Indiana Academic Standards- Grade 4 Math

INDIANA ACADEMIC STANDARDS- GRADE 4 MATH

http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx

4.1-NUMBER SENSE

Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.

4.1.1-Read and write whole numbers up to 1,000,000.

4.1.2-Identify and write whole numbers up to 1,000,000, given a place-value model.

4.1.3-Round whole numbers up to 10,000 to the nearest ten, hundred, and thousand.

4.1.4-Order and compare whole numbers using symbols for "less than" (<), "equal to"(=), and "greater than" (>).

4.1.5-Rename and rewrite whole numbers as fractions.

4.1.6-Name and write mixed numbers, using objects or pictures.

4.1.7-Name and write mixed numbers as improper fractions, using objects or pictures.

4.1.8-Write tenths and hundredths in decimal and fraction notations. Know the fraction and

decimal equivalents for halves and fourths.

4.1.9-Round two-place decimals to tenths or to the nearest whole number.

4.2-COMPUTATION

Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among these operations. They extend their use and understanding of whole numbers to the addition and subtraction of simple fractions and decimals.

4.2.1-Understand and use standard algorithms for addition and subtraction.

4.2.2-Represent as multiplication any situation involving repeated addition.

4.2.3-Represent as division any situation involving the sharing of objects or the number of groups of shared objects.

4.2.4-Demonstrate mastery of the multiplication tables for numbers between 1 and 10 and of the corresponding division facts.

4.2.5-Use a standard algorithm to multiply numbers up to 100 by numbers up to 10, using relevant properties of the number system.

4.2.6-Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system.

4.2.7-Understand the special properties of 0 and 1 in multiplication and division.

4.2.8-Add and subtract simple fractions with different denominators, using objects or pictures.

4.2.9-Add and subtract decimals (to hundredths), using objects or pictures.

4.2.10-Use a standard algorithm to add and subtract decimals (to hundredths).

4.2.11-Know and use strategies for estimating results of any whole-number computations.

4.2.12-Use mental arithmetic to add or subtract numbers rounded to hundreds or thousands.

4.3-ALGEBRA & FUNCTIONS

Students use and interpret variables, mathematical symbols, and properties to write and simplify numerical expressions and sentences. They understand relationships among the operations of addition, subtraction, multiplication, and division.

4.3.1-Use letters, boxes, or other symbols to represent any number in simple expressions, equations, or inequalities.

4.3.2-Use and interpret formulas to answer questions about quantities and their relationships.

4.3.3-Understand that multiplication and division are performed before addition and subtraction in expressions without parentheses.

4.3.4-Understand that an equation such as y = 3x+ 5 is a rule for finding a second number when a first number is given.

4.3.5-Continue number patterns using multiplication and division.

4.3.6-Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve problems.

4.3.7-Relate problems situations to number sentences involving multiplication and division.

4.3.8-Plot and label whole numbers on a number line up to 100. Estimate positions on the number line.

Geometry

4.4 Students show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

4.4.1 Identify, describe, and draw rays, right angles, acute angles, obtuse angles and straight angles using appropriate mathematical tools and technology. (Core Standard)

4.4.2 Identify, describe, and draw parallel, perpendicular, and oblique lines using appropriate mathematical tools and technology. (Core Standard)

4.4.3 Identify, describe and draw parallelograms, rhombuses, and trapezoids, using appropriate mathematical tools and technology.

4.4.4 Identify congruent quadrilaterals and give reasons for congruence using sides, angels, parallels and perpendiculars.

4.4.5 Identify and draw lines of symmetry in polygons.

4.4.6 Construct cubes and prisms and describe their attributes.

§ 4.4.1

§ Identify, describe, and draw rays, right angles, acute angles, obtuse angles and straight angles using appropriate mathematical tools and technology. (Core Standard)

§ View Resources

Geometry (Option A) This is a classroom assessment covering Geometry (Option A).

Right Time Geometry (includes BLM Clocks, Clocks) In this activity, students will use a clock to identify, describe, and draw rays, right angles, acute angles, obtuse angles, and straight angles.

Geometry (Option B) This is a classroom assessment covering Geometry (Option B).

Mathematics and Children's Literature SOURCE: National Council of Teachers of Mathematics. In this five-lesson unit, from Illuminations, students participate in activities in which they focus on connections between mathematics and children's literature. Five pieces of literature are applied to teaching a wide range of topics in the mathematics curriculum, from sorting and classifying to the meaning of averages.

§ 4.4.2

§ Identify, describe, and draw parallel, perpendicular, and oblique lines using appropriate mathematical tools and technology. (Core Standard)

§ View Resources

Geometry (Option A) This is a classroom assessment covering Geometry (Option A).

What's Your Line? (includes BLM Geometry and the Alphabet) In this activity, students will identify, describe and draw parallel, perpendicular, and oblique lines using appropriate tools and technology.

Geometry (Option B) This is a classroom assessment covering Geometry (Option B).

Light in the Storm: Structures on a Light Station SOURCE: The Kennedy Center for the Performing Arts. In this lesson students identify structures needed for a lighthouse station. Groups of students create structures of a lighthouse station with their bodies. Pairs of students create structures found at the Fenwick Island Lighthouse Station circa 1861. Students write to inform about the importance of the structures on the light station, identify shapes used to create structures, and draw a map of the light station. A Light In the Storm is one in a series of books about America and American history published by Scholastic. This book has been adapted by The Kennedy Center for the stage.

§ 4.4.3

§ Identify, describe and draw parallelograms, rhombuses, and trapezoids, using appropriate mathematical tools and technology.

§ View Resources

Geometry (Option A) This is a classroom assessment covering Geometry (Option A).

Quadrilateral Exploration (includes BLM Quadrilaterals) In this activity, students will identify, describe, and draw parallelograms, rhombuses, and trapezoids and will identify congruent quadrilaterals and give \nreasons for congruence.

Geometry (Option B) This is a classroom assessment covering Geometry (Option B).

Rectangles and Parallelograms SOURCE: National Council of Teachers of Mathematics. In this lesson, from Illuminations, students use dynamic software to examine the properties of rectangles and parallelograms and then identify what distinguishes a rectangle from a more general parallelogram. Using spatial relationships, they examine the properties of two- and three-dimensional shapes. The lesson links to a virtual manipulative that allows students to compare rectangles and parallelograms.

§ 4.4.4

§ Identify congruent quadrilaterals and give reasons for congruence using sides, angels, parallels and perpendiculars.

§ View Resources

Geometry (Option A) This is a classroom assessment covering Geometry (Option A).

Geometry (Option B) This is a classroom assessment covering Geometry (Option B).

§ 4.4.5

§ Identify and draw lines of symmetry in polygons.

§ View Resources

Geometry (Option A) This is a classroom assessment covering Geometry (Option A).

Lines Of Symmetry (includes BLMs Polygons and Lines of Symmetry) In this activity, students will identify and draw lines of symmetry in polygons.

Geometry (Option B) This is a classroom assessment covering Geometry (Option B).

The Emperor's New Clothes: Cut it Out SOURCE: The Kennedy Center for the Performing Arts. Hans Christian Andersen was not only a famous storyteller, he was also a gifted paper cutter. In this lesson students will use symmetry to create paper cuttings. Students will cut paper to create scenes from The Emperor's New Clothes. They will create symmetrical movements and write about whether the paper cutting is symmetrical or not. Included in this lesson are extensive links to sites that include a chronology of Hans Christian Andersen's life, excerpts of his journals, and lists of his stories.

Paper Quilts SOURCE: National Council of Teachers of Mathematics. In this eight-lesson unit, from Illuminations, students investigate fractional parts of the whole and use translation, reflection, rotation and line symmetry to make four-part quilt squares. Teams of students make paper quilts from squares they have designed. Each team presents its quilt design to the class and describes how it arrived at the design. The teams analyze the different quilt designs and discuss the numerical and geometrical similarities and differences among them.

§ 4.4.6

§ Construct cubes and prisms and describe their attributes.

§ View Resources

Measurement

4.5 Students understand perimeter and area, as well as measuring volume, capacity, time, and money.

4.5.1 Measure length to the nearest quarter-inch, eighth-inch and millimeter.

4.5.2 Subtract units of length that may require renaming of feet to inches or meters to centimeters.

4.5.3 Know and use formulas for finding the perimeters of rectangles and squares. (Core Standard)

4.5.4 Know and use formulas for finding the areas of rectangles and squares. (Core Standard)

4.5.5 Estimate and calculate the area of rectangular shapes by using appropriate units, such as square centimeter (cm²), square meter (m²), square inch (in²), or square yard (yd²).

4.5.6 Understand that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas.

4.5.7 Find areas of shapes by dividing them into basic shapes such as rectangles.

4.5.8 Use volume and capacity as different ways of measuring the space inside a shape.

4.5.9 Add time intervals involving hours and minutes.

4.5.10 Determine the amount of change from a purchase.

Length, Time, and Money (Option B) This is a classroom assessment covering Length, Time, and Money (Option B).

Length, Time, and Money (Option A) This is a classroom assessment covering Length, Time, and Money (Option A).

How Much are Those Doggies? (includes BLM Pet Shop) In this activity, students will determine the amount of change from a purchase and find the difference between two sums of money.

Problem Solving (Option B) This is a classroom assessment covering Problem Solving (Option B).

Problem Solving (Option A) This is a classroom assessment covering Problem Solving (Option A).

Data Analysis and Probability

4.6 Students organize, represent, and interpret numerical and categorical data and clearly communicate the findings. They show outcomes for simple probability situations.

§ 4.6.1

§ Represent data on a number line and in tables, including frequency tables.

§ View Resources

Data (Option A) This is a classroom assessment covering Data (Option A).

Data (Option B) This is a classroom assessment covering Data (Option B).

Recording Results (includes BLM Time Spent Doing Homework) In this activity, students will represent data on a number line and in tables, including frequency tables, and will interpret data graphs to answer questions about a situation.

Dealing with Data in the Elementary School SOURCE: National Council of Teachers of Mathematics. In this lesson, from Illuminations, students hone their problem-solving skills through the collection and analysis of real data. They use the mean, mode, and median to analyze their data and make graphs to represent their findings.

Mathematics at the Mall SOURCE: National Council of Teachers of Mathematics. In this journal-based lesson plan students participate in an activity in which they develop number sense in and around the shopping mall. There are two activities in this lesson. The first is appropriate for grades 3 - 5 and the second for grades 6 - 8. Both grade-level activities deal with size and space, estimation, measurement, and applications involving percent. This lesson plan was developed by the National Council of Teachers of Mathematics and is located on the Illuminations website.