Math+Resources





Math Resources
(1) Number, operation, and quantitative reasoning. 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 999,999,999; and Toon University-Fourth Grade- Place Value Game [] (B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models. MNRUSSBAUM- Fourth Grade- Place Value-“Place Value Pirates” @http://www.mrnussbaum.com/placevaluepirates1.htm (2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) use concrete objects and pictorial models to generate equivalent fractions; Shepard Software-Fourth grade- “Equivalent Fractions” @http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm (B) model fraction quantities greater than one using concrete objects and pictorial models; Quia- Fourth Grade-Improper Fraction Jeapordy- @http://www.quia.com/cb/186132.html

(C) compare and order fractions using concrete objects and pictorial models; and Math Playground-Fourth Grade-How Do You Compare & Order Fractions __http://www.mathplayground.com/howto_comparefractions.html__ (D) relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models. AAA Math-Fourth Grade-Relating Decimals to Fractions-20 questions- []

(3) Number, operation, and quantitative reasoning. 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 XP Math-XP Math-Fourth Grade “Whole Number Addition Blocks” [] Math-Play-Fourth Grade-“Soccer Math” []

(B) add and subtract decimals to the hundredths place using concrete objects and pictorial models.

Math-Play-Fourth Grade- “Baseball Math-Adding Decimals” [] Math-Play-Fourth Grade- “Baseball Math-Subtracting Decimals” []

(4) Number, operation, and quantitative reasoning. 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; Brain Pop Jr.-Fourth Grade-“Arrays”-Tutorial []

(B) represent multiplication and division situations in picture, word, and number form; Fun4TheBrain-Fourth Grade-“Granny Prix” [] Fun4TheBrain-Fourth Grade-“Math Models” [] (C) recall and apply multiplication facts through 12 x 12; Math is Fun-Fourth Grade-“Learn you Multiplication tables” []

(D) use multiplication to solve problems (no more than two digits times two digits without technology); and Dositey-Fourth Grade- “Multiplying Two Digit Numbers by Two Digit Numbers” []

(E) use division to solve problems (no more than one-digit divisors and three-digit dividends without technology). Play Kids Games-Fourth Grade- “Robot Calculator-Division-Medium Level” []

(5) Number, operation, and quantitative reasoning. 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 Fun Brain-Fourth Grade-“Round Number-Easy” []

(B) use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems. (6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. The student is expected to: (A) use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); and Ez School-Fourth Grade-“Fact Family-Multiplication/Division

[]

(B) use patterns to multiply by 10 and 100. Flink-Fourth Grade-“Double Match Practice Activity []

(7) Patterns, relationships, and algebraic thinking. 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. (8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to: (A) identify and describe right, acute, and obtuse angles; Math is fun-Fourth Grade-“Angles"  []

(B) identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models; and IXL –Fourth grade-“Parallel, Intersecting & Perpendicular” []

(C) use essential attributes to define two- and three-dimensional geometric figures. IXL-Fourth Grade_”Which 2-Dimensional Shape is being described?” [] IXT-Fourth Grade-“Which 3-Dimensional Shape is Being Describes?” []

(9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to: (A) demonstrate translations, reflections, and rotations using concrete models; MisterTeacher-Fourth Grade-“Translations & Reflections” [] MisterTeacher-Fourth Grade-“rotations” []

(B) use translations, reflections, and rotations to verify that two shapes are congruent; and MagnaHigh- Fourth grade-“Transtar” Translations, Reflections & Rotation http://www.mangahigh.com/en_us/games/transtar (C) use reflections to verify that a shape has symmetry. Adrian Bruce-Fourth Grade- “Symmetry, It is all around you” [] Math is fun-Fourth Grade-”Relfection Symmentry” []

(10) Geometry and spatial reasoning. The student recognizes the connection between numbers and their properties and points on a 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. (11) Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to: (A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary; IXL-Fourth Grade-“Compare and Convert Customary Units” [] IXL-Fourth Grade-“Compare and convert Metric Units http://www.ixl.com/math/practice/grade-4-compare-and-convert-metric-units (B) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system; IXL-Fourth Grade-“Compare and Convert Customary Units” [] IXL-Fourth Grade-“Compare and convert Metric Units http://www.ixl.com/math/practice/grade-4-compare-and-convert-metric-units

(C) use concrete models of standard cubic units to measure volume; Fun for Child-Fourth Grade-“123 online game” Volume []

(D) estimate volume in cubic units; and Fun for Child-Fourth Grade-“123 online game” Volume []

(E) explain the difference between weight and mass. History for Kids-Fourth Grade- “Mass” A Math dictionary for Kids-Fourth grade-“Mass/Weight” [] (12) Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to: (A) use a thermometer to measure temperature and changes in temperature; and Math is fun-Fourth Grade-“Interactive Thermometer” [] Soft school-Fourth Grade”-Thermometer Quiz” []

(B) use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time Gamequarium-Fourth Grade-“Time Math Games” http://www.gamequarium.com/timemath.html (13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: (A) use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and (B) interpret bar graphs PBSKIDS.-Fourth Grade-“Bugs in the System” Bar graphs []

(14) Underlying processes and mathematical tools. 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; Home School Math-Fourth Grade-“Cash out” [] Woodlands Jr.-Forth Grade-“Measures” []

(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; Kidzone-Foruth Grade-“Easter” [] (C) select or develop an appropriate problem-solving plan or 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 Kidzone-Foruth Grade-“Thanksgiving” []

(D) use tools such as real objects, manipulatives, and technology to solve problems. Ambelside Primary-Fourth Grade-“Totally Mental Machine” []

(15) Underlying processes and mathematical tools. 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 NCES Kids’ Zone-Fourth Grade-“Create a Graph” []

(B) relate informal language to mathematical language and symbols. Math for Kids-Fourth Grade-“Math Dictionary for Kids” []

(16) Underlying processes and mathematical tools. The student uses logical reasoning. 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. Fun Brain-Fourth Grade- Money Counting Cool Math-Fourth Grade-“Long Division Lesson” []