ExploreLearning Gizmos: Math & Science Virtual Labs and Simulations

N4: Number

N4.1: Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by: representing, describing, comparing two numbers, ordering three or more numbers.

N4.1.i: Explain the meaning of each digit in a 4-digit number representing a particular quantity.

Fraction, Decimal, Percent (Area and Grid Models)

N4.1.j: Order a set of numbers in ascending or descending order, and explain the order by making references to place value.

Cannonball Clowns (Number Line Estimation)

N4.1.k: Create and order three different 4-digit numerals.

Fraction Garden (Comparing Fractions)

N4.1.n: Decompose and represent a 4-digit number at least three different ways.

Number Line Frog Hop (Addition and Subtraction)

N4.1.o: Explain why two or more number compositions represent the same quantity.

Chocomatic (Multiplication, Arrays, and Area)

N4.2: Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4- digit numerals) by: using personal strategies for adding and subtracting, estimating sums and differences, solving problems involving addition and subtraction.

N4.2.a: Explain how to keep track of digits that have the same place value when adding or subtracting numbers.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Cargo Captain (Multi-digit Subtraction)
Fractions Greater than One (Fraction Tiles)
Number Line Frog Hop (Addition and Subtraction)
Rounding Whole Numbers (Number Line)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Target Sum Card Game (Multi-digit Addition)

N4.2.b: Describe a situation in which an estimate rather than an exact answer is sufficient.

Multiplying Decimals (Area Model)

N4.2.d: Explain the strategies used to determine a sum or difference.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N4.2.e: Solve problems that involve addition and subtraction of more than two numbers.

Adding Fractions (Fraction Tiles)
Adding Whole Numbers and Decimals (Base-10 Blocks)
Cargo Captain (Multi-digit Subtraction)
Equivalent Fractions (Fraction Tiles)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N4.3: Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by: applying mental mathematics strategies, explaining the results of multiplying by 0 and 1

N4.3.a: Explain the strategy used to determine a product.

Critter Count (Modeling Multiplication)

N4.3.b: Explain the strategy used in a given solution to a product. For example:

N4.3.b.3: for 9 x 6, think 10 x 6 = 60 and 60 ? 6 = 54 (multiplying by ten and subtracting one group)

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)

N4.4: Demonstrate an understanding of multiplication (2- or 3-digit by 1- digit) by: using personal strategies for multiplication, with and without concrete materials, using arrays to represent multiplication, connecting concrete representations to symbolic representations, estimating products, solving problems.

N4.4.a: Model a multiplication problem (concretely or symbolically) using the distributive property (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).

Chocomatic (Multiplication, Arrays, and Area)

N4.4.b: Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.

Chocomatic (Multiplication, Arrays, and Area)

N4.4.d: Estimate a product using a personal strategy (e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250).

Critter Count (Modeling Multiplication)
Multiplying Decimals (Area Model)

N4.4.e: Model and solve a multiplication problem using an array, and record the process.

Chocomatic (Multiplication, Arrays, and Area)
Critter Count (Modeling Multiplication)
Multiplying Decimals (Area Model)

N4.4.f: Solve a multiplication problem and explain the strategies or processes used.

Critter Count (Modeling Multiplication)

N4.5: Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials, estimating quotients, explaining the results of dividing by 1, solving problems involving division of whole numbers, relating division to multiplication.

N4.5.d: Create and solve a word problem involving a 1- or 2- digit dividend (the number being divided into).

No Alien Left Behind (Division with Remainders)

N4.5.g: Explain, using examples, the relationship between division and multiplication.

Factor Trees (Factoring Numbers)
Function Machines 3 (Functions and Problem Solving)

N4.6: Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set, compare and order fractions, model and explain that for different wholes, two identical fractions may not represent the same quantity, provide examples of where fractions are used.

N4.6.a: Represent a fraction using concrete materials.

Equivalent Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)

N4.6.b: Represent a fraction based on a symbolically concrete representation (e.g., circles for cookies).

Adding Fractions (Fraction Tiles)
Equivalent Fractions (Fraction Tiles)
Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Fraction Garden (Comparing Fractions)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

N4.6.c: Name and record the fraction for the included and not included 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)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

N4.6.d: Name and record the shaded and non-shaded (included and not included) parts of a whole.

N4.6.e: Represent a fraction pictorially by indicating parts of a given set.

N4.6.f: Represent a fraction pictorially by indicating parts of a whole.

N4.6.g: Explain how denominators can be used to compare two unit fractions with numerator 1.

Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)
Modeling Fractions (Area Models)

N4.6.j: Identify which of the benchmarks 0, , or1 2 1 is closer to a given fraction.

Fraction Artist 2 (Area Models of Fractions)

N4.6.m: Provide examples of when two identical fractions may not represent the same quantity (e.g., half of a large apple is not equivalent to half of a small apple; half a group of ten cloudberries is not equivalent to half of a group of sixteen cloudberries).

Fraction Artist 1 (Area Models of Fractions)
Fraction Artist 2 (Area Models of Fractions)

N4.6.n: Provide an example of a fraction that represents part of a set, a fraction that represents part of a whole, or a fraction that represents part of a length from everyday contexts.

Fraction Artist 1 (Area Models of Fractions)

N4.7: Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: describing, representing, relating to fractions.

N4.7.b: Represent a decimal concretely or pictorially.

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Multiplying Decimals (Area Model)
Treasure Hunter (Decimals on the Number Line)

N4.7.c: Explain the meaning of each digit in a given decimal with all digits the same.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

N4.7.e: Record a money value using decimals.

Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)

N4.7.g: Model, using manipulatives or pictures, that a tenth can be expressed as hundredths (e.g., 0.9 is equivalent to 0.90 or 9 dimes is equivalent to 90 pennies).

Modeling Decimals (Area and Grid Models)
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

N4.7.h: Read and write decimals as fractions (e.g., 0.5 is zero and five tenths).

Fraction, Decimal, Percent (Area and Grid Models)

N4.7.i: Express orally and in symbolic form a decimal in fractional form.

Fraction, Decimal, Percent (Area and Grid Models)

N4.7.j: Express orally and in symbolic form a fraction with a denominator of 10 or 100 as a decimal.

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)

N4.7.k: Express a pictorial or concrete representation as a fraction or decimal (e.g., 15 shaded squares on a hundred grid can be expressed as 0.15 or 15/100).

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)

N4.7.l: Express orally and in symbolic form the decimal equivalent for a fraction (e.g., 50/100can be expressed as 0.50).

Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)

N4.8: Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by: using compatible numbers, estimating sums and differences, using mental math strategies, solving problems.

N4.8.b: Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N4.8.f: Explain the strategies used to determine a sum or difference.

Adding Whole Numbers and Decimals (Base-10 Blocks)
Number Line Frog Hop (Addition and Subtraction)
Subtracting Whole Numbers and Decimals (Base-10 Blocks)

P4: Patterns and Relations

P4.1: Demonstrate an understanding of patterns and relations by: identifying and describing patterns and relations in a chart, table or diagram, reproducing patterns and relations in a chart, table, or diagram using manipulatives, creating charts, tables, or diagrams to represent patterns and relations, solving problems involving patterns and relations

P4.1.c: Identify and correct error(s) in a table or chart.

Function Machines 2 (Functions, Tables, and Graphs)
Pattern Flip (Patterns)

P4.1.d: Describe the pattern found in a table or chart.

Pattern Flip (Patterns)

P4.1.f: Explain why the same relationships exist within a pattern in a table and its concrete representation.

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)

P4.1.h: Translate the information provided in a problem into a table or chart.

Graphing Skills

P4.1.k: Determine where new data belong in a Carroll diagram.

Graphing Skills

SS4: Shape and Space

SS4.2: Demonstrate an understanding of area of regular and irregular 2-D shapes by: recognizing that area is measured in square units, selecting and justifying referents for the units cm² or m², estimating area by using referents for cm² or m², determining and recording area (cm² or m²), constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.

SS4.2.b: Identify and explain why the square is a most efficient unit for measuring area.

Chocomatic (Multiplication, Arrays, and Area)
Fido's Flower Bed (Perimeter and Area)

SS4.2.g: Determine the area of a regular 2-D shape and explain the strategy used.

Chocomatic (Multiplication, Arrays, and Area)

SS4.2.j: Illustrate, and verify, how more than one rectangle is possible for a given area by drawing at least two different rectangles with that area (e.g., identifying the dimensions of each rectangle drawn, or superimpose the rectangles on each other).

Fido's Flower Bed (Perimeter and Area)

SS4.4: Demonstrate an understanding of line symmetry by: identifying symmetrical 2-D shapes, creating symmetrical 2-D shapes, drawing one or more lines of symmetry in a 2-D shape.

SS4.4.a: Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.

Rock Art (Transformations)

SS4.4.c: Complete a symmetrical 2-D shape given half the shape and its line of symmetry.

Quilting Bee (Symmetry)

SS4.4.f: Determine whether or not a given 2-D shape is symmetrical by using a Mira or by folding and superimposing.

Quilting Bee (Symmetry)
Rock Art (Transformations)

SP4: Statistics and Probability

SP4.1: Demonstrate an understanding of many-to-one correspondence by: comparing correspondences on graphs, justifying the use of many-to-one correspondences, interpreting data shown using a many-to-one correspondence, creating bar graphs and pictographs using many-to-one correspondence.

SP4.1.f: Create and label (with categories, title, and legend) a pictograph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used.

Forest Ecosystem

SP4.1.g: Create and label (with axes and title) a bar graph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used.

Graphing Skills

SP4.1.h: Answer a question using a graph in which data are displayed using a many-to-one correspondence.

Graphing Skills

Correlation last revised: 9/16/2020

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

Saskatchewan- Mathematics: 4th Grade

N4: Number

N4.1: Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by: representing, describing, comparing two numbers, ordering three or more numbers.

N4.3: Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by: applying mental mathematics strategies, explaining the results of multiplying by 0 and 1

N4.7: Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: describing, representing, relating to fractions.

N4.8: Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by: using compatible numbers, estimating sums and differences, using mental math strategies, solving problems.

P4: Patterns and Relations

SS4: Shape and Space

SS4.4: Demonstrate an understanding of line symmetry by: identifying symmetrical 2-D shapes, creating symmetrical 2-D shapes, drawing one or more lines of symmetry in a 2-D shape.

SP4: Statistics and Probability

SP4.1: Demonstrate an understanding of many-to-one correspondence by: comparing correspondences on graphs, justifying the use of many-to-one correspondences, interpreting data shown using a many-to-one correspondence, creating bar graphs and pictographs using many-to-one correspondence.

Information

Useful Links

Contact Us