Grade 4

Other Ohio Mathematics - Extended Learning Standards sets

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Decompose multi-digit whole numbers by their place values and expanded form up to 100,000 with physical and/or visual representations (for example, 457: 4 hundreds, 5 tens, 7 ones; four hundred fiftyseven; 400 + 50 + 7).4.NBT.1a

Given a whole number within the range of 1-999, decompose into place values of ones, tens and hundreds using physical and/or visual representations. AND4.NBT.1b1

Given a whole number within the range of 1–999, identify the expanded form using physical and/or visual representations.4.NBT.1b2

Given a whole number within the range of 1–99, identify the value in the ones place and/ or the tens place using a place value chart or other visual/physical representation.4.NBT.1c

Count to 100 by ones and by tens. 4.NBT.1.lp.a

Recognize the numerals from 1 to 100.4.NBT.1.lp.b

Represent numbers from 1 to 100 using physical objects.4.NBT.1.lp.c

Know the word names for the numbers 1-100.4.NBT.1.lp.d

Write numerals from 0 to 100. 4.NBT.1.lp.e

Explore place value tools. º Base-10 blocks º Place value chart º 100’s chart º Cuisenaire rods º Unifix cubes4.NBT.1.lp.f

Distribute objects into groups of tens and ones. º Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects. º Understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.4.NBT.1.lp.g

Record the number of tens and ones in a group of objects or drawings. 4.NBT.1.lp.h

Understand that the two digits of a two-digit number represent amounts of tens and ones.4.NBT.1.lp.i

Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;”4.NBT.1.lp.j

Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).4.NBT.1.lp.k

Identify the location of the ones and tens on a place value chart.4.NBT.1.lp.l

Engagement Statements (demonstration of engaged in the topic)4.NBT.1.lp.m

Interact with physical objects (blocks) or drawings.4.NBT.1.lp.n

Use place value knowledge to compare 2 numbers using >, =, and < symbols along with physical and/or visual representations (whole numbers 1–10,000).4.NBT.2a1

Read and write numbers up to 10,000 in standard and expanded form.4.NBT.2a2

Use place value knowledge to compare 2 numbers using >, <, = symbols along with physical and/or visual representations (whole numbers 1–1000).4.NBT.2b1

Given a number in standard form or word form, write the number in expanded form. For example, 206 = 200 + 6 (whole numbers 1–1000).4.NBT.2b2

Match the word form or standard form of two-digit whole numbers with physical and/or visual representations of objects and place values. For example, “25” or the word “twentyfive” is matched to a set of 25 objects and/or 2 tens and 5 ones cubes (whole numbers to 99).4.NBT.2c

Recognize the numerals from 1 to 100.4.NBT.2.lp.a

Represent numbers from 1 to 100 using physical objects. 4.NBT.2.lp.b

Know the word names for the numbers 1-100. 4.NBT.2.lp.c

Write numerals from 0 to 100.  4.NBT.2.lp.d

Explore place value tools. º Base-10 blocks º Place value chart º 100’s chart º Cuisenaire rods º Unifix cubes4.NBT.2.lp.e

Distribute objects into groups of tens and ones.4.NBT.2.lp.f

Record the number of tens and ones in a group of objects or drawings. 4.NBT.2.lp.g

Understand that the two digits of a two-digit number represent amounts of tens and ones. 4.NBT.2.lp.h

Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;” 4.NBT.2.lp.i

Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). º Identify the location of the ones and tens on a place value chart. 4.NBT.2.lp.j

Recognize the standard form of a number when given the word name. 4.NBT.2.lp.k

Engagement Statements (demonstration of engaged in the topic)4.NBT.2.lp.l

Interact with physical objects (blocks) or drawings.4.NBT.2.lp.m

Round whole numbers to any place using physical and/ or linear visual representations (whole numbers to 10,000, number lines).4.NBT.3a

Round whole numbers to the nearest 10 or 100 using physical and/or linear visual representations (whole numbers to 1,000, number lines).4.NBT.3b

Round two-digit whole numbers to the nearest 10 using a physical and/ or linear visual representation (whole numbers to 99, number lines).  4.NBT.3c

Know what a number line is. 4.NBT.3.lp.a

Know the order of the numbers from 0 to 99.4.NBT.3.lp.b

Identify a whole number on a number line marked with whole numbers up to 99. 4.NBT.3.lp.c

Identify 0 on a number line. 4.NBT.3.lp.d

Identify a missing whole number value on a number line marked with whole number up to 99. 4.NBT.3.lp.e

Compare distances of objects using a number line. 4.NBT.3.lp.f

Understand that 2 is the distance from 0 to 2 and 3 is the distance from 0 to 3 using standard units for all lengths from 1 to 99. 4.NBT.3.lp.g

Determine which tens a number comes between using a vertical or horizontal number line.  4.NBT.3.lp.h

Engagement Statements (demonstration of engaged in the topic)4.NBT.3.lp.i

Interact with physical objects (blocks) or drawings (may include 100s chart) representing whole numbers up to 99.4.NBT.3.lp.j

Add and subtract (with regrouping) 3-digit whole numbers using place value strategies and/or physical or visual representations (sums within 10,000).4.NBT.4a

Add and subtract up to two 3-digit whole numbers using place value strategies and/or physical or visual representations (including: adding two 2-digit whole numbers whose sums are less than 100 and may require regrouping; and adding two 3-digit numbers without regrouping whose sums are less than 1000; subtraction of two 2-digit or two 3-digit numbers without regrouping).4.NBT.4b

Add and subtract whole numbers using place value strategies and/or physical or visual representations. (Including sums of three one-digit whole numbers within 30, sums of 1-digit and 2-digit whole numbers with regrouping allowed in ones, and sums of two 2-digit whole numbers whose sums are within 100 without regrouping; subtraction of up to two 2-digit numbers without regrouping whose sums are within 100).4.NBT.4c

Represent a number with a set of physical objects or a drawing.4.NBT.4.lp.a

Understand addition is the combining of two (or more) sets of objects. 4.NBT.4.lp.b

Understand subtraction is taking away of one amount of objects from another.4.NBT.4.lp.c

Understand that addition and subtraction are opposites.  4.NBT.4.lp.d

Know the symbols for addition (+), subtraction, (–), and equals (=).4.NBT.4.lp.e

Add and subtract within 20 using strategies. Strategies may include:4.NBT.4.lp.f

Counting on 4.NBT.4.lp.g

Making ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)4.NBT.4.lp.h

Decomposing a number leading to a ten (13 − 4 = 13 − 3 − 1 = 10 − 1 = 9)4.NBT.4.lp.i

Using the relationship between addition and subtraction; knowing that4.NBT.4.lp.j

8 + 4 = 12, one knows 12 − 8 = 4 and4.NBT.4.lp.k

Creating equivalent but easier or known sums (adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).4.NBT.4.lp.l

Engagement Statements (demonstration of engaged in the topic)4.NBT.4.lp.m

Interact with physical objects (blocks) or drawings (may include 100s chart) representing whole numbers within 30. 4.NBT.4.lp.n

Multiply a 2-digit whole number by a 2- digit whole number, using strategies based on place value and the properties of operations with arrays, area models, or other visual representations (products within 10,000).4.NBT.5a

Multiply a 3-digit whole number by a 1-digit whole number, using strategies based on place value and the properties of operations along with arrays, area models, or other physical representations (products within 1,000).4.NBT.5b

Multiply a multiple of 10 by a 1-digit whole number using arrays, area models, or other physical representations.4.NBT.5c

Create multiple groups of 10 using objects.  4.NBT.5.lp.a

Repeatedly add groups of 10 using physical objects. 4.NBT.5.lp.b

Count to 100 by 10s.  4.NBT.5.lp.c

Relate counting to addition by counting on 10 to add 10. 4.NBT.5.lp.d

Represent a number with a set of physical objects or a drawing. 4.NBT.5.lp.e

Record the number of tens and 0 ones in a group of objects or drawings for multiples of 10.  4.NBT.5.lp.f

Understand that the two digits of a two-digit number represent amounts of tens and ones.  4.NBT.5.lp.g

Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten”. 4.NBT.5.lp.h

Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).4.NBT.5.lp.i

Engagement Statements (demonstration of engaged in the topic)4.NBT.5.lp.j

Interact with physical objects (blocks) or drawings (100s chart or multiplication chart).4.NBT.5.lp.k

Divide a 3-digit whole number by a 1-digit whole number using strategies based on place value, relationship between multiplication and division and the properties of operations using arrays, area models or other physical/visual representations (whole numbers answers with no remainders).4.NBT.6a

Divide multiples of 10 up to 90 by a 1-digit whole number using strategies based on place value, the relationship between multiplication and division, and the properties of operations using arrays, area models, or other physical/ visual representations (whole numbers to 90 with no remainders).4.NBT.6b

Determine whether a number is divisible by 2, 5, or 10 for numbers up to 50 using physical and/or visual representations (whole numbers to 100).4.NBT.6c

Identify groups of blocks 2s, 5s, and 10s.  4.NBT.6.lp.a

Share up to 50 objects equally between 2, 5, and 10 people (without remainders). 4.NBT.6.lp.b

Engagement Statements (demonstration of engaged in the topic)4.NBT.6.lp.c

Interact with physical objects (blocks).4.NBT.6.lp.d

Write or model equivalent fractions for denominators 2, 3, 4, 5, 6, 8, 10 when given rectangular fraction models or other physical/ visual models. (fraction strips, number lines, area models).4.NF.1a

Identify equivalent fractions for denominators 2, 3, 4, 5, 6, 8, 10 when given rectangular fraction models or other physical visual models, for example, matching model of 1/2 and 2/4.4.NF.1b

Match fractions with their fraction model or other physical/ visual models (limit to 1/3, 2/3, ¼, ½, and 3/4).4.NF.1c

Identify the same sized whole partitioned into 2, 3, and 4 equal shares. 4.NF.1.lp.a

Describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of.  4.NF.1.lp.b

Describe the whole as two halves, three thirds, or four fourths.4.NF.1.lp.c

Recognize the value of a whole fractional shaded part.4.NF.1.lp.d

Identify ¼, 1/3, and ½ when given a fraction model.  4.NF.1.lp.e

Engagement Statements (demonstration of engaged in the topic)4.NF.1.lp.f

Interact with area (rectangles) and length (number lines) fraction models.4.NF.1.lp.g

Compare two fractions using models and >, =, and < symbols (limit denominators to 2, 3, 4, 5, 6, 8, 10).4.NF.2a

Using a given model, compare two fractions to identify which is “greater than”, “less than”, or “equal to” (limit fractions to unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10).4.NF.2b

Determine which fraction is larger or smaller given pairs of fractions and their models (limit to 1/3, 2/3, ¼, ½, and 3/4).4.NF.2c

Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference.4.NF.2.lp.a

Directly compare the heights of two children, and describe one child as taller/shorter.4.NF.2.lp.b

Interact with physical objects and length models that represent fractional values. 4.NF.2.lp.c

Visually compare fractional values using physical objects.4.NF.2.lp.d

Engagement Statements (demonstration of engaged in the topic)4.NF.2.lp.e

Interact with area (rectangles) and length (number lines) fraction models.4.NF.2.lp.f

Using physical and/or visual representation and fractions with denominators of 3, 4, 5, 6, 8, 10 and 100). a. Add and subtract fractions with like denominators. b. Decompose a mixed number into sums of fractions, for example, 1¾ = 4/4 + ¼ + ¼ + ¼. c. Add and subtract fractions with like denominators for example, 1 1/3+ 1 1/3= 2 2/3 or 1 2/3 - 1/3 = 1 1/3 (including mixed numbers). d. Solve one-step real-world problems involving addition or subtraction of fractions with like denominators (referring to the same whole).4.NF.3a

Using physical models or visual representations of fractions with denominators of 2, 3, 4, 5, 6, 8 and 10: a. Add and subtract fractions with like denominators. b. Decompose a mixed number into sums of unit fractions, for example, 1¾ = ¼ + ¼ + ¼ + ¼ + ¼ + ¼ + ¼. c. Add and subtract a mixed number with a fraction of the same denominator. d. Solve real-world problems involving addition or subtraction of fractions with like denominators (referring to the same whole).4.NF.3b

Using physical models or visual representations and fractions with denominators of 2, 3 and 4 a. Add fractions with like denominators. b. Decompose a fraction into sums of unit fractions, for example, ¾ = ¼ + ¼ + ¼ . c. Know that one whole (partitioned into equal-sized parts) equals the sum of all its equal parts. For example, 1 whole = 4 fourths (4/4) or 3 thirds (3/3). d. Solve onestep real-world problems involving addition of unit fractions (referring to the same whole).4.NF.3c

Identify the same sized whole partitioned into 2, 3, and 4 equal shares. 4.NF.3.lp.a

Describe the whole as two halves, three thirds, or four fourths.4.NF.3.lp.b

Recognize the value of a whole fractional shaded part. 4.NF.3.lp.c

Identify ¼, 1/3, and ½ when given a fraction model.4.NF.3.lp.d

Partition rectangles into two, three, or four equal shares. 4.NF.3.lp.e

Write a number sentence representing a whole partitioned into two, three, or four equal shares (4/4 = ¼ + ¼ + ¼ + ¼).4.NF.3.lp.f

Describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of.  4.NF.3.lp.g

Describe the whole as two halves, three thirds, or four fourths in real-world contexts.  4.NF.3.lp.h

Understand a fraction 1/b is the smallest fractional part of a whole.4.NF.3.lp.i

Count by unit fractions up to a whole. (¼, 1/3, and ½)4.NF.3.lp.j

Use fraction models to combine equal sized shares with like denominators.  4.NF.3.lp.k

Understand you can combine equal sized shares of fractional parts of the same whole like you can combine whole numbers. 4.NF.3.lp.l

Engagement Statements (demonstration of engaged in the topic)4.NF.3.lp.m

Interact with area (rectangles) and length (number lines) fraction models.4.NF.3.lp.n

Solve real-world problems involving multiplying a fraction by a whole number up to 10 using visual fraction models. For example, three friends each ate 2/8 of a pizza. How much pizza did they eat? (limit to fractions with denominators of 2, 3, 4, 6, and 8; no mixed numbers).4.NF.4a

Identify equivalent number sentences for fractions expressed as sums of unit fractions and products of a one-digit whole number multiplied by the same unit fraction, for example, ¾ = ¼ + ¼ + ¼ matches 3 × ¼ (limit to fractions with denominators of 2, 3, 4, 5, 6, 8 and 10; physical or visual fraction models may be used).4.NF.4b

Match a whole number with its given equivalent fraction using physical and/or visual representations for mathematical and word problems. (For example, 4=4/1).4.NF.4c

Describe the whole as two halves, three thirds, or four fourths. 4.NF.4.lp.a

Recognize the value of a whole fractional shaded part.  4.NF.4.lp.b

Identify ¼, 1/3, and ½ when given a fraction model. 4.NF.4.lp.c

Partition rectangles into two, three, or four equal shares.4.NF.4.lp.d

Write a number sentence representing a whole partitioned into two, three, or four equal shares (4/4 = ¼ + ¼ + ¼ + ¼).4.NF.4.lp.e

Describe the shares using the words halves, thirds, or fourths and quarters, and use the phrases half of, third of, or fourth of and quarter of.  4.NF.4.lp.f

Describe the whole as two halves, three thirds, or four fourths in real-world contexts.  4.NF.4.lp.g

Engagement Statements (demonstration of engaged in the topic)4.NF.4.lp.h

Interact with area (rectangles) and length (number lines) fraction models.4.NF.4.lp.i

Identify a fraction with a denominator of 10 as an equivalent fraction with denominator 100. For example, 30/10 = 3/10).4.NF.5a

Match a fraction with a denominator of 10 with its equivalent physical or visual model.4.NF.5b

Match a fraction with a denominator of 100 with its equivalent physical or visual model.4.NF.5c

Understand content from 4.NF.1-4 prior to beginning instruction on 4.NF.5. 4.NF.5.lp.a

Explore place values using place value models. (Base-10 blocks, Cuisenaire rods, pennies, dimes, etc.)4.NF.5.lp.b

Describe the whole as hundredths.4.NF.5.lp.c

Recognize the value of a fraction in hundredths using a model.4.NF.5.lp.d

Identify hundredths when given a fraction model. 4.NF.5.lp.e

Partition rectangles into hundredths of equal shares.  4.NF.5.lp.f

Describe the shares in terms of hundredths.4.NF.5.lp.g

Describe the shares in terms of hundredths in real-world contexts.  4.NF.5.lp.h

Engagement Statements (demonstration of engaged in the topic)4.NF.5.lp.i

Interact with place value models. (Base-10 blocks, Cuisenaire rods, pennies, dimes, etc.)4.NF.5.lp.j

Rewrite a fraction with a denominator of 100 as a decimal using place value visual and/or physical representations. For example, rewrite 62/100 as 0.62.4.NF.6a

Rewrite a fraction with a denominator of 10 as a decimal. For example, rewrite 2/10 as 0.2 using place value, physical and/or visual representations. 4.NF.6b

Match a collection of pennies or dimes to the visual model of the decimal. AND Select the decimal that represents a visual and/or physical model for a collection of pennies or dimes.4.NF.6c

Understand content from 4.NF.5 prior to beginning instruction on 4.NF.6.4.NF.6.lp.a

Explore place values using place value models. (pennies and dimes)4.NF.6.lp.b

Recognize pennies and dimes. 4.NF.6.lp.c

Know the names and values of pennies and dimes.4.NF.6.lp.d

Know the symbols for dollars ($), cents (₵), and decimal point (.).4.NF.6.lp.e

Record the value of a collection of pennies using dollar or cent notation.4.NF.6.lp.f

Engagement Statements (demonstration of engaged in the topic)4.NF.6.lp.g

Interact with pennies and dimes.4.NF.6.lp.h

Compare two decimals using place value models and the <, >, and = symbols (limit to tenths with tenths and hundredths to hundredths, includes whole numbers to tens).4.NF.7a

Compare two decimals using place value models and the <, >, and = symbols (limit to tenths with tenths and hundredths to hundredths, no whole numbers).4.NF.7b

Identify the tenths and hundredths place on a place value chart and in a given decimal using physical or visual representations.4.NF.7c

Understand content from 4.NF.5-6 prior to beginning instruction on 4.NF.7.4.NF.7.lp.a

Explore place values using place value chart. 4.NF.7.lp.b

Recognize the word names for tenths and hundredths. 4.NF.7.lp.c

Know the symbol for decimal point (.). 4.NF.7.lp.d

Understand the location of the decimal point on a place value chart.  4.NF.7.lp.e

Recognize the value of a decimal in hundredths using a place value chart.  4.NF.7.lp.f

Use language of tenths and hundredths in real-world contexts.4.NF.7.lp.g

Engagement Statements (demonstration of engaged in the topic) 4.NF.7.lp.h

Interact with place value chart.4.NF.7.lp.i

Convert between km and m, m and cm, kg and g using place value charts or other physical/visual representations.4.MD.1a

Identify whether a measurement is “more than,” “less than,” or “same as” another metric measurement using a place value chart or other physical/visual models. For example, 1.5 kg is larger than 500 g.4.MD.1b

Determine the best metric unit to measure a specific real-world item (metric units include centimeters and meters, kilograms and grams, liters). 4.MD.1c

Describe measurable attributes of a single object using terms such as heavy/light, long/short, short/tall, etc.4.MD.1.lp.a

Explore measurements in cups and liters; inches, meters, and centimeters; grams and kilograms.4.MD.1.lp.b

Directly compare two amounts of liquid using measuring cups and liters to see which one holds more and which one holds less.  4.MD.1.lp.c

Directly compare two beakers in liters to see which one holds more and which one holds less. 4.MD.1.lp.d

Directly compare two distance measurements in centimeters, inches, and meters using rulers and meter sticks.4.MD.1.lp.e

Directly compare two measurements in grams and kilograms using different types of scales.  4.MD.1.lp.f

Use different types of scales to measure mass of objects in kilograms and grams.4.MD.1.lp.g

Use different types of containers to measure volume of liquids in liters.4.MD.1.lp.h

Use different types of meter sticks and rulers to measure distance in meters and centimeters.4.MD.1.lp.i

Engagement Statements (demonstration of engaged in the topic)4.MD.1.lp.j

Interact with measurement tools for length, volume, and mass.4.MD.1.lp.k

Solve realworld problems involving addition or subtraction of coins and bills using visual and/or physical representations (limit amounts to less than $100).4.MD.2a1

Solve word problems involving addition and subtraction of time intervals in 15 minutes with visual and/or physical representations. 4.MD.2a2

Solve real-world problems involving mass or volume by selecting appropriate operations with physical and/or visual representations.4.MD.2a3

Solve realworld problems with addition of collections of coins or bills with visual and/or physical representations (limit amounts to less than $50).4.MD.2b1

Solve word problems involving addition of time intervals of 30 minutes with visual and/or physical representations.4.MD.2b2

Solve real-world problems by measuring liquid volumes and masses of objects using standard units of measure with physical and/or visual representations.4.MD.2b3

Identify the value of all coins. Find the total of a collection of all pennies or all dimes or all nickels.4.MD.2c1

Solve word problems involving addition of time intervals of one hour with visual and/ or physical representation.4.MD.2c2

Solve real-world problems by selecting the appropriate tool to measure metric volume or mass with visual and physical representations.4.MD.2c3

Understand content from 4.NF.5-7 before beginning instruction with pennies, nickels, and dimes. 4.MD.2.lp.a

Understand content from 4.MD.2 before beginning instruction on 4.MD.3c. 4.MD.2.lp.b

Explore place values using place value models. (pennies, nickels, and dimes)4.MD.2.lp.c

Recognize pennies, nickels, and dimes. 4.MD.2.lp.d

Describe differences between U.S. coins.  4.MD.2.lp.e

Know the names and values of pennies, nickels, and dimes.4.MD.2.lp.f

Know the symbols for dollars ($), cents (₵), and decimal point (.). 4.MD.2.lp.g

Record the value of a collection of pennies, nickels, or dimes using dollar or cent notation.  4.MD.2.lp.h

Relate counting to 12 to telling time on an analog clock.4.MD.2.lp.i

Tell time using a digital clock.4.MD.2.lp.j

Read the hour hand on an analog clock at different times of a day.4.MD.2.lp.k

Know the meaning of the hour and the minute hands on an analog clock.4.MD.2.lp.l

Use different types of scales to measure mass of objects in kilograms and grams. 4.MD.2.lp.m

Use different types of containers to measure volume of liquids in liters.4.MD.2.lp.n

Engagement Statements (demonstration of engaged in the topic)4.MD.2.lp.o

Interact with pennies and dimes.4.MD.2.lp.p

Interact with analog clocks.  4.MD.2.lp.q

Interact with measurement tools for volume and mass.4.MD.2.lp.r

Given a rectangle with side lengths marked, find area (limit to whole number measurements).4.MD.3a1

Solve real-world problems involving perimeter. Find the perimeter or given the perimeter, find the missing side length (limit to whole numbers).4.MD.3a2

Find the area of rectangles by counting unit squares and understand that a square with a side length of 1 unit is called a “unit square.” 4.MD.3b1

Find the perimeter of rectangles drawn on grid paper (whole numbers only).4.MD.3b2

Find the area of rectangles with whole-number side lengths by counting unit squares.4.MD.3c1

Find the perimeter of rectangles by counting the number of unit squares that fit around the shape.4.MD.3c2

Identify surfaces where an area can be measured. 4.MD.3.lp.a

Lay unit squares on a flat surface.4.MD.3.lp.b

Count unit squares on a flat surface. 4.MD.3.lp.c

Arrange unit squares into rows and columns.4.MD.3.lp.d

Identify surfaces where a perimeter can be measured.  4.MD.3.lp.e

Lay inch squares around a flat surface. 4.MD.3.lp.f

Count inch squares all the way around a flat surface. 4.MD.3.lp.g

Measure length and width with units and record the measurement.4.MD.3.lp.h

Engagement Statements (demonstration of engaged in the topic)4.MD.3.lp.i

Interact with flat two-dimensional surfaces.4.MD.3.lp.j

Interpret data from a given line, picture, or bar graph to solve a multi-step problem (limit to whole numbers).4.MD.4a

Interpret data represented in a graph by solving one-step “how many more” and “how many less” problems (limit to whole numbers).4.MD.4b

Given a bar or picture graph, build a graph based on student sorted data. For example, votes for 4 different candidates or weather types, or occurrences of event or behavior. 4.MD.4c

Classify objects into categories.4.MD.4.lp.a

Count the number of objects in each category. 4.MD.4.lp.b

Create a bar graph or picture graph with a scale of 1 by stacking physical objects. 4.MD.4.lp.c

Engagement Statements (demonstration of engaged in the topic)4.MD.4.lp.d

Interact with a bar graph or picture graph.4.MD.4.lp.e

Label the parts of an angle (two rays, common endpoint) and identify, 45-, 90-, 180-, and 360-degree angles.4.MD.5a

Match words to the parts of an angle (two rays, common endpoint).4.MD.5b

 Identify an angle in a given shape.4.MD.5c

Explore angle measurement using a protractor or angle ruler.  4.MD.5.lp.a

Recognize angles. 4.MD.5.lp.b

Engagement Statements (demonstration of engaged in the topic)4.MD.5.lp.c

Interact with a protractor or angle ruler.4.MD.5.lp.d

Measure 45-, 90-, and 180-degree angles.4.MD.6a

Match measures and diagrams of 45-, 90-, and 180-degree angles.4.MD.6b

Given two measuring tools, select a protractor as a tool to measure and sketch angles. 4.MD.6c

Explore angle measurement using a protractor or angle ruler.4.MD.6.lp.a

Recognize angles.4.MD.6.lp.b

Engagement Statements (demonstration of engaged in the topic)4.MD.6.lp.c

Interact with a protractor or angle ruler.4.MD.6.lp.d

Solve measurement problems involving angles using addition and subtraction.4.MD.7a

Solve measurement problems involving angles using addition.4.MD.7b

Solve addition measurement problems involving angles to show that two smaller angles make a larger angle.4.MD.7c

Understand content from 4.MD.5-6 and 4.NBT.4 before beginning instruction 4.MD.7 4.MD.7.lp.a

Explore angle measurement using an angle ruler.  4.MD.7.lp.b

Recognize angles. 4.MD.7.lp.c

Use two angle rulers to combine angles.4.MD.7.lp.d

Create a larger angle by combining two smaller angles. 4.MD.7.lp.e

Find sums of two 2-digit whole numbers angle measures whose sums are within 90 without regrouping.  4.MD.7.lp.f

Engagement Statements (demonstration of engaged in the topic)4.MD.7.lp.g

Interact with an angle ruler.4.MD.7.lp.h

Match word to corresponding picture of perpendicular and parallel lines and angles (right, acute, obtuse).4.G.1a

Match word to corresponding picture of points, lines, line segments rays, and angles.4.G.1b

Identify a point, line, and a line segment.4.G.1c

Engagement Statements (demonstration of engaged in the topic)4.G.1.lp.a

Interact with two-dimensional figures.4.G.1.lp.b

Label a two-dimensional shape to show understanding of parallel or perpendicular lines.4.G.2a

Sort twodimensional shapes based on presence of parallel and/or perpendicular lines.4.G.2b

Match two-dimensional shapes in the environment based on parallel lines.4.G.2c

Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). 4.G.2.lp.a

Name shapes regardless of their orientations or overall size.  4.G.2.lp.b

Recognize lines. 4.G.2.lp.c

Understand parallel lines never intersect.4.G.2.lp.d

Engagement Statements (demonstration of engaged in the topic)4.G.2.lp.e

Interact with two- and three-dimensional objects in their environment.4.G.2.lp.f