MA 4.1.1: Students will represent and show relationships among positive rational numbers within the base-ten number system.
MA 4.1.1.b: Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6 +.2 +.03)
MA 4.1.1.c: Compare and order whole numbers and decimals through the hundredths place (e.g., money)
MA 4.1.1.e: Represent a fraction as parts of a whole and/or parts of a set
MA 4.1.1.f: Use visual models to find equivalent fractions (e.g., 2/4 = 1/2, 2/8 = 1/4, 1 = 2/2 = 5/5, 3/3)
MA 4.1.1.h: Locate fractions on a number line
MA 4.1.1.i: Round a whole number to millions
MA 4.1.2: Students will demonstrate the meaning of division with whole numbers.
MA 4.1.2.a: Use drawings, words, and symbols to explain the meaning of division [(e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?)]
MA 4.1.3: Students will compute fluently and accurately using appropriate strategies and tools.
MA 4.1.3.b: Add and subtract decimals to the hundredths place (e.g., money)
MA 4.2.1: Students will classify two-dimensional shapes and three-dimensional objects.
MA 4.2.1.a: Identify two- and three-dimensional shapes according to their sides and angle properties
MA 4.2.1.d: Identify the property of congruency when dealing with plane geometric shapes
MA 4.2.2: Students will describe locations using coordinate geometry.
MA 4.2.2.a: Identify the ordered pair of a plotted point in first quadrant by its location (e.g., (2, 3) is a point two right and three up from the origin)
MA 4.2.3: Students will identify simple transformations.
MA 4.2.3.a: Given two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to create a transformed shape
MA 4.2.5: Students will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units.
MA 4.2.5.c: Solve problems involving elapsed time
MA 4.2.5.d: Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)
MA 4.2.5.e: Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units
MA 4.2.5.f: Measure weight and temperature using customary units
MA 4.2.5.g: Compute simple unit conversions for length within a system of measurement
MA 4.3.1: Students will represent and analyze relationships.
MA 4.3.1.a: Describe, extend, and apply rules about numeric patterns
MA 4.3.1.d: Select appropriate operational and relational symbols to make a number sentence true
MA 4.3.3: Students will identify and apply properties of whole numbers to solve equations involving multiplication and division.
MA 4.3.3.c: Use symbolic representations of the commutative property of multiplication (e.g., 2 * 3 = "Delta" * 2)
MA 4.4.1: Students will organize, display, compare, and interpret data.
MA 4.4.1.a: Represent data using dot/line plots
MA 4.4.1.b: Compare different representations of the same data
MA 4.4.1.c: Interpret data and draw conclusions using dot/line plots
MA 4.4.1.d: Find the mode and range for a set of whole numbers
MA 4.4.1.e: Find the whole number mean for a set of whole numbers
MA 4.4.3: Students will find, describe, and compare experimental probabilities.
MA 4.4.3.a: Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely, or less likely)
Correlation last revised: 4/4/2018