June 23-24 Grade 4
Assessment Websites for Resources:
https://micatime.com/
https://www.tenmarks.com/teacher/dashboard
http://www.insidemathematics.org/
http://theteacherscafe.com/
http://www.problem-attic.com/
https://www.engageny.org/
https://grade4commoncoremath.wikispaces.hcpss.org/
http://www.insidemathematics.org/
http://betterlesson.com/
http://www.ccsstoolbox.org/
http://www.tennessee.gov/education/assessment/TNReady_blueprints.shtml
https://www.khanacademy.org/commoncore/map
https://learnzillion.com/
https://www.illustrativemathematics.org/
https://my.triand.com/ - $ Cheap
https://www.masteryconnect.com/
https://xtramath.org
http://www.k-5mathteachingresources.com/4th-grade-number-activities.html
http://illuminations.nctm.org/Default.aspx
http://www.edulastic.com
http://sheppardsoftware.com/
http://www.bbc.co.uk/schools/0/
http://phet.colorado.edu/
www.commoncoresheets.com
Additional Resources:
http://tictechknow.wikispaces.com/
http://studyjams.scholastic.com/studyjams/index.htm
Sample Assessment Questions for Spiraling Standards
4.NBT.A.1
Unit 1
1.
2.
3.
4.
5.
180 = _____18____ tens
1, 600 = _____16___ hundreds
2,700 = 27 _____hundreds_____
2 hundreds 6 tens = _____26__ tens
Darla copies her uncle’s address and phone number into her contact list. His
area code is 775. His zip code is 89507. Which statement about the value of the
5 in 775 and 89,507 is true?
a. It is the same in both numbers.
b. It is 10 times as great in the ZIP code than it is in the area code.
c. It is 100 times as great in the ZIP code than it is in the area code.
d. It is 10 times as great in the area code than it is in the ZIP code.
(Resource from- Core Standards for Math book)
6.
(Resource: Edulastic)
4.NBT.A.1
Unit 4
1.
Answer : C (Resource from - MICA)
2. Which number has a 5 that represents a value ten times greater than the value
represented by the 5 in 41,253 ?
A. 31,254
B. 41, 523
C. 43,125
D. 51,324
(Resource: Edulastic/Engage NY)
3. In the number 344,586, how many times greater is the value represented by the 4 in
the ten thousands place than the value represented by the 4 in the thousands place?
A.
B.
C.
D.
1
10
1,000
10,000
(Resource: Edulastic)
4.
Correct answer: 9,909
(Resource: TenMarks)
5.
The first and second statements are true.
(Resource: TenMarks)
4.NBT.A.1
Unit 7
1.
Answer: C
(Resource from- TenMarks)
2.
Answers:
(Resource: TenMarks)
3.
answer: 555,505
(Resource: TenMarks)
4.
A. 20
B. 200
C. 2,000
8 x 1,000
8 x 100
8 x 10
D. 20,000
(Resource: TenMarks)
5.
A.
B.
C.
D.
3
6
30
60
(Resource: TenMarks)
4.OA.A.1
Unit 7
Question #1
Answer is: 6 points
(resource - TenMarks)
Question #2
Answer: Choice 3 and choice 4
(Resource from - TenMarks)
Question #3
Answer: Choice 2
(Resource from - TenMarks)
Question #4
Answer: Choices 2 and 4
(Resource from - TenMarks)
Question #5
Answer: D
(Resource from - Edulastic)
4.OA.A.1
Unit 9
1. Mike is 33 years old. Jeff is ⅓ as old as Mike. Which multiplicative comparison
shows how to find Jeff’s age?
A.
B.
C.
D.
33 is ⅓ of 11
⅓ is 11 times as many as 33
11 is ⅓ of 33
33 is 11 times as many as ⅓
(resource - modified from Edulastic)
2. Juan has a paper that is ¼ the length of Kenny’s paper. Kenny’s paper is 12 inches
long. Which equation represents the length, in inches, of Juan’s paper?
A.
B.
C.
D.
¼ x 12 = 3
3x¼=¾
12 x 4 = 48
¼ x 12 = 9
(resource - modified from TenMarks)
3. Which of the following multiplicative comparisons have the answer of 4?
A.
B.
C.
D.
E.
2/4 as many as 8
⅙ as many as 24
2 times as many as ½
16 as many as ¼
¼ as many as 8
4. Carlita’s yard is 156 square meters. Trevares’ yard is ⅙ the size of Carlita’s yard.
Which equation would best represent the comparison between Carlita’s and Trevares’
yards?
A.
B.
C.
D.
156 x ⅙ = 36 square meters
36 x 156 = ⅙ square meters
⅙ x 36 = 6 square meters
36 x ⅙ = 156 square meters
5. Each day a company used three-twelfths of a box of paper. How many
boxes would they have used after three days?
A. 36 boxes of paper
B. 9/12 boxes of paper
C. 3/36 boxes of paper
D. 9/36 boxes of paper
(resource - commoncoresheets.com)
4.MD.A.2
Unit 8/Unit 11 (Unit 11 is mastery of unit 8)
Correct Answer: 3:42pm
Resource: Tenmarks
Correct Answer: 57,671g
Resource: engageNY
**Justify Answer OR have student put their correct answer in minutes and prove using a
number line*
Correct Answer: 2 hours and 30 minutes
Resource: Tenmark
Answer: She is unable to attend. She only has 4lbs 14oz
**Follow up question: How many more ounces does she need to get into the finals?**
Resource: Georgia Standards
Ruby has 2 kiloliters of water in a tank. To empty the tank, she took a 5 liter bucket and
started watering plants. How many full buckets will it take to remove all the water from
the tank?
Answer: 4 times
4.MD.A.2
Unit 10
Correct Answer:
Resource: Edulastic
Correct Answer: 97.7
Resource: edulastic
Brandon and Kelly are training to run in a 5-kilometer race next month. Each morning,
Brandon runs a route through the neighborhood park while Kelly runs on the racetrack
at the high school.
Part 1: On Monday, Brandon ran 3 ½ kilometers before he needed to take a break.
Kelly ran 7 laps on the track, and then she needed to rest. If each lap Kelly ran was 400
meters, who ran a longer distance on Monday: Brandon or Kelly?
Circle one:
Brandon
Kelly
Explain how you know which person ran a longer distance.
Part 2: On Wednesday, Kelly was able to run 9 laps, while Brandon ran 3 kilometers.
How much further did Kelly run than Brandon on Wednesday?
Part 3: On Friday, Kelly ran a certain number of laps, and Brandon ran a certain
number of kilometers. They ended up running the same distance as each other. How
far could each of them have run? Fill in the blanks to show the distances they could
have run.
________ laps = _________ kilometers
Kelly’s distance = Brandon’s distance
Answer: Part 1: Brandon ran farther.
Part 2: Kelly ran 600 more meters than Brandon
Final Part: Answers may vary- 5 laps/2km, 10laps/4km or 15laps/6km
Resource: Howard County
Answer: Explanation is above
Resource: Georgia
Answer : Riddle 1: B Riddle 2: E
Resource: mathworksheetsland.com
4.OA.C.5
Unit 3
Question 1.
(www.commoncoresheets.com)
Question 2. (http://www.theteacherscafe.com/Worksheets/Math/4.OA.C.php)
Question 3 (https://grade4commoncoremath.wikispaces.hcpss.org/)
Question 4. (https://grade4commoncoremath.wikispaces.hcpss.org/home)
Question 5. (https://grade4commoncoremath.wikispaces.hcpss.org/home)
4.OA.C.5
Unit 13
Question 1. http://www.theteacherscafe.com/Worksheets/Math/4.OA.C.php
Multiply by 6
1. Beginning with 1, complete the following sequence of numbers by multiplying the
previous number by 6.
1a. What do you notice about the numbers in the pattern?
1b. If the pattern continues, what digit will be in the ones place of the seventh
number?
Question 2. (https://grade4commoncoremath.wikispaces.hcpss.org/)
Question 3. http://www.theteacherscafe.com
Question 4. http://www.insidemathematics.org/common-core-resources/mathematicalcontent-standards/standards-by-grade/4th-grade
Question 5. https://grade4commoncoremath.wikispaces.hcpss.org/home
4.NBT.A.3
Unit 1
1. Look at the chart.
Round 31 to the nearest ten.
Answer: 30
2. Look at the place value chart.
What is the value of the number when rounded to the nearest thousand?
A. 8,000
B. 8,760
C. 8,800
D. 9,000
3. Look at the number line.
What is the value of 463 rounded to the nearest ten?
a.
b.
c.
d.
400
460
470
500
5.
4.NBT.A.3
Unit 8
1. The number 39,999 rounded to the nearest hundred is 40,000.
Select all statements that explain why this is true.
A. The digit in the ones place is greater than 5.
B. The digit in the tens place is greater than 5.
C. The digit in the ten thousands place is less than 5.
D. The number 40,000 is the multiple of 100 that is closest to 39,999.
2. Brian and Sienna are rounding 356 to the nearest hundred. Brian says that they
need to look at the 3 to know whether to round up or down. Sienna says that they need
to look at the 5.
Which statement best explains who is correct?
A. Only Brian is correct. The hundreds place tells you whether to round the
hundreds place up or down.
B. Only Sienna is correct. The tens place tells you whether to round the hundreds
place up or down.
C. Neither Brian nor Sienna is correct. The digit all the way to the right tells you
whether to
round the hundreds place up or down.
D. Both Brian and Sienna are correct. The digits in both the hundreds place and the
tens
place tell you whether to round the hundreds place up or down.
Questions 3, 4, and 5 are from tncore.org/mathassessment/_tasks.aspx
http://www.tncore.org/sites/www/Uploads/MathTasks_9.13/Arc4.NBT1_3FINAL.p
df
4.NF.C.5
Unit 5
1.
2. A map shows that Kamryn’s school is 40/100 kilometers from the movie theatre and
the movie theatre is 5/10 kilometer from the skate park. Kamryn and her friends want to
walk to the theatre and the skate park after school on Friday. How far will they walk?
A
200/100 kilometers
B
54/100 kilometers
C
90/100 kilometers
D
45/100 kilometers
Resource: Teacher Created
3. Emily ran as fast as she could for 45/100 kilometers around the running track, then
jogged for 3/10 kilometers. How far did Emily travel in all?
A. 75/100
B. 48/100
C. 48/110
D. 75/10
Resource- http://www.k-5mathteachingresources.com
4. Find an equivalent fraction for 7/10 with a denominator of 100. Explain your answer. 7
/10 =?/100
A. 7/10
B. 70/100
C. 7/100
D. 70/10
Explanation:
______________________________________________________________________
______________________________________________________________________
_______________________________________.
Resource- http://www.k-5mathteachingresources.com
5. Find the equivalent fraction using multiplication or division. Shade the area models to
show the equivalency. Record it as a decimal.
a. 4 x 10 = 40 = .40
10 x 10 = 100
b. 60 ÷ 10
100 ÷ 10
6
= 10
*On model a, the student should shade 4 columns on each model. On model b, the
student should shade 6 columns on each model.
4.NF.C.5
Unit 10
1.
What decimal and fraction value are shown in the model below?
A
0.2, 2/10
B
0.2, 2/100
C
.02, 2/10
D
.02, 2/100
Teacher Created
2. Explain why 4/10 and 40/100 have unlike denominators but are equivalent fractions.
Explanation:
Model your explanation with a picture.
Resource: http://www.insidemathematics.org/
3. Decompose 27/100 into tenths and hundredths.
Resource- Teacher created
4. You have 5 tenths and 8 hundredths. What is the decimal fraction relationship?
A. 58/100
B. 58/110
C. 5/8
D. 50/800
Resource- Teacher created
5.
Non-Spiralling Standard Assessment Questions
Unit 1
4.NBT.A.2
1.
Answer: one hundred eighty-four thousand, six hundred seventy-eight
2.
Answer: Six hundred thousand, two hundred seven because
600,000 + 200 + 7 = 600,207
3.
Answer: Ten thousand five hundred eighty, because there are 10 thousands,
5 hundreds, and 8 tens shown.
4.
Answers: 40,000 + 8,000 + 600 + 10 + 2
5.
Answer: 842 > 824, because 4 tens are greater than 2 tens.
6.
Answer: 118,808 and 181,080 because the ten thousands digit is
is greater in 181,080.
Unit 1
4.NBT.B.4
1.
Answer: 5,549
(Resource: TenMarks)
2.
Answers: 1st, 2nd, 5th
(Resource: TNCore)
3.
Answer: 3,727
(Resource: TenMarks)
4.
Answer: Juan, because he knew to regroup from the tens.
(Resource: TenMarks)
5.
Answers: 2nd and 4th
(Resource: TenMarks)
Unit 2
4.NF.B.3a
1.
2.
Answer: Students will need to break down ½ into different unit fractions: ¼ + ¼ in
reference to the whole to determine who has more water.
3. For each problem that is indicated below, give another solution method.
Answers: Student will will be different because they will join and separate each of the
problems differently.
Resource: Engage NY
4.
Answer: Students will have varied answers. You can do a part C and ask students
what would be another way you could solve this addition problem?
5.
Answer: Shown above
Resource: EngageNY
Unit 2
4.NF.B.3b
1.
2.
3.
4. Follow up: Draw a diagram and explain using the diagram and words to explain. You
can also have the students group together to make different number sentences.
Answer: (¼ + ¼ + ¼ +¼) + (¼ + ¼ + ¼+¼) + (¼+¼+¼+¼) = 3
Resource: EngageNY
5.
Answer: Answers will vary depending on how students break up the mixed number.
Resource: EngageNY
Unit 3
4.OA.B4
Question 1- www.ixl.com
Answer: 1 and 9
Question 2- www.commoncoresheets.com
Answer: B
Question 3- https://grade4commoncoremath.wikispaces.hcpss.org/Assessing+4.OA.4
Question 4- https://grade4commoncoremath.wikispaces.hcpss.org/Assessing+4.OA.4
Jack is 36 years old. He went to a birthday party for someone in his family named Alicia. When
he was there, he realized that his age is a multiple of Alicia’s age. Find all the possible ages
that Alicia could be. Show your work in the space below, and then write your answers on the
lines.
Alicia’s age could be ______, ______, ______, ______, ______, ______, ______, ______, or
______.
Question 5-
Prime or Composite (teacher created)
Susan and Josh are trying to decide if 72 is prime or composite. Susan says, it’s
composite. Josh says, it’s prime. Mrs. Taylor prompts them to build an array with tiles.
What would the array(s) look like? Is 72 prime or composite?
72 is composite
Unit 4
4.NBT.B.5
1.
(Khan Academy)
2.
(Edulastic)
3.
4.
5. Explain
how you can use the associative property of multiplication
to compute 32 x 4 x 25 mentally.
__________________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
(https://grade4commoncoremath.wikispaces.hcpss.org/Assessin
g+4.NBT.5)
Unit 4
4.NBT.B.6
Joan uses base ten blocks to divide
536÷4. The following picture shows her result.
Which statement correctly describes why 536÷4=134 based on Joan's result?
A. It shows 4 equal groups of 1 hundred, 3 tens, and 4 ones.
B. It shows 4 equal groups of 5 hundreds, 3 tens, and 6 ones.
C. It shows the sum of 134 and 4.
D. It shows the difference of 536 and 4.
2. Meera uses an area model to divide 2,476÷4. The following picture shows her result so far.
2,476÷4? Explain your answer.
A. 619, because 2,476=2,400+40+36 and (2,400÷4)+(40÷4)+(36÷4)=619.
B. 631, because 2,476=2,400+40+36 and (600+4)+(10+4)+(9+4)=631.
Based on Meera's result so far, what is the quotient of
C. 2,464, because 2,476=2,400+40+36 and (2,400−4)+(40−4)+(36−4)=2,464.
D. 9,904, because 2,476=2,400+40+36 and (2,400×4)+(40×4)+(36×4)=9,904.
3. Mandy uses partial quotients to divide 184÷8. Her work is shown.
Based on Mandy's work, what is the quotient? Explain your answer.
A. 13, because 10+3=13.
B. 20, because 10+10=20.
C. 23, because 10+10+3=23.
D. 20 R 3, because 10+10=20 and 3 is left over.
4. Mason uses an area model to find the quotient of
6,840÷2. The model shows 6,840 rewritten as
6,000+800+40.
Using the area model, fill in the boxes with the numbers that make each equation true.
6,000÷2 =
What is 6,840÷2?
800÷2 =
40÷2 =
5. Part 1
Write a correct multiplication sentence using the numbers 7, 63, and 9.
Enter an equation like 2×3=6.
Part 2
Which expression is a related division problem for the correct multiplication sentence you entered above?
A. 7÷63
B. 9÷63
C. 9÷7
D. 63÷9
Unit 4
4.MD.A.3
Apply the area and perimeter formulas for rectangles in real word and mathematical
problems.
1. Tom has a rectangular sheet of paper. He cuts a square piece from the corner,
which is marked red on the figure. Resource: www.tenmarks.com
Find the area of the rectangular sheet after the square piece has been cut away from
the corner.
A. 4 square centimeters
B. 30 square centimeters
C. 80 square centimeters
D. 84 square centimeters
2. Gary has a magic carpet in his bedroom with a perimeter of 64 feet. The
length of the carpet is 12 feet. What is the width of the carpet?
A.
B.
C.
D.
12 feet
24 feet
20 feet
32 feet
3. Karl's rectangular vegetable garden is 20 feet by 45 feet, and Makenna's is 25 feet
by 40 feet. Whose garden is larger in area?
Resource: www.illustrativemathematics.org
The purpose of the task is for students to solve a multi-step multiplication problem in a
context that involves area. In addition, the numbers were chosen to determine if
students have a common misconception related to multiplication. Since addition is both
commutative and associative, we can reorder or regroup addends any way we like. So
for example,
20+45=20+(5+40)=(20+5)+40=25+40
Sometimes students are tempted to do something similar when multiplication is also
involved; however this will get them into trouble since
20×(5+40)≠(20+5)×40
This task was adapted from problem #20 on the 2011 American Mathematics
Competition (AMC) 8 Test. Observers might be surprised that a task that was
historically considered to be appropriate for middle school aligns to an elementary
standard in the Common Core. In fact, if the factors were smaller (since in third grade
students are limited to multiplication with 100; see 3.OA.3), this task would be
appropriate for third grade: "3.MD.7.b Multiply side lengths to find areas of rectangles
with whole-number side lengths in the context of solving real world and mathematical
problems, and represent whole-number products as rectangular areas in mathematical
reasoning." For example, we could use a 5 ft by 12 ft garden, and a 7 ft by 10 ft garden
to make this appropriate for a (challenging) third grade task. This earlier introduction to
the connection between multiplication and area brings states who have adopted the
Common Core in line with other high-achieving countries. The responses to the multiple
choice answers for the original problem had the following distribution:
Choic
e
Answer
Percentage of
Answers
(A)
Karl’s garden is larger by 100 square feet.
5.43
(B)
Karl’s garden is larger by 25 square feet.
1.99
(C)
The gardens are the same size.
12.75
(D)
Makenna’s garden is larger by 25 square
feet
2.86
(E)*
Makenna’s garden is larger by 100 square 76.59
feet.
Omit
--
0.37
Of the 153,485 students who participated, 72,648 or 47% were in 8th grade, 50,433 or
33% were in 7th grade, and the remainder were less than 7th grade. As the Common
Core gets implemented, we will have an opportunity to compare how the generation of
students who have had instructional opportunities shaped by the Common Core do on
such tasks.
4. Ted has a rectangular painting on his wall. The area of the painting is 1,800 square
centimeters. If the length of the painting is 60 centimeters, what is the width of the
painting in centimeters?
A. 30
B. 840
C. 1,680
D. 1,740
5. Rich wants to frame the following photograph that he took on his vacation.
He needs to find the total distance around the photograph to buy a frame that it would fit
it.
What is the perimeter of the photograph?
A. 10 inches
B. 12 inches
C. 14 inches
D. 24 inches
Solutions
Solution: 1
We multiply the length and the width to find the area of each rectangular garden. Since
20×45=900
we have that Karl's garden is 900 square feet.
We also know that
25×40=1,000
so Makenna's garden is 1,000 square feet.
Finally, we can find the difference of the two areas
1,000−900=100
and we see that Makenna's garden is larger by 100 square feet.
Solution: With pictures
If we draw pictures to scale, we can see this difference visually. First, draw the two
rectangles to represent the two gardens; the blue rectangle represents Karl's garden
and the yellow rectangle represents Makenna's garden:
Now, draw them overlapping. In the picture below, the green region shows where the
rectangles overlap, the blue strip on the left shows the part of the blue rectangle that is
not overlapped by the yellow rectangle, and the yellow strip on the bottom shows the
part of the yellow rectangle that is not overlapped by the blue rectangle:
Note that the blue strip is 20 feet by 5 feet and has an area of 100 square feet. The
yellow strip is 40 feet by 5 feet and has an area of 200 square feet. Since
200−100=100
we have that Makenna's garden is 100 square feet larger than Karl's garden.
If students happen to display the misconception mentioned in the commentary, then
these pictures could be used to help them understand why the areas are not equal.
Comments
Log in to comment
Alistair Windsor says:
almost 2 years
Another solution is possible using compensation.
20 x 45 = 5 x 180 (divide the left factor by 4 and multiply the right factor by 4)
but
25 x 40 = 5 x 200 (divide the left factor by 5 and multiply the right factor by 5)
Thus MaKenna's garder is larger and by 5 x (200-180) = 5 x 20 = 100 square feet.
Visually this involve cutting each garden in the pictures horizontally into strips of length
5 feet and then laying these strips end to end. Since the length of each is 5 feet you can
compare the widths to determine which is larger, and, with a little bit of work, by how
much.
Unit 5
4.NF.A.1
1.
Possible Answers- 6/8, ¾, 12/16
Resource- Teachercafe.com
2.
Answers- 1. Student will place fraction ¾ between the benchmark of ½ and the whole
number 1.
2. 6/8
3. SW place 6/8 on the number line between the benchmarks ½ and the whole number
1. (Note: The location of 6/8 should be in the same location as ¾ in Question 1).
Resource-TeacherCafe.com
3. What number could replace p below?
1/10 = 10/p
Answer- p=100
Resource- Khan Academy
4.
Answers- a) label the number line with ¼, 2/4, ¾ and 4/4 and circle ¼, b) label the
number line by 8ths and circle 2/8, c) label the number line by 16ths and circle 3/16
2a) multiplication sentence- 2/8 = 2/8 divided by 2/2 = ¼
2b) there is no equivalency between 1a and 1c.
Resource- Engage NY
5.
Possible Answers- Students may represent their answers in a variety of ways.
If Billy cut his pizza into 6 equal pieces: 4/8 & 3/6; 8/8 & 6/6
If Billy cut his pizza into 4 equal pieces: 2/8 & ¼; 4/8 & 2/4; 6/8 & ¾; 8/8 & 4/4
If Billy cut his pizza into 2 equal pieces: 4/8 & 1/2
Resource- TeacherCafe.com
Unit 5
4.NF.A.2 (Comparing Fractions)
1. Which fraction(s) complete the number sentence shown to make a true
comparison?
_____ < ½
A. 3/6
B.
C.
D.
E.
F.
2/5
2/4
1/4
2/3
4/10
Question 2
Answer: Choice 1
Question 3
Answer: Choice 1
Question 4
Answer: ¼
Question 5
Answer: Choice 1
Units/Standards Resources
Unit 1 Applying Place Value Concepts in Whole Number Addition and Subtraction
4.NBT.A.1 (x10)I can statements:
-I can determine the value of each digit in a given number to one million.
-I can explain the relationship of the place value positions in whole numbers to one
million.
Resources:
•http://www.mathlearningcenter.org/web-apps/number-pieces/
•http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
•http://www.ixl.com/math/grade-4/place-values
•https://www.engageny.org/sites/default/files/resource/attachments/g4-m1-full-module.pdf
•http://www.teachnet.com/lesson/math/matmon.html
•https://www.illustrativemathematics.org/content-standards/4/NBT/A/1/tasks/1808
-base ten blocks
-place value charts
-number cards
4.NBT.A.2 (Read and write numbers)I can statements:
I can identify place value positions of whole numbers to one million.
I can determine the value of a digit in a given number up to one million.
I can read whole numbers up to one million in base-ten numeral.
I can read whole numbers up to one million in expanded.
I can read whole numbers up to one million in word form.
I can write whole numbers up to one million in base-ten numerals.
I can write whole numbers up to one million in expanded,
I can write whole numbers up to one million in word form.
I can compare two numbers up to one million using the correct symbols.
Resources:
http://studyjams.scholastic.com/studyjams/jams/math/numbers/place-value.htm
http://studyjams.scholastic.com/studyjams/jams/math/numbers/expanded-notation.htm
http://studyjams.scholastic.com/studyjams/jams/math/numbers/order-wholenumbers.htm
http://nlvm.usu.edu/en/nav/frames_asid_334_g_2_t_1.html?from=topic_t_1.html
4.NBT.B.4 (Fluently add and subtract)I can statements:
I can fluently add multi-digit whole numbers.
I can subtract multi-digit whole numbers.
I can add or subtract using the standard algorithm.
I can explain why the standard algorithm works.
Resources:
Base Ten Blocks Addition
http://nlvm.usu.edu/en/nav/frames_asid_154_g_2_t_1.html?from=category_g_2_t_1.html
Base Ten Blocks Subtraction
http://nlvm.usu.edu/en/nav/frames_asid_155_g_2_t_1.html?from=category_g_2_t_1.html
http://studyjams.scholastic.com/studyjams/jams/math/addition-subtraction/add-sub-woregrp.htm
http://studyjams.scholastic.com/studyjams/jams/math/addition-subtraction/sub-with-regroup.htm
http://studyjams.scholastic.com/studyjams/jams/math/addition-subtraction/add-with-regroup.htm
Unit 2 Decomposing and Composing Fractions for Addition and Subtraction
4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
I can statements:
Resources:
4.NF.B.3a (Add and Subtract fractions-Same whole)
I can statements:
Resources:
4.NF.B.3b (Decomposing different denominators)
I can statements:
Resources:
Unit 3 Exploring Multiples and Factors
4.OA.B.4 (Finding factor pairs/multiples/prime or composite)
I can statements
I can explain how to find a factor pair.
I can find all factor pairs for a given whole number.
I can determine multiples of a given number.
I can explain the relationship between factors and multiples.
I can differentiate between prime and composite numbers.
Resources:
Practice Handouts, Lesson Ideas, or Homework:
1. http://www.commoncoresheets.com/Factors.php
2. http://www.helpingwithmath.com/by_subject/factors_multiples/factors_mul
tiples.htm
3. http://www.bbc.co.uk/skillswise/topic/multiples-and-factors/resources/l1
4. http://www.helpteaching.com/questions/Prime_Factors_and_Multiples
5. http://illuminations.nctm.org/Lesson.aspx?id=3726
Video:
1. https://www.khanacademy.org/math/pre-algebra/factorsmultiples/divisibility_and_factors/v/finding-factors-of-a-number
Games:
1. http://www.nctm.org/Classroom-Resources/Interactives/Factorize/
2. https://theeducationcenter.com/search/Type-game--_Common_Core_Label4.OA.B.4--keywords-activities
3. http://jmathpage.com/JIMSMultiplicationfactorsandmultiples.html
4. http://www.bbc.co.uk/bitesize/ks2/maths/number/factors_multiples/play/
5. http://www.sheppardsoftware.com/mathgames/numbers/fruit_shoot_prime.
htm
6. http://www.studystack.com/flashcard-10678
7. http://nrich.maths.org/1138
8. http://www.mathplayground.com/factortrees.html
9. https://www.ixl.com/math/grade-4
4.OA.C.5 (Number or Shape Pattern)
I can statements:
I can define a pattern and identify the rule used in the pattern.
I can extend a pattern that follows a given rule.
I can analyze a given pattern and determine if additional patterns are included within the
pattern.
Resources:
http://app.edulastic.com/#assessmentQuestions/close/3346
http://app.edulastic.com/#assessmentQuestions/close/5768
https://learnzillion.com/lesson_plans/20
https://learnzillion.com/lessons/794-determine-the-rule-in-patterns-that-decrease
https://www.ixl.com/math/grade-4/geometric-growth-patterns
https://www.ixl.com/math/grade-4/numeric-patterns-word-problems
https://www.ixl.com/math/grade-4/patterns-involving-addition-and-multiplication
https://www.ixl.com/math/grade-4/mixed-patterns-review
https://grade4commoncoremath.wikispaces.hcpss.org/
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/V
MF-Interface.html
https://www.tenmarks.com (3)
http://www.internet4classrooms.com/common_core/generate_number_shape_pat
tern_follows_given_operations_algebraic_thinking_fourth_4th_grade_math_math
ematics.htm
http://www.commoncoresheets.com/Patterns.php
http://betterlesson.com/lesson/563163/what-s-my-rule-an-introduction-tofunction-tables
Unit 4 Multiplication and Division Strategies
4.NBT.A.1 (x / ÷ 10)
I can statements:
-I can explain that a digit in one place represents 10 times what it represents in the
place to its right.
Resources:
•http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html
•http://www.ixl.com/math/grade-4/place-values
•http://www.teachnet.com/lesson/math/matmon.html
•https://www.illustrativemathematics.org/content-standards/4/NBT/A/1/tasks/1808
4.NBT.B.5 (Multiplying)
I can statements:
I can multiply using partial products.
I can multiply using an area model.
I can multiply using rectangular arrays.
I can write an equation that is represented by a visual model.
I can explain the strategy I used to solve a multiplication problem.
Resources:
http://www.haelmedia.com/OnlineActivities_txh/mc_txh3_002.html
http://www.mathplayground.com/multiplication05.html
https://learnzillion.com/lessons/22-solve-2-by-2-digit-multiplication-problemsusing-partial-products
4.NBT.B.6 (Division)
I can statements:
-I can model division by creating equal groups.
-I can divide using area models.
-I can divide using rectangular arrays.
-I can divide using equations.
-I can explain the inverse relationship between multiplication and division.
-I can use multiplication to help me solve a division problem.
-I can explain which strategy I used to find the quotient.
Resources:
https://www.ixl.com/math/grade-4
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/V
MF-Interface.html
http://nlvm.usu.edu/en/nav/frames_asid_193_g_2_t_1.html?from=category_g_2_t_
1.html
https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr35/itools_intermediate_9780547274058_/basetenblocks.html
4.MD.A.3 (Area and Perimeter)
I can statements:
I can explain the difference between area and perimeter.
I can distinguish between area and perimeter in a real word problem.
I can calculator perimeter of rectangles in real world problems.
I can calculate area of rectangles in real world problems.
I can solve for the unknown factor in perimeter situations.
I can solve for the unknown factor in area situations.
Resources:
http://www.commoncoresheets.com/
www.studyjams.com
https://www.tenmarks.com/teacher/assignment/first
https://www.illustrativemathematics.org/content-standards/4/MD/A/3/tasks/876
4.OA.A.3 (Multistep word problems)
I can statements:
Resources:
Unit 5- Fraction Equivalence and Comparison
4.NF.A.1 (Equivalent Fractions)
I can statements:
● I can explain why fractions are equivalent.
● I can create equivalent fractions.
● I can use models to explain why different fractions are equivalent.
Resources:
https://grade4commoncoremath.wikispaces.hcpss.org/Assessing+4.NF.1
http://illuminations.nctm.org/Activity.aspx?id=3510
http://www.visualfractions.com/
http://www.arcademics.com/games/dirt-bike-comparing-fractions/dirt-bikecomparing-fractions.html
http://www.mathplayground.com/Fraction_bars.html
http://www.abcya.com/fraction_percent_decimal_tiles.htm
http://illuminations.nctm.org/Lesson.aspx?id=3985
www.teacherscafe.com
https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractionstopic/cc-4th-visualizing-equiv-frac/v/equivalent-amount-of-pizza
http://studyjams.scholastic.com/studyjams/jams/math/fractions/equivfractions.htm
http://www.watchknowlearn.org/Video.aspx?VideoID=51885&CategoryID=1966
http://www.mathplayground.com/Triplets/Triplets.html
http://www.dreambox.com/blog/teacher-tool-of-the-month-equivalent-fractionson-the-number-line
http://www.mathsisfun.com/equivalent_fractions.html
https://www.engageny.org/sites/default/files/resource/attachments/math-g4-m5full-module.pdf
https://www.illustrativemathematics.org/content-standards/tasks/743
http://educators.brainpop.com/ccss/ccss-math-content-4-nf-a-1/
4.NF.A.2 (Comparing Fractions)
I can statements:
I can compare fractions using models.
I can compare a fraction to a benchmark fraction.
I can rename a fraction to create common numerators and use them to compare.
I can rename a fraction to create common denominators and use them to
compare.
I can compare fractions using >, <, or = and justify my conclusions using a visual
model.
I can explain why fractions must represent the same whole when comparing.
I can determine the best strategy to use for comparing two fractions and explain
my rationale.
Resources:
http://sheppardsoftware.com/mathgames/fractions/Balloons_fractions1.htm
http://sheppardsoftware.com/mathgames/fractions/fractionSet.htm
http://pbskids.org/cyberchase/math-games/melvins-make-match/
http://www.mathplayground.com/Triplets/Triplets.html
http://www.mathplayground.com/Fraction_bars.html
http://illuminations.nctm.org/Activity.aspx?id=4148
http://www.shodor.org/interactivate/activities/FractionSorter/?version=1.5.0_10&b
rowser=Mozilla&vendor=Sun_Microsystems_Inc.
4.NF.C.5 (Equivalent Fractions 10ths 100ths)
I can statements:
Unit 5
I can define decimal fractions and give an example.
I can define I can rename a fraction with a denominator of 10 as an equivalent
fraction with a denominator of 100.
I can add two decimal fractions after renaming them with denominators of 100.
I can describe the relationship between tenths and hundredths.
Resources:
decimal squares
fraction bars
number lines
http://my.hrw.com/math06_07/nsmedia/tools/Decimal_Fractions/Decimal_Fraction
s.swf
www.movingtocommoncore.com
www.ixl.com Q.6, S.5 and S.6
http://www.sheppardsoftware.com/mathgames/decimals/DecimalModels.htm
http://nlvm.usu.edu/en/nav/vlibrary.html (virtual tools)
http://www.visualfractions.com/IdentifyLines/identifylines.html (fractions on a
number line)
https://learnzillion.com/lessonsets/523 (4 videos)
https://www.illustrativemathematics.org/content-standards/4/NF/C/6/tasks/152