### NY-4.OA: Operations and Algebraic Thinking

#### 1.1: Use the four operations with whole numbers to solve problems.

NY-4.OA.1: Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.

NY-4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.

NY-4.OA.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.

NY-4.OA.3.a: Represent these problems using equations or expressions with a letter standing for the unknown quantity.

NY-4.OA.3.b: Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

#### 1.2: Gain familiarity with factors and multiples.

NY-4.OA.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.

#### 1.3: Generate and analyze patterns.

NY-4.OA.5: Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself.

### NY-4.NBT: Number and Operations in Base Ten

#### 2.1: Generalize place value understanding for multi-digit whole numbers.

NY-4.NBT.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.

NY-4.NBT.2a: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

NY-4.NBT.2b: Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

NY-4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.

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

NY-4.NBT.4: Fluently add and subtract multi-digit whole numbers using a standard algorithm.

NY-4.NBT.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.

NY-4.NBT.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.

### NY-4.NF: Number and Operations—Fractions

#### 3.1: Extend understanding of fraction equivalence and ordering.

NY-4.NF.1: Explain why a fraction a/b is equivalent to a fraction (a x n)/(b x n) 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.

NY-4.NF.2: Compare two fractions with different numerators and different denominators. 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.

3.1.3.1: e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2

#### 3.2: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

NY-4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

NY-4.NF.3.a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

NY-4.NF.3.b: 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.

3.2.2.3.1: e.g., Justify decompositions by using a visual fraction model such as, but not limited to: 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

NY-4.NF.3.c: Add and subtract mixed numbers with like denominators.

NY-4.NF.3.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

NY-4.NF.4: Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.

NY-4.NF.4.a: Understand a fraction a/b as a multiple of 1/b.

NY-4.NF.4.b: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a whole number by a fraction.

#### 3.3: Understand decimal notation for fractions, and compare decimal fractions.

NY-4.NF.6: Use decimal notation for fractions with denominators 10 or 100.

NY-4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

3.3.4.1: e.g., using a visual model [graphics cannot be reproduced]. 0.2 > 0.09 because, when these decimals refer to the same whole, 2 out of 10 equal parts is more of that whole than 9 out of 100 equal parts. If the wholes were not the same size, this comparison would not be valid.

### NY-4.MD: Measurement and Data

#### 4.1: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

NY-4.MD.1.i: Know relative sizes of measurement units: ft., in.; km, m, cm.

NY-4.MD.1.ii: Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec.

NY-4.MD.1.iii: Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit.

NY-4.MD.1.iv: Record measurement equivalents in a two-column table.

NY-4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.

NY-4.MD.2.a: Solve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

NY-4.MD.2.b: Represent measurement quantities using diagrams that feature a measurement scale, such as number lines.

NY-4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

#### 4.3: Geometric measurement: understand concepts of angle and measure angles.

NY-4.MD.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.

4.3.3.1: e.g., using an equation with a symbol for the unknown angle measure, such as, in the rectangle below, angle CAD could be found by: 75 + x = 90 or 90 ? 75 = ? [Graphic cannot be reproduced.]

### NY-4.G: Geometry

#### 5.1: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

NY-4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

NY-4.G.2a: Identify and name triangles based on angle size (right, obtuse, acute).

NY-4.G.2b: Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.

NY-4.G.2c: Identify and name all quadrilaterals with four right angles as rectangles.

NY-4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Correlation last revised: 9/15/2020

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