Next Generation Learning Standards

NY-4.OA.1: Interpret a multiplication equation as a comparison. 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)

NY-4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

Using Algebraic Equations

NY-4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.

Cannonball Clowns (Number Line Estimation)

Cargo Captain (Multi-digit Subtraction)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

NY-4.OA.3.a: Represent these problems using equations or expressions with a letter standing for the unknown quantity.

Cannonball Clowns (Number Line Estimation)

Cargo Captain (Multi-digit Subtraction)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

NY-4.OA.3.b: 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)

NY-4.OA.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)

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

Finding Patterns

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

NY-4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what 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)

Rounding Whole Numbers (Number Line)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

Whole Numbers with Base-10 Blocks

NY-4.NBT.2a: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

Cannonball Clowns (Number Line Estimation)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Whole Numbers with Base-10 Blocks

NY-4.NBT.2b: Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Cannonball Clowns (Number Line Estimation)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Whole Numbers with Base-10 Blocks

NY-4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.

Rounding Whole Numbers (Number Line)

NY-4.NBT.4: Fluently add and subtract multi-digit whole numbers using a standard algorithm.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

Whole Numbers with Base-10 Blocks

NY-4.NBT.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)

NY-4.NBT.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)

NY-4.NF.1: Explain why a fraction a/b is equivalent to a fraction (a x n)/(b x n) 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)

NY-4.NF.2: Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, 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)

3.1.3.1: e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2

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)

NY-4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

NY-4.NF.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)

NY-4.NF.3.b: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions.

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)

3.2.2.3.1: e.g., Justify decompositions by using a visual fraction model such as, but not limited to: 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

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)

NY-4.NF.3.c: Add and subtract mixed numbers with like denominators.

Fractions Greater than One (Fraction Tiles)

NY-4.NF.3.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

NY-4.NF.4: Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.

NY-4.NF.4.a: Understand a fraction a/b as a multiple of 1/b.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

NY-4.NF.4.b: Understand a multiple of a/b as a multiple of 1/b, 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)

NY-4.NF.6: Use decimal notation for fractions with denominators 10 or 100.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

NY-4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, 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)

3.3.4.1: e.g., using a visual model [graphics cannot be reproduced]. 0.2 > 0.09 because, when these decimals refer to the same whole, 2 out of 10 equal parts is more of that whole than 9 out of 100 equal parts. If the wholes were not the same size, this comparison would not be valid.

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)

NY-4.MD.1.i: Know relative sizes of measurement units: ft., in.; km, m, cm.

Cannonball Clowns (Number Line Estimation)

NY-4.MD.1.ii: Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec.

Cannonball Clowns (Number Line Estimation)

NY-4.MD.1.iii: Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit.

Cannonball Clowns (Number Line Estimation)

NY-4.MD.1.iv: Record measurement equivalents in a two-column table.

Cannonball Clowns (Number Line Estimation)

NY-4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.

Elapsed Time

Road Trip (Problem Solving)

NY-4.MD.2.a: Solve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Elapsed Time

Road Trip (Problem Solving)

NY-4.MD.2.b: Represent measurement quantities using diagrams that feature a measurement scale, such as number lines.

Elapsed Time

Road Trip (Problem Solving)

NY-4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Chocomatic (Multiplication, Arrays, and Area)

NY-4.MD.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.

4.3.3.1: e.g., using an equation with a symbol for the unknown angle measure, such as, in the rectangle below, angle CAD could be found by: 75 + x = 90 or 90 ? 75 = ? [Graphic cannot be reproduced.]

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

City Tour (Coordinates)

Classifying Quadrilaterals

Elevator Operator (Line Graphs)

NY-4.G.2a: Identify and name triangles based on angle size (right, obtuse, acute).

Classifying Quadrilaterals

Classifying Triangles

Parallelogram Conditions

NY-4.G.2b: Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.

Classifying Quadrilaterals

Classifying Triangles

Parallelogram Conditions

NY-4.G.2c: Identify and name all quadrilaterals with four right angles as rectangles.

Classifying Quadrilaterals

Classifying Triangles

Parallelogram Conditions

NY-4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Correlation last revised: 9/15/2020

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