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Playlists: Measurement & Data
4.MD.1-4.MD.3
Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit.
Read more about 4.MD.1-4.MD.3About the Standards 4.MD.1-4.MD.3
4.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), ...
4.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.
4.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.
Quick Money Calculations
This playlist contains three activities to help prepare students to work with money in the real world.Bus Driver’s Math Game gives students practice calculating the price for individuals and groups wanting to ride the bus. They are given 3 different rates (child, adult, senior) and must quickly ca...
Standards: 4.MD.2
About the Standards 4.MD.1-4.MD.3
4.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), ...
4.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.
4.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.
Exploring Area and Perimeter
Students will review the difference between area and perimeter, how they are related, and how each is calculated. This playlist includes activities that can be done individually by students or can be done with the whole class using an interactive whiteboard.Finding the Area and Perimeter of Rectangl...
Standards: 3.MD.5 3.MD.5.a 3.MD.5.b 3.MD.6 3.MD.7 3.MD.7.a 3.MD.7.b 3.MD.7.d 3.MD.8 4.MD.3
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.5-3.MD.7.d
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.
3.MD.7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
About the Standards 3.MD.8-3.MD.8
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
About the Standards 4.MD.1-4.MD.3
4.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), ...
4.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.
4.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.
4.MD.5-4.MD.7
Geometric Measurement: Understand Concepts Of Angle And Measure Angles.
Read more about 4.MD.5-4.MD.7About the Standards 4.MD.5-4.MD.7
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
4.MD.5.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.
4.MD.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.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.
Angle Measurements
This playlist contains three activities that involve students in estimating or calculating angle measurements. 1. Estimate Angle Measurements (IXL) presents students with a set of practice problems on estimating angle measurements within 15 degrees.2. UFO Attack - Space Angle Measurement (Xp) i...
Standards: 4.MD.5.b 4.MD.6 4.MD.7
About the Standards 4.MD.5-4.MD.7
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
4.MD.5.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.
4.MD.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.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.
About the Standards 4.MD.5-4.MD.7
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
4.MD.5.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.
4.MD.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.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.
About the Standards 4.MD.5-4.MD.7
4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
4.MD.5.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.
4.MD.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.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.
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