Standards: Math
CCSS.MATH.CONTENT.4.NF.3c
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Education Level: 4
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Description:
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.
CCSS.MATH.CONTENT.4.NF.3d
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Education Level: 4
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Description:
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.
CCSS.MATH.CONTENT.4.NF.4
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Education Level: 4
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Description:
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CCSS.MATH.CONTENT.4.NF.4a
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Education Level: 4
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Description:
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
CCSS.MATH.CONTENT.4.NF.4b
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Education Level: 4
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Description:
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.)
CCSS.MATH.CONTENT.4.NF.4c
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Education Level: 4
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Description:
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?
CCSS.MATH.CONTENT.4.NF.5
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Education Level: 4
Understand decimal notation for fractions, and compare decimal fractions.
Description:
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. (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.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CCSS.MATH.CONTENT.4.NF.6
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Education Level: 4
Understand decimal notation for fractions, and compare decimal fractions.
Description:
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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CCSS.MATH.CONTENT.4.NF.7
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Education Level: 4
Understand decimal notation for fractions, and compare decimal fractions.
Description:
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when 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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
CCSS.MATH.CONTENT.4.OA.1
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Education Level: 4
Use the four operations with whole numbers to solve problems.
Description:
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.
CCSS.MATH.CONTENT.4.OA.2
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Education Level: 4
Use the four operations with whole numbers to solve problems.
Description:
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.
CCSS.MATH.CONTENT.4.OA.3
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Education Level: 4
Use the four operations with whole numbers to solve problems.
Description:
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.
CCSS.MATH.CONTENT.4.OA.4
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Education Level: 4
Gain familiarity with factors and multiples.
Description:
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.
CCSS.MATH.CONTENT.4.OA.5
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Education Level: 4
Generate and analyze patterns.
Description:
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.
CCSS.MATH.CONTENT.5.G.1
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Education Level: 5
Graph points on the coordinate plane to solve real-world and mathematical problems.
Description:
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).