Progress Check 4
Objective To assess students’ progress on mathematical
O
content
through the end of Unit 4.
c
LLooking Back: Cumulative Assessment
Input student data from Progress Check 4 into the Assessment
Management Spreadsheets.
CONTENT ASSESSED
Materials
Study Link 4 10
Assessment Handbook, pp. 76–83, 169–173,
219, and 258–261
slate; ruler
LESSON(S)
SELF
ORAL/SLATE
4 1–4 8
1, 2
1, 3
Read, write, and represent decimals
through thousandths; identify digits and
express their values in such numbers.
ASSESSMENT ITEMS
WRITTEN
PART A
PART B
OPEN
RESPONSE
29
[Number and Numeration Goal 1]
4 5, 4 7
Find multiples of numbers less than 10;
find factors of numbers; identify prime and
composite numbers.
11, 12
[Number and Numeration Goal 3]
Convert “easy” fractions to decimals.
4 1–4 3, 4 7
23–25
[Number and Numeration Goal 5]
Compare and order decimals through
thousandths.
4 3, 4 4, 4 6,
4 7, 4 9
3
1–7
4 5–4 10
4, 5
3, 4, 13 –18
[Number and Numeration Goal 6]
Add and subtract decimals to hundredths.
28
[Operations and Computation Goal 2]
4 4–4 6
Estimate sums and differences of decimals.
2
[Operations and Computation Goal 6]
Measure to the nearest centimeter.
4 5,
4 8–4 10
[Measurement and Reference Frames Goal 1]
4 8–4 10
Describe relationships among metric units
of length.
6, 7
8–10
26, 27
4
26, 27
[Measurement and Reference Frames Goal 3]
Solve open number sentences.
[Patterns, Functions, and Algebra Goal 2]
4 1, 4 3–4 5,
47
1– 4, 19–22
LLooking Ahead: Preparing for Unit 5
294
Math Boxes 411
Materials
Study Link 411: Unit 5 Family Letter
Math Journal 1, p. 105
Math Masters, pp. 135–138
Unit 4
Progress Check 4
Getting Started
Math Message • Self Assessment
Study Link 4 10 Follow-Up
Complete the Self Assessment (Assessment
Handbook, page 169 ).
Have partners compare answers. Encourage
students to use a meterstick to check answers
as necessary.
Assessment Master
Name
1
Looking Back: Cumulative Assessment
Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
Problems 1 and 3 provide summative information and can be
used for grading purposes. Problems 2 and 4 provide formative
information that can be useful in planning future instruction.
Oral Assessment
1. Write 1-, 2-, and 3-place decimals on the board. Have students
read them aloud. Suggestions:
●
0.503
● 1.37
●
23.7
● 2.006
●
1.062
Self Assessment
4 11
䉬
Skills
INDEPENDENT
ACTIVITY
The Self Assessment offers students the opportunity to
reflect upon their progress.
● 0.4
Time
Progress
Check 4
Think about each skill listed below. Assess your own progress by checking
the most appropriate box.
(Self Assessment, Assessment Handbook, p. 169)
Oral and Slate Assessments
Date
LESSON
I can do this on
my own and explain
how to do it.
1.
Read decimals
through
thousandths.
2.
Write decimals
through
thousandths.
3.
Compare and
order decimals
through
thousandths.
4.
Add decimals like
these:
$23.62 $7.95
15.8 2.23
5.
Subtract decimals
like these:
$14.35 $6.27
5.9 4.61
6.
Measure objects
to the nearest
centimeter.
7.
Measure objects
to the nearest
1
centimeter.
2
I can do this on
my own.
Assessment Handbook, p. 169
Assessment Master
Name
Date
LESSON
● 17.6
- 12.1 6
●
13.8 - 9.2 5
● 22.4
+ 14.9 37
●
25.01 + 25.3 50
Time
Progress
Check 4
Written Assessment
4 11
2. Pose decimal addition and subtraction problems. Have students
describe the strategy they used to estimate the answer to each
problem. Suggestions: Sample answers:
Part A
Write > or < to make a true number sentence.
<
<
1.
5.46
3.
4.8 + 6.9
5.
Write the following numbers in order from smallest to largest.
5.9
>
3.4 + 7.7
2.
0.45
4.
3.85 - 3.46
Slate Assessment
3. Read 1-, 2-, and 3-place decimals aloud. Have students write
them on their slates. Suggestions:
●
● 6.05
●
0.001 0.06
0.1
0.6
4.05
4.3
mm = 3.6 cm
largest
7.
8.
Use your ruler to measure the line segment to the nearest centimeter.
9.
Use your ruler to measure the line segment to the nearest __
centimeter.
2
6.
About
10.
●
●
cm
8.5
cm
Draw a line segment that is 12.5 centimeters long.
11. a.
b.
146 cm = 1.46 m
12 cm = 120 mm
10
1
12. a.
● 36
9.1 - 6.2
About
0.003
m = 200 cm
<
Sample answers:
0.8
Write 2 numbers between 0 and 1. Use decimals. 0.6
Sample answers:
Write 2 numbers between 1 and 2. Use decimals. 1.48 1.79
0.23
4. Pose problems involving converting metric measurements to
other metric units. Suggestions:
●2
0.7
0.001, 4.3, 4.05, 0.6, 0.06, 0.1
smallest
● 1.5
I can do this if
I get help or look
at an example.
List the first six multiples of 8.
,
16 , 24 , 32 , 40 , 48
number
List the factor pairs of 28.
1
b.
8
Is 8 a prime number or a composite number? composite
and
28
2
and
14
4
and
7
Is 28 a prime number or a composite number? composite number
Assessment Handbook, p. 170
EM3cuG4AH_169-173_U04.indd 170
12/21/10 2:06 PM
Lesson 4 11
295
Assessment Master
Name
Date
LESSON
Time
Written Assessment continued
4 䉬 11
$12.34 $7.45 15.
41.12 6.9 9.9
17.
$19.79
10.4
14.
INDEPENDENT
ACTIVITY
(Assessment Handbook, pp. 170–172)
Add or subtract mentally or with a paper-and-pencil algorithm.
13.
Written Assessment
9.6 0.8
48.02
16.
$15.46 $9.23 12.8 2.9
18.
34.3 26.51 $6.23
7.79
Part A
Recognizing Student Achievement
Problems 1–22 provide summative information and
may be used for grading purposes.
Problem(s)
Description
1–4
5
6, 7
8
13–18
Insert > or < to make true number sentences.
Order decimals.
Write numbers between 2 whole numbers.
Measure line segments to the nearest
centimeter.
Measure and draw line segments to the
nearest _12 centimeter.
Write factors and multiples; identify prime and
composite numbers.
Add and subtract decimals.
19–22
Solve open sentences.
9, 10
11, 12
Solve each open sentence.
19.
r 129 254
21.
w º 6 54
r
125
20.
93 p 37
p
56
w
9
22.
56 / g 7
g
8
Assessment Handbook, p. 171
Part B
Informing Instruction
Problems 23–29 provide formative information that can be useful
in planning future instruction.
Problem(s)
Description
23–25
Rename decimals as fractions with 10, 100,
and 1,000 in the denominator.
Measure line segments to the nearest millimeter.
Solve a decimal addition and subtraction
number story.
Identify decimal digits and express their value.
26, 27
28
29
Assessment Master
Name
Date
LESSON
4 䉬 11
Time
Written Assessment continued
Part B
Write each decimal as a fraction.
4
10
23. 0.4 24.
0.34 3
4
100
25.
67
4
0.674 1,000
Use the checklists on pages 259 and 261 of the Assessment
Handbook to record results. Then input the data into the
Assessment Management Spreadsheets to keep an
ongoing record of students’ progress toward Grade-Level
Goals.
Use your ruler to measure and record the length of the line segments below to the nearest
millimeter. Then write your answers in centimeters.
26.
27.
28.
A
C
B
D
82
mm
8.2
cm
58
mm
5.8
cm
Mrs. Austin had $98.37 in her savings account. She withdrew $42.50. A week later,
she deposited $38.25. What is the new balance in her savings account?
$94.12
Open Response
INDEPENDENT
ACTIVITY
(Assessment Handbook, p. 173)
Write what you did to find the answer.
Sample answer: I subtracted $42.50 from $98.37 because
she withdrew $42.50 from her account, and I got $55.87.
Then I added $38.25 to $55.87 because she deposited
$38.25 to her account, and I got $94.12.
29.
Teneil was working with base-10 blocks. She was using the big cube as the ONE.
The flats were tenths. Teneil counted 12 flats—
“one-tenth, two-tenths, three-tenths, four-tenths, five-tenths, six-tenths, seven-tenths,
eight-tenths, nine-tenths, ten-tenths, eleven-tenths, twelve-tenths”
She wrote 0.12 to show what the blocks were worth. Is Teneil right? Explain.
No. Sample answers: 12 tenths is the same as 10 tenths
(1) plus 2 more tenths (0.2); 1 0.2 1.2.
0.12 is 12 hundredths, which isn’t the same as 12 tenths.
She should have written 1.2.
Assessment Handbook, p. 172
296
Unit 4 Progress Check 4
Forming a Relay Team
The open-response item requires students to apply
concepts and skills from Unit 4 to solve a multistep
problem. See Assessment Handbook, pages 79–83 for
rubrics and students’ work samples for this problem.
Assessment Master
Name
2
Date
LESSON
Looking Ahead: Preparing for Unit 5
Time
Progress
Check 4
Open Response
4 11
Forming a Relay Team
Mrs. Wong, the gym teacher, wants to form 3 teams for a 200-yard relay race.
There will be 4 students on each team. Each student will run 50 yards.
Math Boxes 4 11
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 105)
The table at the right shows how long it took some
fourth-grade students to run 50 yards the last time
they had a race. They were timed to the nearest
tenth of a second.
Runner
Time (seconds)
Art
Bruce
Jamal
Doug
Al
Will
6.3
7.0
7.4
7.9
8.3
8.8
Linda
Sue
Pat
Mary
Alba
Joyce
6.2
7.6
7.7
8.1
8.4
8.5
1. Help Mrs. Wong create 3 teams that will be fairly
Mixed Practice This Math Boxes page previews Unit 5
content.
Study Link 4 11:
INDEPENDENT
ACTIVITY
Unit 5 Family Letter
evenly matched. She will use their times from the
last race to predict about how fast they will run in
the relay race.
Write the names of the four students that you
think should be on each team.
Estimate about how long you think it will take
each team to complete the race.
Names of 4 Students on Each Team
Estimated Team Time
Team 1:
About:
.
seconds
Team 2:
About:
.
seconds
Team 3:
About:
.
seconds
2. Explain how you made your teams so that they would be fairly matched.
See the Assessment Handbook for rubrics
and students’ work samples.
(Math Masters, pp. 135–138)
Home Connection The Unit 5 Family Letter provides
parents and guardians with information and activities
related to Unit 5 topics.
1 3
Assessment Handbook, p. 173
EM3cuG4AH_169-173_U04.indd 173
12/28/10 2:25 PM
Student Page
Study Link Masters
Name
STUDY LINK
4 11
䉬
Date
Time
Date
Time
LESSON
Unit 5: Family Letter
4 11
Big Numbers, Estimation,
and Computation
1.
In this unit, your child will begin to multiply 1- and 2-digit numbers using what we call
the partial-products method. In preparation for this, students will learn to play the
game Multiplication Wrestling. Ask your child to explain the rules to you and play an
occasional game together. While students are expected to learn the partial-products
method, they will also investigate the lattice multiplication method, which students
have often enjoyed in the past.
Math Boxes
Estimate the sum. Write a number model
to show how you estimated.
4∗8=
Sample answer:
3,700 + 2,900 + 7,100
= 13,700
b.
4 ∗ 80 =
c.
15
150
Another important focus in this unit is on reading and writing big numbers. Students
will use big numbers to solve problems and make reasonable estimates. Help your child
locate big numbers in newspapers and other sources, and ask your child to read them to
you. Or, you can read the numbers and have your child write them.
d.
181
3.
Complete.
4.
60
number, called the base, is used as a factor. For example, 100,000 is equal to 10 º 10 º
10 º 10 º 10. So 100,000 can be written as 105. The small raised 5 is called an exponent, and 105 is read as “10 to the fifth power.” This will be most students’ first experience with exponents, which will be studied in depth during fifth and sixth grades.
a.
Is 63 closer to 60 or 70?
b.
What number is halfway
between 80 and 90?
information about a country helps them get a better understanding of the country—
its size, climate, location, and population distribution—and how these characteristics
affect the way people live. The next stop on the World Tour will be Budapest, Hungary,
the starting point for an exploration of European countries. Encourage your child to
bring to school materials about Europe, such as articles in the travel section of your
newspaper, magazine articles, and travel brochures.
c.
Is 572 closer to 500 or 600?
d.
What number is halfway
between 300 and 600?
LABEL TOP BAR:
Study Link Masters
The class is well into the World Tour. Students are beginning to see how numerical
Solve mentally.
a.
Number model:
If your child is having trouble with multiplication facts, give short (five-minute) reviews
at home, concentrating on the facts he or she finds difficult.
NOTE: INSERT MINI OF MM
P. 135
Sometimes it is helpful to write big numbers in an abbreviated form so that they are
BOTTOM
PAGE;
AT
OF
easier to work with. One way
is to use
exponents, which tell
how many
times a
2.
3,721 + 2,876 + 7,103
e.
6∗6=
f.
6 ∗ 60 =
32
320
=5∗3
= 50 ∗ 3
36
360
16 17
Write the following numbers using digits:
a.
one million, three hundred forty-six
thousand, thirteen
b.
twenty-two million, fifteen thousand,
three hundred fifty-four
85
1,346,013
600
450
22,015,354
182 183
Copyright © SRA/McGraw-Hill
5.
4
Add mentally or with a paper-and-pencil algorithm.
a.
35
100
280
+ 800
1,215
b.
18
420
120
+ 2,800
3,358
c.
54
180
360
+ 1,200
1,794
d.
48
720
180
+ 2,700
3,648
10 11
Please keep this Family Letter for reference as your child works through Unit 5.
Math Masters, pp. 135–138
Math Journal 1, p. 105
EM3MJ1_G4_U04_78-105.indd 105
12/23/10 11:33 AM
Lesson 4 11
297
Name
Date
LESSON
4 11
Time
Progress
Check 4
Written Assessment
Part A
Write > or < to make a true number sentence.
1.
5.46
3.
4.8 + 6.9
5.
Write the following numbers in order from smallest to largest.
5.9
3.4 + 7.7
2.
0.45
4.
3.85 - 3.46
0.7
9.1 - 6.2
0.001, 4.3, 4.05, 0.6, 0.06, 0.1
smallest
largest
6.
Write 2 numbers between 0 and 1. Use decimals.
7.
Write 2 numbers between 1 and 2. Use decimals.
8.
Use your ruler to measure the line segment to the nearest centimeter.
About
9.
cm
1
Use your ruler to measure the line segment to the nearest __
centimeter.
2
About
Draw a line segment that is 12.5 centimeters long.
11. a.
b.
12. a.
List the first six multiples of 8.
170
,
,
,
Is 8 a prime number or a composite number?
List the factor pairs of 28.
and
b.
,
and
Is 28 a prime number or a composite number?
Assessment Handbook
and
,
Copyright © Wright Group/McGraw-Hill
10.
cm