Math4Team/RIT/Projects/Fun Towers: Difference between revisions

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==Proposed Domains==

*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.

*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.

*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 comparin and ordering the numbers.

*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 comparin and ordering the numbers.

*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.

*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.

*Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).

*4.N.5: Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).

*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.

*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.

*Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.

*4.N.16: Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.

*Use concrete objects and visual models to add and subtract common fractions.

*4.N.18: Use concrete objects and visual models to add and subtract common fractions.

*Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….

*4.P.1: Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….

*Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.

*4.P.3: Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.

*Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

*4.M.2: Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.

==Initial Proposed Modifications==

@@ Line 15: / Line 15: @@
 ==Proposed Domains==
-*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.
+*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.
-*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 comparin and ordering the numbers.
+*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 comparin and ordering the numbers.
-*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.
+*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.
-*Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).
+*4.N.5: Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).
-*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.
+*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.
-*Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.
+*4.N.16: Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.
-*Use concrete objects and visual models to add and subtract common fractions.
+*4.N.18: Use concrete objects and visual models to add and subtract common fractions.
-*Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
+*4.P.1: Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
-*Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
+*4.P.3: Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
-*Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.
+*4.M.2: Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet or inches, etc.
 ==Initial Proposed Modifications==