Fourth Grade Math Standards Flashcards
4.OA.1
Fourth Grade Operations and Algebraic Thinking #1 Interpret a multiplication equation as a comparison (for example, interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.
EX. Threatened and Endangered
https://tasks.illustrativemathematics.org/content-standards/4/OA/A/1/tasks/1809
4.OA.2
Fourth Grade Operations and Algebraic Thinking #2 Multiply or divide to solve word problems involving multiplicative comparison, for example, by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
EX. Comparing Money Raised
https://tasks.illustrativemathematics.org/content-standards/4/OA/A/2/tasks/263
4.OA.3
Fourth Grade Operations and Algebraic Thinking #3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. a. Represent these problems using equations with a letter standing for the unknown quantity. b. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.
EX. Carnival Tickets
https://tasks.illustrativemathematics.org/content-standards/4/OA/A/3/tasks/1289
4.OA.4
Fourth Grade Operations and Algebraic Thinking #4 Find all factor pairs for a whole number in 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. Determine whether a given whole number in the range 1-100 is prime or composite.
EX. Identifying Multiples
https://tasks.illustrativemathematics.org/content-standards/4/OA/B/tasks/959
4.OA.5
Fourth Grade Operations and Algebraic Thinking #5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
EX. Doubles Plus One
https://tasks.illustrativemathematics.org/content-standards/4/OA/C/5/tasks/487
4.NBT.1
Fourth Grade Number and Operations in Base Ten #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. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
EX. Threatened and Endangered
https://tasks.illustrativemathematics.org/content-standards/4/OA/A/1/tasks/1809
4.NBT.2
Fourth Grade Number and Operations in Base Ten #2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
EX. Ordering four digit numbers
https://tasks.illustrativemathematics.org/content-standards/4/NBT/A/2/tasks/459
4.NBT.3
Fourth Grade Number and Operations in Base Ten #3 Use place value understanding to round multi-digit whole numbers to any place.
EX. rounding to the nearest 100 or 1000
https://tasks.illustrativemathematics.org/content-standards/3/NBT/A/1/tasks/1806
4.NBT.4
Fourth Grade Number and Operations in Base Ten #4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
EX. To Regroup or not to Regroup
https://tasks.illustrativemathematics.org/content-standards/4/NBT/B/tasks/1189
4.NBT.5
Fourth Grade Number and Operations in Base Ten #5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
EX. Thousands and Millions of Fourth Graders
https://tasks.illustrativemathematics.org/content-standards/4/OA/A/1/tasks/1808
4.NBT.6
Fourth Grade Number and Operations in Base Ten #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 between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
EX. Spy Game
http://www.shodor.org/interactivate/lessons/SpyGame/
4.NF.1
Fourth Grade Number and Operations - Fractions #1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction 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.
EX. Comparing Fractions with Lines
http://www.shodor.org/interactivate/lessons/ComparingFractions/
4.NF.2
Fourth Grade Number and Operations - Fractions #2 Compare two fractions with different numerators and different denominators, for example, 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 symbols >, =, or
EX. Doubling Numerators and denominators
https://tasks.illustrativemathematics.org/content-standards/4/NF/A/2/tasks/183
4.NF.3
Fourth Grade Number and Operations - Fractions #3 Understand a fraction a/b with a >1 as a sum of fractions 1/b. In other words, any fraction is a sum of unit fractions. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, for example, by using a visual fraction model. For example, 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8; 2 1/8 = 8/8 + 8/8 + 1/8. c. Add and subtract mixed numbers with like denominators, for example, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. For example, 3 1/4 + 2 1/4 = 13/4 + 9/4 = 22/4; 3 1/4 + 2 1/4 = (3+ 2) + (1/4 + 1/4) = 5 + 2/4 = 5 2/4, which is equivalent to 22/4. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, for example, by using visual fraction models and equations to represent the problem.
EX. comparing sums of unit fractions
https://tasks.illustrativemathematics.org/content-standards/4/NF/B/3/tasks/831
4.NF.4
Fourth Grade Number and Operations - Fractions #4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (n x a)/b). c. Solve word problems involving multiplication of a fraction by a whole number (for example, by using visual fraction models and equations to represent the problem). For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be five people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
EX. Comparing Two Different Pizzas
https://tasks.illustrativemathematics.org/content-standards/4/NF/B/tasks/819
