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Math: Applying Algebraic Reasoning and Computation Skills to Measurement

Suggested Time Frame: 20 Instructional Days

        

Focus TEKS

Input-Output Tables

  • 4.5B 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; – R RC2

Measurement Conversions Using Tables

  • 4.8A identify relative sizes of measurement units within the customary and metric systems; – S RC3
  • 4.8B 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; – S RC3

Perimeter and Area Formulas

  • 4.5D solve problems related to perimeter and area of rectangles where dimensions are whole numbers. – R RC3
    • 4.5C use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); – NT

Represent and Solve Measurement Problems

  • 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. – R RC3 [focus on elapsed time in this unit, word problems may include measurement conversions]
    • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2 [This TEKS can be paired with 4.8C so long as the problem involves whole numbers only]
Computational Fluency TEKS

Addition and Subtraction of Whole Numbers and Decimals

  • 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2
    • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; – S RC2
Spiral Review TEKS

Fraction and Decimal Concepts

  • Represent Fractions (including Improper Fractions and Mixed Numbers)
    • 4.3A 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; – S RC1
      • 4.3B 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; – S RC1
      • 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. – S RC1 [include measuring lengths to the nearest half, fourth, eighth, and tenth of a unit, as appropriate]
  • Represent Decimals to Hundredths
    • 4.2B represent the value of the digit in whole numbers through 1,000,000,000 [999,999 in this unit] and decimals to the hundredths using expanded notation and numerals; – R RC1
      • 4.2A 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; – S RC1
    • 4.2E represent decimals, including tenths and hundredths, using concrete and visual models and money; – S RC1
  • Relate Fractions and Decimals
    • 4.2G relate decimals to fractions that name tenths and hundredths; – R RC1
    • 4.2H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line. – S RC1
    • 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. – S RC1 [include measuring lengths to the nearest half, fourth, fifth, tenth, or hundredth of a unit, as appropriate]
  • Equivalent Fractions
    • 4.3C determine if two given fractions are equivalent using a variety of methods; – S RC1
  • Comparisons
    • 4.2F compare and order decimals using concrete and visual models to the hundredths; – S RC1
    • 4.3D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; – R RC1