Math Games

4.PR.1

Identify and describe patterns found in tables and charts, including a multiplication chart. • Achievement Indicators: - 4PR1.1 Describe the pattern found in a given table or chart. - 4PR1.2 Determine the missing element(s) in a given table or chart. - 4PR1.3 Identify the error(s) in a given table or chart. - 4PR1.4 Identify and describe a variety of patterns in a multiplication chart.

4.PR.2

Translate among different representations of a pattern, such as a table, a chart or concrete materials. • Achievement Indicators: - 4PR2.1 Create a concrete representation of a given pattern displayed in a table or chart. - 4PR2.2 Create a table or chart from a given concrete representation of a pattern.

4.PR.3

Represent, describe and extend patterns and relationships, using charts and tables, to solve problems. • Achievement Indicators: - 4PR3.1 Translate the information in a given problem into a table or chart. - 4PR3.2 Identify and extend the patterns in a table or chart to solve a given problem.

4.PR.4

Identify and explain mathematical relationships, using charts and diagrams, to solve problems. • Achievement Indicators: - 4PR4.1 Identify a sorting rule for a given Venn diagram. - 4PR4.2 Describe the relationship shown in a given Venn diagram when the circles intersect, when one circle is contained in the other, and when the circles are separate. - 4PR4.3 Determine where new elements belong in a given Venn diagram. - 4PR4.4 Complete a Carroll diagram by entering given data into correct squares to solve a given problem. - 4PR4.5 Determine where new elements belong in a given Carroll diagram. - 4PR4.6 Solve a given problem using a Carroll diagram. - 4PR4.7 Solve a given problem by using a chart or diagram to identify mathematical relationships.

4.PR.5

Express a given problem as an equation in which a symbol is used to represent an unknown number. • Achievement Indicators: - 4PR5.1 Explain the purpose of the symbol in a given addition, subtraction, multiplication or division equation with one unknown. - 4PR5.2 Express a given pictorial or concrete representation of an equation in symbolic form. - 4PR5.3 Identify the unknown in a problem; represent the problem with an equation; and solve the problem concretely, pictorially or symbolically. - 4PR5.4 Create a problem for a given equation with one unknown.

4.PR.6

Solve one-step equations involving a symbol to represent an unknown number. • Achievement Indicators: - 4PR6.1 Solve a given one-step equation using manipulatives. - 4PR6.2 Describe, orally, the meaning of a given one-step equation with one unknown. - 4PR6.3 Solve a given equation when the unknown is on the left or right side of the equation. - 4PR6.4 Solve a given one-step equation, using guess and test. - 4PR6.5 Represent and solve a given addition or subtraction problem involving a 'part-part-whole' or comparison context, using a symbol to represent the unknown. - 4PR6.6 Represent and solve a given multiplication or division problem involving equal grouping or partitioning (equal sharing), using a symbol to represent the unknown.

4.N.1

Represent and describe whole numbers to 10 000, concretely, pictorially and symbolically. • Achievement Indicators: - 4N1.1 Read a given four-digit numeral without using the word ‘and’. - 4N1.2 Write a given numeral, using proper spacing without commas. - 4N1.3 Represent a given numeral using a place value chart or other models. - 4N1.4 Explain the meaning of each digit in a given four-digit numeral, including numerals with all digits the same. - 4N1.5 Express a given numeral in expanded notation. - 4N1.6 Write the numeral represented by a given expanded notation. - 4N1.7 Write a given numeral 0–10 000 in words.

4.N.10

Relate decimals to fractions and fractions to decimals (to hundredths). • Achievement Indicators: - 4N10.1 Express, orally and in written form, a given fraction with a denominator of 10 or 100 as a decimal. - 4N10.2 Read decimals as fractions. - 4N10.3 Express, orally and in written form, a given decimal in fraction form. - 4N10.4 Express a given pictorial or concrete representation as a fraction or decimal. - 4N10.5 Express, orally and in written form, the decimal equivalent for a given fraction.

4.N.11

Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths). • Achievement Indicators: - 4N11.1 Predict sums and differences of decimals, using estimation strategies. - 4N11.2 Refine personal strategies to increase their efficiency. - 4N11.3 Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths. - 4N11.4 Determine the approximate solution of a given problem not requiring an exact answer. - 4N11.5 Estimate a sum or difference using compatible numbers. - 4N11.6 Count back change for a given purchase.

4.N.2

Compare and order whole numbers to 10 000. • Achievement Indicators: - 4N2.1 Create and order three different four-digit numerals. - 4N2.2 Identify the missing numbers in an ordered sequence or on a number line (vertical or horizontal). - 4N2.3 Identify incorrectly placed numbers in an ordered sequence or on a number line (vertical or horizontal). - 4N2.4 Order a given set of numbers in ascending or descending order, and explain the order by making references to place value.

4.N.3

Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3and 4-digit numerals) by: • using personal strategies for adding and subtracting • estimating sums and differences • solving problems involving addition and subtraction. • Achievement Indicators: - 4N3.1 Describe a situation in which an estimate rather than an exact answer is sufficient. - 4N3.2 Estimate sums and differences, using different strategies. - 4N3.3 Refine personal strategies to increase their efficiency. - 4N3.4 Determine the sum of two numbers using a personal strategy - 4N3.5 Solve problems that involve addition and subtraction of more than two numbers. - 4N3.6 Determine the difference of two numbers using a personal strategy.

4.N.4

Explain and apply the properties of 0 and 1 for multiplication and the property of 1 for division. • Achievement Indicators: - 4N4.1 Determine the answer to a given question involving the multiplication of a number by 1, and explain the answer. - 4N4.2 Determine the answer to a given question involving the multiplication of a number by 0, and explain the answer. - 4N4.3 Determine the answer to a given question involving the division of a number by 1, and explain the answer.

4.N.5

Describe and apply mental mathematics strategies, such as: • skip counting from a known fact • using doubling or halving • using doubling or halving and adding or subtracting one more group • using patterns in the 9s facts • using repeated doubling to determine basic multiplication facts to 9 x 9 and related division facts. • Achievement Indicators: - 4N5.1 Provide examples for applying mental mathematics strategies: • skip counting from a known fact • doubling • repeated doubling • halving • doubling or halving and adding or subtracting one more group • use ten facts when multiplying by 9 • relating division to multiplication. - 4N5.2 Demonstrate understanding and application of strategies for multiplication and related division facts to 9 x 9. - 4N5.3 Demonstrate recall of multiplication and related division facts to 7 x 7.

4.N.6

Demonstrate an understanding of multiplication (2or 3-digit by 1-digit) to solve problems by: • using personal strategies for multiplication with and without concrete materials • using arrays to represent multiplication • connecting concrete representations to symbolic representations • estimating products • applying the distributive property. • Achievement Indicators: - 4N6.1 Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication; and record the process symbolically. - 4N6.2 Solve a given multiplication problem and record the process. - 4N6.3 Model and solve a given multiplication problem, using an array, and record the process. - 4N6.4 Model a given multiplication problem, using the distributive property. - 4N6.5 Estimate a product, using a personal strategy. - 4N6.6 Refine personal strategies to increase their efficiency. - 4N6.7 Create and solve a multiplication problem that is limited to 2 or 3-digits by 1-digit.

4.N.7

Demonstrate an understanding of division (1-digit divisor and 2-digit dividend) to solve problems by: • using personal strategies for dividing with and without concrete materials • estimating quotients • relating division to multiplication. • Achievement Indicators: (It is not intended that remainders be expressed as decimals or fractions.) - 4N7.1 Solve a given division problem without a remainder, using models, and connect this process to the symbolic representation. - 4N7.2 Solve a given division problem with a remainder, using models, and connect this process to the symbolic representation. - 4N7.3 Solve a given division, using a personal strategy, and record the process. - 4N7.4 Solve a given division problem by relating division to multiplication. - 4N7.5 Create and solve a division problem involving a 1 or 2-digit dividend, and record the process. - 4N7.6 Estimate a quotient, using a personal strategy. - 4N7.7 Refine personal strategies to increase their efficiency

4.N.8

Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to: • name and record fractions for the parts of a whole or a set • compare and order fractions • model and explain that for different wholes, two identical fractions may not represent the same quantity • provide examples of where fractions are used. • Achievement Indicators: - 4N8.1 Name and record the shaded and non-shaded parts of a given whole. - 4N8.2 Represent a given fraction pictorially by shading parts of a given whole. - 4N8.3 Provide examples of when two identical fractions may not represent the same quantity. - 4N8.4 Represent a given fraction, using concrete materials. - 4N8.5 Name and record the shaded and non-shaded parts of a given set. - 4N8.6 Identify a fraction from its concrete representation. - 4N8.7 Represent a given fraction pictorially by shading parts of a given set. - 4N8.8 Provide, from everyday contexts, an example of a fraction that represents part of a set and an example of a fraction that represents part of a whole. - 4N8.9 Order a given set of fractions that have the same denominator, and explain the ordering. - 4N8.10 Explain how denominators can be used to compare two given unit fractions with numerator 1. - 4N8.11 Order a given set of fractions that have the same numerator, and explain the ordering. - 4N8.12 Identify which of the benchmarks, 0, ½ or 1, is closer to a given fraction. - 4N8.13 Name fractions between two given benchmarks on a number line (horizontal and vertical). - 4N8.14 Order a given set of fractions by placing them on a number line (horizontal and vertical) with given benchmarks.

4.N.9

Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically. • Achievement Indicators: - 4N9.1 Write the decimal for a given concrete or pictorial representation of part of a set, part of a region or part of a unit of measure. - 4N9.2 Represent a given decimal, using concrete materials or a pictorial representation. - 4N9.3 Provide examples of everyday contexts in which tenths and hundredths are used. - 4N9.4 Explain the meaning of each digit in a given decimal. - 4N9.5 Represent a given decimal, using money values (dimes and pennies). - 4N9.6 Record a given money value, using decimals. - 4N9.7 Model, using manipulatives or pictures, that a given tenth can be expressed as a hundredth.

4.SP.1

Demonstrate an understanding of many-to-one correspondence. • Achievement Indicators: - 4SP1.1 Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different. - 4SP1.2 Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence. - 4SP1.3 Find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines and the Internet, and describe the correspondence used.

4.SP.2

Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. • Achievement Indicators: - 4SP2.1 Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice. - 4SP2.2 Create and label (with categories, title and legend) a pictograph to display a given set of data, using many-to-one correspondence, and justify the choice of correspondence used. - 4SP2.3 Answer a given question using a given graph in which data is displayed using many-to-one correspondence. - 4SP2.4 Create and label (with axes and title) a bar graph to display a given set of data, using many-to-one correspondence, and justify the choice of interval used.

4.SS.1

Read and record time, using digital and analog clocks, including 24-hour clocks. • Achievement Indicators: - 4SS1.1 State the number of hours in a day. - 4SS1.2 Express time, orally and in writing, form a 12-hour analog clock. - 4SS1.3 Explain the meaning of a.m. and p.m., and provide an example of an activity that occurs during the a.m., and another that occurs during the p.m. - 4SS1.4 Express time, orally and in writing, as 'minutes to' or 'minutes after' the hour. - 4SS1.5 Express time, orally and in writing, from a 12-hour digital clock. - 4SS1.6 Solve problems related to time, including elapsed time. - 4SS1.7 Express time, orally and in writing, from a 24-hour analog clock. - 4SS1.8 Express time, orally and in writing, from a 24-hour digital clock.

4.SS.2

Read and record calendar dates in a variety of formats. • Achievement Indicators: - 4SS2.1 Write dates in a variety of forms. - 4SS2.2 Relate dates written in the format yyyy/mm/dd to dates on a calendar. - 4SS2.3 Identify possible interpretations of a given date.

4.SS.3

Demonstrate an understanding of area of regular and irregular 2-D shapes by: • recognizing that area is measured in square units • selecting and justifying referents for the units cm² or m² • estimating area, using referents for cm² or m² • determining and recording area (cm² or m²) • constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area. • Achievement Indicators: - 4SS3.1 Describe area as the measure of surface recorded in square units. - 4SS3.2 Identify and explain why the square is the most efficient unit for measuring area. - 4SS3.3 Determine the area of an irregular 2-D shape, and explain the strategy. - 4SS3.4 Provide a referent for a square centimetre, and explain the choice. - 4SS3.5 Estimate the area of a given 2-D shape, using personal referents. - 4SS3.6 Determine the area of a regular 2-D shape, and explain the strategy. - 4SS3.7 Provide a referent for a square metre, and explain the choice. - 4SS3.8 Determine which standard square unit is represented by a given referent. - 4SS3.9 Construct a rectangle for a given area. - 4SS3.10 Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles for the same given area.

4.SS.4

Describe and construct right rectangular and right triangular prisms. • Achievement Indicators: - 4SS4.1 Identify and name common attributes of right rectangular prisms from given sets of right rectangular prisms. - 4SS4.2 Identify and name common attributes of right triangular prisms from given sets of right triangular prisms. - 4SS4.3 Sort a given set of right rectangular and right triangular prisms, using the shape of the base. - 4SS4.4 Identify examples of rectangular and triangular prisms found in the environment. - 4SS4.5 Construct and describe a model of a right rectangular and a right triangular prism, using materials such as pattern blocks or modelling clay. - 4SS4.6 Construct right triangular prisms from their nets. - 4SS4.7 Construct right rectangular prisms from their nets.

4.SS.5

Demonstrate an understanding of congruency, concretely and pictorially. • Achievement Indicators: - 4SS5.1 Determine if two given 2-D shapes congruent and explain the strategy used. - 4SS5.2 Create a shape that is congruent to a given 2-D shape. - 4SS5.3 Identify congruent 2-D shapes from a given set of shapes shown in different orientations. - 4SS5.4 Identify corresponding vertices and sides of two given congruent shapes.

4.SS.6

Demonstrate an understanding of line symmetry by: • identifying symmetrical 2-D shapes • creating symmetrical 2-D shapes • drawing one or more lines of symmetry in a 2-D shape. • Achievement Indicators: - 4SS6.1 Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical. - 4SS6.2 Determine whether or not a given 2-D shape is symmetrical by using an image refl ector or by folding and superimposing. - 4SS6.3 Complete a symmetrical 2-D shape, given half the shape and its line symmetry. - 4SS6.4 Sort a given set of 2-D shapes as symmetrical and non-symmetrical. - 4SS6.5 Provide examples of symmetrical shapes found in the environment, and identify the line(s) of symmetry. - 4SS6.6 Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry, or more than one line of symmetry. - 4SS6.7 Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes and explain the process. - 4SS6.8 Create a symmetrical shape with and without manipulatives.