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Mathematics
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Sample Lesson #17 |
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Assessment 2000
Table of
Contents
Grade 4
Addendum
About the Project
About the Booklet
Michigan Curriculum
Framework
Inventory of "Big Ideas"
(vital Understandings) in
mathematics
with Examples and Critical
Objectives for Grade 4
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.
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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Skills Inventory
Scoring Guide
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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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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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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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).
MISD - Summer 1998
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Skills Inventory
Scoring Guide
Grade 4
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IV. Number Sense and
Numeration
1. I have 77 cents made up
of 8 coins. What coins do I
have? Two quarters,
one dime, 3
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
3. How may different ways
can $.25 be changed into
dimes, nickels and pennies?
Show your work. A. 13 easy
*B. 12 ways
C. 11 ways
D. 10 ways
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Dimes |
Nickels |
Pennies |
| 2 |
1 |
0 |
| 2 |
0 |
5 |
| 1 |
3 |
0 |
| 1 |
2 |
5 |
| 1 |
1 |
10 |
| 1 |
0 |
15 |
| 0 |
5 |
0 |
| 0 |
4 |
5 |
| 0 |
3 |
10 |
| 0 |
2 |
15 |
| 0 |
1 |
20 |
| 0 |
0 |
25 |
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4. I have less than 60
marbles.
When I put the marbles in
groups of 5, there are 2
left over.
When I put them in groups of
4, there is one left over.
When I put them in groups of
3, there are no marbles left
over.
How many marbles do I have?
*57
Show your work here.
Groups of 5 with 2
left over: 7, 12, 17, 22,
27, 32, 37, 42, 47, 52, 57
Groups of 4 with 1 left
over: 5, 9, 13, 17, 21, 25,
29, 33, 37, 41, 45, 49, 53,
57
Of 17, 37, and 57, only 57
is divisible by 3.
5. What number is equal to
forty-three thousand, six
hundred two?
A. 43,620
*B. 43,602
C. 43,062
D. 4,362
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MISD - Summer
1998
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