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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| 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|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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| 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 | | 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]] | ||