Chalkboard
Index
 
Mathematics
· Grade K 1st Nine Weeks
· Grade K 2nd Nine Weeks
· Grade K 3rd Nine Weeks
· Grade K 4th Nine Weeks
· Grade One 1st Nine Weeks
· Grade One 2nd Nine Weeks
· Grade One 3rd Nine Weeks
· Grade One 4th Nine Weeks
· Grade Two 1st Nine Weeks
· Grade Two 3rd Nine Weeks
· Grade Two 2nd Nine Weeks
· Grade Two 4th Nine Weeks
· Grade Three 3rd Nine Weeks
· Grade Three 1st Nine Weeks
· Grade Three 2nd Nine Weeks
· Grade Three 4th Nine Weeks
· Grade Four 1st Nine Weeks
· Grade Four 2nd Nine Weeks
· Grade Four 3rd Nine Weeks
· Grade Four 4th Nine Weeks
· Grade 5 Test 1--Aug. 27--Oct. 28, 2008
· Grade 5 Test 2--Oct. 29-Jan. 20, 2009
· Grade 5 Test 3--Jan. 21-Mar. 17, 2009
· Grade 6 Test 1--Aug. 27-Oct. 28, 2008
· Grade 6 Test 2--Oct. 29-Jan. 20, 2009
· Grade 6 Test 3--Jan. 21-Mar. 17, 2009
· Grade 7 Test 1--Aug. 27-Oct. 24, 2008
· Grade 7 Test 2--Oct. 25--Jan. 9, 2009
· Grade 7 Test 3--Jan. 10-Mar. 19, 2009
· Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008
· Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009
· Pre-Algebra Test 3-Jan.10-Mar. 19, 2009
· Grade 8 Test 1--Aug. 21-Oct. 23, 2008
· Grade 8 Test 2--Oct. 24-Jan. 29, 2009
· Grade 8 Test 3--Jan. 30-Mar. 19, 2009
· Grade Eight 3rd Nine Weeks
· Grade Eight 1st Nine Weeks
· Grade Eight 2nd Nine Weeks
· Grade Eight 4th Nine Weeks
· Algebra 1 Test 1-Aug. 21-Oct. 29, 2008
· Algebra 1 Test 2--Oct. 30-Jan. 30, 2009
· Algebra 1 Test 3--Jan. 31-Mar. 19, 2009
· Algebra B Test 1-Aug. 21-Oct. 29, 2008
· Algebra B Test 2--Oct. 30-Jan. 29, 2009
· Algebra B Test 3--Jan. 31-Mar. 19, 2009
· Algebra A--First Nine Weeks
· Algebra A--Second Nine Weeks
· Algebra A--Third Nine Weeks
· Algebra A--Fourth Nine Weeks
· Geometry Test 1--Aug. 21-Oct. 23, 2008
· Geometry Test 2--Oct. 24-Jan. 21, 2009
· Geometry Test 3--Jan. 22-Mar. 19, 2009
· Transitional Math 1st 9 weeks
· Transitional Math-2nd 9 weeks
· Transitional Math-3rd 9 weeks
· Transitional Math-4th 9 weeks
· Algebra II Test 1--Aug. 21-Nov. 12, 2008
· Algebra II Test 2--Nov. 13-Jan. 28, 2009
· Algebra II Test 3--Jan. 29-Mar. 18, 2009
· Algebraic Connections--First Nine Weeks
· Algebraic Connections--Second Nine Weeks
· Algebraic Connections--Third Nine Weeks
· Algebraic Connections--Fourth Nine Weeks
· Pre-Calculus--First Nine Weeks
· Pre-Calculus--Second Nine Weeks
· Pre-Calculus--Third Nine Weeks
· Pre-Calculus--Fourth Nine Weeks
· Calculus AB--First Nine Weeks
· Calculus AB--Second Nine Weeks
· Calculus AB--Third Nine Weeks
· Calculus AB--Fourth Nine Weeks

© 2008 by Paragould School District and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Paragould School District
PSD Math 2008-09
Mathematics - Grade Four 2nd Nine Weeks

Geometry
***Lines, Line Segments, Rays, Angles
The learner will be able to use lines, line segments, rays, and angles.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.4.3
The learner will be able to identify, draw and describe a line, line segment, a ray, an angle, intersecting, perpendicular, and parallel lines.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.4.4
The learner will be able to identify and describe intersecting, perpendicular and parallel lines in problem solving context.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.4.5
The learner will be able to classify angles relative to 90 degrees as more than, less than or equal to.
Source
Arkansas Mathematics Frameworks 2004
  
***Two-Dimensional Close Figures
The learner will be able to identify and create two-dimensional closed figures.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.4.2
The learner will be able to identify regular and irregular polygons including octagon.
Source
Arkansas Mathematics Frameworks 2004
  
G.11.4.2
The learner will be able to create new figures by combining and subdividing models of existing figures in multiple ways and record results in a table.
Source
Arkansas Mathematics Frameworks 2004
  
***Using Transformational Geometry
The learner will be able to determine the result of a transformation of a two-dimensional figure.
Source
Arkansas Mathematics Frameworks 2004
  
G.9.4.1
The learner will be able to determine the result of a transformation of a two-dimensional figure as a slide (translation), flip (reflection) or turn (rotation) and justify the answer.
Source
Arkansas Mathematics Frameworks 2004
  
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Data Analysis, Statistics, Probability
***Using Probability to Solve Problems
The learner will be able to use probability to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.4.3
The learner will be able to find all possible combinations of two or three sets of objects.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.4.2
The learner will be able to conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcome ( roll number cubes, pull tiles from a bag, spin spinner, or determine the fairness of the game).
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.4.1
The learner will be able to use fractions to predict probability of an event ( ex. there are 5 blue tiles, 3 red tiles, and 2 green tiles/ What is the probability of pulling out a green tile?).
Source
Arkansas Mathematics Frameworks 2004
  
DAP.16.4.1
The learner will be able to make predictions for a given set of data.
Source
Arkansas Mathematics Frameworks 2004
  
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Number and Operations
***Rational Numbers
The learner will be able to use and write rational numbers (fractions).
Source
Arkansas Mathematics Frameworks 2004
  
NO.1.4.5
The learner will be able to utilize models, benchmarks, and equivalent forms to recognize that the size of the whole determines the size of the fraction.
Source
Arkansas Mathematics Frameworks 2004
  
NO.1.4.4
The learner will be able to write a fraction to name part of a whole, part of a set, a location on a number line, and the division of whole numbers, using models up to 12/12.
Source
Arkansas Mathematics Frameworks 2004
  
NO.1.4.8
The learner will be able to write a fraction that is equivalent to a given fraction with the use of models (1/3 = 2/6 = 4//12).
Source
Arkansas Mathematics Frameworks 2004
  
NO.1.4.6
The learner will be able to use the place value structure of the base ten number system and be able to represent and compare decimals to hundredths (using models, illustrations, symbols, expanded notation and problem solving) (first time the context has not been money).
Source
Arkansas Mathematics Frameworks 2004
  
NO.1.4.7
The learner will be able to write an equivalent decimal for a given fraction relating to money.
Source
Arkansas Mathematics Frameworks 2004
  
A.5.4.3
The learner will be able to use a variable to represent an unknown quantity in a number sentence involving contextual situations and find the value (Susie bought 48 pencils. If the pencils came in packages of 12, how many packages of pencils did she buy? P= 48 (division symbol) 12.
Source
Arkansas Mathematics Frameworks 2004
  
NO.2.4.1
The learner will be able to develop an understanding of the associative and zero properties of multiplication using objects.
Source
Arkansas Mathematics Frameworks 2004
  
NO.2.4.3
The learner will be able to use conventional mathematical symbols to write equations for contextual problems involving multiplication.
Source
Arkansas Mathematics Frameworks 2004
  
NO.2.4.2
The learner will be able to apply number theory (determine if an number is even or odd), (use the terms multiple, factor, and divisible by in an appropriate context), (generate and use divisibility rules 2, 5, and 10), and (demonstrate various multiplication & division relationships).
Source
Arkansas Mathematics Frameworks 2004
  
NO.3.4.2
The learner will be able to demonstrate fluency with combinations for multiplication and division facts (12x12) and use these combinations to mentally compute related problems (30x50).
Source
Arkansas Mathematics Frameworks 2004
  
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Algebraic Concepts
A.4.4.2
The learner will be able to use repeating and growing numeric and geometric patterns to make predictions and solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
A.6.4.1
The learner will be able to create a chart or table to organize given information and to understand relationships and explain the results (Troy must read independently for 2 hours a week. If Troy reads 20 minutes a day, how long will it take him to read a total of two hours?).
Source
Arkansas Mathematics Frameworks 2004
  
G.10.4.1
The learner will be able to locate and identify points on a coordinate grid and name the ordered pair (quadrant one only) using common language and geometric vocabulary (horizontal and vertical).
Source
Arkansas Mathematics Frameworks 2004
  
A.7.4.1
The learner will be able to identify, describe and generalize relationships in which quantities change proportionally ( If a car travels at a rate of 50 mph, how far will it travel in three hours?).
Source
Arkansas Mathematics Frameworks 2004
  
A.4.4.3
The learner will be able to determine the relationship between sets of numbers by selecting the rule (2 step rule in words).
Source
Arkansas Mathematics Frameworks 2004
  
***Using Variables To Solve Problems
The learner will be able to use variables to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
A.5.4.2
The learner will be able to express mathematical relationships using simple equations and inequalities (>,<,=, and not equal symbol) 4 x 5____8 x 2 + 3.
Source
Arkansas Mathematics Frameworks 2004
  
A.5.4.3
The learner will be able to use a variable to represent an unknown quantity in a number sentence involving contextual situations and find the value (Susie bought 48 pencils. If the pencils came in packages of 12, how many packages of pencils did she buy? P= 48 divided by 12.
Source
Arkansas Mathematics Frameworks 2004
  
A.5.4.1
The learner will be able to select and/or write number sentences (equations) to find the unknown in problem-solving contexts involving two-digit division using appropriate labels.
Source
Arkansas Mathematics Frameworks 2004
  
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