Table of Contents
Grade 4
Addendum
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About the Project
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i
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About the Booklet
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ii
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Michigan Curriculum Framework
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Page 1
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Inventory of "Big Ideas" (vital
Understandings) in mathematics with Examples and Critical
Objectives for Grade 4
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Page 2
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Part I: For the Teacher
This section provides teachers with a checklist of "Big
Ideas" (vital understandings) in mathematics. These
"Big Ideas" are meant to encompass the most
essential concepts and skills addressed in the standards and
benchmarks of the Michigan Curriculum Framework. These are
the "Big Ideas" that children cannot afford to be
without, if they are to be successful in mathematics. The
list is intended to be "teacher friendly" yet
designed to improve the intellectual quality of student
performance.
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Page 3
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Part II: Student Skills Inventory
Multiple Choice and Short Answer Questions
This section provides questions that will help the student
and teacher decide which content strand will need
additional effort.
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Page 13
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Skills Inventory Scoring Guide
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Page 36
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Software
This section contains a list of software that has been reviewed by
educators and is appropriate for students. The list has a
description of the software, comments by the reviewer, and how to
order.
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Page 58
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Internet Activities
This section contains a list of appropriate activities for
developing concepts and skills. The activities have been reviewed
by mathematics educators. The list has a brief description of the
activity, comments by the reviewer, and how to access the
activity.
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Page 60
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Children’s Literature for Learning
Mathematics
This section contains a list of books for children that
integrate mathematical concepts with enjoyable reading. The books
in this list have been reviewed by mathematics educators, used by
classroom teachers and read by students. The list has brief
descriptions of the book, comments by the reviewer, and how to
obtain the book.
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Page 67
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MISD - Summer 1998
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Skills Inventory Scoring Guide
Grade 4
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3. The students in Mr. Robran’s class
took a survey among all of the 4th graders. They asked
each of the 75 students what their favorite class was. After
looking at the tally sheet
below, which graph best explains the
data that was collected?
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*Students should be able to see how the
data was collected and determine that the correct answer is (B).
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Skills Inventory Scoring Guide
Grade 4
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IV. Number Sense and Numeration
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1. I have 77 cents made up of 8 coins.
What coins do I have? Two quarters, one dime, 3
nickels, and 2 pennies
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2. If you write the numbers 1 through
100 on a piece of paper, how many 3’s will you write?
Twenty
(20) 3,13, 23, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 43, 53, 63
73, 83, 93
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3. How may different ways can $.25 be
changed into dimes, nickels and pennies? Show your
work.
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A.
*B.
C.
D.
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13 ways
12 ways
11 ways
10 ways
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Dimes
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Nickels
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Pennies
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2
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1
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0
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2
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0
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5
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1
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3
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0
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1
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2
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5
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1
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1
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10
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1
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0
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15
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0
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5
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0
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0
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4
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5
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0
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3
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10
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0
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2
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15
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0
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1
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20
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0
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0
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25
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4. I have less than 60 marbles.
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When I put the marbles in groups of 5,
there are 2 left over.
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When I put them in groups of 4, there is
one left over.
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When I put them in groups of 3, there
are no marbles left over.
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How many marbles do I have? *57
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Show your work here.
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Groups of 5 with 2 left over: 7,
12, 17, 22, 27, 32, 37, 42, 47, 52, 57
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Groups of 4 with 1 left over: 5,
9, 13, 17, 21, 25, 29, 33, 37, 41, 45, 49, 53, 57
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Of 17, 37, and 57, only 57 is
divisible by 3.
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5. What number is equal to forty-three
thousand, six hundred two?
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A. 43,620
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*B. 43,602
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C. 43,062
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D. 4,362
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