PLC%204th%20Grade%20%20Essential%20Standards.pdf

Parent document: REGULAR MEETING OF THE BOARD OF DIRECTORS 5_30 PM-02-12-2025.pdf

Text

SKSD Fourth Grade Essential Standards

Mathematics

4.0A.A.3 Solve multistep word problems using the four operations, including problems in which
remainders must be interpreted. Understand how the remainder is a fraction of the divisor. Represent
these problems using equations with a letter standing for the unknown quantity.

4.NBT.A.2 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.

4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using a standard algorithm.

4.NBT.B.5 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.

4.NBT.B.6 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.

4.NF.A.2 Compare two fractions with different numerators and different denominators (e.g., by creating
common denominators or numerators and by comparing to a benchmark fraction). Understand that
comparisons are valid only when the two fractions refer to the same size whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions.

4.NF.B.3.c 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.

4.NF.C.6 Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and

locate these decimals on a number line.


Grade 4 Math Standards Roadmap
The Standards Roadmap shows where grade level standards are primarily addressed in each unit/module of our instructional materials.

Bold and Underlined Text- Essential Standards Underlined Text- Important to Know Standards Italic Text- Nice to Know Standards
Regular Text- Standard has not yet been designated as important to know or nice to know
Asterisk* identifies when a standard is broken into chunks across more than one unit/module OR the level of proficiency changes across the year. & mathstandards_grade4.pdf

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Place Value Concepts for Place Value Concepts for Multiplication and Division of Foundations for Fraction Place Value Concepts for Decimal Angle Measurements and Plane Figures
Addition and Subtraction Multiplication and Division Multi-Digit Numbers Operations Fractions 20 Lessons/__ Days Ends ___
24Lessons/__ Days _Ends____ | 26 Lessons/___ Days _Ends____ | 24Lessons/___ Days _Ends____| 34Lessons/___Days_ Ends 14Lessons/__ Days Ends __

Topic A
OA 4.0A.A.1
Operations | 4 0A.A.2
and Algebraic | Topic ¢

Thinking | 4.0A,A.3*

Topic B Topic A Topic A
NBT 4.NBT.A.1 4.NBT.B.5 4.NBT.B.6
Numbers and | 4-NBT.A.2 4.NBT.B.6 4.NBT.B.5
Operations in | 4.NBT.B.4

Base Ten Topic C
4.NBT.A.3

Topic A Topic E
4.NF.B.3a 4.NF.B.3c
NF 4.NF.B.3b Topic F
Numbers and 4.NFA1 4.NF.B.4a
Operations in Topic C 4.NF.B.4b
Fractions 4.NF.A.2 4.NF.B.4c
Topic D
4.NF.B.3d

Topic B Topic C
MD .MD.A. .MD.A. 4.MD.C.5 4.MD.C.7
Measurement i i 4.MD.C.5a, 4.MD.C.5b
and Data .MD.A. .MD.A. 4.MD.C.6

G

Geometry



Elementary Math Standards Matrix K-. fg K-5 Math REAL Worksheets
Essential Standard:

4.NF.A.2 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.

*Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Prerequisite knowledge Future Learning
(Previous grade/unit) (Next grade/unit)
https://tools.achievethecore.org/coherence-map

4.NF.A.1 Explain why a fraction a/b is equivalent 4.NF.C.7 Compare two decimals to hundredths by
to a fraction (n x a)/(n x b) by using visual fraction reasoning about their size. Recognize that
models, with attention to how the number and comparisons are valid only when the two decimals
size of the parts differ even though the two refer to the same whole. Record the results of
fractions themselves are the same size. Use this comparisons with the symbols >, =, or <, and justify
principle to recognize and generate equivalent the conclusions, e.g., by using a visual model.
fractions.
*Crade 4 expectations in this domain are limited to
*Crade 4 expectations in this domain are limited fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and
to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 100.
12, and 100.
5.NF.A.2 Solve word problems involving addition and
3.NF.A.3 Explain equivalence of fractions in subtraction of fractions referring to the same whole,
special cases, and compare fractions by including cases of unlike denominators, e.g., by
reasoning about their size. using visual fraction models or equations to
represent the problem. Use benchmark fractions
*Grade 3 expectations in this domain are limited and number sense of fractions to estimate mentally
to fractions with denominators 2, 3, 4, 6, and 8. and assess the reasonableness of answers. For
example, recognize an incorrect result 2/5 + 1/2 = 3/7,
by observing that 3/7 < 1/2.
Major Cluster Readiness
Oo Supporting Cluster Endurance
(_] Additional Cluster Assessed
oO Required Fluency Leverage

[ Mathematics Summative Assessme...
What Students Need to Know? What Students Need to Be Able to Do?

Compare fractions with different numerators

Numerator = how many or much and denominators
Denominator = how many makes a whole Recognize and use benchmark fractions for

Benchmark fractions COMPATISONS
Create a number line with benchmark
fractions
Draw or diagram fractions to compare
Recognize that fractions can be compared
only if they refer to the same whole.

Apply factors and multiples to find equivalent
fractions, like numerators and like
denominators

Use >,<,= to record comparisons of fractions



Compare numerator denominator benchmark fraction number line
fraction diagram symbols >, =, or <

Student Learning Targets
(Bundled)

| can explain why one fraction is
Most Complex = Solve word problems involving fractions bigger, smaller, or the same as
with unlike numerators and denominators. | another by using pictures, number
lines, or other tools.

| can use multiplication and division
to make two fractions have the same
denominator or the same numerator
so | can compare them.

| can show my work with pictures or
Compare fractions using benchmarks such | models to prove my answer when
as 1/2. comparing two fractions.

Learning Ladder (Progression)

Use models to compare fractions: number
lines > area model

Compare fractions with denominator of
2,3,4,6, or 8 USING >,<,= Symbols

Find and compare equivalent fractions
with denominator of 2,3,4,6, or 8

Least Complex

Exemplars at Grade Level

Compare fractions with common denominators

Question:

3
Compare 3 and 3.

1. Create a common denominator to compare these fractions.
2. Use a visual model, like a number line or fraction bars, to justify your answer.

3. Write the comparison using >, =, or <.

Compare fractions using a benchmark



Question:

= =?
Which fraction is larger, 8 or 12°

1. Use the benchmark t to help compare.

2. Justify your answer with a visual model, like a number line or area model.

3. Write the comparison using >, =, or <.

Proficiency Levels

Solve word problems involving fractions with unlike numerators and
Advanced _ | denominators.

3 Compare fractions with unlike numerators or unlike denominators. Record

Proficient | COMmparisons with >,< or = symbols, and justify comparisons.
Use benchmark fractions and models (number lines and area model) to
compare fractions.

Find and compare equivalent fractions with denominator of 2,3,4,6, or 8 by
reasoning about their size. Use >,< or = to record comparisons