Gizmos for Saskatchewan - Mathematics: 4th Grade (Saskatchewan Foundational and Learning Objective adopted 2007)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

N4: : Number

N4.1: : Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by: representing, describing, comparing two numbers, ordering three or more numbers.

N4.1.i: : Explain the meaning of each digit in a 4-digit number representing a particular quantity.

N4.1.j: : Order a set of numbers in ascending or descending order, and explain the order by making references to place value.

N4.1.k: : Create and order three different 4-digit numerals.

N4.1.n: : Decompose and represent a 4-digit number at least three different ways.

N4.1.o: : Explain why two or more number compositions represent the same quantity.

N4.2: : Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4- digit numerals) by: using personal strategies for adding and subtracting, estimating sums and differences, solving problems involving addition and subtraction.

N4.2.a: : Explain how to keep track of digits that have the same place value when adding or subtracting numbers.

N4.2.b: : Describe a situation in which an estimate rather than an exact answer is sufficient.

N4.2.d: : Explain the strategies used to determine a sum or difference.

N4.2.e: : Solve problems that involve addition and subtraction of more than two numbers.

N4.3: : Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by: applying mental mathematics strategies, explaining the results of multiplying by 0 and 1

N4.3.a: : Explain the strategy used to determine a product.

N4.3.b: : Explain the strategy used in a given solution to a product. For example:

N4.3.b.3: : for 9 x 6, think 10 x 6 = 60 and 60 ? 6 = 54 (multiplying by ten and subtracting one group)

N4.4: : Demonstrate an understanding of multiplication (2- or 3-digit by 1- digit) by: using personal strategies for multiplication, with and without concrete materials, using arrays to represent multiplication, connecting concrete representations to symbolic representations, estimating products, solving problems.

N4.4.a: : Model a multiplication problem (concretely or symbolically) using the distributive property (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).

N4.4.b: : Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.

N4.4.d: : Estimate a product using a personal strategy (e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250).

N4.4.e: : Model and solve a multiplication problem using an array, and record the process.

N4.4.f: : Solve a multiplication problem and explain the strategies or processes used.

N4.5: : Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials, estimating quotients, explaining the results of dividing by 1, solving problems involving division of whole numbers, relating division to multiplication.

N4.5.d: : Create and solve a word problem involving a 1- or 2- digit dividend (the number being divided into).

N4.5.g: : Explain, using examples, the relationship between division and multiplication.

N4.6: : Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set, compare and order fractions, model and explain that for different wholes, two identical fractions may not represent the same quantity, provide examples of where fractions are used.

N4.6.a: : Represent a fraction using concrete materials.

N4.6.b: : Represent a fraction based on a symbolically concrete representation (e.g., circles for cookies).

N4.6.c: : Name and record the fraction for the included and not included parts of a set.

N4.6.d: : Name and record the shaded and non-shaded (included and not included) parts of a whole.

N4.6.e: : Represent a fraction pictorially by indicating parts of a given set.

N4.6.f: : Represent a fraction pictorially by indicating parts of a whole.

N4.6.g: : Explain how denominators can be used to compare two unit fractions with numerator 1.

N4.6.j: : Identify which of the benchmarks 0, , or1 2 1 is closer to a given fraction.

N4.6.m: : Provide examples of when two identical fractions may not represent the same quantity (e.g., half of a large apple is not equivalent to half of a small apple; half a group of ten cloudberries is not equivalent to half of a group of sixteen cloudberries).

N4.6.n: : Provide an example of a fraction that represents part of a set, a fraction that represents part of a whole, or a fraction that represents part of a length from everyday contexts.

N4.7: : Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: describing, representing, relating to fractions.

N4.7.b: : Represent a decimal concretely or pictorially.

N4.7.c: : Explain the meaning of each digit in a given decimal with all digits the same.

N4.7.e: : Record a money value using decimals.

N4.7.g: : Model, using manipulatives or pictures, that a tenth can be expressed as hundredths (e.g., 0.9 is equivalent to 0.90 or 9 dimes is equivalent to 90 pennies).

N4.7.h: : Read and write decimals as fractions (e.g., 0.5 is zero and five tenths).

N4.7.i: : Express orally and in symbolic form a decimal in fractional form.

N4.7.j: : Express orally and in symbolic form a fraction with a denominator of 10 or 100 as a decimal.

N4.7.k: : Express a pictorial or concrete representation as a fraction or decimal (e.g., 15 shaded squares on a hundred grid can be expressed as 0.15 or 15/100).

N4.7.l: : Express orally and in symbolic form the decimal equivalent for a fraction (e.g., 50/100can be expressed as 0.50).

N4.8: : Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by: using compatible numbers, estimating sums and differences, using mental math strategies, solving problems.

N4.8.b: : Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths.

N4.8.f: : Explain the strategies used to determine a sum or difference.

P4: : Patterns and Relations

P4.1: : Demonstrate an understanding of patterns and relations by: identifying and describing patterns and relations in a chart, table or diagram, reproducing patterns and relations in a chart, table, or diagram using manipulatives, creating charts, tables, or diagrams to represent patterns and relations, solving problems involving patterns and relations

P4.1.c: : Identify and correct error(s) in a table or chart.

P4.1.d: : Describe the pattern found in a table or chart.

P4.1.f: : Explain why the same relationships exist within a pattern in a table and its concrete representation.

P4.1.h: : Translate the information provided in a problem into a table or chart.

P4.1.k: : Determine where new data belong in a Carroll diagram.

SS4: : Shape and Space

SS4.2: : Demonstrate an understanding of area of regular and irregular 2-D shapes by: recognizing that area is measured in square units, selecting and justifying referents for the units cm² or m², estimating area by using referents for cm² or m², determining and recording area (cm² or m²), constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.

SS4.2.b: : Identify and explain why the square is a most efficient unit for measuring area.

SS4.2.g: : Determine the area of a regular 2-D shape and explain the strategy used.

SS4.2.j: : Illustrate, and verify, how more than one rectangle is possible for a given area by drawing at least two different rectangles with that area (e.g., identifying the dimensions of each rectangle drawn, or superimpose the rectangles on each other).

SS4.4: : Demonstrate an understanding of line symmetry by: identifying symmetrical 2-D shapes, creating symmetrical 2-D shapes, drawing one or more lines of symmetry in a 2-D shape.

SS4.4.a: : Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.

SS4.4.c: : Complete a symmetrical 2-D shape given half the shape and its line of symmetry.

SS4.4.f: : Determine whether or not a given 2-D shape is symmetrical by using a Mira or by folding and superimposing.

SP4: : Statistics and Probability

SP4.1: : Demonstrate an understanding of many-to-one correspondence by: comparing correspondences on graphs, justifying the use of many-to-one correspondences, interpreting data shown using a many-to-one correspondence, creating bar graphs and pictographs using many-to-one correspondence.

SP4.1.f: : Create and label (with categories, title, and legend) a pictograph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used.

SP4.1.g: : Create and label (with axes and title) a bar graph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used.

SP4.1.h: : Answer a question using a graph in which data are displayed using a many-to-one correspondence.

Correlation last revised: 9/16/2020

Saskatchewan - Mathematics: 4th Grade

Saskatchewan Foundational and Learning Objective | Adopted: 2007

N4: : Number

P4: : Patterns and Relations

SS4: : Shape and Space

SP4: : Statistics and Probability