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4th Grade Fall Screener Next Step Guide

Screener item

#missed

CCSS Standard Correlatio

n

Mathematical Importance/

Teacher Notes**Teachers should refer to all Unit Overviews, Dialogue Boxes, and Teacher Notes…specific pieces are mentioned below. **

Activities and Lessons from Investigations Activities and Lessons from

the purple book/Red

book

*These activities are not intended to be a comprehensive curriculum; rather, it provides a fine-grained approach for improving instruction in mathematics.

Other Inquiry Based Activities

*These activities are not intended to be a comprehensive curriculum; rather, it provides a fine-grained approach for improving instruction in mathematics.

Formative Assessment

Ideas

Tier II AVMR Assessment

Recommendation

Units and Sessions

10 Minute Math

Games *To be used for more diagnostic information and to inform teaching.

* To be used by AVMR trained Intervention Strategists

#1 (forward counting)#2 (number word after)#3 (backward counting)

Mathematical Practice 7 and 8

Knowing the words we say for numbers and the numerals we write for numbers is important basic number knowledge. The rudimentary knowledge of NWSs and numerals without a context of quantities is an important domain of students’ developing number knowledge, and it requires explicit instruction (Hewitt

Grade 3- Unit 3 session 1.1 pg. 28 Making a 1,000 Chart expand on using sequencing and locating quantities pg. 36 as well as what’s the order pg. 38

Grade 4- Unit 5 session 1.1 pg.

Grade 3- Unit 4 Ten-Minute Math Practicing Place Value (also NOTE CC Adaptation Practicing Place Value includes write the number in expanded

Grade 3- Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart

Grade 3- Unit 8 session 1.2 pg. 36 Capture

*Arrow Cards pg. 43 (purple)

*Make/Modify books of 100, 1,000, etc. (Unit 5 – Fourth Grade pg. 30)

*Van De Walle Volume One- page. 40 Up and Back Counting Activity 2.2, page. 41 Calculator Up and Back Activity 2.5, page. 58

Modify Grade 1- Unit 3 Assessment: Counting Strips pg. 167 sample student work pg. 168

Grade 3- Unit 3 session 2.3 pg. 83 and pg. M39 Assessment Checklist: Numbers on the 1,000 Chart

AVMRNumber Words and Numerals Assessment will give levels for FNWS and BNWS

4th Grade Fall Screener Next Step Guideand Brown, 1998; Steffe and Cobb, 1988; Wright et al., 2006a, 2007).

In the upper elementary school years, instruction in number words and numerals often decreases. Yet there is much to learn in these years, and many students have difficulties.

NWSs to 1000 and beyond, forwards and backwards

The NWSs of decuples, centuples and thousands.

NWSs by tens off the decuple, such as ’24, 34, 44…’ which become useful in

28 How much is 1,000

Grade 4- Unit 5 session 1.2 pg. 33 Finding Numbers to 1,000

Grade 4- Unit 5 session 1.3 pg. 37 Changing Places

form see pg. CC19) sessions 1.1, 1.2, 1.3, 1.4, 1.5, 2.4, 2.5, 3.2, 3.5 and 3.6

Grade 4- Ten- Minute Math Today’s Number Broken Calculator Variation pg. 34 Implementation Guide lists sessions to find it in

from 300 to 600

Grade 4- Unit 5 session 2.5 pg. 86 Close to 1,000 pg. M21 Instructions and recording sheet student activity book pg.31 or pg. M22

Grade 4- Unit 5 session 1.5 pg. 53 Assessment: Numbers to 1,000 pg. M19 and assessment checklist pg. M20

4th Grade Fall Screener Next Step Guidedeveloping jump strategies for addition and subtraction.

NWSs by 2s, 3s, 4s, and so on, which become central to developing strategies for multiplication and division.

Reading and writing numerals up to at least 5 digits

*Refer to Unit 5 (Fourth Grade) Dialogue box pg 199…Finding Numbers on the 10,000 Chart.

#4 (numeral ID)

Grade 3- Unit 3 session 1.1 pg. 28 Making a 1,000 Chart expand on using sequencing and locating quantities pg. 36

Grade 4- Unit 5 session 1.1 pg. 28 How much is 1,000

Grade 4- Unit 5 session 1.2 pg. 33 Finding Numbers to 1,000

Grade 4- Unit 5 session 1.3 pg. 37 Changing Places

Grade 3- Unit 4 Ten-Minute Math Practicing Place Value (also NOTE CC Adaptation Practicing Place Value includes write the number in expanded form see pg. CC19) sessions 1.1, 1.2, 1.3, 1.4, 1.5, 2.4, 2.5, 3.2, 3.5 and 3.6

Grade 3- Unit 9 Ten-Minute Math

Grade 3- Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart

Grade 3- Unit 8 session 1.2 pg. 36 Capture from 300 to 600

Grade 4- Unit 5 session 2.5 pg. 86 Close to 1,000 pg. M21 Instructions and

*Arrow Cards pg. 43 (purple)*Introducing Number Word Sequences Using the Number Roll pg. 32 (red)

Say It Press It Activity 5.14 and 5.15 page 140, Digit Change Activity 5.16 page 140 Teaching Student-Centered Mathematics Grades K-3 volume one, Van de Walle

Arrow Card- drag the correct arrow cards into the arrow box

http://www.curriculumsupport.education.nsw.gov.au/countmein/children_arrow_card.html

Grade 3- Unit 3 session 2.3 pg. 83 and pg. M39 Assessment Checklist: Numbers on the 1,000 Chart

Grade 4- Unit 5 session 1.5 pg. 53 Assessment: Numbers to 1,000 pg. M19 and assessment checklist pg. M20

Grade 4- Unit 5 session 4.3 pg. 144 Assessment: Numbers to 10,000

AVMRNumber Words and Numerals Assessment will give a level for Numeral ID





Grade 4- Unit 5 session 3.1 pg. 100 Making a 10,000 Chart

Grade 4- Unit 5 session 3.3 Working with the 10,000 Chart

Practicing Place Value 4A.1pg.CC73,4A.2pg.CC77,4A.3pg.CC81

Grade 4- Ten-Minute Math Practicing Place Value pg. 26 Implementing Guide provides practice reading and writing numerals

recording sheet student activity book pg.31 or pg. M22

#5 , #6 and #7 (multiplication and division)

The purpose of #5 and #6 is to assess the extent to

MP4, MP53.OA.13.OA.63.OA.73.NBT.3-4.OA.3-4.OA.4

The topic of multiplication and division on one hand, builds on students’ knowledge of addition and subtraction, and in a similar vein to addition and subtraction, is

3rd Grade- Unit 4 will prep students for multiplication which will be taught in 3rd grade Unit 5.

Grade 3- Unit 5

Grade 3- Unit 5 session 1.3 pg. 35 Introduce Counting Around the Class and continue

Grade 3- Unit 5 session 3.4 pg. 99 Factor Pairs

Grade 3- Unit 5

*Count Around Multiples pg. 167 (purple)*Array Flip pg. 171 (purple)*Lemonade Stand pg. 170 (purple)

*Solon School District website “Multiplication Activities”*Kathy Richardson Book 3 – pg. 163 Activities 2-11 through 2-14*Chapter 3 pages 88-95 Teaching Student-Centered Mathematics Grades 3-5, Van de Walle and Lovin

Grade 3-Unit 5 session 1.4 pg. 39 Assessment: Solving Problems about our Pictures look at pg.41 for an idea of an

AVMR Multiplication and Division Assessment will give a Construct for Multiplication and Division Arithmetical

4th Grade Fall Screener Next Step Guidewhich the student can reason multiplicatively in settings involving equal groups

The purpose of #7 is to assess the extent to which the student can reason multiplicatively in settings involving a rectangular array of dots. Some students who can reason with repeated equal groups will be unable to reason with arrays.

fundamental for subsequent topics such as mental and written computation, and computational estimation. Multiplication and division provide foundational knowledge for topics such as fractions, ratio and proportion, and percentage, all of which are core and essential areas of mathematics learning typically addressed in the elementary grades.Children’s work in multiplication and division extends from the ideas of equal groups and sharing, to the development of abstract composite unit. Children should develop sound knowledge of the principles of commutativity and inverse operations

Grade 3-*Unit 5 Multiplication Cards (pg. 103) use throughout

session 1.1 pg. 25 Many Things Come in Groups

Grade 3- Unit 5 session 1.2 pg. 29 How Many in Several Groups?

Grade 3- Unit 5 session 2.2 pg. 56 Highlighting Multiples of 3 and 6

3rd Grade- Unit 5 session 2.6 page 76 Using Multiplication CombinationsNOTE: CC Adaptation pg. CC29 The Distributive Property

Grade 3- Unit 5 session 3.1A pg. CC32 What’s the Area and session 3.1 pg.

2.1 pg. 48, 2.2 pg. 53, 2.3 pg. 59, 2.4 pg. 64, 2.5 pg. 71, 2.6 pg. 76, 3.4 pg. 97, 3.5Apg.CC37,3.5 pg. 101 3.5Bpg.CC42, 3.6 pg.107, 3.7Apg.CC47

Grade 3- Unit 6 session 1.1 pg. 24 Ten- Minute Math Guess My Rule also pg. 32, pg. 39, pg. 44, pg. 48Grade 3- Unit 8 session 1.1

Grade 3- Unit 8 session 1.1

session 3.5 pg. 104 Practicing with Multiplication Cards

Grade 3- Unit 5 session 3.6 pg. 108 Count and Compare

Grade 3- Unit 5 session 4.4 pg. 129 and pg. M41-M42 Missing Factors CC Adaptation Teaching Note on pg. CC31

Grade 4- Unit 1

*Dueling Arrays pg. 172 (purple)*Array Bingo pg 167(red)*Multiples of ___ pg 170 (red)*Factoring Game Board pg 173 (red)

Arrays

http://www.curriculumsupport.education.nsw.gov.au/countmein/children_arrays.html

Factor Trail Game

When students play the Factor Trail game, they have to identify the factors of a number to earn points. Built into this game is cooperative learning — students check one another's work before points are awarded. The score sheet used for this game provides a built-in assessment tool that teachers can use to check their students' understanding. http://illuminations.nctm.org/LessonDetail.aspx?id=L719

assessment checklist

Grade 3- Unit 5 session 4.7 pg. 141 and pg. M44 End-of-Unit Assessment: Equal Groups NOTE pg. 165 and observing children work checklist on pg. 142

Grade 3- Unit 8 session 1.4 pg. 53 and pg. C53 and pg. M22 Assessment: Multiplication Combinations NOTE: CC Adaptation pg. CC68 has noted to use pg. C53 to replace M21

Grade 4- Unit 1 session 1.5 pg. 50 Assessment: Representing 8x6 pg. M31

Strategies

http://illuminations.nctm.org/LessonDetail.aspx?id=L719






unit. *Unit 5 Teacher Note: Images of Multiplication pg. 145-146, Representing Multiplication with a Number Line pg. 147, The Relationship Between Multiplication and Division pg. 148, Patterns with Skip-Counting Charts pg. 152, Students’ Problems with Skip Counting pg. 154, Representing Multiplication with Arrays pg. 157, Learning Multiplication Combinations pg. 160, Two Kinds of Division pg. 163

Grade 4-*Unit 1 Teacher Note:

82 Arranging Chairs NOTE: CC Adaptation pg. CC29 Multiplying to Find the Area

Grade 3- Unit 5 session 3.2 pg. 87 Investigating Arrays NOTE: CC Adaptation pg. CC29 Multiplying to Find the Area

Grade 3- Unit 5 session 3.3 pg. 92 Finding the Number of Squares in an Array NOTE: CC Adaptation pg. CC30 Multiplying to Find the Area and The Distributive Property

Grade 3- Unit 5 session 3.5A pg. CC37 and

pg. 28 Ten-Ten-Minute Math Counting Around the Class pg. 28, pg. 36, pg. 40

Grade 4- Unit 1 session 2.1 pg. 59 Introducing Quick Images: Seeing Numbers using array to model multiplication situations2.2 pg. 64,2.3 pg. 68,2.4 pg. 76,2.5 pg. 80, 3.1 pg. 88

session 1.4 pg. 44 Factor Pairs with Array Cards

Grade 4- Unit 1 session 2.3 pg. 68 and pg. M45-M49 Multiple Turn Over Note CC Adaptation on pg. CC2

Grade 4- Unit 1 session 2.2 pg. 64 Multiplication Cards pg. M35-M40 Note CC Adaptation on pg. CC2

and Assessment Checklist pg. M32

Grade 4- Unit 1 session 2.5 pg. 80 Assessment: Multiplication Combinations pg. M51

RED book pg. 158 specific to question #7 refer to Notes section third, fourth and fifth bullet


Images of Multiplication pg. 115, Representing Multiplication with Arrays pg. 117, Learning and Assessing Multiplication Combinations pg. 120

3.5 pg. 102 and pg. M28-M33 Learning Multiplication Combinations session 3.5 skipped in CC Adaptation also session 3.5B pg. CC42

Grade 3- Unit 5 session 4.2 pg. 121 and pg. CC31 for CC Adaptation Teaching Note for Multiply or Divide (using the inverse relationship between multiplication and division)

Grade 3- Unit 5 sessions 4.5 and 4.6 pg. 133 and pg. 137 Solving Multiplication and Division Problems


Grade 4- Unit 1 session 1.1 pg. 26 Things That Come in Arrays

Grade 4- Unit 1 session 1.2 pg. 32 and 1.3 pg. 38 Making Arrays

Grade 4- Unit 1 session 1.5 pg. 47 Using Arrays to Multiply

#8 (addition) and # 9 (subtraction)

Facile mental computation is not stepping back and selecting from a toolbox, so much as noticing number relationships and reasoning

3.NBT.2 We want to challenge students with tasks involving larger numbers. Some tasks involving 3- and 4-digit numbers require little extension in knowledge from 2-digit addition and subtraction. For example, a student who can solve 17+65 can solve 417+65, or

Grade 3- Unit 3 session 1.5 pg. 51 How many 100’s?

Grade 3- Unit 3 session 2.1 pg. 72 Breaking Numbers Apart to Add Them

Grade 3- Unit 3 session 2.2 pg. 78 Sharing and Representing Strategies

Grade 3- Unit 3 session 1.5 pg. 51 Ten-Minute Math: Today’s Number


Grade 3- Unit 1 session 1.5 page 60 Capture 5: Adding and Subtracting 10s and 1s

Grade 3- Unit 1 pg. 105 and pg. M30 Close to 100.

Activities IA 7.1-IA7.7 pgs 111-119 *Chapters 8 and 9 – Two digit addition and subtraction*Chapter 5 Conceptual Place Value pg. 89 IA5.1- pg. 95 IA5.7 Activities IA6.1-IA6.13 pg. 125-134

* Van De Walle Volume Two – page 72, Expanded Lesson Close, Far, and in Between also refer to Chapter 4 pg. 100 Strategies for Whole-Number Computation to deepen teacher understanding

*Kathy Richardson Book 3 section C pg. 99 Addition and Subtraction of Two-Digit Numbers

Grade 3- Unit 1 pg. 68 and pg. M3 Assessment Checklist Adding and Subtracting 10s

Grade 3- Unit 3 session 2.7 pg. 99 and pg. M42 Assessment: Addition Strategies

Grade 3- Unit 3 session 4.6 pg. 188 and pg.

AVMR Addition and Subtraction Assessment will give a Construct for Addition and Subtraction Arithmetical Strategies

AVMR Place Value Assessment will give a Construct for Place Value: Base-Ten Arithmetical Strategies

4th Grade Fall Screener Next Step Guideabout relationships. In our assessment of students’ mental strategies, we try to observe what relationships they are noticing and how they are reasoning.

indeed 9417+65. Similarly, a student who can solve 42-39 can probably solve 842-839. While it is essential that all students learn to solve mentally any addition or subtraction task in the range to 100, solving mental tasks beyond that range may not seem essential but is certainly useful. The incentives to use insightful strategies and demands on memory recall are greater. Also, when more numbers are involved, there are more possible number relationships to

Grade 3- Unit 3 session 2.4 pg. 85 How did you start?

Grade 3- Unit 3 session 2.5 pg. 90 Addition Starter Problems

Grade 3- Unit 8 session 1.3 pg. 43 Related Subtraction Problems

Grade 3- Unit 8 session 2.1 pg. 64 Making an Easier Problem

Grade 3- Unit 8 session 2.2 pg. 72 Addition Starter Problems

Grade 3- Unit 8 session 2.3 pg. 79 Categorizing Addition StrategiesGrade 3- Unit 3


Grade 3- Unit 3 session 2.2 pg. 75 Ten-Minute Math: Today’s Number also pg. 85

Grade 3- Unit 7 session 1.3 pg. 36 Ten-Minute Math Today’s Number

Grade 4- Ten-Minute Math Closest Estimate pg. 25

(Some tasks involving 3-digit numbers require little extension in knowledge from 2-digit addition and subtraction.)

Grade 3- Unit 3 session 3.3 pg. 122 How Far from 100? Pg. M54 and pg. M52

Grade 3- Unit 3 session 2.3 pg. 81 and pg. M30-M32

M64-M65 End-of-Unit Assessment

Grade 3- Unit 8 pg. 58 and pg. M23 Assessment: Problems About Capture from 300 to 600 and NOTE pg. M24 Assessment Checklist: Adding and Subtracting Multiples of 10 and 100

Grade 3- Unit 8Pg. 94 and pg. M40 Assessment: Addition Strategies

Grade 4- Unit 5 session 1.5 pg. 53 Assessment: Numbers to 1,000 pg. M19 and assessment


find and use. Students may discover that they tend to use different strategies in the higher ranges than they do in the range to 100. Students will need to know how to interpret the place value of numbers as they operate with them. Grade 3-*Unit 3 Teacher notes pg 203-204, 210-211*Unit 8 pg 68… Differentiation Note.*Unit 8 pg 115… subtraction cards to be used throughout.*Unit 8 Addition Strategies Teacher Note pg. 152* Unit 8 Subtraction

session 3.3 pg. 122 How Far From 100?

Grade 3- Unit 3 session 3.4 pg. 128 Travel Problems- Crossing Over 100

Grade 3- Unit 3 session 3.5 pg. 136 Finding the Difference Between Two Numbers

Grade 3- Unit 3 session 4.4 pg. 175 How Many are Left?

Grade 3- Unit 3 session 4.5 pg. 183 Solving Subtraction Problems NOTE: Sharing and Comparing Strategies pg. 158-187

Grade 3- Unit 8

Implementing Guide provides practice calculating mentally

Grade 4- Ten- Minute Math Today’s Number pg. 33 Implementing Guide provides computation practice

Capture on the 300 Chart

Grade 3- Unit 8 session 1.2 pg. 36 Capture from 300 to 600


checklist pg. M20

Kathy Richardson assessing math concepts: grouping tens (#8)

Kathy Richardson assessing math concepts: two-digit addition and subtraction (#9)

#9 (subtraction)

3.NBT.2 Grade 3- Unit 3 session 1.6

Grade 4- Unit 5 session

*Chapters 8 and 9 – Two digit addition

Grade 3- Unit 3 session 3.6 pg. 141


Strategies pg. 163 *Red Book – Chapter 6 Addition and Subtraction to 100 (Facility with Mental Addition and Subtraction)

session 1.1 pg. 31 Paper Clip Problems

Grade 3- Unit 8 session 1.3 pg. 43 Related Subtraction Problems

Grade 3- Unit 8 session 3.1 pg. 102 Collections Compare

Grade 3- Unit 8 session 3.6 pg. 132 Strategies for Subtracting

Grade 4- Unit 5 session 2.2 pg. 66 Addition Strategies

Grade 4- Unit 5 session 2.3 pg. 72 Starter Problems

pg. 57 Ten-Minute Math: Today’s Number and pg. 94 (students use both addition and subtraction)

Grade 3- Unit 3 session 2.7 Ten Minute Math: Today’s Number (students create subtraction expressions)

Grade 4- Ten-Minute Math Today’s Number pg. 33

1.3 pg. 40 Changing Places cards pg. M10 recording sheet student activity book pg. 5 or M12 instructions pg. M15


and subtraction(purple)*How many more to make 100? Pg. 134 (red)

Assessment: How far did they travel? NOTE: observing checklist on pg. 142 when looking at student work

Grade 3- Unit 3 session 4.6 pg. 188 and pg. M64-M65 End-of-Unit Assessment

Grade 3- Unit 8 pg. 58 and pg. M23 Assessment:Problems About Capture from 300 to 600 and NOTE pg. M24 Assessment Checklist: Adding and Subtracting Multiples of 10 and 100

Grade 3- Unit 8


pg. 121 and pg. M52 Assessment : Subtraction Strategies Note: Checklist pg. 122

#10 (fractions with place value)

MP1, MP 2, MP8-3.OA.9-3.NB.23.NF.1, 3.NF.2, 3.NF.3

Coming to understand fractions are special forms of numbers is a very challenging part of mathematics learning. A fraction should be understood as a relational number, that is, a single number that represents a multiplicative relationship between two quantities. Put simply, many students do not realize that 11/12 is a number that is

Grade 3- Unit 7 session 1.2 Making Fraction Sets CC Adaptation pg. CC54 Teaching Note: Using Notation to Compare Fractions

Grade 3- Unit 7 session 1.3 Fraction Facts pg. 41

Grade 3- Unit 7 session 1.4A pg. CC57 Fractions on a Number Line and 1.4B pg. CC62 Comparing

Grade 3- Unit 7 session 2.2 pg. 69 The Fraction Cookie Game

Grade 4- Unit 6 session 2.3 pg. 78 Capture Fractions pg.M20

*Chapter 11 pg 225-234(red) Activities IA11.1-IA11.11

*Van De Walle Volume Two – pgs. 146-157 Ordering and Equivalent FractionsEquivalent Fractions (uses number line):http://illuminations.nctm.org/ActivityDetail.aspx?ID=80Fraction Tracks: http://www.nctm.org/standards/content.aspx?id=26975*Van De Walle Volume Two – pgs. 146-157 Ordering and Equivalent Fractions* Van De Walle Volume Two – page 186, Develop a conceptual connection between fractions and decimal notations extending to pages 188 activity 7.4 and 7.5 as well as page 189 activity 7.6 also refer to page 191-192 activities 7.9 and 7.10 * Van De Walle Volume Two – page 202, expanded lesson on friendly fractions to decimals

A Meter of Candy

In this series of 3 hands-on activities, students develop and reinforce their understanding of hundredths as fractions, decimals, and percentages.

Grade 4- Unit 6 session 3.7 End-of-Unit assessment Pg. M31 Placing Fractions on the Fraction Line

Refer to Chapter 10 in Red Book pg. 212

http://www.nctm.org/standards/content.aspx?id=26975

http://www.nctm.org/standards/content.aspx?id=26975

http://illuminations.nctm.org/ActivityDetail.aspx?ID=80



close to 1 or a measure that is close to the whole. To understand fractions as numbers rather than parts of objects or collections, students need to recognize that fractions are parts of the number one, not parts of pizzas. This transition from fractions represented by a relationship involving quantities of length, area or groups of objects to fractions as numbers is a significant achievement. To help students develop an understanding of fractions as

Fractions on Number Lines

Grade 3- Unit 7 session 2.1 Making Cookie Shares CC Adaptation pg. CC55 Teaching Note for Cutting Up Cookies Activity: Whole Numbers as Fractions

Grade 3- Unit 7 session 2.4 pg. 80 Making Half-Yellow Designs NOTE: focus using representations to combine fractions to equal other fractions/equivalent fractions pg. 83

Grade 3- Unit 8 session 1.5 pg. CC68 CC Adaptation

Students explore using candy pieces as they physically make and connect a set/linear model to area models. http://illuminations.nctm.org/LessonDetail.aspx?id=L861Fraction Models

Explore different representations for fractions including improper fractions, mixed numbers, decimals, and percentages. Additionally, there are length, area, region, and set models. Adjust numerators and denominators to see how they alter the representations and models. Use the table to keep track of interesting fractions.http://illuminations.nctm.org/ActivityDetail.aspx?ID=11





numbers, and in particular numbers that represent a multiplicative relationship between two quantities, we must change our reliance on pre-partitioned shapes to introduce the idea of fraction numbers.

*Unit 7 Teacher Note pg 109-110 and 113-114 Fractions*Unit 7 Session 1.1, 1.2, 1.4a and 1.4b – ordering fractions*Unit 7 – pg 26 Differentiation note *Unit 7 – Assessment Checklist Many Ways to Make a Share” M17*Investigation

session follow-up pg. C54 More Comparing Fractions

Grade 3- Unit 9 session 2.1 pg. CC71 CC Adaptation session follow-up pg. C58 Representing and Comparing Fractions

Grade 4- Unit 6 session 2.1 pg. 68 and 2.2 pg. 74 Fraction Cards

Grade 4- Unit 6 session 2.4 pg. 83 Comparing Fractions to Landmarks pg. T68

Grade 4- Unit 6 session 2.5 pg. 88 Fractions on a Number Line


Student Handbook (Fourth Grade) pg 53-63

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