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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Mathematics - Grade 4 |
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Variables: Apply/Symbols/Letters
The learner will be able to
apply symbols and letter variables to represent unknowns or values that vary in expressions and in equations or inequalities.
| Strand |
Scope |
Source |
| Variable |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.2 |
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Algorithms: Comprehend/Add/Subtract
The learner will be able to
comprehend and apply the common algorithms for addition and subtraction (up to five-digit numbers) and multiplication (up to three-digits times two-digits).
| Strand |
Scope |
Source |
| Algorithms |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.14 |
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Algorithms: Comprehend/Understand/Apply
The learner will be able to
comprehend and apply the common algorithms for division up to a three-digit number by a one-digit divisor, with or without remainders.
| Strand |
Scope |
Source |
| Algorithms |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.15 |
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Equations: Solve/Basic
The learner will be able to
determine the value of or obtain the solution for a variable in a basic algebraic equation.
| Strand |
Scope |
Source |
| Solve Equations |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.3 |
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Inverse Operations: Multiply/Divide
The learner will be able to
comprehend the inverse relationship of multiplication and division.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.8 |
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Inverse Operation: Apply/Multiply/Divide
The learner will be able to
apply the inverse relationship of multiplication and division.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.8 |
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Basic Operations: Choose/Apply
The learner will be able to
choose and apply the suitable arithmetic operation to obtain problem solutions, including those involving money.
| Strand |
Scope |
Source |
| Basic Operations |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.10 |
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Fractions: Models/Mixed Numbers
The learner will be able to
choose, apply, and describe models to associate common fractions and mixed numbers.
| Strand |
Scope |
Source |
| Fractions |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.4 |
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Add Fractions: Models/Objects
The learner will be able to
apply physical objects and visual models to assist in the addition of common fractions.
| Strand |
Scope |
Source |
| Add Fractions |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.18 |
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Subtract Fractions: Models/Objects
The learner will be able to
apply physical objects and visual models to assist in the subtraction of common fractions.
| Strand |
Scope |
Source |
| Subtract Fractions |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.18 |
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Fraction Parts: Comprehend/Whole
The learner will be able to
develop a comprehension of fractions as parts of unit wholes.
| Strand |
Scope |
Source |
| Fraction Parts |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.3 |
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Fraction Parts: Comprehend/Collection
The learner will be able to
develop a comprehension of fractions as parts of a collection.
| Strand |
Scope |
Source |
| Fraction Parts |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.3 |
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Fractions: Order
The learner will be able to
order fractions.
| Strand |
Scope |
Source |
| Ordering |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.4 |
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Equivalent Fractions: Find/Mixed Numbers
The learner will be able to
find equivalent fractions, mixed numbers, and decimals.
| Strand |
Scope |
Source |
| Equivalent Fractions |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.4 |
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Combine/Partition/Fold: Predict/Confirm
The learner will be able to
predict and confirm the results of combining, partitioning, and folding plane and solid figures.
| Strand |
Scope |
Source |
| Combine/Partition/Transform |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.9 |
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Solids: Describe
The learner will be able to
describe three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Three-Dimensional Solids: Model
The learner will be able to
model three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Three-Dimensional Solids: Classify
The learner will be able to
classify three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Three-Dimensional Solids: Compare
The learner will be able to
make comparisons of solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Three-Dimensional Solids: Analyze
The learner will be able to
analyze the attributes of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.1 |
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Solids: Draw
The learner will be able to
draw three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Solids: Compare Attributes
The learner will be able to
compare characteristics of three-dimensional solids.
| Strand |
Scope |
Source |
| Three-Dimensional Solids |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.1 |
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Shapes: Draw
The learner will be able to
create drawings of two dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Two-Dimensional Shapes: Analyze
The learner will be able to
analyze the attributes of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.1 |
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Angles: Acute/Obtuse/Right
The learner will be able to
identify acute, obtuse, and right angles.
| Strand |
Scope |
Source |
| Acute/Right/Obtuse Angles |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.4 |
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Symmetry: Line/Recognize/2-D
The learner will be able to
recognize line symmetry present in two-dimensional figures.
| Strand |
Scope |
Source |
| Symmetry |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.8 |
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Symmetry: Line/Explain/2-D
The learner will be able to
explain line symmetry present in two-dimensional figures.
| Strand |
Scope |
Source |
| Symmetry |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.8 |
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Similarity: Similar Figure/Using Picture
The learner will be able to
identify similar figures.
| Strand |
Scope |
Source |
| Similarity |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.3 |
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Congruence: Describe/Techniques
The learner will be able to
describe techniques to determine if two figures are congruent.
| Strand |
Scope |
Source |
| Congruence |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.7 |
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Congruence: Apply/Techniques
The learner will be able to
apply techniques to determine if two figures are congruent.
| Strand |
Scope |
Source |
| Congruence |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.7 |
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Lines: Describe/Intersecting
The learner will be able to
describe intersecting lines.
| Strand |
Scope |
Source |
| Lines |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.5 |
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Lines: Draw/Intersecting
The learner will be able to
draw intersecting lines.
| Strand |
Scope |
Source |
| Lines |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.5 |
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Parallel Lines: Describe
The learner will be able to
describe parallel lines.
| Strand |
Scope |
Source |
| Lines: Parallel/Perpendicular |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.5 |
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Parallel Lines: Draw
The learner will be able to
draw parallel lines.
| Strand |
Scope |
Source |
| Lines: Parallel/Perpendicular |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.5 |
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Perpendicular Lines: Describe
The learner will be able to
describe perpendicular lines.
| Strand |
Scope |
Source |
| Lines: Parallel/Perpendicular |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.5 |
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Perpendicular Lines: Draw
The learner will be able to
draw perpendicular lines.
| Strand |
Scope |
Source |
| Lines: Parallel/Perpendicular |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.5 |
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Shapes: Compare Attributes
The learner will be able to
compare characteristics of two-dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.1 |
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Shapes: Describe
The learner will be able to
describe two-dimensional figures.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Two-Dimensional Shapes: Classify
The learner will be able to
classify two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Two-Dimensional Shapes: Compare
The learner will be able to
make comparisons of two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Two-Dimensional Shapes: Model
The learner will be able to
model two-dimensional shapes.
| Strand |
Scope |
Source |
| Two-Dimensional Shapes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.2 |
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Relationships: Interpret/Mathematical
The learner will be able to
interpret mathematical relationships by applying pictures, models, tables, charts, graphs, words, number sentences, and mathematical notation.
| Strand |
Scope |
Source |
| Relationships |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.4 |
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Units: Recognize/Apply/Tools/Units
The learner will be able to
recognize and apply suitable metric and English units and tools to approximate, measure, and obtain problem solutions involving length, area, volume, weight, time, temperature, and angle size.
| Strand |
Scope |
Source |
| Units |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.5 |
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Units: Understand/Attributes
The learner will be able to
understand the attributes of length, area, weight, and volume, and choose the suitable measurement unit for each.
| Strand |
Scope |
Source |
| Units |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.1 |
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Perimeter/Area: Approximate/Determine
The learner will be able to
approximate and determine the area and perimeter of rectangles, triangles, or irregular shapes by applying diagrams, models, grids, or by measuring.
| Strand |
Scope |
Source |
| Perimeter/Area/Volume |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.4 |
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Conversion: Within System
The learner will be able to
perform simple conversions of units within a measurement system.
| Strand |
Scope |
Source |
| Converting |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.2 |
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Time: Calculate/Elapsed Time/Calendar
The learner will be able to
calculate elapsed time using a calendar.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.3 |
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Time: Calculate/Elapsed Time/Clock
The learner will be able to
calculate elapsed time using a clock.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.3 |
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Time: Recognize/Minute/Digital/Analog
The learner will be able to
recognize time to the minute on analog and digital clocks applying A.M. and P.M.
| Strand |
Scope |
Source |
| Time |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.M.3 |
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Equivalent Forms: Recognize/Generate
The learner will be able to
recognize and generate equivalent representations of common decimals and common fractions less than one.
| Strand |
Scope |
Source |
| Equivalent Forms |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.5 |
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Number Forms: Identify/Classes
The learner will be able to
identify number classes in which a number may belong, recognize the numbers in those classes, and apply them when obtaining problem solutions (classes include odds, evens, factors, multiples, and squares).
| Strand |
Scope |
Source |
| Number Forms: Relationships |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.7 |
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Number Forms: Representing/Large Numbers
The learner will be able to
illustrate, order, and compare large numbers to at least 100,000 using a variety of representations, including expanded notation.
| Strand |
Scope |
Source |
| Number Forms: Representing |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.2 |
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Number System: Understand/Base Ten
The learner will be able to
illustrate an understanding of the base ten number system by reading, naming, and writing decimal numbers between 0 and 1 up to the hundredths place.
| Strand |
Scope |
Source |
| Number Systems |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.6 |
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Number System: Understand/Base Ten
The learner will be able to
illustrate an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers up to at least 100,000; understanding the values of the digits, and comparing and ordering the numbers.
| Strand |
Scope |
Source |
| Number Systems |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.1 |
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Proportions: Solve Problems/Relationship
The learner will be able to
obtain solutions to problems that involve proportional relationships.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.5 |
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Proportions: Solve Problems/Unit Pricing
The learner will be able to
solve proportional relationship problems involving unit pricing.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.5 |
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Proportions: Solve Problems/Maps
The learner will be able to
solve proportional relationship problems involving map interpretation.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.5 |
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Estimation Strategies: Choose/Apply
The learner will be able to
choose and apply various strategies in estimating quantities, measurements, and the results of whole number calculations up to three-digit whole numbers and $1000 money amounts.
| Strand |
Scope |
Source |
| Estimation Strategies |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.17 |
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Number Lines: Fractions/Location
The learner will be able to
understand fractions as locations on the number line.
| Strand |
Scope |
Source |
| Number Lines |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.3 |
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Change: Determine
The learner will be able to
determine how change in one unknown associates to a change in a second unknown.
| Strand |
Scope |
Source |
| Change |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.6 |
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Rounding: Whole Numbers/Through 100,000
The learner will be able to
round whole numbers through 100,000 to the nearest ten, hundred, thousand, ten thousand, and hundred thousand.
| Strand |
Scope |
Source |
| Rounding |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.16 |
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Patterns: Number/Multiplication
The learner will be able to
create, describe, and continue multiplication patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Pattern: Geometric/Create
The learner will be able to
create geometric patterns.
| Strand |
Scope |
Source |
| Patterns: Geometric |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Pattern: Geometric/Describe
The learner will be able to
describe a geometric pattern.
| Strand |
Scope |
Source |
| Patterns: Geometric |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Patterns: Geometric/Continue
The learner will be able to
continue geometric patterns.
| Strand |
Scope |
Source |
| Patterns: Geometric |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Patterns: Number/Create
The learner will be able to
create patterns using numbers.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Patterns: Number/Describe
The learner will be able to
describe number patterns.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Patterns: Number/Extend
The learner will be able to
extend patterns of numbers.
| Strand |
Scope |
Source |
| Patterns: Number |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.P.1 |
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Outcomes: List/Combinations
The learner will be able to
list and count the possible combinations made from three sets of objects.
| Strand |
Scope |
Source |
| Outcomes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.5 |
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Data Displays: Create/Predict/Conclusion
The learner will be able to
create, predict, and form conclusions from a variety of data set displays, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.
| Strand |
Scope |
Source |
| Data Display |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.3 |
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Outcomes: Generate/All Possible
The learner will be able to
determine all possible outcomes in basic probability activities.
| Strand |
Scope |
Source |
| Outcomes |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.4 |
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Experiments: Design/Perform
The learner will be able to
apply physical objects in designing and performing experiments to classify outcomes as certain, likely, unlikely, or impossible.
| Strand |
Scope |
Source |
| Experiments |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.6 |
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Data Collection: Organize
The learner will be able to
collect and organize data through observations, measurements, surveys, or experiments.
| Strand |
Scope |
Source |
| Data Collection |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.1 |
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Data Displays: Match
The learner will be able to
match data set displays to the actual data set.
| Strand |
Scope |
Source |
| Data Display |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.2 |
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Data Management: Display Data
The learner will be able to
identify suitable methods to display different types of data.
| Strand |
Scope |
Source |
| Data Management |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.D.1 |
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Solution: Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution.
| Strand |
Scope |
Source |
| Solution |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.17 |
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Multiply/Divide: Facts/12x12
The learner will be able to
comprehend the multiplication facts and related division facts (through 12 X 12), and apply these to solve associated multiplication problems and compute related problems.
| Strand |
Scope |
Source |
| Multiply/Divide Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.11 |
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Operations: Whole Numbers/Properties
The learner will be able to
choose, apply, and describe the commutative, associative, and identity properties of operations in problem solving scenarios involving whole numbers.
| Strand |
Scope |
Source |
| Operations |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.9 |
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Addition/Subtraction: Six-Digits
The learner will be able to
add and subtract whole numbers with no more than five digits.
| Strand |
Scope |
Source |
| Add/Subtract Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.12 |
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Multiply 1-3 Digits by 2 Digits
The learner will be able to
multiply a one- to three-digit number by a two-digit number.
| Strand |
Scope |
Source |
| Multiply Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.12 |
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Divide 1-3 Digits by 1-Digit
The learner will be able to
divide one- to three-digit whole number dividends by one-digit divisors.
| Strand |
Scope |
Source |
| Divide Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.13 |
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Division: Interpret/Remainders
The learner will be able to
interpret the remainder in whole number division.
| Strand |
Scope |
Source |
| Divide Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.13 |
|
Multiply/Divide Whole Numbers: Models
The learner will be able to
choose, apply, and describe the various meanings and models of multiplying and dividing whole numbers.
| Strand |
Scope |
Source |
| Multiply/Divide Whole Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.N.8 |
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Real Numbers and the Coordinate Plane
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Coordinate Geometry: Points/Paths
The learner will be able to
graph, locate, and recognize points, and explain paths in the first quadrant applying ordered pairs of numbers and/or letters.
| Strand |
Scope |
Source |
| Coordinate Geometry |
Master |
MA: Curriculum Framework, 2000, Grade 4, 4.G.6 |
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