Fortune Hunter: Difference between revisions
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=== Curriculum Elements === | === Curriculum Elements === | ||
This game covers elements of the fourth grade math curriculum currently | This game covers elements of the fourth grade math curriculum currently in use at Boston, MA, USA. The full curriculum is available at [[http://wiki.sugarlabs.org/go/Math4Team/Resources/Curriculum_Chart]]. | ||
The following topics are covered in this game activity. | |||
{| border="1" | |||
|+ Curriculum Framework | |||
! NUMBER SENSE AND OPERATIONS | |||
|- | |||
! 4.N.3 | |||
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line. | |||
|- | |||
! 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. | |||
|- | |||
! 4.N.5 | |||
| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths). | |||
|- | |||
! 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. | |||
|- | |||
! 4.N.9 | |||
| Select, use, and explain the commutative, associative, and identity properties of operations on whole numbers in problem situations, e.g., 37 x 46 = 46 x 37, (5 x 7) x 2 = 5 x (7 x 2). | |||
|- | |||
! 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. | |||
|- | |||
! 4.N.12 | |||
| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently. | |||
|- | |||
! 4.N.14 | |||
| Demonstrate in the classroom an understanding of and the ability to use the conventional algorithms for addition and subtraction (up to five-digit numbers), and multiplication (up to three digits by two digits). | |||
|- | |||
! GEOMETRY | |||
|- | |||
! 4.G.1 | |||
| Compare and analyze attributes and other features (e.g., number of sides, faces, corners, right angles, diagonals, and symmetry) of two- and three-dimensional geometric shapes. | |||
|- | |||
! 4.G.3 | |||
| Recognize similar figures. | |||
|- | |||
! 4.G.4 | |||
| Identify angles as acute, right, or obtuse. | |||
|- | |||
! 4.G.7 | |||
| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent. | |||
|- | |||
! 4.G.9 | |||
| Predict and validate the results of partitioning, folding, and combining two- and three-dimensional shapes. | |||
|- | |||
! MEASUREMENT | |||
|- | |||
! 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. | |||
|} | |||
== Art == | == Art == | ||