4th grade Mathematics worksheets

Grade 4

• 4.1The student uses mathematical processes to acquire and demonstrate mathematical understanding
• 4.1.Aapply mathematics to problems arising in everyday life, society, and the workplace
• 4.1.Buse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
• 4.1.Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
• 4.1.Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
• 4.1.Ecreate and use representations to organize, record, and communicate mathematical ideas
• 4.1.Fanalyze mathematical relationships to connect and communicate mathematical ideas
• 4.1.Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
• 4.2The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value
• 4.2.Ainterpret 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 left
• 4.2.Brepresent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
• 4.2.Ccompare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =
• 4.2.Dround whole numbers to a given place value through the hundred thousands place
• 4.2.Erepresent decimals, including tenths and hundredths, using concrete and visual models and money
• 4.2.Fcompare and order decimals using concrete and visual models to the hundredths
• 4.2.Grelate decimals to fractions that name tenths and hundredths
• 4.2.Hdetermine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
• 4.3The student applies mathematical process standards to represent and generate fractions to solve problems
• 4.3.Arepresent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
• 4.3.Bdecompose 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 representations
• 4.3.Cdetermine if two given fractions are equivalent using a variety of methods
• 4.3.Dcompare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
• 4.3.Erepresent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
• 4.3.Fevaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
• 4.3.Grepresent fractions and decimals to the tenths or hundredths as distances from zero on a number line
• 4.4The 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 accuracy
• 4.4.Aadd and subtract whole numbers and decimals to the hundredths place using the standard algorithm
• 4.4.Bdetermine products of a number and 10 or 100 using properties of operations and place value understandings
• 4.4.Crepresent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
• 4.4.Duse 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 properties
• 4.4.Erepresent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations
• 4.4.Fuse strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
• 4.4.Ground to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
• 4.4.Hsolve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
• 4.5The student applies mathematical process standards to develop concepts of expressions and equations
• 4.5.Arepresent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
• 4.5.Brepresent 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 sequence
• 4.5.Cuse 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.Dsolve problems related to perimeter and area of rectangles where dimensions are whole numbers
• 4.6The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties