St. Rose School
Mathematics Curriculum Standards
June 2003

Grade 4

• Students understand place value of whole numbers and decimals to two decimal places, how these relate to simple fractions, and use concepts of negative numbers:
  
  
  • Read and write whole numbers in the million
    
    
  • Order and compare whole numbers and decimals to two decimal places
    
    
  • Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand
    
    
  • Decide when a rounded solution is called for and explain why such a solution may be appropriate
    
    
  • Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0)
    
    
  • Write tenths and hundredths in decimal and fraction notation and know the fraction and decimal equivalents for halves and fourths (e.g., ½ = 0.5 or .50; 7/4 = 1 ¾ = 1.75)
    
    
  • Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line
    
    
  • Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in “owing”)
    
    
  • Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places
    
    
• Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
  
  
  • Estimate and compute the sum or difference of whole numbers and positive decimals to two places
    
    
  • Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer
    
    
• Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
  
  
  • Demonstrate an understanding of, and the ability to use, standard algorithms for addition and subtraction of multi-digit numbers
    
    
  • Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number; use relationships between them to simplify computations and to check results
    
    
  • Solve problems involving multiplication of multi-digit numbers by two-digit numbers
    
    
  • Solve problems involving division of multi-digit numbers by one-digit numbers
    
    
• Students know how to factor small whole numbers:
  
  
  • Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3)
    
    
  • Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers

Algebra and Functions

• Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:
  
  
  • Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable)
    
    
  • Interpret and evaluate mathematical expressions that use parentheses
    
    
  • Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations
    
    
  • Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships
    
    
  • Understand that an equation such as y = 3x + 5 is a prescription for determining a second number when a first number is given
    
    
• Students know how to manipulate equations:
  
  
  • Know and understand that equals added to equals are equal
    
    
  • Know and understand that equals multiplied by equals are equal
    
    

Measurement and Geometry

• Students understand perimeter and area:
  
  
  • Measure the area of rectangular shapes by using appropriate units, square centimeter2, square meter2, square kilometer2, square inches2, square yard2, square mile 2
    
    
  • Recognize that rectangles that have the same area can have different perimeters
    
    
  • Understand that rectangles that have the same perimeter can have different areas
    
    
  • Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use these formulas to find the areas of more complex figures by dividing the figures into basic shapes
    
    
• Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:
  
  
  • Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3x and connect them by using a straight line)
    
    
  • Understand that the length of a horizontal line segment equals the difference of the x-coordinates
    
    
  • Understand that the length of a vertical line segment equals the difference of the y-coordinates
    
    
  • Use Graph Club to graph information
    
    
• Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:
  
  
  • Identify lines that are parallel and perpendicular
    
    
  • Identify the radius and diameter of a circle
    
    
  • Identify congruent figures
    
    
  • Identify figures that have bilateral and rotational symmetry
    
    
  • Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90o, 180o, 270o, and 360o are associated, respectively, with ¼, ½, ¾ and full turns
    
    
  • Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids, etc.) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid
    
    
  • Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes
    
    
  • Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid)
    
    
  • Use Internet resources for activities

Statistics, Data Analysis, and Probability

• Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:
  
  
  • Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables and charts
    
    
  • Identify the mode(s) for sets of categorical data and the mode(s) median, and any apparent outliers for numerical data sets
    
    
  • Interpret one- and two-variable data graphs to answer questions about a situation
    
    
  • Use math Internet sites for activity problems
    
    
• Students make predictions for simple probability situations:
  
  
  • Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams)
    
    
  • Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; ¾)

Mathematical Reasoning

• Students make decisions about how to approach problems:
  
  
  • Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns
    
    
  • Determine when and how to break a problem into simpler parts
    
    
  • Use math Internet sites for problem solving
    
    
• Students use strategies, skills, and concepts in finding solutions:
  
  
  • Use estimation to verify the reasonableness of calculated results
    
    
  • Apply strategies and results from simpler problems to more complex problems
    
    
  • Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning
    
    
  • Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work
    
    
  • Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy
    
    
  • Make precise calculations and check the validity of the results from the context of the problem
    
    
• Students move beyond a particular problem by generalizing to other situations:
  
  
  • Evaluate the reasonableness of the solution in the context of the original situation
    
    
  • Note method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems
    
    
  • Develop generalizations of the results obtained and apply them in other circumstances
    
    
  • Use math Internet sites to get information