# Fourth-Grade Math Vocabulary {My Math Series - Units 8, 9, & 10}{CCSS aligned}

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This set of CCSS aligned vocabulary cards is meant to be used in conjunction with the My Math program from McGraw-Hill; however, they can be used as a supplemental resource with any math program. Use them as a word wall for your math bulletin board or with a math center during your small-group math sessions. Print them smaller and in black and white for students to add them to their desk dictionaries or math journals.

These cards cover units 8, 9, & 10 from the fourth-grade edition of the program. Check out additional sets now available in my TpT store. Looking for a different grade level? Alternative grade-level sets are also available in my store.

Thank you for your interest in this product. I hope it proves to be a useful tool in your classroom. Should you have any questions regarding this product or a specific need, please contact me:

HappyHoppersClassroom@comcast.net
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand a multiple of π’/π£ as a multiple of 1/π£, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 Γ (2/5) as 6 Γ (1/5), recognizing this product as 6/5. (In general, π― Γ (π’/π£) = (π― Γ π’)/π£.)
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