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;

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

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

Fraction, Decimal, Percent (Area and Grid Models)

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

Rounding Whole Numbers (Number Line)

4.2: The student will

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

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)
Fraction, Decimal, Percent (Area and Grid Models)
Fractions Greater than One (Fraction Tiles)
Modeling Fractions (Area Models)
Toy Factory (Set Models of Fractions)

4.2.b: represent equivalent fractions; and

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

4.3: The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

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)

4.4: The student will

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

Fraction, Decimal, Percent (Area and Grid Models)
Treasure Hunter (Decimals on the Number Line)

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

Adding Decimals (Base-10 Blocks)
Fraction, Decimal, Percent (Area and Grid Models)
Modeling Decimals (Area and Grid Models)
Modeling Decimals (Base-10 Blocks)
Treasure Hunter (Decimals on the Number Line)

4.5: The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.

Target Sum Card Game (Multi-digit Addition)

4.6: The student will add and subtract whole numbers written in vertical and horizontal form, choosing appropriately between paper and pencil methods and calculators.

Cargo Captain (Multi-digit Subtraction)
Number Line Frog Hop (Addition and Subtraction)

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;

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)
Fractions Greater than One (Fraction Tiles)

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

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

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.

Adding Fractions (Fraction Tiles)
Fraction Artist 2 (Area Models of Fractions)

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;

Measuring Trees

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

Measuring Trees

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).

Measuring Trees

4.13: The student will

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

Fido's Flower Bed (Perimeter and Area)

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

Fido's Flower Bed (Perimeter and Area)

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.

Quilting Bee (Symmetry)
Rock Art (Transformations)

4.18: The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.

City Tour (Coordinates)

4.19: The student will

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

Spin the Big Wheel! (Probability)

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

Spin the Big Wheel! (Probability)

4.20: The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions.

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

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

Pattern Flip (Patterns)