Grade 4

Unit 1:

What students are expected to do:

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Within one million...

• I can read multi-digit whole numbers using numerals, number names, and expanded form.
• I can compare two multi-digit numbers using >, =, <.
• I can use a base ten model to show a value that is ten times more than a given number.
• I can identify that a digit in one place has a value ten times greater than the same digit in the place to its right.
• I can round multi-digit whole numbers to any place.
• I can add whole numbers using the standard algorithm.
• I can make a reasonable estimate to determine if my answer makes sense.
• I can solve multi-step word problems involving addition and subtraction with the unknown in any location.

Unit 2:

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What students are expected to do:

• I can describe factors and multiples and relate them to what I know about multiplication.
• I can find all factor pairs for a given whole number from 1-100.
• I can explain why a number is a factor of a given number.
• I can list several multiples for a given number and explain why a number is or is not a multiple of a given number.
• I can describe prime or composite numbers.
• I can recognize and describe any given number or shape pattern.
• I can identify and describe the features of any given number or shape pattern.
• I can identify the rule to describe change of any given number or shape pattern.
• I can extend any given number or shape pattern.
• I can model a comparison situation using concrete materials, pictures, words, and numbers.
• I can explain how multiplication can be a comparison.
• I can write an equation for multiplicative comparison.
• I can solve problems with multiplicative comparison.
• I can group problems according to whether they are an additive or multiplicative comparison situation.
• I can create a model to show multi-digit multiplication.
• I can multiply a 1-digit number by a multi-digit number using models or place value strategies.
• I can divide a multi-digit by a 1 digit divisor using models or place value strategies.
• I can represent and interpret a remainder in a division problem.

Unit 3:

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What students are expected to do:

• I can choose an appropriate unit of measurement when using the metric system.
• I can find equivalent measures within the metric system.
• I can use what I know about our base ten number system to convert larger metric units to smaller metric units.
• I can complete a conversion table to determine equivalent measurements within the metric system from a larger unit to a smaller unit.
• I can solve problems involving distance, weight, and capacity.
• I can solve problems that require converting from larger to smaller units.
• I can apply a formula to determine the area or perimeter of a shape.
• I can partition a composite shape into regular figures and apply a formula to find the area of the composite shape.
• I can find the perimeter of a composite shape.
• I can find the missing side of a figure when I am given the area or perimeter and one or more side measurements.
• I can draw a visual representation to show how I determined the measure of a side when given the area or perimeter and one side.
• I can determine whether a problem is related to area or perimeter.
• I can solve problems by finding the area or perimeter.