New Jersey - Mathematics: 4th Grade

  • Core Curriculum Content Standards     Adopted: 2008

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below to go to the Gizmo Details page.

4.1: All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.

4.1.4 A: Number Sense

4.1.4 A.1: Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well).

4.1.4 A.1.b: Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of a whole, as a subset of a set, and as a location on a number line

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)

4.1.4 A.1.c: Decimals through hundredths

Adding Decimals (Base-10 Blocks)
Modeling Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

4.1.4 A.2: Demonstrate an understanding of place value concepts.

Cannonball Clowns (Number Line Estimation)
Modeling Decimals (Base-10 Blocks)

4.1.4 A.5: Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.

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)

4.1.4 B: Numerical Operations

4.1.4 B.1: Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.

4.1.4 B.1.b: Multiplication: repeated addition, area/array

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

4.1.4 B.1.c: Division: repeated subtraction, sharing

No Alien Left Behind (Division with Remainders)

4.1.4 B.2: Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction") and then commit them to memory.

Factor Trees (Factoring Numbers)

4.1.4 B.5: Construct and use procedures for performing decimal addition and subtraction.

Adding Decimals (Base-10 Blocks)
Subtracting Decimals (Base-10 Blocks)

4.1.4 B.9: Use concrete models to explore addition and subtraction with fractions.

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)
Toy Factory (Set Models of Fractions)

4.1.4 B.10: Understand and use the inverse relationships between addition and subtraction and between multiplication and division.

Function Machines 3 (Functions and Problem Solving)

4.1.4 C: Estimation

4.1.4 C.2: Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.

Measuring Motion
Target Sum Card Game (Multi-digit Addition)

4.1.4 C.3: Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

Target Sum Card Game (Multi-digit Addition)

4.1.4 C.4: Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.

Target Sum Card Game (Multi-digit Addition)

4.2: All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.

4.2.4 A: Geometric Properties

4.2.4 A.3: Identify and describe relationships among two-dimensional shapes.

4.2.4 A.3.b: Lines of symmetry

Quilting Bee (Symmetry)

4.2.4 A.4: Understand and apply concepts involving lines, angles, and circles.

4.2.4 A.4.d: Circles - diameter, radius, center

Measuring Trees

4.2.4 A.5: Recognize, describe, extend, and create space-filling patterns.

Pattern Flip (Patterns)

4.2.4 B: Transforming Shapes

4.2.4 B.2: Describe and use geometric transformations (slide, flip, turn).

Quilting Bee (Symmetry)
Rock Art (Transformations)

4.2.4 C: Coordinate Geometry

4.2.4 C.1: Locate and name points in the first quadrant on a coordinate grid.

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

4.2.4 C.2: Use coordinates to give or follow directions from one point to another on a map or grid.

City Tour (Coordinates)

4.2.4 D: Units of Measurement

4.2.4 D.4: Incorporate estimation in measurement activities (e.g., estimate before measuring).

Measuring Motion

4.2.4 E: Measuring Geometric Objects

4.2.4 E.1: Determine the area of simple two-dimensional shapes on a square grid.

Fido's Flower Bed (Perimeter and Area)

4.2.4 E.3: Measure and compare the volume of three-dimensional objects using materials such as rice or cubes.

Balancing Blocks (Volume)

4.3: All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.

4.3.4 A: Patterns

4.3.4 A.1: Recognize, describe, extend, and create patterns.

4.3.4 A.1.a: Descriptions using words, number sentences/expressions, graphs, tables, variables (e.g., shape, blank, or letter)

Function Machines 2 (Functions, Tables, and Graphs)
Graphing Skills
Pattern Flip (Patterns)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

4.3.4 B: Functions and Relationships

4.3.4 B.1: Use concrete and pictorial models to explore the basic concept of a function.

4.3.4 B.1.a: Input/output tables, T-charts

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)

4.3.4 B.1.b: Combining two function machines

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)

4.3.4 B.1.c: Reversing a function machine

Function Machines 1 (Functions and Tables)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)

4.3.4 C: Modeling

4.3.4 C.1: Recognize and describe change in quantities.

4.3.4 C.1.a: Graphs representing change over time (e.g., temperature, height)

Elevator Operator (Line Graphs)

4.3.4 C.1.b: How change in one physical quantity can produce a corresponding change in another (e.g., pitch of a sound depends on the rate of vibration)

Elevator Operator (Line Graphs)

4.3.4 D: Procedures

4.3.4 D.1: Understand, name, and apply the properties of operations and numbers.

4.3.4 D.1.b: Identity element for multiplication is 1 (e.g., 1 x 8 = 8)

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

4.3.4 D.1.e: Any number multiplied by zero is zero.

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

4.4: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

4.4.4 A: Data Analysis

4.4.4 A.2: Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data.

4.4.4 A.2.a: Pictograph, bar graph, line plot, line graph, table

Elevator Operator (Line Graphs)
Graphing Skills
Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

4.4.4 A.2.b: Average (mean), most frequent (mode), middle term (median)

Movie Reviewer (Mean and Median)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

4.4.4 B: Probability

4.4.4 B.1: Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to explore concepts of probability.

4.4.4 B.1.a: Likely, unlikely, certain, impossible, improbable, fair, unfair

Spin the Big Wheel! (Probability)

4.4.4 B.1.b: More likely, less likely, equally likely

Spin the Big Wheel! (Probability)

4.4.4 B.1.c: Probability of tossing "heads" does not depend on outcomes of previous tosses

Spin the Big Wheel! (Probability)

4.4.4 B.2: Determine probabilities of simple events based on equally likely outcomes and express them as fractions.

Spin the Big Wheel! (Probability)

4.4.4 B.3: Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag, what is the probability that an item picked will have a particular color).

4.4.4 B.3.c: Analyze all possible outcomes to find the probability (theoretical)

Spin the Big Wheel! (Probability)

4.4.4 C: Discrete Mathematics-Systematic Listing and Counting

4.4.4 C.2: Represent all possibilities for a simple counting situation in an organized way and draw conclusions from this representation.

4.4.4 C.2.a: Organized lists, charts, tree diagrams

Mascot Election (Pictographs and Bar Graphs)
Reaction Time 1 (Graphs and Statistics)
Reaction Time 2 (Graphs and Statistics)

Content correlation last revised: 10/22/2008