Course of Study

4.OA.1: Students will: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.2: Students will: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

4.OA.3: Students will: 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. 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)

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

Number Line Frog Hop (Addition and Subtraction)

Target Sum Card Game (Multi-digit Addition)

4.OA.4: Students will: 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)

Finding Factors with Area Models

Pattern Flip (Patterns)

4.OA.5: Students will: 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.6: Students will: 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)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Whole Numbers with Base-10 Blocks

4.NBT.7: Students will: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. 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)

Comparing and Ordering Decimals

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

Whole Numbers with Base-10 Blocks

4.NBT.8: Students will: Use place value understanding to round multi-digit whole numbers to any place.

Cannonball Clowns (Number Line Estimation)

Rounding Whole Numbers (Number Line)

4.NBT.9: Students will: Fluently add and subtract multi-digit whole numbers using the 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

4.NBT.10: Students will: 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.11: Students will: 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.

Factor Trees (Factoring Numbers)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

4.NF.12: Students will: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) 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.13: Students will: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or 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. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., 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.14: Students will: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

4.NF.14.a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Adding Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

4.NF.14.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, e.g., 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.14.c: Add and subtract mixed numbers with like denominators, e.g., 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)

Improper Fractions and Mixed Numbers

4.NF.14.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Fraction Artist 2 (Area Models of Fractions)

Improper Fractions and Mixed Numbers

4.NF.15: Students will: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

4.NF.15.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)

4.NF.15.b: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Modeling Fractions (Area Models)

4.NF.15.c: Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

Fraction Artist 2 (Area Models of Fractions)

4.NF.16: Students will: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

Fraction, Decimal, Percent (Area and Grid Models)

4.NF.17: Students will: Use decimal notation for fractions with denominators 10 or 100.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

4.NF.18: Students will: 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. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Fraction, Decimal, Percent (Area and Grid Models)

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.19: Students will: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

Cannonball Clowns (Number Line Estimation)

4.MD.20: Students will: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Cannonball Clowns (Number Line Estimation)

Elapsed Time

Measuring Motion

Measuring Volume

Road Trip (Problem Solving)

Weight and Mass

4.MD.21: Students will: Apply the area and perimeter formulas for rectangles in real-world and mathematical problems.

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

4.MD.24: Students will: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

4.MD.25: Students will: Recognize angle measure as additive. When an angle is decomposed into nonoverlapping 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, e.g., by using an equation with a symbol for the unknown angle measure.

4.G.26: Students will: 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

Classifying Triangles

Elevator Operator (Line Graphs)

Parallel, Intersecting, and Skew Lines

4.G.27: Students will: 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.

Classifying Quadrilaterals

Classifying Triangles

4.G.28: Students will: 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: 3/17/2020

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