Grade 4 Mathematics Crosswalk – CCSS to CT Standards

Mathematics Crosswalk

Common Core State Standards to

Connecticut State Standards to

District Curriculum

Grade 4

OPERATIONS AND ALGEBRAIC THINKING
Use the four operations with whole numbers to solve problems.
CCSS / CT Standard Match / District Correlation / CT Assessment / Notes
CC.4.OA.1 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. / CT.3.2.2.11 Write multiplication and division story problems to match a given multiplication or division number sentence and vice versa; solve the problems and justify the solution.
CT.4.1.3.5 Solve problems and demonstrate an understanding of equivalence in mathematical situations that reflect the commutative and associative properties of addition and multiplication of whole numbers and the distributive property.
CT.4.2.1.5 Relate multiplication and division to number patterns and models of groups and rectangular arrays.
CT.4.2.2.18 Write multiplication and division story problems involving basic facts and two- and three-digit by one-digit numbers to match a given number sentence and vice versa; solve the problems using strategies that include models and arrays and justify the solutions. / Strand 5 Models for Operations
CMT.4.5.B Identify the appropriate operation or number sentence to solve a story problem (2-digit
numbers).
CMT.4.5.C Write a story problem that matches a given addition, subtraction or multiplication
sentence. Use 1- and 2- digit numbers for addition and subtraction. Use 1-digit
factors for multiplication.
CMT.5.5.A
Identify the appropriate operation or number sentence to solve a story problem.
CMT.5.5.B
Write story problems from multiplication or division number sentences,
using 1- and 2-digit numbers. / The CT standards and CMT strands do not specify multiplication as a comparison.
CC.4.OA.2 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. / CT.3.2.2.11 Write multiplication and division story problems to match a given multiplication or division number sentence and vice versa; solve the problems and justify the solution.
CT.4.2.2.18 Write multiplication and division story problems involving basic facts and two- and three-digit by one-digit numbers to match a given number sentence and vice versa; solve the problems using strategies that include models and arrays and justify the solutions. / Strand 9 Solve Word Problems
CMT.4.9.A Solve one-step story problems involving whole numbers and money amounts. Use 2-
and 3-digit numbers in addition and subtraction problems. Use 1- and 2-digit numbers in multiplication problems.
CMT.5.9.A Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all operations.
CMT.6.9.A Solve one-step story problems involving whole numbers, decimals and money amounts with or without extraneous information.
CMT.7.9.A Solve one-step story problems involving whole numbers, fractions, decimals and money amounts with or without extraneous information. / The CT standards and CMT strands do not specify multiplication as a comparison.
CT standards focus on writing story problems and not solving given word problems.
Solving word problems involving multiplication and division of whole numbers is assessed on the Grades 4, 5, 6, and 7 CMT.
CC.4.OA.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. / CT.4.1.2.3 Describe mathematical relationships and situations, involving ratios and computation of whole numbers, in all four operations with using symbols, number sentences and equations.
CT.4.1.3.4 Represent possible values by using symbols, e.g., variables, to represent quantities in expressions and number sentences. Use number sentences (equations) to model and solve word problems.
CT.4.2.1.3 Round whole numbers up to 100,000 using number patterns, number lines, diagrams and place value models.
CT.4.2.2.15 Solve contextual problems involving addition and subtraction of whole numbers using a variety of methods, including writing appropriate number sentences (equations) and explaining the strategies used.
CT.4.2.2.19 Determine and explain in writing when an estimate is appropriate and whether a particular estimation strategy is reasonable or will result in an overestimate or underestimate involving computation with three- and four- digit numbers and money amounts up to $1,000.
CT.4.2.2.24 Write and solve multistep contextual problems, including problems with extraneous information and explain orally and in writing how the answers were determined.
CT.5.2.2.14 Write and solve multistep problems for all four operations involving multidigit whole numbers and money amounts and explain how answers were determined orally and in writing. / Strand 9 Solve Word Problems
CMT.5.9.B Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.
CMT.6.9.B Solve two-step story problems involving whole numbers, decimals, fractions and money amounts without extraneous information.
CMT.6.9.C Solve two-step problems involving whole numbers and decimals with extraneous information.
CMT.6.9.D Solve two-step problems involving whole numbers, decimals or money amounts, and explain how the answer was determined.
CMT.7.9.C Solve multistep problems involving whole numbers, decimals, money amounts and mixed numbers, including means.
CMT.7.9.D Solve multistep problems involving whole numbers, decimals or money amounts, and explain how the solution was determined.
CMT.8.9.B Solve multistep problems involving whole numbers, mixed numbers, money amounts and decimals.
CMT.8.9.C Solve multistep problems involving whole numbers, fractions, mixed numbers, decimals or money amounts, and explain how the solution was determined.
Strand 10 Numerical Estimation Strategies
CMT.5.10.B Identify whether and why a particular strategy will result in an overestimate or an underestimate.
CMT.6.10.B Identify whether and why a particular strategy will result in an overestimate or an underestimate. / CT Standards do not include interpreting remainders. Solving multi-step problems with whole numbers is included in the Grades 4, 5, 6, and 7 CT Standards
Assessing the reasonableness of answers using mental computation and estimation strategies, including rounding, is included in the Grades 5, 6, 7, and 8 CT Standards.
The Grade 4 CMT assesses solving one-step word problems with addition, subtraction and multiplication.
Solving multi-step problems with whole numbers is assessed on the Grades 5, 6, 7 and 8 CMT.
Judging/identifying a reasonable estimate is assessed on the Grades 4, 5, 6, 7 and 8 CMT.
CT.5.2.2.19 Use estimation to predict results and to recognize when an answer is or is not reasonable, or will result in an overestimate or underestimate and explain the reasoning used orally and in writing.
CT.6.2.2.18 Estimate solutions to problems, and justify the reasonableness of estimates in writing.
CT.6.2.2.19 Write and solve multistep problems in context involving addition, subtraction, multiplication and division with whole numbers, fractions, decimals, money and simple percentages.
CT.7.2.2.9 Apply a variety of strategies to write and solve problems involving addition, subtraction, multiplication and division of positive rational numbers, including whole numbers, fractions and decimals. / CMT.7.10.B Identify whether and why a particular strategy will result in an overestimate or an underestimate.
Strand 11 Estimating Solutions to Problems
CMT.4.11.A Identify a reasonable estimate to a problem, including estimating change from $1, $5and $10.
CMT.5.11.A Identify a reasonable estimate to a problem, including estimating change.
CMT.6.11.C Given an estimate as a solution, judge its reasonableness and justify the decision.
CMT.7.11.C Given an estimate as a solution, judge its reasonableness and justify the decision.
CMT.8.11.B Given an estimate as a solution for problems involving whole numbers, mixed numbers, decimals and percents, judge its reasonableness and justify the decision.
OPERATIONS AND ALGEBRAIC THINKING
Gain familiarity with factors and multiples.
CCSS / CT Standard Match / District Correlation / CT Assessment / Notes
CC.4.OA.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. / CT.3.2.2.10 Recall the multiplication and division facts for 1, 2, 3, 4, 5 and 10.
CT.4.2.1.6 Identify and define prime and composite numbers through the use of models including rectangular arrays, place value models and pictures.
CT.4.2.2.17 Recall the multiplication and division facts 1 through 10.
CT.5.2.1.5 Classify numbers as prime, composite or perfect squares and identify factor pairs using rectangular arrays. / Strand 6 Basic Facts
CMT.3.6.B Multiply and divide by 2, 5 and 10.
CMT.4.6.A Find the missing product in a multiplication equation where one factor is 2, 3, 4, 5 or 10.
CMT.4.6.B Find the missing factor in a division equation where one factor is 2, 3, 4, 5 or 10.
CMT.5.6.A Multiply and divide facts.
CMT.6.6.A Multiply and divide facts / Finding all factor pairs for a whole number in the range 1-100 and recognizing that a whole number is a multiple of each of its factors is included in the Grades 3, 4, and 5 CT standards and is assessed on the Grades 3, 4, 5, and 6 CMT.
Prime and composite numbers are not assessed on the CMT.
OPERATIONS AND ALGEBRAIC THINKING
Generate and analyze patterns.
CCSS / CT Standard Match / District Correlation / CT Assessment / Notes
CC.4.OA.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. 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. / CT.K.1.1.3 Recognize, reproduce, extend and create repeating patterns using movement, sounds, color, shapes, numbers and textures.
CT.1.1.1.2 Recognize, extend and create one-attribute and two-attribute patterns such as size and shape, counting such as by five or ten, and number patterns such as n + 2. Describe the pattern and the rule used to make it.
CT.1.1.1.3 Replicate a pattern using a different representation such as from color to shape.
CT.1.1.1.4 Develop and test generalizations based on observations of patterns and relationships.
CT.2.1.1.2 Recognize, extend, and create repeating, growing and number patterns such as skip counting, odd/even, counting on by ten, and one and two attribute patterns. Describe the pattern and the rule used to make it.
CT.2.1.1.3 Replicate the pattern using a different representation such as letters to numbers.
CT.2.1.1.4 Use patterns and the rules that describe the patterns to identify a missing object, objects with common or different attributes, and the complement of a set of objects.
CT.2.1.1.5 Analyze and describe observable changes in patterns using language that describes number characteristics and qualitative characteristics such as attributes, orientation and position.
CT.3.1.1.2 Create and construct numerical and spatial patterns and sequences that repeat and grow.
CT.3.1.1.3 Analyze, describe and extend repeating and growing patterns and sequences, including those found in real-world contexts, by constructing and using tables, graphs and charts.
CT.4.1.1.1 Extend and compare numerical and geometric sequences and classify patterns as growing or repeating, e.g. 2, 4, 8, _, _, grows and the following sequence repeats: [Repetition of geometric figures is used as an example.]
CT.4.1.1.2 Develop and test generalizations based on observable patterns and relationships and describe the rules for number patterns using equations, e.g., in this sequence 1, 6, 16, 36 ..., to get the next number the current number can be doubled and four added to the product.
CT.4.4.2.3 Discuss, make predictions and write aboutpatterns and trends in categorical and numerical data that have been represented in a variety of ways.
CT.5.1.1.1 Represent, extend and compare geometric and numeric patterns using words, tables, graphs and equations / Strand 22 Patterns
CMT.3.22.A Extend or complete patterns, or identify rules using numbers and attributes.
CMT.3.22.B Extend or complete patterns and state rules using numbers and attributes.
CMT.4.22.A Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
CMT.4.22.B Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
CMT.5.22.A Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
CMT.5.22.B Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
CMT.6.22.A Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
CMT.6.22.B Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
CMT.7.22.A Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
CMT.7.22.B Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
CMT.8.22.A Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
CMT.8.22.B Extend or complete patterns and state rules for given patterns using whole numbers and attributes. / The CCSS focuses instruction about patterns in Grades 4 and 5.
Generating a number or shape pattern that follows a given rule and identifying apparent features of the pattern are included in the Grades K, 1, 2, 3, 4 and 5 CT
standards and is assessed on the Grades 3, 4, 5, 6, 7 and 8 CMT.
NUMBER AND OPERATIONS IN BASE TEN
Generalize place value understanding for multi-digit whole numbers.
CCSS / CT Standard Match / District Correlation / CT Assessment / Notes
CC.4.NBT.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. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) / Strand 1 Place Value
CMT.3.1.D Use place value concepts to identify and compare the magnitude and value of digits in 2- and 3-digit numbers.
CMT.4.1.D Use place value concepts to identify and compare the magnitude and value of digits in 2- and 3-digit numbers.
CMT.5.1.D Use place value concepts to identify and compare the magnitude and value of digits in numbers.
CMT.6.1.D Use place value concepts to identify and compare the magnitude and value of digits in numbers. / The CT standards do not specify recognizing that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
Using place value concepts to identify and compare the magnitude and value of digits in numbers is assessed on the Grades 3, 4, 5, and 6 CMT.
CC.4.NBT.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.
(Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) / CT.2.2.1.2 Represent whole numbers up to one thousand by modeling and writing numbers in expanded forms such as 37 = (3 x 10) + (7 x 1) and regrouped forms such as (2 x 10) + (17 x 1) = 37 and use the forms to support computational strategies.
CT.3.2.1.1 Locate, label, compare and order whole numbers up to ten thousand using place value models, number lines and number patterns, including multiples of one hundred and one thousand.
CT.3.2.1.4 Represent three- and four-digit numbers up to ten thousand in expanded forms such as 5,472 = (5 x 1,000) + (4 x 100) + (7 x 10) + (2 x 1) and regrouped forms such as 5,472 = (4 x 1,000) + (14 x 100) + (6 x 10) + (12 x 1). Use the forms to support computational strategies.
CT.4.2.1.1 Locate, label, compare and order numbers up to one hundred thousand using place value models, number lines and number patterns, including multiples of one thousand and ten thousand.
CT.4.2.1.4 Write and describe equivalent representations of four- and five-digit whole numbers up to 100,000 and beyond, in expanded and regrouped forms. Use the forms to support computational strategies. / Strand 1 Place Value
CMT.3.1.B Identify alternative forms of expressing 3-digit whole numbers using expanded notation.
CMT.4.1.B Identify alternative forms of expressing whole numbers ‹1000 using expanded notation.
CMT.5.1.B Identify alternative forms of expressing whole numbers ‹10,000 using expanded notation.
CMT.6.1.B Identify alternative forms of expressing whole numbers ‹10,000 using expanded notation and regrouping.
CMT.7.1.B Identify alternative forms of expressing whole numbers and decimals using expanded notation.
Strand 4 Order, Magnitude and Rounding of Numbers
CMT.3.4.A Order 2- and 3-digit whole numbers.
CMT.3.4.B Describe magnitude of 2- and 3-digit whole numbers.
CMT.4.4.A Order whole numbers ‹10,000.
CMT.4.4.B Describe magnitude of 2- and 3-digit whole numbers, fractions, mixed numbers and decimals (tenths).
CMT.5.4.A Order whole numbers ‹100,000. / The CT Standards and the CMT do not include reading and writing multi-digit whole numbers
CCSS focuses instruction on expressing whole numbers through 1,000,000 in expanded form and comparing multi-digit whole numbers in Grade 4. The CT standards include expanded notation of whole numbers and comparing multi-digit whole numbers in Grades 2, 3, 4, 5 and 7.
Identifying alternative forms of expressing whole numbers using expanded notation, and comparing multi-digit whole numbers is assessed on the Grades 3, 4, 5, 6 and 7 CMT
CT.5.2.1.1 Compare order and round whole numbers to one million using number patterns, number lines and diagrams.
CT.5.2.1.2 Represent whole numbers up to 1,000,000 in expanded and regrouped forms and use the forms to support computation.
CT.6.2.1.2 Compare and order whole numbers, fractions, decimals and positive and negative integers in context using number lines and scales.
CT.6.2.1.3 Represent and compare whole numbers (to a billion) and decimals (to thousandths) in expanded notation. For example: 75.654 = (7 × 10) + (5 × 1) + (6 × 0.1) + (5 × 0.01) + (4 × 0.001). / CMT.5.4.C Describe magnitude of whole numbers ‹100,000 and decimals.