Magnificent 4th Grade Math!
Place Value - from the millions to thousandths
Multiplication - up to 3 by 2 digit multiplication
Division - including long division
Fractions - conversions, operations, and basic understanding
Decimals - limited conversion to fractions
Geometry - triangles, angles, & quadrilaterals
Measurement - basic conversion in standard and metric systems & angle measurements
Algebra - input/output functions, solving for unknown, & using order of operations
Graphing - interpretation of Line Plots
Problem Solving- multi-step word problems
Multiplication - up to 3 by 2 digit multiplication
Division - including long division
Fractions - conversions, operations, and basic understanding
Decimals - limited conversion to fractions
Geometry - triangles, angles, & quadrilaterals
Measurement - basic conversion in standard and metric systems & angle measurements
Algebra - input/output functions, solving for unknown, & using order of operations
Graphing - interpretation of Line Plots
Problem Solving- multi-step word problems
Favorite Links!
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Mrs. Nowicki's 10 Standards of Mathematical Practice:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
9. Practice at home.
10.Have fun!
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
9. Practice at home.
10.Have fun!
*Unit 8- Measurement
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I can...
-know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
-within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. -record measurement equivalents in a two column table. (e.g., know that 1 ft is 12 times as long as 1 in. -express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2,24), (3, 36)
-compare one unit to another within a single system of capacity measurement and record measurement equivalents in a two-column table, including l, ml, c, pt, qt, gal
-compare one unit to another within a single system of weight measurement and record measurement equivalents in a two-column table, including g, kg, lb, oz.
-use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
-represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
-represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
-apply the area and perimeter formulas for rectangles in real world and mathematical problems (e.g., find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor)
-make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection)
-Still do everything else that I learned this year!
-know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
-within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. -record measurement equivalents in a two column table. (e.g., know that 1 ft is 12 times as long as 1 in. -express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2,24), (3, 36)
-compare one unit to another within a single system of capacity measurement and record measurement equivalents in a two-column table, including l, ml, c, pt, qt, gal
-compare one unit to another within a single system of weight measurement and record measurement equivalents in a two-column table, including g, kg, lb, oz.
-use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
-represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
-represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
-apply the area and perimeter formulas for rectangles in real world and mathematical problems (e.g., find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor)
-make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection)
-Still do everything else that I learned this year!
*Unit 7 Geometry- Test: Tuesday 3/15/16
- I Can...
- recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement
- recognize that an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle; an angle that turns through 1/360 of a circle is called a "one-degree angle", and can be used to measure angles
- recognize that an angle that turns through "n" one-degree angles is said to have an angle measure of "n" degrees measure and draw angles using tools such as a protractor or angle ruler
- recognize angle measure as additive
- when an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts
- solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure
- solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems by using an equation with a symbol for the unknown angle measure
- draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and identify these in two-dimensional figures
- classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size
- recognize right triangles as a category, and identify right triangles
- classify two-dimensional figures based on the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size
- 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
- locate a point in the first quadrant in the coordinate plane and name the ordered pair
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Geometry Study Guide | |
File Size: | 169 kb |
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*Unit 6 Decimals/Algebra- Test Friday, 2/19/16
I can...
- use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100)
- compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model
- generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way. For example, given the rule "ADD 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
- still do everything else we have learned this year!!!
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*Unit 5 Fractions Test 1- Tues, 1/12/16
Test 2- Thursday, 1/28/16
I can...
- Explain, recognize, and generate equivalent fractions
- compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model
- model and explain addition and subtraction of fractions
- add and subtract mixed numbers with like denominators
- decompose a fraction, by using a visual fraction model, into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation and justify reasoning using visual fraction models (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8; 8/8 = 7/8 + 1/8)
- solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem
- apply and extend previous understanding of multiplication to multiply a fraction by a whole number
- understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (e.g., use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5
- solve word problems involving multiplication of a fraction by a whole number
- express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100)
- still do everything else we have learned this year!!!
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*Unit 4 Division Test Date Thursday, 11/19/15
I can...
-find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors
- Illustrate and explain division by using equations, rectangular arrays, and/or area models
-solve multiplication & division word problems involving multiplicative comparison using drawings & equations
- solve multi-step word problems using addition, subtraction, multiplication, and division
-explain the different meanings of the remainder in division problems
-use the Order of Operations to solve equations involving addition, subtraction, multiplication, and division
-use multiplication to check my answer in a division problem
-still do everything else we have learned this year!!!
-find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors
- Illustrate and explain division by using equations, rectangular arrays, and/or area models
-solve multiplication & division word problems involving multiplicative comparison using drawings & equations
- solve multi-step word problems using addition, subtraction, multiplication, and division
-explain the different meanings of the remainder in division problems
-use the Order of Operations to solve equations involving addition, subtraction, multiplication, and division
-use multiplication to check my answer in a division problem
-still do everything else we have learned this year!!!
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*Unit 3 Multiplication (Test will be in 2 parts)
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I can...
- multiply one digit with multiple digit number 4,345 x 4 =
- multiply two-digit by two-digit numbers 25 x 45 =
- apply the vocabulary: Prime Numbers, Composite Numbers, Factors, Product, & Multiples
- solve multiplication problems with a pattern (also called mental math)
- model multiplication problems using rectangular arrays
- solve multiplication problems from a word problem
- write or identify an expression or equation that includes a multiplication problem with a variable
- persevere in solving multi-step word problems
- still do everything else we learned so far this year!!!!
*Unit 2: Addition and Subtraction Test Wed. 9/30/15
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I can...
- add and subtract large numbers
- solve for the missing value when given an equation
- estimate the sum or difference
- solve for the sum or difference when given a word problem
- write an expression or equation when given a word problem
- solve a given expression or equation
- identify mistakes in an equation
- recognize the vocabulary for these operations: difference, sum, addition, subtraction
- recognize the Associative, Commutative, and Identity Properties of Addition
- persevere in solving multi-step word problems
Review Skills
- Identify the place value or value of a digit within a larger number
- Round to the named place value
- Write the standard, expanded, and word form of a given number
- Identify a number based on given values
- Identify the number of tens/hundreds/thousands etc. within a given number
- Increase / decrease a number by tens/hundreds/thousands etc.
- Know your math facts!
- add and subtract large numbers
- solve for the missing value when given an equation
- estimate the sum or difference
- solve for the sum or difference when given a word problem
- write an expression or equation when given a word problem
- solve a given expression or equation
- identify mistakes in an equation
- recognize the vocabulary for these operations: difference, sum, addition, subtraction
- recognize the Associative, Commutative, and Identity Properties of Addition
- persevere in solving multi-step word problems
Review Skills
- Identify the place value or value of a digit within a larger number
- Round to the named place value
- Write the standard, expanded, and word form of a given number
- Identify a number based on given values
- Identify the number of tens/hundreds/thousands etc. within a given number
- Increase / decrease a number by tens/hundreds/thousands etc.
- Know your math facts!
Study Jams! (Test yourself!)
Addition with Regrouping
Subtraction with Regrouping
Tutorial- How to Subtract with Regrouping
Addition with Regrouping
Subtraction with Regrouping
Tutorial- How to Subtract with Regrouping
*Unit 1: Place Value & Whole Numbers up to the Millions Place Test Date Thursday, 9/3/15 See Study Guide below I Can Statements:
I can..
- identify the correct digit in multi-digit numbers if given the place value
- identify the correct place value position for a given digit
- determine the value of a digit in a multi-digit number
- determine the value of a digit in a particular place value
- identify the periods in a given number
- write and identify a number in all three forms: expanded, word, & standard
- use place value understanding to round whole numbers to any place using tools such as a number line and/or charts
- add and subtract multi-digit whole numbers fluently using the standard algorithm
- round to any place and explain how I rounded
- explain that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right
- use place value understanding to round whole numbers to any place using tools such as a number line and/or charts
- identify and represent whole numbers using Base-10 blocks
- multiply single digit whole numbers fluently
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*Beginning of the Year 4th Grade Math Expectations
When you begin 4th grade, you should already be able to do the following:
I can...
See favorite links above for math e-FLASHCARDS!!!
When you begin 4th grade, you should already be able to do the following:
I can...
- add and subtract basic facts with fluency
- multiply basic facts through 12 with fluency (50 facts in 2 1/2 minutes)
- divide basic facts through 12 with fluency (50 facts in 2 1/2 minutes)
- get a 100% on a 3rd Grade Big 20
See favorite links above for math e-FLASHCARDS!!!
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* Unit 8 Measurement & Data- Test Thursday 5/7/15
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![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Geometry Study Guide Answers for Parents | |
File Size: | 197 kb |
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![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Decimals/Algebra Study Guide | |
File Size: | 171 kb |
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![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Fraction Part 2 Study Guide Answers for Parents | |
File Size: | 552 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Fraction Part 1 Study Guide Answers for Parents | |
File Size: | 775 kb |
File Type: |
Place Value Teaching Videos on Learn Zillion
1.) Go to Learnzillion Quick Code : LZ514
2.) Go to Learnzillion Quick Code LZ515 (Modeling)
3.) Go to Learnzillion Quick Code LZ516 (Relationship between digits and place value)
4.) Go to Learnzillion Quick Code LZ805 (Multiply by Powers of Ten)
5.) How to Round Numbers
6.) Go to Learnzillion Quick Code: LZ523, LZ524, LZ525, LZ526, LZ527 (Rounding)
1.) Go to Learnzillion Quick Code : LZ514
2.) Go to Learnzillion Quick Code LZ515 (Modeling)
3.) Go to Learnzillion Quick Code LZ516 (Relationship between digits and place value)
4.) Go to Learnzillion Quick Code LZ805 (Multiply by Powers of Ten)
5.) How to Round Numbers
6.) Go to Learnzillion Quick Code: LZ523, LZ524, LZ525, LZ526, LZ527 (Rounding)
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