Grade 4 – Performance Indicators

Process Stands

Grade 4- Performance Indicators

Content Strands

4.PS.1 Explore, examine, and make observations about a social problem or mathematical situation

4.N.1    Skip count by 1,000’s

4.PS.2 Understand that some ways of representing a problem are more helpful than others

4.N.2    Read and write whole numbers to 10,000

4.PS.3 Interpret information correctly, identify the problem, and generate possible solutions

4.N.3    Compare and order numbers to 10,000

4.PS.4 Act out or model with manipulatives activities involving mathematical content from literature

4.N.4   Understand the place value structure of the base ten number system:

10 ones = 1 ten

10 tens = 1 hundred

10 hundreds = 1 thousand

10 thousands = 1 ten thousand

4.PS.5 Formulate problems and solutions from everyday situations

4.N.5    Recognize equivalent representations for numbers up to four digits and generate them by decomposing and composing numbers

4.PS.6 Translate from a picture/diagram to a numeric expression

4.N.6    Understand, use, and explain the associative property of multiplication

4.PS.7   Represent problem situations in oral, written, concrete, pictorial, and graphical forms

4.N.7   Develop an understanding of fractions as locations on number lines and as divisions of whole numbers

4.PS.8   Select an appropriate representation of a problem

4.N.8    Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations

4.PS.9 Use trial and error to solve problems

4.N.9    Use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of a number line)

4.PS.10   Use process of elimination to solve problems

4.N.10 Develop an understanding of decimals as part of a whole

4.PS.11   Make pictures/diagrams of problems

4.N.11 Read and write decimals to hundredths, using money as a context

4.PS.12 Use physical objects to model problems

4.N.12  Use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths place in the context of money

4.PS.13   Work in collaboration with others to solve problems

4.N.13 Develop an understanding of the properties of odd/even numbers as a result of multiplication

4.PS.14   Make organized lists to solve numerical problems

4.N.14   Use a variety of strategies to add and subtract numbers up to

10,000

4.PS.15   Make charts to solve numerical problems

4.N.15   Select appropriate computational and operational methods to solve problems

4.PS.16   Analyze problems by identifying relationships

4.N.16   Understand various meanings of multiplication and division

4.PS.17   Analyze problems by identifying relevant versus irrelevant information

4.N.17  Use multiplication and division as inverse operations to solve problems

4.PS.18   Analyze problems by observing patterns

4.N.18  Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)

4.PS.19   State a problem in their own words

4.N.19  Use a variety of strategies to multiply two-digit numbers by two-digit numbers (with and without regrouping)

4.PS.20   Determine what information is needed to solve a problem

4.N.20  Develop fluency in multiplying and dividing multiples of 10 and 100 up to 1,000

4.PS.21   Discuss with peers to understand a problem situation

4.N.21 Use a variety of strategies to divide two-digit dividends by one- digit divisors (with and without remainders)

4.PS.22   Discuss the efficiency of different representations of a problem

4.N.22  Interpret the meaning of remainders

4.PS.23   Verify results of a problem

4.N.23   Add and subtract proper fractions with common denominators 

4.PS.24   Recognize invalid approaches

4.N.24   Express decimals as an equivalent form of fractions to tenths and hundredths 

4.PS.25   Determine whether a solution is reasonable in the context of the original problem

4.N.25  Add and subtract decimals to tenths and hundredths using a hundreds chart 

Number Sense & Operations

Measurement

4.N.26  Round numbers less than 1,000 to the nearest tens and hundreds

4.M.1   Select tools and units (customary and metric) appropriate for the length being measured  

4.N.27 Check reasonableness of an answer by using estimation

4.M.2   Use a ruler to measure to the nearest standard unit (whole, ½ and ¼ inches, whole feet, whole yards, whole centimeters, and whole meters)

Algebra

4.M.3   Know and understand equivalent standard units of length:

12 inches = 1 foot

3 feet = 1 yard 

4.A.1 Evaluate and express relationships using open sentences with one operation

4.M.4   Select tools and units appropriate to the mass of the object being measured (grams and kilograms)

4.A.2    Use the symbols <, >, =, and ≠ (with and without the use of a number line) to compare whole numbers and unit fractions and decimals (up to hundredths)

4.M.5   Measure mass, using grams

4.A.3 Find the value or values that will make an open sentence true, if it contains < or > 

4.M.6   Select tools and units appropriate to the capacity being measured (milliliters and liters) 

4.A.4    Describe, extend, and make generalizations about numeric () and geometric patterns

4.M.7   Measure capacity, using milliliters and liters

4.A.5    Analyze a pattern or a whole-number function and state the rule, given a table or an input/output box

4.M.8   Make change, using combined coins and dollar amounts 

Geometry

4.M.9   Calculate elapsed time in hours and half hours, not crossing A.M./P.M.

4.G.1   Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon)

4.M.10 Calculate elapsed time in days and weeks, using a calendar

4.G.2   Identify points and line segments when drawing a plane figure 

Probability & Statistics

4.G.3   Find perimeter of polygons by adding sides

4.S.1    Design investigations to address a question from given data

4.G.4   Find the area of a rectangle by counting the number of squares needed to cover the rectangle

4.S.2    Collect data using observations, surveys, and experiments and record appropriately

4.G.5   Define and identify vertices, faces, and edges of three-dimensional shapes

4.S.3    Represent data using tables, bar graphs, and pictographs

4.G.6   Draw and identify intersecting, perpendicular, and parallel lines 

4.S.4    Read and interpret line graphs 

4.G.7   Identify points and rays when drawing angles 

4.S.5    Develop and make predictions that are based on data

4.G.8   Classify angles as acute, obtuse, right, and straight rays when drawing angles 

4.S.6    Formulate conclusions and make predictions from graphs

4.G.8   Classify angles as acute, obtuse, right, and straight rays when drawing angles