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 2D 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 multidigit 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 multidigit whole numbers and justify* my solution. (2digit by 2digit) 

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 multistep word problems involving multiplicative comparison with whole numbers. 

4.OA.6 
I can divide whole numbers with up to 4digit dividends and 1digit 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 realworld 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.
Additional clusters.