Definitions of terms necessary for instruction:

Explain: Explain verbally or by showing understanding with manipulatives or with drawings.

Attribute: Characteristic, feature, element, or part of an area of math.

Interpret: Explain verbally or in writing.

Justify: Show process and/or prove correctness.†

CCSSM

Fourth Grade District 15 Standards 2012/2013

Tri 1

I can identify and draw points, lines, line segments, rays, angles, perpendicular lines, and parallel lines.

 

4.G.1

4.MD.5

4.MD.6

I can recognize, draw, and measure angles.†

 

4.MD.7

I can solve problems involving angle sums and/or missing angles.

 

4.G.2

I can classify 2-D figures based upon attributes*.

 

4.NBT.1

I can recognize & represent place value in whole numbers to 1,000,000.

 

4.NBT.2

I can read, write, and compare whole numbers to 1,000,000.†

 

4.MD.4

I can create a line plot with benchmark fractions.

 

4.MD.4

I can interpret information from a line plot.†

 

4.NBT.4

I can solve multi-digit addition and subtraction problems.†

 

Tri 2

I can create, identify, and explain number or shape patterns that follow a given rule.

 

4.OA.5

 

4.OA.4

 

 

I can find all the factors for a whole number within 100.

 

I can determine and understand multiples for a whole number within 100.

 

I can identify prime and composite numbers.

 

4.OA.1

I can interpret* and represent multiplication as a comparison.

 

4.OA.3

I can represent a word problem using an equation with a variable (letter) standing for the unknown.†

 

4.NF.7

I can compare decimals to hundredths.

 

4.MD.2

I can solve word problems that relates to measurement.

 

4.NBT.5

I can multiply multi-digit whole numbers and justify* my solution. (2-digit by 2-digit)

 

4.OA.2

4.0A.3

I can justify if an answer is reasonable by using mental math and estimation*.

 

4.NBT.3

I can round whole numbers up to a million.

 

4.OA.2

I can solve multi-step word problems involving multiplicative comparison with whole numbers.†

 

4.OA.6

I can divide whole numbers with up to 4-digit dividends and 1-digit divisors, and justify* my solution.

 

4.OA.3

I can interpret* the meaning of the remainder.

 

Tri 3

I can add and subtract fractions, including mixed numbers, with like denominators.

 

4.NF.3

4.NF.5

4.NF.1

I can identify, explain, and generate equivalent fractions.

 

4.NF.5

I can explain the relationship of fractions with denominators of 10 and 100 to decimals.

 

4.NF.6

I can convert fractions to decimals and decimals to fractions.

 

4.NF.2

I can compare, model, and justify* fractions with different numerators and denominators.

 

4.NF.4

I can multiply fractions by a whole number.

 

4.MD.3

I can solve for perimeter and area in real-world problems.

 

4.G.3

I can recognize and draw a line of symmetry.

 

4.MD.1

I can convert measurements within the metric and customary units of length, weight, and time within a single system.

 

Understand:† Justify in a way appropriate to a studentís mathematical maturity why a math statement is true or where it comes from

 

Major clusters require greater emphasis based on depth of ideas, time they take to master, and/or importance to future mathematics.

Support clusters.

Additional clusters.

 

OA; Operations & Algebraic Thinking NBT: Numbers & Base Ten†† MD: Measurement and Data† G: Geometry††† NF: Numbers in Fractions