4 hads-o mathematics Geometry, Metal Math, Measuremet, Number Cocepts, Number Operatios, Patters ad Relatios, Statistics ad Probability
Program Implemetatio Program Resources Hads-O Mathematics is arraged i a format that makes it easy for teachers to pla ad implemet. Modules comprise the selected topics of study for the grade level, orgaized ito lessos. The modules relate directly to the learig outcomes idetified o page 5, which complemet those established by the Wester ad Norther Caadia Protocol (WNCP). The itroductio to each module summarizes the geeral goals for the module ad provides backgroud iformatio for teachers. Each module begis with a list of books for studets that relate to the module; a list of related websites ca also be foud o page 24. Modules are orgaized ito lessos, based o the outcomes. Note: This does ot imply that a lesso ca be covered i oly oe lesso period; may will carry over several lesso periods. Lessos are arraged i the followig format: Backgroud Iformatio for Teachers: Some lessos provide teachers with the basic mathematical kowledge they will eed to preset the activities. This iformatio is offered i a clear, cocise format, ad focuses specifically o the topic of study. Materials: A complete list of materials required to coduct the mai activity or activities is provided. It icludes classroom materials, equipmet, ad visuals. The quatity of materials required will deped o how you coduct activities ad whether studets are workig idividually or i groups. Activity/Activities: This sectio details a step-by-step procedure, icludig higher-level questioig techiques ad suggestios for ecouragig active iquiry ad discussio. Activity Sheets: Reproducible activity sheets have bee desiged to correlate with the specific outcomes of the activity or activities. May of these are used durig the activity to record results of ivestigatios. Others are used as follow-up to the i-class activities. Studets may work idepedetly o these sheets, i small groups, or you may choose to read through them together ad complete them i a large group settig. Activity sheets ca also be made ito overheads or large experiece charts. Sice it is also importat for studets to lear to costruct their ow charts ad recordig formats, these activity sheets ca be used by the teacher as examples of ways to record ad commuicate ideas about a activity. Studets ca the create their ow sheets rather tha use the oes provided. Note: Activity sheets are meat to be used oly i cojuctio with, or as a follow-up to, the hadso activities. The activity sheets are ot iteded to be the mathematics lesso i itself or the sole assessmet for the lesso. Problem Solvig: May lessos iclude suggestios for problem-solvig activities that are directly related to the lesso s outcomes. These problems may be preseted orally, acted out with cocrete objects, preseted pictorially, or writte out o chart paper. At the ed of each module, may of these problems are preseted agai o black lie masters. Teachers ca copy these sheets oto overhead trasparecies to preset to studets as daily problem-solvig activities. Or, the masters ca be copied for studets ad cut apart, problem by problem. Studets ca the paste the problems ito their math jourals or agedas for completio idepedetly. Activity Cetre: Some lessos iclude idepedet studet activities that focus o the outcomes. s 6 Hads-O Mathematics Grade 4
Extesio: May lessos iclude optioal activities to exted, erich, ad reiforce the outcomes. Assessmet Suggestios: Throughout each module, several suggestios are made for assessig studet learig. These assessmet strategies focus specifically o the learig outcomes of a particular activity topic. I the ext sectio of the Hads-O Mathematics program, assessmet is dealt with i detail. Keep i mid that the suggestios made withi activities are merely ideas to cosider; you may use your ow assessmet techiques or refer to the other assessmet strategies o pages 11 ad 12. Classroom Eviromet The classroom settig is a importat compoet of the learig process. A active eviromet oe that getly hums with the purposeful coversatios ad activities of studets idicates that meaigful learig is takig place. While studyig a specific topic, the room should display related objects ad materials, studet work, pictures ad posters, maps, graphs, ad charts made durig activities, ad summary charts of importat cocepts taught ad leared. These reiforce cocepts ad skills that have bee stressed durig mathematics activities. Timelies No two groups of studets will cover topics ad material at the same rate. Plaig the duratio of modules is the resposibility of the teacher. I some cases, the activities described will ot be completed durig oe block of time ad will have to be carried over to aother period. (Divisio of modules ito lessos does ot imply that lessos ca be covered i oly oe period. May lessos will, i fact, carry over several lesso periods.) I other cases, you may observe that your studets are especially iterested i oe topic, ad you may choose to expad upo it. The idividual eeds of your studets should be cosidered, as there are o strict timelies ivolved i the Hads-O Mathematics program. It is importat, however, to sped time o every module i the program so that studets focus o all outcomes established for the grade level. Classroom Maagemet Although active learig is emphasized throughout this program, the maer i which these experieces are hadled is up to you. I some cases, you may have all studets workig with materials ad resources idividually; i others, you may choose to use small group settigs. The latter ecourages the developmet of social skills ad eables all studets to be active i the learig process; it also meas less cost i terms of materials ad equipmet. Agai, classroom maagemet is left up to you, sice it is the teacher who ultimately determies how the studets i his/her care fuctio best i the learig eviromet. Plaig Guidelies Mathematics is a skills-based subject. I order to acquire these skills, studets eed to visit ad revisit them over the course of the school year. Hads-O Mathematics is orgaized ito strad- or topic-focused modules. This orgaizatio allows teachers to follow the developmet of cocepts from itroductio to mastery withi a give grade level. To esure that studets have opportuities to develop their mathematical skills i all topics throughout the year, it is recommeded that teachers address cocepts from each of these modules i every reportig period or school term. For example, teachers may choose to begi the year with the Patters ad Relatios module (module 1) but should cotiue to develop studets skills i this area throughout the etire school year s Itroductio 7
through review, cotiued practice, ad ew mathematical challeges. I the same way, although the Geometry module (module 6) is preseted last i the Hads-O Mathematics program, studets should be provided with opportuities to review, practise, ad ivestigate geometry cocepts throughout the school year. Plaig i this way gives studets the time eeded to solidify their uderstadig ad, at the same time, helps to keep the cocepts ad vocabulary i the forefrot throughout the year. Note: Developig a year pla will esure that topics are dealt with throughout the school year. Teachers ca desig the pla to meet their studets specific eeds ad to fit ito their school caledars. O the followig two pages, a sample year-pla template is provided. Teachers ca use the template to record the skills from each module that they will teach durig each moth. There is also additioal space for briefly otig other curriculum coectios ad themes that may relate to the overall math pla. Teachers ca divide the bottom row of the chart accordig to the duratio of the curriculum coectio ad related theme, which may be less tha or greater tha oe moth. 8 Hads-O Mathematics Grade 4
Metal Math Activities Grades 1-4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Project Editor Jeifer E. Lawso Seior Author Diae Soltess Mathematics Cosultat Meaga Mutchmor Writers Patricia Ashto Joi Bowma Gail Ruta Fotaie Collee Foster Betty Johs Cathy Haggart Heidi Holst Kara Kolso Suzae Mole Wiipeg Maitoba Caada
Cotets Itroductio to Metal Math Grades 1-4 1 Grade 1 Metal Math Strategies 4 Grade 2 Metal Math Strategies 6 Grade 3 Metal Math Strategies 8 Grade 4 Metal Math Strategies 11 Number-Cube Cards 15 Dot-Patter Cards 16 Domio Cards 19 Te Frames Shaded (0-10) 25 Te Frames Dot (0-10) 29 Te Frames Shaded (11-20) 33 Te Frames Dot (11-20) 36 Te Frames Shaded (21-50) 39 Te Frames Dot (21-50) 59 Base-Te Cards 79 Multiplicatio (Groupig) Cards to 25 92 Multiplicatio Cards to 81 96 Screeed-Sets Cards (Facts to 25) 104 Screeed-Sets Cards (Facts to 81) 108
Geometry Grade 4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Grade 4 Project Editor Jeifer E. Lawso Mathematics Cosultats Meaga Mutchmor Diae Soltess Writer Betty Johs Wiipeg Maitoba Caada
Cotets Itroductio to Hads-O Mathematics 1 Program Itroductio 1 Program Priciples 1 The Big Ideas of Mathematics 1 Hads-O Mathematics Learig Outcomes 5 Program Implemetatio 6 Program Resources 6 Classroom Eviromet 7 Timelies 7 Classroom Maagemet 7 Plaig Guidelies 7 Assessmet 11 The Hads-O Mathematics Assessmet Pla 11 Websites 24 Geometry 25 Books for Childre 26 Itroductio 27 1 Idetifyig ad Describig Three-Dimesioal (3-D) Solids 30 2 Sortig Three-Dimesioal (3-D) Solids 44 3 Costructig Models of Three-Dimesioal (3-D) Solids 72 4 Explorig Nets 76 5 Geometric Skeletos 87 6 Buildig Geometric Models 90 7 Geometric Solids i the Eviromet 95 8 Symmetry 99 9 Lies of Symmetry 104 10 Costructig Symmetrical Shapes 111 Problem Solvig Black Lie Master: Geometry 126 Refereces for Teachers 128
Measuremet Grade 4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Grade 4 Project Editor Jeifer E. Lawso Mathematics Cosultats Meaga Mutchmor Diae Soltess Writer Suzae Mole Wiipeg Maitoba Caada
Cotets Itroductio to Hads-O Mathematics 1 Program Itroductio 1 Program Priciples 1 The Big Ideas of Mathematics 1 Hads-O Mathematics Learig Outcomes 5 Program Implemetatio 6 Program Resources 6 Classroom Eviromet 7 Timelies 7 Classroom Maagemet 7 Plaig Guidelies 7 Assessmet 11 The Hads-O Mathematics Assessmet Pla 11 Websites 24 Measuremet 25 Books for Childre 26 Itroductio 27 1 Recordig Dates 28 2 Aalog ad Digital Time 31 3 Usig the Twety-Four Hour Clock 43 4 Measurig Body Parts 47 5 Ivestigatig Area 53 6 More About Area 59 7 Area of a Classroom 72 8 How to Measure People 78 Problem Solvig Black Lie Master: Measuremet 80 Refereces for Teachers 82
Number Operatos Grade 4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Grade 4 Project Editor Jeifer E. Lawso Mathematics Cosultats Meaga Mutchmor Diae Soltess Writer Collee Foster Wiipeg Maitoba Caada
Cotets Itroductio to Hads-O Mathematics 1 Program Itroductio 1 Program Priciples 1 The Big Ideas of Mathematics 1 Hads-O Mathematics Learig Outcomes 5 Program Implemetatio 6 Program Resources 6 Classroom Eviromet 7 Timelies 7 Classroom Maagemet 7 Plaig Guidelies 7 Assessmet 11 The Hads-O Mathematics Assessmet Pla 11 Assessmet Blacklie Masters 13 Websites 24 Number Operatios 27 Books for Childre 28 Itroductio 29 1 Metal Math Strategies 33 2 Compatible Numbers 49 3 Marvelous Math Machie 69 4 Additio Strategies 76 5 Estimatig 82 6 Additio ad Subtractio to 10000 92 7 More Additio ad Subtractio to 10000 103 8 Subtractio to 1000 112 9 Operatios with Decimals 134 10 Decimals ad Moey 144 11 Addig ad Subtractig Decimals 157 12 Oe Hudred Hugry Ats 176 13 A Remaider of Oe 185 14 Arrays 195 15 Arrays Bridgig to 25 199 Problem Solvig Black Lie Master: Number Operatios 213 Refereces for Teachers 216
Itroductio The goal of the umber operatios module is to ehace studets computatioal fluecy with additio, subtractio, multiplicatio ad divisio. I keepig with this goal, the activities i this module promote the use of various strategies for computatio. As studets develop a set of strategies ad explore how they work i other settigs, they eed opportuities to explai their thikig to their peers. This gives studets several widows of thikig to explore, validatio of their ow strategies, ad ew strategies to use later o i their learig. Throughout the module, suggestios are made for parter ad class sharig. This is a importat compoet of each lesso as the dialogue will allow studets opportuities to articulate their uderstadig ad gai ew uderstadig from others. Thik time is very importat for studets. Be sure to provide it throughout the subsequet lessos, allowig studets who thik at differet paces a chace to formulate their resposes. As studets respod, record their thikig o chart paper or o the chalkboard/whiteboard for other studets to see. This validates their thikig ad gives other studets access to a variety of strategies to add to their existig collectio. To ecourage studet reflectio, selfassessmet, ad commuicatio skills, have studets keep math jourals. Suggestios for use of the math jourals are provided withi the module. Mathematics Vocabulary A mathematics word wall for displayig ew vocabulary is a valuable referece for studets. Dedicate a classroom bulleti board to your math word wall, ad display the letters of the alphabet alog the top. Use idex cards to record math vocabulary itroduced i each lesso, attachig these to the board uder the appropriate letter. Ecourage studets to refer to the math word wall durig classroom activities ad assigmets. Terms to Kow Digit Value: A umber is made up of digits from 0 to 9. The digit value of ay digit withi a umber is depedet o the place it holds (its place value) withi the umber. For example, 3 792 is made up of four digits; the digit 7 has a value of 700. Expaded Notatio: The represetatio of a umber i a mathematical setece that shows the value of each digit (the sum of the value of each digit). For example: 5683 is writte as 5000 + 600 + 80 + 3 or as (5 x 1000) + (6 x 100) + (8 x 10) + (3 x 1) Array: A arragemet of objects (tiles, bigo chips, ad so o) i a rectagle or square. Mathematical Properties Commutative Property: With additio, this refers to the fact that chagig the order of the addeds does ot chage the sum. With multiplicatio, this refers to the fact that chagig the order of the factors does ot chage the product. For example: Additio Multiplicatio 3 + 6 = 6 + 3 5 x 3 = 3 x 5 + = + = s Number Operatios 29
2 Compatible Numbers Backgroud Iformatio for Teachers Compatible umbers are umbers that are easy to add, subtract, multiply, or divide metally. For example, the umbers 53 ad 17, for which the oes add up to 10, would be compatible. Materials sticky otes i two colours chart paper markers addig machie tape Activity: Part Oe Note: Before begiig this activity, create a umber lie from 30 to 50 usig addig machie tape ad two colours of sticky otes: oe colour for umbers 31 40 ad a secod colour for umbers 41 50 (the two differet colours will help studets visualize ad use the bechmark to the ext 10 strategy). Reserve a sticky ote to be labelled with the umber 30 i the same colour as the sticky otes you use for the umbers 41 50. However, do ot stick the 30 ote o yet. At this poit, do ot idetify ay umbers; the empty umber lie should simply iclude the 21 blak sticky otes, as i the diagram below. Hag the umber lie where all studets ca see it: If the ed umber is 50, what would the start umber be? (31) Explai that today the start umber will be 30. Record 30 o a sticky ote that is the same colour as the blak ote at the ed, ad attach the 30 to the begiig of the umber lie. Record 50 o the last (ed) sticky ote, as i the followig diagram: 30 50 Remid studets that friedly umbers are oes that are usually easier to use, such as umbers said whe skip coutig by 5 or 10. Ask: What are some friedly umbers that we ca idetify o this empty umber lie? Where are the friedly umbers located? As studets idetify some of the friedly umbers, record them o the sticky otes, as below: 30 35 40 45 50 Ask: Where is the halfway umber? What is the middle umber? To begi the lesso, gather studets aroud the empty umber lie. Explai that for this empty umber lie, the startig poit ca be ay umber; the start umber determies the ed poit/umber. Ask: If the start umber is 1, what would the ed umber be? (20) If the start umber is 5, what would the ed umber be? (24) If the start umber is 20, what would the ed umber be? (39) If the start umber is 15, what would the ed umber be? (34) Have studets locate various umbers o the umber lie. Ask: If I wat to place a arrow above the umber 34, where should it go? If the arrow is above the umber is 34, how do we jump to 47? What is the value of the jump from 34 to 47? (13) What would the additio setece be? (34 + 13 = 47) Now, discuss various strategies for showig this additio setece o the umber lie. s Number Operatios 49
2 Ask: Istead of jumpig 13 tiy steps, how else could we make the 13 jumps? Record the followig two strategies o chart paper: 1 34 35 45 47 10 10 34 44 47 Repeat the process for several differet umbers, such as: jump from 37 to 49 jump from 33 to 50 jump from 31 to 46 jump from 35 to 50 jump from 41 to 46 Be sure to ask studets for the value of the total jump betwee the two umbers ad for the additio setece. Have studets share their various strategies for jumpig from oe umber to aother. Note: placig the umber lie o the floor ad havig studets physically jump to the specified umber is aother way of coductig the activity. While studets are explaiig their thikig or actig it out o the umber lie, record their strategy o a empty umber lie o chart paper. Repeat this activity usig differet start ad ed umbers, such as: 50 to 70, 120 to 140, 165 to 185, 233 to 253, 1 250 to 1 270, ad so o. Assessmet for Learig Observe studets to determie the umber rages with which they are comfortable. Be sure to use umber rages that are withi a studet s 3 2 Value jumped 1 + 10 + 2 = 13 Value jumped 10 + 3 = 13 comfort zoe, ad build skills from that rage. Also, repeat this activity with two jumps from the first umber as i the secod of the precedig two figures. Note: This activity ca be doe as a quick warmup exercise: each day, have a few studets preset their strategies by drawig a empty umber lie that shows the jumps betwee two umbers. This is a effective way of revealig the differet strategies studets use. Activity: Part Two Before begiig the lesso, record, o sticky otes, several compatible umerals for a specific target umber. For example, if the target umber is 50, compatible umbers could be 25 ad 25, 20 ad 30, or 27 ad 23. Radomly stick the umerals oto a bare wall, a piece of chart paper, or the chalkboard as i the diagram below: 15 Target 50 16 Gather studets i frot of the umerals o sticky otes, ad explai that o the wall i frot of them are several pairs of compatible umbers. Together, each pair of umbers adds up to 50. You would like them to help you fid each pair of compatible umbers. Take this opportuity to discuss strategies studets could use to fid compatible umbers to 50. For example, if oe of the umbers is 23, which has a 3 i the oes place, look for a umber that has a 7 i the oes place. 26 25 24 35 30 34 20 25 s 50 Hads-O Mathematics Grade 4
2 Ivite oe studet to select oe of the umbers. The, have a differet studet fid the umber that is compatible to the first oe. Ecourage studets to carry out the task without talkig. Cotiue util all compatible umbers have bee foud. Note: This ca be a good activity for studets who are apprehesive ad do ot feel comfortable takig risks. For those studets, choose a low target umber ad simpler compatible umbers such as 2 ad 18 for a target of 20. This ca also be a great warm-up activity at the begiig of a lesso. Next Steps Record triads of compatible umerals o sticky otes. For example, for a target umber of 50, three compatible umbers would be 20, 15, ad 15, or 12, 28, ad 10. Have studets explai their thikig as they idetify compatible triads. Make target umbers more challegig by icreasig their value, workig up to 3- to 4-digit umbers. Distribute Activity Sheet A (5.2.1), ad have studets draw lies betwee sets of compatible umbers to 20. The, have studets complete Activity Sheet B (5.2.2) (compatible umbers to 50) ad Activity Sheet C (5.2.3) (compatible umbers to 100). Activity Sheet A Directios to studets: Draw lies betwee sets of compatible umbers to 20 (5.2.1). Activity Sheet B Directios to studets: Draw lies betwee sets of compatible umbers to 50 (5.2.2). Activity Sheet C Directios to studets: Draw lies betwee sets of compatible umbers to 100 (5.2.3). Activity Cetres Ad How May More?: At a activity cetre, place a 10-sided umber cube, ad a collectio of cois to $1. Also, iclude copies of the Ad How May More Cets? game boards (there is oe versio for 20, oe for 50, ad oe for $1) ad copies of the recordig sheet. Have studets work i pairs or idividually to play Ad How May More Cets? a game i which studets fid compatible umbers to 20, 50, ad $1. Have studets begi with the Ad How May More Cets? to 20 Cets game board. If they are playig i pairs, ask them to take turs rollig the 10-sided umber cube ad usig cois to build that umber o the left side of the game board. The, o the right side of the game board, have the same studet use cois to build a compatible umber for the first umber, to 20. Ask each studet to record which cois he/she used for each tur o his/her ow recordig sheet (5.2.4, 5.2.5, 5.2.6, 5.2.7). Next Step Oce studets are comfortable usig cois to build umbers to 20, have the repeat the activity with a 20-sided umber cube ad buildig compatible umbers to 50, ad the with a combiatio of umber cubes with umerals to 100 (five 10-sided umber cubes plus two 20-sided umber cubes plus oe 10- sided umber cube; a 100-sided umber cube, ad so o) to $1. s Number Operatios 51
2 At a activity cetre, place a 10-sided umber cube, a collectio of bigo chips, copies of the Ad How May More? to 20 game board, ad copies of the accompayig recordig sheet. Agai, have studets work i pairs or idividually to play a game similar to the precedig oe but usig bigo chips o te frames to build the umbers. Ask studets to take turs rollig the 10-sided umber cube ad usig bigo chips o te frames to build that umber o the left side of the game board. For example, if a studet rolls 9, he/ she uses bigo chips to cover ie squares o oe of the te frames. The, o the right side of the game board, have studets use bigo chips o te frames to build a compatible umber for the first umber to 20. Returig to the previous example, the studet would the cover oe full te frame ad oe more with bigo chips o the righthad side. Have studets record the two compatible umbers o the accompayig recordig sheet provided (for example, 9 ad 11 is 20) (5.2.8, 5.2.9). At a activity cetre, place a 20-sided umber cube, copies of the Ad How May More? to 50 game board, copies of the accompayig recordig sheet, ad sets of the smaller te frames. Note: The smaller accompayig te frames (5.2.12.) eed to be cut out. Either cut them out ahead of time, or also iclude scissors at the cetre, ad istruct studets to cut them out. Agai, have studets work i pairs or idividually to play a game similar to the precedig oe except they roll a 20-sided umber cube ad build compatible umbers to 50. If they are playig i pairs, ask studets to take turs rollig the 20-sided umber cube ad usig the smaller te frames to build that umber o the left side of the game board. The, tell studets to use the te frames to build the compatible umber to the umber rolled o the right side of the game board. Have studets record their compatible umbers o the recordig sheet provided (5.2.10, 5.2.11, 5.2.12). Next Step As studets progress with this activity, give them aother 10-sided umber cube so they ca roll umbers to a maximum of 30 (still workig with compatible umbers to 50). Cotiue to icrease the maximum umber that ca be rolled by addig 10-sided umber cubes util the maximum umber that ca be rolled is 50. At a activity cetre, place a combiatio of umber cubes with umerals to 100 (six 10-sided umber cubes, plus two 20-sided umber cubes; a 100-sided umber cube, ad so o). Also, iclude copies of the Ad How May More? to 100 game board, copies of the accompayig recordig sheet, ad sets of the smaller te frames. Note: The smaller accompayig te frames eed to be cut out. Either cut them out ahead of time, or also iclude scissors at the cetre, ad istruct studets to cut them out. Agai, have studets work i pairs or idividually to play a game similar to the precedig oe except they use a combiatio of umber cubes with umerals to 100 ad they build compatible umbers to 100. If they are playig i pairs, ask them to take turs rollig the umber cube(s) ad buildig that umber by placig smaller te frames oto the larger oe. For example, if a studet rolls 47, he/she would place four full teframes ad the frame with 7 dots oto the larger te frame. The, have studets build the compatible umber to the umber rolled (five full te-frames ad the frame with three s 52 Hads-O Mathematics Grade 4
2 dots) o a secod copy of the game board. Fially, have studets record the compatible umbers o the recordig sheet provided (47 ad 53 is 100) (5.2.13, 5.2.14, 5.2.12). Assessmet of Learig While studets are workig o the lesso s activities, observe them to determie the followig: Which studets still cout o their figers by 1s? By 2s? Which studets use friedly bechmark umbers to help? Which studets eed support to use the empty umber lie? Use the Aecdotal Record sheet, foud o page 13, to record your results. Number Operatios 53
Sample Date: Pages Name: Compatible Numbers to 20 0 4 9 12 16 11 15 14 8 1 6 20 7 19 3 17 18 5 13 2 Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 3 1 16 6 10 18 15 11 10 17 19 5 4 0 13 4 9 14 12 7 8 20 16 2 54 5.2.1 2A
Sample Date: Pages Name: Compatible Numbers to 50 0 30 4 9 27 5 41 28 25 15 43 31 8 35 1 6 34 36 13 17 40 42 18 26 40 5 41 16 7 47 5 22 45 19 39 11 46 24 12 5 32 38 21 29 23 14 2 48 50 37 33 44 Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 2B 5.2.2 55
Sample Date: Pages Name: Compatible Numbers to 100 17 2 25 10 24 69 31 75 45 98 55 76 90 83 Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 20 100 65 43 16 91 35 84 57 80 9 0 56 5.2.3 2C
Ad How May More Cets? to 20 Build it with Coi desigs courtesy of the Royal Caadia Mit Image des pieces courtoisie de la Moaie royale caadiee Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 5.2.4 57
Ad How May More Cets? to 50 Build it with Coi desigs courtesy of the Royal Caadia Mit Image des pieces courtoisie de la Moaie royale caadiee Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 58 5.2.5
Ad How May More Cets? to $1 Build it with Coi desigs courtesy of the Royal Caadia Mit Image des pieces courtoisie de la Moaie royale caadiee Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 5.2.6 59
Date: Name: Sample Pages Ad How May More Cets? Recordig Sheet Number Rolled Compatible Number Total Total Compatible Numbers to (20, 50, or $1) Coi desigs courtesy of the Royal Caadia Mit Image des pieces courtoisie de la Moaie royale caadiee Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 60 5.2.7
Ad How May More? to 20 Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 5.2.8 61
Date: Name: Sample Pages Ad How May More? to 20 Recordig Sheet ad is 20 ad is 20 ad is 20 ad is 20 ad is 20 ad is 20 ad is 20 ad is 20 Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 62 5.2.9
Ad How May More? to 50 Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 5.2.10 63
Date: Name: Sample Pages Ad How May More? to 50 Recordig Sheet ad is 50 ad is 50 ad is 50 ad is 50 ad is 50 ad is 50 ad is 50 ad is 50 Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 64 5.2.11
Small Ad How May More? Te Frames Activity Cetre 5.2.12 65 Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6
Small Ad How May More? Te Frames Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 66 5.2.12 Activity Cetre
Ad How May More? to 100 Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 5.2.13 67
Date: Name: Sample Pages Ad How May More? to 100 Recordig Sheet ad is 100 ad is 100 ad is 100 ad is 100 ad is 100 ad is 100 ad is 100 ad is 100 Activity Cetre Portage & Mai Press, 2008, Number Operatios Grade 4, Hads-O Mathematics, BLM, ISBN: 978-1-55379-183-6 68 5.2.14
Number Cocepts Grade 4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Grade 4 Project Editor Jeifer E. Lawso Mathematics Cosultats Meaga Mutchmor Diae Soltess Writer Collee Foster Wiipeg Maitoba Caada
Cotets Itroductio to Hads-O Mathematics 1 Program Itroductio 1 Program Priciples 1 The Big Ideas of Mathematics 1 Hads-O Mathematics Learig Outcomes 5 Program Implemetatio 6 Program Resources 6 Classroom Eviromet 7 Timelies 7 Classroom Maagemet 7 Plaig Guidelies 7 14 Moey, Fractios, ad Decimals 239 15 Explorig Fractios with Number Lies 249 16 Games with Moey, Fractios, ad Decimals 260 17 Represetig Fractios ad Decimals 270 18 Number of the Day 277 Problem-Solvig Black Lie Master: Number Cocepts 283 Refereces for Teachers 289 Assessmet 11 The Hads-O Mathematics Assessmet Pla 11 Websites 24 Number Cocepts 27 Books for Childre 28 Itroductio 29 1 Itroducig Thousads 32 2 Place Value to Te Thousad 37 3 Coutig to 10 000 91 4 Orderig Numbers to 10 000 101 5 Quatifyig Numbers 126 6 Explorig Numbers 136 7 Represetig Numbers 145 8 Reviewig Fractios 171 9 Fractios amog Us 176 10 Explorig Fractio Pieces 181 11 All about Oe-Half 211 12 Fractios of a Set 222 13 Itroducig Decimals: Teths 229
Patters ad Relatios Grade 4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Grade 4 Project Editor Jeifer E. Lawso Mathematics Cosultats Meaga Mutchmor Diae Soltess Writer Heidi Holst Wiipeg Maitoba Caada
Cotets Itroductio to Hads-O Mathematics 1 Program Itroductio 1 Program Priciples 1 The Big Ideas of Mathematics 1 Hads-O Mathematics Learig Outcomes 5 Program Implemetatio 6 Program Resources 6 Classroom Eviromet 7 Timelies 7 Classroom Maagemet 7 Plaig Guidelies 7 14 I ad Out 161 15 Equatio Excavatio: Dig for Deeper Uderstadig 166 Problem Solvig Black Lie Master: Patters ad Relatios 175 Refereces for Teachers 179 Assessmet 11 The Hads-O Mathematics Assessmet Pla 11 Websites 24 Patters ad Relatios 27 Books for Childre 28 Itroductio 29 1 Patters o the Hudred Chart 33 2 Patters i Arrays 48 3 Patters i Multiplicatio 57 4 Patters i Caledars 67 5 Patters i Measuremet 72 6 Patters Usig Cocrete Materials 81 7 Patters i Shape ad Space 94 8 Patters i Operatios 101 9 Patters i Sciece 110 10 Patters i Social Studies 118 11 Usig Ve Diagrams to Solve Problems 123 12 Usig Carroll Diagrams to Solve Problems 135 13 Equatios ad Variables 150
Statistics ad Probability Grade 4 Wester ad Norther Caadia Protocol (WNCP) Editio hads-o mathematics Grade 4 Project Editor Jeifer E. Lawso Mathematics Cosultats Meaga Mutchmor Diae Soltess Writer Suzae Mole Wiipeg Maitoba Caada
Cotets Itroductio to Hads-O Mathematics 1 Program Itroductio 1 Program Priciples 1 The Big Ideas of Mathematics 1 Hads-O Mathematics Learig Outcomes 5 Program Implemetatio 6 Program Resources 6 Classroom Eviromet 7 Timelies 7 Classroom Maagemet 7 Plaig Guidelies 7 Assessmet 11 The Hads-O Mathematics Assessmet Pla 11 Websites 24 Statistics ad Probability 25 Books for Childre 26 Itroductio 27 1 Book Awards 29 2 Detal Health Data 32 3 Physical Activity 37 4 Recyclig Routies 42 5 Fu with Sum ad Products 45 6 Restaurat Research 53 7 Natioal Pride 58 8 Bird Watchig Data 65 9 If I Ruled the School 71 10 Pick Your Ow Field Trip 77 11 Mystery Graphs 83 Problem Solvig Black Lie Master: Statistics ad Probability 87 Refereces for Teachers 89