Grading Benchmarks – FOURTH GRADE
READING
1) Reads at grade level.
Trimester
1
2
3
4
1st
2nd
3rd
Reading level as indicated on the Teachers College Reading Level Benchmarks for the Independent Reading Level Assessment (IRLA).
Grading Benchmarks – FOURTH GRADE
MATHEMATICS
1) Understands and applies mathematical concepts.
Trimester
1st
1
2
Numeration: Student
is unable or rarely
able to demonstrate
understanding of
numeration concepts.
Numeration:
Student
demonstrates
partial
understanding of
numeration
concepts.
3
Numeration:
Student consistently
understands place value
concepts in the base ten
numeration system – a
digit in one place
represents ten times
what it represents in the
place to its right.
Student is able to read and write
multi-digit whole numbers using
base-ten numerals, number names,
and expanded form.
Student is able to compare and
order multi-digit numbers. (using
correct symbols < , > , =)
Student will round multi-digit
numbers to any place.
4
Numeration: Student
consistently makes
insightful connections
to other ideas and
concepts and
independently
challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
Addition and
Subtraction of
Whole Numbers:
Student is unable
or rarely able to
use concepts of
addition and
subtraction of
whole numbers.
Addition and Subtraction
of Whole Numbers:
Addition and Subtraction of Whole
Numbers:
Student sometimes uses
concepts of addition and
subtraction of
whole numbers.
Student consistently uses
mental math to calculate
addition and subtraction
problems.
Student will round whole numbers
to estimate sums and differences.
Student fluently adds and
subtracts multi-digit whole
numbers using the standard
algorithm.
Multiplication
Meanings and Facts:
Student is unable or
rarely able to
understand
multiplication
meanings and facts.
Multiplication
Meanings and
Facts:
Student sometimes
understands
multiplication
meanings and
facts.
Addition and
Subtraction of
Whole Numbers:
Student
consistently
makes insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Multiplication Meanings and
Facts:
Multiplication
Meanings and Facts:
Student consistently understands
the meaning of multiplication, as
repeated equal groups, used in
arrays, area models and
comparisons.
Student consistently
makes insightful
connections to other
ideas and concepts and
independently
challenges him/herself.
Student identifies patterns in
multiplication facts;
applies multiplication
properties; can solve facts
through 12.
Grading Benchmarks – FOURTH GRADE
Division Meanings
and Facts:
Division Meanings
and Facts:
Student is unable or
rarely able to
demonstrate
understanding of
division meanings and
facts.
Student
demonstrates partial
understanding of
division meanings
and facts.
Division Meanings and Facts:
Student consistently understands
the meaning of division and the
properties of division.
Student applies division
properties for 0 and 1.
Student understands the inverse
relationship between multiplication
and division to find division facts.
Division Meanings
and Facts:
Student consistently
makes insightful
connections to other
ideas and concepts
and independently
challenges
him/herself.
Students can solve facts through 12.
Multiplying by 1-Digit
Numbers:
Multiplying by 1Digit Numbers:
Student is unable or
rarely able to use
concepts taught to
multiply by
1-digit numbers.
Student sometimes
uses concepts
taught to multiply
by 1-digit numbers.
Multiplying by 1-Digit Numbers:
Student uses basic facts and
patterns to multiply by 10 and 100.
Student uses mental math.
Student rounds to estimate
products.
Student uses area models, partial
products and standard algorithm for
multiplying up to 4-digit whole
numbers by 1 digit whole numbers.
Multiplying by 1Digit Numbers:
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
Multiplying by 2-Digit
Numbers:
Multiplying by 2Digit Numbers:
Student is unable or
rarely able to use
concepts taught to
demonstrate
understanding
of
multiplying by
2-digit whole numbers.
Student sometimes
uses concepts
taught to
demonstrate
understanding of
multiplying by 2digit whole
numbers.
Dividing by
Divisors:
1-Digit
Student is unable or
rarely able to use
concepts taught to
demonstrate
understanding
of
dividing by
1-digit divisors.
Dividing by 1-Digit
Divisors:
Student sometimes
uses concepts
taught to
demonstrate
understanding of
dividing by 1-digit
divisors.
Multiplying by 2-Digit Numbers:

Student uses patterns to solve
problems involving multiples of
10 and 100.
Student uses mental math to
multiply 2-digit numbers and
estimate products.
Student uses area models,
partial products and standard
algorithms for multiplying
2-digit whole numbers by 2-digit
whole numbers to find the
product.
Dividing by 1-Digit Divisors:

Student recalls basic facts of
division and applies them to
divide up to 4-digit whole
numbers by 1-digit divisors, with
and without remainders, using the
standard algorithm.
Student uses mental math and
estimates quotients.
Student can use place value to
understand algorithm of long
division.
Multiplying by 2Digit Numbers:
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Dividing by 1Digit Divisors:
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
Student can illustrate and
explain the calculation using
equations, rectangular arrays
and/or area models.
Patterns and
Expressions:
Patterns and
Expressions:
Student is unable
or rarely able to
demonstrate
understanding of
patterns and
expressions.
Student sometimes
demonstrates
understanding of
patterns and
expressions.
Patterns and Expressions:

Student consistently understands
the concept of a variable as a
symbol that stands for a number
in an algebraic expression.
Student determines the value
of an unknown in simple
addition, subtraction,
multiplication, and division
equations.
Student uses multiplication to find
all factors of a whole number in
the range of 1-100
Students recognize that a
whole number is a multiple of its
factors.
Students will determine whether
a whole number in the range of
1-100 is prime or composite.
Patterns and
Expressions:
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
2nd
Understanding Fractions:
Student is unable or
rarely able to
demonstrate
understanding of
fractions.
Understanding
Fractions:
Student
demonstrates partial
understanding of
fractions.
Understanding Fractions:
Student can identify a fraction as
part of a region and a set.
Student divides sets to show
fractional parts.
Student can estimate fractional
amounts using benchmark fractions.
Student can explain
equivalent fractions using
visual fraction models
and/or number lines.
Students can generate
equivalent fractions
Student can compare and order
fractions (using symbols < , > , =) by
creating common denominators or
numerators, or by comparing to
benchmarks.
Student can identify and write
mixed numbers as improper
fractions, and improper
fractions as mixed numbers.
Understanding Fractions:
Student consistently
makes insightful
connections to other ideas
and concepts and
independently challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
Operations of
Fractions:
Operations of
Fractions:
Student is unable or
rarely able to
demonstrate
understanding of
operations using
fractions.
Student
demonstrates partial
understanding of
operations using
fractions.
Operations of Fractions:

Student can add and subtract with
like denominations.
Students can decompose a
fraction into a sum of fractions
with same denominator in more
than one way
Student can add and subtract
mixed numbers with like
denominators by replacing each
mixed number with an equivalent
fraction and/or using by using
properties of addition and
subtraction.
Student can multiply a whole
number by a fraction.
Operations of
Fractions:
Student consistently
makes insightful
connections to other ideas
and concepts and
independently challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
Understanding the
Relationship between
Fractions and
Decimals:
Student is unable or
rarely able to
demonstrate
understanding of
relationships between
fractions and decimals.
Understanding the
Relationship between
Fractions and Decimals:
Student
demonstrates partial
understanding of
relationships
between fractions
and decimals.
Understanding the Relationship
between Fractions and Decimals:
Students can express a fraction
with denominator 10 as an
equivalent fraction with
denominator 100, and can use this
technique to add respective
fractions
Understanding the
Relationship between
Fractions and
Decimals:
Student consistently
makes insightful
connections to other ideas
and concepts and
independently challenges
him/herself.
Students can use decimal notation
for fractions with denominators
10 or 100 - understands how to
name and write fractions as
decimals, and vice versa
Student can locate and name
fractions, mixed numbers, and
decimals on a number line.
Understanding Decimals: Understanding Decimals:
Understanding Decimals:
Understanding Decimals:
Student is unable or
rarely able to
demonstrate
understanding of
decimals.
Student can use a place value
chart to represent decimals to the
hundredths.

Student can compare and order
decimals to the hundredths, using
correct symbols (< , > , =)
Student
demonstrates
partial
understanding of
relationships
between fractions
and decimals.
Student
demonstrates partial
understanding of
decimals.
Grading Benchmarks – FOURTH GRADE
Measurement and
Data:
Measurement and
Data:
Student is unable or
rarely able to
understand and use
concepts of
measurement and
time.
Student sometimes
understands and
uses concepts of
measurement and
time.
Measurement and Data:
Student understands and uses
customary units to estimate
and measure length, capacity,
and weight.
Student understands and uses
metric units to estimate and
measure length,
capacity, and mass.
Student can convert units of
measure within customary and
metric systems.
Student can compare and
appropriately use units of time,
converting from one unit to
another.
Student can accurately
determine elapsed time, by
finding the difference in time
when using a beginning and end
time.
Students can apply the area and
perimeter formulas for rectangles
in real world and mathematical
problems.
Measurement and
Data:
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
Students can make a line plot
to display a data set of
measurements in fractions of
a unit.
Students can solve problems
involving addition and
subtraction of fractions by
using information presented
in line plots.
Generate and Analyze
Patterns:
Student is unable or
rarely able to
understand and use
concepts to generate
and analyze patterns.
Generate and
Analyze Patterns:
Generate and Analyze
Patterns:
Generate and
Analyze Patterns:
Student sometimes
understands and
uses concepts to
generate and
analyze patterns.
Student can create a number or shape
pattern that follows a given rule.
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Student can identify an apparent
feature of the pattern not explicit in
the rule itself.
Student determines a rule for
numbers in a table and writes an
expression.
Student uses a pattern to
identify the relationship
between two quantities.
Grading Benchmarks – FOURTH GRADE
3rd
Lines, Angles, and
Shapes:
Lines, Angles, and Shapes:
partial
Student is unable or
rarely able to
understand and use
concepts relating to
lines, angles and
shapes.
Student sometimes
understands and
uses concepts
relating to lines,
angles, and shapes.
Lines, Angles, and Shapes:
Students can recognize that angles
are geometric shapes that are formed
wherever two rays share a common
endpoint.

Student recognizes that an angle is measured with
reference to a circle and recorded in degrees.
Student can measure and draw
angles of a specified measure using
a protractor.
Student can find unknown angles
by repeating smaller units, as
well as adding and
subtracting.
Student can identify and name:
points, lines, and planes; line
segments, rays, and angles;
polygons.
Student can classify triangles and
quadrilaterals based upon the presence
or absence of parallel or perpendicular
lines, or angles of a specified size.
Student can determine the number
of lines of symmetry in a plane
figure, and can draw lines of
symmetry.
Lines, Angles, and
Shapes:
Student
consistently makes
insightful
connections to
other ideas and
concepts and
independently
challenges
him/herself.
Grading Benchmarks – FOURTH GRADE
2) Recalls math facts with speed and accuracy.
Trimester
1st
2nd
3rd
1
Student is unable or
rarely able to recall
multiplication facts with
1 through 12.
Student is unable
or rarely able to
recall
multiplication and
division facts with
1 through 12.
Student is unable or
rarely able to recall
multiplication and
division facts with 1
through 12.

Student is unable or
rarely able to mentally
calculate products of 1digit numbers and 1-digit
multiples 10, 100 and
1000.
Student is unable
or rarely able to
mentally calculate
whole- number
quotients with
divisors of 10 and
100.
2
Student can sometimes
recall multiplication facts
with 1 through 12.
Student can
sometimes recall
multiplication and
division facts with
1 through 12.
Student can sometimes
recall multiplication and
division facts with 1
through 12.

Student can sometimes
mentally calculate
products of 1-digit
numbers and 1-digit
multiples 10, 100 and
1000.
Student can
sometimes mentally
calculate wholenumber quotients
with divisors of 10
and 100.
3
Student can consistently
recall multiplication facts
with 1 through 12.
Student can
consistently recall
multiplication and
division facts with
1 through 12.
Student can consistently
recall multiplication and
division facts with 1
through 12.
Student mentally
calculates products of
1-digit numbers and 1digit multiples 10, 100
and 1000.
Student mentally
calculates wholenumber quotients
with divisors of 10
and 100.
4
Student is able to
apply and extend
content knowledge
independently.
Student is able to
apply and extend
content knowledge
independently.
Student is able to
apply and extend
content knowledge
independently.
Grading Benchmarks – FOURTH GRADE
3) Understands and solves word problems accurately.
Trimester
1
ALL
Student is unable or
rarely able to apply math
content knowledge and
skills to solve problems.
Student is unable or
rarely able to choose
appropriate tools
(diagrams, pictures,
equations/number
sentences, tables, graphs,
number lines, formulas,
etc.) to solve problems.
Student work rarely
includes all necessary
calculations and labels.
2
Student sometimes
applies math content
knowledge and skills to
solve problems.
3
Student consistently
applies math content
knowledge and skills to
solve problems.
Student sometimes
chooses appropriate
tools (diagrams, pictures,
equations/number
sentences, tables, graphs,
number lines, formulas,
etc.) to solve problems.
Student consistently
chooses appropriate
tools (diagrams, pictures,
equations/number
sentences, tables, graphs,
number lines, formulas,
etc.) to solve problems.
Student work sometimes
includes all necessary
calculations and labels.
Student work includes all
necessary calculations
and labels.
4
Student applies content
knowledge
independently to life
experiences.
Student consistently uses
a variety of processes
including problem
solving, reasoning,
communicating,
connecting, and
representing to extend
solutions to other
situations, to design
other strategies, and/or
to apply strategies to life
experiences.
Grading Benchmarks – FOURTH GRADE
4) Computes accurately.
Trimester
ALL
1
2
3
4
Student is unable or
rarely able to identify
appropriate operations
and mathematically
compute the
correct answer.
Student sometimes
identifies appropriate
operations and
mathematically computes
the correct answer.
Student consistently
identifies appropriate
operations and
mathematically computes
the correct answer.
Student consistently
applies appropriate
operations and computes
accurately on more
complex problems, mental
math, and/or other
mathematical concepts.
4
5) Clearly expresses mathematical thinking in written and oral form.
Trimester
ALL
1
2
3
Student is unable or rarely
able to communicate
mathematical thinking
precisely and with accurate
vocabulary.
Student sometimes, but not
consistently,
communicates
mathematical thinking
precisely and with accurate
vocabulary.
Student communicates all
mathematical thinking
precisely and with accurate
vocabulary.
Student
communicates all
mathematical
thinking precisely
and with accurate
vocabulary.
Student communicates
logical arguments clearly
in oral, written, and/or
graphic form to
show why a result makes
sense.