Nebraska's College and Career Ready Standards: Grade 4
Skills available for Nebraska fourth-grade math standards
Strand
Print skill plan
N
Number
Students will solve problems and reason with number concepts using multiple representations, make connections within math and across disciplines, and communicate their ideas.
4.N.1 Numeric Relationships: Students will demonstrate and represent multi-digit numbers using relationships with the base-ten number system.
4.N.1 Numeric Relationships: Students will demonstrate and represent multi-digit numbers using relationships with the base-ten number system.
4.N.1.a: Read, write, and demonstrate multiple equivalent representations for whole numbers up to 1,000,000 and decimals to the hundredths using visual representations, standard form, and expanded form.
Whole numbers
Decimals
4.N.1.a: Read, write, and demonstrate multiple equivalent representations for whole numbers up to 1,000,000 and decimals to the hundredths using visual representations, standard form, and expanded form.
Whole numbers
Decimals
4.N.1.b: Represent and justify comparisons of whole numbers up to 1,000,000 and decimals through the hundredths place using number lines and reasoning strategies.
Whole numbers
Decimals
4.N.1.b: Represent and justify comparisons of whole numbers up to 1,000,000 and decimals through the hundredths place using number lines and reasoning strategies.
Whole numbers
Decimals
4.N.1.c: Recognize a digit in one place represents ten times what it represents in the place to its right.
4.N.1.c: Recognize a digit in one place represents ten times what it represents in the place to its right.
4.N.1.d: Use decimal notation for fractions with denominators of 10 or 100 (e.g., 43/100 = 0.43).
4.N.1.d: Use decimal notation for fractions with denominators of 10 or 100 (e.g., 43/100 = 0.43).
4.N.2 Fractions and Decimals: Students will extend understanding of fractions by equivalence and ordering and will develop an understanding of decimals.
4.N.2 Fractions and Decimals: Students will extend understanding of fractions by equivalence and ordering and will develop an understanding of decimals.
4.N.2.a: Explain and demonstrate how a mixed number is equivalent to a fraction greater than one and how a fraction greater than one is equivalent to a mixed number using visual fraction models and reasoning strategies.
4.N.2.a: Explain and demonstrate how a mixed number is equivalent to a fraction greater than one and how a fraction greater than one is equivalent to a mixed number using visual fraction models and reasoning strategies.
4.N.2.b: Explain and demonstrate how equivalent fractions are generated by multiplying by a fraction equivalent to 1 using visual fraction models and the Identity Property of Multiplication.
4.N.2.b: Explain and demonstrate how equivalent fractions are generated by multiplying by a fraction equivalent to 1 using visual fraction models and the Identity Property of Multiplication.
4.N.2.c: Compare and order fractions having unlike numerators or denominators using number lines, benchmarks, reasoning strategies, and/or equivalence.
Compare fractions
Benchmark fractions
Order fractions
4.N.2.c: Compare and order fractions having unlike numerators or denominators using number lines, benchmarks, reasoning strategies, and/or equivalence.
Compare fractions
Benchmark fractions
Order fractions
4.N.3 Operations with Fractions: Students will understand and demonstrate fractional computation.
4.N.3 Operations with Fractions: Students will understand and demonstrate fractional computation.
4.N.3.a: Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation.
4.N.3.a: Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation.
4.N.3.b: Explain the meaning of addition and subtraction of fractions with like denominators using visual fraction models, properties of operations, and reasoning strategies.
Addition
Subtraction
Mixed operations
4.N.3.b: Explain the meaning of addition and subtraction of fractions with like denominators using visual fraction models, properties of operations, and reasoning strategies.
Addition
Subtraction
Mixed operations
4.N.3.c: Add and subtract fractions and mixed numbers with like denominators.
4.N.3.c: Add and subtract fractions and mixed numbers with like denominators.
4.N.3.d: Solve authentic problems involving addition and subtraction of fractions and mixed numbers with like denominators.
4.N.3.d: Solve authentic problems involving addition and subtraction of fractions and mixed numbers with like denominators.
4.N.3.e: Multiply a fraction by a whole number using visual fraction models and properties of operations.
Number lines
Models
Multiples of fractions
Multiply fractions by whole numbers
Word problems
4.N.3.e: Multiply a fraction by a whole number using visual fraction models and properties of operations.
Number lines
Models
Multiples of fractions
Multiply fractions by whole numbers
Word problems
4.N.4 Factors and Multiples: Students will find factors and multiples and classify numbers as prime or composite.
4.N.4 Factors and Multiples: Students will find factors and multiples and classify numbers as prime or composite.
4.N.4.a: Determine whether a given whole number up to 100 is a multiple of a given one-digit number.
4.N.4.a: Determine whether a given whole number up to 100 is a multiple of a given one-digit number.
4.N.4.b: Determine factors of any whole number up to 100 and classify a number up to 100 as prime or composite.
Factors
Prime or composite numbers
4.N.4.b: Determine factors of any whole number up to 100 and classify a number up to 100 as prime or composite.
Factors
Prime or composite numbers
A
Algebra
Students will solve problems and reason with algebra using multiple representations, make connections within math and across disciplines, and communicate their ideas.
4.A.1 Operations and Algebraic Thinking: Students will extend understanding of multiplication and division and apply operational properties to solve problems involving variables.
4.A.1 Operations and Algebraic Thinking: Students will extend understanding of multiplication and division and apply operational properties to solve problems involving variables.
4.A.1.a: Add and subtract multi-digit numbers using an algorithm.
Addition
Subtraction
Mixed operations
4.A.1.a: Add and subtract multi-digit numbers using an algorithm.
Addition
Subtraction
Mixed operations
4.A.1.b: Multiply up to a four-digit whole number by a one-digit whole number and multiply a two-digit whole number by a two-digit whole number, using strategies based on place value, properties of operations, and algorithms.
Multiplication facts
Multiply 1-digit numbers using models
Multiply 1-digit numbers
Multiply 2-digit numbers using models
Multiply 2-digit numbers
Place value strategies
Properties of multiplication
4.A.1.b: Multiply up to a four-digit whole number by a one-digit whole number and multiply a two-digit whole number by a two-digit whole number, using strategies based on place value, properties of operations, and algorithms.
Multiplication facts
Multiply 1-digit numbers using models
Multiply 1-digit numbers
Multiply 2-digit numbers using models
Multiply 2-digit numbers
Place value strategies
Properties of multiplication
4.A.1.c: Divide up to a four-digit whole number by a one-digit divisor with and without a remainder using strategies based on place value.
Divide 2-digit numbers
Divide larger numbers
Place value strategies
Properties of division
4.A.1.c: Divide up to a four-digit whole number by a one-digit divisor with and without a remainder using strategies based on place value.
Divide 2-digit numbers
Divide larger numbers
Place value strategies
Properties of division
4.A.1.d: Determine the reasonableness of whole number products and quotients using estimations and number sense.
Products
Quotients
4.A.1.d: Determine the reasonableness of whole number products and quotients using estimations and number sense.
Products
Quotients
4.A.1.e: Create a simple algebraic expression or equation using a variable for an unknown number to represent an authentic mathematical situation (e.g., 3 + n = 15, 81 ÷ n = 9).
4.A.1.e: Create a simple algebraic expression or equation using a variable for an unknown number to represent an authentic mathematical situation (e.g., 3 + n = 15, 81 ÷ n = 9).
4.A.1.f: Solve one- and two-step authentic problems using the four operations including interpreting remainders and the use of a letter to represent the unknown quantity.
Addition and subtraction
Multiplication
Division
Mixed operation one-step problems
Multi-step problems with strip diagrams
Multi-step problems
4.A.1.f: Solve one- and two-step authentic problems using the four operations including interpreting remainders and the use of a letter to represent the unknown quantity.
Addition and subtraction
Multiplication
Division
Mixed operation one-step problems
Multi-step problems with strip diagrams
Multi-step problems
G
Geometry
Students will solve problems and reason with geometry using multiple representations, make connections within math and across disciplines, and communicate their ideas.
4.G.1 Shapes and Their Attributes: Students will draw and identify lines and angles and classify shapes by properties of their lines and angles.
4.G.1 Shapes and Their Attributes: Students will draw and identify lines and angles and classify shapes by properties of their lines and angles.
4.G.1.a: Identify, create, and describe points, lines, line segments, rays, angles, parallel lines, perpendicular lines, and intersecting lines.
Parallel, perpendicular, and intersecting lines
Points, lines, and angles
4.G.1.a: Identify, create, and describe points, lines, line segments, rays, angles, parallel lines, perpendicular lines, and intersecting lines.
Parallel, perpendicular, and intersecting lines
Points, lines, and angles
4.G.1.b: Justify the classification of angles as acute, obtuse, or right.
4.G.1.b: Justify the classification of angles as acute, obtuse, or right.
4.G.1.c: Justify the classification of two-dimensional shapes based on the presence or absence of parallel and perpendicular lines or the presence or absence of specific angles.
Triangles
Quadrilaterals
4.G.1.c: Justify the classification of two-dimensional shapes based on the presence or absence of parallel and perpendicular lines or the presence or absence of specific angles.
Triangles
Quadrilaterals
4.G.1.d: Recognize, draw, and justify lines of symmetry in two-dimensional shapes.
4.G.1.d: Recognize, draw, and justify lines of symmetry in two-dimensional shapes.
4.G.2 Measurement: Students will generate simple conversions from a larger unit to a smaller unit to solve authentic problems and measure angles.
4.G.2 Measurement: Students will generate simple conversions from a larger unit to a smaller unit to solve authentic problems and measure angles.
4.G.2.a: Identify and use the appropriate tools, operations, and units of measurement, both customary and metric, to solve authentic problems involving time, length, weight, mass, and capacity.
Measurements
Time problems
4.G.2.a: Identify and use the appropriate tools, operations, and units of measurement, both customary and metric, to solve authentic problems involving time, length, weight, mass, and capacity.
Measurements
Time problems
4.G.2.b: Determine the reasonableness of measurements involving time, length, weight, mass, capacity, and angles.
Customary and metric units
Time
Angles
4.G.2.b: Determine the reasonableness of measurements involving time, length, weight, mass, capacity, and angles.
Customary and metric units
Time
Angles
4.G.2.c: Generate simple conversions from a larger unit to a smaller unit within the customary and metric systems of measurement.
Customary units
Metric units
4.G.2.c: Generate simple conversions from a larger unit to a smaller unit within the customary and metric systems of measurement.
Customary units
Metric units
4.G.2.d: Measure angles in whole number degrees using a protractor and relate benchmark angle measurements to their rotation through a circle (e.g., 180° = 1/2 of a circle).
4.G.2.d: Measure angles in whole number degrees using a protractor and relate benchmark angle measurements to their rotation through a circle (e.g., 180° = 1/2 of a circle).
4.G.2.e: Recognize angle measures as additive and solve problems involving addition and subtraction to find unknown angles on a diagram.
4.G.2.e: Recognize angle measures as additive and solve problems involving addition and subtraction to find unknown angles on a diagram.
4.G.3 Area and Perimeter: Students will apply perimeter and area formulas for rectangles.
4.G.3 Area and Perimeter: Students will apply perimeter and area formulas for rectangles.
4.G.3.a: Apply perimeter and area formulas for rectangles to solve authentic problems.
Perimeter
Area
Area and perimeter
4.G.3.a: Apply perimeter and area formulas for rectangles to solve authentic problems.
Perimeter
Area
Area and perimeter
D
Data
Students will solve problems and reason with data/probability using multiple representations, make connections within math and across disciplines, and communicate their ideas.
4.D.1 Data Collection: Students will formulate questions to collect, organize, and represent data.
4.D.1 Data Collection: Students will formulate questions to collect, organize, and represent data.
4.D.1.a: Generate and represent data using line plots where the horizontal scale is marked off in appropriate units—whole numbers, halves, fourths, or eighths.
4.D.1.a: Generate and represent data using line plots where the horizontal scale is marked off in appropriate units—whole numbers, halves, fourths, or eighths.
4.D.2 Analyze Data and Interpret Results: Students will analyze the data and interpret the results.
4.D.2 Analyze Data and Interpret Results: Students will analyze the data and interpret the results.
4.D.2.a: Solve authentic problems and analyze data involving addition or subtraction of fractions presented in line plots.
4.D.2.a: Solve authentic problems and analyze data involving addition or subtraction of fractions presented in line plots.