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I can interpret multiplication startegies (i.e. 35 is 5 times as many as 7)PowerPoint Presentation

I can interpret multiplication startegies (i.e. 35 is 5 times as many as 7)

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## PowerPoint Slideshow about ' I can interpret multiplication startegies (i.e. 35 is 5 times as many as 7)' - vic

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### I can choose the correct operation to perform at each step of a multi-step word problem.

### I can explain that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

### I can use the value of the digit to the right of the place to be rounded to determine whether to round up or down.

### I can recognize how to use place value and what digits to look for in order to round a multi-digit number.

### I can add and subtract numbers up to one million. look for in order to round a multi-digit number.

### I can multiply a multi-digit number up to 4 digits by a one digit number without a calculator.

### I can solve multiplication of two –digit numbers using rectangular arrays, place value, and the area model.

### I can explain my chosen strategy. rectangular arrays, place value, and the area model.

### I can divide a multi-digit number up to 4 digits by a one digit number without a calculator.

### I can solve a division problem using a rectangular array, place value, and the area model.

### I can use visual fraction models to show how two fractions are equivalent. (3/4 = 6/8).

### I can generate equivalent fractions by multiplying the numerator and denominator by the same number.

### I can compare two given fractions by making equivalent fractions with common denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.

### I can compare two fractions using the symbols (<, >, =) and explain each comparison.

### I can explain that comparing two fractions is only valid when they refer to the same whole by using visual models.

### I can add two fractions knowing that I am joining parts referring to the same whole.

### I can subtract two fractions knowing that I am separating parts referring to the same whole.

### I can record how I split a fraction by using an equation. one way, including splitting a fraction into a sum of its unit (original) fraction.

### I can use a faction model to show how I split a fraction. one way, including splitting a fraction into a sum of its unit (original) fraction.

### I can add and subtract mixed numbers with like denominators. one way, including splitting a fraction into a sum of its unit (original) fraction.

### I can replace mixed numbers with equivalent fractions. one way, including splitting a fraction into a sum of its unit (original) fraction.

### I can replace improper fractions with a mixed number. one way, including splitting a fraction into a sum of its unit (original) fraction.

### I can add and subtract fractions with like denominators. one way, including splitting a fraction into a sum of its unit (original) fraction.

### I can solve addition and subtraction word problems using drawings, pictures, and equations.

### I can rewrite a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100.

### I can add two fractions with denominators 10 and 100. equivalent fraction with a denominator of 100.

### I can compare two decimals up to the hundredths place and record the comparison using symbols, ,<, >, =.

### I can justify the comparison by using different methods about the size of the decimals and by using a visual model.

### I can change one unit to another unit when given about the size of the decimals and by using a visual model.

### measurements of length, mass, or time. about the size of the decimals and by using a visual model.

### I can make a table to list number pairs to show the about the size of the decimals and by using a visual model.

### relationship between measurement units. about the size of the decimals and by using a visual model.

### I can add, subtract, multiply, and divide word problems to find distances, time, volume, mass, money, fractions, and decimals.

### I can convert a measurement given in a larger unit into an equivalent measurement in a smaller unit in order to solve the problem.

### I can find the sum or difference of fractions solving word problems that use a line plot.

### I can analyze and interpret a line plot to find the sum or difference of fractions.

### I can recognize that angles are measured in degrees and are formed from part of a 360-degree circle.

### Describe angles as geometric shapes that are formed wherever 2 rays share a common endpoint.

### I can explain the angle measurement in terms of degrees. 2 rays share a common endpoint.

### I can explain that the angle measurement of a larger angle is the sum of the angle measures of its non-overlapping parts.

### I can draw and show points, lines, line segments, rays, angles (right, acute,obtuse), and perpendicular and parallel lines.

### I can recognize right triangles. properties that include parallel and perpendicular lines or the presence or absence of angles.

### I can identify, define, and draw lines of symmetry. properties that include parallel and perpendicular lines or the presence or absence of angles.

DOK 2

4.OA.3

DOK 1

4.NBT.1

DOK 1

4.NBT.3

DOK 1

4.NBT.3

DOK 1

4.NBT.4

DOK 1

4.NBT.5

DOK 2

4.NBT.5

DOK 2

4.NBT.5

DOK 1

4.NBT.6

DOK 2

4.NBT.6

DOK 1, 2 & 3

4.NF.1

DOK 1, 2 & 3

4.NF.1

DOK 1, 2

4.NF.2

DOK 2, 3

4.NF.2

DOK 2, 3

4.NF.2

DOK 1, 2, & 3

4.NF.3a

DOK 1, 2, & 3

4.NF.3a

I can use a visual model to split a fraction in more than one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3b

DOK 1, 2, & 3

4.NF.3b

DOK 1, 2, & 3

4.NF.3b

DOK 1, 2, & 3

4.NF.3c

DOK 1, 2, & 3

4.NF.3c

DOK 1, 2, & 3

4.NF.3c

DOK 1, 2, & 3

4.NF.3d

DOK 1, 2, & 3

4.NF.3d

DOK 1 & 2

4.NF.4

a. I can use repeated addition of a unit fraction to equal the original product and understand that it is the same as multiplying a fraction by a whole number.

DOK 1 & 2

4.NF.4a

DOK 1 & 2

4.NF.4c

DOK 1 & 2

4.NF.4c

DOK 1 & 2

4.NF.4c

DOK 1, 2, & 3

4.NF.7

DOK 1, 2, & 3

4.NF.7

DOK 1

4.MD.1

DOK 1

4.MD.1

DOK 1

4.MD.1

DOK 1

4.MD.1

DOK 1 & 2

4.MD.2

DOK 1 & 2

4.MD.2

DOK 1 & 2

4.MD.4

DOK 1 & 2

4.MD.4

DOK 1

4.MD.5

DOK 1

4.MD.5a

DOK 1

4.MD.5b

DOK 1

4.MD.5b

DOK 1 & 2

4.MD.7

DOK 1

4.G.1

I can identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in two dimensional figures.

DOK 1

4.G.1

I can classify two-dimensional figures based on their properties that include parallel and perpendicular lines or the presence or absence of angles.

DOK 1 & 2

4.G.2

DOK 1 & 2

4.G.2

DOK 1

4.G.3

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