**Using a protractor**:

**Measuring angles**: Using the KA virtual protractor to measure angles

**Acute right and obtuse angles**: The difference between acute, obtuse and right angles

**Using a Protractor (**

**Games for Computer ONLY)**

**ABC YA****Alien Angles****Measuring Angles****iPad Jeopardy Angles**

Fraction Review

Fraction Review

**Computer Jeopardy 1**

iPad Jeopardy 1

EXPLORING AND COMPARING FRACTIONS

iPad Jeopardy 1

EXPLORING AND COMPARING FRACTIONS

**In your TEXAS MATH books, read pages 382 & 384**

__First:__

__Second:__Watch the following videos**Comparing Fractions on a Number Line**

Comparing fractions using less than & greater than

**Answer SET B and SET D on page 389; then answer problems 1-20 on page 390**

__Third:____Play Tony's fraction Pizza (iPad) by clicking on it__

**Fourth****:**

__Math iPad Practice Drills__Speed Math

Trimathalon

Bed Time Bandits

Best Math Friends

__March Review__Click to visit a math website full of math review games. Ask your teacher which topic he would like you to be working on. You may use scratch paper to help you improve your score

__February 24th - 28th__

**Identifying the start time, change of time, and end time in real-world elapsed time problems**

Solving elapsed time word problems to the nearest hour**Solving elapsed time word problems to the nearest five minutes**

Solving elapsed time word problems to the nearest minute

Solving elapsed time word problems using a t-chart

FebruaryFebruary

**Viewing Practice & Guided Practice**Compare and convert customary units of length

Compare and convert customary units of weight

Compare and convert metric units of length

Compare and convert metric units of weight

Compare and convert metric units of volume

Guided Practice

Convert larger units to smaller units to solve distance problems

Convert larger units to smaller units in liquid volume problems

Convert larger units to smaller units in mass problems

Convert larger units to smaller units in money problems

Solve problems involving multiple conversions from larger units to smaller units

__December__Cross Town Number Line

Number Line Mine

Fraction Flare Up

Last Chance Canyon

November

__Click on the following and choose 1 interactive game to practice learning fractions. You can only choose 1 game every 8 minutes. At the end of 8 minutes, you may change the lesson.__

**Individual Practice:**

**Viewing Practice**- Create a line plot with fractions of a unit (unlike denominators)
- Solve problems by interpreting data on a line plot
- Solve word problems involving the addition of fractions by interpreting data on a line plot
- Solve word problems involving the subtraction of fractions by interpreting data on a line plot
- Convert fractions to decimals to the tenths place using visual aids and division
- Convert fractions to decimals to the hundredths place using division

**Extra: Fractions****See how well you can do on this practice test.**

__Practice Quiz:__## October:

Please pair up and play this cool interactive game on Division Jeopardy. Click on the links below. All work must be shown on a separate sheet of paper.

http://www.superteachertools.com/jeopardy/usergames/Nov201144/game1320615797.php

https://jeopardylabs.com/play/fourth-grade-multiplication-and-division9

http://www.quia.com/cb/160304.html

http://www.math4children.com/fourth-grade-math-ppt-games.html

**September 16th, 2013: Click on the links below to access the math perimeter game. Use scratch paper to help you solve. Remember, to find the perimeter you need to ADD ALL SIDES.**

**September 5th, 2013: Click on the links below to access the math practice. Make a new journal entry with the title of the link you clicked and write down you score on the new page. Use scratch paper to show your work:**

## 2013/2014 Math Vocabulary

---If you are absent or would like to review the vacabulary words for the week, please click on the link below and a file will open up:

## Math Millionaire

## Think Through Math

(user name = elp + student# & password=student #)

## Measurement Sites

## Math Flash Cards

Please study these flash cards with a buddy. You can change the settings to "LEARN" and play against each other. Keep track of how many each get right.

## Listening Station

*Click
on each of the blue links to watch a one-to-one explanation called "Core Lesson." When finished, click on the tab that says "Guided Practice." Please use
a scratch paper, your Math Notebook, or a dry erase board to follow
along. Add your work from the video to your Math Notebook for EXTRA
CREDIT.*

## _

- Use place value chart and arrow cards to understand large numbers
- Model numbers using base ten blocks
- Understand relationships between digits and their place value
- Multiply by powers of 10
- Round numbers to the leading digit using a number line
- Round numbers to a specified place on a number line
- Round 9's using base ten blocks
- Round in real-life situations
- Division 1
- Division 2
- Understand multiplication and division
- Divide two-digit dividends using friendly multiples
- Use the Distributive Property to solve unfamiliar problems
- Recognize fractions: breaking shapes into equal parts
- Write Fractions using Shapes
- Write fractions with a numerator other than one
- Write fractions of a set 1
- Write fractions of a set 2
- Count fractions to make 1 whole
- Convert decimals to fractions to the tenths place using number lines
- Convert decimals to fractions to the hundredths place using visual aids
- Convert fractions to decimals to the tenths place using visual aids and division
- Convert fractions to decimals to the hundredths place using division
- Compare decimals using fractions
- Compare decimals using a number line
- Compare decimals using base ten blocks
- Count sides and angles to identify polygons
- Identify quadrilaterals based on attributes
- Compare quadrilaterals based on attributes
- Classify quadrilaterals by looking at multiple attributes

## Complete the Equivalent Fractions ditto and check your work using the Ipad. Take a picture of this image below to check your answers.

## Ask your teacher which blue link you need to click. Each blue link is a concept we learned. Click on each link and complete the questions. Then check your work. The answers and explanations are on the bottom of each set of questions. As an extension, you can also screenshot the question and solve it using Educreations. Ask your teacher if you are unsure what to do.

Number, operation, and quantitative reasoning4.1 The student uses place value to represent whole numbers and decimals. The student is expected to:

A. use place value to read, write, compare, and order whole numbers through the millions place; and (Place Value , Number Comparison , Order Numbers , Order Large Numbers )

B. use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models. (Decimal Place Value , Order Decimals , Compare Decimals )

4.2 The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to:

A. generate equivalent fractions using concrete and pictorial models; (Fraction Pictures )

B. model fraction quantities greater than one using concrete materials and pictures;

C. compare and order fractions using concrete and pictorial models; and (Basic Fraction Comparison , Fraction Comparison )

D. relate decimals to fractions that name tenths and hundredths using models. (Fractions to Decimals , Decimals To Fractions , Compare Mixed Values , Positive Number Line )

4.3 The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to:

A. use addition and subtraction to solve problems involving whole numbers; and (Addition Grouping , Long Addition to 1000 , Long Addition, Long Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )

B. add and subtract decimals to the hundredths place using concrete and pictorial models. (Money Addition , Money Subtraction , Making Change ,Decimal Addition , Decimal Subtraction )

4.4 The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to:

A. model factors and products using arrays and area models; (Understanding Multiplication )

B. represent multiplication and division situations in picture, word, and number form; (Arithmetic Word Problems , Basic Word Problems 2 )

C. recall and apply multiplication facts through 12 x 12; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies ,Fast Division )

D. use multiplication to solve problems involving two-digit numbers; and (Multiplication By One Digit , Long Multiplication )

E. use division to solve problems involving one-digit divisors. (Long Division By One Digit , Division with Remainders , Word Problems With Remainders )

4.5 The student estimates to determine reasonable results. The student is expected to:

A. round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and (Rounding Numbers )

B. estimate a product or quotient beyond basic facts.

Patterns, relationships, and algebraic thinking4.6 The student uses patterns in multiplication and division. The student is expected to:

A. use patterns to develop strategies to remember basic multiplication facts; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )

B. solve division problems related to multiplication facts (fact families) such as 9 × 9 = 81 and 81 ÷ 9 = 9; and (Fast Division , Inverse Equations 2 )

C. use patterns to multiply by 10 and 100. (Multiply By Multiples Of 10 )

4.7 The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table. (Function Tables , Function Tables 2 )

Geometry and spatial reasoning4.8 The student identifies and describes lines, shapes, and solids using formal geometric language. The student is expected to:

A. identify right, acute, and obtuse angles;

B. identify models of parallel and perpendicular lines; and (Parallel and Perpendicular Lines )

C. describe shapes and solids in terms of vertices, edges, and faces. (Polygon Names )

4.9 The student connects transformations to congruence and symmetry. The student is expected to:

A. demonstrate translations, reflections, and rotations using concrete models; (Requires outside materials )

B. use translations, reflections, and rotations to verify that two shapes are congruent; and

C. use reflections to verify that a shape has symmetry.

4.10 The student recognizes the connection between numbers and points on a number line. The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. (Positive Number Line , Number Line ,Fractions to Decimals , Decimals To Fractions , Compare Mixed Values )

Measurement4.11 The student selects and uses appropriate units and procedures to measure weight and capacity. The student is expected to:

A. estimate and measure weight using standard units including ounces, pounds, grams, and kilograms; and

B. estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.

4.12 The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area. (Time Intervals , Perimeter and Area Word Problems , Line Segments )

Probability and statistics4.13 The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

A. list all possible outcomes of a probability experiment such as tossing a coin;

B. use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin; and

C. interpret bar graphs. (Bar Graphs )

Underlying processes and mathematical tools4.14 The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

A. identify the mathematics in everyday situations;

B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

C. select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (Missing Factor , Missing Operator )

D. use tools such as real objects, manipulatives, and technology to solve problems.

4.15 The student communicates about Grade 4 mathematics using informal language. The student is expected to:

A. explain and record observations using objects, words, pictures, numbers, and technology; and

B. relate informal language to mathematical language and symbols. (Arithmetic Word Problems , Basic Word Problems 2 )

4.16 The student uses logical reasoning to make sense of his or her world. The student is expected to:

A. make generalizations from patterns or sets of examples and nonexamples; and

B. justify why an answer is reasonable and explain the solution process.

A. use place value to read, write, compare, and order whole numbers through the millions place; and (Place Value , Number Comparison , Order Numbers , Order Large Numbers )

B. use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models. (Decimal Place Value , Order Decimals , Compare Decimals )

4.2 The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to:

A. generate equivalent fractions using concrete and pictorial models; (Fraction Pictures )

B. model fraction quantities greater than one using concrete materials and pictures;

C. compare and order fractions using concrete and pictorial models; and (Basic Fraction Comparison , Fraction Comparison )

D. relate decimals to fractions that name tenths and hundredths using models. (Fractions to Decimals , Decimals To Fractions , Compare Mixed Values , Positive Number Line )

4.3 The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to:

A. use addition and subtraction to solve problems involving whole numbers; and (Addition Grouping , Long Addition to 1000 , Long Addition, Long Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )

B. add and subtract decimals to the hundredths place using concrete and pictorial models. (Money Addition , Money Subtraction , Making Change ,Decimal Addition , Decimal Subtraction )

4.4 The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to:

A. model factors and products using arrays and area models; (Understanding Multiplication )

B. represent multiplication and division situations in picture, word, and number form; (Arithmetic Word Problems , Basic Word Problems 2 )

C. recall and apply multiplication facts through 12 x 12; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies ,Fast Division )

D. use multiplication to solve problems involving two-digit numbers; and (Multiplication By One Digit , Long Multiplication )

E. use division to solve problems involving one-digit divisors. (Long Division By One Digit , Division with Remainders , Word Problems With Remainders )

4.5 The student estimates to determine reasonable results. The student is expected to:

A. round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and (Rounding Numbers )

B. estimate a product or quotient beyond basic facts.

Patterns, relationships, and algebraic thinking4.6 The student uses patterns in multiplication and division. The student is expected to:

A. use patterns to develop strategies to remember basic multiplication facts; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )

B. solve division problems related to multiplication facts (fact families) such as 9 × 9 = 81 and 81 ÷ 9 = 9; and (Fast Division , Inverse Equations 2 )

C. use patterns to multiply by 10 and 100. (Multiply By Multiples Of 10 )

4.7 The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table. (Function Tables , Function Tables 2 )

Geometry and spatial reasoning4.8 The student identifies and describes lines, shapes, and solids using formal geometric language. The student is expected to:

A. identify right, acute, and obtuse angles;

B. identify models of parallel and perpendicular lines; and (Parallel and Perpendicular Lines )

C. describe shapes and solids in terms of vertices, edges, and faces. (Polygon Names )

4.9 The student connects transformations to congruence and symmetry. The student is expected to:

A. demonstrate translations, reflections, and rotations using concrete models; (Requires outside materials )

B. use translations, reflections, and rotations to verify that two shapes are congruent; and

C. use reflections to verify that a shape has symmetry.

4.10 The student recognizes the connection between numbers and points on a number line. The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. (Positive Number Line , Number Line ,Fractions to Decimals , Decimals To Fractions , Compare Mixed Values )

Measurement4.11 The student selects and uses appropriate units and procedures to measure weight and capacity. The student is expected to:

A. estimate and measure weight using standard units including ounces, pounds, grams, and kilograms; and

B. estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.

4.12 The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area. (Time Intervals , Perimeter and Area Word Problems , Line Segments )

Probability and statistics4.13 The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

A. list all possible outcomes of a probability experiment such as tossing a coin;

B. use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin; and

C. interpret bar graphs. (Bar Graphs )

Underlying processes and mathematical tools4.14 The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

A. identify the mathematics in everyday situations;

B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

C. select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (Missing Factor , Missing Operator )

D. use tools such as real objects, manipulatives, and technology to solve problems.

4.15 The student communicates about Grade 4 mathematics using informal language. The student is expected to:

A. explain and record observations using objects, words, pictures, numbers, and technology; and

B. relate informal language to mathematical language and symbols. (Arithmetic Word Problems , Basic Word Problems 2 )

4.16 The student uses logical reasoning to make sense of his or her world. The student is expected to:

A. make generalizations from patterns or sets of examples and nonexamples; and

B. justify why an answer is reasonable and explain the solution process.

Videos:

Click on the video link to learn about a new concept, or just to freshen-up on some of the things you already know. Make sure to follow along and solve the problem in the video on a scratch sheet of paper.

What is a prime number?

What is prime factorization?

What are divisibility rules?

How do you round numbers?

How do you find GCF and LCM?

Word Problem - GCFHow do you subtract by regrouping?

How can I learn my times tables?

Learn facts: 3x4, 6x7, 8x7

How do you do long division?

What is a quotient?

How do you add fractions?

How do you reduce fractions?

Change fractions into decimals

How do you divide fractions?

Find a fraction of a number

Compare and order fractionsHow do you multiply decimals?

How do you divide decimals?

Divide decimal by powers of 10

How do you find the sale price?

Convert fractions/decimals to percents

Calculating the tip

Percents

Percent ChangeWhat is a ratio?

What are equal ratios?

Solving ratio word problems

Ratios

Proportions

A set of data with more than one mode

How many milliseconds are in 1 day?

Can you explain the metric system?

How do you read a stem and leaf plot?

Word problem - changing averages

Click on the video link to learn about a new concept, or just to freshen-up on some of the things you already know. Make sure to follow along and solve the problem in the video on a scratch sheet of paper.

**Numbers and Their Properties****Arithmetic**What is a prime number?

What is prime factorization?

What are divisibility rules?

How do you round numbers?

How do you find GCF and LCM?

Word Problem - GCFHow do you subtract by regrouping?

How can I learn my times tables?

Learn facts: 3x4, 6x7, 8x7

How do you do long division?

What is a quotient?

**Fractions****Decimals**How do you add fractions?

How do you reduce fractions?

Change fractions into decimals

How do you divide fractions?

Find a fraction of a number

Compare and order fractionsHow do you multiply decimals?

How do you divide decimals?

Divide decimal by powers of 10

**Percent****Ratio and Proportion**How do you find the sale price?

Convert fractions/decimals to percents

Calculating the tip

Percents

Percent ChangeWhat is a ratio?

What are equal ratios?

Solving ratio word problems

Ratios

Proportions

**Measurement and Data**A set of data with more than one mode

How many milliseconds are in 1 day?

Can you explain the metric system?

How do you read a stem and leaf plot?

Word problem - changing averages

__GAMES__- Math Man
- Building Blocks
- Cube Perspective
- Order of Operations
- Number Balls
- Balance Scales
- Shape Mosaics
- Quick Calculate
- Make 24

- Math Millionaire
- Math Olympics
- Alien Addition
- Dirt Bike Proportions
- Island Chase Subtraction
- Multiplication Grand Prix
- Meteor Multiplication
- Space Race Multiplication
- Tug Team Multiplication

- Orbit Integers
- Spider Match Integers
- Demolition Division
- Drag Race Division
- Ratio Blaster
- Tug Team Fractions
- Quick Math
- Jet Ski Addition
- Minus Mission
- Tug Team Addition

- Escape from Fraction Manor
- Scale Factor X
- Shape Mods
- The X Detectives
- Weigh the Wangdoodles
- Project T.R.I.G.
- Decention
- Algebra Puzzle
- Algebraic Reasoning
- Party Designer