Grade 4 Math Comment Starters

GRADE 4 MATH COMMENT STARTERS

NOTE: $ = Name, @ = he/she # = his/her

Number (Approaching) - has difficulty representing whole numbers to 10 000 using pictures and words, therefore @ …

- is working towards describing whole numbers to 10 000 using pictures and words, thus @ …

- needs support to compare numbers to 10 000

- needs to practice sequencing numbers to 10 000 in increasing or decreasing order

- struggles to add 3 and 4-digit numbers consistently, for example can add without regrouping but has difficulty with adding with regrouping, therefore @ …

- has difficulty consistently subtracting 3 and 4-digit numbers, for example can subtract without regrouping but struggles with regrouping

- is working towards gaining personal strategies to recall basic addition and subtraction facts (doubles 5+5, near doubles 5+4, make 10, etc.), thus @ …

- needs support to estimate sums and differences with addition or subtraction of 3 or 4-digit numbers

- struggles with solving problems involving addition and subtraction of 3 and 4-digit numbers

- has difficulty explaining the rule for calculating the answer to multiplying numbers by 1 or 0

- needs support to explain the rule for dividing numbers by 1

- is working towards using personal strategies to recall basic multiplication facts, needs to practice (skip counting from a known fact, using doubling or halving, using doubling or subtracting one more group, using patterns in the 9s facts, using repeated doubling)

- has difficulty solving 2-digit by 1-digit division questions with and without remainders, therefore @ is encouraged to…

- struggles to explain that fractions are equal parts of a whole

- needs support to represent fractions less than or equal to one using manipulatives or pictures, therefore @ …

- has difficulty identifying the appropriate fraction for a given picture

- is unable to compare and order fractions, for example…

- needs support to show how fractions relate to real life, thus @ …

- struggles to describe and represent decimals (tenths and hundredths) with numbers, pictures and words, therefore @ …

- needs support to identify the relationship between decimals and fractions (e.g. 0.5 can be represented as 5/10 or 50/100) and recognizing that they are equal amounts, therefore @ …

- struggles to add and subtract decimals to hundredths, @ is encouraged to

- needs support to estimate the sum or difference when adding or subtracting decimals to hundredths

- has difficulty using mental math strategies to solve problems involving addition and subtraction of decimals to hundredths

Number (Meeting) - represents whole numbers to 10 000 using pictures and words, demonstrated through…

- can describe whole numbers to 10 000 using pictures and words

- compares number to 10 000 (greater than, less than, equal), for example…

- sequences numbers to 10 000 by putting the numbers in increasing or decreasing order

- adds 3 and 4-digit numbers with and without regrouping

- subtracts 3 and 4-digit numbers with and without regrouping

- can use personal strategies to recall basic addition and subtraction facts - estimates sums and differences with adding or subtracting questions using 3 and 4 digit numbers

- solves problems involving addition and subtraction of 3 and 4-digit numbers, this is evident in…

- explains the rule for multiplication questions when multiplying by 1 or 0

- explains the rule for division questions when dividing by 1

- can recall basic multiplication facts using personal strategies such as (skip counting from a known fact, using doubling or halving, using doubling or subtracting one more group, using patterns in the 9s facts, using repeated doubling)

- demonstrates an understanding of the process of multiplication of 2 or 3-digit by 1-digit numbers, showing this by (using personal strategies, with and without manipulatives, using arrays, drawing pictures)

- estimates the product of 2 or 3-digit multiplication questions

- solves 2-digit by 1-digit division questions with and without remainders using personal strategies such as (using manipulatives, estimating, drawing pictures, relating division to multiplication)

- understands fractions are equal parts of a whole

- represents fractions less than or equal to one using manipulatives or pictures

- identifies the appropriate fraction for a given picture

- compares and orders fractions

- shows how fractions relate to real life, for example…

- describes and represents decimals (tenths and hundredths) with numbers, pictures and words, for example…

- identifies the relationship between decimals and fractions (e.g. 0.5 can be represented as 5/10 or 50/100) and recognizes that they are equal amounts

- adds and subtracts decimals to hundredths

- can estimate the sum or difference when adding or subtracting decimals to hundredths

- uses mental math strategies to solve problems involving addition and subtraction of decimals to hundredths

Patterns and Relations (Approaching) - needs support to identify patterns found in tables and charts, therefore @ …

- struggles to describe or give a rule for patterns found in tables and charts

- has difficulty reproducing patterns shown in a table or chart using manipulatives or pictures

- needs assistance to demonstrate # understanding of patterns to solve problems by continuing patterns, changing information, using pictures, or identifying patterns provided in a table or chart, as a result @ …

- has difficulty explaining mathematical relationships between numbers using charts and diagrams when solving problems, thus @ …

- needs support to use symbols or letters in place of numbers when solving word problems, therefore @ …

- has difficulty solving one-step equations involving symbols (e.x. shapes, letters) to represent an unknown number, as a result @ …

Patterns and Relations (Meeting) - identifies patterns found in tables and charts (e.g. addition and multiplication charts), for example…

- can describe or give a rule for patterns in tables and charts, for example…

- reproduces patterns shown in a table or chart using manipulatives or pictures

- uses # understanding of patterns to solve problems by: continuing patterns, changing information, using pictures, or identify patterns provided in a table or chart

- explains mathematical relationships between numbers using charts and diagrams when solving problems, for example uses…(Carroll diagrams, Venn diagrams, T-table)

- uses symbols or letters in place of numbers (e.g. 9 + a = 17) when solving problems - solves one-step equations involving symbols (e.g. shapes, letters) to represent an unknown number

Shape and Space (Approaching) - needs support to read time using a digital and analog clock, including 24-hour clocks, describing time orally and/or with numbers, @ would benefit from…

- has difficulty recording time on a digital and analog clock, including 24-hour clocks, therefore @

- needs assistance to read and write calendar dates in a variety of formats (yyyy/mm/dd, dd/mm/yyyy, March 21, 2008, dd/mm/yy), as a result @ …

- struggles to find and record the area of regular and irregular shapes, therefore @ …

- needs support to estimate the area of a given shape

- has difficulty creating a shape when given a specified area

- needs reminders to select the appropriate unit when completing measurement tasks (centimetre-square, metre-square)

- has difficulty describing the common qualities of 3-D rectangles and triangles

- with assistance can build a model of 3-D rectangles and triangles

- struggles to identify real-life examples of 3-D rectangles and triangles

- struggles to demonstrate an understanding of symmetry of 2-D shapes

- needs to work on identifying lines of symmetry in a drawing, creating a symmetrical shape, and drawing one or more lines of symmetry in a given shape

Shape and Space (Meeting) - reads time using a digital and analog clock, including 24-hour clocks, describing time orally and/or with numbers, for example…

- records time on a digital and analog clock, including 24-hour clocks

- reads and writes calendar dates in a variety of formats (yyyy/mm/dd, dd/mm/yyyy, March 21, 2008, dd/mm/yy)

- can find and record the area of regular and irregular shapes and recognizes that area is measured in square units

- can create a shape when given a specified area

- estimates the area of a given shape

- selects the appropriate unit when completing measurement tasks (centimetre-square, metre-square)

- describes the common qualities of 3-D rectangles and triangles

- can build a model of 3-D rectangles and triangles, for example…

- identifies real-life examples of 3-D rectangles and triangles, such as…

- demonstrates an understanding of symmetry of 2-D shapes by identifying lines of symmetry in a drawing, creating a symmetrical shape, and drawing one or more lines of symmetry in a given shape

Statistics and Probability (Approaching) - has difficulty using symbols to represent numbers in a graph (e.x. one apple represents 3 people)

- needs support to construct bar graphs and/or pictographs to represent data

- struggles to gather data and draw conclusions from bar graphs and/or pictographs to answer questions based on information in the graph

Statistics and Probability (Meeting) - uses symbols to represent numbers in a graph (e.x. one apple represents 3 people)

- can construct bar graphs and/or pictographs to represent data

- is able to gather data and draw conclusions from bar graphs and/or pictographs to answer questions based on information in the graph