
Multiplication and Division Facts 012Need to be Mastered when entering 4th grade.Math Supplies Needed for Every Student : A Clear Ruler that has both cm and inches. A Clear Protractor without the moveable arm.* If your child does not know his/her math facts for multiplication and division please buy them a set of flash cards (Dollar Tree).Math Websites:www.thinkthroughmath.comwww.mathplayground.comwww.multiplication.comwww.coolmath.comThis year in Math we will learn the following TEKS:
4(1) (A) apply mathematics to problems arising in everyday life, society, and the workplace
4(1)(B) use a problemsolving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution
4(1)(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
4(1)(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
4(1)(E) create and use representations to organize, record, and communicate mathematical ideas
4(1)(F) analyze mathematical relationships to connect and communicate mathematical ideas
4(1)(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
4(10)(A) distinguish between fixed and variable expenses
4(10)(B) calculate profit in a given situation
4(10)(C) compare the advantages and disadvantages of various savings options
4(10)(D) describe how to allocate a weekly allowance among spending; saving, including for college; and sharing
4(10)(E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
4(2)(A) interpret the value of each placevalue position as 10 times the position to the right and as onetenth of the value of the place to its left
4(2)(B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
4(2)(C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >,
4(2)(D) round whole numbers to a given place value through the hundred thousands place
4(2)(E) represent decimals, including tenths and hundredths, using concrete and visual models and money
4(2)(F) compare and order decimals using concrete and visual models to the hundredths
4(2)(G) relate decimals to fractions that name tenths and hundredths
4(2)(H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
4(3)(A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
4(3)(B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
4(3)(C) determine if two given fractions are equivalent using a variety of methods
4(3)(D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or
4(3)(E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
4(3)(F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
4(3)(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
4(4)(A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
4(4)(B) determine products of a number and 10 or 100 using properties of operations and place value understandings
4(4)(C) represent the product of 2 twodigit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
4(4)(D) use strategies and algorithms, including the standard algorithm, to multiply up to a fourdigit number by a onedigit number and to multiply a twodigit number by a twodigit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
4(4)(E) represent the quotient of up to a fourdigit whole number divided by a onedigit whole number using arrays, area models, or equations
4(4)(F) use strategies and algorithms, including the standard algorithm, to divide up to a fourdigit dividend by a onedigit divisor
4(4)(G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
4(4)(H) solve with fluency one and twostep problems involving multiplication and division, including interpreting remainders
4(5)(A) represent multistep problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
4(5)(B) represent problems using an inputoutput table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence
4(5)(C) use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)
4(5)(D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers
4(6)(A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
4(6)(B) identify and draw one or more lines of symmetry, if they exist, for a twodimensional figure
4(6)(C) apply knowledge of right angles to identify acute, right, and obtuse triangles
4(6)(D) classify twodimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size
4(7)(A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers
4(7)(B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers
4(7)(C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor
4(7)(D) draw an angle with a given measure
4(7)(E) determine the measure of an unknown angle formed by two nonoverlapping adjacent angles given one or both angle measures
4(8)(A) identify relative sizes of measurement units within the customary and metric systems
4(8)(B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table