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<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}}
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<noinclude>{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}}
    
== Introduction ==
 
== Introduction ==
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| 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.
 
| [http://sadamclemson.blogspot.com/  Adam Schreiber]
 
| [http://sadamclemson.blogspot.com/  Adam Schreiber]
| [http://git.sugarlabs.org/projects/deka  Deka]
+
| [http://git.sugarlabs.org/projects/deka  Deka] [[Activities/Abacus|Abacus]]
 
|-
 
|-
 
| 4.N.2
 
| 4.N.2
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| 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
| TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-fractions.html 1]
+
| 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.
 
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
 
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| [http://git.sugarlabs.org/projects/deci Deci ]  
+
| [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
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| 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
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| Etoys [http://mrstevesscience.blogspot.com/2011/04/ways-to-multiply.html]
 
|-
 
|-
 
| 4.N.9
 
| 4.N.9
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| 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.
 
| [[Team:UTOS-XO|UTOS-XO]]
 
| [[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.
 
| [[Team:UTOS-XO|UTOS-XO]]
 
| [[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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| 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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| 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
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| 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
| [http://activities.sugarlabs.org/en-US/sugar/addon/4084 Socialcalc Activity]
+
| [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
| TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-random.html 1]
+
| TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-random.html]  , [http://tonyforster.blogspot.com/2011/04/turtleart-die-or-spinner.html]
 
|}
 
|}
       
[[Category:TODO]]
 
[[Category:TODO]]