Problemas en un solo paso
4th Grade
|
|
|
Alabama Course of Study Standards:
1
|
Interpret and write equations for multiplicative comparisons. |
Arizona Academic Standards:
4.OA.A.1
|
Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison (e.g., 35 is the number of objects in 5 groups, each containing 7 objects, and is also the number of objects in 7 groups, each containing 5 objects). |
Common Core State Standards:
Math.4.OA.1 or 4.OA.A.1
|
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. |
Georgia Standards of Excellence (GSE):
4.NR.2.2
|
Interpret, model, and solve problems involving multiplicative comparison. |
North Carolina - Standard Course of Study:
4.OA.1
|
Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. |
New York State Next Generation Learning Standards:
4.OA.1
|
Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.
e.g.,- Interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 or 7 times as many as 5.
- Represent "Four times as many as eight is thirty two" as an equation, 4 × 8 = 32.
|
Tennessee Academic Standards:
4.OA.A.1
|
Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. |
Alabama Course of Study Standards:
2
|
Solve word problems involving multiplicative comparison using drawings and write equations to represent the
problem, using a symbol for the unknown number. |
Arizona Academic Standards:
4.OA.A.2
|
Multiply or divide within 1000 to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison). See Table 2. |
Common Core State Standards:
Math.4.OA.2 or 4.OA.A.2
|
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison. |
New York State Next Generation Learning Standards:
4.OA.2
|
Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem. |
Ohio's Learning Standards:
4.OA.2
|
Multiply or divide to solve word problems involving
multiplicative comparison, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
See Table 2, page 95. Drawings need not show details, but should
show the mathematics in the problem. (This applies wherever
drawings are mentioned in the Standards.) |
Tennessee Academic Standards:
4.OA.A.2
|
Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that
school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison. |
Alabama Course of Study Standards:
15.c
|
Solve word problems involving addition and subtraction of fractions and mixed numbers having like
denominators, using drawings, visual fraction models, and equations to represent the problem. |
Arizona Academic Standards:
4.NF.B.3d
|
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. |
Common Core State Standards:
Math.4.NF.3d or 4.NF.B.3.D
Kentucky Academic Standards (KAS):
4.NF.3.d
Mississippi College- and Career-Readiness Standards:
4.NF.3d
|
Solve word problems involving addition and subtraction
of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations
to represent the problem. |
North Carolina - Standard Course of Study:
4.NF.3.d
|
Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. |
New York State Next Generation Learning Standards:
4.NF.3.d
|
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
e.g., using visual fraction models and equations to represent the problem |
Tennessee Academic Standards:
4.NF.B.3.d
|
Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators |
Wisconsin Academic Standards:
4.NF.B.3.d
|
Solve word problems involving addition and subtraction of fractions with like and related
denominators, including mixed numbers, by using visual fraction models and equations to
represent the problem. |
Alabama Course of Study Standards:
16.c
|
Solve word problems involving multiplying a whole number times a fraction using visual fraction models and
equations to represent the problem.
Examples: 3 × 1/2, 6 × 1/8 |
Arizona Academic Standards:
4.NF.B.4c
Common Core State Standards:
Math.4.NF.4c or 4.NF.B.4.C
Kentucky Academic Standards (KAS):
4.NF.4.c
|
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? |
Mississippi College- and Career-Readiness Standards:
4.NF.4c
|
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 do you expect your answer to lie? |
New York State Next Generation Learning Standards:
4.NF.4.c
|
Solve word problems involving multiplication of a whole number by a fraction.
e.g., using visual fraction models and equations to represent the problem
e.g., 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? |
Tennessee Academic Standards:
4.NF.B.4.c
|
Solve contextual problems involving multiplication of a whole number by a fraction (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 4 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? |
Wisconsin Academic Standards:
4.NF.B.4.c
|
Solve word problems involving multiplication of a whole number times a fraction by using visual fraction models and equations to represent the problem. Understand a reasonable answer range when multiplying with fractions.
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? |
|
|
