4th Grade Math
| Web pages maintained by Victoria Surface, MWES Instructional Technologist surfacvm@pwcs.edu Updated January 3, 2008 |
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4.1 The student will
a) identify (orally and in writing) the place value for each digit in a whole number expressed through
millions;
b) compute two whole numbers expressed through millions, using symbols (>, <, or =); and
c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred
thousand.
Activities
4.2 The student will
a) identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects
and pictures;
b) represent equivalent fractions; and
c) relate fractions to decimals, using concrete objects.
Activities
4.3 The student will compare the numerical value of fractions (with like and unlike denominators) having
denominators of 12 or less, using concrete materials.
Activities
1. Have students play Fraction Frenzy at www.learningplanet.com/sam/ff/index.asp to match equivalent
fractions. Students can then complete their own Kidspiration Fraction Action activity. See below.
4.4 The student will
a) read, write, represent, and identify decimals expressed through thousandths;
b) round to the nearest whole number, tenth, and hundredth; and
c) compare the value of two decimals, using symbols (<, >, or =), concrete materials, drawings, and
calculators.
Activities
4.5 The student will estimate whole-number sums and differences and describe the method of estimation.
Students will refine estimates, using terms such as closer to, between, and a little more than.
Activities
4.6 The student will add and subtract whole numbers written in vertical and horizontal form, choosing
appropriately between paper and pencil methods and calculators.
Activities
4.7 The student will find the product of two whole numbers when one factor has two digits or fewer and
the other factor has three digits or fewer, using estimation and paper and pencil. For larger products (a
two-digit numeral times a three-digit numeral), estimation and calculators will be used.
Activities
4.8 The student will estimate and find the quotient of two whole numbers, given a one-digit divisor.
Activities
4.9 The student will
a) add and subtract with fractions having like and unlike denominators of 12 or less, using concrete
materials, pictorial representations, and paper and pencil;
b) add and subtract with decimals through thousandths, using concrete materials, pictorial
representations, and paper and pencil; and
c) solve problems involving addition and subtraction with fractions having like and unlike denominators of
12 or less and with decimals expressed through thousandths, using various computational methods,
including calculators, paper and pencil, mental computation, and estimation.
Activities
4.10 The student will
a) estimate and measure weight/mass, using actual measuring devices, and describe the results in U.S.
Customary/metric units as appropriate, including ounces, pounds, grams, and kilograms;
b) identify equivalent measurements between units within the U.S. Customary system (ounces and
pounds) and between units within the metric system (grams and kilograms); and
c) estimate the conversion of ounces and grams and pounds and kilograms, using appropriate
comparisons (1ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little
more than 2 pounds).*
*The intent of this standard is for students to make ballpark comparisons and not to memorize conversion
factors between U.S. Customary and metric units.
Activities
4.11 The student will
a) estimate and measure length, using actual measuring devices, and describe the results in both metric
and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters,
centimeters, and meters;
b) identify equivalent measurements between units within the U.S. Customary system (inches and feet;
feet and yards; inches and yards) and between units within the metric system (millimeters and
centimeters; centimeters and meters; and millimeters and meters); and
c) estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using
appropriate comparisons (1 inch is about 2.5 centimeters; 1 meter is a little longer than 1 yard; 1 mile is
slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile)*
*The intent of this standard is for students to make ballpark comparisons and not to memorize conversion
factors between U.S. Customary and metric units.
Activities
4.12 The student will
a) estimate and measure liquid volume, using actual measuring devices and using metric and U.S.
Customary units, including cups, pints, quarts, gallons, milliliters, and liters;
b) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts,
and gallons) and between units within the metric system (milliliters and liters); and
c) estimate the conversion of quarts and liters, using appropriate comparisons (1 quart is a little less than
1 liter, 1 liter is a little more than 1 quart).*
*The intent of this standard is for students to make ballpark comparisons and not to memorize conversion
factors between U.S. Customary and metric units.
Activities
4.13 The student will
a) identify and describe situations representing the use of perimeter and area; and
b) use measuring devices to find perimeter in both standard and nonstandard units of measure.
Activities
4.14 The student will investigate and describe the relationships between and among points, lines, line
segments, and rays.
Activities
4.15 The student will
a) identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge
or ruler; and
b) describe the path of shortest distance between two points on a flat surface.
Activities
4.16 The student will identify and draw representations of lines that illustrate intersection, parallelism, and
perpendicularity.
Activities
4.17 The student will
a) analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square,
rectangle, triangle, parallelogram, and rhombus) and three-dimensional (solid) geometric figures (sphere,
cube, and rectangular solid [prism]);
b) identify congruent and noncongruent shapes; and
c) investigate congruence of plane figures after geometric transformations such as reflection (flip),
translation (slide), and rotation (turn), using mirrors, paper folding, and tracing.
Activities
4.18 The student will identify the ordered pair for a point and locate the point for an ordered pair in the first
quadrant of a coordinate plane.
Activities
4.19 The student will
a) predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible;
and
b) determine the probability of a given simple event, using concrete materials.
Activities
1. Determine probability using http://nces.ed.gov/nceskids/chances/index.asp.
4.20 The student will collect, organize, and display data in line and bar graphs with scale increments of one
or greater than one and use the display to interpret the results, draw conclusions, and make predictions.
Activities
1. Create a graph using http://nces.ed.gov/nceskids/createagraph/.
2. Students can use a bag of m&m candies to estimate and then create an actual graph using Microsoft
Excel. See example. Students can then answer questions using the Microsoft Word m&m Graph
Assessment.
4.21 The student will recognize, create, and extend numerical and geometric patterns, using concrete
materials, number lines, symbols, tables, and words.
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