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)
 Rounding Whole Numbers (Number Line)
 Target Sum Card Game (Multi-digit Addition)

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: compare and order fractions and mixed numbers;

 Adding Fractions (Fraction Tiles)
 Equivalent Fractions (Fraction Tiles)
 Fraction Artist 2 (Area Models of Fractions)
 Fraction Garden (Comparing Fractions)
 Modeling Fractions (Area Models)
 Toy Factory (Set Models of Fractions)

4.2.b: represent equivalent fractions; and

 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)

4.2.c: identify the division statement that represents a fraction.

 Fraction Artist 1 (Area Models of Fractions)
 Fraction, Decimal, Percent (Area and Grid Models)
 No Alien Left Behind (Division with Remainders)

4.3: The student will

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

 Modeling Decimals (Area and Grid Models)
 Modeling Decimals (Base-10 Blocks)
 Treasure Hunter (Decimals on the Number Line)

4.3.c: compare and order decimals; and

 Modeling Decimals (Area and Grid Models)
 Modeling Decimals (Base-10 Blocks)
 Treasure Hunter (Decimals on the Number Line)

4.3.d: given a model, write the decimal and fraction equivalents.

 Fraction, Decimal, Percent (Area and Grid Models)
 Modeling Decimals (Area and Grid Models)

4.4: The student will

4.4.a: estimate sums, differences, products, and quotients of whole numbers;

 Adding Decimals (Base-10 Blocks)
 Critter Count (Modeling Multiplication)
 Multiplying Decimals (Area Model)
 Subtracting Decimals (Base-10 Blocks)

4.4.b: add, subtract, and multiply whole numbers;

 Adding Decimals (Base-10 Blocks)
 Cargo Captain (Multi-digit Subtraction)
 Critter Count (Modeling Multiplication)
 Number Line Frog Hop (Addition and Subtraction)
 Subtracting Decimals (Base-10 Blocks)
 Target Sum Card Game (Multi-digit Addition)

4.4.c: divide whole numbers, finding quotients with and without remainders; and

 No Alien Left Behind (Division with Remainders)

4.4.d: solve single-step and multistep addition, subtraction, and multiplication problems with whole numbers.

 Adding Decimals (Base-10 Blocks)
 Cargo Captain (Multi-digit Subtraction)
 Critter Count (Modeling Multiplication)
 Number Line Frog Hop (Addition and Subtraction)
 Subtracting Decimals (Base-10 Blocks)
 Target Sum Card Game (Multi-digit Addition)

4.5: The student will

4.5.b: add and subtract fractions having like and unlike denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fractions, using common multiples and factors;

 Modeling Fractions (Area Models)

4.5.c: add and subtract with decimals; and

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

4.6: The student will

4.6.a: estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; and

 Cannonball Clowns (Number Line Estimation)

4.6.b: identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).

 Cannonball Clowns (Number Line Estimation)

4.7: The student will

4.7.a: estimate and measure length, and describe the result in both metric and U.S. Customary units; and

 Cannonball Clowns (Number Line Estimation)

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

 Cannonball Clowns (Number Line Estimation)

4.8: The student will

4.8.a: estimate and measure liquid volume and describe the results in U.S. Customary units; and

 Cannonball Clowns (Number Line Estimation)

4.8.b: identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons).

 Cannonball Clowns (Number Line Estimation)

4.9: The student will determine elapsed time in hours and minutes within a 12-hour period.

 Elapsed Time

4.10: The student will

4.10.a: identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices; and

 City Tour (Coordinates)
 Elevator Operator (Line Graphs)

4.11: The student will

4.11.a: investigate congruence of plane figures after geometric transformations, such as reflection, translation, and rotation, using mirrors, paper folding, and tracing; and

 Rock Art (Transformations)

4.11.b: recognize the images of figures resulting from geometric transformations, such as translation, reflection, and rotation.

 Rock Art (Transformations)

4.12: The student will

4.12.b: identify polygons with 10 or fewer sides.

 Classifying Quadrilaterals

4.14: The student will collect, organize, display, and interpret data from a variety of graphs.

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

4.15: The student will recognize, create, and extend numerical and geometric patterns.

 Function Machines 1 (Functions and Tables)
 Pattern Flip (Patterns)

Correlation last revised: 1/20/2017

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