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 student’s 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.