Represent and solve problems involving multiplication and division.
NC.4.OA.1 Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison.
Use the four operations with whole numbers to solve problems.
NC.4.OA.3 Solve two-step word problems involving the four operations with whole numbers.
NC.4.OA.3.a Use estimation strategies to assess reasonableness of answers.
NC.4.OA.3.b Interpret remainders in word problems.
NC.4.OA.3.c Represent problems using equations with a letter standing for the unknown quantity.
Gain familiarity with factors and multiples.
NC.4.OA.4 Find all factor pairs for whole numbers up to and including 50 to:
NC.4.OA.4.a Recognize that a whole number is a multiple of each of its factors.
NC.4.OA.4.b Determine whether a given whole number is a multiple of a given one-digit number.
NC.4.OA.4.c Determine if the number is prime or composite.
Generate and analyze patterns.
NC.4.OA.5 Generate and analyze a number or shape pattern that follows a given rule.
NC.4.NBT Number and Operations in Base Ten
Generalize place value understanding for multi-digit numbers whole numbers.
NC.4.NBT.1 Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000.
NC.4.NBT.5 Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm.
NC.4.NBT.6 Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division.
NC.4.NF.1 Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
NC.4.NF.2 Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions by:
NC.4.NF.2.a Reasoning about their size and using area and length models.
NC.4.NF.2.b Using benchmark fractions 0, ½, and a whole.
NC.4.NF.2.c Comparing common numerator or common denominators.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
NC.4.NF.3 Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.
NC.4.NF.3.a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
NC.4.NF.3.c Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Understand decimal notation for fractions, and compare decimal fractions.
NC.4.NF.6 Use decimal notation to represent fractions.
NC.4.NF.6.a Express, model and explain the equivalence between fractions with denominators of 10 and 100.
NC.4.NF.6.b Use equivalent fractions to add two fractions with denominators of 10 or 100.
NC.4.NF.6.c Represent tenths and hundredths with models, making connections between fractions and decimals.
NC.4.NF.7 Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole.