534
edits
Changes
Jump to navigation
Jump to search
Line 1:
Line 1: + + + Line 24:
Line 27: − + − + − + − + − + − + − + − + − + − + − + − + Line 74:
Line 77: − + − + − + − + − + − + Line 99:
Line 102: − + − + Line 110:
Line 113: − + Line 126:
Line 129: − + − + − + − + − + Line 142:
Line 145: − + − + − + Line 174:
Line 177: − + Line 183:
Line 186: − + Line 193:
Line 196: − + − + − + Line 235:
Line 238: − + Line 261:
Line 264: − + Line 286:
Line 289: − + + + +
Math4Team/Resources/Curriculum Chart (view source)
Revision as of 22:48, 5 June 2016
, 22:48, 5 June 2016Graduate this
{{Graduate}}
<noinclude>{{TeamHeader|Math4Team|home=Project Home|xbgColor=ffe792}}</noinclude>{{TOCright}}
== Introduction ==
== Introduction ==
| 4.N.1
| 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 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.
| None
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| None
| [http://git.sugarlabs.org/projects/deka Deka] [[Activities/Abacus|Abacus]]
|-
|-
| 4.N.2
| 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.
| 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.
| None
| [[Team:UTOS-XO|UTOS-XO]], [http://sadamclemson.blogspot.com/ Adam Schreiber]
| None
| [http://git.sugarlabs.org/projects/deka Deka]
|-
|-
| 4.N.3
| 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.
| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.
| None
| None
| None
| 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.
| None
| [http://sadamclemson.blogspot.com/ Adam Schreiber]
| None
| [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
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.
| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.
| None
| [http://en.opensuse.org/User:Dglenn Doug Glenn]
| None
| None
|-
|-
| 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
| 4.N.11
| 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.
| 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.
| [[User:lextori]](developer)
|
| Math Escape
|
|-
|-
| 4.N.12
| 4.N.12
| 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.
| None
| [[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.
| None
| [[Team:UTOS-XO|UTOS-XO]]
| None
| TurtleArt [http://tonyforster.blogspot.com/2011/04/turtle-division-drill.html]
|-
|-
| 4.N.14
| 4.N.14
| 4.N.16
| 4.N.16
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.
| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.
| None
| [http://wiki.sugarlabs.org/go/User:Ossfm User:ossfm]
| None
| [http://activities.sugarlabs.org/en-US/sugar/addon/4209 Hop-A-Round]
|-
|-
| 4.N.17
| 4.N.17
| 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]]
|}
|}
| 4.P.1
| 4.P.1
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….
| None
| [http://sadamclemson.blogspot.com/ Adam Schreiber], [[User:Dfu]]
| None
| [http://git.sugarlabs.org/projects/deka Deka]
|-
|-
| 4.P.2
| 4.P.2
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).
| Use symbol and letter variables (e.g. v, x) to represent unknowns or quantities that vary in expressions and in equations or inequalities (mathematical sentences that use =, <, >).
| [[User:lextori]](developer)
| None
| Math Escape
| None
|-
|-
| 4.P.3
| 4.P.3
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
| Determine values of variables in simple equations, e.g., 4106 – x = 37, 5 = y + 3, and s – y = 3.
| [[User:Gdk]] (developer)
| [[User:Gdk]] (developer),[[User:Rholden]]
| https://fedorahosted.org/dungeonsofmongo/
| https://fedorahosted.org/dungeonsofmongo/
|-
|-
| 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
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.
| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.
| None
| [[User:Rholden]]
| None
| None
|}
|}
| 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
| None
| TurtleArt [http://activities.sugarlabs.org/en-US/sugar/addon/4027]
|-
|-
| 4.G.3
| 4.G.3
| 4.G.4
| 4.G.4
| Identify angles as acute, right, or obtuse.
| Identify angles as acute, right, or obtuse.
| None
| Christian Cook
| None
| None
|-
|-
| 4.G.6
| 4.G.6
| 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).
| None
| [http://danielsmw.fedorapeople.org/ Matthew Daniels], [http://www.cs.clemson.edu/~rseay Rob Seay]
| None
| [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
| None
| [http://tonyforster.blogspot.com/2011/04/turtle-flip-and-rotate-4th-grade-maths.html TurtleArt]
|-
|-
| 4.G.8
| 4.G.8
| 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
| 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] Turtle clock [[Activities/TurtleArt#maths | 1]] [http://tonyforster.blogspot.com/2011/02/turtle-talking-clock.html 2]
|-
|-
| 4.M.4
| 4.M.4
| 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
| None
| [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
| None
| TurtleArt [http://tonyforster.blogspot.com/2009/12/turtle-random.html] , [http://tonyforster.blogspot.com/2011/04/turtleart-die-or-spinner.html]
|}
|}
[[Category:TODO]]