.MD.6, 4.MD.7, 4.G.1, 4.G.2, 4.G.3

·         Topic A: Lines and Angles

·         Topic B: Angle Measurement


·         Topic C: Problem Solving with the Addition of Angle Measures

·         Topic D: Two-Dimensional Figures and Symmetry



MODULE 5: Fraction Equivalence, Ordering and Operations

Standards Addressed: 4.OA.5, 4.NF.1, 4.NF.2, 4.NF.3, 4.NF.4, 4.MD.2, 4.MD.4

·         Topic A: Decomposition and Fraction Equivalence

·         Topic B: Fraction Equivalence Using Multiplication and Division

·         Topic C: Fraction Comparison

·         Topic D: Fraction Addition and Subtraction


·         Topic E: Extending Fraction Equivalence to Fractions Greater than 1

·         Topic F: Addition and Subtraction of Fractions by Decomposition

·         Topic G: Repeated Addition of Fractions as Multiplication

·         Topic H: Explore a Fraction Pattern


MODULE 6: Decimal Fractions

Standards Addressed: 4.NF.5, 4.NF.6, 4.NF.7, 4.MD.2

 ·         Topic A: Exploration of Tenths

·         Topic B: Tenths and Hundredths


·         Topic C: Decimal Comparison

·         Topic D: Addition with Tenths and Hundredths

·         Topic E: Money Amounts as Decimal Numbers



4th Nine Weeks

MODULE 2: Unit Conversions and Problem Solving with Metric Measurement

Standards Addressed: 4.MD.1, 4.MD.2

·         Topic A: Metric Unit Conversions

·         Topic B: Application of Metric Unit Conversions


MODULE 7: Exploring Measurement with Multiplication

Standards Addressed: 4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.5, 4.MD.1, 4.MD.2

·         Topic A: Measurement Conversion Tables

·         Topic B: Problem Solving with Measurement

·         Topic C: Investigation of Measurements Expressed as Mixed Numbers



Schedule – How does this look for students in the classroom?


When students come in they are expected to sit down quietly write down in their agenda (on the correct day and subject) what we are doing today and what their homework will be. While I check homework and sign agendas they work on the daily warm up.

Warm Up:

Students complete a quick 5 to 10 minute math warm up called the Application Problem that previews skills necessary for that day's lesson and/or reviews content recently learned. 

Small Group:

I like to keep students in the smallest of groups possible so that I can facilitate differentiated instruction and meet the needs of each learner in my room. I pull half of the class to learn the lesson for the day while the other half works with a partner in stations. Then we switch and I take all of the stations in to small group while the first small group works on stations.


Stations allow students to work on math in different ways at their own pace. Many times students will all be working on different skills that they personally need to grow in. I use the acronym MATH to guide the day. Each student has a starting station and will rotate through in order of the letters M-A-T-H. The goal is to complete all the stations in the day but they do not have to move on until they are ready.

M is for Math Fluency – At this station student’s work on specific fluency activities to strengthen their math foundation and review previous learned skills. 

A is for At Your Seat – At this station students work on the exit ticket from the previous days lesson to assess retention and understanding. This station is specifically used to strengthen problem solving strategies. When completed they meet with their peers and discuss answers and strategies using "Math Talk".

T is for Toolbox Builder – This station is a note taking station where students add useful vocabulary, models, diagrams, and interactive tools to their math notebooks.

H is for Hands On Practice – At this station students will work on any skill they feel they need to practice. There are online options, math games, activities, math crafts, practice centers and more to help them with their individual needs.




With our curriculum there is no textbook. Students will keep work pages in their binder and also keep an organized math notebook for use in class and at home. It is the students responsibility to record in their agenda what pages are for homework each night.


  • Spiral
    •   Students will always have 4 Spiral problems to complete each night that hit on all of the CCSS 4th Grade math domains. On Fridays students take a quiz to see where they are with the standards and what areas they need to work on individually. The purpose of the Spiral is to continually discuss and bring exposure to all 4th grade math standards all year long. Students will not always know the correct answers at home however they are to correct them and ask any questions when we discuss them in class each day. If they do not know the answer they can leave the problem blank but as we continue throughout the year they more easily answer all questions on the Spiral. 


  • Worksheets
    • Along with the Spiral students will have one worksheet with 1 - 2 problems based on the current skill we are working on. Again the students should write in their agenda what pages they need to take home each night and they should have them in their work binders before they leave math class. 

Homework should take NO LONGER than 20-30 minutes each night. This would include the spiral and worksheet along with some time to practice math facts. If your child is struggling with the work please write me a note on the page or in their agenda letting me know so we can make arrangements to work on it together at lunch or during teacher group. If the student does not know the skill I do not want them to spending hours doing something potentially wrong and very harmful to their math confidence. Students will be held accountable for not doing the homework and record why it was incomplete in their homework log. This is not a punishment just a way to better track who is consistently missing/not doing homework for whatever reason stated.

We spend time going over the Homework in class and it counts as 5% of their overall class participation grade. I ask that they redo any problems they missed or were confused on however this does not affect their score. If students complete their homework each day they receive the points for doing so. For specific homework expectations for parents and students see the Math Expectations Page.


Students complete pre and post assessments for each unit and sometimes a mid-unit assessment as well. The pre assessment is not for a grade it is just a reference for the students to see how they grew from begining to the end of the unit. This pre assessment also tells me as a teacher what areas I need to spend more time working through. On Fridays we do Daily Math quizzes and Math Fact Fluency quizzes that review all the skills students worked on during the homework all week. They use their results to track progress and choose what areas they should be working on individually (during hands-on station or at home). Students will always know ahead of time when we are taking a test.



Students are given the opportunity to make up or retake assignments to improve their score and more accurately show understanding. Certain assessments are NOT available for retakes such as assessments mandated by district.  Students are to check with their teacher to ensure an assessment qualifies for a retake.  Retakes must be scheduled with a teacher. Student Work forms must be completed 24 hours prior to a retake opportunity to ensure content mastery.  The teacher reserves the right to decide if an assessment qualifies for a retake or not.  Retake requests will not be granted two weeks following the recording of an assessment in INOW.   


Technology Resources:

I have many resources on my website for your use at home. Any online games or video lessons will be posted. Please use these resources as much as you can. If your student is finished with homework extend their learning by directing them to the math websites I have on my page. These sites and personal login information can also be found on the back cover of your child’s math notebook.



To access your child’s grades online please visit the parent portal on INOW.  Please contact the office to get started.

Grading Scale:

A = 90-100%    Excelling work on all content objectives.

B = 80-89%      Above average work on all content objectives. 

C = 70-79%      Proficient work on all content objectives.

D = 60-69%     Near proficient work on all content objectives.

F = 50-59%     Not proficient on all content objectives.

F = 49%           No attempt made, missing work



Communication is necessary for the success of your child. I send out a weekly email to all of my parents/guardians letting you know what is going on at EHS and what is happening in 4th grade math. Please make sure I have a current and useable email on file so I can extend this communication to your family as well.

You can also sign up to receive text updates from me by texting @excelm1415 to 81010 OR by visiting this site https://www.remind.com/join/excelm1415 . I use the text updates for small reminders one to two times a week. You cannot reply but it is a great way for me to keep everyone in the loop.


If you ever have questions or concerns specific to your child, Math, or 4th grade in general, please feel free to contact me anytime. I do try and respond within 24 hours but if it just a quick question or clarification I usually respond within the hour. You can also give me a call. If you leave a voicemail in the morning I will check it at my prep time or after school and get back to you as soon as possible. We can also schedule a conference over the phone or in person based on both of our availabilities any time you need.


If you ever have an issue that needs immediate attention please call the school office and they can help you.


Contact Information to SAVE:

My Website:

My Email (Math/Science/Al History): mmurphy@monroe.k12.al.us

Mrs. Lewis (Reading/Grammar/Spelling) Email: plewis@monroe.k12.al.us

Excel High School Main Number: 251-765-2351


I hope this was valuable to you and can be used at home. Thank you for taking the time to read it over.