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School City of Hobart |
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School City of Hobart Mathematics |
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Mathematics - IN: Grade 4 |
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Expressions: Write/Simplify
The learner will be able to
apply and interpret variables, math symbols, and properties in the writing and simplification of expressions and sentences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 3 |
Classroom
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Formulas: Apply/Interpret
The learner will be able to
apply and interpret formulas to determine answers to questions concerning quantities and their relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.2 |
Classroom
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Algorithms: Comprehend/Add/Subtraction
The learner will be able to
comprehend and apply standard algorithms for addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.1 |
Classroom
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Symbols: Apply/Expression/Equations
The learner will be able to
apply letters, boxes, or other symbols to illustrate any number in simple expressions, equations, or inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symbols |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.1 |
Classroom
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Number Sentences: Associate/Problems
The learner will be able to
associate problem scenarios with number sentences involving multiplication and division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sentence |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.7 |
Classroom
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Facts: Multiplication/Division
The learner will be able to
illustrate a proficiency with the multiplication facts for numbers between 1 and 10 and of the corresponding division facts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fact Families |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.4 |
Classroom
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Order of Operations: Comprehend
The learner will be able to
comprehend that in expressions without parentheses multiplication and division are done before addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.3 |
Classroom
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Linear Equations: Understand
The learner will be able to
comprehend that an equation such as x = 5y + 3 is a rule for determining a second number when the first number is given.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.4 |
Classroom
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Algorithms: Multiply/100 by 10
The learner will be able to
apply standard algorithms for the multiplication of numbers up to 100 by numbers up to 10 using the appropriate properties of the numbers system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.5 |
Classroom
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Algorithms: Divide/100 by 10
The learner will be able to
apply standard algorithms for the division of numbers up to 100 by numbers up to 10 without remainders using the appropriate properties of the numbers system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algorithms |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.6 |
Classroom
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Computation: Understand/Methods
The learner will be able to
understand methods for estimating solutions to any whole-number computation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.11 |
Classroom
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Computation: Precision
The learner will be able to
perform precise computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.8 |
Classroom
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Computation: Apply/Methods
The learner will be able to
apply methods for estimating solutions to any whole-number computation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.11 |
Classroom
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Basic Operations: Understand/Relation
The learner will be able to
understand the relationships between the basic operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Basic Operations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 2, Standard 3 |
Classroom
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Addition/Subtraction Decimals: Objects
The learner will be able to
perform the addition and subtraction of decimals to the hundredths using objects or pictures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Decimals |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.9 |
Classroom
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Add/Subtract Decimals: Algorithm
The learner will be able to
apply a standard algorithm in order to add and subtract decimals to the hundredths.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Decimals |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.10 |
Classroom
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Addition/Subtraction Fractions: Objects
The learner will be able to
perform the addition and subtraction of basic fractions with unlike denominators using objects or pictures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Fractions |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.8 |
Classroom
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Add/Subtract Fractions: Decimals
The learner will be able to
extend the application and comprehension of whole numbers to the addition and subtraction of basic fractions and decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Fractions |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 2 |
Classroom
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Fractions: Rename/Whole Numbers
The learner will be able to
rename whole numbers as fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.5 |
Classroom
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Fractions: Rewrite/Whole Numbers
The learner will be able to
rewrite whole numbers as fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.5 |
Classroom
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Figures: Construct/Cube/Prism
The learner will be able to
construct cubes and prisms and explain their characteristics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.6 |
Classroom
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Acute/Right/Obtuse Angles: Recognize
The learner will be able to
recognize, explain, and draw rays, right angles, acute angles, obtuse angles and straight angles using suitable mathematical tools and technology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acute/Right/Obtuse Angles |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.1 |
Classroom
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Figures: Understand/Illustrate
The learner will be able to
illustrate an understanding of two- and three-dimensional objects and use this understanding to illustrate relationships and solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 4 |
Classroom
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Figures: Recognize/Explain/Draw
The learner will be able to
recognize, explain, and draw parallelograms, rhombuses, and trapezoids using suitable mathematical tools and technology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.3 |
Classroom
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Parallel/Perpendicular: Recognize
The learner will be able to
recognize, explain, and draw parallel, perpendicular, and oblique lines using suitable mathematical tools and technology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines: Parallel/Perpendicular |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.2 |
Classroom
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Quadrilaterals: Recognize
The learner will be able to
recognize congruent quadrilaterals and give explanations for congruence using sides, angles, parallels and perpendiculars.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quadrilaterals |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.4 |
Classroom
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Symmetry: Recognize/Polygons
The learner will be able to
recognize lines of symmetry in polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symmetry |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.5 |
Classroom
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Symmetry: Draw/Polygons
The learner will be able to
draw lines of symmetry in polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symmetry |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.4.5 |
Classroom
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Relationships: Identify/Use
The learner will be able to
identify and use the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Relationships |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.6 |
Classroom
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Reasoning: Approach Problems
The learner will be able to
decide about the manner in which to approach a given problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 7 |
Classroom
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Mathematics as Communication
The learner will be able to
state solutions clearly and logically using suitable mathematical vocabulary and notation, and support solutions with verbal and symbolic evidence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.5 |
Classroom
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Communication: Ideas/Problems
The learner will be able to
communicate their ideas about how to approach problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 7 |
Classroom
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Conjecture: Strategies
The learner will be able to
use many different strategies to formulate conjectures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conjecture/Argument |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.4 |
Classroom
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Argument: Justify
The learner will be able to
use many different strategies to justify arguments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conjecture/Argument |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.4 |
Classroom
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Length: Millimeter/1/8 Inch
The learner will be able to
determine length measurements to the nearest 1/8 inch or to the nearest millimeter.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.1 |
Classroom
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Length: Measure/Quarter-Inch
The learner will be able to
find the measure of length to the nearest quarter-inch.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.1 |
Classroom
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Length: Subtract
The learner will be able to
perform subtraction of lengths with or without renaming feet to inches or meters to centimeters.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.2 |
Classroom
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Time: Add/Minutes/Hours
The learner will be able to
perform the addition of time intervals using hours and minutes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.9 |
Classroom
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Time: Measure
The learner will be able to
measure time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 5 |
Classroom
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Money: Change Due from Purchase
The learner will be able to
calculate the total amount of change due after a making a purchase.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.10 |
Classroom
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Money: Measure
The learner will be able to
measure money amounts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 5 |
Classroom
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Perimeter: Rectangle/Formula/Know
The learner will be able to
understand the perimeter formula for a rectangle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.3 |
Classroom
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Perimeter: Square/Formula/Understand
The learner will be able to
understand the perimeter formula for a square.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.3 |
Classroom
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Perimeter: Rectangles/Formula
The learner will be able to
use the appropriate formula to solve for the perimeter of rectangles and squares.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.3 |
Classroom
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Area: Find/Rectangle/Formula
The learner will be able to
find the area of a rectangle using the formula.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.4 |
Classroom
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Area: Approximate/Rectangular Shapes
The learner will be able to
approximate the area of rectangular shapes by using suitable units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.5 |
Classroom
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Area: Determine/Dividing
The learner will be able to
determine the area of shapes by dividing them into simple shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.7 |
Classroom
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Area: Calculate/Rectangular Shapes
The learner will be able to
calculate the area of rectangular shapes by using suitable units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.5 |
Classroom
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Perimeter/Area: Rectangles
The learner will be able to
understand that different rectangles may have the same perimeter but possess different areas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.6 |
Classroom
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Perimeter/Area: Rectangles
The learner will be able to
understand that rectangles possessing identical areas may have different perimeters.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.6 |
Classroom
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Perimeter/Area: Understanding
The learner will be able to
gain an understanding of the concepts of perimeter and area.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 5 |
Classroom
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Volume: Measure
The learner will be able to
measure the volume of figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Volume |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 5 |
Classroom
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Volume: Measure/Space
The learner will be able to
apply volume and capacity as different methods for measuring the space within a shape.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Volume |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.8 |
Classroom
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Capacity: Measure
The learner will be able to
measure capacity.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 5 |
Classroom
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Area of a Rectangle: Formula/Understand
The learner will be able to
understand the area formula for a rectangle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area of a Rectangle |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.4 |
Classroom
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Area of a Square: Formula/Understand
The learner will be able to
understand the area formula for a square.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area of a Square |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.4 |
Classroom
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Area of a Square: Formula/Apply
The learner will be able to
apply the area formula for a square.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area of a Square |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.5.4 |
Classroom
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Write Numbers: Name/Write
The learner will be able to
name and write mixed numbers as improper fractions utilizing objects or pictures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Write Numbers |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.7 |
Classroom
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Write Numbers: Name/Write/Mixed Number
The learner will be able to
name and write mixed numbers utilizing objects or pictures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Write Numbers |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.6 |
Classroom
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Equivalence: Understand/Decimal/Fraction
The learner will be able to
understand the fraction and decimal equivalents for 1/2's and 1/4's.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalence |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.8 |
Classroom
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Place Value: Recognize/Up to 1,000,000
The learner will be able to
recognize whole numbers less than one million when given a place-value model.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.2 |
Classroom
|
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Place Value: Understand/Whole Numbers
The learner will be able to
understand whole number place values.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 1 |
Classroom
|
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Place Value: Comprehend/Hundredths
The learner will be able to
show a comprehension of place value of decimal numbers through hundredths.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 1 |
Classroom
|
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Read Numerals: Up to Million
The learner will be able to
read whole numbers up to one million.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Read Numbers |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.1 |
Classroom
|
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Equivalent Forms: Fractions/Decimals
The learner will be able to
express (in written form) tenths and hundredths in both decimal and fractional notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.8 |
Classroom
|
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Write Numbers: Up to 1,000,000
The learner will be able to
write whole numbers less than one million when given a place-value model.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Write Numbers |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.2 |
Classroom
|
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Write Numbers: Less Than Millions
The learner will be able to
write whole numbers less than one million.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Write Numbers |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.1 |
Classroom
|
|
Number Forms: Understand/Relationships
The learner will be able to
understand the relationship between decimals and simple fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 1 |
Classroom
|
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Number Forms: Understand/Relationships
The learner will be able to
understand the relationship between whole numbers and simple fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 1 |
Classroom
|
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Number Properties: Comprehend
The learner will be able to
comprehend the special properties of 0 and 1 in multiplication and division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Properties/Systems |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.7 |
Classroom
|
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Pattern: Continue/Multiplication
The learner will be able to
continue number patterns using multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.5 |
Classroom
|
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Pattern: Continue/Division
The learner will be able to
continue number patterns using division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.5 |
Classroom
|
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Number Lines: Whole Numbers
The learner will be able to
plot and label whole numbers up to 100 on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.8 |
Classroom
|
|
Number Lines: Estimate Position
The learner will be able to
approximate a position on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.3.8 |
Classroom
|
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Computing/Estimating: Understand
The learner will be able to
understand appropriate strategies for estimating solutions to whole-number computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.7 |
Classroom
|
|
Computing/Estimating: Apply
The learner will be able to
apply appropriate strategies for estimating solutions to whole-number computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.7 |
Classroom
|
|
Rounding: Up to 10,000
The learner will be able to
round numbers up to 10,000 to the nearest ten, hundred, and/or thousand.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rounding |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.3 |
Classroom
|
|
Rounding: Two Decimal Places
The learner will be able to
round off two place decimals to one decimal and/or the nearest whole number.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rounding |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.9 |
Classroom
|
|
Mental Math: Add/Subtract
The learner will be able to
apply mental math to add or subtract numbers rounded to the hundredths or thousandths.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.12 |
Classroom
|
|
Data: Organize/Represent/Interpret
The learner will be able to
organize, display, and interpret data (numerical/categorical) and relate results in a clear manner.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 6 |
Classroom
|
|
Experiments: Summarize/Display Results
The learner will be able to
summarize and show the outcomes of probability experiments clearly and in an organized manner.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.6.3 |
Classroom
|
|
Data Display: Number Lines/Tables
The learner will be able to
illustrate data on a number line and in tables, including frequency tables.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Display |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.6.1 |
Classroom
|
|
Data Analysis: Interpret
The learner will be able to
interpret graphs of data in order to answer questions about a scenario.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.6.2 |
Classroom
|
|
Outcomes: Record/Simple Experiment
The learner will be able to
list the possible outcomes for a simple probability experiment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Outcomes/Predicting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 6 |
Classroom
|
|
Solution: Determine/Communicate
The learner will be able to
determine and communicate answers to problems using strategies, skills, and ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 7 |
Classroom
|
|
Strategies: Break Up Problem
The learner will be able to
figure out when and how to break up a problem into less difficult components.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.2 |
Classroom
|
|
Strategies: Solve/Similar
The learner will be able to
express the strategy for determining the solution to a problem and illustrate a conceptual understanding of the strategy by obtaining solutions to similar problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.10 |
Classroom
|
|
Analyzing Problems: Relationships
The learner will be able to
analyze problems by recognizing relationships, differentiating between relevant and irrelevant information, sequencing and prioritizing information, and observing patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
|
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.1 |
Classroom
|
|
Problem: Generalizations
The learner will be able to
progress past a given problem through generalizations to other situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problems |
|
Master |
IN: Academic Standards, 2000, Grade 4, Standard 7 |
Classroom
|
|
Evaluating Solutions: Completeness
The learner will be able to
determine when an answer is complete.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Evaluating Solutions |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 7 |
Classroom
|
|
Solutions: Exact or Approximate
The learner will be able to
identify the advantages of exact and approximate answers to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.6 |
Classroom
|
|
Solutions: Degree of Accuracy
The learner will be able to
present solutions to a specified degree of accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.6 |
Classroom
|
|
Solutions: Validity in Context
The learner will be able to
verify the validity of solutions based on the context of the problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.8 |
Classroom
|
|
Solution: Reasonableness
The learner will be able to
determine the reasonableness of results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 7 |
Classroom
|
|
Solutions: Evaluate Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution within the context of the original problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.9 |
Classroom
|
|
Strategies: Use
The learner will be able to
use a variety of strategies to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.4 |
Classroom
|
|
Strategies: Apply
The learner will be able to
apply strategies and/or results obtained from simpler problems to those that are more complex.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.7.3 |
Classroom
|
|
Multiplication: Represent
The learner will be able to
represent any multiplication scenario as repeated addition.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.2 |
Classroom
|
|
Division: Represent
The learner will be able to
represent any division scenario as the sharing of objects and as the number of groups of shared objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, 4.2.3 |
Classroom
|
|
Problem Solving: Basic Operations
The learner will be able to
obtain solutions to problems that involve the four basic operations of mathematics on whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 4, Standard 2 |
Classroom
|
|
Compare Numbers: Order Symbols
The learner will be able to
compare whole numbers using <, >, and = signs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.4 |
Classroom
|
|
Order Numbers: Whole/Symbols
The learner will be able to
apply <, >, and = to order whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 4, 4.1.4 |
Classroom
|
|
|
