**STANDARDS FOR MATHEMATICAL CONTENT**

(Please ask your child about Ralph, and his quest to carry the sugar back to his home!!! He has been VERY helpful in teaching the class about grams and charts that reveal a pattern!)

**Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.**

MCC4.MD.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)

**Measurement of: km, m, cm; kg, g; lb, oz.; l, ml**

(How far can our frogs jump? We measured their jumps in both inces and centimeters, and competed to make our frogs jump the farthest!)

**Measurement of: hr, min, sec**

***Teacher Resource***

Here is a list of essential questions I use for this standard. Download MCC4.MD.1

MCC4.MD.2. 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, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

**Area and Perimeter**

MCC4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Represent and interpret data.

Pictures from Mathamals, our special project on area and perimeter of cages for the Mathamals we created...

**Line Plots**

**(We are still working on line plot story problems. Ask you child about their stories!)**

MCC4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

A line plot shows the “shape” of the data and provides the foundation for future data concepts,

such as mode and range.

**Practice this skill with whole numbers on That Quiz!** (Please remember that this link starts you on the lowest level. Our goal is to increase the level as we master the basic skills.)

**Measurements Related to Geometry**

MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

a. 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. An angle that turns through 1/360 of a circle is called a “one-degree

angle,” and can be used to measure angles.

b. An angle that turns through n one-degree angles is said to have an angle measure of n

degrees.

MCC4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of

specified measure.

That Quiz- Work to higher levels as you master this task!

MCC4.MD.7. 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.

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.