Arkansas State Standards for Mathematics: Grade 4

AR.NO.1. Number and Operations: Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems

NO.1.4.1. Whole Numbers: Recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers

NO.1.4.2. Whole Numbers: Use the place-value structure of the base-ten number system and be able to represent and compare whole numbers to millions (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.4.3. Whole Numbers: Use mathematical language and symbols to compare and order any whole numbers with and without appropriate technology (is less than, is greater than, is equal to)

NO.1.4.4. Rational Numbers: Write a fraction to name part of a whole, part of a set, a location on a number line, and the division of whole numbers, using models up to 12/12

NO.1.4.5. Rational Numbers: Utilize models, benchmarks, and equivalent forms to recognize that the size of the whole determines the size of the fraction

NO.1.4.6. Rational Numbers: Use the place-value structure of the base ten number system and be able to represent and compare decimals to hundredths (using models, illustrations, symbols, expanded notation and problem solving)

NO.1.4.7. Rational Numbers: Write an equivalent decimal for a given fraction relating to money

NO.1.4.8. Rational Numbers: Write a fraction that is equivalent to a given fraction with the use of models

AR.NO.2. Number and Operations: Properties of Number Operations: Students shall understand meanings of operations and how they relate to one another

NO.2.4.1. Number Theory: Develop an understanding of the associative and zero properties of multiplication using objects

NO.2.4.2. Number Theory: Apply number theory: Determine if any number is even or odd; use the terms multiple, factor, and divisible by in an appropriate context; generate and use divisibility rules for 2, 5, and 10; demonstrate various multiplication & division relationships

NO.2.4.3. Whole Number Operations: Use conventional mathematical symbols to write equations for contextual problems involving multiplication

NO.2.4.4. Whole Number Operations: Represent and explain division as measurement and partitive division including equal groups, related rates, price, rectangular arrays (area model), combinations and multiplicative comparison

AR.NO.3. Number and Operations: Numerical Operations and Estimation: Students shall compute fluently and make reasonable estimates

NO.3.4.1. Computational Fluency-Addition and Subtraction: Demonstrate, with and without appropriate technology, computational fluency in multi-digit addition and subtraction in contextual problems

NO.3.4.2. Computational Fluency- Multiplication and Division: Demonstrate fluency with combinations for multiplication and division facts (12 x 12) and use these combinations to mentally compute related problems (30 x 50)

NO.3.4.3. Computational Fluency- Multiplication and Division: Attain, with and without Appropriate technology, computational fluency in multiplication and division using contextual problems using two-digit by two-digit multiplication (larger numbers with technology), up to three-digit by two digit division (larger numbers with technology), strategies for multiplication and dividing numbers, performance of operations in more than one way, estimation of products and quotients in appropriate situations, and relationships between operations

NO.3.4.4. Application of Computation: Solve simple problems using operations involving addition, subtraction, and multiplication using a variety of methods and tools (e.g., objects, mental computation, paper and pencil and with and without appropriate technology)

NO.3.4.5. Estimation: Use Estimation strategies to solve problems and judge the reasonableness of the answer

AR.A.4. Algebra: Patterns, Relations and Functions: Students shall recognize, describe and develop patterns, relations and functions

A.4.4.1. Recognize, describe and develop patterns: Identify a number that is more or less than any whole number using multiples of 10, 100 and/or 1000

A.4.4.2. Recognize, describe and develop patterns: Use repeating and growing numeric and geometric patterns to make predictions and solve problems

A.4.4.3. Patterns, Relations and Functions: Determine the relationship between sets of numbers by selecting the rule (2 step rule in words)

AR.A.5. Algebra: Algebraic Representations: Students shall represent and analyze mathematical situations and structures using algebraic symbols

A.5.4.1. Expressions, Equations and Inequalities: Select and/or write number sentences (equations) to find the unknown in problem-solving contexts involving two-digit by one-digit division using appropriate labels.

A.5.4.2. Expressions, Equations and Inequalities: Express mathematical relationships using simple equations and inequalities (is greater than, is less than, is equal to, is not equal to)

A.5.4.3. Expressions, Equations and Inequalities: Use a variable to represent an unknown quantity in a number sentence involving contextual situations and find the value

AR.A.6. Algebra: Algebraic Models: Students shall develop and apply mathematical models to represent and understand quantitative relationships

A.6.4.1. Algebraic Models and Relationships: Create a chart or table to organize given information and to understand relationships and explain the results

AR.A.7. Algebra: Analysis of Change: Students shall analyze change in various contexts

A.7.4.1. Analyze Change: Identify, describe and generalize relationships in which quantities change proportionally

AR.G.8. Geometry: Geometric Properties: Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships

G.8.4.1. Characteristics and Properties- Three Dimensional: Identify, describe and classify 3-D solids by properties including the number of vertices, edges, and shapes of faces using models

G.8.4.2. Characteristics and Properties- Three Dimensional: Identify regular and irregular polygons including octagon

G.8.4.3. Characteristics and Properties- One Dimensional: Identify, draw, and describe a line, line segment, a ray, an angle, intersecting, perpendicular, and parallel lines

G.8.4.4. Geometric Relationships: Identify and describe intersecting, perpendicular and parallel lines in problem solving context

G.8.4.5. Geometric Relationships: Classify angles relative to 90 degrees as more than, less than or equal to

AR.G.9. Geometry: Transformation of Shapes: Students shall apply transformations and the use of symmetry to analyze mathematical situations

G.9.4.1. Symmetry and Transformations: Determine the result of a transformation of a two-dimensional figure as a slide (translation), flip (reflection) or turn (rotation) and justify the answer

AR.G.10. Geometry: Coordinate Geometry: Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems

G.10.4.1. Coordinate Geometry: Locate and identify points on a coordinate grid and name the ordered pair (quadrant one only) using common language and geometric vocabulary (horizontal and vertical)

AR.G.11. Geometry: Visualization and Geometric Models: Students shall use visualization, spatial reasoning and geometric modeling

G.11.4.1. Spatial Visualization and Models: Construct a three dimensional Model composed of cubes when given an illustration

G.11.4.2. Spatial Visualization and Models: Create new figures by combining and subdividing models of existing figures in multiple ways and record results in a table

AR.M.12. Measurement: Physical Attributes: Students shall use attributes of measurement to describe and compare mathematical and real-world objects

M.12.4.1. Time: Clock: Recognize that 60 seconds equals1 minute

M.12.4.2. Temperature: Distinguish the temperature in contextual problems using the Fahrenheit scale on a thermometer

M.12.4.3. Tools and Attributes: Use the relationship among units of measurement

M.12.4.4. Tools and Attributes: Create and complete a conversion table to show relationships between units of measurement in the same system

AR.M.13. Measurement: Systems of Measurement: Students shall identify and use units, systems and processes of measurement

M.13.4.1. Calendar: Using a calendar to determine elapsed time from month to month

M.13.4.2. Clock: Solve problems involving conversions between minutes and hours

M.13.4.3. Clock: Restate the time in multiple ways given an analog clock to the nearest 1-minute

M.13.4.4. Elapsed Time: Determine elapsed time in contextual situations to five-minute intervals with beginning time unknown

M.13.4.5. Money: Apply money concepts in contextual situations

M.13.4.6. Money: Read temperatures on Fahrenheit and Celsius scales

M.13.4.7. Applications: Use appropriate customary and metric measurement tools for length, capacity and mass

M.13.4.8. Applications: Estimate and measure length, capacity/volume and mass using appropriate customary and metric units

M.13.4.9. Perimeter: Use strategies for finding the perimeter of a rectangle

M.13.4.10. Area: Use strategies for finding the area of a rectangle

M.13.4.11. Applications: Use strategies to find the volume (cubic units) of rectangular prisms and cubes

AR.DAP.14. Data Analysis and Probability: Data Representation: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them

DAP.14.4.1. Collect, Organize and display data: Create a data collection plan after being given a topic and collect, organize, display, describe and interpret simple data using frequency tables or line plots, pictographs and bar graphs

AR.DAP.15. Data Analysis and Probability: Data Analysis: Students shall select and use appropriate statistical methods to analyze data

DAP.15.4.1. Data Analysis: Represent and interpret data using pictographs, bar graphs and line graphs in which symbols or intervals are greater than one

DAP.15.4.2. Data Analysis: Match a set of data with a graphical representation of the data

AR.DAP.16. Data Analysis and Probability: Inferences and Predictions: Students shall develop and evaluate inferences and predictions that are based on data

DAP.16.4.1. Inferences and Predictions: Make predictions for a given set of data

AR.DAP.17. Data Analysis and Probability: Probability: Students shall understand and apply basic concepts of probability

DAP.17.4.1. Probability: Use fractions to predict probability of an event

DAP.17.4.2. Probability: Conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcome (roll number cubes, pull tiles from a bag, spin spinner, or determine the fairness of the game)

DAP.17.4.3. Probability: Find all possible combinations of 2 or 3 sets of objects