GRADE 4 – QUARTER 1 MATH STANDARDS
Unit:
Multiplication,
Place Value
Understanding
Multiplication
Through Place
Value
Solving word
problems
Measurement
Formulas
Using
Manipulatives
to Multiply
Common Core
Standards
“I Can” Statements for Students
4.OA.1
I can interpret a multiplication equation as a comparison. I can find patterns in arrays and numbers when
multiplying by 10, 100, and 1000.
I can multiply two-digit multiples of 10 (like 20 or 30) by other two-digit multiples of 10.
I can recognize a digit represents 10 times the value of what it represent in the place to its right.
I can identify the place value of a digit in a number up to the millions.
4.NBT.1
4.NBT.2
4.NBT.3
I can read multi-digit numbers using base ten numerals, number names, and expanded form.
I can compare numbers based on meanings of the digits using >, <, or =.
I can find 1, 10, and 100 thousand more and less than a given number.
I can round multi-digit numbers to any place using the vertical number line.
I can use my understanding of place value to round multi-digit numbers to any place value using real
world applications.
4.NBT.4
I can use my understanding of place value to add multi-digit whole numbers using an algorithm.
I can solve multi-step addition word problems using an algorithm and use rounding to check my answer.
I can use my understanding of place value to decompose numbers to smaller units using a subtraction
algorithm.
4.OA.3
I can solve two-step word problems using a standard subtraction algorithm.
I can solve additive compare word.
I can solve multi-step word problems using different methods and different operations and I can check my
answer using rounding.
4.MD.3
4.OA.1
4.OA.2
I can use formulas for area and perimeter of rectangles.
I can solve word problems using the area and perimeter formulas.
I can use manipulatives to represent two-digit by one-digit multiplication.
I can use manipulatives to represent three- and four-digit by one-digit multiplication.
4.NBT.5
I can solve two-step word problems using multiplication.
GRADE 4 – QUARTER 2 MATH STANDARDS
Unit: Division
Common Core
Standards
4.NBT.6
“I Can” Statements for Students
4.OA.4
I can find factor pairs for numbers up to 100 and label numbers as prime and composite.
I can use division to find factors of a number.
I can find the multiples of a given number.
I can identify if a number is prime or composite, up to 100.
I can divide multples of 10, 100, and 1000 by single digits.
4.OA.3
4.NBT.5
I can use manipulatives to solve a division problem with up to a 3 digit dividend and a
remainder.
I can solve one step division problems with large numbers, zeros, and large divisors.
I can apply knowledge of division to use the traditional method for solving division.
I can use a place value chart to multiply two digit multiples of 10 by a two digit number.
I can use the area model to multiply two digit multiples of 10 by a two digit number.
I can use partial products to multiply two digit numbers.
I can use my knowledge of multiplication methods to solve problems traditionally.
NF.B.3.B
I can decompose and write fractions into addition sentences using the same unit
4.NF.B.4.A
Understand a
fraction a/b as a
I can use the area model and multiplication to show two equivalent fractions.
I can solve division problems with remainders.
I can solve division problems using different models.
I can solve two-digit dividend division problems with a remainder using a manipulative.
I can solve division problems by decomposing a remainder in the tens.
I can find whole number quotients and remainders.
I can identify the remainder of a division problem.
I can solve division problems without remainders using an area model.
I can solve division problems with remainders using an area model.
I can use the area model and division to show two equivalent fractions.
multiple of 1/b. "
"NF.B.3.B
Decompose a
fraction into a sum
of fractions with
the same
denominator in
more than one
way, recording
each
decomposition by
an equation.
4.NF.B.4.A
NF.B.3.B
4.NF.B.4.A
NF.B.3.B
"4NF.A.1
"4.NF.A.2
"4.NF.A.2
"4.NF.B.3.A
"4.NF.B.3.A
"4.NF.B.3.A
"""4.NF.B.3.A
"4.NF.B.3.D
"4.NF.B.3.A
"4.NF.B.3.A
I can use many methods to show equivalent fractions.
I can use benchmarks to compare two fractions on a numberline.
I
I can find the common units of two fractions to help me compare them.
I can find the common units of two fractions to help me compare them.
I can add and subtract two fractions with a common unit using visuals.
I can add and subtract two fractions, sometimes with a whole, with a common unit using
visuals.
I can add or subtract more than two fractions.
I can solve word problems involving addition and subtraction of fractions.
I can add two fractions with related units using visuals.
I can add two fractions with related units using visuals.
GRADE 4 – QUARTER 3 MATH STANDARDS
Units:
Common Core
Standards
4.NF.5 Express a
fraction with
denominator 10
as an equivalent
fraction with
denominator
100, and use
this technique
to add two
fractions with
respective
denominators
10 and 100.2
4.NF.6 Use
decimal
notation for
fractions with
denominators
10 or 100.
4.NF.7 Compare
two decimals 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
“I Can” Statements for Students
I can use metric measurement to model the decomposition of one whole into tenths.
I can use metric measurement and area models to represent tenths as a fraction greater than one.
I can represent mixed numbers on the number line and in expanded form with units of tens, ones and
tenths.
I can use meters to model the decomposition of one whole into hundredths.
I can model the equivalence of tenths and hundredths using the area model.
I can use the area model and number line to represent mixed numbers with units of ones, tenths, and
hundredths in fraction and decimal form.
I can use my understanding of fraction equivalence to investigate decimal numbers on the place value
chart expressed in different units.
I can demonstrate my knowledge of fractions related to decimals.
I can use a place value chart and metric measurement to compare decimals.
I can use area models and the number line to compare decimal numbers using greater than, less than and
equal to.
I can compare and order mixed numbers in various forms.
I can add decimals with tenths and hundredths.
I can add decimal numbers by converting them to fractions.
I can solve word problems involving the addition of measurements in decimal form.
I can express money amounts given in various forms in decimal numbers.
I can solve word problems involving money.
I can demenostrate my knowledge of fractions and decimals.
I can solve word problems involving metic length in smaller units.
I can relate place value to metric units.
I can solve multi-step word problems involving length, mass, and capacity.
comparisons
with the
symbols >, =, or
<, and justify
the conclusions,
e.g., by using a
visual model.
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
require
expressing
measurements
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.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
require
expressing
measurements
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.
MD.1 Know
relative size of
units within one
system of units
including km,
cm, m, kg, g, lb,
oz, l, ml, hr,
min, sec
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
require
expressing
measurements
given in a larger
unit in terms of
a smaller unit.
GRADE 4 – QUARTER 4 MATH STANDARDS
Common Core Standards
“I Can” Statements for Students