# Grade 4 Curriculum

Below are skills needed, with links to resources to help with that skill. We also encourage plenty of exercises and book work. Curriculum Home

*Important: this is a guide only.Check with your local education authority to find out their requirements.*

Grade 4 | Counting

☐ Skip count by 1,000's

Grade 4 | Addition

☐ Use a variety of strategies to add numbers up to 10,000

☐ Addition

Grade 4 | Subtraction

☐ Use a variety of strategies to subtract numbers up to 10,000

Grade 4 | Multiplication

☐ Understand various meanings of multiplication

☐ Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)

☐ Use a variety of strategies to multiply two-digit numbers by two-digit numbers (with and without regrouping)

☐ Develop fluency in multiplying multiples of 10 and 100 up to 1,000

☐ Understand, use, and explain the associative property of multiplication

☐ Develop fluency with multiplication facts up to 10x

Grade 4 | Division

☐ Use multiplication and division as inverse operations to solve problems

☐ Division

☐ Inverse

☐ Use a variety of strategies to divide two-digit dividends by one-digit divisors (with and without remainders)

☐ Division

☐ Interpret the meaning of remainders

☐ Division

☐ Understand various meanings of division

☐ Division

Grade 4 | Numbers

☐ Develop an understanding of the properties of odd/even numbers as a result of multiplication

☐ Select appropriate computational and operational methods to solve problems

☐ Read and write whole numbers to 10,000

☐ Counting

☐ Round numbers less than 1,000 to the nearest ten, or to the nearest hundred

☐ Compare and order numbers to 10,000

☐ Understand the place value structure of the base ten number system:
10 ones = 1 ten
10 tens = 1 hundred
10 hundreds = 1 thousand
10 thousands = 1 ten thousand

☐ Recognize equivalent representations for numbers up to four digits and generate them by decomposing and composing numbers

☐ Understand how to extend the place value structure of the base ten number system to include decimals: tenths, hundredths, thousandths ...

☐ Decimals

☐ Round decimals to the nearest whole number.

Grade 4 | Decimals

☐ Develop an understanding of decimals as part of a whole

☐ Decimals

☐ Add and subtract decimals to tenths and hundredths using a hundreds chart

☐ Decimals

Grade 4 | Fractions

☐ Add and subtract proper fractions with common denominators

☐ Express decimals as an equivalent form of fractions to tenths and hundredths

☐ Decimals

☐ Develop an understanding of fractions as locations on number lines and as divisions of whole numbers

☐ Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations

☐ Use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of a number line)

☐ Understand the difference between proper, improper and mixed fractions

Grade 4 | Measurement

☐ Select tools and units appropriate for the length measured (metric)

☐ Use a ruler to measure to the nearest metric unit (whole centimeters or whole meters)

☐ Know and understand equivalent metric standard units of length:
10 millimeters = 1 centimeter, 100 centimeters = 1 meter, 1,000 meters = 1 kilometer

☐ Select tools and units appropriate to the mass of the object being measured (grams, kilograms and tonnes)

☐ Measure mass using grams

☐ Select tools and units appropriate to the capacity being measured (milliliters and liters)

☐ Measure capacity using milliliters and liters

☐ Select tools and units appropriate to the temperature being measured (degrees Celsius or Fahrenheit)

☐ Select tools and units appropriate to an area being measured (square centimeters, meters or kilometers)

☐ Select tools and units appropriate to a volume being measured (cubic centimeters or meters)

☐ Select tools and units appropriate to a speed (velocity) being measured (m/s, km/h)

☐ Know and understand equivalent metric units of mass: 1,000 g = 1 kg, 1,000 kg = 1 tonne

☐ Select tools and units appropriate for the length measured (US standard units)

☐ Use a ruler to measure to the nearest standard US unit (whole, 1/2 and 1/4 inches, whole feet, whole yards)

☐ Know and understand equivalent US standard units of length:
12 inches = 1 foot, 3 feet = 1 yard, 1,760 yards = 1 mile

☐ Select tools and units appropriate to the mass of the object being measured (ounces, pounds and tons)

☐ Measure mass using ounces

☐ Select tools and units appropriate to the capacity being measured (fluid ounces, cups and pints)

☐ Measure capacity using fluid ounces, cups and pints

☐ Select tools and units appropriate to an area being measured (square inches, feet or miles)

☐ Select tools and units appropriate to a volume being measured (cubic inches or feet)

☐ Select tools and units appropriate to a speed (velocity) being measured (fps, mph)

☐ Know and understand equivalent US standard units of mass: 16 oz = 1 lb, 2,000 lb = 1 ton (short)

Grade 4 | Time

☐ Calculate elapsed time in days and weeks, using a calendar

☐ Months

☐ Weeks

☐ Calculate elapsed time in hours and half hours, not crossing A.M./P.M.

Grade 4 | Geometry (Plane)

☐ Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon)

☐ Polygons

☐ Pentagon

☐ Hexagon

☐ Octagon

☐ Identify points and line segments when drawing a plane figure

☐ Point

☐ Find perimeter of polygons by adding sides

☐ Polygons

☐ Find the area of a rectangle by counting the number of squares needed to cover the rectangle

☐ Draw and identify intersecting, perpendicular, and parallel lines

☐ Parts of an angle (arm/ray and point/vertex) and different ways of labelling an angle

☐ Classify angles as acute, right, obtuse, straight and reflex.

Grade 4 | Geometry (Solid)

☐ Define and identify vertices, faces, and edges of three-dimensional shapes

☐ Pyramids

☐ Identify and number the edges, vertices and faces of three-dimensional shapes: cube, cylinder, sphere, torus, prism, pyramid and cone

☐ Sphere

☐ Torus

☐ Pyramids

Grade 4 | Pre-Algebra

☐ Evaluate and express relationships using open sentences with one operation

☐ Use the equality or inequality symbols (with and without the use of a number line) to compare whole numbers and unit fractions and decimals (up to hundredths)

☐ Find the value or values that will make an open sentence true, if it contains equality or inequality symbols

☐ Describe, extend, and make generalizations about numeric (+,-,x,/) and geometric patterns

☐ Analyze a pattern or a whole-number function and state the rule, given a table or an input/output box

Grade 4 | Data

☐ Design investigations to address a question from given data

☐ Collect data using observations, surveys, and experiments and record appropriately

☐ Represent data using tables, bar graphs, and pictographs

☐ Read and interpret line graphs

☐ Develop and make predictions that are based on data

☐ Formulate conclusions and make predictions from graphs

☐ Understand accuracy and precision

Grade 4 | Estimation

☐ Check reasonableness of an answer by using estimation

Grade 4 | Money

☐ Make change, using combined coins and dollar amounts

☐ Read and write decimals to hundredths, using money as a context

☐ Use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths place in the context of money

☐ Multiply decimals to hundredths by a whole number, especially in the context of money.

☐ Calculate a total cost using combined coins and dollar amounts