Grade 4 Math Montana Standards

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

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. Recognize right triangles as a category, and identify right triangles.

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.

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.

Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Represent and interpret data.

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

Geometric measurement: understand concepts of angle and measure angles.

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.

An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

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.

Generalize place value understanding for multi-digit whole numbers.

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.

Read and write multi-digit whole numbers using base-ten numerals, number names, 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.

Use place value understanding to round multi-digit whole numbers to any place.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

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.

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.

Extend understanding of fraction equivalence and ordering.

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.

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.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Understand a fraction a/b as a multiple of 1/b.

Understand a multiple of a/b as a multiple of 1/b, and use this understanding 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.

Understand decimal notation for fractions, and compare decimal fractions.

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.

Use decimal notation for fractions with denominators 10 or 100.

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.

Use the four operations with whole numbers to solve problems.

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.

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.

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.

Gain familiarity with factors and multiples.

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.

Generate and analyze patterns.

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.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Geometry

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and identify these in two-dimensional figures.

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, recognize right triangles as a category, and identify right triangles.

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts, identify line-symmetric figures, and draw lines of symmetry. This standard should incorporate designs and cultural context relating to Montana Indigenous Peoples and local communities.

Measurement and Data

Know relative sizes of units within one system of measurement and within the system, express measurements of a larger unit in terms of a smaller unit.

Use the four operations to solve problems in context using distances, intervals of time, liquid volumes, masses of objects, and money, including problems with simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit, and represent measurement quantities using diagrams that feature a measurement scale. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

Apply the area and perimeter formulas for rectangles including problems in context.

Make a line plot to display a data set of measurements in fractions of a unit and solve problems involving addition and subtraction of fractions by using information presented in line plots.

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement by:

*Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement by* understanding that an angle is formed by two rays with a common endpoint at the center of a circle that measures a total of 360 degrees, and a single-degree unit measure is equal to 1/360th of the circle, and

*Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement by* understanding that an angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Measure angles in whole-number degrees using a protractor and sketch angles of specified measure.

Recognize angle measure as additive. When an angle is decomposed into nonoverlapping 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 including problems in context.

Number and Operations in Base Ten

Recognize that in a multi-digit whole number, each place represents ten times the place to its right.

Read and write multi-digit whole numbers using standard form, word form, and expanded form and compare two multi-digit numbers based on the value of the digits in each place using >, =, and < symbols.

Use place value understanding to round multi-digit whole numbers to any place.

Accurately and efficiently add and subtract multi-digit whole numbers using the standard algorithm.

Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, flexibly using strategies based on place value and the properties of operations, and illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, flexibly using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division, and illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Number and Operations - Fractions

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models and use this principle to recognize and generate equivalent fractions.

Compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction, 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.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b by:

*Understand a fraction a/b with a > 1 as a sum of fractions 1/b by* understanding addition and subtraction of fractions as joining and separating parts referring to the same whole.

*Understand a fraction a/b with a > 1 as a sum of fractions 1/b by* decomposing a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.

*Understand a fraction a/b with a > 1 as a sum of fractions 1/b by* adding and subtracting mixed numbers with like denominators by replacing each mixed number with an equivalent improper fraction or other efficient strategies.

*Understand a fraction a/b with a > 1 as a sum of fractions 1/b by* solving problems in context that involve addition and subtraction of fractions referring to the same whole or having like denominators. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number by:

*Apply and extend previous understandings of multiplication to multiply a fraction by a whole number by* understanding a fraction a/b as a multiple of 1/b and recording the conclusion by the equation a/b = a*(1/b).

*Apply and extend previous understandings of multiplication to multiply a fraction by a whole number by* understanding a multiple of a/b as a multiple of 1/b, using this to multiply a fraction by a whole number and recognizing n × (a/b) = (n × a)/b).

*Apply and extend previous understandings of multiplication to multiply a fraction by a whole number by* solving problems in context involving multiplication of a fraction by a whole number. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

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.

Use decimal notation for fractions with denominators 10 or 100.

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.

Operations and Algebraic Thinking

Interpret a multiplication equation as a multiplicative comparison, and represent verbal statements of multiplicative comparisons as multiplication equations.

Multiply or divide to solve problems in context that involve multiplicative comparison and distinguish multiplicative comparison from additive comparison.

Solve multistep problems in context 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, and assess the reasonableness of answers using mental computation and estimation strategies. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.

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 1-1000 is a multiple of a given one-digit number, and determine whether a given whole number in the range 1-100 is prime or composite.

Analyze a number or shape pattern that follows a given rule, identify and explain informally features of the pattern that were not explicit in the rule itself, generate terms in the resulting sequence, and observe the pattern.

Operations and Algebraic Thinking

Standards for Mathematical Practice

Number and Operations in Base Ten

Number and Operations—Fractions

Geometry

Measurement and Data

Mathematical practice standard 1 is to problem-solve and persevere. Mathematically proficient students: make conjectures, plan, and follow solution strategies; evaluate their progress and accuracy; engage in sense-making and self-monitoring; and persevere in seeking solutions, and value alternative approaches.

Mathematical practice standard 2 is to abstract and generalize. Mathematically proficient students are able to decontextualize and symbolically represent both mathematical and non-mathematical situations to search for and analyze regularities, patterns, and structures.

Mathematical practice standard 3 is to justify and prove. Mathematically proficient students create, evaluate, justify, and refute mathematical claims in developmentally and mathematically appropriate ways.

Mathematical practice standard 4 is to model with mathematics. Mathematically proficient students: make sense of a scenario; identify a problem to be solved, and mathematize it; and apply a mathematical model to reach a solution and verify its viability.

Mathematical practice standard 5 is to represent. Mathematically proficient students recognize, use, create, interpret, and translate representations using appropriate methods and tools; and understand multiple ways of representing mathematical ideas and how they are related.

Mathematical practice standard 6 is to collaborate mathematically. Mathematically proficient students engage in mathematics as a social enterprise through discussion and collaborative inquiry where ideas are offered, debated, connected, and built upon toward solutions, shared understanding, and appreciation of other perspectives.

Mathematical practice standard 7 is to culturally connect. Mathematically proficient students recognize cultural connections and contributions to mathematics; and appreciate the role of mathematics in various cultural contexts, including those of tribally-specific Montana Indigenous Peoples.