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Common Core Math

This document outlines the core math concepts and skills that students in 4th grade are expected to understand and be able to do according to common core standards. It covers 4th grade expectations in operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. Some of the key skills mentioned include interpreting multiplication as comparison, solving multi-step word problems, understanding place value, adding and subtracting multi-digit numbers, multiplying and dividing, comparing fractions, measuring angles, and identifying geometric shapes and their properties.

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66 views

Common Core Math

This document outlines the core math concepts and skills that students in 4th grade are expected to understand and be able to do according to common core standards. It covers 4th grade expectations in operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. Some of the key skills mentioned include interpreting multiplication as comparison, solving multi-step word problems, understanding place value, adding and subtracting multi-digit numbers, multiplying and dividing, comparing fractions, measuring angles, and identifying geometric shapes and their properties.

Uploaded by

api-320658555
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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GRADE 4
Operations & Algebraic Thinking
4.OA-1 Interpret a multiplication equation as a comparisofl, e.g.,
interpret 35 = 5 x 7 as a statement &at 35 is 5 times as matry as 7 and
7 times as many as 5. Represent vertal statements of multiplicative
comparisons as multiplication equations.

4.OA.2 Multiply or divide to solve word problems involving


rnultiplicative comparison, e.9., by using drawings and equations
with a symbol for the unknown number to represent the problern,
distinguishing multiplicative comparison from additive comparison.
4.OA-3 Sslve multistep word problems posed with whole numbers
and having whole-number answers using the four operations,
including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing for
the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.
4.OA.4 Fiud all factor pairs for a whole number ir 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. Deterrnine whether a given
whole number in the range 1-100 is prime or composite.
4.OA.5 Generate a number or shape pattem that follows a given rule.
Identify apparent features of the pattem that were not explicit in the
nrle itself

Number & Operations in Base 10


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.
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numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >,
:, and < symbols to record the results of comparisons.

4.NBT.3 Use place value understanding to round multi-digit whole


numbers to any place.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using
the standard algorithm.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit
whole nur-nber, and multiply two two-digit numbers, using strategies
based on place value and the properties ofoperations. Illustrate and
explain the calculation by using equations, rectangular arays. and/or
area models.

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
belween multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area
models.

Geometry

Number & Operations - Fractions


4.NF.l Explain why

a fraction a/b is equivalent to a fraction (n x a)

/(n x b) by using visual fi'action 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.

4.NF.2 Conrpare two fractions with different numerators and


different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with
sylbols ), :, or <, and justify the conclusions, e.g., by using a
visual fraction model.
4.NF.3 Understand a fraction a/b with

>

1 as a

sum of fractions 1,&.

4.NF.4 Apply and extend previous understandings of multiplication to


multiply a fraction by a whole number.
4.NF.5 Express a fraction with denominator 10 as an equivalent
fraction with denominator 100, and use this technique to add two
fractions rvith respective denominators l0 and 100.
4.NF.6 Use decimal notation fbr fractions with denominators 10 or 100
4.NF.7 Compare fwo decimais to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two
decimals refer to the same whole. Record the results of comparisons
ra'ith the symbols ), -, or <, and justifl, the conclusions, e.g., by using
a visual model.

Measurement & Data


4.MD.1 Know relative sizes of measurement units within one system
of units including km, m, cm; kg, g; lb, oz.; 1, ml; hr, min, sec. Within
a single system of measurement, express measurements in a larger unit
in terms of a smaller unit. Record measurement equivalents in a tw'ocolumn table.

4,MD.2 Use the four operations to solve word problems involving


distances, intervals of time. liquid volumes, masses of objects, and
money, including problems involving simple fractions or decimals, and
problems that reqnire expressing measurelnents given in a larger unit in
terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.

4.MD.3 Apply the area and perimeter formulas f'or rectangles in real
world and mathematical problerns.

4.MD.4 Make a line plot to display

a data set of rncasuremenrs in


fractions of a unit (112, ll4, 118). Solve problems involving addition
and subtraction of fractions by using information presented in line
plots.

4.MD.5 Recognize angles

as geometric shapes that are

formed

4.G.1 Draw points. lines, line segments. rays. angles (right, acute,
obtuse), and perpendicuiar and parallei lines. Identif,i these in twodimensional figures.

wherever two rays share a cotllmon endpoint, and understand


concepts of angle measurement:

4.G.2 Classify two-dimensional figures based on the presence or


absence ofparallel or perpendicular 1ines, or the presence or absence
of angles of a specified size. Recognize right triangles as a category,
and identiS, right triangles.

Sketch angles of specified measure.

4.G,3 Recognize a iine of syrnmetry fbr a two-dimensional figure as a


line across the figure such that the figure can be folded along the line
into matching parts. identifu line-symmetric figures and draw lines of
symmetry.

4.MD.6 Measure angles in whole-number degrees using


4.MD.7 Recognize angle measure

protractor.

as additive . When an angle is


decomposed iuto 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. e 9., by using an equation with a
symbol for the unknown

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