Harcourt Mathematics

Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 1: Understanding Numbers and Operations

Chapter 1: Place Value and Number Sense
Websites: http://www.harcourtschool.com/activity/elab2004/gr4/1.html
http://www.adaptedmind.com/Math-Worksheets.html

Title of Website: “Place Value up to 100,000” and “4th Grade Math worksheets” (Place Value
through hundred thousands)

Chapter 2: Compare and Order Numbers

Websites: http://www.harcourtschool.com/activity/elab2004/gr4/2.html
http://www.adaptedmind.com/p.php?tagId=542

Title of Website: “Ordering Numbers” and “Comparing Numbers”

Chapter 3: Add and Subtract Greater Numbers

Website: http://www.funbrain.com/tens/index.html

Title of Website: “Place Value Puzzler”

Chapter 4: Algebra: Use Addition and Subtraction

Website: http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-
millionaire.html
http://www.ixl.com/math/grade-4/write-variable-expressions-word-problems
http://pbskids.org/cyberchase/math-games/stop-creature/

Title of Website: “Algebraic Expressions Millionaire,” “Write Variable Expressions: Word

Problems,” and “Stop that Creature (Function Machines)

COMMON CORE STANDARDS ADDRESSED:

Math 2 (Number and Operations in Base Ten): “Read and write multi-digit whole numbers
using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers
based on meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.”

Math 5 (Operations and Algebraic Thinking-Generate and analyze patterns): Generate a

number or shape pattern that follows a given rule. Identify apparent features of the pattern that
were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number
1, generate terms in the resulting sequence and observe that the terms appear to alternate
between odd and even numbers. Explain informally why the numbers will continue to alternate
in this way.

Lesson Recommendations: To reinforce place value concepts at the high, middle, or low
math number sense levels, these websites can support the place value material presented either
through introduction, practice, reinforcement, or expansion of the concepts.
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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 2: Data, Graphing, and Time

Chapter 5: Collect and Organize Data
Websites: http://www.harcourtschool.com/activity/elab2004/gr4/25.html
http://nces.ed.gov/nceskids/createagraph/

Title of Website: “Finding Median and Mode” and “Create a Graph”

Chapter 6: Analyze and Graph Data

Websites: http://www.harcourtschool.com/activity/elab2004/gr4/26.html
http://nces.ed.gov/nceskids/createagraph/

Title of Website: “Exploring Double Bar Graphs” and “Create a Graph”

Chapter 7: Understanding Time

Website(s): http://www.harcourtschool.com/activity/telling_time_gr4/
http://www.harcourtschool.com/activity/elab2004/gr4/15.html
http://www.quia.com/mc/66516.html

Title of Website: “Telling Time,” “Elapsed Time of a Clock,” and “Memory Game for Elapsed
Time”

COMMON CORE STANDARDS ADDRESSED:

Math 2 (Measurement and Data): “Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and money, including problems
involving simple fractions or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.”

Math 4 (Represent and Interpret Data): Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and
subtraction of fractions by using information presented in line plots. For example, from a line
plot find and interpret the difference in length between the longest and shortest specimens in an
insect collection.

Lesson Recommendations: A visual representation of concepts at the high, middle, or

low math data, graphing and time levels. These websites can support the measurement and data
material presented either through introduction, practice, reinforcement, or expansion of the
concepts.
Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 3: Multiplication and Division Facts

Chapter 8: Practice Multiplication and Division Facts
Websites: http://www.harcourtschool.com/activity/operation_power
http://www.multiplication.com/games
http://www.funbrain.com/math/

Title of Website: “Operation Restore Power (Problem Solving)”, “Cone Crazy (Hard),” and
“Math Baseball (Choose Multiplication or Division and Level)”

Chapter 9: Algebra: Use Multiplication and Division Facts

Websites: http://www.harcourtschool.com/activity/escape_planet_x/
http://www.funbrain.com/math/

Title of Website: “Escape from Planet X” and “Math Baseball (Choose Multiplication or
Division and Algebraic style)””

COMMON CORE STANDARDS ADDRESSED:

Math 1 (Operations and Algebraic Thinking): 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.

Math 2 (Operations and Algebraic Thinking): 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.

Math 3 (Operations and Algebraic Thinking): Generate a number or shape pattern that
follows a given rule. Identify apparent features of the pattern that were not explicit in the rule
itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the
resulting sequence and observe that the terms appear to alternate between odd and even
numbers. Explain informally why the numbers will continue to alternate in this way.

Lesson Recommendations: To reinforce basic multiplication and division concepts at the

high, middle, or low math number sense levels, these websites can support these skills presented
either through introduction, practice, reinforcement, or expansion of the concepts.

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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 4: Multiply by 1- and 2- Digit Numbers

Chapter 10: Multiply By 1-Digit Numbers
Websites: http://www.harcourtschool.com/activity/mmath/mmath_knack.html
http://www.mathplayground.com/multiplication03.html

Title of Website: “Mighty Math Calculating Crew” and “Math Playground”

Chapter 11: Understand Multiplication

Websites: http://www.quia.com/rr/10206.html
http://www.ixl.com/math/grade-4/multiplication-patterns-over-increasing-place-values

Title of Website: “Multiplication Millionaire” and “IXL- Multiplication Patterns with increasing
place value”

Chapter 12: Multiply By 2-Digit Numbers

Websites: http://www.harcourtschool.com/activity/escape_planet_x/
http://www.ixl.com/math/grade-4/multiply-a-2-digit-number-by-a-larger-number-complete-the-
missing-steps

Title of Website: “Escape from Planet X” and “IXL-Fourth Grade”

COMMON CORE STANDARDS ADDRESSED:

Math 1 (Operations and Algebraic Thinking): Interpret a multiplication equation as a

comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5times as many as 7 and 7 times as
many as 5. Represent verbal statements of multiplicative comparisons as multiplication
equations.

Math 2 (Operations and Algebraic Thinking): 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

Math 1 (Number and Operations in Base Ten): Recognize that in a multi-digit whole
number, a digit in one place represents ten times what it represents in the place to its right. For
example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Lesson Recommendations: To reinforce basic multiplication and division concepts at the

high, middle, or low math number sense levels, these websites can support these skills presented
either through introduction, practice, reinforcement, or expansion of the concepts.
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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 5: Divide by 1- and 2- Digit Divisors

Chapter 13: Understanding Division
Websites:http://www.aplusmath.com/Games/HiddenPicture/HiddenPicture.php?
gametype=Division

Title of Website: “Hidden Picture”

Chapter 14: Divide by 1-Digit Divisors

Websites: http://www.harcourtschool.com/activity/city_blocks/
http://www.harcourtschool.com/activity/elab2004/gr4/27.html

Title of Website: “City Blocks,”and “Finding the Mean”

Chapter 15: Divide By 2-Digit Divisors

Websites: http://www.harcourtschool.com/activity/operation_thunderstorm/

Title of Website: “Operation Thunderstorm (Problem solving using all operations)”

Chapter 16: Patterns with Factors and Multiples

Websites: http://www.harcourtschool.com/activity/elab2004/gr4/7.html
http://www.helpingwithmath.com/resources/games/prime/prime01.html

Title of Website: “Prime and Composite,” and “Prime or Composite Number?”

COMMON CORE STANDARDS ADDRESSED:

Math 2 (Operations and Algebraic Thinking): 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

Math 3 (Operations and Algebraic Thinking): Solve multistep word problems posed with
whole numbers and having whole-number answers using the four operations, including problems
in which remainders must be interpreted. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding and explain why a rounded solution
is appropriate

Math 4 (Operations and Algebraic Thinking): Find all factor pairs for a whole number in the
range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine
whether a given whole number in the range 1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range 1–100 is prime or composite.

Math 1 (Number and Operations in Base Ten): Recognize that in a multi-digit whole
number, a digit in one place represents ten times what it represents in the place to its right. For
example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Math 3 (Number and Operations in Base Ten): Use place value understanding to round multi-
digit whole numbers to any place.

Math 6 (Number and Operations in Base Ten): Find whole-number quotients and remainders
with up to four-digit dividends and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area models.

Lesson Recommendations: To reinforce division concepts at the high, middle, or low

math number sense levels, these websites can support these skills presented either through
introduction, practice, reinforcement, or expansion of the concepts.
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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 6: Fractions and Decimals

Chapter 17: Understanding Fractions
Websites: http://www.hbschool.com/activity/con_math/g04c20.html
http://www.hbschool.com/activity/elab2004/gr4/8.html

Title of Website: “Equivalent Fraction Puzzle,” and “Equivalent Fractions”

Chapter 18: Add and Subtract Fractions and Mixed Numbers

Websites: http://www.hbschool.com/activity/elab2004/gr4/10.html
http://www.hbschool.com/activity/elab2004/gr4/11.html
http://www.hbschool.com/activity/operation_domino/
http://funschool.kaboose.com/formula-fusion/number-fun/games/game_action_fraction.html

Title of Website: “Fraction Man,” “Adding Unlike Fractions”, “Subtracting Unlike Fractions,”
and “Action Fraction”

Chapter 19: Understand Decimals

Websites: http://www.hbschool.com/activity/con_math/g04c22a.html
http://www.hbschool.com/activity/match_fractions_decimals4/

Title of Website: “Match Fractions, Mixed Numbers and Decimals,” and “Match Fractions and
Decimals”

Chapter 20: Add and Subtract Decimals

Websites: http://www.math-play.com/rounding-decimals-game-1/rounding-decimals-game.html
http://www.math-play.com/soccer-math-adding-decimals-game/adding-decimals-game.html
http://www.math-play.com/subtracting-decimals-game/subtracting-decimals-game.html

Title of Website: “Soccer Math (round, adding, subtraction)”

COMMON CORE STANDARDS ADDRESSED:

Math 1 (Number and Operations - Fractions): Explain why a fraction a/b is equivalent to a
fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are the same size. Use this
principle to recognize and generate equivalent fractions.

Math 2 (Number and Operations - Fractions): Compare two fractions with different
numerators and different denominators, e.g., by creating common denominators or numerators,
or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only
when the two fractions refer to the same whole. Record the results of comparisons with symbols
>, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Math 3 (Number and Operations -Fractions): Understand a fraction a/b with a > 1 as a sum
of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the
same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one
way, recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the relationship
between addition and subtraction.
d. 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.

Math 5 (Number and Operations - Fractions): 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 100.4 For example, express 3/10 as 30/100, and add 3/10 +
4/100 = 34/100.

Math 6 (Number and Operations - Fractions): 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.

Math 7 (Number and Operations - Fractions): 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 the number line or another visual model.

Lesson Recommendations: To reinforce Fractions and decimals concepts at the high,

middle, or low math number sense levels, these websites can support these skills presented either
through introduction, practice, reinforcement, or expansion of the concepts.
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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 7: Measurement, Algebra, and Graphing

Chapter 21: Customary Measurement
Websites: http://www.hbschool.com/activity/con_math/g04c24.html
http://www.sheppardsoftware.com/math.htm#measurement
http://www.rickyspears.com/rulergame/

Title of Website: “Match equivalent customary measurement,” “Measurement,” and “Ruler

Game”

Chapter 22: Metric Measurement

Websites: http://www.hbschool.com/activity/length_strength4/
http://www.sheppardsoftware.com/math.htm#measurement

Title of Website: “Length Strength,” and “Measurement”

Chapter 23: Algebra: Explore Negative Numbers

Websites:

Title of Website:

Chapter 24: Explore the Coordinate Grid

Websites: http://www.funbrain.com/cgi-bin/co.cgi?A1=s&A2=0

Title of Website: “What’s the Point”

COMMON CORE STANDARDS ADDRESSED:

Math 1 (Measurement and Data): Know relative sizes of measurement units within one
system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long
as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and
inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

Lesson Recommendations: To reinforce measurement, algebra, and graphing concepts at

the high, middle, or low math number sense levels, these websites can support these skills
presented either through introduction, practice, reinforcement, or expansion of the concepts.
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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 8: Geometry
Chapter 25: Plane Figures
Websites: http://www.hbschool.com/activity/elab2004/gr4/19.html
http://www.mathleague.com/help/geometry/polygons.htm

Title of Website: “More about Symmetry,” and “Figures and Polygons”

Chapter 26: Perimeter and Area of Plane Figures

Websites: http://www.hbschool.com/activity/elab2004/gr4/20.html

Title of Website: “Exploring Area”

Chapter 27: Solid Figures and Volume

Websites: http://www.hbschool.com/activity/mmath/mmath_dr_gee.html
http://www.hbschool.com/menus/math2002/ca/gr4.html#7

Title of Website: “Dr. Gee’s 3D Lab”, and “Patterns for Solid Figures”

Chapter 28: Measure and Classify Plane Figures

Websites: http://www.aaamath.com/B/geo318x2.htm#section3 (Scroll down page)

Title of Website: “What type of triangle?”

COMMON CORE STANDARDS ADDRESSED:

Math 1 (Measurement and Data): Know relative sizes of measurement units within one
system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long
as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and
inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

Lesson Recommendations: To reinforce geometry concepts at the high, middle, or low

math number sense levels, these websites can support these skills presented either through
introduction, practice, reinforcement, or expansion of the concepts.
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Harcourt Mathematics
Text Website: http://www.harcourtschool.com/menus/math2002/ca/gr4.html#0

Unit 9: Probability
Chapter 29: Outcomes
Websites: http://www.hbschool.com/activity/elab2004/gr4/24.html
http://www.hbschool.com/activity/elab2004/gr4/28.html

Title of Website: “Organizing Data,” and “Predicting Outcomes””

Chapter 30: Probability

Websites: http://www.hbschool.com/activity/probability_circus/
http://jmathpage.com/JIMSProbabilitypage.html

Title of Website: “Probability Circus” and “Spinners, Dice, Coins and More”

COMMON CORE STANDARDS ADDRESSED:

Math _ (_____________________________):

Lesson Recommendations: To reinforce Probability concepts at the high, middle, or low

math number sense levels, these websites can support these skills presented either through
introduction, practice, reinforcement, or expansion of the concepts.
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