• 4
    Grade 4 Standards
Top Mathematicians
  • Number
    • 4.N.1
      Represent and describe whole numbers to 10 000, pictorially and symbolically.
      • Read a four-digit numeral without using the word “and” (e.g., 5321 is five thousand three hundred twenty-one, NOT five thousand three hundred AND twenty-one).
      • Write a numeral using proper spacing without commas (e.g., 4567 or 4 567, 10 000).
      • Write a numeral 0 – 10 000 in words.
      • Represent a numeral using a place value chart or diagrams.
      • Describe the meaning of each digit in a numeral.
      • Express a numeral in expanded notation (e.g., 321 = 300 + 20 + 1).
      • Write the numeral represented in expanded notation.
      • Explain the meaning of each digit in a 4-digit numeral with all digits the same (e.g., for the numeral 2222, the first digit represents two thousands, the second digit two hundreds, the third digit two tens, and the fourth digit two ones).
    • 4.N.10
      Relate decimals to fractions (to hundredths).
      • Read decimals as fractions (e.g., 0.5 is zero and five-tenths).
      • Express orally and in written form a decimal in fractional form.
      • Express orally and in written form a fraction with a denominator of 10 or 100 as a decimal.
      • Express a pictorial or concrete representation as a fraction or decimal (e.g., 15 shaded squares on a hundred grid can be expressed as 0.15 or 15 100 ).
      • Express orally and in written form the decimal equivalent for a fraction (e.g., 50 100 can be expressed as 0.50).
    • 4.N.11
      Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by
      • using compatible numbers
      • estimating sums and differences
      • using mental math strategies to solve problems.

      • Predict sums and differences of decimals using estimation strategies.
      • Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths.
      • Determine the approximate solution of a problem not requiring an exact answer.
      • Estimate a sum or difference using compatible numbers.
      • Count back change for a purchase.
    • 4.N.2
      Compare and order numbers to 10 000.
      • Order a set of numbers in ascending or descending order, and explain the order by making references to place value.
      • Create and order three 4-digit numerals.
      • Identify the missing numbers in an ordered sequence or between two benchmarks on a number line (vertical or horizontal).
      • Identify incorrectly placed numbers in an ordered sequence or between two benchmarks on a number line (vertical or horizontal).
    • 4.N.3
      Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals), concretely, pictorially, and symbolically, by
      • using personal strategies
      • using the standard algorithms
      • estimating sums and differences
      • solving problems

      • Model addition and subtraction using concrete materials and visual representations, and record the process symbolically.
      • Determine the sum of two numbers using a personal strategy (e.g., for 1326 + 548, record 1300 + 500 + 74).
      • Determine the difference of two numbers using a personal strategy (e.g., for 4127 – 238, record 238 + 2 + 60 + 700 + 3000 + 127 or 4127 – 27 – 100 – 100 – 11).
      • Model and explain the relationship that exists between an algorithm, place value, and number properties.
      • Determine the sum and difference using the standard algorithms of vertical addition and subtraction. (Numbers are arranged vertically with corresponding place value digits aligned.)
      • Describe a situation in which an estimate rather than an exact answer is sufficient.
      • Estimate sums and differences using different strategies (e.g., front-end estimation and compensation).
      • Solve problems that involve addition and subtraction of more than 2 numbers.
      • Refine personal strategies to increase efficiency when appropriate (e.g., 3000 – 2999 should not require the use of an algorithm).
    • 4.N.4
      Explain the properties of 0 and 1 for multiplication and the property of 1 for division.
      • Explain the property for determining the answer when multiplying numbers by one.
      • Explain the property for determining the answer when multiplying numbers by zero.
      • Explain the property for determining the answer when dividing numbers by one.
    • 4.N.5
      Describe and apply mental mathematics strategies, such as
      • skip-counting from a known fact
      • using halving/doubling
      • using doubling and adding one more group
      • using patterns in the 9s facts
      • using repeated doubling to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.

      • Provide examples for applying mental mathematics strategies:
      - skip-counting from a known fact (e.g., for 6 x 3, think 5 x 3 = 15, then 15 + 3 = 18)
      - halving/doubling (e.g., for 4 × 3, think 2 × 6 = 12)
      - using a known double and adding one more group (e.g., for 3 x 7, think 2 x 7 = 14, then 14 + 7 = 21)
      - repeated doubling (e.g., for 4 x 6, think 2 x 6 = 12 and 2 x 12 = 24)
      - use ten facts when multiplying by 9 (e.g., for 9 × 6, think 10 × 6 = 60, and 60 – 6 = 54; for 7 × 9, think 7 × 10 = 70, and 70 – 7 = 63)
      - halving (e.g., for 30 ÷ 6, think 15 ÷ 3 = 5)
      - relating division to multiplication (e.g., for 64 ÷ 8, think 8 × o = 64)
    • 4.N.6
      • Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by
      • using personal strategies for multiplication with and without concrete materials
      • using arrays to represent multiplication
      • connecting concrete representations to symbolic representations
      • estimating products

      • Model a multiplication problem using the distributive property [e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)].
      • Use concrete materials, such as base-10 blocks or their pictorial representations, to represent multiplication, and record the process symbolically.
      • Create and solve a multiplication problem that is limited to 2 or 3 digits by 1 digit.
      • Estimate a product using a personal strategy (e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250).
      • Model and solve a multiplication problem using an array, and record the process.
      • Solve a multiplication problem and record the process.
    • 4.N.7
      Demonstrate an understanding of division (1-digit divisor and up
      to 2-digit dividend) to solve problems by
      • using personal strategies for dividing with and without
      concrete materials
      • estimating quotients
      • relating division to multiplication (It is not intended that remainders be expressed as decimals or fractions.

      • Solve a division problem without a remainder using arrays or base-10 materials.
      • Solve a division problem with a remainder using arrays or base-10 materials.
      • Solve a division problem using a personal strategy, and record the process.
      • Create and solve a word problem involving a 1- or 2-digit dividend.
      • Estimate a quotient using a personal strategy (e.g., 86 ÷ 4 is close to 80 ÷ 4 or close to 80 ÷ 5).
    • 4.N.8
      Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to
      • name and record fractions for the parts of a whole or a set
      • compare and order fractions
      • model and explain that for different wholes, two identical fractions may not represent the same quantity
      • provide examples of where fractions are used

      • Represent a fraction using concrete materials.
      • Identify a fraction from its concrete representation.
      • Name and record the shaded and non-shaded parts of a set.
      • Name and record the shaded and non-shaded parts of a whole.
      • Represent a fraction pictorially by shading parts of a set.
      • Represent a fraction pictorially by shading parts of a whole.
      • Explain how denominators can be used to compare two unit fractions.
      • Order a set of fractions that have the same numerator, and explain the ordering.
      • Order a set of fractions that have the same denominator, and explain the ordering.
      • Identify which of the benchmarks 0, , or 1 is closest to a fraction.
      • Name fractions between two benchmarks on a number line (horizontal or vertical).
      • Order a set of fractions by placing them on a number line (horizontal or vertical) with benchmarks.
      • Provide examples where two identical fractions may not represent the same quantity (e.g., half of a large apple is not equivalent to half of a small apple; half of ten berries is not equivalent to half of sixteen berries).
      • Provide an example of a fraction that represents part of a set, and a fraction that represents part of a whole, from everyday contexts.
    • 4.N.9
      Describe and represent decimals (tenths and hundredths), concretely, pictorially, and symbolically.
      • Write the decimal for a concrete or pictorial representation of part of a set, part of a region or part of a unit of measure.
      • Represent a decimal using concrete materials or a pictorial representation.
      • Explain the meaning of each digit in a decimal with all digits the same.
      • Represent a decimal using money values (pennies and dimes).
      • Record a money value using decimals.
      • Provide examples of everyday contexts in which tenths and hundredths are used.
      • Model, using manipulatives or pictures, that a tenth can be expressed as hundredths (e.g., 0.9 is equivalent to 0.90 or 9 dimes is equivalent to 90 pennies).
  • Shape and Space
    • 4.SS.1
      Read and record time using digital and analog clocks, including 24-hour clocks.
      • State the number of hours in a day.
      • Express the time orally and numerically from a 12-hour analog clock.
      • Express the time orally and numerically from a 24-hour analog clock.
      • Express the time orally and numerically from a 12-hour digital clock.
      • Describe time orally and numerically from a 24-hour digital clock.
      • Describe time orally as “minutes to” or “minutes after” the hour.
      • Explain the meaning of AM and PM, and provide an example of an activity that occurs during the AM and another that occurs during the PM.
    • 4.SS.2
      Read and record calendar dates in a variety of formats.
      • Write dates in a variety of formats (e.g., yyyy/mm/dd, dd/mm/yyyy, March 21, 2006, dd/mm/yy).
      • Relate dates written in the format yyyy/mm/dd to dates on a calendar.
      • Identify possible interpretations of a given date (e.g., 06/03/04).
    • 4.SS.3
      Demonstrate an understanding of area of regular and irregular 2-D shapes by
      • recognizing that area is measured in square units
      • selecting and justifying referents for the units cm² or m²
      • estimating area by using referents for cm² or m²
      • determining and recording area (cm² or m²)
      • constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area

      • Describe area as the measure of surface recorded in square units.
      • Identify and explain why the square is the most efficient unit for measuring area.
      • Provide a referent for a square centimetre and explain the choice.
      • Provide a referent for a square metre and explain the choice.
      • Determine which standard square unit is represented by a referent.
      • Estimate the area of a 2-D shape using personal referents.
      • Determine the area of a regular 2-D shape and explain the strategy.
      • Determine the area of an irregular 2-D shape and explain the strategy.
      • Construct a rectangle for a given area.
      • Demonstrate that many rectangles are possible for an area by drawing at least two different rectangles for the same area.
    • 4.SS.4
      Solve problems involving 2-D shapes and 3-D objects.
      • Fill an outline with 2-D shapes (e.g., tangram pieces, pentominoes, or polygons).
      • Reproduce 2-D shapes from drawings, real objects (e.g., tables, houses, letters of the alphabet), or attributes on geo-boards.
      • Reproduce a structure using 3-D objects (e.g., cubes, 3-D pentominoes)
    • 4.SS.5
      Describe and construct rectangular and triangular prisms.
      • Identify and name common attributes of rectangular prisms from sets of rectangular prisms.
      • Identify and name common attributes of triangular prisms from sets of triangular prisms.
      • Sort a set of rectangular and triangular prisms using the shape of the base.
      • Construct and describe a model of rectangular and triangular prisms using materials such as pattern blocks or modelling clay.
      • Construct rectangular prisms from their nets.
      • Construct triangular prisms from their nets.
      • Identify examples of rectangular and triangular prisms found in the environment
    • 4.SS.6
      Demonstrate an understanding of line symmetry by
      • identifying symmetrical 2-D shapes
      • creating symmetrical 2-D shapes
      • drawing one or more lines of symmetry in a 2-D shape

      • Identify the characteristics of symmetrical and non-symmetrical 2-D shapes.
      • Sort a set of 2-D shapes as symmetrical and non-symmetrical.
      • Complete a symmetrical 2-D shape, half the shape, and its line of symmetry.
      • Identify lines of symmetry of a set of 2-D shapes, and explain why each shape is symmetrical.
      • Determine whether or not a 2-D shape is symmetrical by using a Mira or by folding and superimposing.
      • Create a symmetrical shape with or without manipulatives.
      • Provide examples of symmetrical shapes found in the environment, and identify the line(s) of symmetry.
      • Sort a set of 2-D shapes as those that have no lines of symmetry, one line of symmetry, or more than one line of symmetry
  • Patterns and Relations
  • Statistics & Probability
    • 4.SP.1
      Demonstrate an understanding of many-to-one correspondence.
      • Compare graphs in which different intervals or correspondences are used, and explain why the interval or correspondence was used.
      • Compare graphs in which the same data has been displayed using one-to-one and manyto-one correspondences, and explain how they are the same and different.
      • Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.
      • Find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines, and the Internet, and describe the correspondence used.
    • 4.SP.2
      Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.
      • Identify an interval and correspondence for displaying a set of data in a graph, and justify the choice.
      • Create and label (with categories, title, and legend) a pictograph to display a set of data using many-to-one correspondence, and justify the choice of correspondence used.
      • Create and label (with axes and title) a bar graph to display a set of data using many-to-one correspondence, and justify the choice of interval used.
      • Answer a question using a graph in which data is displayed using many-to-one correspondence.
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