Math4Team/Resources/Curriculum Chart: Difference between revisions

== Curriculum Framework, 4th Grade Maths ==

| 4.N.1

| Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000; demonstrating an understanding of the values of the digits; and comparing and ordering the numbers.

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| 4.N.2

| Represent, order, and compare large numbers (to at least 100,000) using various forms, including expanded notation, e.g., 853 = 8 x 100 + 5 x 10 + 3.

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| 4.N.3

| Demonstrate an understanding of fractions as parts of unit wholes, as parts of a collection, and as locations on the number line.

| None

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| 4.N.4

| Select, use, and explain models to relate common fractions and mixed numbers (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10, 1/12, and 11/2), find equivalent fractions, mixed numbers, and decimals, and order fractions.

| None

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| 4.N.5

| Identify and generate equivalent forms of common decimals and fractions less than one whole (halves, quarters, fifths, and tenths).

| None

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| 4.N.6

| Exhibit an understanding of the base ten number system by reading, naming, and writing decimals between 0 and 1 up to the hundredths.

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| 4.N.7

| Recognize classes (in particular, odds, evens; factors or multiples of a given number; and squares) to which a number may belong, and identify the numbers in those classes. Use these in the solution of problems.

| None

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| 4.N.8

| Select, use, and explain various meanings and models of multiplication and division of whole numbers. Understand and use the inverse relationship between the two operations.

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| 4.N.9

| 4.N.11

| Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.

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| 4.N.12

| Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.

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| 4.N.13

| Divide up to a three-digit whole number with a single-digit divisor (with or without remainders) accurately and efficiently. Interpret any remainders.

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| 4.N.14

| 4.N.16

| Round whole numbers through 100,000 to the nearest 10, 100, 1000, 10,000, and 100,000.

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| 4.N.17

| Use concrete objects and visual models to add and subtract common fractions.

| None

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! Id

! Standard Description

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| 4.P.1

| Create, describe, extend, and explain symbolic (geometric) and numeric patterns, including multiplication patterns like 3, 30, 300, 3000, ….

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| 4.P.2

| 4.P.3

| Determine values of variables in simple equations, e.g.,  4106 – x = 37, 5 = y + 3, and s – y = 3.

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| 4.P.4

| Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships.

| None

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| 4.P.5

| Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles).

| None

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| 4.P.6

| Determine how change in one variable relates to a change in a second variable, e.g., input-output tables.

| None

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! Id

! Standard Description

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| 4.G.1

| Describe, model, draw, compare, and classify two- and three-dimensional shapes, e.g., circles, polygons- especially triangles and quadrilaterals—cubes, spheres, and pyramids.

| None

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| 4.G.3

| 4.G.4

| Identify angles as acute, right, or obtuse.

| None

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| 4.G.6

| Using ordered pairs of numbers and/or letters, graph, locate, identify points, and describe paths (first quadrant).

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| 4.G.7

| Describe and apply techniques such as reflections (flips), rotations (turns), and translations (slides) for determining if two shapes are congruent.

| None

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| 4.G.8

! Id

! Standard Description

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| 4.M.1

| Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time using a clock (e.g., hours and minutes since…) and using a calendar (e.g., days since…).

| None

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| 4.M.4

! Id

! Standard Description

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| 4.D.1

| Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.

| None

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| 4.D.2

| Classify outcomes as certain, likely, unlikely, or impossible by designing and conducting experiments using concrete objects such as counters, number cubes, spinners, or coins.

| None

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