Math4Team/Resources/Curriculum Chart: Difference between revisions
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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 | ||
| [http://tonyforster.blogspot.com/2009/12/turtle-fractions.html | | 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 | ||
| | | [[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 | ||
| | | 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. | ||
| | | [http://mrstevesscience.blogspot.com/2011/04/ways-to-multiply.html Steve Thomas] | ||
| | | 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]] | ||
| | | [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]] | ||
| | | 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 | ||
| | | [[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 | ||
| | | [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 | ||
| | | Google Maps | ||
|- | |- | ||
| 4.P.6 | | 4.P.6 | ||
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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 | ||
| | | TurtleArt [http://activities.sugarlabs.org/en-US/sugar/addon/4027] | ||
|- | |- | ||
| 4.G.3 | | 4.G.3 | ||
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| 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). | ||
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay] | | [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay] | ||
| [https://fedorahosted.org/nevhma/ Nevhma] (Under construction) | | [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 | ||
| | | [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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| 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 | ||
| [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] [[Activities/TurtleArt#maths | | | [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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| 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]<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] , [http://tonyforster.blogspot.com/2011/04/turtleart-die-or-spinner.html] | ||
|} | |} | ||
[[Category:TODO]] | [[Category:TODO]] | ||