Objective To assess students’ progress on mathematical

content through the end of Unit 6.

460 Unit 6 Progress Check 6

Assessing Progress materials

Solve multiplication and division number stories 6 �1–6�7, 1, 2 1–5 14, 15and problems. 6 �9, 6 �10[Operations and Computation Goal 4]

Interpret a remainder in the context of a division 6 �1–6 �4, 6 �6, 2 1–3 14problem. 6 �9, 6 �10[Operations and Computation Goal 4]

Round numbers to a given place. 6 �1, 6 �3, 6 �8, 3 10[Operations and Computation Goal 6] 6 �10

Draw and measure angles with a full-circle or 6 �5–6 �8, 6 �10 4, 5 6, 7 11–13half-circle protractor. [Measurement and Reference Frames Goal 1]

Use ordered number pairs to locate points on 6 �8–6 �10 6 4 8a map.[Measurement and Reference Frames Goal 4]

Classify angles according to their measure. 6 �5–6 �8, 6 �10 3 6, 7[Geometry Goal 1]

Insert parentheses to make true number sentences. 6 �1, 6 �2, 6 �4 1 9[Patterns, Functions, and Algebra Goal 3] 6 �5, 6 �7

Building Background for Unit 7 materials

� Math Journal 1, p. 169

� Study Link Masters (Math Masters, pp. 199–202)

Math Boxes 6�11 previews and practices skills for Unit 7.

The Unit 7 Family Letter introduces families to Unit 7 topics and terms.

2

SELF ORAL/SLATE WRITTENPART A PART B

CONTENT ASSESSED LESSON(S)ASSESSMENT ITEMS

� Student Reference Book, pp. 284 and 285

� Study Link 6�10

� Assessment Masters (Assessment Handbook,pp. 179–183; 228–233, optional)

� slate; straightedge; half-circle protractor; full-circle protractor

Progress Check 6 is a cumulative assessment of concepts and skillstaught in Unit 6 and in previous units.

See the Appendix for a complete list of Grade 4 Goals.

1

Technology Technology Assessment Management SystemProgress Check 6

See the iTLG.

Additional InformationSee Assessment Handbook, pages 92–101 for additional assessment information. For assessment checklists, see pages 266–269.

� Math Message Follow-Up(Self Assessment, Assessment Handbook, p. 179)

The Self Assessment offers students the opportunity toreflect upon their progress.

� Oral and Slate AssessmentsProblems 1 and 2 provide summative information and can be used for grading purposes. Problems 3 and 4 provide formativeinformation that can be useful in planning future instruction.

Oral Assessment1. Pose the following problem. Ask students to explain and show

how parentheses can be used when writing a number modelfor this problem.

When it snows, DeShawn charges $2 for every sidewalk heshovels and $3 for every driveway he shovels. If he shovels 6 sidewalks and 3 driveways, how much does he earn? $21; (2 � 6) � (3 � 3) � 21

2. Pose the following problem. Ask students to solve the problemand explain what they did with the remainder.

Chin and his 3 friends went to the video store. They rentedseveral movies and bought snacks. The total cost was $21.00. The friends split the bill evenly. How much did each personpay? $5.25; 21 / 4 → 5 R1 The remainder of 1 represents$1.00. $1.00 divided among 4 people is $0.25.

Slate Assessment3. Students draw examples of the following types of angles on

their slates: acute, obtuse, straight, and reflex.

4. Specify locations in Region 2 by giving the latitude and longitude. Students use Student Reference Book pages 284 and 285 to name the country that is found at each location.● 40°N, 5°W Spain ● 68°N, 15°W Iceland● 50°N, 10°E Germany ● 60°N, 15°E Sweden

WHOLE-CLASS ACTIVITY

INDEPENDENTACTIVITY

1 Assessing Progress LESSON

6 �11

Name Date Time

Self Assessment ProgressCheck 6

Think about each skill listed below. Assess your own progress by checking

the most appropriate box.

1. Divide numbers

like these:

322 � 4,

457 � 3.

2. Divide numbers

like these:

181 � 66,

719 � 12.

3. Round numbers

to the nearest

ten thousand.

4. Measure angles

like these:

25, 60, 155.

5. Draw angles like

these:

30, 95, 160.

6. Plot ordered

number pairs on

a coordinate grid.

Skills I can do this on I can do this on I can do this ifmy own and explain my own. I get help or look

how to do it. at an example.

Assessment Handbook, p. 179

Assessment Master

Lesson 6 �11 461

Getting Started

Study Link 6�10 Follow-UpPartners compare answers. Ask volunteers toshare different ways to solve the problems.

Math Message • Self AssessmentComplete the Self Assessment (AssessmentHandbook, page 179).

`1. There are 38 cookies in a box. Tina and her two

sisters decide to share them equally. How many whole

cookies will each girl get?

Number model:

Answer: cookies

2. Grace baked 76 muffins for a class breakfast. She put the

muffins on plates. Each plate holds 8 muffins. How many

plates were needed to hold all of the muffins?

Number model:

Answer: plates

Divide. If there is a remainder, write it as a fraction.

3. 5��8�4� Answer:

4. 168 � 8 Answer:

5. Mrs. Green wants to buy a washing machine and pay for it

in 1 year. L-Mart offers two plans, and she wants to choose

the cheaper one.

Plan A: $7 each week; a total of 52 payments.

Plan B: $27 each month; a total of 12 payments.

Which plan would cost less?

Explain your answer.

LESSON

6 �11 Written Assessment

Name Date Time

ProgressCheck 6

Part A

12

10

38 / 3 ∑ 12 R2

76 � 8 ∑ 9 R4

16�45

�

21

Plan B

Sample answer: Plan A would cost

$7 º 52 � $364, but Plan B would only

cost $27 º 12 � $324.

Assessment Handbook, p. 180

Assessment Master

462 Unit 6 Progress Check 6

Name Date Time

8. Plot and label each point on

the coordinate grid.

A (5,2)

B (3,2)

C (1,1)

D (1,2)

E (3,5)

9. Insert parentheses to make these 10. Round these numbers to the nearest

number sentences true. ten thousand.

a. 4 � 6 º 3 � 30 a. 670,299

b. 36 � 8 º 2 � 5 º 4 b. 7,239,041

c. 2 � 7 º 6 � 2 º 2 º 11 c. 22,513,748

d. 9 � 6 º 3 � 3 � 9 d. 380,755,119

35

CA

B

D F

E

10 2 3 4 5 6

1

0

2

4

3

5

6

y

x

ABC

D

E

( )( )

( ) ( )

( )

( ) 670,000

7,240,000

380,760,000

Written Assessment continuedLESSON

6�11

6. angle type: acute right obtuse

çBCA:°

7. angle type: acute right obtuse

çEDF:°

For each angle, circle the type. Then measure and record your measurements.

160

22,510,000

Assessment Handbook, p. 181

Assessment Master

� Written Assessment(Assessment Handbook, pp. 180–182)

Part A Recognizing Student AchievementProblems 1–10 provide summative information and may be usedfor grading purposes.

Problem(s) Description

1, 2 Solve division number stories; interpret remainders.

3, 4 Divide multidigit numbers by 1-digit divisors; express remainders as fractions.

5 Multiply multidigit numbers and compare them.

6, 7 Classify and measure angles.

8 Plot points on a coordinate grid.

9 Insert parentheses.

10 Round numbers.

Part B Informing InstructionProblems 11–15 provide formative information that can be usefulin planning future instruction.

Problem(s) Description

11–13 Draw and measure angles.

14, 15 Divide multidigit numbers by 2-digit divisors; express remainders as fractions.

� Open Response(Assessment Handbook, p. 183)

A Trip to Adventure LandThe open response item requires students to applyconcepts and skills from Unit 6 to solve a multistepproblem. See Assessment Handbook, pages 95–99 forrubrics and students’ work samples for this problem.

� Midyear Assessment (Assessment Handbook, pp. 228–233)

The Midyear Assessment (Assessment Handbook, pages 228–233)provides an additional assessment opportunity that you may useas part of your balanced assessment plan. This assessment coverssome of the important concepts and skills presented in FourthGrade Everyday Mathematics. It should be used to complementthe ongoing and periodic assessments that appear within lessonsand at the end of the units. Please see pages 100 and 101 in theAssessment Handbook for further information.

INDEPENDENTACTIVITY

INDEPENDENTACTIVITY

INDEPENDENTACTIVITY

Name Date Time

py

gg

p

11. Measure reflex angle HGI. °12. Draw reflex angle ZYX so that

it measures 265°.

13. Three students measured the angle to the right.

• Tonya used her half-circle protractor.

She said the angle measures about 50°.

• Alexi used his half-circle protractor.

He said the angle measures about 130°.

• José used his full-circle protractor.

He said the angle measures about 310°.

Use your half-circle protractor and your full-circle protractor to measure the angle.

Do you agree with Tonya, Alexi, or José? Why?

Divide. If there is a remainder, write it as a fraction.

14. 314 / 12 15. 26��4�9�4�

Answer: Answer:

Part B

225

G

I

H

Y

Z

X

19

Written Assessment continuedLESSON

6�11

The acute angle is 50°, but the reflex angle is 310°. Alexi must have

used the wrong scale on the half-circle protractor.

Sample answer: Tonya and José; it depends which way you measure.

26�122�, or 26 �

16

�

Assessment Handbook, p. 182

Assessment Master

� Math Boxes 6�11(Math Journal 1, p. 169)

Mixed Practice This Math Boxes previews Unit 7 content.

� Study Link 6�11:Unit 7 Family Letter(Math Masters, pp. 199–202)

Home Connection The Unit 7 Family Letter providesparents and guardians with information and activitiesrelated to Unit 7 topics.

Planning Ahead

Before students move from Math Journal 1 to Math Journal 2,have them copy the line segments they drew on the Route Map inMath Journal 1, pages 172 and 173 onto the Route Map in MathJournal 2, pages 330 and 331. This will show their trip route todate. Then they complete the World Tour using the Route Map inMath Journal 2.

INDEPENDENTACTIVITY

INDEPENDENTACTIVITY

2 Building Background for Unit 7Name Date Time

A Trip to Adventure Land

The students in Ms. Brown’s and Mr. Ron’s classes at Ridge Elementary School

are going on a field trip to Adventure Land. There are 28 students in each class.

Mr. Ron's class secretary has the following information about admission prices:

Adventure Land

Special Group Rates:

One Class—$60.00

Adults (1 for every 10 students)—Free

It costs $80.00 to rent a bus for a day. One bus can hold 66 people.

Calculate the amount of money each student needs to pay for the trip.

Explain your strategy below.

See the Assessment Handbook for rubrics andstudents’ work samples.

LESSON

6 �11 Open Response ProgressCheck 6

Assessment Handbook, p. 183

Assessment Master

Unit 7: Family Letter

Name Date Time

Fractions and Their Uses; Chance and ProbabilityOne of the most important ideas inmathematics is the concept that a numbercan be named in many different ways. Forexample, a store might advertise an item at�12

� off its original price or at a 50% discount—both mean the same thing. Much of themathematics your child will learn involvesfinding equivalent names for numbers.

A few weeks ago, the class studied decimals as a way of naming numbers between wholenumbers. Fractions serve the same purpose. After reviewing the meaning and uses offractions, students will explore equivalent fractions—fractions that have the same value,such as �

12

�, �24

�, �36

�, and so on. As in past work with fractions, students will handle concreteobjects and look at pictures, because they first need to “see” fractions in order tounderstand what fractions mean.

Fractions are also used to express the chance that an event will occur. For example, ifwe flip a coin, we say that it will land heads-up about �

12

� of the time. The branch ofmathematics that deals with chance events is called probability. Your child will begin to study probability by performing simple experiments.

Please keep this Family Letter for reference as your child works through Unit 7.

1 c

c3

4

c

c

1

2

1

450 mL

100 mL

150 mL

200 mL

250 mL

A measuring cup showing fractional increments

STUDY LINK

6�11

Math Masters, pp. 199–202

Study Link Masters

Lesson 6 �11 463

169

Math Boxes LESSON

6�11

Date Time

4. a. Shade �56

� of

the hexagon.

b. Shade �23

� of

the hexagon.

5. Design a spinner such that it is more likely

that you will land on red than on green.

red

green

Sample answer:

1. Fill in the missing fractions on the number lines.

a.

b.

2. Draw 12 balloons. Circle �152� of the balloons.

Mark X on �14

� of the balloons.

3. Write five names for �14

�.

149

84

44

44

Sample answer:

1�45

�1�35

� 2�15

�2

125 22

5

3�12

� 4�12

�43

2 12

5

Sampleanswers:

�14�

$0.2525%

Sample answers:

�146�

�1400�

�18

� � �18

�

Math Journal 1, p. 169

Student Page