Grade 4 Math Map Page: 1/5

Big Idea / Chapter Order / Standard / I Can Statements / Academic Vocabulary
Generalize place value understanding for multi-digit whole numbers: Understanding place value can lead to number sense and efficient strategies for computing with numbers.
Generalize place value understanding for multi-digit whole numbers: The position of a digit within a number determines its value in that number.
/ 1 / 4.NBT.1,2
1: 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.
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. / 1: I can recognize that in multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
2: I can read and write larger whole numbers using numerals, words and in expanded form. / ten thousand, hundred thousand, standard form, word form, expanded form, greater than (>), less than (<), more than, greatest, least, order
Use the four operations with whole numbers to solve problems: Regardless of the order of factors in a multiplication equation, the produce will remain the same.
Gain familiarity with factors and multiples: Mathematical operations are used in solving problems in which a new value is produced from one or more values, Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.
Generate and analyze patterns: Mathematical operations are used in solving problems in which a new value is produced from one or more values, Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions. / 2 / 4.OA.3, 4, 5
3: 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.
4: 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.
5: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. / 3: I can choose the correct operation to perform at each step of a multi-step word problem., can interpret remainders in word problems, can write equations using a variable to represent the unknown, I can use mental math or estimation strategies to check if my answer is reasonable.
4: I can define factors and multiples, I can list all of the factor pairs for any whole number in the range 1-100, I can determine multiples of a given whole number, • I can define prime and composite, I can determine if a number is prime or composite.
5: I can generate a pattern that follows a given rule, I can identify and explain additional patterns or special behaviors in a pattern that go beyond the given rule. / estimate, reasonable, front-end estimation, rounding, product, quotient, factor, greatest common factor, prime number, composite number, multiple, common multiple, least common multiple
Use place value understanding and properties of operations to perform multi-digit arithmetic: Understanding place value can lead to number sense and efficient strategies for computing with numbers, A variety of strategies can be used to solve multi-digit problems.
/ 3 / 4.NBT.5, 6
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.
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. / 5: I can multiply a multi-digit number by a one-digit whole number, I can demonstrate multiplication of two two-digit numbers using rectangular arrays, place value, and the area model, I can solve multiplication of two two-digit numbers using properties of operations and equations, I can explain my chosen strategy.
6: I can demonstrate division of a multi-digit number by a one-digit number using place
value, rectangular arrays, and area model, I can solve division of a multi-digit number by a one-digit number using properties of operations and equations, I can explain my chosen strategy. / round, estimate, product, regroup, quotient, remainder,
Extend understanding of fraction equivalence and ordering: Fractions and decimals allow for quantities to be expressed with greater precision than with just whole numbers.
/ 6 / 4.NF.1,2,3,4
1: 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.
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.
3:Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
3a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
3b: 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,
#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.
3d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators,.
4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4a: Understand a fraction a/b as a multiple of 1/b.
4b: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.
4c: 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. / 1: I can recognize and identify equivalent fractions with unlike denominators, I can explain equivalent fractions such as ½ = 2/4 and 3/6 = 4/8, I can use visual fraction models to show why fractions are equivalent (ex. ¾ = 6/8), I can determine equivalent fractions using fraction models and explain why they can be called “equivalent”.
2: I can recognize fractions as being greater than, less than, or equal to other fractions, I can record comparison results with symbols: <, >, = , I can use benchmark fractions such as ½ for comparison purposes, I can make comparisons based on parts of the same whole, I can compare two fractions with different numerators, I can compare two fractions with different denominators, I can prove the results of a comparison of two fractions
3: I can add unit fractions (1/b) to get a fraction greater than one, I can use fraction models to add fractions to make a whole, I can use fraction models to subtract fractions away from the whole.
I can add and subtract fractions with like denominators, I can recognize different ways to represent one whole using fractions with the same denominator, I can use fraction models to take apart a fraction, I can add fractions with same denominators in more than one way, I can record decompositions of fractions as an equation and explain the equation using fraction models, I can write an equation that shows how to add fraction (with like denominators) in more than one way using a fraction model.
I can add and subtract mixed numbers with like denominators, I can replace mixed numbers with equivalent fractions, using fraction models, I can replace improper fractions with a mixed number, using fraction models, I can add and subtract mixed numbers by replacing each mixed number with an equivalent fraction, I can add and subtract fractions with like denominators, I can solve word problems involving addition of fractions referring to the same whole and having like denominators, by using fraction models and equations to represent the problems, I can solve word problems involving subtraction of fractions referring to the same whole and having like denominators, by using fraction models and equations to represent the problems.
4: I can use fraction models to show multiplication of fraction is repeated addition ¼ + ¼ + ¼ + ¼ + ¼ = 5/4, I can multiply fractions by a whole number using models, I can name multiples of a fraction with a model, I can multiply a fraction by a whole number, I can multiply a fraction by a whole number, I can use fraction models and equations to represent a problem, I can solve word problems involving multiplication of a fraction by a whole number. / numerator, denominator, equivalent fraction, unlike fraction, mixed number, simplest form, improper fraction, fraction bar, division rule, multiplication rule
Understand decimal notation for fractions and compare decimal fractions: Fractions and decimals can be compared in many ways. / 7 / 4.NF.5,6,7
5: 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 100.2
6:Use decimal notation for fractions with denominators 10 or 100.
7: 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. / 5: I can show a fraction with a denominator of 10 as an equivalent fraction with a
denominator of 100 in order to add the two fractions.
6: I can use decimals to show fractions with denominators of 10 and 100.
7: I can compare two decimals to hundredths by reasoning about their size. / tenth, decimal form, decimal point, expanded form, hundredth, placeholder zero, more than, less than, greater than, least, greatest, order, round, equivalent fraction
Generalize place value understanding for multi-digit whole numbers: Understanding place value can lead to number sense and efficient strategies for computing with numbers.
Generalize place value understanding for multi-digit whole numbers: The position of a digit within a number determines its value in that number.
/ 8 / N/A
Geometric measurement: understand concepts of angle and measure angles: Measurement processes are used in everyday life to describe and quantify the world. / 9 / 4.MD.5,6
5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. / 5: I can recognize angles as geometric shapes where two rays share a commonendpoint. I can understand that angles are measured with reference to a circle, with its center at the common endpoint of the rays.
6: I can use a protractor to measure angles in whole-number degrees. / ray, vertex, protractor, degrees, inner scale, outer scale, acute angle, obtuse angle, straight angle, turn, additive
Draw and identify lines and angles, and classify shapes by angles: Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object's properties and position in space and support visualization and problem solving. / 10 / 4.G.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. / I can identify and draw points, lines, line segments, rays, angles and perpendicular & parallel lines. / perpendicular line segments, drawing triangle, parallel line segments, base, horizontal lines, vertical lines
Geometric measurement: understand concepts of angle and measure angles: Measurement processes are used in everyday life to describe and quantify the world.
/ 11 / 4.MD.7
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. / I can solve addition and subtraction problems involving angles. / square, right angle, rectangle, parallel
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit: Measurement processes are used in everyday life to describe and quantify the world.
/ 12 / 4.MD.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. / I can use what I know about area and perimeter to solve real world problems involving rectangles. / length, width, composite figure
Draw and identify lines and angles, and classify shapes by angles: Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object's properties and position in space and support visualization and problem solving. / 13 / 4.G.3
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. / I can recognize and draw lines of symmetry. / line of symmetry, symmetric figure, rotation, rotational symmetry, center of rotation, clockwise, counter-clockwise
Generate and analyze patterns: Mathematical operations are used in solving problems in which a new value is produced from one or more values.
/ 14 / 4.OA.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. / I can generate a pattern that follows a given rule, I can identify and explain additional patterns or special behaviors in a pattern that go
beyond the given rule. / tessellation, repeated shape, slide, rotate, flip, modify
Tables and Line Graphs / 4 / data, table, tally chart, row, column, intersection, line graph, horizontal axis, vertical axis
Data and Probability / 5 / average, mean, median, mode, range, line plot, stem-and-leaf plot, outlier, outcome, certain, more likely, equally likely, less likely, impossible, favorable outcome, probability