Core Curriculum Content Standards
4.1.4 A: Number Sense
4.1.4 A.1: Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well).
4.1.4 A.1.a: Whole numbers through millions
4.1.4 A.1.b: Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of a whole, as a subset of a set, and as a location on a number line
4.1.4 A.1.c: Decimals through hundredths
4.1.4 A.2: Demonstrate an understanding of place value concepts.
4.1.4 A.3: Demonstrate a sense of the relative magnitudes of numbers.
4.1.4 A.5: Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.
4.1.4 A.6: Compare and order numbers.
4.1.4 B: Numerical Operations
4.1.4 B.1: Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.
4.1.4 B.1.a: Addition and subtraction: joining, separating, comparing
4.1.4 B.1.b: Multiplication: repeated addition, area/array
4.1.4 B.1.c: Division: repeated subtraction, sharing
4.1.4 B.2: Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction") and then commit them to memory.
4.1.4 B.3: Construct, use, and explain procedures for performing whole number calculations and with:
4.1.4 B.3.a: Pencil-and-paper
4.1.4 B.3.b: Mental math
4.1.4 B.4: Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.
4.1.4 B.4.c: Multiplication of 2-digit numbers
4.1.4 B.4.d: Division of 3-digit numbers by 1-digit numbers
4.1.4 B.5: Construct and use procedures for performing decimal addition and subtraction.
4.1.4 B.9: Use concrete models to explore addition and subtraction with fractions.
4.1.4 B.10: Understand and use the inverse relationships between addition and subtraction and between multiplication and division.
4.1.4 C: Estimation
4.1.4 C.2: Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.
4.1.4 C.3: Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.
4.2.4 A: Geometric Properties
4.2.4 A.2: Use properties of standard three-dimensional and two-dimensional shapes to identify, classify, and describe them.
4.2.4 A.2.b: 3D figures - cube, rectangular prism, sphere, cone, cylinder, and pyramid
4.2.4 A.2.c: 2D figures - square, rectangle, circle, triangle, quadrilateral, pentagon, hexagon, octagon
4.2.4 A.2.d: Inclusive relationships - squares are rectangles, cubes are rectangular prisms
4.2.4 A.3: Identify and describe relationships among two-dimensional shapes.
4.2.4 A.3.a: Congruence
4.2.4 A.3.b: Lines of symmetry
4.2.4 A.4: Understand and apply concepts involving lines, angles, and circles.
4.2.4 A.4.a: Point, line, line segment, endpoint
4.2.4 A.5: Recognize, describe, extend, and create space-filling patterns.
4.2.4 B: Transforming Shapes
4.2.4 B.2: Describe and use geometric transformations (slide, flip, turn).
4.2.4 C: Coordinate Geometry
4.2.4 C.1: Locate and name points in the first quadrant on a coordinate grid.
4.2.4 C.2: Use coordinates to give or follow directions from one point to another on a map or grid.
4.2.4 D: Units of Measurement
4.2.4 D.2: Select and use appropriate standard units of measure and measurement tools to solve real-life problems
4.2.4 D.2.b: Area - square inch, square centimeter
4.2.4 D.2.c: Volume - cubic inch, cubic centimeter
4.2.4 D.3: Develop and use personal referents to approximate standard units of measure (e.g., a common paper clip is about an inch long).
4.2.4 D.4: Incorporate estimation in measurement activities (e.g., estimate before measuring).
4.2.4 D.5: Solve problems involving elapsed time.
4.2.4 E: Measuring Geometric Objects
4.2.4 E.1: Determine the area of simple two-dimensional shapes on a square grid.
4.2.4 E.2: Distinguish between perimeter and area and use each appropriately in problem-solving situations.
4.2.4 E.3: Measure and compare the volume of three-dimensional objects using materials such as rice or cubes.
4.3.4 A: Patterns
4.3.4 A.1: Recognize, describe, extend, and create patterns.
4.3.4 A.1.c: 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,...)
4.3.4 A.1.d: Sequences can often be extended in more than one way (e.g., the next term after 1, 2, 4,... could be 8, or 7, or ...)
4.3.4 B: Functions and Relationships
4.3.4 B.1: Use concrete and pictorial models to explore the basic concept of a function.
4.3.4 B.1.a: Input/output tables, T-charts
4.3.4 B.1.b: Combining two function machines
4.3.4 B.1.c: Reversing a function machine
4.3.4 C: Modeling
4.3.4 C.1: Recognize and describe change in quantities.
4.3.4 C.1.a: Graphs representing change over time (e.g., temperature, height)
4.3.4 C.2: Construct and solve simple open sentences involving any one operation (e.g., 3 x 6 = __, n = 15 ÷ 3, 3 x __ = 0, 16 - c = 7).
4.3.4 D: Procedures
4.3.4 D.1: Understand, name, and apply the properties of operations and numbers.
4.3.4 D.1.a: Commutative (e.g., 3 x 7 = 7 x 3)
4.4.4 A: Data Analysis
4.4.4 A.1: Collect, generate, organize, and display data in response to questions, claims, or curiosity.
4.4.4 A.1.a: Data collected from the school environment
4.4.4 A.2: Read, interpret, construct, analyze, generate questions about, and draw inferences from displays of data.
4.4.4 A.2.a: Pictograph, bar graph, line plot, line graph, table
4.4.4 A.2.b: Average (mean), most frequent (mode), middle term (median)
4.4.4 B: Probability
4.4.4 B.1: Use everyday events and chance devices, such as dice, coins, and unevenly divided spinners, to explore concepts of probability.
4.4.4 B.1.a: Likely, unlikely, certain, impossible, improbable, fair, unfair
4.4.4 B.1.b: More likely, less likely, equally likely
4.4.4 B.1.c: Probability of tossing "heads" does not depend on outcomes of previous tosses
4.4.4 B.3: Predict probabilities in a variety of situations (e.g., given the number of items of each color in a bag, what is the probability that an item picked will have a particular color).
4.4.4 B.3.c: Analyze all possible outcomes to find the probability (theoretical)
Correlation last revised: 5/18/2018