Technology Technology Technology Additional InformationSee Assessment Handbook, pages 118–125 for additional assessment information. For assessment checklists, see pages 278–281.

Technology Assessment Management System

Progress Check 9See the iTLG.

Objective To assess students’ progress on mathematical

content through the end of Unit 9.

774 Unit 9 Progress Check 9

Assessing Progress materials

Find a fraction or a percent of a number. 9�1–9�9 1, 2 4 1, 2, 6 11, 12[Number and Numeration Goal 2]

Rename fractions as decimals and percents. 9�1–9�8, 3 3 3–5[Number and Numeration Goal 5] 9�9Use an estimation strategy to divide decimals 9�9 4 1 15, 16by whole numbers. [Operations and Computation Goal 6]

Use an estimation strategy to multiply decimals 9�8 4 2 13, 14by whole numbers. [Operations and Computation Goal 6]

Find the area and perimeter of polygons. 9�2, 9�4, 9�5, 5 7–9[Measurement and Reference Frames Goal 2] 9�6, 9�9Insert grouping symbols to make number 9�5, 9�7, 9�9 6 10sentences true.[Patterns, Functions, and Algebra Goal 3]

Building Background for Unit 10 materials� Math Journal 2, p. 273� Study Link Masters (Math Masters, pp. 300–303)

Math Boxes 9�10 previews and practices skills for Unit 10.The Unit 10 Family Letter introduces families to Unit 10 topics and terms.

2

SELF ORAL/SLATE WRITTENPART A PART B

CONTENT ASSESSED LESSON(S)ASSESSMENT ITEMS

� Study Link 9�9� Assessment Masters (Assessment Handbook,

pp. 195–199)� markers or crayons� calculator

Progress Check 9 is a cumulative assessment of concepts and skillstaught in Unit 9 and in previous units.

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

1

� Math Message Follow-Up(Assessment Handbook, p. 195)

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

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

Oral Assessment1. On the board, write division number sentences in which a

decimal is divided by a whole number. Students explain thestrategy that they used to locate the position of the decimalpoint in the quotient. Suggestions:● 98.5 / 5 � 1 9 7 19.7● 1.96 / 4 � 4 9 0 0 0.49● 407.82 / 8 � 5 0 9 7 7 5 50.9775

2. On the board, write multiplication number sentences in whichone factor is a whole number and the other factor is a decimal.Students explain the strategy that they used to locate the position of the decimal point in the product. Suggestions:● 15 � 2.08 � 3 1 2 0 31.20● 0.89 � 475 � 4 2 2 7 5 422.75● 14 � 0.9 � 1 2 6 12.6

Slate Assessment3. Write fractions on the board. Students write the equivalent

decimal and percent. Suggestions:● �1

30� 0.3, 30% ● �1

300� 0.03, 3% ● �

15� 0.20, 20%

● �170� 0.7, 70% ● �

12� 0.50, 50% ● �

25� 0.40, 40%

WHOLE-CLASS

ACTIVITY

INDEPENDENT

ACTIVITY

1 Assessing Progress LESSON

9 �10

Name Date Time

Self Assessment ProgressCheck 9

Think about each skill listed below. Assess your own progress by checking the most appropriate box.

1. Solve “fraction-of” problems like these:

�14� of 20 �

35� of 15

2. Solve discountnumber stories.

3. Rename fractionslike these asdecimals andpercents:

�11050�, �1

60�, �

34�, �

15�

4. Solve decimalmultiplication anddivision problemslike these:4.5 � 7 56.7 / 59.82 � 6 345.6 / 4

5. Find the area andperimeter ofrectangles,parallelograms, and triangles.

6. Use parentheses innumber sentences.

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. 195

Assessment Master

Lesson 9�10 775

Getting Started

Study Link 9�9 Follow-Up Have small groups of students share the estimationstrategies they used to place the decimal point inProblems 1–6.

Math Message • Self AssessmentComplete the Self Assessment. (AssessmentHandbook, page 195 ).

LESSON

9 �10 Written Assessment

Name Date Time

ProgressCheck 9

1. Gloria made 15 out of 20 shots in the school basketball free-throw contest.

a. What fraction of the shots did she make?

b. What percent of the shots did she make?

c. At this rate, how many shots would she make if she took 100 shots? shots

2. Jimmy set a goal of jogging a total of 100 miles over the summer. He filled in the grid at the right to keep track of the miles he ran. During the first two weeks of June, he jogged 20 miles.

a. What fraction of 100 miles did he jog in 2 weeks?

b. What percent of 100 miles did he jog?

c. At this rate, how many weeks will it take him to jog 100 miles? weeks

3. Fill in the table of equivalent fractions, decimals, and percents.

75%

20%

10

75

Part A

�130�

�12�

25%

�34�

0.80

�55�

0.3 30%0.5 50%0.250.75 75%

80%100%

Fraction Decimal Percent

�1250� or �

34�

�12000� or �

15�

1

�14� or �1

2050�

�180� or �

45�

Assessment Handbook, p. 196

Assessment Master

776 Unit 9 Progress Check 9

Name Date Time

Written Assessment continuedLESSON

9 �10

4. Use a calculator to rename each fraction as a decimal.

a. �176� � b. �2

35� � c. �3

62� �

5. Use a calculator to rename each fraction as a percent.

a. �38� � b. �

11

56� � c. �9

36� �

6. Shade 40% of the grid at the right.

a. What fraction of the grid did you shade?

b. Write this fraction as a decimal.

c. What percent of the grid is NOT shaded?

Find the area and perimeter of each polygon. Write number models to show what you did to get the answers. Include the correct units.

7. Area = Number model:

Perimeter = Number model:

8. Area = Number model:

Perimeter = Number model:

9. Area = Number model:

Perimeter = Number model:

�14000�, �1

40�, or �25�

0.4375 0.12 0.1875

3.125%93.75%37.5%

0.4

60%

6 cm

2 cm

6 � 2 � 1212 cm2

16 cm 6 � 2 � 6 � 2 � 16

(2 � 5) � (2 � 10) � 30

10 m

5 m4 m

10 ft 10 ft8 ft

12 ft

10 � 4 � 4040 m2

30 m

�12� � 12 � 8 � 4848 ft2

10 � 10 � 12 � 32

32 ft

Sample answers for number models vary.

Assessment Handbook, p. 197

Assessment Master● �1

90� 0.9, 90% ● �

14� 0.25, 25% ● �

35� 0.60, 60%

● �15070� 0.57, 57% ● �

34� 0.75, 75% ● �

45� 0.80, 80%

4. Pose “percent-of ” and “fraction-of ” problems. Suggestions:● �

13� of 90 30 ● 25% of 24 6

● �23� of 90 60 ● 75% of 24 18

● �15� of 20 4 ● 10% of 50 5

● �45� of 20 16 ● 30% of 50 15

� Written Assessment(Assessment Handbook, pp. 196–198)

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

Problem(s) Description

1, 2 Write a ratio as a fraction and a percent.Interpret a percent.

3 Fill in a table of equivalent fractions, decimals,and percents.

4 Use a calculator to rename fractions as decimals.

5 Use a calculator to rename fractions as percents.

6 Shade a percent of a region. Write the percent asa fraction and a decimal.

7–9 Find the area and perimeter of a rectangle,parallelogram, and triangle.

10 Insert parentheses to make number sentencestrue.

Part B Informing InstructionProblems 11–16 provide formative information that can be usefulin planning future instruction.

Problem(s) Description

11, 12 Use the percent of discount to calculate thediscount and sale price of an item.

Compare a fraction of a discount and a percentof a discount.

13, 14 Use an estimation strategy to multiply decimalsby whole numbers.

15, 16 Use an estimation strategy to divide decimals bywhole numbers.

INDEPENDENT

ACTIVITY

Name Date Time

Written Assessment continuedLESSON

9 �10

10. Insert parentheses to make each number sentence true.

a. 40 � 30 � 7 � 490 b. 7 � 45 � 16 � 22

c. 55 � 30 / 5 � 5 d. 50 � 13 � 7 � 5 � 2

11. Susan bought a coat that cost $150. She had a coupon for a 10% discount.

a. How much money did she b. How much did she save with the discount? pay for the coat?

12. Randy plans to buy a color television. The model he wants costs $200 at L-Mart and $220 at Al’s Department Store. In spring, L-Mart put thattelevision on sale at a savings of �

14� off the regular price. Al’s Department

Store offered a 30% discount on all items.

a. At which store should Randy buy the television?

b. Explain your answer.

For each problem below, the multiplication or division has been done correctly, but thedecimal point is missing in the answer. Write a number model to show how you estimatedthe answer. Then correctly place the decimal point in the answer.

13. 56 � 4.2 = 2 3 5 2 14. 0.47 � 85 = 3 9 9 5

Number model: Number model:

15. 91.3 / 4 = 2 2 8 2 5 16. 297.1 / 3 = 9 9 0 3 3 3

Number model: Number model:

( )( ))( ( )

Part B

$15 $135

L-Mart

Sample answer: L-Mart: �14� � 25%; 25% of $200 � $50;

$200 � $50 � $150. Al’s: 30% of $220 � $66; $220 � $66 � $154.

50 � 4 � 200

100 / 4 � 25 300 / 3 � 100

�12� of 80 � 40

• •

• •

Assessment Handbook, p. 198

Assessment Master

� Open Response(Assessment Handbook, p. 199)

Designing a FloorThe open response item requires students to applyconcepts and skills from Unit 9 to solve a multistepproblem. See Assessment Handbook, pages 118–122 forrubrics and students’ work samples for this problem.

� Math Boxes 9�10(Math Journal 2, p. 273)

Mixed Practice This Math Boxes page previews Unit 10 content.

� Study Link 9�10:Unit 10 Family Letter(Math Masters, pp. 300–303)

Home Connection The Unit 10 Family Letter providesparents and guardians with information and activitiesrelated to Unit 10 topics.

INDEPENDENT

ACTIVITY

INDEPENDENT

ACTIVITY

2 Building Background for Unit 10

INDEPENDENT

ACTIVITY

Name Date Time

Open Response ProgressCheck 9

Designing a Floor

Mrs. Wyman is tiling her floor in a colorful pattern. She knows what colors she wants to use and what percent of the floor each color will be.

1. Find how many tiles of each color Mrs. Wyman needs. Show and explain your work.

2. Make a design using Mrs. Wyman’s tiles on the grid below.

Color Percent of Tiles Number of Tiles

Blue 40%Red 25%Yellow 20%Green 10%OrangeTotal 160

See the Assessment Handbook for rubrics andstudents’ work samples.

LESSON

9 �10

Assessment Handbook, p. 199

Assessment Master

Lesson 9�10 777

273

Math Boxes LESSON

9 � 10

Date Time

5. Name four numbers greater than �8 and less than �5.

�7�13�

�5.5�6�7

1. Use a straightedge to draw the line of symmetry.

3. Draw the mirror image of the figure shownon the left of the vertical line.

4. a. Which is warmer, �9.4�C or �11.2�C?

b. How many degrees warmer?

c. Which is colder, �19.3�C or �12.8�C?

d. How many degrees colder?

6.5�C

�19.3�C

1.8�C

�9.4�C

139

60 139

60

106 109

60

2. What temperature is it?

°F �6

109

Sampleanswers

Sampleanswers

6. Name four numbers less than 2 and greater than �1.

0.5�0.8

1�12�

��14�

0

10

20

–10

°F

Math Journal 2, p. 273

Student PageSTUDY LINK

9 �10 Unit 10: Family Letter

Name Date Time

Reflections and SymmetryIn this unit, your child will take another look at geometry, with an emphasis on symmetry.Many objects in nature are symmetrical: flowers, insects, and the human body, to namejust a few. Symmetry is all around—in buildings, furniture, clothing, and paintings.

The class will focus on reflectional symmetry, also called line symmetry or mirrorsymmetry, in which half of a figure is the mirror image of the other half. Encourage yourchild to look for symmetrical objects, and if possible, to collect pictures of symmetricalobjects from magazines and newspapers. For example, the right half of the printed letterT is the mirror image of the left half. If you have a small hand mirror, have your childcheck letters, numbers, and other objects to see whether they have line symmetry. Theclass will use a device called a transparent mirror, which is pictured below. Studentswill use it to see and trace the mirror image of an object.

Geometry is not only the study of figures (such as lines, rectangles, and circles), but alsothe study of transformations or “motions” of figures. These motions include reflections(flips), rotations (turns), and translations (slides). Your child will use these motions tocreate pictures like the ones below, called frieze patterns.

Students will also work with positive and negative numbers, looking at them as reflectionsof each other across zero on a number line. They will develop skills of adding positive andnegative numbers by thinking in terms of credits and debits for a new company, and theywill practice these skills in the Credits/Debits Game.

Please keep this Family Letter for reference as your child works throughUnit 10.

Math Masters, pp. 300–303

Study Link Masters