BUENA VISTA ELEMENTARY SCHOOL

Syllabus for Fourth Grade

South Carolina State Standards
Fourth Grade ELA Standards

Grade 4
South Carolina College- and Career-Ready
Mathematical Process Standards
The South Carolina College- and Career-Ready (SCCCR) Mathematical Process Standards demonstrate the ways in
which students develop conceptual understanding of mathematical content and apply mathematical skills. As a
result, the SCCCR Mathematical Process Standards should be integrated within the SCCCR Content Standards for
Mathematics for each grade level and course. Since the process standards drive the pedagogical component of
teaching and serve as the means by which students should demonstrate understanding of the content standards, the
process standards must be incorporated as an integral part of overall student expectations when assessing content
understanding.
Students who are college- and career-ready take a productive and confident approach to mathematics. They are able
to recognize that mathematics is achievable, sensible, useful, doable, and worthwhile. They also perceive themselves
as effective learners and practitioners of mathematics and understand that a consistent effort in learning mathematics
is beneficial.

The Program for International Student Assessment defines mathematical literacy as an individuals capacity to
formulate, employ, and interpret mathematics in a variety of contexts. It includes reasoning mathematically and
using mathematical concepts, procedures, facts, and tools to describe, explain, and predict phenomena. It assists
individuals to recognize the role that mathematics plays in the world and to make the well-founded judgments and
decisions needed by constructive, engaged and reflective citizens (Organization for Economic Cooperation and
Development, 2012).
A mathematically literate student can:
1. Make sense of problems and persevere in solving them.
a. Relate a problem to prior knowledge.
b. Recognize there may be multiple entry points to a problem and more than one path to a solution.
c. Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an initial
attempt to solve a problem.
d. Evaluate the success of an approach to solve a problem and refine it if necessary.
2. Reason both contextually and abstractly.
a. Make sense of quantities and their relationships in mathematical and real-world situations.
b. Describe a given situation using multiple mathematical representations.
c. Translate among multiple mathematical representations and compare the meanings each representation conveys
about the situation.
d. Connect the meaning of mathematical operations to the context of a given situation.
3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others.
a. Construct and justify a solution to a problem.
b. Compare and discuss the validity of various reasoning strategies.
c. Make conjectures and explore their validity.
d. Reflect on and provide thoughtful responses to the reasoning of others.
4. Connect mathematical ideas and real-world situations through modeling.
a. Identify relevant quantities and develop a model to describe their relationships.
b. Interpret mathematical models in the context of the situation.
c. Make assumptions and estimates to simplify complicated situations.
d. Evaluate the reasonableness of a model and refine if necessary.
5. Use a variety of mathematical tools effectively and strategically.
a. Select and use appropriate tools when solving a mathematical problem.
b. Use technological tools and other external mathematical resources to explore and deepen understanding of
concepts.
6. Communicate mathematically and approach mathematical situations with precision.
a. Express numerical answers with the degree of precision appropriate for the context of a situation.
b. Represent numbers in an appropriate form according to the context of the situation.
c. Use appropriate and precise mathematical language.
d. Use appropriate units, scales, and labels.
7. Identify and utilize structure and patterns.
a. Recognize complex mathematical objects as being composed of more than one simple object.
b. Recognize mathematical repetition in order to make generalizations.
c. Look for structures to interpret meaning and develop solution strategies.
Grade 4
Key Concepts
Standards
Number Sense and Base Ten
The student will:
4.NSBT.1 Understand that, in a multi-digit whole number, a digit represents ten times what the same digit represents in
the place to its right.
4.NSBT.2 Recognize math periods and number patterns within each period to read and write in standard form large
numbers through 999,999,999.
4.NSBT.3 Use rounding as one form of estimation and round whole numbers to any given place value.
4.NSBT.4 Fluently add and subtract multi-digit whole numbers using strategies to include a standard algorithm.

4.NSBT.5 Multiply up to a four-digit number by a one-digit number and multiply a two-digit number by a two-digit number
using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using
rectangular arrays, area models and/or equations.
4.NSBT.6 Divide up to a four-digit dividend by a one-digit divisor using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Number Sense and Operations Fractions The
student will: 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), , is equivalent to a
fraction, , 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.
4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common
denominators or numerators, or by comparing to a benchmark fraction such as 12 and represent the comparison using
the symbols >, =, or <. 4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2,
3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions. a. Compose and decompose a fraction in more than one way,
recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed
numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to
the same whole and having like denominators. 4.NSF.4 Apply and extend an understanding of multiplication by
multiplying a whole number and a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100). a. Understand a fraction
as a multiple of 1; b. Understand a multiple of as a multiple of 1, and use this understanding to multiply a
fraction by a whole number; c. Solve real-world problems involving multiplication of a fraction by a whole number (i.e.,
use visual fraction models and equations to represent the problem).
South Carolina College- and Career-Ready Standards for Mathematics Page 32
4.NSF.5 Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 and use this
technique to add two fractions with respective denominators of 10 and 100. 4.NSF.6 Write a fraction with a denominator
of 10 or 100 using decimal notation, and read and write a decimal number as a fraction. 4.NSF.7 Compare and order
decimal numbers to hundredths, and justify using concrete and visual models.
Algebraic Thinking and Operations
The student will:
4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication
equations.
4.ATO.2 Solve real-world problems using multiplication (product unknown) and division (group size unknown, number of
groups unknown).
4.ATO.3 Solve multi-step, real-world problems using the four operations. Represent the problem using an equation with a
variable as the unknown quantity.
4.ATO.4 Recognize that a whole number is a multiple of each of its factors. Find all factors for a whole number in the
range 1 100 and determine whether the whole number is prime or composite.
4.ATO.5 Generate a number or shape pattern that follows a given rule and determine a term that appears later in the
sequence.
Geometry
The student will:
4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines.
Identify these in two-dimensional figures.
4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.
4.G.3 Recognize right triangles as a category, and identify right triangles.
4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be
folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Measurement and
Data Analysis The student will: 4.MDA.1 Convert measurements within a single system of measurement, customary (i.e.,
in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., cm, m, km, g, kg, mL, L) from a larger to a smaller unit. 4.MDA.2 Solve
real-world problems involving distance/length, intervals of time within 12 hours, liquid volume, mass, and money using
the four operations. 4.MDA.3 Apply the area and perimeter formulas for rectangles. 4.MDA.4 Create a line plot to display
a data set (i.e., generated by measuring length to the nearest quarter-inch and eighth-inch) and interpret the line plot.
4.MDA.5 Understand the relationship of an angle measurement to a circle. 4.MDA.6 Measure and draw angles in whole
number degrees using a protractor. 4.MDA.7 Solve addition and subtraction problems to find unknown angles in realworld and mathematical problems. 4.MDA.8 Determine the value of a collection of coins and bills greater than $1.00.

Fourth Grade Science Standards

Scientific Inquiry
Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and
mathematical thinking necessary to conduct a simple scientific investigation.
4-1.1 Classify observations as either quantitative or qualitative.

4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and
accurately when conducting simple investigations.
4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that
identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a
time, and results that are communicated and explained).
4-1.4 Distinguish among observations, predictions, and inferences.
4-1.5 Recognize the correct placement of variables on a line graph.
4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations.
4-1.7 Use appropriate safety procedures when conducting investigations.
Organisms and Their Environments
Standard 4-2: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow
organisms to survive in their own distinct environments. (Life Science)
4-2.1 Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates
[fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics.
4-2.2 Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests,
deserts, and the polar regions) influence the variety of organisms in each.
4-2.3 Explain how humans and other animals use their senses and sensory organs to detect signals from the environment
and how their behaviors are influenced by these signals.
4-2.4 Distinguish between the characteristics of an organism that are inherited and those that are acquired over time.
4-2.5 Explain how an organisms patterns of behavior are related to its environment (including the kinds and the number
of other organisms present, the availability of food and other resources, and the physical characteristics of the
environment).
4-2.6 Explain how organisms cause changes in their environment. 33
Astronomy
Standard 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in
the solar system. (Earth Science)
4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which
is a star, and the Moon.
4-3.3 Explain how the Sun affects Earth.
4-3.4 Explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year.
4-3.5 Explain how the rotation of Earth results in day and night.
4-3.6 Illustrate the phases of the Moon and the Moons effect on ocean tides.
4-3.7 Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.
4-3.8 Recognize the purpose of telescopes. 34
Weather
Standard 4-4: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)
4-4.1 Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff).
4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form.
4-4.3 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and
temperature) and patterns.
4-4.4 Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and
tornadoes) and related safety concerns.
4-4.5 Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction,
precipitation, and temperature) by using appropriate tools and instruments.
4-4.6 Predict weather from data collected through observation and measurements. 35
Properties of Light and Electricity
Standard 4-5: The student will demonstrate an understanding of the properties of light and electricity. (Physical
Science)
4-5.1 Summarize the basic properties of light (including brightness and colors).
4-5.2 Illustrate the fact that light, as a form of energy, is made up of many different colors.
4-5.3 Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction,
and absorption).
4-5.4 Compare how light behaves when it strikes transparent, translucent, and opaque materials.
4-5.5 Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat,
and sound).
4-5.6 Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb).

4-5.7 Illustrate the path of electric current in series and parallel circuits.
4-5.8 Classify materials as either conductors or insulators of electricity.
4-5.9 Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength).
4-5.10 Summarize the factors that affect the strength of an electromagnet.

Fourth Grade Social Studies Standards

Standard 4-1: The student will demonstrate an understanding of political, economic, and geographic reasons for the
exploration of the New World.
4-1.1 Summarize the spread of Native American populations using the Landbridge Theory.
4-1.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings,
including the Eastern Woodlands, the Plains, the Southwest, the Great Basin, and the Pacific Northwest.
4-1.3 Explain the political, economic, and technological factors that led to the exploration of the new world by Spain,
Portugal, France, the Netherlands, and England, including the competition between nations, the expansion of
international trade, and the technological advances in shipbuilding and navigation.
4-1.4 Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers,
including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle. Social Studies
Literacy Skills for the Twenty-First Century
Standard 4-2: The student will demonstrate an understanding of how the settlement of North America was influenced
by the interactions of Native Americans, Europeans, and Africans.
4-2.1 Summarize the cause-and-effect relationships of the Columbian Exchange.
4-2.2 Compare the various European settlements in North America in terms of economic activities, religious emphasis,
government, and lifestyles.
4-2.3 Explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the
developing culture and economy of North America.
4-2.4 Summarize the relationships among the Native Americans, Europeans, and Africans, including the French and
Indian Wars, the slave revolts, and the conduct of trade.
Standard 4-3: The student will demonstrate an understanding of the conflict between the American colonies and
England.
4-3.1 Explain the major political and economic factors leading to the American Revolution, including the French and
Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through
boycotts, petitions, and congresses.
4-3.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of
Independence.
4-3.3 Summarize the importance of the key battles of the Revolutionary War and the reasons for American victories
including Lexington and Concord, Bunker (Breeds) Hill, Charleston, Saratoga, Cowpens, and Yorktown.
4-3.4 Explain how the American Revolution affected attitudes toward and the future of slavery, women, and Native
Americans.
Standard 4-4: The student will demonstrate an understanding of the beginnings of America as a nation and the
establishment of the new government.
4-4.1 Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how
powers are now shared between state and national government and how individuals and states are represented in
Congress.
4-4.2 Explain the structure and function of the legislative, executive, and judicial branches of the federal government.
4-4.3 Explain how the United States Constitution and the Bill of Rights placed importance on the active involvement of
citizens in government and protected the rights of white male property owners but not those of the slaves, women, and
Native Americans.
4-4.4 Compare the roles and accomplishments of early leaders in the development of the new nation, including George
Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and James Madison.
4-4.5 Compare the social and economic policies of the two political parties that were formed in America in the 1790s.
Standard 4-5: The student will demonstrate an understanding of westward expansion of the United States and its
impact on the institution of slavery.
4-5.1 Summarize the major expeditions that played a role in westward expansion including those of Daniel Boone, Lewis
and Clark, and Zebulon Pike.
4-5.2 Explain the motivations and methods of migrants and immigrants, who moved West, including economic
opportunities, the availability of rich land, and the countrys belief in Manifest Destiny.

4-5.3 Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth
century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the
Mexican Cession.
4-5.4 Summarize how territorial expansion, related land policies, and specific legislation affected Native Americans,
including the Northwest Ordinance of 1787 and the Indian Removal Act of 1830.
4-5.5 Explain how the Missouri Compromise, the fugitive slave laws, the annexation of Texas, the Compromise of 1850,
the Kansas-Nebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its
territories.
Standard 4-6: The student will demonstrate an understanding of the causes, the course, and the effects of the
American Civil War.
4-6.1 Explain the significant economic and geographic differences between the North and South.
4-6.2 Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery,
including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe, and John
Brown.
4-6.3 Explain the specific events and issues that led to the Civil War, including sectionalism, slavery in the territories,
states rights, the presidential election of 1860, and secession.
4-6.4 Summarize significant battles, strategies, and turning points of the Civil War, including the battles of Fort Sumter
and Gettysburg, the Emancipation Proclamation, the role of African Americans in the war, the surrender at Appomattox,
and the assassination of President Lincoln.
4-6.5 Explain the social, economic, and political effects of the Civil War on the United States.

Fourth Grade Pacing Guide

Math

Reading

Science

Social Studies

First Nine Weeks

*Multiples
*Multiplication and
Division

Second Nine Weeks

*Decimals and
Fractions
*Place Value

Third Nine Weeks

*Measurement
*Fractions

Fourth Nine Weeks

*Geometry
*Mathematical Word
Problems

*Introduction of
Readers Workshop
*Folktale
*Nonfiction
*Scientific Inquiry
*Magnetism and
Electricity

*Nonfiction
*Realistic Fiction
*Fantasy Fiction
*Various Novels
*Classifying
Organisms and Their
Environment
* Animal Senses and
Behaviors
*Early Colonies
*Causes of the
Revolutionary War
*Revolutionary War

*Various Novels
*Tall Tales
*Historical Fiction

*Biography
*Poetry
* Various Novels

*Light
*Weather

*Astronomy

*Native Americans
*Exploring the New
World

*Post
*Westward Expansion
Revolution/Government *Civil War
*Westward Expansion

Grading Scale
93-100
A Excellent
85-92
B Above Average
77-84
C Average
70-76
D Below Average
69-Below F Unsatisfactory

Student Records
All biological parents have the right to see student records. Please contact the teacher to make an appointment. All
grades are recorded in the grade book. Student records are kept in language folders, math folders, writing portfolios,
and permanent records.
Conferences will be held at the end of the first quarter and at any time the parents or teacher deem necessary. The
dates on which Progress Reports and Report Cards will be sent home are found on the school district calendar.

Homework Policy
Homework may be assigned every day. Weekend assignments are avoided as much as possible. Students are expected
to complete homework as an extension of classroom activities.

Missed Work / Make-up Policy

If your child is absent, missed work will be expected within 5 school days. It is the students responsibility to get the
work when they come back to school. If work is turned in after the 5 days, points will be deducted.

Attendance and Tardy Policies

Refer to the student handbook.

Expectations for Student Behavior

Refer to the student handbook for school wide rules. Students are expected to follow the expectations posted in the
classroom. Students, parents, and teachers will be asked to sign a school compact. The Greenville County Schools
Discipline code will also be enforced.
The school handbook, as well as classroom expectations and procedures, are discussed and practiced during the
beginning of school. These expectations and procedures are reviewed periodically throughout the year.
Buena Vista's school rules will be followed. The four basic rules are as follows:
1) Treat others with respect
2) Walk in the building
3) Move quietly in the hallways
4) Keep hands, feet, and other objects to yourself

Consequences for Violating Class and School Rules / Policies

Individual Plan: If classroom expectations are not met, problems will be handled on an individual basis.
A clip chart system will be used this year as follows:
PURPLE: Role model behavior
GREEN: Ready to start the day (all students begin here each day)
YELLOW: Warning! Think about your actions.
ORANGE: Silent lunch and complete a reflection form
RED: Student will call parents and explain problem.
BLUE: Go to principal's office. No excuse behavior
*Serious offenses (fighting, weapons, etc.) will go directly to blue card and principal's office.
School Plan: Found in student handbooks.

Procedures for Non-Instructional Routines

Students report to car holding no sooner than 7:25 am and will remain there until 7:45. Bus students arrive no earlier
than 7:15. Breakfast is served from 7:20-7:45 am. Students are to read quietly while waiting for the school day to
begin. The waiting area will remain a "whisper zone."
No early dismissals after 2:00 pm, please.
* Attendance and lunch count will be taken daily.
* Indoor or outdoor recess will be given each day.

* No child will be allowed to go home a different way unless there is a note from the parent.
* Children have color - coded folders:
Daily Homework folder
Weekly Teachers....Parents Communicator Blue Folder which will come home on Tuesdays and needs to be signed and
returned by Wednesday.
* Children are taught the procedures for fire drills, earthquake drills, tornado drills, and other kinds of emergencies.

Dress Code
Students are encouraged to wear comfortable, clean clothing which is suited for the weather. Shoes should be worn at
all times. Caps and hats may not be worn in the building. Please make sure that all shirts or tops meet the waist band.
Stomachs should be covered at all times. If children are sent to school in shorts, they should be long enough to
completely cover the top of the legs to within two to three inches of the knee. The primary objective of Greenville County
Schools (GCS) is to provide a World-Class instructional program and learning opportunity for every student. The personal
appearance of every student is an important component of establishing a safe environment for optimal learning and
respect for one another. Students are expected to dress in an appropriate manner while on school district property or
representing the school. Personal appearance shall be such that it does not disrupt student work or school order, become
distractive to other students, or violate health and safety guidelines.
Student dress and grooming will be neat and clean. Shoes or sandals will be worn. Flip-flops (shower-type shoes) are not
permitted. No bare midriff shirts or blouses will be permitted. No tank tops, spaghetti strap tops, halter-tops, or vests
without shirts will be permitted. Shoulder straps have to be a minimum of l inch wide. No see-through or mesh garments
may be worn. Hats, sunglasses, hair curlers, skullies, or do-rags may not be worn. No clothing or jewelry will be
permitted that displays profanity, suggestive phrases, alcohol, tobacco, drug advertisements, or other inappropriate
phrases or symbols. Shorts may be worn; however, they must be properly fitted and in good taste and may not be
shorter than mid-thigh. Biker shorts or athletic shorts of any kind are not permitted. Clothing that inappropriately exposes
body parts or underclothing is not permitted. Trousers/slacks/shorts must be worn at waist level. Because of safety
reasons, excessively baggy trousers and clothing are not permitted.

Communication with Parents

Tuesday folders will be sent home weekly. Weekly folders, parent notes, phone calls and conferences are frequent means
of communication.