Only Grade 4 mathematics is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
Mathematics · 2017 framework
Grade 4 · 27 / 27 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| math-2017:4.OA.1 | Provisional target; review pending | 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. |
| math-2017:4.OA.2 | Provisional target; review pending | 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. See Table 2, page 95. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:4.OA.3 | Provisional target; review pending | 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. |
| math-2017:4.OA.4 | Provisional target; review pending | 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. |
| math-2017:4.OA.5 | Provisional target; review pending | 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. |
| math-2017:4.NBT.1 | Provisional target; review pending | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right by applying concepts of place value, multiplication, or division. |
| math-2017:4.NBT.2 | Provisional target; review pending | Read and write multi-digit whole numbers using standard form, word form, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. |
| math-2017:4.NBT.3 | Provisional target; review pending | Use place value understanding to round multi-digit whole numbers to any place through 1,000,000. |
| math-2017:4.NBT.4 | Provisional target; review pending | Fluently add and subtract multi-digit whole numbers using a standard algorithm. |
| math-2017:4.NBT.5 | Provisional target; review pending | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| math-2017:4.NBT.6 | Provisional target; review pending | Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| math-2017:4.NF.1 | Provisional target; review pending | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |
| math-2017:4.NF.2 | Provisional target; review pending | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| math-2017:4.NF.3 | Provisional target; review pending | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. |
| math-2017:4.NF.4 | Provisional target; review pending | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |
| math-2017:4.NF.5 | Provisional target; review pending | 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. In general, students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators, but addition and subtraction with unlike denominators is not a requirement at this grade. |
| math-2017:4.NF.6 | Provisional target; review pending | 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. |
| math-2017:4.NF.7 | Provisional target; review pending | 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 a visual model. |
| math-2017:4.MD.1 | Provisional target; review pending | Know relative sizes of the metric measurement units within one system of units. Metric units include kilometer, meter, centimeter, and millimeter; kilogram and gram; and liter and milliliter. Express a larger measurement unit in terms of a smaller unit. Record measurement conversions in a two-column table. For example, express the length of a 4-meter rope in centimeters. Because 1 meter is 100 times as long as a 1 centimeter, a two-column table of meters and centimeters includes the number pairs 1 and 100, 2 and 200, 3 and 300,... |
| math-2017:4.MD.2 | Provisional target; review pending | Solve real-world problems involving money, time, and metric measurement. |
| math-2017:4.MD.3 | Provisional target; review pending | Develop efficient strategies to determine the area and perimeter of rectangles in real-world situations and mathematical problems. For example, given the total area and one side length of a rectangle, solve for the unknown factor, and given two adjacent side lengths of a rectangle, find the perimeter. |
| math-2017:4.MD.4 | Provisional target; review pending | Display and interpret data in graphs (picture graphs, bar graphs, and line plots) to solve problems using numbers and operations for this grade. |
| math-2017:4.MD.5 | Provisional target; review pending | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. |
| math-2017:4.MD.6 | Provisional target; review pending | Measure angles in whole number degrees using a protractor. Sketch angles of specified measure. |
| math-2017:4.MD.7 | Provisional target; review pending | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. |
| math-2017:4.G.1 | Provisional target; review pending | Draw points, lines, line segments, rays, angles (right, acute, and obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. |
| math-2017:4.G.2 | Provisional target; review pending | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. |