4th Grade Everyday Math Unit 3 Review/Study Guide - 4th Edition
The Resource Room Teacher
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Resource Type
Standards
CCSS4.MD.A.1
CCSS4.NBT.B.5
CCSS4.NF.A.1
CCSS4.NF.A.2
CCSS4.NF.C.6
Formats Included
- PDF
Pages
10 pages
The Resource Room Teacher
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Description
Are you looking for a way for your 4th grade students to review the topics covered in Unit 3 of Everyday Math? This review/study guide is just what you need! *Answer key included!
This review is based on the 4th edition of the Everyday Math program for 4th grade.
**Get the Bundle Packs & SAVE!:
4th Grade Units 1-4 EDM Review BUNDLE PACK
4th Grade Units 5-8 EDM Review BUNDLE PACK
4th Grade Everyday Math Units 1-8 MEGA BUNDLE! *Best price! Less than $2 per review!*
Unit 1:
Unit 2:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Total Pages
10 pages
Answer Key
Included
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
CCSS4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS4.NF.A.1
Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
CCSS4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
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