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.

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

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

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 รท 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: 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.

4.4.4 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

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