Grade 4

Other Texas Mathematics sets

• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 5
• Grade 6
• Grade 7
• Algebra I (2012)
• Grade 8
• Algebra II
• Algebraic Reasoning
• Discrete Mathematics
• Grade 9
• Statistics
• Advanced Quantitative Reasoning
• Geometry (2012)
• Grades 10, 11, 12
• Independent Study in Mathematics
• Mathematical Models with Applications
• Precalculus

The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value4.2

interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left4.2.A

represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals4.2.B

compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =4.2.C

round whole numbers to a given place value through the hundred thousands place4.2.D

represent decimals, including tenths and hundredths, using concrete and visual models and money4.2.E

compare and order decimals using concrete and visual models to the hundredths4.2.F

relate decimals to fractions that name tenths and hundredths4.2.G

determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line4.2.H

The student applies mathematical process standards to represent and generate fractions to solve problems4.3

represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b4.3.A

decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations4.3.B

determine if two given fractions are equivalent using a variety of methods4.3.C

compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <4.3.D

represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations4.3.E

evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole4.3.F

represent fractions and decimals to the tenths or hundredths as distances from zero on a number line4.3.G

The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy4.4

add and subtract whole numbers and decimals to the hundredths place using the standard algorithm4.4.A

determine products of a number and 10 or 100 using properties of operations and place value understandings4.4.B

represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 154.4.C

use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties4.4.D

represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations4.4.E

use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor4.4.F

round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers4.4.G

solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders4.4.H

The student applies mathematical process standards to develop concepts of expressions and equations4.5

represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity4.5.A

represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence4.5.B

use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)4.5.C

solve problems related to perimeter and area of rectangles where dimensions are whole numbers4.5.D

The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties4.6

identify points, lines, line segments, rays, angles, and perpendicular and parallel lines4.6.A

identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure4.6.B

apply knowledge of right angles to identify acute, right, and obtuse triangles4.6.C

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 size4.6.D

The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees4.7

illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers4.7.A

illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers4.7.B

determine the approximate measures of angles in degrees to the nearest whole number using a protractor4.7.C

draw an angle with a given measure4.7.D

determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures4.7.E

The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement4.8

identify relative sizes of measurement units within the customary and metric systems4.8.A

convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table4.8.B

solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate4.8.C

The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data4.9

represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions4.9.A

solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot4.9.B

The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security4.10

distinguish between fixed and variable expenses4.10.A

calculate profit in a given situation4.10.B

compare the advantages and disadvantages of various savings options4.10.C

describe how to allocate a weekly allowance among spending; saving, including for college; and sharing4.10.D

describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending4.10.E