4th+Grade+Math

Math Apps

General Knowledge
The content is highly interactive. Children drag and drop shapes, pop bubbles, rotate and more to solve problems. The user interface is simple and clear with lots of pictures so that problem solving is fun. ★ Learn at your own pace: Splash Math enables your child to learn various math concepts at his or her own pace. After each question, the app appropriately chooses the next question according to the level of the child. Each topic contains several worksheets covering the entire syllabus and thus providing excellent math practice for your fourth grader. ★ Assign Homework: Splash Math allows parents to assign specific worksheets to their kid and track their performance in those worksheets. ★ Have fun while learning: Splash Math is built on a Space theme. As the kid goes along he discovers a lot of space objects like rockets, UFO's, space ships. Learning Math is now fun. ★ Track your child's progress: And last but not least, you can also configure the app to send you reports by email to monitor your child's activity.
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 * ||= **4th Grade Math: Splash Math Workshee t App** || ★ Easy to use:

|| $9.99 || PARENTS: Practice makes perfect with this critical-thinking math app for your child. Our 4th Grade Math App database contains hundreds of questions for each available category. Of course, we're not saying that your child will answer all of the questions, but every possible question is covered!
 * ||= **4th Grade Math** || KIDS: Just click "Go" and test yourself. Good luck!

|| $.99 ||

Use the four operations with whole numbers to solve problems.

 * **Standards** ||  ||
 * [|CCSS.Math.Content.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. ||
 * [|CCSS.Math.Content.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. ||
 * [|CCSS.Math.Content.4.OA.A.3] || 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. ||


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Gain familiarity with factors and multiples.

 * **Standard** ||  ||
 * [|CCSS.Math.Content.4.OA.B.4] || 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. ||


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Generate and analyze patterns.

 * **Standards** ||  ||
 * [|CCSS.Math.Content.4.OA.C.5] || 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. ||


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Generalize place value understanding for multi-digit whole numbers.

 * Standards ||  ||
 * [|CCSS.Math.Content.4.NBT.A.1] || 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//. ||
 * [|CCSS.Math.Content.4.NBT.A.2] || 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 ||
 * [|CCSS.Math.Content.4.NBT.A.3] || Use place value understanding to round multi-digit whole numbers to any place. ||


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Use place value understanding and properties of operations to perform multi-digit arithmetic.

 * **Standards** ||  ||
 * [|CCSS.Math.Content.4.NBT.B.4] || Fluently add and subtract multi-digit whole numbers using the standard algorithm. ||
 * [|CCSS.Math.Content.4.NBT.B.5] || Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. ||
 * [|CCSS.Math.Content.4.NBT.B.6] || 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. ||


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Extend understanding of fraction equivalence and ordering.

 * Standards ||  ||
 * [|CCSS.Math.Content.4.NF.A.1] || 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. ||
 * [|CCSS.Math.Content.4.NF.A.2] || 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 ||


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Build fractions from unit fractions

 * Standards ||  ||
 * [|CCSS.Math.Content.4.NF.B.3] || Understand a fraction //a/////b// with //a// > 1 as a sum of fractions 1///b//. ||
 * [|CCSS.Math.Content.4.NF.B.3a] || Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. ||
 * [|CCSS.Math.Content.4.NF.B.3b] || 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//. ||
 * [|CCSS.Math.Content.4.NF.B.3c] || 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. ||
 * [|CCSS.Math.Content.4.NF.B.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. ||


 * [|CCSS.Math.Content.4.NF.B.4]Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
 * [|CCSS.Math.Content.4.NF.B.4a] Understand a fraction //a/////b// as a multiple of 1///b//. //For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)//.
 * [|CCSS.Math.Content.4.NF.B.4b] Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. //For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)//
 * [|CCSS.Math.Content.4.NF.B.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 does your answer lie?//
 * [|CCSS.Math.Content.4.NF.B.4]Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
 * [|CCSS.Math.Content.4.NF.B.4a] Understand a fraction //a/////b// as a multiple of 1///b//. //For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)//.
 * [|CCSS.Math.Content.4.NF.B.4b] Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. //For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)//
 * [|CCSS.Math.Content.4.NF.B.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 does your answer lie?//
 * [|CCSS.Math.Content.4.NF.B.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 does your answer lie?//

Understand decimal notation for fractions, and compare decimal fractions.

 * [|CCSS.Math.Content.4.NF.C.5] 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 100.2 //For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100//.
 * [|CCSS.Math.Content.4.NF.C.6] 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//.
 * [|CCSS.Math.Content.4.NF.C.7] 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 a visual model.

Line Types

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 * || **Recognizing Parallel Lines - myBlee** || By rotating lines, hunting for parallel lines in a drawing, and identifying parallel edges in a cube, your child will grasp the concept of parallel lines all while having fun!

With six levels of increasing difficulty, “Identifying Parallel Lines – MyBee” is for 8 year-olds -2nd grade- and up. This lesson is also appropriate for older students -6th grade and up- who want to review their knowledge of geometry.

Our teachers have broken down each idea into easy-to-understand and remember parts, and myBlee guides the student step-by-step with engaging animations. While teaching through play, myBlee talks to the child to offer guidance, corrections, and encouragement. Since myBlee can read children’s handwriting, the student can answer just as if he or she were using a slate.

LGM Learning creates educational applications for students in primary and middle school. Designed by professors and tested by students, they are recognized for their high level of interactivity. Thanks to myBlee, students can learn, review, and understand essential concepts in mathematics all by themselves.

myBlee is designed to match the pace and level of each child, making a more enjoyable, interactive, and rewarding learning experience, in line with the student’s expectations of what learning should be-fun!

|| $1.99 ||