FOURTH GRADE MATH CURRICULUM
The primary focus of Math in the Archdiocese of Kansas City in Kansas is to
promote in our students their problem solving abilities, which are among God’s many
gifts.
Standard 1: Number and Computation
The student will
1. Recognize the importance of numbers throughout the Bible and our Church.
2. Recognize Biblical time lines.
3. ▲Identify, model, read, and write numbers using numerals, words, and expanded
notation from hundredths through one million.
4. Classify various subsets of numbers as whole numbers, fractions (including mixed
numbers), or decimals through one millions place.
5. ◊Compare, order, and round numbers to 100,000.
6. ◊Compare and order fractions greater than or equal to zero including mixed
numbers with a special emphasis on concrete objects (halves, fourths, thirds,
sixths, eights, tenths, twelfths, sixteenths, hundredths).
7. ◊Compare and order decimals greater than or equal to zero through hundredths
place and also when using monetary amounts.
8. ▲Use the concepts of these properties with the whole number system and
demonstrates their meaning including the use of concrete objects:
a. Commutative property of addition and multiplication
b. Zero property of addition (additive identity) and property of one for
multiplication (multiplicative identity)
c. Associative property of addition and multiplication
d. Symmetric property of equality applied to addition and multiplication e.g.
100= 20 + 80 is same as 20 + 80 = 100 or 12=3x4 is same as 3x4=12
e. Zero property of multiplication e.g. 9x0=0
9. ▲Show the relationship between these operations with the basic facts families
including the use of mathematical models:
a. Addition and subtraction
b. Addition and multiplication
c. Multiplication and division
d. Subtraction and division
10. ▲Solve one- and two- step real-world problems with one or two operations using
these computational procedures:
a. Adds and subtracts whole numbers
b. Multiplies a two-digit whole number by a two-digit whole number
c. Multiplies whole dollar monetary amounts e.g. 112 fourth graders are
planning a trip. The cost per student is $9.00. How much will the trip
cost?
d. Multiplies monetary amounts less that $100 by whole numbers less than
ten e.g. a student buys 8 books for $2.69 each. How much does he pay?
e. Figures correct change through $20.00 e.g. buying a drink for 65c and
paying for it with a $5 bill. (Value: honesty)
11. Compute with efficiency and accuracy
12. State and use multiplication facts through 12 x 12 and corresponding division
facts
13. Identify multiplication and division fact families
14. Read and write horizontally, vertically, and with different operational symbols the
same addition, subtraction, multiplication, and division expression e.g. 6x4 is the
same as 6(4).
15. ◊Find factors and multiples of whole numbers from 1 through 100.
16. ◊Estimate with various strategies.
17. ◊Select from an appropriate range of estimation strategies and determine if the
estimate is an overestimate or underestimate.
18. Multiply one and two digits by two digits.
19. ◊Divide a multiple digit number by a one-digit number with regrouping.
20. ◊Add and subtract simple fractions with the same denominator.
21. ◊Know, explain, and use equivalent representations.
22. ◊Determine if a real-world problem needs an exact answer or approximate
answer.
Standard 2: Algebra
The student will:
1. Use concrete objects, drawings, and other representations to work with types of
patterns.
a. Repeating patterns (Pattern in Beatitudes)
b. Growing patterns
2. Use these attributes to generate patterns:
a. Counting numbers related to number theory e.g. multiples and factors
b. Whole numbers that increase or decrease e.g. 20, 15, 10, …
c. Geometric shapes including one or two attribute changes e.g. triangle,
square, pentagon, hexagon, …
d. Measurements e.g. 3 ft. 6 ft. 9 ft.
e. Things related to daily life e.g. water cycle, food cycle
f. Things related to size, shape, color, texture, or movement e.g. clapping
hands
3. ◊Identify, state, and continue a pattern presented in various visual formats
including but not limited to numeric (list or table), visual (picture, graph), verbal
(oral description), kinesthetic (action).
4. Generate a repeating and growing pattern. (Read Exo 25:40 for pattern definition)
5. ▲Solve one-step equations using whole numbers with one variable and a whole
number solution that:
a. Has the unknown in a multiplication or division equation
b. Has the unknown in a money equation
c. Has the unknown in a time equation involving whole minutes, hours, days,
and weeks with values through 200 e.g. 180 minutes = y hours.
6. Compare two whole numbers from 0 through 10,000 using the equality and
inequality signs.
7. ▲Represent and describe mathematical relationships between whole numbers 0
through 1,000 using concrete objects, pictures, written description, symbols,
equations, tables, and graphs.
8. ▲Find the values, determine the rules, and state the rules using symbolic notation
with one operation of whole numbers from 0 through 200 using a horizontal or
vertical function table (input/output machine, T-table).
9. ◊Use a function table to identify, plot, and label the ordered pairs in the first
quadrant of a coordinate plane.
10. Use mathematical models to represent mathematical concepts. Models include
but are not limited to multiplication arrays, hundred charts, base ten blocks,
pattern blocks, fraction strips, coins, T-tables, and unifix cubes.
11. ◊Explain and use variables to represent unknown whole number quantities.
Standard 3: Geometry
Teacher note: The term “geometry” comes from the Greek words meaning,
“earth measure.” The process of learning to measure at the early grades focuses on what
property (length, width, height) is to be measured and to make comparisons.
The student will:
1. Describe solids (cubes, rectangular prisms, cylinders, cones, spheres, triangular
prisms) using the terms faces, edges, and vertices as found in Church architecture.
2. Recognize, investigate, draw, and describe plane figures (circles, squares,
rectangles, triangles, ellipses, rhombi, octagons, hexagons, pentagons).
3. Recognize
a. Squares, rectangles, rhombi, parallelograms, trapezoids as special
quadrilaterals.
b. Similar and congruent figures
c. Points, lines (intersecting and parallel), line segments, and rays.
4. ▲Identify the plane figures (circles, squares, rectangles, triangles, ellipses,
rhombi, octagons, hexagons, pentagons, trapezoids) used to form a composite
figure.
5. ▲Select, explain, and use measurement tools for a given situation to measure
a. Length, width, and height to the nearest fourth of inch or to the nearest
centimeter.
b. Volume to the nearest cup, pint, quart, gallon; to the nearest liter, or to the
nearest whole unit of a nonstandard unit.
c. Weight to the nearest ounce or pound or to the nearest whole unit of a
nonstandard unit of measure.
d. Temperature to the nearest degree.
e. Time including elapsed time.
6. ▲Estimate to check whether or not measurements and calculations are
reasonable.
7. Describe a transformation using cardinal points or positional directions e.g. go
north three blocks and then west four blocks.
8. ▲Recognize, perform, and describe one transformation (reflection, rotation,
translation) on a two-dimensional figure or concrete object.
9. ▲Identify and plot points as whole number ordered pairs in the first quadrant of a
coordinate plane.
10. Identify and draw rays; parallel, perpendicular, intersecting lines; radius and
diameter of a circle, various angles.
11. ◊Recognize and describe solids.
12. ◊Convert within the customary system to solve real-world problems.
13. ◊Convert within the metric system.
14. ◊Recognize three-dimensional figures.
15. ◊Plot ordered pairs in the first quadrant of a coordinate plane.
16. ◊Find the perimeter and area of 2-dimensional figures.
Standard 4: Data
The student will:
1. Understand that God gave us a gift to interpret data.
2. ▲Organize, display, and read numerical (quantitative) and non-numerical
(qualitative) data in a clear, organized, and accurate manner using these displays:
a. Graphs
b. Pictographs with a symbol or picture representing one, two, five, ten,
twenty-five, or one-hundred including partial symbols
c. Frequency tables (tally marks)
d. Horizontal and vertical graphs
e. Venn diagrams or other pictorial displays; (Shall/ shall nots of Ten
commandments)
f. Line plots;
g. Charts and tables;
h. Line graphs;
i. Circle graphs.
3. ▲Use these statistical measures of a data set using whole numbers from 0
through 1000 with less than ten whole number data points to make inferences and
predictions, answer questions, and make decisions:
a. Minimum and maximum values,
b. Range,
c. Mode,
d. Median when the data set has an odd number of data points,
e. Mean when the data set has a whole number mean.
4. Collect data using different techniques (observations, polls, surveys, etc.) and
explain results.
5. ◊Recognize that the probability of an impossible event is zero and that the
probability of a certain event is one.
6. ◊List all possible outcomes of a simple experiment or simulation including the use
of concrete objects.
7. ◊Recognize and state the probability of a simple event in an experiment e.g. when
a coin is flipped, the probability of landing heads up is ½ and the probability of
landing tails up is ½. This can be read as one out of two or one half.
8. ◊Interpret and use data to make reasonable inferences and predictions.
◊ Essential prerequisite skill
▲Assessed math indicator for KSDE