Grade 4
Quarter 2
Below are listed the I Can statements for each unit. These help guide teachers in our planning as we prepare lessons knowing what students need to be doing by the end of the unit. This gives you an idea of things that you can work on at home or talk about.
Quarter 2
Unit 4:
What students are expected to do:
I can represent equivalent fractions using manipulatives and visual models.
I can explain why fractions are equivalent.
I can find equivalent fractions for a given fraction.
I can rewrite a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100 using a model.
I can compare two fractions with either two different numerators or two different denominators by reasoning about their size.
I can compare two fractions using benchmarks and/or visual models with <,>, and =.
I can order fractions by reasoning about the relative size of each fraction.
I can create and interpret line plots using fractions to the whole, ½, or ¼ unit.
I can solve addition and subtraction problems using data from line plots with measurements between 0 and 5.
I can decompose a fraction into a sum of fractions with the same denominator in more than one way.
I can make and label visual models to add and subtract fractions with like denominators.
I can write an equation to represent the decomposition of a fraction.
I can identify the unit fraction of a non-unit fraction and apply this understanding to the addition/subtraction of a non-unit fraction.
I can read a word problem involving fractions with like denominators and determine whether to add or subtract.
I can solve and represent word problems involving addition and subtraction of fractions with like denominators using a model and equation.
I can solve and represent word problems involving addition and subtraction of mixed numbers with like denominators using a model and equation.
Unit 5:
What students are expected to do:
Within one million...
I can read, write, and represent multi-digit whole numbers using numerals, number names, and expanded form.
I can compare two multi-digit numbers using >, =, <.
I can use a base ten model to show a value that is ten times more than a given number.
I can describe what happens to the value of a digit in each place.
I can choose the best way to round numbers for a given situation.
I can use rounding to make estimates, solve problems, and to see if answers make sense.
I can subtract multi-digit whole numbers up to 1,000,000 using the standard algorithm.
I can make a reasonable estimate to determine if my answer makes sense.
I can solve multi-step word problems involving addition and subtraction with the unknown in any location.
Unit 6:
What students are expected to do:
I can use benchmarks and visual representations to understand the relative sizes of customary measurement units.
I can find equivalent measures within the customary system and complete a two-column conversion table.
I can select and use an appropriate unit of measure within the customary system to solve problems involving distance, weight, capacity, and time.
I can solve problems that require converting from larger to smaller units within the customary system.
I can apply a formula to determine the area or perimeter of a shape
I can partition a composite shape into regular figures and apply a formula to find the area of the composite shape.
I can find the perimeter of a regular or composite shape.
I can find the missing side of a figure when I am given the area or perimeter and one side measurement.
I can draw a visual representation to show how I determined the area/perimeter when given the area/perimeter and one side.
I can apply the formulas to determine the area and perimeter of a shape.
I can determine whether a problem is related to the concept of area or perimeter.
I can solve problems by finding the area or perimeter.