4th+Math+Standard+2

**Math 4th** || **0406.2.4** ||
 * **Subject/Course:** **Grade Level:**
 * **Standard 2: Number and Operations**
 * **SPI or Check for Understanding (#):**

**SPI 0.406.2.2 Locate and place mixed numbers on the number line** **Check: 0.406.2.9 Compare equivalent forms whole numbers, fractions, and** **decimals to each other and to benchmark numbers** ||
 * **Assessment Topic: Equivalent Fractions and Decimal Numbers** ||
 * **Essential Question (s):** ||
 * **When would you construct a number line with equivalent fraction and decimal numbers?**

**Can you interpret a number line converting fractions to decimal numbers?**

**Can you identify a decimal number as a fraction?** ||

|| || **SPI 0406.2.1 Read and write numbers from hundredths to hundred-thousands in numerals and in words.** || || || **How do you write a number in expanded, short word, and word form?** ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic:**
 * **Essential Question (s):**
 * **How can you find the value of each digit of a number?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.2 Locate and place mixed numbers on the number line.** || || || **How do the numerator and denominator in a fraction help you locate a mixed number on a number line?** ||
 * **Subject/Course: Mathematics** **Grade Level:** 4
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Number Lines**
 * **Essential Question (s):**
 * **How would you locate and place a mixed number on a number line?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.3 Identify place value of a specified digit in a number and the quantity it represents.** || || **How can you find the value of a number?** ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Place Value**
 * **Essential Question (s):**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **0406.2.4 Find factors, common factors, multiples, and common multiples of two numbers.** || || || **What number is a factor of every even number?** **How can you find factors and multiples of a whole number?** **How can using basic facts and patterns to multiply help you solve problems mentally?** ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Factors and Multiples**
 * **Essential Question (s):**
 * **How can you find the common factors of two numbers?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.5 Generate equivalent forms of common fractions and decimals and use them to compare size.** || || ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Equivalent forms**
 * **Essential Question (s):**
 * **How can I form equivalent fractions?** ||
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.6 Use the symbols <,> and = to compare common fractions and decimals in both increasing and decreasing order.** || || ||
 * **Subject/Course:** Mathematics **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Comparing Fractions and Decimals**
 * **Essential Question (s):**
 * **How can the symbols <,>,= be used to compare fractions/decimals?** ||
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **0406.2.7 Convert improper fractions into mixed numbers and/or decimals.** || || ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Converting Improper fractions**
 * **Essential Question (s):**
 * **How can an improper fraction be changed to mixed number/decimal?** ||
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.8 Add and subtract proper fractions with like and unlike denominators and simplify the answer.** || || || **What does simplify mean?** ||
 * **Subject/Course:** Mathematics **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Add and Subtract fractions**
 * **Essential Question (s):**
 * **What steps must be completed to add or subtract fractions with unlike denominators?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.9 Add and subtract decimals through hundredths** || || || **Why is it important to be able to make change?** **Why is it important to make sure the decimals line up when adding and subtracting numbers with decimals?** ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Add and Subtract Decimals**
 * **Essential Question (s):**
 * **How can we find how much change we could receive at the store?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.10 Solve contextual problems through hundredths.** || || || ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Word Problems with Decimals**
 * **Essential Question (s):**
 * **How do you approach a multi-step problem?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **SPI 0406.2.11 Solve problems using whole number multi-digit multiplication.** || || || **How does using the distributive property support the method of multiplying two 2-digit numbers?** **What are the steps in multiplying by a three digit number?** ||
 * **Subject/Course:** Mathematics **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Multiplications**
 * **Essential Question (s):**
 * **How do you find the product of two- two digit numbers?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

|| || **0406.2.12 Solve problems using whole number division with one- or two-digit divisors.** || || || **What is another name for the answer to a division problem?** **How is division the inverse of multiplication?** **Do all division problems have a remainder?** ||
 * **Subject/Course: Mathematics** **Grade Level: 4**
 * **Standard: Numbers and Operations**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Division**
 * **Essential Question (s):**
 * **What is the role of a remainder in a division problem?**
 * //****If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||