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== Introduction ==

== Introduction ==

| 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

| 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]]

| Tuxmaths

| [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]]

| None

| TurtleArt [http://tonyforster.blogspot.com/2011/04/turtle-division-drill.html]

|-

|-

| 4.N.14

| 4.N.14

| 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]]

|}

|}

| 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

| 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 1]

| 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]]