Academic Standards

4.OA.A.1: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

4.OA.A.2: Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison.

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

4.OA.A.3: Solve multi-step contextual problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Cannonball Clowns (Number Line Estimation)

Cargo Captain (Multi-digit Subtraction)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

4.OA.B.4: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

Pattern Flip (Patterns)

4.OA.C.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

4.NBT.A.1: Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cannonball Clowns (Number Line Estimation)

Cargo Captain (Multi-digit Subtraction)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

4.NBT.A.2: Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multidigit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Cannonball Clowns (Number Line Estimation)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

4.NBT.A.3: Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.

Rounding Whole Numbers (Number Line)

4.NBT.B.4: Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.

Adding Fractions (Fraction Tiles)

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)

4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

4.NBT.B.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

4.NF.A.1: Explain why a fraction ??/?? is equivalent to a fraction (?? x ??)/(?? x ??) or (?? ÷ ??)/(?? ÷ ??) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

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)

4.NF.A.2: Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

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)

4.NF.B.3: Understand a fraction ??/?? with a > 1 as a sum of fractions 1/??.

4.NF.B.3.a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Adding Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

4.NF.B.3.b: Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8), recording each decomposition by an equation. Justify decompositions by using a visual fraction model.

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)

4.NF.B.3.c: Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.

Fractions Greater than One (Fraction Tiles)

4.NF.B.4: Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction.

4.NF.B.4.a: Understand a fraction ??/?? as a multiple of 1/??.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

4.NF.B.4.b: Understand a multiple of ??/?? as a multiple of 1/?? and use this understanding to multiply a whole number by a fraction.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

4.NF.C.6: Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Treasure Hunter (Decimals on the Number Line)

4.NF.C.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

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)

4.MD.A.1: Measure and estimate to determine relative sizes of measurement units within a single system of measurement involving length, liquid volume, and mass/weight of objects using customary and metric units.

Cannonball Clowns (Number Line Estimation)

4.MD.A.3: Know and apply the area and perimeter formulas for rectangles in real-world and mathematical problems.

Chocomatic (Multiplication, Arrays, and Area)

4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in two-dimensional figures.

City Tour (Coordinates)

Classifying Quadrilaterals

Elevator Operator (Line Graphs)

4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category and identify right triangles.

4.G.A.3: Recognize and draw lines of symmetry for two-dimensional figures.

Correlation last revised: 11/21/2018

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