Indiana State Standards for Mathematics: Grade 4
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IN.4.1. Number Sense
4.1.1. Count, read, write, compare and plot whole numbers using words, models, number lines and expanded form.
4.1.2. Find equivalent fractions and then use them to compare and order whole numbers and fractions using the symbols for less than (<), equals (=), and greater than (>).
4.1.3. Solve problems involving decimals to hundredths.
4.1.3.a. Interpret and model decimals as parts of a whole, parts of a group, and points and distances on a number line.
4.1.3.b. Use benchmarks (well-known numbers used in meaningful points for comparison) to compare decimals between 0 and 1.0.
4.1.3.c. Write decimals as fractions.
4.1.4. Use words, models, standard form and expanded form to represent place value of decimal numbers to hundredths.
4.1.5. Demonstrate fluency with multiplication facts for numbers up to at least 10 and the related division facts. Identify factors of whole numbers and multiplies of whole numbers to 10.
4.1.6. Solve problems using multiplication of two-digit by single-digit and two-digit numbers fluently using a standard algorithmic approach.
4.1.7. Model addition and subtraction of simple fractions.
4.1.8. Construct and analyze line plots. Given a set of data or a graph, describe the distribution of the data using median, range or mode.
4.1.9. List all the possible outcomes of a given situation or event. Represent the probability of a given outcome using a picture or other graphic.
4.2.1. Write and solve equations with (=) to show equivalence and use with variables to express mathematical relationships involving multiplication and division. Plot the points for the corresponding values in the first quadrant.
4.2.2. Create, extend, and give a rule for number patterns using multiplication and division and non-numeric growing or repeating patterns.
4.2.3. Show that the order in which two numbers are multiplied [commutative property] and how numbers are grouped in multiplication [associative property] will not change the product. Use these properties together to show that numbers can be multiplied in any order.
4.2.4. Use the distributive property in expressions involving multiplication.
IN.4.3. Algebra and Functions
4.3.1. Identify, describe and draw pairs of parallel lines, perpendicular lines, and non-perpendicular intersecting lines using appropriate mathematical tools and technology
4.3.2. Identify, describe and draw right angles, acute angles, obtuse angles, straight angles and rays using appropriate tools and technology.
4.3.3. Identify shapes that have reflectional and rotational symmetry.
4.3.4. Measure and draw line segments to the nearest eighth-inch and millimeter.
4.3.5. Develop and use formulas for finding the perimeter and area of rectangles, including squares, using appropriate strategies (e.g. decomposing shapes), tools and units of measure.
IN.PS. Process Standards
PS.1. Problem Solving
PS.1.1. Build new mathematical knowledge through problem solving.
PS.1.2. Solve problems that arise in mathematics and in other contexts.
PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.
PS.1.4. Monitor and reflect on the process of mathematical problem solving.
PS.2. Reasoning and Proof
PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.
PS.2.2. Make and investigate mathematical conjectures.
PS.2.3. Develop and evaluate mathematical arguments and proofs.
PS.2.4. Select and use various types of reasoning and methods of proof.
PS.3.1. Organize and consolidate their mathematical thinking through communication.
PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.
PS.3.4. Use the language of mathematics to express mathematical ideas precisely.
PS.4.1. Recognize and use connections among mathematical ideas.
PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.
PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.
PS.5.2. Select, apply, and translate among mathematical representations to solve problems.
PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.
PS.6. Estimation and Mental Computation
PS.6.1. Know and apply appropriate methods for estimating the results of computations.
PS.6.2. Round numbers to a specified place value.
PS.6.3. Use estimation to decide whether answers are reasonable.
PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.
PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.
PS.6.6. Use properties of numbers and operations to perform mental computation.
PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.
PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.
PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.
PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.
PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.
PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.