Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
page 1 of 18
Grade 4 Transition to New TN Mathematics Standards
Grade 4 – Mathematical Processes
New Grade Level Expectations
GLE 0406.1.1
GLE 0406.1.2
GLE 0406.1.3
GLE 0406.1.4
GLE 0406.1.5
GLE 0406.1.6
GLE 0406.1.7
GLE 0406.1.8
Use mathematical language, symbols, and definitions while developing mathematical reasoning.
Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the
solution.
Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or formulas.
Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model
mathematical ideas, and communicate solution strategies.
Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve
problems and interpret solutions.
Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas
precisely.
Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics
and the real world.
Use technologies/manipulatives appropriately to develop understanding of mathematical algorithms, to facilitate problem
solving, and to create accurate and reliable models of mathematical concepts.
Checks for Understanding (Formative/Summative Assessment)
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0406.1.1
0406.1.2
0406.1.3
0406.1.4
0406.1.5
0406.1.6
0406.1.7
 0406.1.8
 0406.1.9
 0406.1.10
Understand the relationship between use of answers and the accuracy of the number.
Identify the range of appropriate estimates, including over-estimate and under-estimate.
Connect operations with decimals to money and make estimates.
Use commutative, associative, and distributive properties of numbers including oral descriptions of mathematical reasoning.
Measure using ruler, meter stick, clock, thermometer, or other scaled instruments.
Identify geometric or physical attributes that are appropriate to measure in a given situation.
Translate the details of a contextual problem into diagrams and/or numerical expressions, and express answers using
appropriate units.
Match the spoken, written, concrete (including base ten blocks), and pictorial representations of decimals.
Develop a story problem that illustrates a given multiplication or division number sentence.
Use age-appropriate books, stories, and videos to convey ideas of mathematics.
State Performance Indicators
SPI
SPI
SPI
SPI
0406.1.1
0406.1.2
0406.1.3
0406.1.4
Verify a conclusion using the commutative, associative and distributive properties.
Compare decimals using concrete and pictorial representations.
Determine the correct change from a transaction.
Compare objects with respect to a given geometric or physical attribute and select appropriate measurement instrument.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
page 2 of 18
Grade 4 – Number and Operations
Former Learning Expectations
1.1 Understand numbers, ways of representing numbers,
relationships among numbers, and number systems.
1.2 Understand meanings of operations and how they relate to
one another.
1.3 Solve problems, compute fluently, and make reasonable
estimates.
New Grade Level Expectations
GLE 0406.2.1 Understand place value of numbers from
hundredths to the hundred-thousands place.
GLE 0406.2.2 Develop fluency with multiplication and single-digit
division.
GLE 0406.2.3 Identify prime and composite numbers.
GLE 0406.2.4 Understand and use the connections between
fractions and decimals.
GLE 0406.2.5 Add and subtract fractions with like and unlike
denominators.
GLE 0406.2.6 Solve problems involving whole numbers, fractions,
and/or decimals using all four arithmetic operations.
Former Blueprint Standards
3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
 Identify whole numbers as odd
or even. A
 Count by 10’s, 100’s, or
1,000’s.A
 Represent whole numbers to
9,999 with models. A
 Skip count by 10’s from any
whole number less than 1,000.
D
 Read and write whole numbers
to 9,999. D

 Identify the place value of a
given digit up to thousands. A
 Represent whole numbers up
to 10,000 in expanded form
(e.g., 1,000’s + 100’s + 10’s
+ 1’s). A
SPI 0306.2.1 Read and write
numbers up to 10,000 in
numerals and up to 1,000 in
words.
0306.2.1 Represent whole
numbers up to 10,000 using
various models (such as baseten blocks, number lines,
place-value charts) and in
standard form, written form,
and expanded form.
 Read and write numbers from
hundred-thousands to
hundredths. A
 Represent whole numbers to
9999. A
SPI 0406.2.1 Read and write
numbers from hundredths to
hundred-thousands in
numerals and in words.
SPI 0306.2.2 Identify the
place value of numbers in the
ten-thousands, thousands,
hundreds, tens, and ones
positions.
SPI 0306.2.3 Convert
between expanded and
standard form with whole
numbers to 10,000.
 Identify the place value of a
given digit from hundredthousands to hundredths. A
 Represent whole numbers up
to 10,000 in expanded form
(1,000’s + 100’s +10’s +1’s).
A
SPI 0406.2.3 Identify the
place value of a specified digit
in a number and the quantity
it represents.
0406.2.1 Compose and
decompose quantities according
to place value.
 0406.2.12 Understand and use
decimal numbers up to
hundredths and write them as
fractions.
SPI 0406.2.4 Find factors,
common factors, multiples,
and common multiples of two
numbers.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
 Compare and order whole
numbers up to 9999 using the
appropriate symbol (i.e., <, >,
and =). A
 Connect written and pictorial
representations of fractions
with denominators up to ten.
A
 Compare fractions with
numerators of 1 and
denominators up to 10. A
 Order and sequence whole
numbers up to 4 digits. D
 Connect the spoken or written
word names and concrete or
pictorial representations
(regions or sets) of fractions
with denominators up to ten.
D
 Identify the position of 1/2,
1/3, or 1/4 on the number
line. D
 Compare and order decimal
amounts written as money. I
New Standards 3rd Grade
Building blocks for new
standards
SPI 0306.2.4 Compare and
order numbers up to 10,000
using the words less than,
greater than, and equal to,
and the symbols <, >, =.
 0306.2.2Understand and use
the symbols =, < and > to
signify order and comparison.
SPI 0306.2.10 Identify
equivalent fractions given by
various representations. SPI
0306.1.4 Match the spoken,
written, concrete, and
pictorial representations of
fractions with denominators
up to ten.
SPI 0306.2.11 Recognize and
use different interpretations
of fractions.
 0306.2.10 Understand that
symbols such as ½, 1/3, and ¼
represent numbers called unit
fractions.
 0306.2.11 Identify fractions as
parts of whole units, as parts of
sets, as locations on number
lines, and as division of two
whole numbers.
SPI 0306.2.12 Name fractions
in various contexts that are
less than, equal to, or greater
page 3 of 18
Former Blueprint Standards
4th Grade
TCAP 2008-2009
 Compare and order whole
numbers to 9999 using the
appropriate symbols (>, <,
and =). A
 Identify fractions as parts of
whole units, as parts of sets,
as locations on number lines,
and as divisions of whole
numbers A.
 Generate equivalent forms of
whole numbers, commonly
used fractions, and decimals.
A
 Represent numbers as both
improper fractions and mixed
numbers. A
 Use concrete or pictorial
representations to compare
and order commonly used
fractions. D Use concrete and
pictorial representations to
compare decimals. D
 Use various models and
equivalent forms to represent,
order, and compare whole
numbers and commonly used
fractions and mixed numbers
(e.g., number lines, base ten
blocks, expanded notation,
Venn diagrams, and hundreds
boards). D
New Standards 4th Grade
TCAP 2009-2010
0406.2.7 Identify factors of
whole numbers and model
factors and products beyond
basic multiplication facts using
arrays and area models.
SPI 0406.2.2 Locate and place
mixed numbers on the
number line.
SPI 0406.2.5 Generate
equivalent forms of common
fractions and decimals and
use them to compare size.
SPI 0406.2.6 Use the symbols
< , > and = to compare
common fractions and
decimals in both increasing
and decreasing order.
SPI 0406.1.2 Compare
decimals using concrete and
pictorial representations.
SPI 0406.2.7 Convert
improper fractions into mixed
numbers and/or decimals.
0406.1.8 Match the spoken,
written, concrete (including
base ten blocks), and pictorial
representations of decimals.
0406.2.2 Understand decimal
notation as an extension of the
base-ten number system.
0406.2.8 Generate equivalent
forms of whole numbers,
decimals, and common
fractions (e.g., 1/10, ¼, ½, ¾).
0406.2.9 Compare equivalent
forms whole numbers,
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
than one.
 0306.2.13 Understand that
when a whole is divided into
equal parts to create unit
fractions, the sum of all the
parts adds up to one.
SPI 0306.2.13 Recognize,
compare, and order fractions
(benchmark fractions,
common numerators, or
common denominators).
 Compare fractions using
drawings, concrete objects,
and benchmark fractions.
SPI 0306.2.14 Add and
subtract fractions with like
denominators.
 Solve real-world problems
using addition or subtraction of
whole numbers. A
 Add and subtract efficiently
and accurately with singledigit whole numbers. A
 Add efficiently and accurately
with two- and/or three-digit
whole numbers. A
 Subtract efficiently and
accurately with two- and/or
three-digit whole numbers. A
 Recognize the value of
combinations of coins and bills
up to $5. A
 Determine the correct change
from a transaction that is less
than $1.00. A
SPI 0306.2.9 Solve contextual
problems involving the
addition (with and without
regrouping) and subtraction
(with and without
regrouping) of two- and three
digit whole numbers.
0306.2.3 Use parentheses to
indicate grouping.
 0306.2.6 Solve a variety of
addition and subtraction story
problems including those with
irrelevant information.
SPI 0306.1.3 Determine the
correct change from a
transaction less than a dollar.
 0306.1.2 Compare and order
decimal amounts in the
page 4 of 18
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
fractions, and decimals to each
other and to benchmark
numbers.
 0406.2.11 Use models,
benchmarks, and equivalent
forms to compare
fractions/decimals and locate
them on the number line.
 Add and subtract fractions
with like denominators. A
 Add and subtract decimals
(includes monetary units). A
 Explain the relationship
between addition and
subtraction. D
SPI 0406.2.8 Add and
subtract proper fractions with
like and unlike denominators
and simplify the answer.
SPI 0406.2.9 Add and
subtract decimals through
hundredths.
SPI 0406.1.3 Determine the
correct change from a
transaction.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
 Select and use an appropriate
strategy to solve word
problems (e.g., organized list,
guess and check, diagram, and
table). D
 Write and identify number
sentences that describe
situations involving addition,
subtraction, and multiplication.
D
 Write and explain related
addition and subtraction
sentences.
 Mentally calculate the sum or
difference of any two numbers
up to 100. I
 Use a variety of thinking
strategies to add and subtract
whole numbers (e.g., sums of
ten, doubles plus one). D
 Explain and justify solution
strategies used in problem
solving. D
 Explain the reasonableness of
a solution to a computation or
to a word problem. D
 Use strategies, including
rounding, to estimate in story
problems. D
 Use estimation to select a
reasonable solution in problem
solving (addition and
subtraction only). A
New Standards 3rd Grade
Building blocks for new
standards
page 5 of 18
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
context of money.
 0306.1.3 Count the value of
combinations of coins and
bills up to five dollars.
 0306.2.4 Use a variety of
methods to perform mental
computations and compare the
efficiency of those methods.
 Select appropriate methods
and tools for computing with
whole numbers (e.g., mental
computation, estimation,
calculators, paper and pencil,
guess and check). I
SPI 0306.1.5 Represent
problems mathematically
using diagrams, numbers, and
symbolic expressions.
 0306.1.4 Analyze problems by
identifying relationships,
distinguishing relevant from
irrelevant information, and
observing patterns.
 0306.1.5 Determine when and
how to break a problem into
simpler parts.
 0306.1.6 Use estimation to
check answers for
reasonableness, and calculators
to check for accuracy.
 Solve one-step real-world
problems involving addition or
subtraction of whole numbers
and/or decimals. A
 Solve one-step real-world
problems involving
multiplication of whole
numbers and/or decimals. A
 Select the appropriate
computational and operational
method to solve word
problems. D
 Solve story problems using
whole numbers, fractions, and
decimals (includes money). D
 Identify missing information
SPI 0406.2.10 Solve
contextual problems using
whole numbers, fractions,
and decimals including
money.
0406.2.13 Solve multi-step
problems of various types using
whole numbers, fractions, and
decimals.
0406.1.7 Translate the details
of a contextual problem into
diagrams and/or numerical
expressions, and express
answers using appropriate
units.
0406.1.9 Develop a story
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
 Relate skip counting to
multiplication. I
 Connect division to sharing
situations. I
 Demonstrate multiplication
using repeated addition (e.g.,
arrays). I/D
 Relate adding doubles to
multiplying by two. I
 Use the multiplication facts 0,
1, 2, 5, and 10 efficiently and
accurately. A
 Use known multiplication facts
to determine a related product
(e.g., 9 x 7 is 7 less than 10 x
7). I
page 6 of 18
New Standards 3rd Grade
Building blocks for new
standards
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
 0306.1.7 Make and investigate
mathematical conjectures.
 0306.1.8 Explain and justify
answers on the basis of
mathematical properties,
structures, and relationships.
 0306.1.13 Create and use
representations to organize,
record, and communicate
mathematical ideas.
 0306.1.12 Analyze and
evaluate the mathematical
thinking and strategies of
others
 0306.2.5 Use highest order
value (such as tens or
hundreds digit) to make simple
estimates.
SPI 0306.2.5 Identify various
representations of
multiplication and division.
 0306.2.7 Represent
multiplication using various
representations such as equalsize groups, arrays, area
models, and equal jumps on
number lines.
 0306.2.8 Represent division
using various representations
such as successive subtraction,
the number of equal jumps,
partitioning, and sharing.
 0306.2.9 Describe contexts for
multiplication and division
facts.
SPI 0306.2.6 Recall basic
and/or too much information
in word problems I.
 Apply logical reasoning to
solve real-world problems. I
 Estimate the results of wholenumber computations. D
 Use estimation to select a
reasonable solution to a whole
number computation involving
addition, subtraction, or
multiplication. A
problem that illustrates a given
multiplication or division
number sentence.
0406.1.1 Understand the
relationship between use of
answers and the accuracy of
the number.
0406.1.2 Identify the range of
appropriate estimates,
including over-estimate and
under-estimate.
0406.1.3 Connect operations
with decimals to money and
make estimates.
 Multiply efficiently and
accurately with single-digit
whole numbers. A
 Multiply decimals (includes
monetary units). I
SPI 0406.2.11 Solve problems
using whole number multidigit multiplication.
0406.2.3 Multiply two- and
three-digit whole numbers.
 0406.2.4 Understand and use a
reliable algorithm for
multiplying multi-digit numbers
and dividing numbers by a
single-digit divisor accurately
and efficiently.
SPI 0406.2.12 Solve problems
using whole number division
with one- or two-digit
divisors.
0406.2.4 Understand and use a
reliable algorithm for
multiplying multi-digit numbers
 Divide efficiently and
accurately with single-digit
whole numbers. D
 Explain the relationship
between multiplication and
division. I
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
multiplication facts through
10 times10 and the related
division facts.
SPI 0306.2.7 Compute
multiplication problems that
involve multiples of ten
using basic number facts.
SPI 0306.2.8 Solve problems
that involve the inverse
relationship between
multiplication and division.
page 7 of 18
Former Blueprint Standards
4th Grade
TCAP 2008-2009
 Explain how addition,
subtraction, multiplication, and
division affect the size and
order of numbers. I
New Standards 4th Grade
TCAP 2009-2010
and dividing numbers by a
single-digit divisor accurately
and efficiently.
0406.2.5 Understand that
division by zero is undefined.
0406.2.6 Divide three-digit
whole numbers by one-digit
divisors fluently with pencil and
paper.
0406.2.10 Use models to
understand division as the
inverse of multiplication,
partitioning, and repeated
subtraction
 0406.2.14 Understand the role
of the remainder in division.
 Demonstrate knowledge and
understanding of grade level
mathematical terms. D
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
page 8 of 18
Grade 4 – Algebra
Former Learning Expectations
2.1 Understand patterns, relations, and functions.
2.2 Represent and analyze mathematical situations and
structures using algebraic symbols.
2.3 Illustrate general properties of operations.
2.4 Analyze change in various contexts.
New Grade Level Expectations
GLE 0406.3.1 Extend understanding of a variable to equations
involving whole numbers, fractions, decimals, and/or mixed
numbers.
GLE 0406.3.2 Use mathematical language and modeling to develop
descriptions, rules and extensions of patterns.
GLE 0406.3.3 Translate between different forms of representations
of whole number relationships.
Former Blueprint Standards
3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
 Show or represent and solve
open sentences, involving
addition, subtraction, and
multiplication, with concrete
objects or pictures. D
 Demonstrate understanding
that an equation is a number
sentence stating two quantities
are equal. I
 Solve open sentences that
involve addition and
subtraction of whole numbers
zero to twenty. A
 Connect open sentences to
real-world situations. A
 Determine the output number
for a particular input number
given a one-operation function
rule involving addition or
subtraction. A
SPI 0306.3.2 Express
mathematical relationships
using number
sentences/equations.
SPI 0306.3.3 Find the missing
values in simple multiplication
and division equations.
 0306.3.5 Find unknowns in
number sentences and
problems involving addition,
subtraction, multiplication, or
division.
 Solve open sentences
involving addition and
subtraction A.
 Solve open sentences
involving multiplication and
division. A Connect open
sentences to real-world
situations. A
 Demonstrate understanding
that an equation is a number
sentence stating that two
quantities are equal. D
 Represent the idea of a
variable as an unknown
quantity by using a letter or a
symbol. I
SPI 0406.3.1 Use letters and
symbols to represent an
unknown quantity and write a
simple mathematical
expression.
 0406.3.1 Find an unknown
quantity in simple equations
using whole numbers, fractions,
decimals, and mixed numbers.
 0406.3.2 Translate between
symbols and words to represent
quantities in expressions or
equations.
 0406.1.7 Translate the details
of a contextual problem into
diagrams and/or numerical
expressions, and express
answers using appropriate
units.
 Sort objects by two attributes.
A
 Sort objects by two or more
attributes. D Devise, carry out,
and explain how a group of
objects has been sorted. M
SPI 0306.3.4 Describe or
extend (including finding
missing terms) geometric and
numeric patterns.
 0306.3.6 Analyze patterns in
words, tables, and graphs to
 Generalize and extend or
complete patterns involving
geometric figures or numbers.
D
 Extend numerical and
geometric patterns. A
SPI 0406.3.2 Make
generalizations about
geometric and numeric
patterns.
SPI 0406.3.3 Represent and
analyze patterns using words,
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
 Identify the rules by which
objects or numbers have been
sorted. A
 Recognize, describe, complete,
translate, or create patterns of
figures or numbers. D
 Extend repeating and growing
numerical or geometric
patterns. A
 Represent repeating geometric
patterns as repeating
numerical patterns. A
 Describe a growing pattern,
involving objects, shapes, or
numbers. D
 Describe qualitative change
(e.g., a student growing
taller). D
 Describe quantitative change
(e.g., a student growing two
inches in one year). D
 Demonstrate knowledge (with
words or symbols) of the
commutative properties of
addition and multiplication. D
 Use the commutative property
of addition and multiplication.
D
 Show that subtraction is not
commutative. D
 Apply the addition and
subtraction properties of 0
(adding or subtracting 0
doesn’t change a number). M
 Apply the zero and identity
properties of multiplication
New Standards 3rd Grade
Building blocks for new
standards
page 9 of 18
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
draw conclusions.
 0306.3.7 Create different
representations of a pattern
given a verbal description.
 0306.3.8 Analyze patterns in
quantitative change resulting
from computation.
 Represent and analyze
patterns and relationships
using words, tables, and
graphs. D
 Determine the function rule for
data in a function table. A
 Apply basic function rules. A
function tables, and graphs.
 0406.3.3 Create, explain and
use a rule to generate terms of
a pattern or sequence.
 0406.3.4 Translate between
symbolic, numerical, verbal, or
pictorial representations of a
whole number pattern or
relationship.
SPI 0306.3.1 Verify a
conclusion using algebraic
properties.
 0306.3.1 Show that addition
and multiplication are
commutative operations.
0306.1.9 Use manipulatives to
demonstrate that the
commutative property holds for
addition but not for subtraction.
 0306.3.2 Show that subtraction
and division are not
commutative operations.
 0306.3.3 Use commutative,
associative, and distributive
 Use the commutative,
associative, zero, and identity
properties for addition and
multiplication. D
SPI 0406.1.1 Verify a
conclusion using the
commutative, associative and
distributive properties.
 0406.1.4 Use commutative,
associative, and distributive
properties of numbers including
oral descriptions of
mathematical reasoning.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint Standards
3rd Grade
Review material
(adding 0 or multiplying by 1
doesn’t change a number). I
 Use arrays to represent the
commutative property of
multiplication. I
New Standards 3rd Grade
Building blocks for new
standards
page 10 of 18
Former Blueprint Standards
4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
properties to multiply whole
numbers.
 0306.3.4 Solve problems using
the commutative, associative,
and distributive properties.
 Investigate how a change in
one variable relates to a
change in a second variable. I
 Demonstrate knowledge and
understanding of grade level
mathematical terms. D

SPI 0306.1.8 Express
answers clearly in verbal,
numerical, or graphical (bar
and picture) form, using units
when appropriate.
0306.1.10 Use correct, clearly
written and oral mathematical
language to pose questions and
communicate ideas.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
page 11 of 18
Grade 4 – Geometry and Measurement
Former Learning Expectations
3.1 Analyze characteristics and properties of two- and threedimensional shapes.
3.2 Specify locations and describe spatial relationships using
coordinate geometry.
3.3 Apply transformations and use symmetry to analyze
mathematical situations.
3.4 Use visualization, spatial reasoning, and geometric modeling
to solve problems.
4.1 Understand measurable attributes of objects and the units,
systems, and processes of measurement.
4.2 Apply appropriate techniques, tools, and formulas to
determine measurements.
Former Blueprint
Standards 3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
New Grade Level Expectations
GLE 0406.4.1 Understand and use the properties of lines,
segments, angles, polygons, and circles.
GLE 0406.4.2 Understand and use measures of length, area,
capacity, and weight.
GLE 0406.4.3 Solve problems that involve estimating and
measuring length, area, capacity and weight.
GLE 0406.4.4 Understand the representation of location and
movement within the first quadrant of a coordinate system.
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
SPI 0406.4.1 Classify lines
and line segments as parallel,
perpendicular, or
intersecting.
0406.4.15 Explore properties of
paths between points.
SPI 0406.4.4 Identify acute,
obtuse, and right angles in 2dimensional shapes.
 0406.4.3 Classify angles and
triangles as obtuse, acute, or
right.
 0406.4.4 Measure and draw
angles.
 0406.4.2 Understand the
definition of degree as it relates
to the circle.
 Identify and draw horizontal
and vertical lines. I
0306.4.3 Classify lines and
segments as parallel,
perpendicular, or intersecting.
 Identify points, lines, and
rays. A
 Identify and draw points,
lines, line segments, rays, and
angles. D
 Create and describe mental
images of objects, patterns,
and paths. D
 Describe the relationships
between lines and the
characteristics of angles (e.g.,
parallel, perpendicular,
intersecting, right, acute, and
obtuse). I
 Recognize geometric figures
that are the same size and
shape. A
 Read thermometers with
Fahrenheit and Celsius scales
SPI 0306.4.2 Determine if
two figures are congruent
based on size and shape.
SPI 0306.4.5 Choose
reasonable units of measure,
 Recognize congruent
geometric figures A.
 Select appropriate standard
units to measure length,
SPI 0406.1.4 Select
appropriate measurement
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint
Standards 3rd Grade
Review material







(positive whole number
temperatures). A
Select and apply the most
appropriate standard units of
length, area, capacity, weight,
time, and temperature. D
Solve real-world problems
involving measurement. D
Determine when an estimate
of a measurement is sufficient.
D
Demonstrate understanding of
the concepts of perimeter,
area, and capacity. D
Use strategies to estimate or
determine length, perimeter,
area, capacity, weight, time,
and temperature. D
Measure to the nearest liter,
cup, pint, quart, and gallon. D
Measure to the nearest ounce,
pound, kilogram, and gram. D
page 12 of 18
New Standards 3rd Grade
Building blocks for new
standards
estimate common
measurements using
benchmarks, and use
appropriate tools to make
measurements.
SPI 0306.1.7 Select
appropriate units and tools to
solve problems involving
measures.
SPI 0306.1.8 Express
answers clearly in verbal,
numerical, or graphical (bar
and picture) form, using units
when appropriate.
0306.4.5 Understand that all
measurements require units.
0306.4.6 Recognize the use of
fractions in liquid measures.
 0306.4.7 Recognize the
relationships among cups,
pints, quarts, and gallons.
0306.4.8 Estimate and/or
measure the capacity of a
container.
0306.4.9 Measure weight to the
nearest ounce or gram.
 0306.4.10 Use reasonable
units of length (i.e. kilometer,
meter, centimeter. mile, yard,
foot, inch) in estimates and
measures.
 0306.4.12 Make and record
measurements that use mixed
units within the same system
of measurement (such as
feet and inches, meters and
Former Blueprint
Standards 4th Grade
TCAP 2008-2009





perimeter, area, capacity,
volume, weight, time,
temperature, and angles. A
Read temperature using
Fahrenheit and Celsius
thermometers. A
Identify, compare, and
analyze attributes of two- and
three-dimensional shapes. D
Develop and use mathematical
language to describe
characteristics and properties
of geometric figures. D
Compare properties of twoand three-dimensional
geometric figures. D
Demonstrate understanding of
the concepts of length,
perimeter, area, weight,
capacity, volume, time, and
angle measure. D
Select and use tools to
measure weight and volume in
customary or metric units. D
New Standards 4th Grade
TCAP 2009-2010
instrument and compare
objects with respect to a
given geometric or physical
attribute.
SPI 0406.4.7 Determine
appropriate size of unit of
measurement in problem
situations involving length,
capacity or weight.
 0406.1.6 Identify geometric or
physical attributes that are
appropriate to measure in a
given situation.
 0406.1.5 Measure using ruler,
meter stick, clock,
thermometer, or other scaled
instruments.
 0406.4.13 Compare objects
with respect to a given
attribute such as length, area,
and capacity.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint
Standards 3rd Grade
Review material
 Select an appropriate standard
unit to measure length. A
 Use estimation to determine if
a length measurement is
reasonable. A
 Measure length to the nearest
centimeter and inch. A
 Explain the relationships
among inches, feet, and
yards. D
 Measure to the nearest
centimeter, foot, half-inch,
and inch. D
New Standards 3rd Grade
Building blocks for new
standards
centimeters).
SPI 0306.4.6 Measure length
to the nearest centimeter or
half inch.
 0306.4.11 Know common
equivalences for length (1
meter = 100 centimeters, 1
yard = 3 feet, 1 foot = 12
inches).
 0306.4.13 Use common
abbreviations: km, m, cm, in,
ft, yd, mi.
page 13 of 18
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
 Demonstrate understanding of
the relationships among units
of length. D
 Measure length to the nearest
1/4 inch or nearest
centimeter. A
 Use estimation to determine if
a length or volume
measurement is reasonable A.
 Estimate using standard units
of measure. D
 Demonstrate understanding
that measurements are
approximations. I
 Identify a location on a grid
using whole number
coordinates. I
 Use appropriate mathematical
language to find a point on a
grid using whole number
coordinates. A
New Standards 4th Grade
TCAP 2009-2010
 Locate and specify points in
Quadrant 1 of a coordinate
system. A
 Construct and draw two- and
three-dimensional geometric
figures. D
SPI 0406.4.6 Determine
situations in which a highly
accurate measurement is
important.
 0406.4.12 Estimate the size of
an object with respect to a
given measurement attribute
(length, perimeter, area, or
capacity).
SPI 0406.4.2 Graph and
interpret points with whole
number or letter coordinates
on grids or in the first
quadrant of the coordinate
plane.
SPI 0406.4.3 Construct
geometric figures with
vertices at points on a
coordinate grid.
 0406.4.14 Explain how the
components of a coordinate
system are used to determine
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint
Standards 3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
 Identify, build, draw, and
compare two- and threedimensional geometric figures
(e.g. rectangle, square,
triangle, circle, cube, cylinder,
sphere, and cone). D
 Name two-dimensional
geometric figures (e.g.,
rectangle, square, triangle,
circle, cube, cylinder, sphere,
and cone). A
 Name three-dimensional
geometric figures (e.g.,
rectangle, square, triangle,
circle, cube, cylinder, sphere,
and cone). A
 Identify and draw diagonals of
polygons. I
SPI 0306.4.1 Recognize
polygons and be able to
identify examples based on
geometric definitions.
SPI 0306.1.6 Identify and use
vocabulary to describe
attributes of two- and threedimensional shapes.
 0306.4.1Describe properties of
plane figures (such as circles,
triangles, squares and
rectangles) and solid shapes
(such as spheres, cubes and
cylinders).
0306.4.2 Classify polygons
according to the number of
their sides and angles.
page 14 of 18
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
 Identify two- or threedimensional shapes given
defining attributes. A
 Investigate and describe the
results of subdividing and
combining two-dimensional
geometric figures. D

 Solve real-world problems
involving addition and
subtraction of one- or twodigit measurements. A
SPI 0306.4.7 Solve problems
requiring the addition and
subtraction of lengths.
0306.1.11 Develop strategies
 Find the perimeter of
rectangles. A
 Apply the formula for finding
the area of a rectangle A
New Standards 4th Grade
TCAP 2009-2010
location.
SPI 0406.4.5 Identify
attributes of simple and
compound figures
composed of 2- and 3dimensional shapes.
 0406.4.1 Identify the basic
parts of circles.
0406.4.5 Determine if a figure
is a polygon.
0406.4.21 Recognize twodimensional faces of threedimensional shapes.
SPI 0406.4.8 Convert
measurements within a single
system that are common in
daily life (e.g., hours and
minutes, inches and feet,
centimeters and meters,
quarts and gallons, liters and
milliliters).
 0406.4.7 Measure liquids using
both standard units and metric
units.
 0406.4.6 Recognize the use of
decimals in metric measures.
SPI 0406.4.9 Solve problems
involving area and/or
perimeter of rectangular
figures.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint
Standards 3rd Grade
Review material
New Standards 3rd Grade
Building blocks for new
standards
page 15 of 18
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
 Find the perimeter of a
rectangle on a grid. A
 Find the perimeter of
polygons. D
for solving problems involving
addition and subtraction of
measurements.
SPI 0306.4.4 Calculate the
perimeter of shapes made
from polygons.
 Solve real-world problems
involving addition and
subtraction of measurements.
A
 Explore perimeter and area
using a variety of models
(e.g., geoboards, graph
paper). D
 Develop strategies for
estimating the perimeters and
areas (such as counting
square units) of geometric
figures. D
 Use geometric models to solve
real-world problems. I
 0406.4.8 Recognize that a
measure of area represents the
total number of same-sized
units that cover the shape
without gaps or overlaps.
0406.4.9 Recognize that area
does not change when 2dimensional figures are cut
apart and rearranged.
0406.4.10 Connect area
measure to multiplication using
a rectangular area model.
 0406.4.10 Estimate areas of
rectangles in square inches and
square centimeters.
 Identify the result of a
transformation that has been
applied to a simple twodimensional geometric shape
(i.e., flips or slides). A
 Identify the line of symmetry
in a two-dimensional design or
shape. A
 Draw lines of symmetry in
two-dimensional designs and
shape. D
 Predict and identify the results
of sliding, flipping, or turning
two-dimensional shapes. D
SPI 0306.4.3 Identify the line
of symmetry in a twodimensional design or shape.
0306.4.4 Identify, create, and
describe figures with line
symmetry.
 Identify lines of symmetry for
two-dimensional geometric
figures. A
 Identify the result of a
transformation (flip or slide)
that has been applied to a
simple two-dimensional
geometric shape. A
 Identify and draw lines of
symmetry for two-dimensional
geometric figures. D
 Identify, predict, and describe
the results of transformations
of two-dimensional geometric
figures (i.e., slides, flips, and
turns). D Describe a motion
that will show that two shapes
are congruent. I
SPI 0406.4.10 Identify
images resulting from
reflections, translations, or
rotations.
 0406.4.16 Examine
transformations in the
coordinate plane.
0406.4.17 Predict the results of
a transformation of a geometric
shape.
 0406.4.18 Determine whether
a geometric shape has line
and/or rotational symmetry.
0406.4.19 Design and analyze
simple tilings and tessellations.
0406.4.20 Draw lines of
symmetry in 2-dimensional
figures.
 Solve real-world problems
SPI 0306.1.1 Solve problems
 Tell time to the nearest
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint
Standards 3rd Grade
Review material
using a calendar. A
 Solve real-world problems
involving elapsed time to the
half-hour. A
 Read and write time at fiveminute intervals. A
 Read and write time to the
nearest hour, half-hour, and
quarter-hour. A
New Standards 3rd Grade
Building blocks for new
standards
using a calendar.
SPI 0306.1.2 Solve problems
involving elapsed time
0306.1.1 Read and write time
to the nearest minute.
page 16 of 18
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
New Standards 4th Grade
TCAP 2009-2010
minute. A Solve real-world
problems involving elapsed
time to the quarter-hour. A
0306.1.10 Use correct, clearly
written and oral mathematical
language to pose questions and
communicate ideas.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
page 17 of 18
Grade 4 – Data, Probability and Statistics
Former Learning Expectations
5.1 Formulate questions that can be addressed with data and
collect, organize, and display relevant data to answer
questions.
5.2 Select and use appropriate statistical methods to analyze
data.
5.3 Develop and evaluate inferences and predictions that are
based on data.
5.4 Understand and apply basic concepts of probability.
Former Blueprint
Standards 3rd Grade
Review material
New Grade Level Expectations
GLE 0406.5.1 Collect, record, arrange, present, and interpret data
using tables and various representations.
GLE 0406.5.2 Use probability to describe chance events.
New Standards 3rd Grade
Building blocks for new
standards
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
 Write questions and gather
data to answer questions. D
 0306.5.1 Collect and organize
data using observations, surveys,
and experiments.
 Interpret and construct tables
using tally marks. D
 Construct pictographs and bar
graphs. D
SPI 0306.5.1 Interpret a
frequency table, bar graph,
pictograph and line plot.
SPI 0306.5.2 Solve problems
in which data is represented
in tables or graph.
SPI 0306.1.8 Express
answers clearly in verbal,
numerical, or graphical (bar
and picture) form, using units
when appropriate.
0306.5.3 Compare and
interpret different
representations of the same
data.
0306.5.2 Construct a frequency
table, bar graph, pictograph, or
line plot of collected data.
 Collect data using
observations, surveys, and
experiments. I
 Understand how datacollection methods could affect
the results. I
 Design investigations to try to
answer a question. I
 Construct tables, pictographs,
line graphs, and bar graphs D.
 Interpret simple charts,
tables, pictographs, line
graphs, and bar graphs. D
 Interpret data displayed in bar
graphs and pictographs. A
 Connect data in tables to
pictographs, line graphs, or
bar graphs. A
 Evaluate how well various
representations show the
collected data I.
New Standards 4th Grade
TCAP 2009-2010
SPI 0406.5.1 Depict data
using various representations
(e.g., tables, pictographs, line
graphs, bar graphs).
 0406.5.1 Create and label
appropriate scales for graphs.
 0406.5.2 Evaluate how well
various representations show
the collected data.
 0406.5.3 Interpret and
prepare pie charts using
appropriate measurements of
angles.
 0406.5.4 Develop and use
stem-and-leaf plots.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008
Grade 4 Alignment between former TN DOE Mathematics Standards and new TN DOE Mathematics Standards
Former Blueprint
Standards 3rd Grade
Review material
page 18 of 18
New Standards 3rd Grade
Building blocks for new
standards
Former Blueprint
Standards 4th Grade
TCAP 2008-2009
SPI 0306.5.3 Make
predictions based on various
representations of data.
 0306.5.4 Solve problems using
data from frequency tables, bar
graphs, pictographs, or line
plots.
 Make predictions from data. D
SPI 0406.5.2 Solve problems
using estimation and
comparison within a single
set of data.
 Explore and determine
measures of central tendency
(i.e., mean, median, and
mode). D
 Determine the median of a
data set. A
SPI 0406.5.3 Given a set of
data or a graph, describe the
distribution of the data using
median, range, or mode.
 0406.5.5 Use measures of
central tendency to compare
two sets of related data.
SPI 0406.5.4 List all possible
outcomes of a given situation
or event.
 Select all possible outcomes of
a simple experiment (i.e.,
spinner, coin toss, number or
color cube). A
 Describe the likelihood or
chance of events as certain,
possible, or impossible. M
 Explain whether an event is
likely or unlikely. M
 Determine the most likely,
least likely, or equally likely
outcomes in simple
experiments. A
New Standards 4th Grade
TCAP 2009-2010
0406.5.6 Determine a simple
probability.
0406.5.7 Express a probability
pictorially.
Prepared through collaboration of Williamson County Mathematics Curriculum Specialists: Jackie Arthur (K-5) and Pat Tyree (6-12) and Franklin Special School District Curriculum Director Sharon Cooksey Spring 2008