June 23-24 Grade 4

Assessment Websites for Resources:https://micatime.com/ https://www.tenmarks.com/teacher/dashboardhttp://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.shtmlhttps://www.khanacademy.org/commoncore/maphttps://learnzillion.com/https://www.illustrativemathematics.org/https://my.triand.com/ - $ Cheaphttps://www.masteryconnect.com/https://xtramath.orghttp://www.k-5mathteachingresources.com/4th-grade-number-activities.htmlhttp://illuminations.nctm.org/Default.aspxhttp://www.edulastic.comhttp://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.1Unit 1

1. 180 = _____18____ tens2. 1, 600 = _____16___ hundreds3. 2,700 = 27 _____hundreds_____4. 2 hundreds 6 tens = _____26__ tens5. 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.1Unit 41.

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. 31,254B. 41, 523C. 43,125D. 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. 1B. 10C. 1,000D. 10,000

(Resource: Edulastic)

4.

Correct answer: 9,909(Resource: TenMarks)

5.

The first and second statements are true.(Resource: TenMarks)

4.NBT.A.1Unit 7

1.

Answer: C(Resource from- TenMarks)

2.

Answers: 8 x 1,000 8 x 100 8 x 10

(Resource: TenMarks)

3.

answer: 555,505(Resource: TenMarks)

4.

A. 20B. 200C. 2,000D. 20,000

(Resource: TenMarks)

5.

A. 3B. 6C. 30D. 60

(Resource: TenMarks)4.OA.A.1Unit 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.1Unit 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. 33 is ⅓ of 11B. ⅓ is 11 times as many as 33C. 11 is ⅓ of 33D. 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. ¼ x 12 = 3B. 3 x ¼ = ¾ C. 12 x 4 = 48D. ¼ x 12 = 9

(resource - modified from TenMarks)

3. Which of the following multiplicative comparisons have the answer of 4?

A. 2/4 as many as 8B. as many as 24⅙C. 2 times as many as ½ D. 16 as many as ¼E. ¼ as many as 8

4. Carlita’s yard is 156 square meters. Trevares’ yard is the size of Carlita’s yard. ⅙Which equation would best represent the comparison between Carlita’s and Trevares’ yards?

A. 156 x = 36 square meters⅙B. 36 x 156 = square meters⅙C. x 36 = 6 square meters⅙D. 36 x = 156 square meters⅙

5. Each day a company used three-twelfths of a box of paper. How manyboxes would they have used after three days?

A. 36 boxes of paperB. 9/12 boxes of paperC. 3/36 boxes of paperD. 9/36 boxes of paper

(resource - commoncoresheets.com)

4.MD.A.2Unit 8/Unit 11 (Unit 11 is mastery of unit 8)

Correct Answer: 3:42pmResource: Tenmarks

Correct Answer: 57,671gResource: engageNY

**Justify Answer OR have student put their correct answer in minutes and prove using a number line*Correct Answer: 2 hours and 30 minutesResource: 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.2Unit 10

Correct Answer: Resource: Edulastic

Correct Answer: 97.7Resource: 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 BrandonFinal Part: Answers may vary- 5 laps/2km, 10laps/4km or 15laps/6kmResource: Howard County

Answer: Explanation is aboveResource: Georgia

Answer : Riddle 1: B Riddle 2: EResource: mathworksheetsland.com

4.OA.C.5Unit 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/mathematical-content-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. 8,000B. 8,760C. 8,800D. 9,000

3. Look at the number line.

What is the value of 463 rounded to the nearest ten?

a. 400b. 460c. 470d. 500

5.

4.NBT.A.3Unit 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.pdf

4.NF.C.5Unit 51.

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. 75/100B. 48/100C. 48/110D. 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. 7/10B. 70/100C. 7/100D. 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 b. 60 ÷ 10 6 10 x 10 = 100 100 ÷ 10 = 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.5Unit 101. 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, 2/100Teacher 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. 58/100B. 58/110C. 5/8D. 50/800Resource- Teacher created

5.

Non-Spiralling Standard Assessment Questions

Unit 14.NBT.A.21.

Answer: one hundred eighty-four thousand, six hundred seventy-eight2.

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 + 25.

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 14.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 24.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 aboveResource: EngageNY

Unit 24.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) = 3Resource: EngageNY

5.

Answer: Answers will vary depending on how students break up the mixed number.Resource: EngageNY

Unit 34.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 44.NBT.B.5

1.

(Khan Academy)

2.

(Edulastic)

3.

4.

5. Explain how you can use the associative property of multiplicationto compute 32 x 4 x 25 mentally.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(https://grade4commoncoremath.wikispaces.hcpss.org/Assessing+4.NBT.5)

Unit 44.NBT.B.6Joan 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.

Based on Meera's result so far, what is the quotient of 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.

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 = 800÷2 = 40÷2 =

What is 6,840÷2?

5. Part 1Write a correct multiplication sentence using the numbers 7, 63, and 9.

Enter an equation like 2×3=6.

Part 2Which 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 44.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. 12 feetB. 24 feetC. 20 feetD. 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+40Sometimes 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)×40This 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:

Choice

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 feet.

76.59

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. 30B. 840C. 1,680D. 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 inchesB. 12 inchesC. 14 inchesD. 24 inches

SolutionsSolution: 1We multiply the length and the width to find the area of each rectangular garden. Since

20×45=900we have that Karl's garden is 900 square feet.We also know that

25×40=1,000so Makenna's garden is 1,000 square feet.Finally, we can find the difference of the two areas

1,000−900=100and we see that Makenna's garden is larger by 100 square feet.Solution: With picturesIf 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=100we 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.

CommentsLog in to comment

Alistair Windsor says:almost 2 yearsAnother solution is possible using compensation.20 x 45 = 5 x 180 (divide the left factor by 4 and multiply the right factor by 4)but25 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 54.NF.A.1

1.

Possible Answers- 6/8, ¾, 12/16Resource- Teachercafe.com

2.

Answers- 1. Student will place fraction ¾ between the benchmark of ½ and the whole number 1. 2. 6/83. 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=100Resource- 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 & 6/6If Billy cut his pizza into 4 equal pieces: 2/8 & ¼; 4/8 & 2/4; 6/8 & ¾; 8/8 & 4/4If Billy cut his pizza into 2 equal pieces: 4/8 & 1/2

Resource- TeacherCafe.com

Unit 54.NF.A.2 (Comparing Fractions)

1. Which fraction(s) complete the number sentence shown to make a true comparison?

_____ < ½A. 3/6

B. 2/5C. 2/4D. 1/4E. 2/3F. 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-whole-

numbers.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 Subtractionhttp://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-wo-regrp.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_multiples.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/factors-multiples/

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_Label-

4.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/

VMF-Interface.html

https://www.tenmarks.com (3)

http://www.internet4classrooms.com/common_core/

generate_number_shape_pattern_follows_given_operations_algebraic_thinking_f

ourth_4th_grade_math_mathematics.htm

http://www.commoncoresheets.com/Patterns.php

http://betterlesson.com/lesson/563163/what-s-my-rule-an-introduction-to-

function-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-problems-

using-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/

VMF-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/gr3-5/

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-bike-

comparing-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-fractions-topic/

cc-4th-visualizing-equiv-frac/v/equivalent-amount-of-pizza

http://studyjams.scholastic.com/studyjams/jams/math/fractions/equiv-

fractions.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-fractions-

on-the-number-line

http://www.mathsisfun.com/equivalent_fractions.html

https://www.engageny.org/sites/default/files/resource/attachments/math-g4-m5-

full-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.htmlhttp://illuminations.nctm.org/Activity.aspx?id=4148

http://www.shodor.org/interactivate/activities/FractionSorter/?version=1.5.0_10&browser=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_Fractions.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