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Subject: Grade 4 Math, Number Strand Outcome N4.1 – I can demonstrate an understanding of whole numbers to 10 000. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. I can represent and describe simple numbers to 10 000 using pictures, using objects, in words, in writing, or using symbols. I can compare two simple numbers. I can order up to three simple numbers. I can independently represent and describe a number to 10 000 using pictures, using objects, in words, in writing and using symbols. I can independently compare two numbers. I can independently order three or more numbers. With assistance I can represent simple fractions with objects, pictures, acting it our, or in words. With assistance I can observe situations in which fractional quantities would be measured. With assistance I can compare two simple fractions. I can represent and explain the meaning of digits in four-digit numbers. I can explain how I compare two numbers. I can order three or more numbers and explain the reasoning. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Read a four-digit numeral without using the word “and”. Write a numeral using proper spacing without commas. Write a numeral in words. Represent a numeral using a place value chart or diagrams. Express a numeral in expanded notation. Write the numeral represented by an expanded notation expression. Decompose and represent a 4-digit number at least three different ways. Explain why two or more number compositions represent the same quantity. Explain the meaning of each digit in a numeral. Explain and show the meaning of each digit in a 4-digit numeral with all digits the same. Explain the meaning of each digit in a 4-digit number representing a particular quantity. Order a set of numbers in ascending or descending order, and explain the order by making references to place value. Create and order three different 4-digit numerals. Identify the missing numbers in an ordered sequence or shown on a number line. Identify incorrectly placed numbers in an ordered sequence or shown on a number line. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Number Strand Outcome N4.2 – I can demonstrate understanding of addition with answers to 10 000 and corresponding subtractions. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. I can independently use personal strategies for adding and subtracting. I can independently use strategies to estimate sums and differences. I can independently solve problems involving addition and subtraction. I can explain strategies to determine sums and differences of whole numbers. I can explain the strategies I use to estimate sums and differences. I can solve complex problems involving addition and subtraction. With assistance I can use a familiar strategy to add and subtract simple 3 and 4-digit numbers. With assistance I can use a familiar strategy to estimate sums and differences. With assistance I can solve simple problems involving addition and subtraction. I can use a familiar strategy to add and subtract simple 3 and 4-digit numbers. I can use a familiar strategy to estimate sums and differences. I can solve simple problems involving addition and subtraction. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain how to keep track of digits that have the same place value when adding or subtracting numbers. Explain the strategies used to determine a sum or difference. Describe a situation in which an estimate rather than an exact answer is sufficient. Estimate sums and differences using different strategies. Solve problems that involve addition and subtraction of more than two numbers. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Number Strand Outcome 4.3 – I can demonstrate understanding of multiplication of whole numbers less than or equal to 10. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. With assistance I can use basic mental math strategies to multiply by whole numbers. With assistance I can multiply by 0 and 1. I can use basic mental math strategies to multiply by whole numbers. I can multiply by 0 and 1. I can independently use mental math strategies to multiply whole numbers. I can independently explain the results of multiplying by 0 and 1. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain the strategy used to determine a product. Explain the strategy used in a given solution to a product. Explain the property for determining the answer when multiplying numbers by one. Explain the property for determining the answer when multiplying numbers by zero. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics I can explain the strategies I use to multiply whole numbers. I can explain the reason for the results of multiplying by 0 and 1. Subject: Grade 4 Math, Number Strand Outcome N4.4 – I can demonstrate understanding of 2 or 3-digit by 1-digit multiplication. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. With assistance I can use basic strategies to multiply simple 2 and 3-digit numbers by a 1-digit number. With assistance I can use basic strategies to estimate products. With assistance I can solve simple problems involving multiplication of 2 and 3-digit numbers by a 1-digit number. I can use basic strategies to multiply simple 2 and 3-digit numbers by a 1digit number. I can use basic strategies to estimate products. I can solve simple problems involving multiplication of 2 and 3digit numbers by a 1-digit number. I can independently use personal strategies for multiplication of 2 and 3-digit numbers by a 1-digit number. I can independently use strategies to estimate products. I can independently solve problems involving multiplication of 2 and 3digit numbers by a 1-digit number. I can explain the strategies I use to multiply 2 or 3 digit numbers by 1 digit numbers. I can explain the strategies I use to estimate products. I can create, solve and explain problems involving multiplication of 2 and 3-digit numbers by a 1-digit number. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Estimate a product using a personal strategy. Model and solve a multiplication problem using an array, and record the process. Model a multiplication problem using the distributive property. Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically. Create and solve a multiplication problem that is limited to a 2- or 3- digit numbers times a 1-digit number. Solve a multiplication problem and explain the strategies or processes used. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Number Strand Outcome N4.5 – I can demonstrate understanding of division. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. I can use basic strategies for dividing whole numbers. I can use basic strategies to estimate quotients. I can divide by 1. I can solve simple problems involving division of whole numbers. I can write related fact families. I can independently use personal strategies for dividing whole numbers. I can independently use strategies to estimate quotients. I can explain the result of dividing by 1. I can independently solve problems involving division of whole numbers. I can independently relate division to multiplication. I can explain the strategies I use to divide whole numbers. I can explain the strategies I use to estimate quotients and I can justify my estimations. I can explain the reasoning for the result of dividing by 1. I can create, solve and explain problems involving division of whole numbers. I can explain the relationship between division and multiplication. With assistance I can use basic strategies for dividing. With assistance I can use basic strategies to estimate quotients. With assistance I can divide by 1. With assistance I can solve simple problems involving division of whole numbers. With assistance I can write related fact families. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Solve a division problem using a personal strategy and record the process symbolically. Estimate a quotient using a personal strategy. Explain the property for determining the answer when dividing numbers by one. Solve a division problem without a remainder using arrays or base ten materials. Solve a division problem with a remainder using arrays or base ten materials. Create and solve a word problem involving a 1- or 2-digit dividend. Explain, using examples, the relationship between division and multiplication. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Number Strand Outcome N4.6 – I can demonstrate understanding of fractions less than or equal to one. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. I can name and record simple fractions. I can compare and order basic fractions with like denominators. I can model fractions to represent quantities. I can observe examples of fractions from my environment. I can independently name and record fractions for the parts of a whole or a set. I can independently compare and order fractions. I can independently model and explain how the same fraction can represent different wholes. I can independently provide examples of where fractions are used. I can name and record fractions and explain how they relate to the parts of a whole or a set. I can explain how I compare and order fractions. I can explain why the wholes must be the same to compare fractions. I can explain when it would be necessary to represent a quantity using a fraction. With assistance I can name and record simple fractions. With assistance I can compare and order basic fractions with like denominators. With assistance I can model fractions to represent quantities. With assistance I can observe examples of fractions from my environment. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Name and record the fraction for the included and not included parts of a set. Name and record the shaded and non-shaded parts of a whole. Order a set of fractions that have the same numerator and explain the ordering. Order a set of fractions that have the same denominator and explain the ordering. Identify which of the benchmarks 0, ½, or 1 is closer to a given fraction. Name fractions between two benchmarks on a number line. Order a set of fractions by placing them on a number line with given benchmarks. Represent a fraction using concrete materials. Represent a fraction based on a symbolically concrete representation. Represent a fraction pictorially by indicating parts of a given set. Represent a fraction pictorially by indicating parts of a whole. Explain how denominators can be used to compare two unit fractions with numerator 1. Provide examples of when two identical fractions may not represent the same quantity. Provide an example of a fraction that represents part of a set, a fraction that represent part of a whole, or a fraction that represents part of a length from everyday contexts. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Number Strand Outcome N4.7 – I can demonstrate understanding of decimal numbers in tenths and hundredths. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. With assistance I can show my understanding of decimal numbers. I can represent and describe basic decimal numbers using pictures, in words, in writing or using symbols. I can relate simple decimal numbers to fractions. My work consistently meets expectations. I have a deeper understanding. I can independently represent and describe decimal numbers using pictures, in words, in writing and using symbols. I can independently relate decimal numbers to fractions. I can represent, describe and explain the meaning of each digit in a given decimal. I can relate unfamiliar decimal numbers to fractions. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain the meaning of each digit in a given decimal with all digits the same. Provide examples of everyday contexts in which tenths and hundredths are used. Write the decimal for a concrete or pictorial representation of part of a set, part of a region, or part of a unit of measure. Represent a decimal concretely or pictorially. Represent a decimal using money. Record a money value using decimals. Model, using manipulatives or pictures, that a tenth can be expressed as hundredths. Read and write decimals as fractions. Express orally and in symbolic form a decimal in fractional form. Express orally and in symbolic form a fraction with a denominator of 10 or 100 as a decimal. Express a pictorial or concrete representation as a fraction or decimal. Express orally and in symbolic form the decimal equivalent for a fraction. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Number Strand Outcome N4.8 – I can demonstrate understanding of addition and subtraction of decimals. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. With assistance I can use simple compatible numbers to add and subtract decimal numbers. With assistance I can estimate sums and differences of simple decimal numbers. With assistance I can use basic mental math strategies to add and subtract decimal numbers. With assistance I can solve simple problems involving addition and subtraction of decimal numbers. I can use simple compatible numbers to add and subtract decimal numbers. I can estimate sums and differences of simple decimal numbers. I can use basic mental math strategies to add and subtract decimal numbers. I can solve simple problems involving addition and subtraction of decimal numbers. I can independently use compatible numbers to add and subtract decimal numbers. I can independently estimate sums and differences of decimal numbers. I can independently use mental math strategies to add and subtract decimal numbers. I can independently solve problems involving addition and subtraction of decimal numbers. I can explain how I use compatible numbers to add and subtract. I can explain how I estimate sums and differences of decimal numbers. I can explain the strategies I use to add and subtract decimal numbers. I can explain how I solve problems involving addition and subtraction of decimal numbers. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Estimate a sum or difference using compatible numbers. Approximate sums and differences of decimals using estimation strategies. Determine the approximate solution of a problem not requiring an exact answer. Count back change for a purchase. Explain the strategies used to determine a sum or difference. Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths. Represent a sum or difference of two decimals concretely or pictorially, and record the solution to the sum or difference symbolically. Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics Subject: Grade 4 Math, Patterns and Relations Strand Outcome: P4.1 – I can demonstrate understanding of patterns and relations in charts, tables and diagrams. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 With assistance I can identify a basic pattern in a familiar chart, table or diagram. With assistance I can create basic concrete representations of patterns found in charts, tables or diagrams. With assistance I can solve simple problems by using the patterns and relations I identify in charts, tables or diagrams. I can identify a basic pattern in a hundred chart or multiplication chart or some other familiar chart, table or diagram. I can create basic charts, tables or diagrams from patterns and relations. I can solve simple problems by using the patterns and relations I identify in charts, tables or diagrams. I can independently identify patterns and describe the patterns found in charts, tables and diagrams. I can create charts, tables and diagrams from patterns and relations. I can solve problems by using the patterns and relations identified in charts, tables and diagrams. I can identify and describe patterns and relations in charts, tables and diagrams and I can explain the strategies used. I can explain why the same relationships exist within a pattern in a table and its concrete representation and vice versa. I can extend patterns to solve problems. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Identify and describe a variety of patterns in a multiplication chart. Determine the missing element(s) in a table or chart and explain the strategies used. Identify and correct the error(s) in a table or chart. Describe the pattern found in a table or chart. Create a concrete representation of a pattern displayed in a table or chart. Explain why the same relationships exist within a pattern in a table and its concrete representation. Extend patterns found in a table or chart to solve a problem. Translate the information provided in a problem into a table or chart. Identify and extend the patterns in a table or chart to solve a problem. Solve a problem by completing a Carroll diagram using given data. Determine where new data belong in a Carroll diagram. Identify the sorting rule for a Venn diagram. Describe the relationship shown in a given Venn diagram when the circle intersect, when one circle is contained in the other, and when the circles separate. Determine where new data belong in a Venn diagram. Solve a problem by using a chart or diagram to identify mathematical relationships. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics. Subject: Grade 4 Math, Patterns and Relations Strand Outcome: P4.2 – I can demonstrate understanding of equations involving symbols to represent an unknown value. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I can independently write an equation to represent a problem using a symbol to represent an unknown value. I can independently solve onestep addition, subtraction, multiplication and division problems using a symbol to represent the unknown. I have a deeper understanding. With assistance I can identify the unknown in a story problem. With assistance I can solve simple one-step addition, subtraction, multiplication or division problems using a symbol to represent the unknown. I can identify the unknown in a basic story problem. I can solve simple one-step addition, subtraction, multiplication or division problems using a symbol to represent the unknown. I can explain the purpose of a symbol in an equation with one unknown. I can create a problem in context for an equation with one unknown. I can explain what is meant by “one-step equation with one unknown”. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain the purpose of the symbol, such as a triangle or circle, in an addition, subtraction, multiplication, or division equation with one unknown. Write an equation in symbolic form for a given pictorial or concrete representation. Identify the unknown in a story problem, represent the problem with an equation, and solve the problem concretely, pictorially, or symbolically. Create a problem in context for an equation with one unknown. Solve a one-step equation using manipulatives. Solve a one-step equation using guess and test. Explain what is meant by “one-step equation with one unknown”. Represent and solve an addition or subtraction problem involving a “part-part-whole” or comparison context using a symbol to represent the unknown. Represent and solve a multiplication or division problem involving equal grouping or partitioning using a symbol to represent the unknown. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics. Subject: Grade 4 Math, Shape and Space Strand Outcome: SS4.1 – I can demonstrate understanding of time. Beginning – 1 Approaching – 2 I need help. I have a basic understanding. I can state the number of hours in the day. With assistance I can express time orally. I can state the time orally from a 12 hour digital clock and a 12hour analog clock. I can identify possible interpretations of a date such as 06/03/04. Proficiency – 3 My work consistently meets expectations. I can express time orally and numerically shown on 12-hour and 24-hour analog clocks and digital clocks. I can write dates in a variety of formats. Mastery – 4 I have a deeper understanding. I can explain the meaning of AM and PM. I can explain time on a 24-hour clock. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. State the number of hours in a day. Express the time orally and numerically shown in a 12-hour analog clock. Express time orally and numerically shown on a 24-hour analog clock. Express the time orally shown on a 12-hour digital clock. Express time orally shown on a 24-hour digital clock. Express time orally as “minutes to” or “minutes after” the hour. Explain the meaning of AM and PM, and provide an example of an activity that occurs during the AM and another that occurs during the PM. Writes dates in a variety of formats. Relate dates written in the format yyyy/mm/dd to dates on a calendar. Identify possible interpretations of a date. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics. Subject: Grade 4 Math, Shape and Space Strand Outcome: SS4.2 – I can demonstrate understanding of area of regular and irregular 2-D shapes. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. With assistance I can determine the area of a regular 2-D shape. I can describe the area as the measure of surface in square units. I can determine the area of a regular 2-D shape. I can construct a rectangle with the given dimensions. I can determine and record the area of a regular 2-D shape and irregular 2-D shape. I can construct a rectangle with a given area. I can explain the strategy I use to determine the area of 2-D shapes. I can explain why different rectangles can be constructed with the same given area. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Describe area as the measure of surface recorded in square units. Identify and explain why the square is a most efficient unit for measuring area. Provide a referent for a square centimetre and explain the choice. Provide a referent for a square metre and explain the choice. Determine which standard square unit is represented by a referent. Estimate the area of a 2-D shape using personal referents. Determine the area of a regular 2-D shape and explain the strategy used. Determine the area of an irregular 2-D shape and explain the strategy used. Construct a rectangle with a given area. Illustrate, and verify, how more than one rectangle is possible for a given area by drawing at least two different rectangles with that area. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics. Subject: Grade 4 Math, Shape and Space Strand Outcome: SS4.3 – I can demonstrate understanding of rectangular and triangular prisms. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. I can sort a set of rectangular and triangular prisms according to the base. I can name common attributes of rectangular and triangular prisms. I can construct rectangular and triangular prisms from nets. I can explain how I sort a set of rectangular and triangular prisms. I can construct and describe a model of rectangular and triangular prisms. I can construct nets for rectangular and triangular prisms. With assistance I can identify and name rectangular and triangular prisms. With assistance I can sort rectangular and triangular prisms. I can compare sets of rectangular and triangular prisms. I can identify examples of basic rectangular and triangular prisms in my environment. I can identify rectangular and triangular prisms from sets. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Identify and name common attributes of rectangular prisms from sets of rectangular prisms. Identify and name common attributes of triangular prisms from sets of triangular prisms. Sort a set of rectangular and triangular prisms using the shape of the base. Identify examples of rectangular and triangular prisms found in the environment. Construct and describe a model of rectangular and triangular prisms. Construct rectangular prisms from their nets. Construct triangular prisms from the nets. Construct nets for rectangular or triangular prisms. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics. Subject: Grade 4 Math, Shape and Space Strand Outcome: SS4.4 – I can demonstrate understanding of line symmetry. Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4 I need help. I have a basic understanding. My work consistently meets expectations. I have a deeper understanding. With assistance I can identify symmetrical and non-symmetrical 2-D shapes. I can sort a set of 2-D shapes into given groups. I can complete a symmetrical 2-D shape given half the shape and its line of symmetry. I can identify the characteristics of symmetrical and non-symmetrical 2-D shapes. I can create a symmetrical shape with and without manipulatives. I can explain why shapes are symmetrical or non-symmetrical. I can explain how symmetry and fractions are related. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes. Sort a set of 2-D shapes as symmetrical and non-symmetrical. Complete a symmetrical 2-D shape given half the shape and its line of symmetry. Explain how symmetry and fractions are related. Identify lines of symmetry in a set of 2-D shapes and explain why each shape is symmetrical. Determine whether or not a given 2-D shape is symmetrical by using a Mira or by folding and superimposing. Create a symmetrical shape with and without manipulatives. Provide examples of symmetrical shapes found in the environments and identify the line(s) of symmetry. Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry, or more than one line of symmetry. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics. Subject: Grade 4 Math, Statistics and Probability Strand Outcome: SP4.1 – I can demonstrate understanding of many-to-one correspondence. Beginning – 1 With assistance I can identify graphs using one-to-one correspondence and graphs using many-to-one correspondence. With assistance I can answer basic questions using a graph in which data are displayed using a many-to-one correspondence or a one-to-one correspondence. With assistance I can create simple bar graphs and pictographs. Approaching – 2 I can identify graphs using oneto-one correspondence and graphs using many-to-one correspondence. I can answer basic questions using a graph in which data are displayed using a many-to-one correspondence or a one-to-one correspondence. I can create simple bar graphs and pictographs. Proficiency – 3 Mastery – 4 I can independently compare graphs in which the same data have been displayed using a oneto-one correspondence and a many-to-one correspondence. I can independently answer a question using a graph in which data are displayed using a manyto-one correspondence. I can independently create bar graphs and pictographs using many-to-one correspondence. I can compare graphs in which the same data have been displayed using both one-to-one and many-to-one correspondence and explain which correspondence would be the best reflective of the specific data and why. I can create bar graphs and pictographs using many-to-one correspondence and justify the choice of correspondence used. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Compare graphs in which different correspondences are used and explain why the correspondence may have been used. Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how they are the same and different. Explain why a many-to-one correspondence is sometimes used rather than a one-to-one correspondence. Find examples of graphs in which a many-to-one correspondence is used in print and electronic media, such as newspapers, magazines, and he Internet, and describe the correspondence used. Select many-to-one correspondence for displaying a set of data in a graph and justify the choice. Create and label a pictograph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence used. Create and label a bar graph to display a set of data using a many-to-one correspondence, and justufy the choice of correspondence used. Answer a question using a graph in which data are displayed using a many-to-one correspondence. Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.