Mathematics Standards
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Interpreting Categorical and Quantitative Data
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Linear, Quadratic, and Exponential Models
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Number and Operations—Fractions
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Operations and Algebraic Thinking
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Quantities
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Similarity, Right Triangles, and Trigonometry
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Trigonometric Functions
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Showing 41 - 50 of 163 Standards
Standard Identifier: 4.NF.4.b
Grade:
4
Domain:
Number and Operations—Fractions
Cluster:
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Standard:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 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 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Standard:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 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 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
Standard Identifier: 4.NF.4.c
Grade:
4
Domain:
Number and Operations—Fractions
Cluster:
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Standard:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., 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 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Standard:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., 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 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Standard Identifier: 4.NF.5
Grade:
4
Domain:
Number and Operations—Fractions
Cluster:
Understand decimal notation for fractions, and compare decimal fractions.
Standard:
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. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Footnote:
Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.
Understand decimal notation for fractions, and compare decimal fractions.
Standard:
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. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Footnote:
Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.
Standard Identifier: 4.NF.6
Grade:
4
Domain:
Number and Operations—Fractions
Cluster:
Understand decimal notation for fractions, and compare decimal fractions.
Standard:
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Understand decimal notation for fractions, and compare decimal fractions.
Standard:
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Standard Identifier: 4.NF.7
Grade:
4
Domain:
Number and Operations—Fractions
Cluster:
Understand decimal notation for fractions, and compare decimal fractions.
Standard:
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 comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. CA
Understand decimal notation for fractions, and compare decimal fractions.
Standard:
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 comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using the number line or another visual model. CA
Standard Identifier: 4.OA.1
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Use the four operations with whole numbers to solve problems.
Standard:
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.
Use the four operations with whole numbers to solve problems.
Standard:
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.
Standard Identifier: 4.OA.2
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Use the four operations with whole numbers to solve problems.
Standard:
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Footnote:
See Glossary, Table 2.
Use the four operations with whole numbers to solve problems.
Standard:
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Footnote:
See Glossary, Table 2.
Standard Identifier: 4.OA.3
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Use the four operations with whole numbers to solve problems.
Standard:
Solve 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.
Use the four operations with whole numbers to solve problems.
Standard:
Solve 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.
Standard Identifier: 4.OA.4
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Gain familiarity with factors and multiples.
Standard:
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.
Gain familiarity with factors and multiples.
Standard:
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.
Standard Identifier: 4.OA.5
Grade:
4
Domain:
Operations and Algebraic Thinking
Cluster:
Generate and analyze patterns.
Standard:
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.
Generate and analyze patterns.
Standard:
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.
Showing 41 - 50 of 163 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
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