Skill plan for TEKS Resource System - 4th grade
IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!
Unit
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1
Unit 1
Place Value of Whole Numbers and Decimals
2 - The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
A:  interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left
A:  interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left
B:  represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
Whole numbers
Decimals
B:  represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
Whole numbers
Decimals
C:  compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =
C:  compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =
E:  represent decimals, including tenths and hundredths, using concrete and visual models and money
Visual models
Money
E:  represent decimals, including tenths and hundredths, using concrete and visual models and money
Visual models
Money
F:  compare and order decimals using concrete and visual models to the hundredths
Compare decimals
Order decimals
F:  compare and order decimals using concrete and visual models to the hundredths
Compare decimals
Order decimals
H:  determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
H:  determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
3 - The student applies mathematical process standards to represent and generate fractions to solve problems.
G:  represent decimals to the tenths or hundredths as distances from zero on a number line
G:  represent decimals to the tenths or hundredths as distances from zero on a number line
2
Unit 2
Addition and Subtraction of Whole Numbers and Decimals
2 - The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
D:  round whole numbers to a given place value through the hundred thousands place
D:  round whole numbers to a given place value through the hundred thousands place
4 - The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Add whole numbers
Subtract whole numbers
Add and subtract decimals
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Add whole numbers
Subtract whole numbers
Add and subtract decimals
G:  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
Estimate sums
Estimate differences
G:  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
Estimate sums
Estimate differences
10 - The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
B:  calculate profit in a given situation
B:  calculate profit in a given situation
E:  describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
E:  describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
3
Unit 3
Multiplication of Whole Numbers
4 - The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
B:  determine products of a number and 10 or 100 using properties of operations and place value understandings
B:  determine products of a number and 10 or 100 using properties of operations and place value understandings
C:  represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
C:  represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
D:  use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
Multiplication facts
Multiply 1-digit numbers using models
Multiply 1-digit numbers
Multiply 2-digit numbers
Multiplication strategies
D:  use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
Multiplication facts
Multiply 1-digit numbers using models
Multiply 1-digit numbers
Multiply 2-digit numbers
Multiplication strategies
G:  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
G:  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
Multiplication facts
Word problems
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
Multiplication facts
Word problems
5 - The student applies mathematical process standards to develop concepts of expressions and equations.
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
4
Unit 4
Division of Whole Numbers
4 - The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
E:  represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations
Divide 2-digit numbers
Divide larger numbers
E:  represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations
Divide 2-digit numbers
Divide larger numbers
F:  use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
Divide 2-digit numbers
Divide larger numbers
Division strategies
F:  use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
Divide 2-digit numbers
Divide larger numbers
Division strategies
G:  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
Division
Mixed operations
G:  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
Division
Mixed operations
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
Division facts
Interpret remainders
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
Division facts
Interpret remainders
5 - The student applies mathematical process standards to develop concepts of expressions and equations.
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
5
Unit 5
All Operations
4 - The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Add and subtract whole numbers
Add and subtract decimals
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Add and subtract whole numbers
Add and subtract decimals
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
5 - The student applies mathematical process standards to develop concepts of expressions and equations.
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Multi-step problems
Variable expressions and equations
Strip diagrams
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Multi-step problems
Variable expressions and equations
Strip diagrams
B:  represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence
B:  represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence
10 - The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
A:  distinguish between fixed and variable expenses
A:  distinguish between fixed and variable expenses
B:  calculate profit in a given situation
B:  calculate profit in a given situation
6
Unit 6
Fractions
2 - The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
G:  relate decimals to fractions that name tenths and hundredths
G:  relate decimals to fractions that name tenths and hundredths
3 - The student applies mathematical process standards to represent and generate fractions to solve problems.
A:  represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
A:  represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
B:  decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
B:  decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
C:  determine if two given fractions are equivalent using a variety of methods
Area models and number lines
Equivalent fractions
C:  determine if two given fractions are equivalent using a variety of methods
Area models and number lines
Equivalent fractions
D:  compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
Compare fractions
Order fractions
D:  compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
Compare fractions
Order fractions
E:  represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
Addition
Subtraction
Mixed operations
Word problems
E:  represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
Addition
Subtraction
Mixed operations
Word problems
F:  evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
F:  evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
G:  represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
G:  represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
7
Unit 7
Data Representations
9 - The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
A:  represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
Frequency tables
Dot plots
Stem-and-leaf plots
A:  represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
Frequency tables
Dot plots
Stem-and-leaf plots
B:  solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
Frequency tables
Line plots
Stem-and-leaf plots
B:  solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
Frequency tables
Line plots
Stem-and-leaf plots
8
Unit 8
Measurement
5 - The student applies mathematical process standards to develop concepts of expressions and equations.
C:  use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w
Perimeter
Area
Area and perimeter
C:  use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w
Perimeter
Area
Area and perimeter
D:  solve problems related to perimeter and area of rectangles where dimensions are whole numbers
Perimeter
Area
Area and perimeter
D:  solve problems related to perimeter and area of rectangles where dimensions are whole numbers
Perimeter
Area
Area and perimeter
6 - The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
A:  identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
A:  identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
8 - The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
A:  identify relative sizes of measurement units within the customary and metric systems
Customary units
Metric units
A:  identify relative sizes of measurement units within the customary and metric systems
Customary units
Metric units
B:  convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table
Customary units
Metric units
B:  convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table
Customary units
Metric units
C:  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
Measurement
Time
Money
C:  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
Measurement
Time
Money
9
Unit 9
Geometry- Points, Lines, and Angles
6 - The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
A:  identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
A:  identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
B:  identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure
B:  identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure
C:  apply knowledge of right angles to identify acute, right, and obtuse triangles
C:  apply knowledge of right angles to identify acute, right, and obtuse triangles
D:  classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size
Triangles
Quadrilaterals
D:  classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size
Triangles
Quadrilaterals
10
Unit 10
Geometry - Measuring Angles
7 - The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees.
A:  illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers
A:  illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers
B:  illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers
B:  illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers
C:  determine the approximate measures of angles in degrees to the nearest whole number using a protractor
C:  determine the approximate measures of angles in degrees to the nearest whole number using a protractor
D:  draw an angle with a given measure
D:  draw an angle with a given measure
E:  determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures
E:  determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures
11
Unit 11
Making Connections
3 - The student applies mathematical process standards to represent and generate fractions to solve problems.
E:  represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
E:  represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
4 - The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Whole numbers
Decimals
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Whole numbers
Decimals
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
Multiplication
Division
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
Multiplication
Division
5 - The student applies mathematical process standards to develop concepts of expressions and equations.
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Variable expressions and equations
Strip diagrams
A:  represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Variable expressions and equations
Strip diagrams
B:  represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence
B:  represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence
D:  solve problems related to perimeter and area of rectangles where dimensions are whole numbers
D:  solve problems related to perimeter and area of rectangles where dimensions are whole numbers
8 - The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
C:  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
Measurement
Time
Money
C:  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
Measurement
Time
Money
9 - The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
A:  represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
A:  represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
B:  solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
B:  solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
12
Unit 12
Essential Understandings of Fractions
2 - The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
G:  relate decimals to fractions that name tenths and hundredths
G:  relate decimals to fractions that name tenths and hundredths
3 - The student applies mathematical process standards to represent and generate fractions to solve problems.
A:  represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
A:  represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
B:  decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
B:  decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
C:  determine if two given fractions are equivalent using a variety of methods
C:  determine if two given fractions are equivalent using a variety of methods
D:  compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
D:  compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
E:  represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
Represent addition and subtraction
Add and subtract fractions
Solve real-world problems
E:  represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
Represent addition and subtraction
Add and subtract fractions
Solve real-world problems
F:  evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
F:  evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
G:  represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
G:  represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
13
Unit 13
Essential Understandings of All Operations
4 - The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Whole numbers
Decimals
A:  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
Whole numbers
Decimals
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
H:  solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
8 - The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
C:  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
Time
Money
C:  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
Time
Money
10 - The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
A:  distinguish between fixed and variable expenses
A:  distinguish between fixed and variable expenses
B:  calculate profit in a given situation
B:  calculate profit in a given situation
C:  compare the advantages and disadvantages of various savings options
C:  compare the advantages and disadvantages of various savings options
D:  describe how to allocate a weekly allowance among spending; saving, including for college; and sharing
D:  describe how to allocate a weekly allowance among spending; saving, including for college; and sharing
E:  describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
E:  describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
This document includes the IXL® skill alignments to Texas Curriculum Management Program Cooperative's TEKS Resource System curriculum. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are provided by IXL and are not affiliated with, sponsored by, reviewed, approved or endorsed by Texas Curriculum Management Program Cooperative or any other third party. IXL® and IXL Learning® are registered trademarks of IXL Learning, Inc. All other intellectual property rights (e.g., unregistered and registered trademarks and copyrights) are the property of their respective owners.