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Colorado Department of Education 2019-2020 Academic Standards & EEOs

K–12 Standards

Grade 4
Other Colorado Extended Evidence Outcomes: Mathematics sets
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Number & Operations in Base Ten: Generalize place value understanding for multi-digit whole numbers.4.NBT.A

1
Recognize that in a two-digit whole number, a digit in the tens place represents ten times what it represents in the place to its right.4.NBT.A.1
1. a
  For example, in the number 55 the five in the tens place (50) is ten times the value of the five in the ones place (5).4.NBT.A.1.a
2
Indicate an understanding of two-digit whole numbers using base-ten numerals, number names, and expanded form4.NBT.A.2
1. a
  Compare two two-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons4.NBT.A.2.a
3
Use place value understanding to round whole numbers 1-100 to the nearest 10.4.NBT.A.3

Number & Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic.4.NBT.B

4
Add and subtract within 100 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 4.NBT.B.4
5
Multiply one-digit whole numbers using models and illustrations using equations, rectangular arrays, and/or area models.4.NBT.B.5
1. a
  Products should include values up to at least 25.4.NBT.B.5.a
6
Find whole-number quotients with dividends up to at least 25 and one-digit divisors, using strategies based on the concept of division using fair and equal shares.4.NBT.B.6
1. a
  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.B.6.a

Number & Operations—Fractions: Extend understanding of fraction equivalence and ordering.4.NF.A

1
Explain why fraction 𝑎𝑎 is equivalent to a fraction 𝑛𝑛×𝑎𝑎 by using visual fraction 𝑏𝑏 𝑛𝑛×𝑏𝑏 models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.4.NF.A.1
1. a
  Equivalent fractions should include 1 = 2 and 1 = 2 . 2 4 3 64.NF.A.1.a
2
Differentiate between whole and half.4.NF.A.2

Number & Operations—Fractions: Build fractions from unit fractions.4.NF.B

3
Understand the following additive fraction relationships: 2 as a sum or 1 and 2 2 1 ; 2 as a sum of 1 and 1 ; 3 as a sum of 1 , 1 , and 1 ; 2 as a sum of 1 and 1 ; 3 as a 2 3 3 3 3 3 3 3 4 4 4 4 sum of 1 , 1 , and 1 ; and 4 as a sum of 1 , 1 , 1 , and 1 . 4.NF.B.3
1. a
  Compose and decompose visual fraction models to illustrate these relationships.4.NF.B.3.a
2. b
  Solve word problems involving addition and subtraction of these fractions by using visual fraction models to represent the problem. 4.NF.B.3.b
4
Apply and extend previous understandings of multiplication to understand the following multiplicative relationships involving fractions and whole numbers: 1 x 2, 1 x 2, and 1 x 3. 1 x 2, 1 x 3, and 1 x 4.4.NF.B.4
1. a
  Compose and decompose visual fraction models to illustrate these relationships.4.NF.B.4.a
2. b
  Solve word problems involving multiplication of these fractions by using visual fraction models to represent the problem. For example, if two people equally share 2 of a pizza, how much of the pizza will each 3 person get?4.NF.B.4.b

Number & Operations—Fractions: Use decimal notation for fractions, and compare decimal fractions.4.NF.C

5
Add two fractions with denominators of 10. For example, 2 + 4 = 6 . 10 10 104.NF.C.5
6
Represent a fraction <1 with a denominator of 10 as a decimal number. For example, 2 = 0.2. Locate 0.2 on a number line diagram.4.NF.C.6
7
Compare two visual representations of decimals to tenths by reasoning about their size.4.NF.C.7
1. a
  Recognize that comparisons are valid only when the two decimals refer to the same whole.4.NF.C.7.a

Operations & Algebraic Thinking: Use the four operations with whole numbers to solve problems.4.OA.A

1
Interpret a multiplication equation (with a product up to at least 15) as a comparison, e.g., interpret 12 = 3 x 4 as a statement that 12 is 3 times as many and 4 and 4 times as many as 3.4.OA.A.1
1. a
  Match verbal statements of multiplicative comparisons to multiplication equations and models.4.OA.A.1.a
2
Multiply or divide to solve one-step word problems involving multiplicative comparison for products up to at least 25.4.OA.A.2
1. a
  Examples: If it takes you 3 minutes to drink your milk and takes your friend 2 times as long, how long does it take your friend to drink their milk?4.OA.A.2.a
3
Solve one- and two-step addition and subtraction problems within 100 with whole numbers and having whole-number answers.4.OA.A.3
1. a
  Solve one-step multiplication and division problems within 25 with whole numbers and having whole number answers.4.OA.A.3.a

Operations & Algebraic Thinking: Gain familiarity with factors and multiples.4.OA.B

4
Find all factor pairs for a whole number in the range 1-12. Recognize that a whole number is a multiple of each of its factors.4.OA.B.4
1. a
  Determine whether a number in the range 1-12 is a multiple of a given one-digit number. 4.OA.B.4.a

Operations & Algebraic Thinking: Generate and analyze patterns.4.OA.C

5
Use an arithmetic pattern to predict what terms are next in the sequence.4.OA.C.5
1. a
  For example, in the pattern 4, 8, 12, 16, generate the next terns 20 and 24.4.OA.C.5.a

Measurement & Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.4.MD.A

1
Within a single system of measurement, identify the smaller measurement unit (e.g., an inch is smaller than a foot, a minute is shorter than an hour).4.MD.A.1
2
Tell time using a digital clock.4.MD.A.2
1. a
  Tell time to the nearest quarter hour using an analog clock.4.MD.A.2.a
2. b
  Measure mass or volume using standard tools.4.MD.A.2.b
3. c
  Use standard measurements to compare lengths of objects. 4.MD.A.2.c
4. d
  Identify coins (penny, nickel, dime, quarter) and their values.4.MD.A.2.d
3
Apply repeated addition or multiplication to find area of rectangles up to at least 25 square units in real-world and mathematical problems for which unit squares are given or defined.4.MD.A.3
1. a
  For example, find the area of the floor of a room that has been drawn on graph paper. 4.MD.A.3.a

Measurement & Data: Represent and interpret data.4.MD.B

4
Make a line plot displaying a data set of measurements in whole units4.MD.B.4
1. a
  Solve problems involving addition and subtraction by using information presented in line plots.4.MD.B.4.a

Measurement & Data: Geometric measurement: Understand concepts of angle and measure angles.4.MD.C

5
Recognize angles as geometric shapes that are formed whenever two rays share a common endpoint (EE.4.MD.C.5.b).4.MD.C.5
6
Identify right angles.4.MD.C.6
7
Compare angles, using >, =, and < symbols to record the results of comparisons.4.MD.C.7
1. a
  Example, given obviously obtuse angle A and obviously obtuse angle B, A > B.4.MD.C.7.a

Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.4.G.A

1
Identify points, lines, line segments, intersecting lines, and parallel lines in two-dimensional figures.4.G.A.1
2
Identify and sort two-dimensional figures based on the presence or absence of parallel lines and/or right angles.4.G.A.2
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.4.G.A.3
1. a
  Identify line-symmetric figures and indicate lines of symmetry by drawing or folding.4.G.A.3.a

Frequently asked questions

What grade levels do these standards cover?: Grade 4
Where can I read the official document?: Colorado Department of Education 2019-2020 Academic Standards & EEOs

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Extended Evidence Outcomes: Mathematics

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