 ## MATH STANDARDS INTRODUCED PER MONTH

On this page you will see a monthly breakdown of when your child will be introduced to different math standards. You will be able to know exactly what area they are focusing on.  **Once the standard is introduced it is reviewed throughout the entire year.  ##### MATH STANDARDS INTRODUCED IN SEPTEMBER ##### MATH STANDARDS INTRODUCED IN OCTOBER
• Operations & Algebraic Thinking Standards:

• 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.

• Number & Operations in Base Ten Standards:

• 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.

• 4.NBT.3. Use place value understanding to round multi-digit
whole numbers to any place.

• 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.

• Measurement & Data Standards:

• 4.MD.5. Recognize angles as geometric shapes that are
formed wherever two rays share a common endpoint, and
understand concepts of angle measurement.  (An angle that turns through n one- degree angles is said to have an
angle measure of n degrees).

• 4.MD.6. Measure angles in whole-number degrees using a
protractor. Sketch angles of specified measure.

• 4.G.1. Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. ##### MATH STANDARDS INTRODUCED IN NOVEMBER
• Operations & Algebraic Thinking Standards:

• 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.

• Measurement & Data Standards:

• 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.

• 4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and
identify right triangles.

• 4.G.3. Recognize a line of symmetry for a two-dimensionalfigure 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. ##### MATH STANDARDS INTRODUCED IN DECEMBER ##### MATH STANDARDS INTRODUCED IN JANUARY
• Operations & Algebraic Thinking Standards:

• 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35=5 × 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.

• 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.

• Measurement & Data:

• 4.MD.3. Apply the area and perimeter formulas for
rectangles in real world and mathematical problems.

• Number & Operations in Base Ten:

• 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.

• 4.NBT.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. ##### MATH STANDARDS INTRODUCED IN MARCH ##### MATH STANDARDS INTRODUCED IN FEBRUARY
• Operations & Algebraic Thinking Standards:

• 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.

• Number & Operations in Base Ten:

•  4.NBT.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. ##### MATH STANDARDS INTRODUCED IN APRIL
• Number & Operations-Fractions:

• 4.NF.3. Understand a fraction a/b with a > 1 as a sum of
fractions 1/b.

• Understand addition and subtraction of fractions as joining and separating parts referring to the
same whole.

• 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, e.g., by using a visual fraction model. Examples: 3/8=1/8 + 1/8 + 1/8 ; 3/8=1/8 + 2/8 ; 2 1/8=1 + 1 + 1/8=8/8 + 8/8 + 1/8.

• 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.

• 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.

• Number & Operations-Fractions:

•   4.NF.4. Apply and extend previous understandings of
multiplication to multiply a fraction by a whole number.

• 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).

• 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.)

• 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?

• Number & Operations in Fractions:

• 4.NF.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.

• 4.NF.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.

• 4.NF.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. For example, express 3/10 as 30/100, and add 3/10 + 4/100=34/100.

•  4.NF.6. 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.

•  4.NF.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.

• Measurement & Data:

• An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one- degree angle,” and can be used to measure angles. ##### MATH STANDARDS INTRODUCED IN MAY • Measurement & Data:

•  4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a
two-column table.

• 4.MD.2. Use the four operations to solve word problems
involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

• 4.MD.4. Make a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8). Solve
problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.