Core Curriculum

4.N.3: Compare and order numbers to 10,000

Modeling Decimals (Base-10 Blocks)

4.N.7: Develop an understanding of fractions as locations on number lines and as divisions of whole numbers

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

4.N.8: Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations

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)

4.N.9: Use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of 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)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

4.N.10: Develop an understanding of decimals as part of a whole

Fraction, Decimal, Percent (Area and Grid Models)

4.N.11: Read and write decimals to hundredths, using money as a context

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

4.N.12: Use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths place in the context of money

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

4.N.14: Use a variety of strategies to add and subtract numbers up to 10,000

Adding Decimals (Base-10 Blocks)

Adding Fractions (Fraction Tiles)

Cargo Captain (Multi-digit Subtraction)

Equivalent Fractions (Fraction Tiles)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

4.N.16: Understand various meanings of multiplication and division

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

4.N.17: Use multiplication and division as inverse operations to solve problems

Factor Trees (Factoring Numbers)

Function Machines 3 (Functions and Problem Solving)

4.N.18: Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)

Critter Count (Modeling Multiplication)

4.N.21: Use a variety of strategies to divide two-digit dividends by one-digit divisors (with and without remainders)

No Alien Left Behind (Division with Remainders)

4.N.22: Interpret the meaning of remainders

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

4.N.23: Add and subtract proper fractions with common denominators

Adding Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

4.N.24: Express decimals as an equivalent form of fractions to tenths and hundredths

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

4.N.26: Round numbers less than 1,000 to the nearest tens and hundreds

Rounding Whole Numbers (Number Line)

4.N.27: Check reasonableness of an answer by using estimation

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

4.A.2: Use the symbols <, >, =, and "not equal to", (with and without the use of a number line) to compare whole numbers and unit fractions and decimals (up to hundredths)

Modeling Decimals (Area and Grid Models)

Modeling Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

4.A.4: Describe, extend, and make generalizations about numeric (+, -, x, รท) and geometric patterns

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

4.A.5: Analyze a pattern or a whole-number function and state the rule, given a table or an input/output box

Function Machines 1 (Functions and Tables)

Function Machines 3 (Functions and Problem Solving)

4.G.1: Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon)

4.G.3: Find perimeter of polygons by adding sides

Fido's Flower Bed (Perimeter and Area)

4.G.4: Find the area of a rectangle by counting the number of squares needed to cover the rectangle

Balancing Blocks (Volume)

Chocomatic (Multiplication, Arrays, and Area)

Fido's Flower Bed (Perimeter and Area)

4.M.1: Select tools and units (customary and metric) appropriate for the length being measured

Cannonball Clowns (Number Line Estimation)

4.M.3: Know and understand equivalent standard units of length:

4.M.3.a: 12 inches = 1 foot

Cannonball Clowns (Number Line Estimation)

4.M.3.b: 3 feet = 1 yard

Cannonball Clowns (Number Line Estimation)

4.M.9: Calculate elapsed time in hours and half hours, not crossing A.M./P.M.

4.S.1: Design investigations to address a question from given data

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

4.S.2: Collect data using observations, surveys, and experiments and record appropriately

Reaction Time 2 (Graphs and Statistics)

4.S.3: Represent data using tables, bar graphs, and pictographs

Forest Ecosystem

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

4.S.4: Read and interpret line graphs

Elevator Operator (Line Graphs)

Graphing Skills

Prairie Ecosystem

4.S.6: Formulate conclusions and make predictions from graphs

Correlation last revised: 10/22/2008

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