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The fourth-grade standards
place emphasis on multiplication and
division with whole numbers and solving
problems involving addition and subtraction
of fractions and decimals. Students
will continue to learn and use the
basic multiplication facts as they
become proficient in multiplying larger
numbers. Students also will refine
their estimation skills for computations
and measurements and investigate relationships
between and among simple two-dimensional
(plane) figures and three-dimensional
(solid) figures. Students will identify
and draw representations of points,
lines, line segments, and rays. Students
will graph points in the first quadrant
in the coordinate plane and extend
and duplicate patterns. Concrete materials
and two-dimensional representations
will be used to solve problems involving
perimeter, patterns, probability,
and equivalence of fractions and decimals.
Students will recognize a geometric
transformation, such as reflection
(flip), translation (slide), and rotation
(turn).
While learning mathematics, students
will be actively engaged, using
concrete materials and appropriate
technologies such as calculators and computers.
However, facility in the use of technology shall
not be regarded as a substitute for a student’s
understanding of quantitative concepts and relationships
or for proficiency in basic computations.
Mathematics has its own language,
and the acquisition of specialized
vocabulary and language patterns
is crucial to a student’s understanding and
appreciation of the subject. Students should
be encouraged
to use correctly the concepts, skills, symbols,
and vocabulary identified in the following set
of standards.
Problem solving has been integrated
throughout the six content strands.
The development of problem-solving
skills should be a major goal of the mathematics
program at every grade level. Instruction in
the
process of problem solving will need to be integrated
early and continuously into each student’s mathematics
education. Students must be helped to develop
a wide range of skills and strategies for solving
a variety of problem types. |
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| 4.1 |
The
student will
- identify
(orally and in writing)
the place
value for each digit
in a whole number expressed
through millions;
- compare
two whole numbers expressed
through millions, using
symbols ( >, <, or
= ); and
- round whole
numbers expressed through
millions to the nearest
thousand, ten thousand,
and hundred thousand.
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| 4.2 |
The
student will
- identify,
model, and compare rational
numbers (fractions and mixed
numbers), using concrete
objects and pictures;
- represent
equivalent fractions;
and
- fractions
to decimals, using concrete
objects.
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| 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. |
| 4.4 |
The
student will
- read, write,
represent, and identify
decimals expressed through
thousandths;
- round to
the nearest whole number,
tenth, and hundredth; and
- compare
the value of two decimals,
using
symbols (>, <, or
=), concrete materials,
drawings, and calculators.
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| 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. |
| 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. |
| 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. |
| 4.8 |
The
student will estimate and find
the quotient of two whole numbers,
given a one-digit divisor. |
| 4.9 |
The
student will
- add and subtract
with fractions having like
and unlike denominators
of 12 or less, using concrete
materials, pictorial representations,
and paper and pencil;
- add and subtract
with decimals through thousandths,
using concrete materials,
pictorial representations,
and paper and pencil; and
- 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.
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| 4.10 |
The
student will
-
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;
- 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
- estimate the conversion
of ounces and grams and pounds
and kilograms, using approximate
comparisons (1 ounce 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. |
| 4.11 |
The
student will
- 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;
- 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
- estimate the conversion
of inches and centimeters,
yards and meters, and milesand
kilometers, using approximate
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. |
| 4.12 |
The
student will
- 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;
- 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
- estimate the conversion
of quarts and liters, using
approximate 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 unit |
| 4.13 |
The
student will
- identify
and describe situations
representing the use of perimeter
and area; and
- use measuring
devices to find perimeter
in both standard and nonstandard
units of measure.
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| 4.14 |
The
student will investigate and describe
the relationships between and
among points, lines, line
segments, and rays. |
| 4.15 |
The
student will
- identify
and draw representations
of points, lines, line segments,
rays, and angles,
using a straightedge or
ruler; and
- describe
the path of shortest distance
between two points on a
flat surface.
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| 4.16 |
The
student will identify and draw
representations of lines that
illustrate intersection, parallelism,
and perpendicularity. |
| 4.17 |
The
student will
-
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]);
- identify congruent and
noncongruent shapes; and
- investigate congruence
of plane figures after
geometric transformations
such as reflection (flip),
translation (slide) and
rotation (turn), using
mirrors, paper folding,
and tracing.
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| 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. |
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| 4.19 |
The
student will
- predict the
likelihood of outcomes of
a simple event, using the
terms certain, likely,
unlikely, impossible;
and
- determine
the probability of a given
simple event, using concrete
materials.
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| 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. |
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| 4.21 |
The
student will recognize, create,
and extend numerical and geometric patterns,
using concrete materials, number
lines, symbols,
tables, and words. |
| 4.22 |
The
student will recognize and demonstrate
the meaning of equality, using
symbols representing numbers,
operations, and relations [e.g.,
3 + 5 = 5 + 3 and 15 + (35 + 16)
= (15 + 35) + 16]. |
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Equipment
Available
Updated
Thursday, November 17, 2005