4TH GRADE MATH STANDARDS
**NUMBERS, NUMBER SENSE, AND NUMBER OPERATIONS**
1. Identify and generate equivalent forms of fractions and decimals.
For example:
a. Connect physical, verbal and symbolic representations of
fractions, decimals and whole numbers; e.g., 1/2, 5/10, “five
tenths,” 0.5, shaded rectangles with half, and five tenths.
b. Understand and explain that ten tenths is the same as one whole
in both fraction and decimal form.
2. Use place value structure of the base-ten number system to read,
write, represent and compare whole numbers through millions and
decimals through thousandths.
3. Round whole numbers to a given place value.
4. Identify and represent factors and multiples of whole numbers
through 100, and classify numbers as prime or composite.
5. Use models and points of reference to compare commonly used
fractions.
6. Use associative and distributive properties to simplify and perform
computations; e.g., use left to right multiplication and the
distributive property to find an exact answer without paper and
pencil, such as 5 x 47 = 5 x 40 + 5 x 7 = 200 + 35 = 235.
7. Recognize that division may be used to solve different types of
problem situations and interpret the meaning of remainders; e.g.,
situations involving measurement, money.
8. Solve problems involving counting money and making change,
using both coins and paper bills.
9. Estimate the results of computations involving whole numbers,
fractions and decimals, using a variety of strategies.
10. Use physical models, visual representations, and paper and pencil to
add and subtract decimals and commonly used fractions with like
denominators.
11. Develop and explain strategies for performing computations
mentally.
12. Analyze and solve multi-step problems involving addition, subtraction,
multiplication and division using an organized approach, and verify
and interpret results with respect to the original problem.
13. Use a variety of methods and appropriate tools for computing with
whole numbers; e.g., mental math, paper and pencil, and calculator.
14. Demonstrate fluency in adding and subtracting whole numbers
and in multiplying and dividing whole numbers by 1- and 2-digit
numbers and multiples of ten.
**MEASUREMENT**
1. Relate the number of units to the size of the units used to measure
an object; e.g., compare the number of cups to fill a pitcher to the
number of quarts to fill the same pitcher.
2. Demonstrate and describe perimeter as surrounding and area as
covering a two-dimensional shape, and volume as filling
a three-dimensional object.
3. Identify and select appropriate units to measure:
a. perimeter – string or links (inches or centimeters).
b. area – tiles (square inches or square centimeters).
c. volume – cubes (cubic inches or cubic centimeters).
4. Develop and use strategies to find perimeter using string or links,
area using tiles or a grid, and volume using cubes; e.g., count
squares to find area of regular or irregular shapes on a grid, layer
cubes in a box to find its volume.
5. Make simple unit conversions within a measurement system;
e.g., inches to feet, kilograms to grams, quarts to gallons.
6. Write, solve and verify solutions to multi-step problems involving measurement.
**GEOMETRY AND SPATIAL SENSE**
1. Identify, describe and model intersecting, parallel and perpendicular
lines and line segments; e.g., use straws or other material to model
lines.
2. Describe, classify, compare and model two- and three-dimensional
objects using their attributes.
3. Identify similarities and differences of quadrilaterals; e.g., squares,
rectangles, parallelograms and trapezoids.
4. Identify and define triangles based on angle measures (equiangular,
right, acute and obtuse triangles) and side lengths (isosceles,
equilateral and scalene triangles).
5. Describe points, lines and planes, and identify models in the
environment.
6. Specify locations and plot ordered pairs on a coordinate plane,
using first quadrant points.
7. Identify, describe and use reflections (flips), rotations (turns), and
translations (slides) in solving geometric problems; e.g., use
transformations to determine if 2 shapes are congruent.
8. Use geometric models to solve problems in other areas of
mathematics, such as number (multiplication/division) and
measurement (area, perimeter, border).
**PATTERNS, FUNCTIONS, AND ALGEBRA**
1. Use models and words to describe, extend and make generalizations
of patterns and relationships occurring in computation, numerical
patterns, geometry, graphs and other applications.
2. Represent and analyze patterns and functions using words, tables
and graphs.
3. Construct a table of values to solve problems associated with a
mathematical relationship.
4. Use rules and variables to describe patterns and other relationships.
5. Represent mathematical relationships with equations or inequalities.
6. Describe how a change in one variable affects the value of a related
variable; e.g., as one increases the other increases or as one increases
the other decreases.
**DATA ANALYSIS AND PROBABILITY**
1. Create a plan for collecting data for a specific purpose.
2. Represent and interpret data using tables, bar graphs, line plots and
line graphs.
3. Interpret and construct Venn diagrams to sort and describe data.
4. Compare different representations of the same data to evaluate how
well each representation shows important aspects of the data, and
identify appropriate ways to display the data.
5. Propose and explain interpretations and predictions based on data
displayed in tables, charts and graphs.
6. Describe the characteristics of a set of data based on a graphical
representation, such as range of the data, clumps of data, and holes
in the data.
7. Identify the median of a set of data and describe what it indicates
about the data.
8. Use range, median and mode to make comparisons among related
sets of data.
9. Conduct simple probability experiments and draw conclusions from
the results; e.g., rolling number cubes or drawing marbles from a
bag.
10. Represent the likelihood of possible outcomes for chance situations;
e.g., probability of selecting a red marble from a bag containing 3 red
and 5 white marbles.
11. Relate the concepts of impossible and certain-to-happen events to
the numerical values of 0 (impossible) and 1 (certain).
12. Place events in order of likelihood and use a diagram or appropriate
language to compare the chance of each event occurring; e.g.,
impossible, unlikely, equal, likely, certain.
13. List and count all possible combinations using one member from
each of several sets, each containing 2 or 3 members; e.g., the
number of possible outfits from 3 shirts, 2 shorts and 2 pairs of
shoes.
4TH GRADE SCIENCE STANDARDS
**PHYSICAL SCIENCE**
1. Identify characteristics of a simple physical change
(e.g., heating or cooling can change water from one state to another and the change is reversible).
2. Identify characteristics of a simple chemical change.
When a new material is made by combining two or more
materials, it has chemical properties that are different from t
he original materials (e.g., burning paper, vinegar and baking soda).
3. Describe objects by the properties of the materials from which
they are made and that these properties can be used to separate or
sort a group of objects (e.g., paper, glass,
plastic and metal).
4. Explain that matter has different states (e.g., solid, liquid and gas)
and that each state has distinct physical properties.
5. Compare ways the temperature of an object can be changed
(e.g., rubbing, heating and bending of metal).
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