4th Grade

Math Standards Pacing Chart 3rd Nine Weeks

Number, Number Sense and Operations
                  I can identify and make equivalent forms of fractions and decimals (this                            means I can tell that ten-tenths is the same as one whole).
                  I can use place value to read, write, represent, and compare decimals                            through thousandths (this means I can tell the value of each digit in a                            decimal).
                  I can use examples and points of reference to compare fractions                            (using number lines and pie graphs to label fractions).
                  I can see that division may be used to solve certain problems and I                            understand what remainder means.
                  I can estimate math problems using fractions and decimals.
                  I can use examples and paper and pencil to add and subtract decimals and                            fractions with like denominators.
                  I can do mental math problems and explain how I solved it.
                  I can solve multi-step problems involving division and prove my                            answer.
                  I can solve problems using mental math, paper and pencil, and calculators.
                  I can divide whole numbers by 1-digit numbers and multiples of 10.
                  I can relate the number of units to the size of the units used to measure an                            object (for example, compare the number of cups to fill a pitcher to                            the number of quarts to fill the same pitcher).
                  I can convert units (for example, I can tell how many centimeters are                            in 2 meters).
                  I can write, solve, and prove answers to multi-step problems involving                            measurement.
Patterns, Functions, and Algebra
                  I can describe, continue, and draw a conclusion in patterns and relationships                           in graphs.
                  I can describe, continue, and draw a conclusion in patterns and relationships                           in geometry.
                  I can create a table of numbers to show a math relationship.
                  I can use words, tables, and graphs to show my understanding of                            patterns and functions.
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