4.NF.3.5, 4.NF.3.6, 4.NF.3.7, 4.MD.1.2
· Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
· Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe length as 0.62 meters; locate 0.62 on a number line diagram.
· Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
· Use the four operations to solve word problems involving distances, intervals of time, and money, including problems involving simple fractions or decimals. Represent fractional quantities of distance and intervals of time using linear models.
- Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete metamorphosis, and flowering and nonflowering seed-bearing plants.
- Represent fractions with a denominator of 10 and fractions with a denominator of 100 using models (g., grids, base ten blocks, money, and number lines).
- Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100.
- Add two fractions with respective denominators 10 and 100 by finding equivalent fractions with like denominators.
- Demonstrate place value of decimals through the hundredths using concrete materials (g., decimal grids, base ten blocks, number lines).
- Translate a fraction with a denominator of 10 or 100 into its equivalent decimal form.
- Translate a decimal to the tenths or hundredths place into its equivalent fraction form.
- Represent a decimal value on a number line.
- Explain that decimals can only be compared when they refer to the same size wholes. NOTE: Decimals may be greater than 1.
- Compare decimals with and without models (such as decimal grids, money, or base ten blocks) and record the comparison numerically using symbols: <, > or =.
- Justify the comparison by reasoning about the size of the decimal.
- Use the four operations to solve word problems involving distances (e., inch, feet, yard, mile; millimeter, centimeter, meter, kilometer), including simple fractions or decimals and represent fractional quantities of distance using linear models. E.g., Billy has been training for a half-marathon. Each day he runs on the treadmill 2 2/4 miles and runs on the outdoor track for 3 ¼ miles. In all, how many miles does Billy run each day?
NOTE: Items could involve conversions from larger units to smaller units. Students need to be provided with the Grade 4 FSA Mathematics Reference Sheet in order to practice using the tool.
E.g., Keisha and Juan were training for a race. Keisha ran 3 kilometers twice a week and 1 kilometer once a week. Juan ran 2,500 meters three times a week. Who ran the farthest during the week?
- Use the four operations to solve word problems involving intervals of time including simple fractions and represent these intervals of time using linear models.
- Explore life cycles of various animals living in Florida.
- Describe complete metamorphosis (4 stages) using animals that undergo this change (e.g., butterflies, frogs, flies, ants).
- Describe incomplete metamorphosis (3 stages) using animals that undergo this change (e.g., grasshoppers, cockroaches, dragonflies).
- Compare and contrast differences in body structures of the different stages (egg, larva, pupa, adult, nymph).
- Differentiate between the major stages in life cycles of Florida animals including, but not limited to, those that undergo incomplete and complete metamorphosis.