Ready - Forde-ferrier

COVERS NEW MATH TEKS! ready Full of Rigorous, STAAR Formatted Items Covers Revised TEKS

GRADE 4 Math RTI STUDENT EDITION Forde-Ferrier, LLC Page 1

About the Company Jason Forde and Dagan Ferrier, two teachers in San Antonio, created Forde-Ferrier, L.L.C. in 1998 for the purpose of providing teachers, students, and parents with the most comprehensive educational materials designed to help all students master the Texas Essential Knowledge and Skills (TEKS). Forde and Ferrier used these materials and techniques in their own classrooms and their students consistently achieved pass rates of 100% and commended rates over 80% in ALL AREAS!!! Using research based methods Forde and Ferrier have continued to improve their materials and instructional methods, and through Forde-Ferrier, L.L.C. these methods have been shared with teachers throughout Texas. These products and services have already helped thousands of students achieve the highest levels of success on standardized tests. Forde-Ferrier, L.L.C. provides high quality practice materials for all tested areas. In addition to materials, Forde-Ferrier also provides excellent professional development and training in mathematics, reading, writing, and science. These award winning workshops are designed to help teachers understand and effectively teach the essential skills students need to be successful. Teachers leave the training confident that they can make sure that ALL students master those skills. Forde and Ferrier strive to build ongoing relationships with teachers, students, schools, and districts. They truly believe in what they do and are excited when they are able to help others succeed. Schools using their materials have attained phenomenal levels of success on TAAS, TAKS, and STAAR. Please email us at info@forde-ferrier.com for more information. Find us on Facebook at facebook.com/fordeferrier Jason Forde Dagan Ferrier Forde-Ferrier, LLC Page 2

Forde-Ferrier, L.L.C. 4715 Newcome, San Antonio, TX 78229 Forde-Ferrier, L.L.C. This publication is intended for use as a consumable student workbook. All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, or otherwise without written permission from FordeFerrier, L.L.C. Printed in the United States of America. Forde-Ferrier, LLC Page 3

Grade 4 Math RTI 2014 Table of Contents Reporting Category 1: Numerical Representations and Relationships 7 4.2(A) Supporting Standard Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left 7 4.2(B) Readiness Standard Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals 14 4.2(C) Supporting Standard Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols , , or 19 4.2(D) Supporting Standard Round whole numbers to a given place value through the hundred thousands place 24 4.2(E) Supporting Standard Represent decimals, including tenths and hundredths, using concrete and visual models and money 29 4.2(F) Supporting Standard Compare and order decimals using concrete and visual models to the hundredths 34 4.2(G) Readiness Standard Relate decimals to fractions that name tenths and hundredths 39 4.2(H) and 4.3(G) Supporting Standards 4.2H: Determine the corresponding decimals to the tenths or hundredths place of a specified point on a number line 4.3G: Represent fractions and decimals to the tenths or hundredth as distances from zero on a number line 44 Forde-Ferrier, LLC Page 4

4.3(A) and 4.3(B) Supporting Standards 4.3(A): Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b 0, including when a b 4.3(B): Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations 51 4.3(C) Supporting Standard Determine if two given fractions are equivalent using a variety of methods 56 4.3(D) Readiness Standard Compare two fractions with different numerators and different denominators and represent the comparison using the symbols , , or 61 Reporting Category 2: Computations and Algebraic Relationships 67 4.3(E) Readiness Standard Represent and solve addition and subtraction of fractions with equal denominators using object and pictorial models that build to the number line and properties of operations 67 4.3(F) Supporting Standard Evaluate the reasonableness of sum and differences using 1 1 3 benchmark fractions 0, 4 , 2 , 4 , and 1, referring to the same whole 72 4.4(A) Readiness Standard Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm 77 4.4(B) Supporting Standard Determine product of a number and 10 or 100 using properties of operations and place value understandings 82 4.4(C) Supporting Standard Represent the product of 2-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15 87 Forde-Ferrier, LLC Page 5

4.4(D) Supporting Standards Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associated, and distributive properties 93 4.4(E) and 4.4(F) Supporting Standards 4.4(E): Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations 4.4(F): Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a onedigit divisor 98 4.4(G) Supporting Standard Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers 103 4.4(H) Readiness Standard Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders 108 4.5(A) Readiness Standard Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equation with a letter standing for the unknown quantity 113 4.5(B) Readiness Standard Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence 118 Reporting Category 3: Geometry and Measurement 128 4.5(C) Non Assessed Standard Use models to determine the formulas for the perimeters of rectangles (l w l w or 2l 2w), including the special form for perimeters of a square (4s) and the area of a rectangle (l w) 128 Forde-Ferrier, LLC Page 6

4.5(D) Readiness Standard Solve problems related to perimeter and area of rectangles where dimensions are whole numbers 133 4.6(A) Supporting Standard Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines 140 4.6(B) Supporting Standard Identify and draw one or more lines of symmetry, if they exist, for a two dimensional figure 145 4.6(C) Supporting Standard Apply knowledge of right angles to identify acute, right, and obtuse angles 150 4.6(D) Readiness Standard Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size 155 4.7(A) and 4.7(B) Non Assessed Standards 4.7(A):Illustrate the measure of an angle as the part of a circle whose center is at the vertex of an angle that is “cut out” by the rays of the angle, Angle measures are limited to whole numbers 4.7(B): Illustrate degrees as the units used to measure an 1 angle, where 360 of any circle is 1 degree and an angle 160 that “cuts” n 360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers 4.7(C) Readiness Standard Determine the approximate measures of angles in degrees to the nearest whole number using a protractor 165 4.7(D) Supporting Standard Draw an angle with a given measure 175 4.7(E) Supporting Standard Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures 180 Forde-Ferrier, LLC Page 7

4.8(A) Supporting Standard Identify relative sizes of measurement units within the customary and metric systems 185 4.8(B) Supporting Standard Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table 190 4.8(C) Readiness Standard Solve problems that deal with measurements of length, intervals of time, liquid volume, mass, and money using addition, subtraction, multiplication, or division as appropriate 195 Reporting Category 4: Data Analysis and Personal Financial Literacy 4.9(A) Readiness Standard and 4.9(B) Supporting Standard 4.9(A): Represent data on a frequency table, dot plot, or stemand-leaf plot marked with whole numbers and fractions 4.9(B): Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot 200 200 4.10(A), (B), (C), (D), and (E) Supporting Standards 215 4.10(A): Distinguish between fixed and variable expenses 4.10(B): Calculate profit in a given situation 4.10(C): Compare the advantages and disadvantages of various savings options 4.10(D): Describe how to allocate weekly allowance among spending, saving, including for college; and sharing 4.10(E): Describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending Forde-Ferrier, LLC Page 8

TEK 4.2(A) Lesson 1 1 2 In which of the following numbers does the digit 5 have a value that is ten times greater than in the number 52? A 15 B 574 C 5,017 D 61.5 3 Look at the numeral below. Madison wrote the number 3,124. Then she wrote a second number in which the digit 3 has one-tenth the value as it does in the number 3,124. Which of the following could NOT be the second number Madison wrote? A 32,478 B 9,325 C 8,378 D 24,387 351 Which numeral has a value ten times greater than 351? A 3,510 B 35,100 C 361 D 3,610 Forde-Ferrier, LLC 4 Look at the numeral below. 47,125.3 In order for the digit 2 to have ten times the value as it does in the number above, what will be its place value position? A Hundreds B Tens C Ones D Hundredths Page 9

TEK 4.2(A) Lesson 2 1 2 Which number has a value that is one-tenth the value of 1,000? Record your answer and fill in the bubbles on the answer grid below. Be sure to use the correct place value. Jackson wrote the number 43.7 on his paper. Marco wrote a number in which the digit 7 has one-tenth the value as it does in Jackson’s number. Which of the following numbers could be the one Marco wrote? 3 4 Jordan counted 33 fourth grade students on the bus. Which statement is true about the number 33? A The digit in the tens place has one-tenth the value as the digit in the ones place. B The digit in the ones place has ten times the value as the digit in the tens place. C The digit in the ones place has one-tenth the value as the digit in the tens place. D None of the above. Mr. Hill wrote the following number on the board. 51.25 A 17.3 In which of the following numbers does the digit 2 have ten times the value as it does in the number Mr. Hill wrote? B 72.6 A 25.15 C 45.7 B 12.15 D 6.37 C 51.52 D 15.25 Forde-Ferrier, LLC Page 10