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Math4Team/Resources/Curriculum Chart (view source)
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, 21:48, 5 June 2016Graduate this
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<noinclude>{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}}
== Introduction ==
== Introduction ==
| 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
| 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
| 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
| 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
| 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]]
|}
|}
| 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
| 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
| 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]]