Ck-12.org's Fourth grade math textbook (9 year old) - a view by k-12math.info
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|The following terms are developed and/or defined in this grade level's materials.
|ACUTE ANGLE ||FORMULA ||PROTRACTOR |
|ACUTE TRIANGLE ||FRACTION ||QUADRILATERAL |
|ADDITION (FRACTION) ||IDENTITY (ADDITION) ||RAY |
|ANGLE ||IDENTITY (MULT.) ||RECTANGLE |
|AREA ||INTERSECTING LINES ||RECTANGLE (AREA) |
|ASSOCIATIVE (ADD.) ||ISOSCELES TRIANGLE ||REMAINDER |
|CAPACITY ||LCM ||RHOMBUS |
|COMMUTATIVE (ADD.) ||LINE ||RIGHT ANGLE |
|COMPOSITE NUMBER ||LINE SEGMENT ||RIGHT TRIANGLE |
|DECIMAL ||MEASUREMENT (ANGLE) ||ROUNDING |
|DECIMAL NOTATION ||METRIC UNITS ||SCALENE TRIANGLE |
|DEGREE (ANGLE) ||MULT. PROPERTIES ||SEQUENCE |
|DEGREE NOTATION ||MULTIPLE ||SIMPLEST FORM (FRACTION)|
|DENOMINATOR ||MULTIPLICATION (WHOLE) ||SQUARE |
|DISTRIBUTIVE (WHOLE) ||NAMING AN ANGLE ||SQUARE (AREA) |
|DIVISIBILITY ||NUMERATOR ||SUBTRACTION (DECIMAL)|
|DIVISION (WHOLE) ||OBTUSE ANGLE ||SUBTRACTION (FRACTION) |
|DIVISION BY TEN ||ORDER OF OPERATIONS ||TIME |
|DIVISION BY ZERO ||PARALLEL LINES ||TRAPEZOID |
|EQUATION ||PARALLELOGRAM ||TRIANGLE |
|EQUILATERAL TRIANGLE||PERIMETER ||UNKNOWN |
|EQUIVALENT FRACTIONS ||PERPENDICULAR LINES ||VARIABLE |
|ESTIMATING PRODUCTS ||PLACE VALUE ||VERTEX (ANGLE) |
|ESTIMATING QUOTIENTS ||POINT ||WEIGHT |
|EXPANDED FORM ||PRIME NUMBER |
|FACTOR (WHOLE) ||PROBLEM SOLVING |
|The following terms appear in this grade level's materials. At this grade level the terms are used in the lesson proper in examples or illustrations.
The purpose here is to reinforce understanding of the terms.
|ADD BY REGROUPING ||KILOMETER ||ORDERING (NUMBERS)|
|ADDITION (DECIMAL) ||LIQUID MEASURE ||PLACE VALUE (DECIMAL) |
|ADDITION (WHOLE) ||MEASUREMENT ||RENAMING (FRACTION) |
|ARRAY (MULT.) (WHOLE) ||MEASUREMENT (LENGTH ||REPEATED SUBTRACTION|
|CENTIMETER ||MENTAL ARITHMETIC ||RULER |
|COLLECTING INFORMATION||MONEY ||SYMBOLS FOR ADDITION |
|DIVISION WITH DISTRIBUTION ||MULT. AND DIVISION ||SYMBOLS FOR DIVSION |
|DIVISOR, QUOTIENT ||MULTIPLES OF TEN ||SYMBOLS FOR MULTIPLICATION|
|ESTIMATING SUMS ||MULTIPLICATION (FRACTION) ||SYMBOLS OF GROUPING |
|FREQUENCY TABLE ||NUMBER LINE (NUMBERS)||TENTHS HUNDREDTHS |
|INCH ||NUMBER SENTENCE ||WHOLE NUMBER |
|A synonym of the following terms are used. The synonym helps to bridge the learner's non mathematical experiences to mathematics terms that will more formally be worked on.
A synonym may also be used because these historical terms may have been replaced by a new vocabulary (k-12math.info's list of 1,000 terms has not changed in 40 years).
Wiktionary dictonary may help here.
|APPROXIMATION ||INEQUALITY (DECIMAL) ||PIE APPROACH (FRACTIONS)|
|CONGRUENT PARTS (FRACTION) ||INEQUALITY (FRACTION) ||UNIT AREA |
|DIVISION COMBINATIONS ||MULT. BY GROUPING ||WORD PROBLEM (FRACTION) |
|ENGLISH UNITS ||PERIMETER (QUADRILATERAL) ||WORD PROBLEMS (WHOLE NUMBER) |
K-12math.info selected the content that appears here. All terms appear in the lesson proper. The selection process is based upon a content analysis of 2013 to advance copies of 2015 student mathematics
textbook series. Series that base their content on 2010 and/or 2012 standards. The analysis also included content that was felt would be needed for the
transistion to CK-12 existing textbook series.
Editor's Note: This is a very basic outline of the content and how they are to be developed in the lesson proper. These terms need to be used in examples, illustrations, class activities and homework to help further understand them.
Learners age 5 to 11 Grades K through 6 (from Wikieducator's "Come fly with me..." project).
Teaching OER Mathematics.
Learning design a Wikieducator.org project.
Additional observations made while collecting information for this site on unit development in a textbook:
- One type has a chapter unit divided into 3 parts:
Part 1 has a written explanation of the concept being developed (or defined).
Part 2 has examples and illustrations of the concept.
Part 3 classroom and/or homework activities.
- Another approach consists of 2 parts:
Part 1: the concept being developed (or defined) is being used in several carefully designed examples and illustrations.
Part 2: classroom and/or homework activities.
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