### 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

1.4.1: The student uses place value to represent whole numbers and decimals.

1.4.1.A: use place value to read, write, compare, and order whole numbers through 999,999,999; and

1.4.1.B: use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using [concrete objects and] pictorial models.

1.4.2: The student describes and compares fractional parts of whole objects or sets of objects.

1.4.2.A: use [concrete objects and] pictorial models to generate equivalent fractions;

1.4.2.B: model fraction quantities greater than one using [concrete objects and] pictorial models;

1.4.2.C: compare and order fractions using [concrete objects and] pictorial models; and

1.4.3: The student adds and subtracts to solve meaningful problems involving whole numbers and decimals.

1.4.3.A: use addition and subtraction to solve problems involving whole numbers; and

1.4.3.B: add and subtract decimals to the hundredths place using [concrete objects and] pictorial models.

1.4.4: The student multiplies and divides to solve meaningful problems involving whole numbers.

1.4.4.A: model factors and products using arrays and area models;

1.4.4.B: represent multiplication and division situations in picture, word, and number form;

1.4.4.C: recall and apply multiplication facts through 12 x 12;

1.4.5: The student estimates to determine reasonable results.

1.4.5.A: round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and

1.4.5.B: use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.

### 2: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

2.4.6: The student uses patterns in multiplication and division.

2.4.6.A: use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); and

### 3: The student will demonstrate an understanding of geometry and spatial reasoning.

3.4.9: The student connects transformations to congruence and symmetry.

3.4.9.B: use translations, reflections, and rotations to verify that two shapes are congruent; and

3.4.9.C: use reflections to verify that a shape has symmetry.

3.4.10: The student recognizes the connection between numbers and their properties and points on a line.

3.4.10.A: locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.

### 4: The student will demonstrate an understanding of the concepts and uses of measurement.

4.4.11: The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass.

4.4.11.A: estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units SI (metric) and customary;

4.4.11.C: use [concrete] models of standard cubic units to measure volume;

4.4.12: The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius).

4.4.12.B: use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.

### 5: The student will demonstrate an understanding of probability and statistics.

5.4.13: The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

5.4.13.B: interpret bar graphs.

### 6: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1?5 and will be identified along with content standards.

6.4.14: The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

6.4.14.A: identify the mathematics in everyday situations;

6.4.16: The student uses logical reasoning.

6.4.16.A: make generalizations from patterns or sets of examples and nonexamples; and

Correlation last revised: 8/7/2014

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.