progress check 4 - everyday math · pdf file294 unit 4 progress check 4 ... [number and...

294 Unit 4 Progress Check 4

Input student data from Progress Check 3 into the Assessment Management Spreadsheets.

Materials � Study Link 4 �10

� Assessment Handbook, pp. 76–83, 169–173, 219, and 258–261

� slate

Read, write, and represent decimals through thousandths; identify digits and express their values in such numbers. [Number and Numeration Goal 1]

4�1–4�8 1, 2 1, 3 29

Find multiples of numbers less than 10; find factors of numbers; identify prime and composite numbers. [Number and Numeration Goal 3]

4�5, 4�7 11, 12

Convert “easy” fractions to decimals. [Number and Numeration Goal 5]

4�1–4�3, 4�7 23–25

Compare and order decimals through thousandths. [Number and Numeration Goal 6]

4�3, 4�4, 4�6, 4�7, 4�9

3 1–7�

Add and subtract decimals to hundredths. [Operations and Computation Goal 2]

4�5–4�10 4, 5 3, 4, 13 –18 28

Estimate sums and differences of decimals. [Operations and Computation Goal 6]

4�4–4�6 2�

Measure to the nearest centimeter. [Measurement and Reference Frames Goal 1]

4�5, 4�8–4�10

6, 7 8 –10 26, 27

Describe relationships among metric units of length. [Measurement and Reference Frames Goal 3]

4�8–4�10 4 26, 27

Solve open number sentences. [Patterns, Functions, and Algebra Goal 2]

4�1, 4�3–4�5, 4�7

1– 4, 19 –22

ASSESSMENT ITEMSSELF ORAL/SLA OPEN

RESPONSETE WRITTEN

CONTENT ASSESSED LESSON(S)

PART BPART A

Math Boxes 4�11

Study Link 4�11: Unit 5 Family Letter

Materials � Math Journal 1, p. 105

� Math Masters, pp. 135–138

Looking Back: Cumulative AssessmentL

Looking Ahead: Preparing for Unit 5L

Objective To assess students’ progress on mathematical

content through the end of Unit 4.

Oc

Progress Check 4��

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LESSON

4 �11

Name Date Time

Self Assessment Progress Check 4

Think about each skill listed below. Assess your own progress by checking

the most appropriate box.

1. Read decimals

through

thousandths.

2. Write decimals

through

thousandths.

3. Compare and

order decimals

through

thousandths.

4. Add decimals like

these:

$23.62 � $7.95

15.8 � 2.23

5. Subtract decimals

like these:

$14.35 � $6.27

5.9 � 4.61

6. Measure objects

to the nearest

centimeter.

7. Measure objects

to the nearest

�12

� centimeter.

Skills I can do this on I can do this on I can do this ifmy own and explain my own. I get help or look

how to do it. at an example.

Assessment Handbook, p. 169

Assessment Master

Lesson 4�11 295

200

3.6

1.46

120

LESSON

4 �11 Written Assessment

Name Date Time

Progress Check 4

Part A

Write > or < to make a true number sentence.

1. 5.46 5.9 2. 0.45 0.7

3. 4.8 + 6.9 3.4 + 7.7 4. 3.85 - 3.46 9.1 - 6.2

5. Write the following numbers in order from smallest to largest.

0.001, 4.3, 4.05, 0.6, 0.06, 0.1

smallest largest

6. Write 2 numbers between 0 and 1. Use decimals.


8. Use your ruler to measure the line segment to the nearest centimeter.

About cm

9. Use your ruler to measure the line segment to the nearest 1

__

2 centimeter.

About cm

10. Draw a line segment that is 12.5 centimeters long.

11. a. List the first six multiples of 8. , , , , ,

b. Is 8 a prime number or a composite number?

12. a. List the factor pairs of 28.

and and and


Sample answers:

<<

> <

0.001 0.06 0.1 0.6 4.05 4.3

Sample answers:0.6 0.8

1.48 1.79

10

1 28 2 14 4 7

8.5

composite number

composite number

8 16 24 32 40 48

EM3cuG4AH_169-173_U04.indd 170 12/21/10 2:06 PM


Assessment Master

1 Looking Back: Cumulative Assessment

� Math Message Follow-Up INDEPENDENTACTIVITY

(Self Assessment, Assessment Handbook, p. 169)

The Self Assessment offers students the opportunity to reflect upon their progress.

� Oral and Slate Assessments WHOLE-CLASS ACTIVITY

Problems 1 and 3 provide summative information and can be used for grading purposes. Problems 2 and 4 provide formative information that can be useful in planning future instruction.

Oral Assessment 1. Write 1-, 2-, and 3-place decimals on the board. Have students

read them aloud. Suggestions:

● 0.4 ● 0.503

● 1.37 ● 23.7

● 2.006 ● 1.062

2. Pose decimal addition and subtraction problems. Have students describe the strategy they used to estimate the answer to each problem. Suggestions: Sample answers:

● 17.6 - 12.1 6 ● 13.8 - 9.2 5

● 22.4 + 14.9 37 ● 25.01 + 25.3 50

Slate Assessment 3. Read 1-, 2-, and 3-place decimals aloud. Have students write

them on their slates. Suggestions:

● 1.5 ● 0.23

● 6.05 ● 0.003

4. Pose problems involving converting metric measurements to other metric units. Suggestions:

● 2 m = cm ● 146 cm = m

● 36 mm = cm ● 12 cm = mm

Getting Started

Study Link 4�10 Follow-Up Have partners compare answers. Encourage students to use a meterstick to check answers as necessary.

Math Message • Self Assessment Complete the Self Assessment (Assessment Handbook, page 169 ).

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296 Unit 4 Progress Check 4

Name Date Time

Written Assessment continuedLESSON

4 �11

Add or subtract mentally or with a paper-and-pencil algorithm.

13. $12.34 � $7.45 � 14. � 9.6 � 0.8

15. 41.12 � 6.9 � 16. $15.46 � $9.23 �

17. � 12.8 � 2.9 18. 34.3 � 26.51 �

Solve each open sentence.

19. r � 129 � 254 r � 20. 93 � p � 37 p �

21. w º 6 � 54 w � 22. 56 / g � 7 g � 89

56125

7.799.9

$6.2348.02

10.4$19.79


Assessment Master

Name Date Time

Written Assessment continuedLESSON

4 �11

Part B

Write each decimal as a fraction.

23. 0.4 � 24. 0.34 � 25. 0.674 �

Use your ruler to measure and record the length of the line segments below to the nearest

millimeter. Then write your answers in centimeters.

26. mm cm

27. mm cm

28. Mrs. Austin had $98.37 in her savings account. She withdrew $42.50. A week later,

she deposited $38.25. What is the new balance in her savings account?

Write what you did to find the answer.

29. Teneil was working with base-10 blocks. She was using the big cube as the ONE.

The flats were tenths. Teneil counted 12 flats—

“one-tenth, two-tenths, three-tenths, four-tenths, five-tenths, six-tenths, seven-tenths,

eight-tenths, nine-tenths, ten-tenths, eleven-tenths, twelve-tenths”

She wrote 0.12 to show what the blocks were worth. Is Teneil right? Explain.

She should have written 1.2.

0.12 is 12 hundredths, which isn’t the same as 12 tenths.

(1) plus 2 more tenths (0.2); 1 � 0.2 � 1.2.

No. Sample answers: 12 tenths is the same as 10 tenths

$38.25 to her account, and I got $94.12.

Then I added $38.25 to $55.87 because she deposited

she withdrew $42.50 from her account, and I got $55.87.

Sample answer: I subtracted $42.50 from $98.37 because

$94.12

5.858C D

8.282A B

�16,07040

��13040

��140�


Assessment Master

� Written Assessment INDEPENDENTACTIVITY

(Assessment Handbook, pp. 170–172)

Part A Recognizing Student AchievementProblems 1–22 provide summative information and may be used for grading purposes.

Problem(s) Description

1–4 Insert > or < to make true number sentences.5 Order decimals.6, 7 Write numbers between 2 whole numbers.8 Measure line segments to the nearest centimeter.9, 10 Measure and draw line segments to the nearest 1 _ 2 centimeter.11, 12 Write factors and multiples; identify prime and

composite numbers.13–18 Add and subtract decimals.

19–22 Solve open sentences.

Part B Informing InstructionProblems 23–29 provide formative information that can be useful in planning future instruction.

Problem(s) Description

23–25 Rename decimals as fractions with 10, 100, and 1,000 in the denominator.26, 27 Measure line segments to the nearest millimeter.28 Solve a decimal addition and subtraction number story.29 Identify decimal digits and express their value.

Use the checklists on pages 259 and 261 of the Assessment Handbook to record results. Then input the data into the Assessment Management Spreadsheets to keep an ongoing record of students’ progress toward Grade-Level Goals.

� Open Response INDEPENDENTACTIVITY

(Assessment Handbook, p. 173)

Forming a Relay TeamThe open-response item requires students to apply concepts and skills from Unit 4 to solve a multistep problem. See Assessment Handbook, pages 79–83 for rubrics and students’ work samples for this problem.

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1 3

Name Date Time

LESSON

4 �11 Open Response Progress Check 4

Forming a Relay Team

Mrs. Wong, the gym teacher, wants to form 3 teams for a 200-yard relay race.

There will be 4 students on each team. Each student will run 50 yards.

The table at the right shows how long it took some

fourth-grade students to run 50 yards the last time

they had a race. They were timed to the nearest

tenth of a second.

1. Help Mrs. Wong create 3 teams that will be fairly

evenly matched. She will use their times from the

last race to predict about how fast they will run in

the relay race.

Write the names of the four students that you

think should be on each team.

Estimate about how long you think it will take

each team to complete the race.

Names of 4 Students on Each Team Estimated Team Time

Team 1: About: . seconds



Runner Time (seconds)

Art 6.3

Bruce 7.0

Jamal 7.4

Doug 7.9

Al 8.3

Will 8.8

Linda 6.2

Sue 7.6

Pat 7.7

Mary 8.1

Alba 8.4

Joyce 8.5

2. Explain how you made your teams so that they would be fairly matched.

See the Assessment Handbook for rubrics and students’ work samples.

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Assessment Master

Math Boxes LESSON

4 �11

Date Time

1. Estimate the sum. Write a number model

to show how you estimated.

3,721 + 2,876 + 7,103

Number model: Sample answer:

3,700 + 2,900 + 7,100

= 13,700

2. Solve mentally.

a. 4 ∗ 8 = 32

b. 4 ∗ 80 = 320

c. 15

= 5 ∗ 3

d. 150

= 50 ∗ 3

e. 6 ∗ 6 = 36

f. 6 ∗ 60 = 360

3. Complete.

a. Is 63 closer to 60 or 70? 60

b. What number is halfway

between 80 and 90? 85

c. Is 572 closer to 500 or 600? 600

d. What number is halfway

between 300 and 600? 450

4. Write the following numbers using digits:

a. one million, three hundred forty-six

thousand, thirteen

1,346,013

b. twenty-two million, fifteen thousand,

three hundred fifty-four

22,015,354

16 17181

182 183 4

10 11

5. Add mentally or with a paper-and-pencil algorithm.

a. 35 b. 18 c. 54 d. 48

100 420 180 720

280 120 360 180

+ 800 + 2,800 + 1,200 + 2,700

1,215 3,358 1,794 3,648

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Math Journal 1, p. 105

Student Page

Lesson 4�11 297

NOTE: INSERT MINI OF MM

P. 135

AT BOTTOM OF PAGE;

LABEL TOP BAR:

Study Link Masters

NOTE: INSERT MINI OF MM

P. 135

AT BOTTOM OF PAGE;

LABEL TOP BAR:

Study Link Masters

Big Numbers, Estimation, and ComputationIn this unit, your child will begin to multiply 1- and 2-digit numbers using what we callthe partial-products method. In preparation for this, students will learn to play thegame Multiplication Wrestling. Ask your child to explain the rules to you and play anoccasional game together. While students are expected to learn the partial-productsmethod, they will also investigate the lattice multiplication method, which studentshave often enjoyed in the past.

If your child is having trouble with multiplication facts, give short (five-minute) reviewsat home, concentrating on the facts he or she finds difficult.

Another important focus in this unit is on reading and writing big numbers. Studentswill use big numbers to solve problems and make reasonable estimates. Help your childlocate big numbers in newspapers and other sources, and ask your child to read them toyou. Or, you can read the numbers and have your child write them.

Sometimes it is helpful to write big numbers in an abbreviated form so that they areeasier to work with. One way is to use exponents, which tell how many times anumber, called the base, is used as a factor. For example, 100,000 is equal to 10 º 10 º10 º 10 º 10. So 100,000 can be written as 105. The small raised 5 is called an expo-nent, and 105 is read as “10 to the fifth power.” This will be most students’ first experi-ence with exponents, which will be studied in depth during fifth and sixth grades.

The class is well into the World Tour. Students are beginning to see how numericalinformation about a country helps them get a better understanding of the country—its size, climate, location, and population distribution—and how these characteristicsaffect the way people live. The next stop on the World Tour will be Budapest, Hungary,the starting point for an exploration of European countries. Encourage your child tobring to school materials about Europe, such as articles in the travel section of yournewspaper, magazine articles, and travel brochures.

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STUDY LINK

4 �11 Unit 5: Family Letter

Name Date Time

Please keep this Family Letter for reference as your child works through Unit 5.

Math Masters, pp. 135–138

Study Link Masters

2 Looking Ahead: Preparing for Unit 5

� Math Boxes 4�11 INDEPENDENTACTIVITY

(Math Journal 1, p. 105)

Mixed Practice This Math Boxes page previews Unit 5 content.

� Study Link 4�11: INDEPENDENTACTIVITY

Unit 5 Family Letter(Math Masters, pp. 135–138)

Home Connection The Unit 5 Family Letter provides parents and guardians with information and activities related to Unit 5 topics.

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170 Assessment Handbook

LESSON

4 �11 Written Assessment

Name Date Time

Progress Check 4

Part A

Write > or < to make a true number sentence.

1. 5.46 5.9 2. 0.45 0.7

3. 4.8 + 6.9 3.4 + 7.7 4. 3.85 - 3.46 9.1 - 6.2

5. Write the following numbers in order from smallest to largest.

0.001, 4.3, 4.05, 0.6, 0.06, 0.1

smallest largest



8. Use your ruler to measure the line segment to the nearest centimeter.

About cm

9. Use your ruler to measure the line segment to the nearest 1

__

2 centimeter.

About cm

10. Draw a line segment that is 12.5 centimeters long.

11. a. List the first six multiples of 8. , , , , ,


12. a. List the factor pairs of 28.

and and and


EM3cuG4AH_169-173_U04.indd 170EM3cuG4AH_169-173_U04.indd 170 12/21/10 2:06 PM12/21/10 2:06 PM

progress check 4 - everyday math · pdf file294 unit 4 progress check 4 ... [number and...

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