MGSE4.NBT.1 Recognize that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. This standard calls for students to extend their understanding of place value related to multiplying and dividing by multiples of 10. In this standard, students should reason about the magnitude of digits in a number. Students should be given opportunities to reason and analyze the relationships of numbers that they are working with. Example: How is the 2 in the number 582 similar to and different from the 2 in the number 528?
Students should learn that while the digit 2 is the same, the 2 in 528 is worth 20 because it is in the tens place and the 2 in 582 is worth 2 because it is in the ones place. That means that the 2 in 528 is ten times more than the 2 in 582.
MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. This standard refers to various ways to write numbers. Students should have flexibility with the different number forms. Traditional expanded form is 285 = 200 + 80 + 5.
Written form is two hundred eighty-five. However, students should have opportunities to explore the idea that 285 could also be 28 tens plus 5 ones or 1 hundred, 18 tens, and 5 ones.
Students should also be able to compare two multi-digit whole numbers using appropriate symbols.
MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding. Example: Your class is collecting bottled water for a service project. The goal is to collect 300 bottles of water. On the first day, Max brings in 3 packs with 6 bottles in each container. Sarah wheels in 6 packs with 6 bottles in each container. About how many bottles of water still need to be collected.
FRACTION PRACTICE
Equivalent Fractions BINGO (some with larger than normal denominators)...Highlight the address below here, and paste it in the tool bar to begin practicing.
http://www.abcya.com/equivalent_fractions_bingo.htm
http://www.abcya.com/equivalent_fractions_bingo.htm
Adding Fractions to Wholes...Highlight the address below here, and paste it in the tool bar to begin practicing.
http://www.abcya.com/adding_fractions.htm
http://www.abcya.com/adding_fractions.htm
Using Models to identify fraction amounts...Highlight the address below here, and paste it in the tool bar to begin practicing.
http://www.abcya.com/fraction_fling.htm
http://www.abcya.com/fraction_fling.htm