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2013 14 4
th
Grade Math Concept Map Unit 3
Big Idea RT6: Dimensional Measurement Relationships
Students describe, analyze, compare and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional
shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving
angles. Students understand an angle is measured with reference to a circle with its center at the common endpoint of the rays, by
considering the fraction of the circular arc between the points where the two rays intersect the circle. They recognize an angle that turns
through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. Students understand an angle that turns
through n one-degree angles is said to have an angle measure of n degrees.


Connections to the Big Idea
RT 5: Students continue to develop their understanding of measurement systems. Through a variety of hands-on measurement activities,
students apply their understanding of unit equivalence to make conversions between measures within a system, involving distances, interval
of time, liquid volumes, masses of objects and money. Activities such as measuring to determine that the side of a table is two meters,
converting 2 meters to 200 centimeters and then verifying that answer by measuring the table in centimeters, solidifies students
understanding of unit equivalence and measurement conversions. Student work focuses heavily on unit conversions for capacity, weight,
length, and time.

RT 8: Students 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. They recognize right triangles as a category, and identify right triangles. Students extend their
understanding of two-dimensional shapes to develop an understanding of formal geometric notation and vocabulary for angles, lines, line
segments, rays and lines of symmetry.





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2013 14 4
th
Grade Math Concept Map Unit 3














RT5: Measurement Systems
PSa) Convert units for time, length, weight, and capacity within a measurement system
(e.g., the table is 72 in. or 6 ft. or 2 yds.)
4.MD.1

PSb) Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals
4.MD.2


RT8: Geometric Figures
PSa) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines
and identify these in two-dimensional figures
4.G.1

PSb) 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, recognize right triangles as a category, and identify right
triangles
4.G.2

PSc) Recognize a line of symmetry for a two dimensional figure, identify line symmetric figures and draw lines
of symmetry
4.G.3



RT6: Dimensional Measurement Relationships
PSa) Using the formulas, find the perimeter and area of a rectangle or square to solve word problems (limited to whole numbers)
4.MD.3

PSb) Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement
4.MD.5

PSc) Measure angles in whole-number degrees using a protractor and sketch angles of specified measure
4.MD.6

PSd) Recognize angle measure as additive, when an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures
of the parts
4.MD.7

PSe) Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol
for the unknown angle measure)
4.MD.7




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Common Core
Students describe, analyze, compare and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes,
students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry. They
understand that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides,
particular angle measures, and symmetry. Students solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Research
Multiplicative Comparison: Consider two diving boards, one 40 feet high, the other 8 feet high. Students in earlier grades learned to compare these heights in
an additive sense - This one is 32 feet higher than that one - by solving additive comparison problems and using addition and subtraction to solve word
problems involving length. Students in Grade 4 learn to compare these quantities multiplicatively as well: This one is 5 times as high as that one. In an
additive comparison, the underlying question is what amount would be added to one quantity in order to result in the other. In a multiplicative comparison,
the underlying question is what factor would multiply one quantity in order to result in the other.
Progressions for the CCSSM OA - Common Core Standards Writing Team, May 2011, p. 29

Students should have a basic idea of the size of commonly used units and what they measure. Without this familiarity, measurement sense is not possible. In
addition to being familiar with the size of units, learners need to know what a reasonable unit of measure is in a given situation. The choice of an appropriate
unit is also a matter of required precision. Students need practice in using common sense in the selection of appropriate standard units. Having knowledge of
a few important relationships between units should be the emphasis of instruction, such as commonly used units: inches, feet, centimeter, meter, milliliter,
liter, etc. (Teaching Student-Centered Mathematics: Grades 3-5, VandeWalle and Lovin, p. 275)
The metric system is based on standard units for different kinds of measurement. Common units are the meter (for linear measure), the liter (volume), and
the gram (weight). Standard prefixes indicate the multiple or fraction of the base unit in terms of powers of 10. The metric system was designed systematically
around powers of ten. The alignment of the metric system with the base-10 number system provides opportunities to strengthen students understanding of
both systems. When we compose units with powers of ten we are multiplying by them. When we decompose units with powers of ten we are dividing by
them. In the base-10 number system, multiplying or dividing by 10, 100, and 1,000, can be accomplished mentally without complicated computations. The
reason for this is that in any base-10 number, each digit tells us how many of a given place value we have. When we multiply by 10 we are simply changing
that digit to the next higher place value. When we divide by 10 we are changing that digit to the next lower place value. (TeacherVision:
http://www.teachervision.fen.com/measurement/resource/52448.html#ixzz2iTZo0DsG)

Students at the analysis level are able to consider all shapes within a class rather than a single shape. By focusing on a class of shapes, students are able to
think about what makes a rectangle a rectangle (four sides, opposite sides parallel, opposite sides same length, four right angles, etc.) The irrelevant features
(e.g., size or orientation) fade into the background. At this level, students begin to appreciate that a collection of shapes goes together because of properties.
As student begin to think about properties of geometric objects without the constraints of a particular object, they are able to develop relationships between
and among these properties. If all four angles are right angles, the shape must be a rectangle. If it is a square, all angles are right angles. If it is a square, it
must be a rectangle. (Teaching Student-Centered Mathematics: Grades 3-5, VandeWalle and Lovin, p. 207)
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The chart below highlights the key understandings of this cluster along with important questions that teachers should pose to promote these
understandings. The chart also includes key vocabulary that should be modeled by teachers and used by students to show precision of language
when communicating mathematically (assessing students on definitions is not the expectation).
Enduring Understandings Essential Questions Key Vocabulary
Students will understand that
Area is an attribute of two-dimensional regions
Area covers a certain amount of space using
square units
When finding the area of a rectangle, the
dimensions represent the factors in a
multiplication problem
Area is measured in square units
Area is related to multiplication and division
Perimeter is the distance around a polygon and
can be calculated by adding the measures of
the side lengths
Geometric shapes have attributes
Geometric shapes can be classified by their
attributes/properties
Parallel sides, particular angle measures and
symmetry can be used to classify geometric
figures
Two lines are parallel if they never intersect and
are always equidistant
Two lines are perpendicular if they intersect in
right angles
Angles are geometric shapes that are formed
wherever two rays share a common endpoint
An angle that turns through 1/360 of a circle is
called a 1 degree angle
Angles can be classified by attributes
Angles are measured in degrees
Angle measure is additive: when an angle is
decomposed into non-overlapping parts, the
angle measure of the whole is the sum of the
angle measures of the parts
There are three types of angles acute, right,
obtuse
The line of symmetry in a 2-D shape is a line
across the figure such that the figure can be
folded along the line into matching parts
Units within a single system of measure are
related to one another
How can we classify/categorize shapes?
How are shapes in specific categories related?
How are multiplication/division and area related?
How can multiplication/division help us solve
area problems?
What is the difference between perimeter and
area of a two dimensional figure?
How can I use the area and perimeter formulas
to solve problems?
Can the same area measurement produce
different sized rectangles?
Do different factors with the same area cover the
same amount of space?
How can the same area measure produce
rectangles with different dimensions?
How do different dimensions resulting the same
area cover the same amount of space?
How do rectangle dimensions impact the
area/perimeter of a rectangle?
How do I determine the measure of an angle?
How are angles classified?
Where are examples of lines, segments and rays,
parallel and perpendicular lines found in the real-
world?
What units of measurement are appropriate for
measuring angles?
When is an angle considered to be a right angle?
An acute angle? An obtuse angle?
How can you find missing angle measures in
diagrams/shapes?
What is the relationship between the three angles
in a triangle?
How can angle and side measures help us to
create and classify shapes?
What is a line of symmetry?
How do you determine if a figure is symmetrical?
How are measurement units of a single system
related to one another?
How can you convert one measurement into
another?

angle (right/obtuse/acute)
area
attribute
categorize
classify
convert/conversion
degree
dimensions
division
factor
gram/kilogram
height
hour
inch
line/line segment
liter/milliliter
measure
meter/kilometer/centimeter
minute
multiplication
ounce
parallel/perpendicular
perimeter
point
polygon
pound
properties
protractor
ray
second
square unit
symmetry/symmetrical figures
unit/standard unit
weight
width

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Throughout this unit, students will develop their use of the 8 Mathematical Practices while learning the instructional standards. Specific
connections to this unit and instructional strategies are provided in the following chart.

Standards for Mathematical Practice Cluster Connections and Instructional Strategies
1. Make sense of problems and
persevere in solving them
Students should be presented with a variety of different problem structures involving
area/perimeter, angles, converting measurements and classifying shapes. Students should
understand the problem structure and have a plan for solving it.
Students need experiences solving problems such as, how would you classify these shapes
based on their attributes? Why?
2. Reason abstractly and quantitatively

Give students opportunities to classify/categorize shapes based on attributes and reason with
groups of shapes to define why they are grouped together.
Students should have experiences reasoning with conversions of different measurements and
how the size of the units are related within each of the systems.
Students should reason about angle measures.
Students should reason about symmetry.
3. Construct viable arguments and
critique the reasoning of others
Explain classification of shapes based on properties/attributes and identify non-examples in
groups of shapes.
Students should be able to defend:
o Use of area and perimeter formulas
o How shapes are classified
o Strategy used to solve problems
o How angles are measured
o How to determine unknown angles in shapes/diagrams
o Why shapes are symmetrical or not
4. Model with mathematics Students will represent word problems using equations, diagrams, models, clocks or drawings.
Students will represent classifications of shapes using pictures, manipulatives or drawings.
Create real world problems for students to solve.
Students will represent lines of symmetry and angle measures.
5. Use appropriate tools strategically


Students will use equations, formulas, manipulatives, drawings, diagrams, and clocks to
represent mathematical situations.
Use rulers to measure and calculate perimeter.
Use protractors to measure and calculate angle measures.
Use concrete materials efficiently and accurately.
Discuss why one tool may be more appropriate than another.
Explain how tools can help them see patterns and relationships.
6. Attend to precision


Students should explain how an area corresponds to multiplication/division.
Students should explain how addition/multiplication corresponds to perimeter.
Create accurate drawings and representations of mathematical situations.
Use specific math vocabulary to communicate mathematical ideas.
Compute accurately.
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Students will measure and record time with precision.
Students will measure and calculate area and perimeter with precision.
Students will measure and calculate angle measures with precision.
Students will choose appropriate units of measure in a given situation.
Students will convert measures within a system with precision.
7. Look for and make use of structure

Recognize the relationship between area and multiplication/division.
Recognize the relationship between area and the dimensions of rectangles.
Recognize the relationship between factors and the dimensions of rectangles.
Recognize the relationship between addition/subtraction and perimeter.
Recognize the relationship between units of measure within a system
Recognize the relationship if circles and angles.
Recognize the additive relationship of angles to shapes.
Recognize the relationship between shapes and their properties within a category of shapes.
8. Look for and express regularity in
repeated reasoning
Reason about area and multiplication, and make generalizations as a result of that reasoning.
Reason about the area and perimeter formulas.
Reason about angles and their measures.
Reason about unit relationships within a system.
Reason about relationships of shapes within a category.
Encourage the creation of conjectures by posting a chart in which students can record the
mathematical ideas they wish to investigate throughout this unit.
Investigate and discuss student conjectures.
Create generalizations from proven conjectures.
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Instructional Tasks Grade 4 Unit 3 2013-14




Task Name Task Type/Grouping Strategy Content Addressed Resource
Area and Perimeter
Investigate Formulas for
Area and Perimeter
Constructing Task
Whole Group/Partner
Investigate and use the formulas for
area and perimeter of rectangles
NY
Area and Perimeter Word
Problems
Constructing Task
Whole Group/Partner
Solve multiplicative comparison word
problems by applying the area and perimeter
formulas
NY
Area and Perimeter
Formulas
Constructing Task
Whole Group/Partner
Demonstrate understanding of area and
perimeter formulas by solving multi-step real
world problems
NY
Create and Determine the
Area of Composite Figures
Lesson 1
Constructing Task
Whole Group/Partner
Create and determine the area of
composite figures
NY
Create and Determine the
Area of Composite Figures
Lesson 2
Constructing Task
Whole Group/Partner
Create and determine the area of
composite figures
NY
Perimeter and Area
Constructing Task
Individual/Partner
Determine area and perimeter G
Fencing a Garden
Practice Task
Individual
Perimeter K
Designing a Zoo Enclosure
Practice Task
Individual
Area and perimeter K
How Many Tables?
Practice Task
Individual
Finding perimeter and area K
Angles
Lines and Angles
Constructing Task
Whole Group/Partner
Identify and draw points, lines, line
segments, rays, and angles and recognize
them in various contexts and familiar figures
NY
Types of Angles
Constructing Task
Whole Group/Partner
Use right angles to determine whether
angles are equal to, greater than, or less than
right angles. Draw right, obtuse, and acute
angles
NY
Angles in Names
Practice Task
Individual
Acute, right and obtuse angles K
Is This the Right Angle?
Practice Task
Whole Group/Individual
Comparing angles G
Identify, Define, and Draw
Perpendicular Lines Lesson 1
Constructing Task
Whole Group/Partner
Identify, Define, and Draw Perpendicular
Lines
NY
Scaffolding Task Constructing Task Practice Task Performance Task
Tasks that build up to
the constructing task.
Constructing
understanding through
deep/rich contextualized
problem solving tasks.
Games/activities Summative assessment
for the unit.
Instructional Resource Codes
NY = Engage New York G = Georgia K = K-5 Teaching Math Resources NC = North Carolina I = Illustrative Math
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Identify, Define, and Draw
Perpendicular Lines Lesson 2
Constructing Task
Whole Group/Partner
Identify, Define, and Draw Perpendicular
Lines
NY
Geoboard Line Segments
Practice Task
Individual
Creating line segments using a
geoboard
K
Alphabet Lines
Practice Task
Individual
Using the geoboard to explore
parallel and perpendicular lines
K
Classifying 2D Shapes
Practice Task
Partner
Sort and classify 2D shapes based
on types of lines
K
Which Wedge is Right?
Scaffolding Task
Partner
Use non-standard units to
measure angles
G
Angle Tangle
Constructing Task
Individual/Partner
Use a 360 degree circle; identify
and use benchmark angles
G
Build an Angle Ruler
Constructing Task
Individual/Partner
Build and use an angle ruler G
Explore the Protractor
Constructing Task
Whole Group/Partner
Use a circular protractor to understand a 1-
degree angle as 1/360 of a turn. Explore
benchmark angles using the protractor
NY
Use Different Protractors
Constructing Task
Whole Group/Partner
Use varied protractors to distinguish angle
measure from length measurement
NY
Measure and Draw Angles
Constructing Task
Whole Group/Partner
Measure and draw angles. Sketch given
angle measures and verify with a protractor
NY
Guess My Angle!
Constructing Task
Whole Group/Partner
Measure angles using a
protractor
G
Angle Barrier Game
Practice Task
Partner
Use a protractor to draw, label,
and define angles
K
Predicting and Measuring
Angles
Practice Task
Individual
Predicting and measuring angles K
Identify and Measure
Angles
Constructing Task
Whole Group/Partner
Identify and measure angles as turns and
recognize them in various contexts
NY
Turn, Turn, Turn
Constructing Task
Whole Group
Use rotation to find angles G
Decompose Angles Using
Pattern Blocks
Constructing Task
Whole Group/Partner
Decompose Angles Using Pattern Blocks NY
Pattern Block Angles
Practice Task
Individual
Measuring angles K
Represent and Solve
Unknown Angle Problems
Lesson 1
Constructing Task
Whole Group/Partner
Use the addition of adjacent angle measures
to solve problems using a symbol for the
unknown angle measure
NY
Represent and Solve
Unknown Angle Problems
Lesson 2
Constructing Task
Whole Group/Partner
Use the addition of adjacent angle measures
to solve problems using a symbol for the
unknown angle measure
NY
Summing It Up
Constructing Task
Individual/Partner
Explore the angle measures of a
triangle
G
Angles in a Right Triangle
Practice Task
Individual
Measure angles in a right triangle K
Angles in Triangles
Practice Task
Partner
Measure angles in triangles K
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Angles in Quadrilaterals
Practice Task
Partner
Measure angles of quadrilaterals K
Angles of Set Squares
Performance Task
Individual
Combine shapes to make angles; find
measure of unknown angle of a triangle
G
How Many Degrees?
Practice Task
Individual
Create and label angles K
Geometry
What Makes a Shape?
Scaffolding Task
Partner/Small Group
Learning conventions for the
parts of a shape
G
Superhero Symmetry
Scaffolding Task
Partner
Explore the meaning of symmetry
and symmetrical figures
G
Line Symmetry
Constructing Task
Partner/Small Group
Explore the meaning of symmetry
and symmetrical figures
G
Lines of Symmetry
Constructing Task
Whole Group/Partner
Recognize lines of symmetry for given two
dimensional figures; identify line-symmetric
figures and draw lines of symmetry
NY
A Quilt of Symmetry
Constructing Task
Individual/Partner
Using symmetry to design a quilt G
Decoding ABC Symmetry
Practice Task
Individual/Partner
Finding lines of symmetry in the
alphabet
G
Symmetry in Shapes
Practice Task
Partner
Lines of symmetry K
Symmetry in Regular
Polygons
Practice Task
Partner
Lines of symmetry K
Symmetry on the
Geoboard
Practice Task
Partner
Create symmetrical shapes K
Symmetrical Coin Designs 1
Practice Task
Individual
Use coins to create a symmetrical
design
K
Symmetrical Coin Designs 2
Practice Task
Individual
Use coins to create a symmetrical
design worth $1.70
K
Analyze and Classify
Triangles
Constructing Task
Whole Group/Partner
Analyze and classify triangles based on side
length, angle measure or both
NY
Thoughts About Triangles
Constructing Task
Partner/Small Group
Investigate and explain properties
of triangles
G
Right Triangles on the
Geoboard
Practice Task
Partner
Create right triangles on the
geoboard
K
My Many Triangles
Practice Task
Individual/Partner
Classify triangles by their angles
and lengths of side
G
Classifying Triangles
Practice Task
Partner
Classify triangles based on angles K
Define and Construct
Triangles
Constructing Task
Whole Group/Partner
Define and construct triangles from given
criteria. Explore symmetry in triangles
NY
Classify Quadrilaterals
Constructing Task
Whole Group/Partner
Classify quadrilaterals based on parallel and
perpendicular lines and the presence or
absence of angles of a specified size
NY
Constructing
Quadrilaterals
Practice Task
Partner
Create and sort quadrilaterals K
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Quadrilateral Roundup
Constructing Task
Partner/Small Group
Investigate and explain the
properties of quadrilaterals
G
Quadrilateral Criteria
Practice Task
Individual
Make quadrilaterals on a geoboard that
meet specific criteria
K
Angle Shape Sort
Practice Task
Partner
Sorting shapes by angles G
Be an Expert
Practice Task
Partner/Small Group
Refine/extend understanding of
geometric objects
G
Construct Quadrilaterals
Constructing Task
Whole Group/Partner
Reason about attributes to construct
quadrilaterals on square or triangular grid
paper
NY
Geometry Town
Performance Task
Individual
Using geometry knowledge to design a
town of certain specifications
G
Measurement
Metric Length Conversions
Constructing Task
Whole Group/Partner
Express metric length measurements in
terms of a smaller unit; model and solve
addition and subtraction word problems
involving metric length
NY
Metric Relationships
Practice Task
Partner
Relationships of metric units of
length
K
Setting the Standard
Scaffolding Task
Small Group
Understand and use a standard
unit of measure (gram)
G
Worth the Weight
Scaffolding Task
Small Group
Estimate and weigh items using
grams and kilograms
G
Estimating Weight
Practice Task
Partner
Estimate and weigh in grams K
Metric Mass Conversions
Constructing Task
Whole Group/Partner
Express metric mass measurements in terms
of a smaller unit; model and solve addition
and subtraction word problems involving
metric mass
NY
Capacity Line-Up
Scaffolding Task
Partner/Small Group
Estimate and measure metric
capacity
G
Metric Capacity
Conversions
Constructing Task
Whole Group/Partner
Express metric mass measurements in terms
of a smaller unit; model and solve addition
and subtraction word problems involving
metric mass
NY
Relate Metric Units to
Place Value
Constructing Task
Whole Group/Partner
Know and relate metric units to place value
units in order to express measurements in
different units
NY
Solve Word Problems
Involving Measurement
Constructing Task
Whole Group/Partner
Use addition and subtraction to solve multi-
step word problems involving length, mass,
and capacity
NY
Making a Kilogram
Practice Task
Partner
Estimate and weigh using
kilograms
K
A Pound of What?
Constructing Task
Small Group
Understand and use pound as a
measure of weight
G
Exploring an Ounce
Constructing Task
Small Group
Understand and use ounce as a
measure of weight
G
More Punch Please
Constructing Task
Individual/Partner
Measure capacity using customary units;
convert liquid measures within the
customary system
G
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Water Balloon Fun!
Constructing Task
Individual/Partner
Measure capacity using metric
and customary units
G
Solve
Conversion Problems With
Customary Units Lesson 1
Constructing Task
Whole Group/Partner
Create conversion tables for length, weight
and capacity units using measurement tools,
and use the tables to solve problems
NY
Solve
Conversion Problems With
Customary Units Lesson 2
Constructing Task
Whole Group/Partner
Create conversion tables for length, weight
and capacity units using measurement tools,
and use the tables to solve problems
NY
Too Heavy? Too Light?
Constructing Task
Individual/Partner
Problem solving that requires unit
conversion within the same system
G
Dinner at the Zoo &
Naptime at the Zoo
Performance Task
Individual
Use weight measurement and weight
conversion; apply area formula
G
Solve Problems Involving
Mixed Units of Capacity
Constructing Task
Whole Group/Partner
Solve problems involving mixed
units of capacity
NY
Share and Critique Peer
Strategies
Constructing Task
Whole Group/Partner
Share and critique peer strategies NY
Solve problems involving
mixed units of length
Constructing Task
Whole Group/Partner
Solve problems involving mixed
units of length
NY
Solve problems involving
mixed units of weight
Constructing Task
Whole Group/Partner
Solve problems involving mixed
units of weight
NY
Solve Problems Involving
Units of Time
Constructing Task
Whole Group/Partner
Create conversion tables for units of time
using measurement tools, and use the tables
to solve problems
NY
Solve problems involving
mixed units of time
Constructing Task
Whole Group/Partner
Solve problems involving mixed
units of time
NY
Solve Multi-Step
Measurement Word
Problems Lesson 1
Constructing Task
Whole Group/Partner
Solve multi-step measurement
word problems
NY
Solve Multi-Step
Measurement Word
Problems Lesson 2
Constructing Task
Whole Group/Partner
Solve multi-step measurement
word problems
NY
Solve Multiplicative
Comparison Word Problems
Constructing Task
Whole Group/Partner
Solve multiplicative comparison word
problems using measurement conversion
tables
NY
Converting Mixed Number
Measurements Lesson 1
Constructing Task
Whole Group/Partner
Use measurement tools to convert
mixed number measurements to smaller
units
NY
Converting Mixed Number
Measurements Lesson 2
Constructing Task
Whole Group/Partner
Use measurement tools to convert
mixed number measurements to smaller
units
NY
Converting Mixed Number
Measurements Lesson 3
Constructing Task
Whole Group/Partner
Solve multi-step word problems involving
converting mixed number measurements to
a single unit
NY
Measurement
Concentration
Practice Task
Partner
Finding equivalent measurements K
Teacher Resource
Angle Word Problems Teacher Resource Angle word problems K
Conversion Word Problems Teacher Resource Conversion word problems K
Measurement Word
Problems
Teacher Resource Measurement word problems K