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Grade 4 – Performance Indicators
Process Stands
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Grade 4- Performance Indicators
Content Strands
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4.PS.1 Explore, examine, and make observations about a social problem or mathematical situation
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4.N.1 Skip count by 1,000’s
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4.PS.2 Understand that some ways of representing a problem are more helpful than others
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4.N.2 Read and write whole numbers to 10,000
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4.PS.3 Interpret information correctly, identify the problem, and generate possible solutions
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4.N.3 Compare and order numbers to 10,000
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4.PS.4 Act out or model with manipulatives activities involving mathematical content from literature
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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
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4.PS.5 Formulate problems and solutions from everyday situations
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4.N.5 Recognize equivalent representations for numbers up to four digits and generate them by decomposing and composing numbers
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4.PS.6 Translate from a picture/diagram to a numeric expression
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4.N.6 Understand, use, and explain the associative property of multiplication
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4.PS.7 Represent problem situations in oral, written, concrete, pictorial, and graphical forms
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4.N.7 Develop an understanding of fractions as locations on number lines and as divisions of whole numbers
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4.PS.8 Select an appropriate representation of a problem
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4.N.8 Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations
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4.PS.9 Use trial and error to solve problems
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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)
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4.PS.10 Use process of elimination to solve problems
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4.N.10 Develop an understanding of decimals as part of a whole
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4.PS.11 Make pictures/diagrams of problems
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4.N.11 Read and write decimals to hundredths, using money as a context
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4.PS.12 Use physical objects to model problems
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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
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4.PS.13 Work in collaboration with others to solve problems
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4.N.13 Develop an understanding of the properties of odd/even numbers as a result of multiplication
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4.PS.14 Make organized lists to solve numerical problems
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4.N.14 Use a variety of strategies to add and subtract numbers up to
10,000
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4.PS.15 Make charts to solve numerical problems
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4.N.15 Select appropriate computational and operational methods to solve problems
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4.PS.16 Analyze problems by identifying relationships
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4.N.16 Understand various meanings of multiplication and division
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4.PS.17 Analyze problems by identifying relevant versus irrelevant information
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4.N.17 Use multiplication and division as inverse operations to solve problems
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4.PS.18 Analyze problems by observing patterns
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4.N.18 Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)
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4.PS.19 State a problem in their own words
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4.N.19 Use a variety of strategies to multiply two-digit numbers by two-digit numbers (with and without regrouping)
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4.PS.20 Determine what information is needed to solve a problem
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4.N.20 Develop fluency in multiplying and dividing multiples of 10 and 100 up to 1,000
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4.PS.21 Discuss with peers to understand a problem situation
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4.N.21 Use a variety of strategies to divide two-digit dividends by one- digit divisors (with and without remainders)
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4.PS.22 Discuss the efficiency of different representations of a problem
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4.N.22 Interpret the meaning of remainders
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4.PS.23 Verify results of a problem
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4.N.23 Add and subtract proper fractions with common denominators
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4.PS.24 Recognize invalid approaches
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4.N.24 Express decimals as an equivalent form of fractions to tenths and hundredths
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4.PS.25 Determine whether a solution is reasonable in the context of the original problem
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4.N.25 Add and subtract decimals to tenths and hundredths using a hundreds chart
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