#### 4.1: The student will

4.1.a: identify (orally and in writing) the place value for each digit in a whole number expressed through millions;

4.1.b: compare two whole numbers expressed through millions, using symbols (>, <, or =); and

4.1.c: round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.

#### 4.2: The student will

4.2.a: identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures;

4.2.b: represent equivalent fractions; and

#### 4.4: The student will

4.4.a: read, write, represent, and identify decimals expressed through thousandths;

4.4.c: compare the value of two decimals, using symbols (<, >, or =), concrete materials, drawings, and calculators.

#### 4.9: The student will

4.9.a: add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil;

4.9.b: add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil; and

4.9.c: solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

#### 4.11: The student will

4.11.a: estimate and measure length, using actual measuring devices, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters;

4.11.b: identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters); and

4.11.c: estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile).

#### 4.13: The student will

4.13.a: identify and describe situations representing the use of perimeter and area;

4.13.b: use measuring devices to find perimeter in both standard and nonstandard units of measure.

#### 4.17: The student will

4.17.c: investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing.

#### 4.19: The student will

4.19.a: predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible;

4.19.b: determine the probability of a given simple event, using concrete materials.

#### 4.21: The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.

Correlation last revised: 12/19/2011

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