Academic Standards

MA 4.1.1: Students will represent and show relationships among positive rational numbers within the base-ten number system.

MA 4.1.1.b: Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6 +.2 +.03)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

MA 4.1.1.c: Compare and order whole numbers and decimals through the hundredths place (e.g., money)

Adding Decimals (Base-10 Blocks)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

MA 4.1.1.e: Represent a fraction as parts of a whole and/or parts of a set

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

MA 4.1.1.f: Use visual models to find equivalent fractions (e.g., 2/4 = 1/2, 2/8 = 1/4, 1 = 2/2 = 5/5, 3/3)

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

MA 4.1.1.h: Locate fractions on a number line

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

MA 4.1.1.i: Round a whole number to millions

Rounding Whole Numbers (Number Line)

MA 4.1.2: Students will demonstrate the meaning of division with whole numbers.

MA 4.1.2.a: Use drawings, words, and symbols to explain the meaning of division [(e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?)]

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

MA 4.1.3: Students will compute fluently and accurately using appropriate strategies and tools.

MA 4.1.3.b: Add and subtract decimals to the hundredths place (e.g., money)

Adding Decimals (Base-10 Blocks)

Subtracting Decimals (Base-10 Blocks)

MA 4.2.1: Students will classify two-dimensional shapes and three-dimensional objects.

MA 4.2.1.a: Identify two- and three-dimensional shapes according to their sides and angle properties

MA 4.2.1.d: Identify the property of congruency when dealing with plane geometric shapes

Classifying Quadrilaterals

Rock Art (Transformations)

MA 4.2.2: Students will describe locations using coordinate geometry.

MA 4.2.2.a: Identify the ordered pair of a plotted point in first quadrant by its location (e.g., (2, 3) is a point two right and three up from the origin)

MA 4.2.3: Students will identify simple transformations.

MA 4.2.3.a: Given two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to create a transformed shape

MA 4.2.5: Students will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units.

MA 4.2.5.c: Solve problems involving elapsed time

MA 4.2.5.d: Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)

Cannonball Clowns (Number Line Estimation)

Measuring Trees

MA 4.2.5.e: Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units

Cannonball Clowns (Number Line Estimation)

MA 4.2.5.f: Measure weight and temperature using customary units

Cannonball Clowns (Number Line Estimation)

MA 4.2.5.g: Compute simple unit conversions for length within a system of measurement

Cannonball Clowns (Number Line Estimation)

MA 4.3.1: Students will represent and analyze relationships.

MA 4.3.1.a: Describe, extend, and apply rules about numeric patterns

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

MA 4.3.1.d: Select appropriate operational and relational symbols to make a number sentence true

Number Line Frog Hop (Addition and Subtraction)

MA 4.3.3: Students will identify and apply properties of whole numbers to solve equations involving multiplication and division.

MA 4.3.3.c: Use symbolic representations of the commutative property of multiplication (e.g., 2 * 3 = "Delta" * 2)

Chocomatic (Multiplication, Arrays, and Area)

MA 4.4.1: Students will organize, display, compare, and interpret data.

MA 4.4.1.a: Represent data using dot/line plots

Graphing Skills

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

MA 4.4.1.b: Compare different representations of the same data

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

MA 4.4.1.c: Interpret data and draw conclusions using dot/line plots

Reaction Time 1 (Graphs and Statistics)

MA 4.4.1.d: Find the mode and range for a set of whole numbers

Movie Reviewer (Mean and Median)

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

MA 4.4.1.e: Find the whole number mean for a set of whole numbers

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

MA 4.4.3: Students will find, describe, and compare experimental probabilities.

MA 4.4.3.a: Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely, or less likely)

Spin the Big Wheel! (Probability)

Correlation last revised: 1/20/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.