<p>GRADE 4 MATH COMMENT STARTERS</p><p>NOTE: $ = Name, @ = he/she # = his/her</p><p>Number (Approaching) - has difficulty representing whole numbers to 10 000 using pictures and words, therefore @ …</p><p>- is working towards describing whole numbers to 10 000 using pictures and words, thus @ …</p><p>- needs support to compare numbers to 10 000</p><p>- needs to practice sequencing numbers to 10 000 in increasing or decreasing order</p><p>- struggles to add 3 and 4-digit numbers consistently, for example can add without regrouping but has difficulty with adding with regrouping, therefore @ …</p><p>- has difficulty consistently subtracting 3 and 4-digit numbers, for example can subtract without regrouping but struggles with regrouping</p><p>- is working towards gaining personal strategies to recall basic addition and subtraction facts (doubles 5+5, near doubles 5+4, make 10, etc.), thus @ …</p><p>- needs support to estimate sums and differences with addition or subtraction of 3 or 4-digit numbers</p><p>- struggles with solving problems involving addition and subtraction of 3 and 4-digit numbers</p><p>- has difficulty explaining the rule for calculating the answer to multiplying numbers by 1 or 0</p><p>- needs support to explain the rule for dividing numbers by 1</p><p>- 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)</p><p>- has difficulty solving 2-digit by 1-digit division questions with and without remainders, therefore @ is encouraged to…</p><p>- struggles to explain that fractions are equal parts of a whole</p><p>- needs support to represent fractions less than or equal to one using manipulatives or pictures, therefore @ …</p><p>- has difficulty identifying the appropriate fraction for a given picture</p><p>- is unable to compare and order fractions, for example…</p><p>- needs support to show how fractions relate to real life, thus @ …</p><p>- struggles to describe and represent decimals (tenths and hundredths) with numbers, pictures and words, therefore @ …</p><p>- 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 @ …</p><p>- struggles to add and subtract decimals to hundredths, @ is encouraged to</p><p>- needs support to estimate the sum or difference when adding or subtracting decimals to hundredths</p><p>- has difficulty using mental math strategies to solve problems involving addition and subtraction of decimals to hundredths</p><p>Number (Meeting) - represents whole numbers to 10 000 using pictures and words, demonstrated through…</p><p>- can describe whole numbers to 10 000 using pictures and words</p><p>- compares number to 10 000 (greater than, less than, equal), for example…</p><p>- sequences numbers to 10 000 by putting the numbers in increasing or decreasing order </p><p>- adds 3 and 4-digit numbers with and without regrouping</p><p>- subtracts 3 and 4-digit numbers with and without regrouping</p><p>- 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</p><p>- solves problems involving addition and subtraction of 3 and 4-digit numbers, this is evident in…</p><p>- explains the rule for multiplication questions when multiplying by 1 or 0</p><p>- explains the rule for division questions when dividing by 1</p><p>- 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)</p><p>- 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)</p><p>- estimates the product of 2 or 3-digit multiplication questions</p><p>- 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)</p><p>- understands fractions are equal parts of a whole</p><p>- represents fractions less than or equal to one using manipulatives or pictures</p><p>- identifies the appropriate fraction for a given picture</p><p>- compares and orders fractions</p><p>- shows how fractions relate to real life, for example…</p><p>- describes and represents decimals (tenths and hundredths) with numbers, pictures and words, for example…</p><p>- 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</p><p>- adds and subtracts decimals to hundredths</p><p>- can estimate the sum or difference when adding or subtracting decimals to hundredths</p><p>- uses mental math strategies to solve problems involving addition and subtraction of decimals to hundredths</p><p>Patterns and Relations (Approaching) - needs support to identify patterns found in tables and charts, therefore @ …</p><p>- struggles to describe or give a rule for patterns found in tables and charts</p><p>- has difficulty reproducing patterns shown in a table or chart using manipulatives or pictures</p><p>- 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 @ …</p><p>- has difficulty explaining mathematical relationships between numbers using charts and diagrams when solving problems, thus @ …</p><p>- needs support to use symbols or letters in place of numbers when solving word problems, therefore @ …</p><p>- has difficulty solving one-step equations involving symbols (e.x. shapes, letters) to represent an unknown number, as a result @ …</p><p>Patterns and Relations (Meeting) - identifies patterns found in tables and charts (e.g. addition and multiplication charts), for example…</p><p>- can describe or give a rule for patterns in tables and charts, for example…</p><p>- reproduces patterns shown in a table or chart using manipulatives or pictures</p><p>- uses # understanding of patterns to solve problems by: continuing patterns, changing information, using pictures, or identify patterns provided in a table or chart</p><p>- explains mathematical relationships between numbers using charts and diagrams when solving problems, for example uses…(Carroll diagrams, Venn diagrams, T-table)</p><p>- 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</p><p>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…</p><p>- has difficulty recording time on a digital and analog clock, including 24-hour clocks, therefore @ </p><p>- 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 @ …</p><p>- struggles to find and record the area of regular and irregular shapes, therefore @ …</p><p>- needs support to estimate the area of a given shape</p><p>- has difficulty creating a shape when given a specified area</p><p>- needs reminders to select the appropriate unit when completing measurement tasks (centimetre-square, metre-square)</p><p>- has difficulty describing the common qualities of 3-D rectangles and triangles</p><p>- with assistance can build a model of 3-D rectangles and triangles</p><p>- struggles to identify real-life examples of 3-D rectangles and triangles</p><p>- struggles to demonstrate an understanding of symmetry of 2-D shapes</p><p>- 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</p><p>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…</p><p>- records time on a digital and analog clock, including 24-hour clocks</p><p>- reads and writes calendar dates in a variety of formats (yyyy/mm/dd, dd/mm/yyyy, March 21, 2008, dd/mm/yy)</p><p>- can find and record the area of regular and irregular shapes and recognizes that area is measured in square units</p><p>- can create a shape when given a specified area</p><p>- estimates the area of a given shape</p><p>- selects the appropriate unit when completing measurement tasks (centimetre-square, metre-square)</p><p>- describes the common qualities of 3-D rectangles and triangles</p><p>- can build a model of 3-D rectangles and triangles, for example…</p><p>- identifies real-life examples of 3-D rectangles and triangles, such as…</p><p>- 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</p><p>Statistics and Probability (Approaching) - has difficulty using symbols to represent numbers in a graph (e.x. one apple represents 3 people)</p><p>- needs support to construct bar graphs and/or pictographs to represent data</p><p>- struggles to gather data and draw conclusions from bar graphs and/or pictographs to answer questions based on information in the graph</p><p>Statistics and Probability (Meeting) - uses symbols to represent numbers in a graph (e.x. one apple represents 3 people)</p><p>- can construct bar graphs and/or pictographs to represent data</p><p>- is able to gather data and draw conclusions from bar graphs and/or pictographs to answer questions based on information in the graph</p>