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| + | {{Graduate}} |
| + | <noinclude>{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}} |
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| == Introduction == | | == Introduction == |
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− | It's important to connect activities and content to actual learning objectives.
| + | In order to be useful to teachers, it's important to connect activities and content to quantifiable learning objectives. |
| | | |
| There are many great, well-established curriculum frameworks that would make this easy. | | There are many great, well-established curriculum frameworks that would make this easy. |
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| | 4.N.1 | | | 4.N.1 |
| | Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers. | | | Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers. |
− | | None | + | | [http://sadamclemson.blogspot.com/ Adam Schreiber] |
− | | None | + | | [http://git.sugarlabs.org/projects/deka Deka] [[Activities/Abacus|Abacus]] |
| |- | | |- |
| | 4.N.2 | | | 4.N.2 |
| | Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3. | | | Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3. |
− | | None | + | | [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber] |
− | | None | + | | [http://git.sugarlabs.org/projects/deka Deka] |
| |- | | |- |
| | 4.N.3 | | | 4.N.3 |
| | Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line. | | | Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line. |
| | None | | | None |
− | | None | + | | TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-fractions.html] [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html] |
| |- | | |- |
| | 4.N.4 | | | 4.N.4 |
| | Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions. | | | Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions. |
| | None | | | None |
− | | None | + | | [[Activities/Abacus|Abacus]] (Caacupé abacus) [[Activities/Abacus/Worksheet |Worksheet]], TurtleArt [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html] |
| |- | | |- |
| | 4.N.5 | | | 4.N.5 |
| | Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths). | | | Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths). |
| | None | | | None |
− | | None | + | | TurtleArt [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html] |
| |- | | |- |
| | 4.N.6 | | | 4.N.6 |
| | Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths. | | | Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths. |
− | | None | + | | [http://sadamclemson.blogspot.com/ Adam Schreiber] |
− | | None | + | | [http://git.sugarlabs.org/projects/deci Deci ] , TurtleArt [http://tonyforster.blogspot.com/2011/04/fractions-and-decimals-4th-grade-maths.html] |
| |- | | |- |
| | 4.N.7 | | | 4.N.7 |
| | Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems. | | | Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems. |
− | | None | + | | [http://en.opensuse.org/User:Dglenn Doug Glenn] |
| | None | | | None |
| |- | | |- |
| | 4.N.8 | | | 4.N.8 |
| | Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations. | | | Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations. |
− | | None | + | | [http://mrstevesscience.blogspot.com/2011/04/ways-to-multiply.html Steve Thomas] |
− | | None | + | | Etoys [http://mrstevesscience.blogspot.com/2011/04/ways-to-multiply.html] |
| |- | | |- |
| | 4.N.9 | | | 4.N.9 |
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| | 4.N.11 | | | 4.N.11 |
| | Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500. | | | Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500. |
− | | None | + | | |
− | | None | + | | |
| |- | | |- |
| | 4.N.12 | | | 4.N.12 |
| | Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. | | | Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. |
− | | None | + | | [[Team:UTOS-XO|UTOS-XO]] |
− | | None | + | | [http://activities.sugarlabs.org/en-US/sugar/addon/4271 Tuxmaths] |
| |- | | |- |
| | 4.N.13 | | | 4.N.13 |
| | Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders. | | | Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders. |
− | | None | + | | [[Team:UTOS-XO|UTOS-XO]] |
− | | None | + | | TurtleArt [http://tonyforster.blogspot.com/2011/04/turtle-division-drill.html] |
| |- | | |- |
| | 4.N.14 | | | 4.N.14 |
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| | 4.N.16 | | | 4.N.16 |
| | Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000. | | | Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000. |
− | | None | + | | [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm] |
− | | None | + | | [http://activities.sugarlabs.org/en-US/sugar/addon/4209 Hop-A-Round] |
| |- | | |- |
| | 4.N.17 | | | 4.N.17 |
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| | Use concrete objects and visual models to add and subtract common fractions. | | | Use concrete objects and visual models to add and subtract common fractions. |
| | None | | | None |
− | | None | + | | [[Activities/Abacus|Abacus]] (Caacupé abacus) [[Activities/Abacus/Worksheet |Worksheet]] |
| |} | | |} |
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| ! Id | | ! Id |
| ! Standard Description | | ! Standard Description |
− | ! Learning Tools | + | ! Who's working on it? |
− | ! Assessment Tools | + | ! What Sugar activity satisfies this objective? |
| |- | | |- |
| | 4.P.1 | | | 4.P.1 |
| | Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, …. | | | Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, …. |
− | | None | + | | [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]] |
− | | None | + | | [http://git.sugarlabs.org/projects/deka Deka] |
| |- | | |- |
| | 4.P.2 | | | 4.P.2 |
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| | 4.P.3 | | | 4.P.3 |
| | Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3. | | | Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3. |
− | | None | + | | [[User:Gdk]] (developer),[[User:Rholden]] |
− | | None | + | | https://fedorahosted.org/dungeonsofmongo/ |
| |- | | |- |
| | 4.P.4 | | | 4.P.4 |
| | Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships. | | | Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships. |
| | None | | | None |
− | | None | + | | [http://activities.sugarlabs.org/en-US/sugar/addon/4084 Socialcalc Activity] |
| |- | | |- |
| | 4.P.5 | | | 4.P.5 |
| | Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles). | | | Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles). |
| | None | | | None |
− | | None | + | | Google Maps |
| |- | | |- |
| | 4.P.6 | | | 4.P.6 |
| | Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. | | | Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. |
− | | None | + | | [[User:Rholden]] |
| | None | | | None |
| |} | | |} |
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| ! Id | | ! Id |
| ! Standard Description | | ! Standard Description |
− | ! Learning Tools | + | ! Who's working on it? |
− | ! Assessment Tools | + | ! What Sugar activity satisfies this objective? |
| |- | | |- |
| | 4.G.1 | | | 4.G.1 |
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| | Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids. | | | Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids. |
| | None | | | None |
− | | None | + | | TurtleArt [http://activities.sugarlabs.org/en-US/sugar/addon/4027] |
| |- | | |- |
| | 4.G.3 | | | 4.G.3 |
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| | 4.G.4 | | | 4.G.4 |
| | Identify angles as acute, right, or obtuse. | | | Identify angles as acute, right, or obtuse. |
− | | None | + | | Christian Cook |
| | None | | | None |
| |- | | |- |
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| | 4.G.6 | | | 4.G.6 |
| | Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant). | | | Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant). |
− | | None | + | | [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay] |
− | | None | + | | [https://fedorahosted.org/nevhma/ Nevhma] (Under construction) TurtleArt [http://activities.sugarlabs.org/en-US/sugar/addon/4027] |
| |- | | |- |
| | 4.G.7 | | | 4.G.7 |
| | Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent. | | | Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent. |
| | None | | | None |
− | | None | + | | [http://tonyforster.blogspot.com/2011/04/turtle-flip-and-rotate-4th-grade-maths.html TurtleArt] |
| |- | | |- |
| | 4.G.8 | | | 4.G.8 |
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| ! Id | | ! Id |
| ! Standard Description | | ! Standard Description |
− | ! Learning Tools | + | ! Who's working on it? |
− | ! Assessment Tools | + | ! What Sugar activity satisfies this objective? |
| |- | | |- |
| | 4.M.1 | | | 4.M.1 |
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| | Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…). | | | Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…). |
| | None | | | None |
− | | None | + | | [http://activities.sugarlabs.org/en-US/sugar/addon/4191 Clock Activity] [http://activities.sugarlabs.org/en-US/sugar/addon/4112 GCompris Clockgame] [http://activities.sugarlabs.org/en-US/sugar/addon/4263 Stopwatch Activity] Turtle clock [[Activities/TurtleArt#maths | 1]] [http://tonyforster.blogspot.com/2011/02/turtle-talking-clock.html 2] |
| |- | | |- |
| | 4.M.4 | | | 4.M.4 |
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| ! Id | | ! Id |
| ! Standard Description | | ! Standard Description |
− | ! Learning Tools | + | ! Who's working on it? |
− | ! Assessment Tools | + | ! What Sugar activity satisfies this objective? |
| |- | | |- |
| | 4.D.1 | | | 4.D.1 |
| | Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data. | | | Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data. |
| | None | | | None |
− | | None | + | | [http://activities.sugarlabs.org/en-US/sugar/addon/4084 Socialcalc Activity]<br/>[[Activities/TurtleArt|TurtleArt]] sensor blocks |
| |- | | |- |
| | 4.D.2 | | | 4.D.2 |
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| | Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins. | | | Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins. |
| | None | | | None |
− | | None | + | | TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-random.html] , [http://tonyforster.blogspot.com/2011/04/turtleart-die-or-spinner.html] |
| |} | | |} |
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| + | [[Category:TODO]] |