IXL Skill Plan | Colorado Extended Evidence Outcomes: Grade 4

Colorado Extended Evidence Outcomes: Grade 4

Skills available for Colorado Grade 4 math standards

Section

Number and Quantity
Algebra and Functions
Data, Statistics, and Probability
Geometry

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4.1	Number and Quantity
4.NBT.A Number & Operations in Base Ten: Generalize place value understanding for multi-digit whole numbers.
4.NBT.A.1 Recognize that in a two-digit whole number, a digit in the tens place represents ten times what it represents in the place to its right.		1. Value of a digit - tens and ones
4.NBT.A.1 Recognize that in a two-digit whole number, a digit in the tens place represents ten times what it represents in the place to its right.
1. Value of a digit - tens and ones

4.NBT.A.2 Indicate an understanding of two-digit whole numbers using base-ten numerals, number names, and expanded form.		1. Build and break apart two-digit numbers - with models 2. Build and break apart two-digit numbers - without models 3. Convert number names to tens and ones 4. Convert from standard form to expanded form
4.NBT.A.2 Indicate an understanding of two-digit whole numbers using base-ten numerals, number names, and expanded form.
1. Build and break apart two-digit numbers - with models 2. Build and break apart two-digit numbers - without models 3. Convert number names to tens and ones 4. Convert from standard form to expanded form
4.NBT.A.2.a: Compare two two-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons.		1. Use place value to compare numbers up to 100 2. Compare numbers up to 100 using symbols
4.NBT.A.2.a: Compare two two-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons.
1. Use place value to compare numbers up to 100 2. Compare numbers up to 100 using symbols

4.NBT.A.3 Use place value understanding to round whole numbers 1-100 to the nearest 10.		1. Round to the nearest ten 2. Round to the nearest ten using a number line
4.NBT.A.3 Use place value understanding to round whole numbers 1-100 to the nearest 10.
1. Round to the nearest ten 2. Round to the nearest ten using a number line
4.NBT.B Number & Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.B.4 Add and subtract within 100 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.		Addition strategies 1. Break apart a one-digit number to add 2. Use models to add a two-digit and a one-digit number - without regrouping 3. Use models to add a two-digit and a one-digit number - with regrouping 4. Break apart a two-digit number to add - sums to 100 5. Use compensation to add on a number line - up to two digits 6. Use compensation to add - up to two digits 7. Use models to add two-digit numbers - without regrouping 8. Use models to add two-digit numbers - with regrouping 9. Use place value to add two-digit numbers - without regrouping 10. Use place value to add two-digit numbers - with regrouping Addition 11. Add a two-digit and a one-digit number - without regrouping 12. Add a two-digit and a one-digit number - with regrouping 13. Add a multiple of 10 to a two-digit number 14. Add two-digit numbers without regrouping - sums to 100 15. Add two-digit numbers with regrouping - sums to 100 16. Add two-digit numbers - sums to 100 17. Add two-digit numbers vertically - sums to 100 18. Ways to make a number using addition Subtraction strategies 19. Break apart a one-digit number to subtract 20. Use models to subtract a one-digit number from a two-digit number - without regrouping 21. Use models to subtract a one-digit number from a two-digit number - with regrouping 22. Break apart a two-digit number to subtract 23. Use compensation to subtract on a number line - up to two digits 24. Use compensation to subtract - up to two digits 25. Use models to subtract two-digit numbers - without regrouping 26. Use models to subtract two-digit numbers - with regrouping 27. Use place value to subtract two-digit numbers - without regrouping 28. Use place value to subtract two-digit numbers - with regrouping Subtraction 29. Subtract a one-digit number from a two-digit number - without regrouping 30. Subtract a one-digit number from a two-digit number - with regrouping 31. Subtract a one-digit number from a two-digit number 32. Subtract a multiple of 10 from a two-digit number 33. Subtract two-digit numbers - without regrouping 34. Subtract two-digit numbers - with regrouping 35. Subtract two-digit numbers 36. Subtract two-digit numbers vertically 37. Ways to make a number using subtraction Relationship between addition and subtraction 38. Complete the addition sentence - up to two digits 39. Complete the subtraction sentence - up to two digits 40. Relate addition and subtraction sentences - up to two digits 41. Complete the addition or subtraction sentence - up to 100 Mixed operations 42. Add and subtract numbers - up to 100 43. Which sign (+ or -) makes the number sentence true? - up to 100 44. Ways to make a number using addition and subtraction - up to 100 45. Which addition or subtraction equation is true? - up to 100
4.NBT.B.4 Add and subtract within 100 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Addition strategies 1. Break apart a one-digit number to add 2. Use models to add a two-digit and a one-digit number - without regrouping 3. Use models to add a two-digit and a one-digit number - with regrouping 4. Break apart a two-digit number to add - sums to 100 5. Use compensation to add on a number line - up to two digits 6. Use compensation to add - up to two digits 7. Use models to add two-digit numbers - without regrouping 8. Use models to add two-digit numbers - with regrouping 9. Use place value to add two-digit numbers - without regrouping 10. Use place value to add two-digit numbers - with regrouping Addition 11. Add a two-digit and a one-digit number - without regrouping 12. Add a two-digit and a one-digit number - with regrouping 13. Add a multiple of 10 to a two-digit number 14. Add two-digit numbers without regrouping - sums to 100 15. Add two-digit numbers with regrouping - sums to 100 16. Add two-digit numbers - sums to 100 17. Add two-digit numbers vertically - sums to 100 18. Ways to make a number using addition Subtraction strategies 19. Break apart a one-digit number to subtract 20. Use models to subtract a one-digit number from a two-digit number - without regrouping 21. Use models to subtract a one-digit number from a two-digit number - with regrouping 22. Break apart a two-digit number to subtract 23. Use compensation to subtract on a number line - up to two digits 24. Use compensation to subtract - up to two digits 25. Use models to subtract two-digit numbers - without regrouping 26. Use models to subtract two-digit numbers - with regrouping 27. Use place value to subtract two-digit numbers - without regrouping 28. Use place value to subtract two-digit numbers - with regrouping Subtraction 29. Subtract a one-digit number from a two-digit number - without regrouping 30. Subtract a one-digit number from a two-digit number - with regrouping 31. Subtract a one-digit number from a two-digit number 32. Subtract a multiple of 10 from a two-digit number 33. Subtract two-digit numbers - without regrouping 34. Subtract two-digit numbers - with regrouping 35. Subtract two-digit numbers 36. Subtract two-digit numbers vertically 37. Ways to make a number using subtraction Relationship between addition and subtraction 38. Complete the addition sentence - up to two digits 39. Complete the subtraction sentence - up to two digits 40. Relate addition and subtraction sentences - up to two digits 41. Complete the addition or subtraction sentence - up to 100 Mixed operations 42. Add and subtract numbers - up to 100 43. Which sign (+ or -) makes the number sentence true? - up to 100 44. Ways to make a number using addition and subtraction - up to 100 45. Which addition or subtraction equation is true? - up to 100

4.NBT.B.5 Multiply one-digit whole numbers using models and illustrations using equations, rectangular arrays, and/or area models.
4.NBT.B.5 Multiply one-digit whole numbers using models and illustrations using equations, rectangular arrays, and/or area models.

4.NBT.B.5.a: Products should include values up to at least 25.		Equal groups 1. Identify multiplication sentences for equal groups 2. Count equal groups: factors up to 5 3. Write multiplication sentences for equal groups: factors up to 5 Arrays 4. Identify multiplication expressions for arrays 5. Write multiplication sentences for arrays Equations 6. Multiplication facts up to 5
4.NBT.B.5.a: Products should include values up to at least 25.
Equal groups 1. Identify multiplication sentences for equal groups 2. Count equal groups: factors up to 5 3. Write multiplication sentences for equal groups: factors up to 5 Arrays 4. Identify multiplication expressions for arrays 5. Write multiplication sentences for arrays Equations 6. Multiplication facts up to 5

4.NBT.B.6 Find whole-number quotients with dividends up to at least 25 and one-digit divisors, using strategies based on the concept of division using fair and equal shares.
4.NBT.B.6 Find whole-number quotients with dividends up to at least 25 and one-digit divisors, using strategies based on the concept of division using fair and equal shares.

4.NBT.B.6.a: Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.		1. Write division sentences for arrays 2. Divisors and quotients up to 5
4.NBT.B.6.a: Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
1. Write division sentences for arrays 2. Divisors and quotients up to 5
4.NF.A Number & Operations—Fractions: Extend understanding of fraction equivalence and ordering.
4.NF.A.1 Explain why fraction ^a/_b is equivalent to a fraction ^{n × a}/_{n × b} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
4.NF.A.1 Explain why fraction ^a/_b is equivalent to a fraction ^{n × a}/_{n × b} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

4.NF.A.1.a: Equivalent fractions should include ¹/₂ = ²/₄ and ¹/₃ = ²/₆.
4.NF.A.1.a: Equivalent fractions should include ¹/₂ = ²/₄ and ¹/₃ = ²/₆.


4.NF.A.2 Differentiate between whole and half.
4.NF.A.2 Differentiate between whole and half.

4.NF.B Number & Operations—Fractions: Build fractions from unit fractions.
4.NF.B.3 Understand the following additive fraction relationships: ²/₂ as a sum or ¹/₂ and ¹/₂; ²/₃ as a sum of ¹/₃; ³/₃ as a sum of ¹/₃, ¹/₃, and ¹/₃; ²/₄ as a sum of ¹/₄ and ¹/₄; ³/₄ as a sum of ¹/₄, ¹/₄, and ¹/₄; and ⁴/₄ as a sum of ¹/₄, ¹/₄, ¹/₄, and ¹/₄.		1. Decompose fractions into unit fractions: thirds and fourths
4.NF.B.3 Understand the following additive fraction relationships: ²/₂ as a sum or ¹/₂ and ¹/₂; ²/₃ as a sum of ¹/₃; ³/₃ as a sum of ¹/₃, ¹/₃, and ¹/₃; ²/₄ as a sum of ¹/₄ and ¹/₄; ³/₄ as a sum of ¹/₄, ¹/₄, and ¹/₄; and ⁴/₄ as a sum of ¹/₄, ¹/₄, ¹/₄, and ¹/₄.
1. Decompose fractions into unit fractions: thirds and fourths
4.NF.B.3.a: Compose and decompose visual fraction models to illustrate these relationships.
4.NF.B.3.a: Compose and decompose visual fraction models to illustrate these relationships.

4.NF.B.3.b: Solve word problems involving addition and subtraction of these fractions by using visual fraction models to represent the problem.
4.NF.B.3.b: Solve word problems involving addition and subtraction of these fractions by using visual fraction models to represent the problem.


4.NF.B.4 Apply and extend previous understandings of multiplication to understand the following multiplicative relationships involving fractions and whole numbers: ¹/₂ × 2, ¹/₃ × 2, and ¹/₃ × 3. ¹/₄ × 2, ¹/₄ × 3, and ¹/₄ × 4.
4.NF.B.4 Apply and extend previous understandings of multiplication to understand the following multiplicative relationships involving fractions and whole numbers: ¹/₂ × 2, ¹/₃ × 2, and ¹/₃ × 3. ¹/₄ × 2, ¹/₄ × 3, and ¹/₄ × 4.

4.NF.B.4.a: Compose and decompose visual fraction models to illustrate these relationships.
4.NF.B.4.a: Compose and decompose visual fraction models to illustrate these relationships.

4.NF.B.4.b: Solve word problems involving multiplication of these fractions by using visual fraction models to represent the problem.
4.NF.B.4.b: Solve word problems involving multiplication of these fractions by using visual fraction models to represent the problem.

4.NF.C Number & Operations—Fractions: Use decimal notation for fractions, and compare decimal fractions.
4.NF.C.5 Add two fractions with denominators of 10.
4.NF.C.5 Add two fractions with denominators of 10.


4.NF.C.6 Represent a fraction <1 with a denominator of 10 as a decimal number.		1. Model tenths 2. Graph tenths on a number line: numbers less than 1
4.NF.C.6 Represent a fraction <1 with a denominator of 10 as a decimal number.
1. Model tenths 2. Graph tenths on a number line: numbers less than 1

4.NF.C.7 Compare two visual representations of decimals to tenths by reasoning about their size.		1. Compare decimals on number lines
4.NF.C.7 Compare two visual representations of decimals to tenths by reasoning about their size.
1. Compare decimals on number lines
4.NF.C.7.a: Recognize that comparisons are valid only when the two decimals refer to the same whole.
4.NF.C.7.a: Recognize that comparisons are valid only when the two decimals refer to the same whole.

4.2	Algebra and Functions
4.OA.A Operations & Algebraic Thinking: Use the four operations with whole numbers to solve problems.
4.OA.A.1 Interpret a multiplication equation (with a product up to at least 15) as a comparison, e.g., interpret 12 = 3 × 4 as a statement that 12 is 3 times as many and 4 and 4 times as many as 3.		1. Compare numbers using multiplication - factors up to 5
4.OA.A.1 Interpret a multiplication equation (with a product up to at least 15) as a comparison, e.g., interpret 12 = 3 × 4 as a statement that 12 is 3 times as many and 4 and 4 times as many as 3.
1. Compare numbers using multiplication - factors up to 5
4.OA.A.1.a: Match verbal statements of multiplicative comparisons to multiplication equations and models.
4.OA.A.1.a: Match verbal statements of multiplicative comparisons to multiplication equations and models.


4.OA.A.2 Multiply or divide to solve one-step word problems involving multiplicative comparison for products up to at least 25.		1. Compare numbers using multiplication: word problems
4.OA.A.2 Multiply or divide to solve one-step word problems involving multiplicative comparison for products up to at least 25.
1. Compare numbers using multiplication: word problems

4.OA.A.3 Solve one- and two-step addition and subtraction problems within 100 with whole numbers and having whole-number answers.		One-digit addition 1. Addition word problems - sums to 20 2. Addition sentences for word problems - sums to 20 3. Addition word problems - three one-digit numbers 4. Addition word problems - four or more one-digit numbers One-digit subtraction 5. Subtraction word problems - up to 20 6. Subtraction sentences for word problems - up to 20 Two-digit addition 7. Addition word problems - up to two digits 8. Write the addition sentence - up to two digits 9. Addition word problems - three numbers up to two digits each 10. Addition word problems - four numbers up to two digits each Two-digit subtraction 11. Subtraction word problems - up to two digits 12. Write the subtraction sentence - up to two digits Mixed operations 13. Comparison word problems - up to 20 14. Use models to solve addition and subtraction word problems - up to 20 15. Addition and subtraction word problems - up to 20 16. Match word problems to addition and subtraction sentences - up to 20 17. Two-step addition and subtraction word problems - up to 20 18. Solve word problems using guess-and-check - up to 20 19. Use models to solve addition and subtraction word problems - up to 100 20. Addition and subtraction word problems - up to 100 21. Match addition and subtraction word problems to equations - up to 100 22. Two-step addition and subtraction word problems - up to 100
4.OA.A.3 Solve one- and two-step addition and subtraction problems within 100 with whole numbers and having whole-number answers.
One-digit addition 1. Addition word problems - sums to 20 2. Addition sentences for word problems - sums to 20 3. Addition word problems - three one-digit numbers 4. Addition word problems - four or more one-digit numbers One-digit subtraction 5. Subtraction word problems - up to 20 6. Subtraction sentences for word problems - up to 20 Two-digit addition 7. Addition word problems - up to two digits 8. Write the addition sentence - up to two digits 9. Addition word problems - three numbers up to two digits each 10. Addition word problems - four numbers up to two digits each Two-digit subtraction 11. Subtraction word problems - up to two digits 12. Write the subtraction sentence - up to two digits Mixed operations 13. Comparison word problems - up to 20 14. Use models to solve addition and subtraction word problems - up to 20 15. Addition and subtraction word problems - up to 20 16. Match word problems to addition and subtraction sentences - up to 20 17. Two-step addition and subtraction word problems - up to 20 18. Solve word problems using guess-and-check - up to 20 19. Use models to solve addition and subtraction word problems - up to 100 20. Addition and subtraction word problems - up to 100 21. Match addition and subtraction word problems to equations - up to 100 22. Two-step addition and subtraction word problems - up to 100
4.OA.A.3.a: Solve one-step multiplication and division problems within 25 with whole numbers and having whole number answers.		Multiplication 1. Multiplication word problems with factors up to 5 2. Multiplication word problems with factors up to 5: find the missing number 3. Use equal groups to solve multiplication word problems 4. Use arrays to solve multiplication word problems Division 5. Use equal groups to solve division word problems 6. Use arrays to solve division word problems 7. Use equal groups and arrays to solve division word problems 8. Division word problems: divisors and quotients up to 5 Mixed operations 9. Multiplication and division word problems: factors up to 5
4.OA.A.3.a: Solve one-step multiplication and division problems within 25 with whole numbers and having whole number answers.
Multiplication 1. Multiplication word problems with factors up to 5 2. Multiplication word problems with factors up to 5: find the missing number 3. Use equal groups to solve multiplication word problems 4. Use arrays to solve multiplication word problems Division 5. Use equal groups to solve division word problems 6. Use arrays to solve division word problems 7. Use equal groups and arrays to solve division word problems 8. Division word problems: divisors and quotients up to 5 Mixed operations 9. Multiplication and division word problems: factors up to 5
4.OA.B Operations & Algebraic Thinking: Gain familiarity with factors and multiples.
4.OA.B.4 Find all factor pairs for a whole number in the range 1-12. Recognize that a whole number is a multiple of each of its factors.
4.OA.B.4 Find all factor pairs for a whole number in the range 1-12. Recognize that a whole number is a multiple of each of its factors.

4.OA.B.4.a: Determine whether a number in the range 1-12 is a multiple of a given one-digit number.
4.OA.B.4.a: Determine whether a number in the range 1-12 is a multiple of a given one-digit number.

4.OA.C Operations & Algebraic Thinking: Generate and analyze patterns.
4.OA.C.5 Use an arithmetic pattern to predict what terms are next in the sequence.		1. Use a rule to complete a number pattern
4.OA.C.5 Use an arithmetic pattern to predict what terms are next in the sequence.
1. Use a rule to complete a number pattern

4.3	Data, Statistics, and Probability
4.MD.A Measurement & Data: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
4.MD.A.1 Within a single system of measurement, identify the smaller measurement unit (e.g., an inch is smaller than a foot, a minute is shorter than an hour).		1. Measure with different customary units: inches, feet, and yards
4.MD.A.1 Within a single system of measurement, identify the smaller measurement unit (e.g., an inch is smaller than a foot, a minute is shorter than an hour).
1. Measure with different customary units: inches, feet, and yards

4.MD.A.2 Tell time using a digital clock.
4.MD.A.2 Tell time using a digital clock.

4.MD.A.2.a: Tell time to the nearest quarter hour using an analog clock.		1. Match analog clocks and times to 15 minutes 2. Read clocks and write times to 15 minutes
4.MD.A.2.a: Tell time to the nearest quarter hour using an analog clock.
1. Match analog clocks and times to 15 minutes 2. Read clocks and write times to 15 minutes
4.MD.A.2.b: Measure mass or volume using standard tools.
4.MD.A.2.b: Measure mass or volume using standard tools.

4.MD.A.2.c: Use standard measurements to compare lengths of objects.		1. Compare lengths: customary units 2. Compare lengths: metric units 3. Compare lengths
4.MD.A.2.c: Use standard measurements to compare lengths of objects.
1. Compare lengths: customary units 2. Compare lengths: metric units 3. Compare lengths
4.MD.A.2.d: Identify coins (penny, nickel, dime, quarter) and their values.		1. Names and values of common coins
4.MD.A.2.d: Identify coins (penny, nickel, dime, quarter) and their values.
1. Names and values of common coins

4.MD.A.3 Apply repeated addition or multiplication to find area of rectangles up to at least 25 square units in real-world and mathematical problems for which unit squares are given or defined.		1. Find the area of rectangles made of unit squares
4.MD.A.3 Apply repeated addition or multiplication to find area of rectangles up to at least 25 square units in real-world and mathematical problems for which unit squares are given or defined.
1. Find the area of rectangles made of unit squares
4.MD.B Measurement & Data: Represent and interpret data.
4.MD.B.4 Make a line plot displaying a data set of measurements in whole units.		1. Create line plots
4.MD.B.4 Make a line plot displaying a data set of measurements in whole units.
1. Create line plots
4.MD.B.4.d: Solve problems involving addition and subtraction by using information presented in line plots.		1. Interpret line plots
4.MD.B.4.d: Solve problems involving addition and subtraction by using information presented in line plots.
1. Interpret line plots
4.MD.C Measurement & Data: Geometric measurement: Understand concepts of angle and measure angles.
4.MD.C.5 Recognize angles as geometric shapes that are formed whenever two rays share a common endpoint.
4.MD.C.5 Recognize angles as geometric shapes that are formed whenever two rays share a common endpoint.


4.MD.C.6 Identify right angles.
4.MD.C.6 Identify right angles.


4.MD.C.7 Compare angles, using >, =, and < symbols to record the results of comparisons.		1. Angles greater than, less than, or equal to a right angle
4.MD.C.7 Compare angles, using >, =, and < symbols to record the results of comparisons.
1. Angles greater than, less than, or equal to a right angle

4.4	Geometry
4.G.A Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
4.G.A.1 Identify points, lines, line segments, intersecting lines, and parallel lines in two-dimensional figures.		1. Parallel and intersecting lines 2. Parallel sides in quadrilaterals
4.G.A.1 Identify points, lines, line segments, intersecting lines, and parallel lines in two-dimensional figures.
1. Parallel and intersecting lines 2. Parallel sides in quadrilaterals

4.G.A.2 Identify and sort two-dimensional figures based on the presence or absence of parallel lines and/or right angles.		1. Parallel sides in quadrilaterals 2. Sides and angles of quadrilaterals
4.G.A.2 Identify and sort two-dimensional figures based on the presence or absence of parallel lines and/or right angles.
1. Parallel sides in quadrilaterals 2. Sides and angles of quadrilaterals

4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.		1. Identify lines of symmetry
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.
1. Identify lines of symmetry
4.G.A.3.a: Identify line-symmetric figures and indicate lines of symmetry by drawing or folding.		1. Identify congruent shapes 2. Line symmetry
4.G.A.3.a: Identify line-symmetric figures and indicate lines of symmetry by drawing or folding.
1. Identify congruent shapes 2. Line symmetry