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MS.4.G.Geometry (G)
Draw and identify lines and angles, and classify shapes by properties of their lines and angles4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.Quiz, Flash Cards, Worksheet, Game & Study Guide Angles
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-dimensional figure 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.Quiz, Flash Cards, Worksheet, Game & Study Guide Symmetry
MS.4.MD.Measurement and Data (MD)
Measurement and Data (MD)
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm, mm; kg, g, mg; 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 measureme
4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with anQuiz, Flash Cards, Worksheet, Game & Study Guide Area
Geometric measurement: understand concepts of angle and measure angles4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:4.MD.5.a. 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 iQuiz, Flash Cards, Worksheet, Game & Study Guide Angles
4.MD.5.b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.Quiz, Flash Cards, Worksheet, Game & Study Guide Angles
4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.Quiz, Flash Cards, Worksheet, Game & Study Guide Angles
MS.4.NBT.Number and Operations in Base Ten (NBT)
Number and Operations in Base Ten (NBT)
Generalize place value understanding for multi-digit whole numbers4.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.Quiz, Flash Cards, Worksheet, Game & Study Guide Estimation Quiz, Flash Cards, Worksheet, Game & Study Guide Place Value Quiz, Flash Cards, Worksheet, Game & Study Guide Place Value Quiz, Flash Cards, Worksheet, Game & Study Guide Place Value
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.Quiz, Flash Cards, Worksheet, Game & Study Guide Algebra Quiz, Flash Cards, Worksheet, Game & Study Guide Place Value
4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place.Quiz, Flash Cards, Worksheet, Game & Study Guide Estimation Quiz, Flash Cards, Worksheet, Game & Study Guide Estimation Quiz, Flash Cards, Worksheet, Game & Study Guide Estimation Quiz, Flash Cards, Worksheet, Game & Study Guide Rounding
Use place value understanding and properties of operations to perform multi-digit arithmetic4.NBT.4. Fluently add and subtract (including subtracting across zeros) multi-digit whole numbers using the standard algorithm.Quiz, Flash Cards, Worksheet, Game & Study Guide Regrouping
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 arQuiz, Flash Cards, Worksheet, Game & Study Guide Division Quiz, Flash Cards, Worksheet, Game & Study Guide Odd/Even
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 theQuiz, Flash Cards, Worksheet, Game & Study Guide Division Quiz, Flash Cards, Worksheet, Game & Study Guide Division Quiz, Flash Cards, Worksheet, Game & Study Guide Division
MS.4.NF.Number and Operations—Fractions (NF)
Number and Operations—Fractions (NF)
Understand decimal notation for fractions, and compare decimal fractions4.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.
Extend understanding of fraction equivalence and ordering4.NF.1. Recognizing that the value of “n” cannot be 0, 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 Quiz, Flash Cards, Worksheet, Game & Study Guide 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 toQuiz, Flash Cards, Worksheet, Game & Study Guide Fractions
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.4.NF.3.a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.Quiz, Flash Cards, Worksheet, Game & Study Guide Number Line
4.NF.3.b. 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 (including, but not limited to: concrete models, illus
4.NF.3.c. 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.
4.NF.3.d. 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.
4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.4.NF.4.a. 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).Quiz, Flash Cards, Worksheet, Game & Study Guide Fractions Quiz, Flash Cards, Worksheet, Game & Study Guide Fractions Quiz, Flash Cards, Worksheet, Game & Study Guide Number Line Quiz, Flash Cards, Worksheet, Game & Study Guide Probability Quiz, Flash Cards, Worksheet, Game & Study Guide Probability
4.NF.4.b. 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) = (
4.NF.4.c. 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 p
MS.4.OA.Operations and Algebraic Thinking (OA)
Operations and Algebraic Thinking (OA)
Generate and analyze patterns4.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 Quiz, Flash Cards, Worksheet, Game & Study Guide Patterns Quiz, Flash Cards, Worksheet, Game & Study Guide Patterns Quiz, Flash Cards, Worksheet, Game & Study Guide Patterns
Use the four operations with whole numbers to solve problems4.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.
4.OA.3. Solve multistep (two or more operational steps) 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 l
Gain familiarity with factors and multiples4.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
MS.MP.Standards for Mathematical Practice
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them.