Definitions of terms necessary for instruction:
Explain: Explain verbally or by showing understanding with manipulatives or with drawings.
Attribute: Characteristic, feature, element, or part of an area of math.
Interpret: Explain verbally or in writing.
Justify: Show process and/or prove correctness.
CCSSM |
Fourth Grade District 15 Standards 2012/2013 |
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Tri 1 |
I can identify and draw points, lines, line segments, rays, angles, perpendicular lines, and parallel lines. |
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4.G.1 |
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4.MD.5 4.MD.6 |
I can recognize, draw, and measure angles. |
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4.MD.7 |
I can solve problems involving angle sums and/or missing angles. |
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4.G.2 |
I can classify 2-D figures based upon attributes*. |
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4.NBT.1 |
I can recognize & represent place value in whole numbers to 1,000,000. |
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4.NBT.2 |
I can read, write, and compare whole numbers to 1,000,000. |
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4.MD.4 |
I can create a line plot with benchmark fractions. |
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4.MD.4 |
I can interpret information from a line plot. |
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4.NBT.4 |
I can solve multi-digit addition and subtraction problems. |
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Tri 2 |
I can create, identify, and explain number or shape patterns that follow a given rule. |
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4.OA.5 |
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4.OA.4
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I can find all the factors for a whole number within 100. |
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I can determine and understand multiples for a whole number within 100. |
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I can identify prime and composite numbers. |
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4.OA.1 |
I can interpret* and represent multiplication as a comparison. |
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4.OA.3 |
I can represent a word problem using an equation with a variable (letter) standing for the unknown. |
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4.NF.7 |
I can compare decimals to hundredths. |
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4.MD.2 |
I can solve word problems that relates to measurement. |
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4.NBT.5 |
I can multiply multi-digit whole numbers and justify* my solution. (2-digit by 2-digit) |
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4.OA.2 4.0A.3 |
I can justify if an answer is reasonable by using mental math and estimation*. |
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4.NBT.3 |
I can round whole numbers up to a million. |
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4.OA.2 |
I can solve multi-step word problems involving multiplicative comparison with whole numbers. |
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4.OA.6 |
I can divide whole numbers with up to 4-digit dividends and 1-digit divisors, and justify* my solution. |
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4.OA.3 |
I can interpret* the meaning of the remainder. |
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Tri 3 |
I can add and subtract fractions, including mixed numbers, with like denominators. |
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4.NF.3 4.NF.5 |
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4.NF.1 |
I can identify, explain, and generate equivalent fractions. |
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4.NF.5 |
I can explain the relationship of fractions with denominators of 10 and 100 to decimals. |
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4.NF.6 |
I can convert fractions to decimals and decimals to fractions. |
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4.NF.2 |
I can compare, model, and justify* fractions with different numerators and denominators. |
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4.NF.4 |
I can multiply fractions by a whole number. |
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4.MD.3 |
I can solve for perimeter and area in real-world problems. |
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4.G.3 |
I can recognize and draw a line of symmetry. |
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4.MD.1 |
I can convert measurements within the metric and customary units of length, weight, and time within a single system. |
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Understand: Justify in a way appropriate to a student’s mathematical maturity why a math statement is true or where it comes from
Major clusters require greater emphasis based on depth of ideas, time they take to master, and/or importance to future mathematics.
Support clusters.
Additional clusters.