4th Grade

Math Standards Pacing Chart 2nd Nine Weeks

Number, Number Sense and Operations |

I can identify and show factors and multiples of a whole through 100, and tell if they are prime or composite. |

I can do mental math problems and explain how I solved them. |

I
can solve multi-step problems involving addition and subtraction and prove
my answer. |

I can solve problems using mental math, paper and pencil, and calculators. |

I can multiply whole number by 1-digit numbers and multiples of 10. |

Measurement |

I can show and tell that area covers an object. |

I can show and tell that volume fills a three-dimensional object. |

I can choose the correct units to measure area. |

I can choose the correct units to measure volume. |

I
can develop and use strategies to find area using tiles or a grid. |

I
can develop and use strategies to find volume using cubes. |

Patterns, Functions, and Algebra |

I can describe, continue, and draw a conclusion in patterns and relationships in computation (5 + 0 = 5, 6 + 0 = 6, 7 + 0 =7). |

I can describe, continue, and draw a conclusion in patterns and relationships in a number pattern. |

I can create a table of numbers to show a math relationship. |

I
can use rules and variables to describe patterns. |

I can tell if an equation is equal or not by using <, >, and = signs. |

I can describe how a change in one variable affects the value of a related variable (a variable is a letter that represents a number). |

Geometry |

I
can identify, describe and model intersecting, parallel and perpendicular
lines and line segments (this means I can see, talk about,
and show intersecting, parallel and perpendicular lines and
line segments). |

I
can describe, classify, compare, and model two- and three-dimensional
objects using their features (this means I can talk
about, group, compare, and show 2D and 3D objects using their
features). |

I can identify similarities and differences of quadrilaterals (this means I can see how 4 sided figures are the same and different). |

I can identify and define triangles based on angle measures and side lengths (this means I can name a triangle by looking at its angle measures and side lengths). |

I can describe points, lines and planes, and identify models around me (this means I can tell about points, lines and planes by pointing out examples around me). |

I
can specify locations and plot ordered pairs on a coordinate plane, using
first quadrant points (this means I can find locations and mark
ordered pairs on a grid). |

I can identify, describe and use reflections (flips), rotations (turns) and translations (slides) when solving geometric problems. |

I can use geometric models to solve problems in other areas of math (multiplication, division, area, perimeter, and border). |

Mathematical Processes |

I can use and explain different ways to solve a problem. |

I can use organization to solve multi-step problems. |

I can interpret the results in problem solving situations (this means I understand my answer when problem solving). |

I can use math strategies to solve problems in other subjects and in the real world. |

I can explain math concepts with words, pictures, manipulatives and numbers (this means I can explain my thoughts using words, pictures, manipulatives, and numbers). |

I can see how different topics in math go along with each other. |

I can determine if a solution is reasonable (this means I can tell if my answer makes sense). |

I
can support whether an answer is correct or incorrect (this means I can
prove and show if an answer is right or wrong). |

I
can solve problems in different ways and tell which way is more helpful. |

I can read, interpret, discuss, and write about math ideas and concepts using both everyday and math language (this means I can read, understand, talk about and write about math ideas). |

I can use math words to explain and prove math ideas, strategies and solutions (this means I can use math words to explain how I solved a problem). |

Page updated April 12, 2006