#### 4.1: All students will develop number sense and will perform standard numerical operations and estimations on all types of numbers in a variety of ways.

4.1.3 A: Number Sense

4.1.3 A.1: Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 3 pertain to these sets of numbers as well).

4.1.3 A.1.a: Whole numbers through hundred thousands

4.1.3 A.1.b: Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10) as part of a whole, as a subset of a set, and as a location on a number line

4.1.3 A.2: Demonstrate an understanding of whole number place value concepts.

4.1.3 A.4: Explore the extension of the place value system to decimals through hundredths.

4.1.3 A.6: Compare and order numbers.

4.1.3 B: Numerical Operations

4.1.3 B.1: Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.

4.1.3 B.1.a: Addition and subtraction: joining, separating, comparing

4.1.3 B.1.b: Multiplication: repeated addition, area/array

4.1.3 B.1.c: Division: repeated subtraction, sharing

4.1.3 B.2: Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction").

4.1.3 B.3: Construct, use, and explain procedures for performing whole number calculations with:

4.1.3 B.3.a: Pencil-and-paper

4.1.3 B.3.b: Mental math

4.1.3 B.4: Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.

4.1.3 B.4.c: Multiplication of 2-digit numbers by 1-digit numbers

4.1.3 B.7: Check the reasonableness of results of computations.

4.1.3 C: Estimation

4.1.3 C.2: Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the result of computations.

4.1.3 C.3: Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

4.1.3 C.4: Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.

#### 4.2: All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.

4.2.3 A: Geometric Properties

4.2.3 A.2: Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them.

4.2.3 A.2.b: 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid

4.2.3 A.2.c: 2D figures - square, rectangle, circle, triangle, pentagon, hexagon, octagon

4.2.3 A.3: Identify and describe relationships among two-dimensional shapes.

4.2.3 A.3.b: Lines of symmetry

4.2.3 A.4: Understand and apply concepts involving lines, angles, and circles.

4.2.3 A.4.a: Line, line segment, endpoint

4.2.3 A.5: Recognize, describe, extend, and create space-filling patterns.

4.2.3 B: Transforming Shapes

4.2.3 B.1: Describe and use geometric transformations (slide, flip, turn).

4.2.3 C: Coordinate Geometry

4.2.3 C.1: Locate and name points in the first quadrant on a coordinate grid.

4.2.3 D: Units of Measurement

4.2.3 D.2: Select and use appropriate standard units of measure and measurement tools to solve real-life problems.

4.2.3 D.2.a: Length - fractions of an inch (1/4, 1/2), mile, decimeter, kilometer

4.2.3 D.2.b: Area - square inch, square centimeter

4.2.3 D.3: Incorporate estimation in measurement activities (e.g., estimate before measuring).

4.2.3 E: Measuring Geometric Objects

4.2.3 E.1: Determine the area of simple two-dimensional shapes on a square grid.

4.2.3 E.3: Measure and compare the volume of three-dimensional objects using materials such as rice or cubes.

#### 4.3: All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and algebraic concepts and processes.

4.3.3 A: Patterns

4.3.3 A.1: Recognize, describe, extend, and create patterns.

4.3.3 A.1.b: Whole number patterns that grow or shrink as a result of repeatedly adding, subtracting, multiplying by, or dividing by a fixed number (e.g., 5, 8, 11,... or 800, 400, 200,...)

4.3.3 B: Functions and Relationships

4.3.3 B.1: Use concrete and pictorial models to explore the basic concept of a function.

4.3.3 B.1.a: Input/output tables, T-charts

4.3.3 C: Modeling

4.3.3 C.2: Construct and solve simple open sentences involving addition or subtraction (e.g., 3 + 6 = __, n = 15 - 3, 3 +__= 3, 16 - c = 7).

4.3.3 D: Procedures

4.3.3 D.1: Understand and apply the properties of operations and numbers.

4.3.3 D.1.a: Commutative (e.g., 3 x 7 = 7 x 3)

#### 4.4: All students will develop an understanding of the concepts and techniques of data analysis, probability, and discrete mathematics, and will use them to model situations, solve problems, and analyze and draw appropriate inferences from data.

4.4.3 A: Data Analysis

4.4.3 A.1: Collect, generate, organize, and display data in response to questions, claims, or curiosity.

4.4.3 A.1.a: Data collected from the classroom environment

4.4.3 A.2: Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data.

4.4.3 A.2.a: Pictograph, bar graph, table

4.4.3 B: Probability

4.4.3 B.1: Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to explore concepts of probability.

4.4.3 B.1.a: Likely, unlikely, certain, impossible

4.4.3 B.1.b: More likely, less likely, equally likely

Correlation last revised: 5/18/2018

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