4 th Grade TEKS. I Can. Statements. Math. Mindy Thomas
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1 4 th Grade TEKS I Can Statements Math Mindy Thomas
2 What s included: This product includes each of the Nath TEKS listed on a page in the form of an I can... statement and completed with an illustration.. color version of the 4 th Grade Texas Essential Knowledge and Skills. printer-friendly version of the 4 th Grade Texas Essential Knowledge and Skills Illustrated subject headers for each subject optional Today I will, So I can and I ll know I ve got it when signs Preparation: Print out EITHER the color version OR the printer-friendly version.(otherwise you re going to end up with a duplicate set!) Print them out front to back, making sure that they won t end up upside-down when you flip the page. Separate them into 5 sets Reading, Writing, Nath, Science and Social Studies. Punch holes in the top of each set and secure with binder rings. Alternatively, you could use binding spines to put them together. Hang prominently in your classroom under or next to coordinating subject headers where the students can see them best. Mindy Thomas
3 How to use this product: An important part of framing your lesson is letting your students know, in advance, what they will be learning and how they should be able to demonstrate when the lesson is over. TEKS are all about the verb so hone in on the verb(s) and ensure the students are practicing it that way. Giving students the objective in advance allows them the chance to stay focused on what is being taught or what they are trying to discover. When they know exactly what they will be expected to demonstrate, they are able to hone in on important parts of the lesson and will be more likely to master the skill. After printing the pages and putting them together by subject, you will need to find a place in your classroom that the students can easily see the statements at all times. Each TEKS is listed at the bottom right-hand corner of the page so you can quickly and easily flip through them and find the standard you are focusing on. I prefer to hang mine on two binder rings (one on each side at the top of the pages). Then I can just flip through them and hang them up by the rings. Mindy Thomas
4 click it! Be the first to know about my new, freebies, sales and product launches: Look for the green star next to my picture and click it to become a follower. Click below for other products you might like:
5 Thanks so much! Thank you for downloading a product from me! I hope you find it handy and that your kids love it! If you have any questions, suggestions, comments or concerns, please feel free to me at: mindythomastpt@gmail.com I appreciate and welcome your feedback! (Don t forget you get free credits when you rate your purchases!) Blog Facebook TPT Please feel free to send me pictures of this product in use in your classroom. You may blog about this product, but you must tag my product back to my TPT store and give me credit for it. Thanks!! Please also stop my blog for more ideas! for ideas on how to use my products, more activities and freebies! Scan codes to be taken to my:
6 Blank for you to customize Mindy Thomas
7 Today I will: Mindy Thomas So I can: Mindy Thomas
8 I ll know I ve got it when: Mindy Thomas Math Mindy Thomas
9 4 th Grade Math TEKS
10 I can interpret the value of each place-value position as 10 times the position to the right and as onetenth of the value of the place to its left TEKS 4.2A
11 I can represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals 615, = 6 x 100, x 10, X 1, x x x x.01 TEKS 4.2B
12 I can compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or = 1,000,000,000 > 8,500,199 TEKS 4.2C
13 I can round whole numbers to a given place value through the hundred thousands place 1,971,615 2,000,000 TEKS 4.2D
14 I can represent decimals, including tenths and hundredths, using concrete and visual models and money.32 = TEKS 4.2E
15 I can compare and order decimals using concrete and visual models to the hundredths Ones Tenths Hundredths Ones Tenths Hundredths TEKS 4.2F
16 I can relate decimals to fractions that name tenths and hundredths 0.3 = Decimal Fraction TEKS 4.2G
17 I can determine the Mindy Thomas corresponding decimal to the tenths or hundredths place of a specified point on a number line TEKS 4.2H
18 I can 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 = TEKS 4.3A
19 I can 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 = 4 8 TEKS 4.3B
20 I can determine if two given fractions are equivalent using a variety of methods =? TEKS 4.3C
21 I can compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < TEKS 4.3D
22 I can represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations TEKS 4.3E
23 I can evaluate the Mindy Thomas reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole TEKS 4.3F
24 I can represent fractions and decimals to the tenths or hundredths as distances from zero on a number line TEKS 4.3G
25 I can add and subtract whole numbers and decimals to the hundredths place using the standard algorithm TEKS 4.4A
26 I can determine products of a number and 10 or 100 using properties of operations and place value understandings x 10 x 100 TEKS 4.4B
27 I can represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15 TEKS 4.4C
28 I can use strategies and algorithms, including the standard algorithm, to multiply up to a 4-digit number by a 1- digit number and to multiply a 2-digit number by a 2-digit number. Such as mental math, partial products, and the commutative, associative, and distributive properties 57 x 32 = (50 + 7) x (30 + 2) = (50 + 7) x 30 + (50 + 7) x 2 = 50 x x x x 2 Mindy Thomas Mindy Thomas TEKS 4.4D
29 I can represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations TEKS 4.4E
30 I can use strategies and Mindy Thomas algorithms, including the standard algorithm, to divide up to a fourdigit dividend by a one-digit divisor ) TEKS 4.4F
31 I can round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers TEKS 4.4G
32 I can solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders A bakery makes desserts for a school party. They fill 125 boxes with 18 desserts in each box. How many total desserts did the bakery make? TEKS 4.4H
33 I can represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity strip diagram TEKS 4.5A
34 I can 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 input output TEKS 4.5B
35 I can 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) l + w + l + w 2l + 2w l x w 4s TEKS 4.5C
36 I can solve problems related to perimeter and area of rectangles where dimensions are whole numbers TEKS 4.5D
37 I can identify points, lines, line segments, rays, angles, and perpendicular and parallel lines point segment line ray parallel right angle acute angle obtuse angle perpendicular TEKS 4.6A
38 I can identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure TEKS 4.6B
39 I can apply knowledge of right angles to identify acute, right, and obtuse triangles TEKS 4.6C
40 I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size TEKS 4.6D
41 I can illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers TEKS 4.7A
42 I can illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers TEKS 4.7B
43 I can determine the approximate measures of angles in degrees to the nearest whole number using a protractor TEKS 4.7C
44 I can draw an angle with a given measure TEKS 4.7D
45 I can determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures TEKS 4.7E
46 I can identify relative sizes of measurement units within the customary and metric systems the length of 5 football fields how far a person can walk in 15 minutes about the height of a door TEKS 4.8A
47 I can 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 Yards Feet ? TEKS 4.8B
48 I can solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate TEKS 4.8C
49 I can represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions Ice Cream Flavors Tally Frequency Chocolate 10 12, 23, 35, 23, 14, 25, 32, 18 stem leaf Pets In Our Class Vanilla 7 Strawberry 8 Mint , 4, 8 3, 3, 5 2, 5 Dog Cat Fish Hamster TEKS 4.9A
50 I can solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot Ice Cream Flavors Tally Frequency Chocolate 10 12, 23, 35, 23, 14, 25, 32, 18 stem leaf Pets In Our Class Vanilla 7 Strawberry 8 Mint , 4, 8 3, 3, 5 2, 5 Dog Cat Fish Hamster TEKS 4.9B
51 I can distinguish between fixed and variable expenses fixed stays the same variable changes (varies) TEKS 4.10A
52 I can calculate profit in a given situation TEKS 4.10B
53 I can compare the advantages and disadvantages of various savings options TEKS 4.10C
54 I can describe how to allocate a weekly allowance among spending; saving, including for college; and sharing TEKS 4.10D
55 I can describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending TEKS 4.10E
56 click it! Be the first to know about my new, freebies, sales and product launches: Look for the green star next to my picture and click it to become a follower. Click below for other products you might like:
57 Thanks so much! Thank you for downloading a product from me! I hope you find it handy and that your kids love it! If you have any questions, suggestions, comments or concerns, please feel free to me at: mindythomastpt@gmail.com I appreciate and welcome your feedback! (Don t forget you get free credits when you rate your purchases!) Blog Facebook TPT Please feel free to send me pictures of this product in use in your classroom. You may blog about this product, but you must tag my product back to my TPT store and give me credit for it. Thanks!! Please also stop my blog for more ideas! for ideas on how to use my products, more activities and freebies! Scan codes to be taken to my:
58 Blank for you to customize Mindy Thomas
59 Today I will: Mindy Thomas So I can: Mindy Thomas
60 I ll know I ve got it when: Mindy Thomas Math Mindy Thomas
61 4 th Grade Math TEKS
62 I can interpret the value of each place-value position as 10 times the position to the right and as onetenth of the value of the place to its left TEKS 4.2A
63 I can represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals 615, = 6 x 100, x 10, X 1, x x x x.01 TEKS 4.2B
64 I can compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or = 1,000,000,000 > 8,500,199 TEKS 4.2C
65 I can round whole numbers to a given place value through the hundred thousands place 1,971,615 2,000,000 TEKS 4.2D
66 I can represent decimals, including tenths and hundredths, using concrete and visual models and money.32 = TEKS 4.2E
67 I can compare and order decimals using concrete and visual models to the hundredths Ones Tenths Hundredths Ones Tenths Hundredths TEKS 4.2F
68 I can relate decimals to fractions that name tenths and hundredths 0.3 = Decimal Fraction TEKS 4.2G
69 I can determine the Mindy Thomas corresponding decimal to the tenths or hundredths place of a specified point on a number line TEKS 4.2H
70 I can 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 = TEKS 4.3A
71 I can 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 = 4 8 TEKS 4.3B
72 I can determine if two given fractions are equivalent using a variety of methods =? TEKS 4.3C
73 I can compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < TEKS 4.3D
74 I can represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations TEKS 4.3E
75 I can evaluate the Mindy Thomas reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole TEKS 4.3F
76 I can represent fractions and decimals to the tenths or hundredths as distances from zero on a number line TEKS 4.3G
77 I can add and subtract whole numbers and decimals to the hundredths place using the standard algorithm TEKS 4.4A
78 I can determine products of a number and 10 or 100 using properties of operations and place value understandings x 10 x 100 TEKS 4.4B
79 I can represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15 TEKS 4.4C
80 I can use strategies and algorithms, including the standard algorithm, to multiply up to a 4-digit number by a 1- digit number and to multiply a 2-digit number by a 2-digit number. Such as mental math, partial products, and the commutative, associative, and distributive properties 57 X 32 = (50 + 7) x (30 + 2) = (50 + 7) x 30 + (50 + 7) x 2 = 50 x x x x 2 TEKS 4.4D
81 I can represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations TEKS 4.4E
82 I can use strategies and Mindy Thomas algorithms, including the standard algorithm, to divide up to a fourdigit dividend by a one-digit divisor ) TEKS 4.4F
83 I can round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers TEKS 4.4G
84 I can solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders A bakery makes desserts for a school party. They fill 125 boxes with 18 desserts in each box. How many total desserts did the bakery make? TEKS 4.4H
85 I can represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity strip diagram TEKS 4.5A
86 I can 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 input output TEKS 4.5B
87 I can 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) l + w + l + w 2l + 2w l x w 4s TEKS 4.5C
88 I can solve problems related to perimeter and area of rectangles where dimensions are whole numbers TEKS 4.5D
89 I can identify points, lines, line segments, rays, angles, and perpendicular and parallel lines point segment line ray parallel right angle acute angle obtuse angle perpendicular TEKS 4.6A
90 I can identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure TEKS 4.6B
91 I can apply knowledge of right angles to identify acute, right, and obtuse triangles TEKS 4.6C
92 I can classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size TEKS 4.6D
93 I can illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers TEKS 4.7A
94 I can illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers TEKS 4.7B
95 I can determine the approximate measures of angles in degrees to the nearest whole number using a protractor TEKS 4.7C
96 I can draw an angle with a given measure TEKS 4.7D
97 I can determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures TEKS 4.7E
98 I can identify relative sizes of measurement units within the customary and metric systems the length of 5 football fields how far a person can walk in 15 minutes about the height of a door TEKS 4.8A
99 I can 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 Yards Feet ? TEKS 4.8B
100 I can solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate TEKS 4.8C
101 I can represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions Ice Cream Flavors Tally Frequency Chocolate 10 12, 23, 35, 23, 14, 25, 32, 18 stem leaf Pets In Our Class Vanilla 7 Strawberry 8 Mint , 4, 8 3, 3, 5 2, 5 Dog Cat Fish Hamster TEKS 4.9A
102 I can solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot Ice Cream Flavors Tally Frequency Chocolate 10 12, 23, 35, 23, 14, 25, 32, 18 stem leaf Pets In Our Class Vanilla 7 Strawberry 8 Mint , 4, 8 3, 3, 5 2, 5 Dog Cat Fish Hamster TEKS 4.9B
103 I can distinguish between fixed and variable expenses fixed stays the same variable changes (varies) TEKS 4.10A
104 I can calculate profit in a given situation TEKS 4.10B
105 I can compare the advantages and disadvantages of various savings options TEKS 4.10C
106 I can describe how to allocate a weekly allowance among spending; saving, including for college; and sharing TEKS 4.10D
107 I can describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending TEKS 4.10E
108 Credits: Adorable fonts from: Awesome Clip art from:
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