Oklahoma State Standards for Mathematics: Grade 4

OK.4.1. Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to create, extend, and analyze patterns.

4.1.1. Discover, describe, extend, and create a wide variety of patterns using tables, graphs, rules, and verbal models (e.g., determine the rule from a table or ''function machine'', extend visual and number patterns).

4.1.2. Find variables in simple arithmetic problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, and division with whole numbers.

4.1.3. Recognize and apply the associative property of multiplication (e.g., 6 x (2 x 3) = (6 x 2) x 3).

OK.4.2. Number Sense and Operation - The student will use numbers and number relationships to acquire basic facts. The student will estimate and compute with whole numbers and fractions.

4.2.1. Number Sense

4.2.1.a. Place Value

4.2.1.a.i. Apply the concept of place value through 6 digits (e.g., write numbers in expanded form).

4.2.1.a.ii. Model, read, write and rename decimal numbers to the hundredths (e.g., money, numerals to words).

4.2.1.b. Whole Number, Fraction, and Decimal

4.2.1.b.i. Compare and order whole numbers and decimals to the hundredths place (e.g., pictures of shaded regions of two-dimensional figures, use >, <, = symbols).

4.2.1.b.ii. Use 0, 1/2, and 1 or 0, 0.5, and 1 as benchmarks and place additional fractions, decimals, and percents on a number line (e.g., 1/3, 3/4, 0.7, 0.4, 62%, 12%).

4.2.1.b.iii. Compare, add, or subtract fractional parts (fractions with like denominators and decimals) using physical or pictorial models. (e.g., egg cartons, fraction strips, circles, and squares).

4.2.1.b.iv. Explore and connect negative numbers using real world situations (e.g. owing money, temperature, measuring elevations above and below sea level).

4.2.2. Number Operation

4.2.2.a. Estimate and find the product of up to three-digit by three-digit using a variety of strategies to solve application problems.

4.2.2.b. Division Concepts and Fact Families

4.2.2.b.i. Demonstrate fluency (memorize and apply) with basic division facts up to 144 / 12 and the associated multiplication facts (e.g., 144 / 12 = 12 and 12 x 12 = 144).

4.2.2.b.ii. Estimate the quotient with one- and two-digit divisors and a two- or three-digit dividend to solve application problems.

4.2.2.b.iii. Find the quotient (with and without remainders) with 1-digit divisors and a 2- or 3-digit dividend to solve application problems.

OK.4.3. Geometry - The student will use geometric properties and relationships to analyze shapes.

4.3.1. Identify, draw, and construct models of intersecting, parallel, and perpendicular lines.

4.3.2. Identify and compare angles equal to, less than, or greater than 90 degrees (e.g., use right angles to determine the approximate size of other angles).

4.3.3. Identify, draw, and construct models of regular and irregular polygons including triangles, quadrilaterals, pentagons, hexagons, heptagons, and octagons to solve problems.

4.3.4. Describe the effects on two-dimensional objects when they slide (translate), flip (reflect), and turn (rotate) (e.g., tessellations).

OK.4.4. Measurement - The student will solve problems using appropriate units of measure in a variety of situations.

4.4.1. Measurement

4.4.1.a. Estimate the measures of a variety of objects using customary units.

4.4.1.b. Establish benchmarks for metric units and estimate the measures of a variety of objects (e.g., mass: the mass of a raisin is about 1 gram, length: the width of a finger is about 1 centimeter).

4.4.1.c. Select appropriate customary and metric units of measure and measurement instruments to solve application problems involving length, weight, mass, area, and volume.

4.4.1.d. Develop and use the concept of area of different shapes using grids to solve problems.

4.4.2. Time and Temperature

4.4.2.a. Solve elapsed time problems.

4.4.2.b. Read thermometers using different intervals (intervals of 1, 2, or 5) and solve for temperature change.

4.4.3. Money: Determine the correct amount of change when a purchase is made with a twenty dollar bill.

OK.4.5. Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and probability.

4.5.1. Data Analysis

4.5.1.a. Read and interpret data displays such as tallies, tables, charts, and graphs and use the observations to pose and answer questions (e.g., choose a table in social studies of population data and write problems).

4.5.1.b. Collect, organize and record data in tables and graphs (e.g., line graphs (plots), bar graphs, pictographs).

4.5.2. Probability: Predict the probability of outcomes of simple experiments using words such as certain, equally likely, impossible (e.g., coins, number cubes, spinners).

4.5.3. Central Tendency: Determine the median (middle), and the mode (most often) of a set of data.

OK.PS1. Problem Solving

PS1.1. Use problem-solving approaches (e.g., act out situations, represent problems with drawings and lists, use concrete, pictorial, graphical, oral, written, and/or algebraic models, understand a problem, devise a plan, carry out the plan, look back).

PS1.2. Formulate problems from everyday and mathematical situations (e.g., how many forks are needed?, how many students are absent?, how can we share/divide these cookies?, how many different ways can we find to compare these fractions?).

PS1.3. Develop, test, and apply strategies to solve a variety of routine and non-routine problems (e.g., look for patterns, make a table, make a problem simpler, process of elimination, trial and error).

PS1.4. Verify and interpret results with respect to the original problem (e.g., students explain verbally why an answer makes sense, explain in a written format why an answer makes sense, verify the validity of each step taken to obtain a final result).

PS1.5. Distinguish between necessary and irrelevant information in solving problems (e.g., play games and discuss ''best'' clues, write riddles with sufficient information, identify unnecessary information in written story problems).

OK.PS2. Communication

PS2.1. Express mathematical ideas coherently and clearly to peers, teachers, and others (e.g., with verbal ideas, models or manipulatives, pictures, or symbols).

PS2.2. Extend mathematical knowledge by considering the thinking and strategies of others (e.g., agree or disagree, rephrase another student's explanation, analyze another student's explanation).

PS2.3. Relate manipulatives, pictures, diagrams, and symbols to mathematical ideas.

PS2.4. Represent, discuss, write, and read mathematical ideas and concepts. Start by relating everyday language to mathematical language and symbols and progress toward the use of appropriate terminology (e.g., ''add more'' becomes ''plus'', ''repeated addition'' becomes ''multiplication'', ''fair share'' becomes ''divide'', ''balance the equation'' becomes ''solve the equation'').

OK.PS3. Reasoning

PS3.1. Explain mathematical situations using patterns and relationships (e.g., identify patterns in situations, represent patterns in a variety of ways, extend patterns to connect with more general cases).

PS3.2. Demonstrate thinking processes using a variety of age-appropriate materials and reasoning processes (e.g., manipulatives, models, known facts, properties and relationships, inductive [specific to general], deductive [general to specific], spatial, proportional, logical reasoning [''and'' ''or'' ''not''] and recursive reasoning).

PS3.3. Make predictions and draw conclusions about mathematical ideas and concepts. Predictions become conjectures and conclusions become more logical as students mature mathematically.

OK.PS4. Connections

PS4.1. Relate various concrete and pictorial models of concepts and procedures to one another (e.g., use two colors of cubes to represent addition facts for the number 5, relate patterns on a hundreds chart to multiples, use base-10 blocks to represent decimals).

PS4.2. Link concepts to procedures and eventually to symbolic notation (e.g., represent actions like snap, clap, clap with symbols A B B, demonstrate 3x4 with a geometric array, divide a candy bar into 3 equal pieces that represent one piece as 1/3).

PS4.3. Recognize relationships among different topics within mathematics (e.g., the length of an object can be represented by a number, multiplication facts can be modeled with geometric arrays, can be written as .5 and 50%).

PS4.4. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world (e.g., use a timeline to sequence events, use symmetry in art work, explore fractions in quilt designs and to describe pizza slices).

OK.PS5. Representation

PS5.1. Create and use a variety of representations appropriately and with flexibility to organize, record, and communicate mathematical ideas (e.g., dramatizations, manipulatives, drawings, diagrams, tables, graphs, symbolic representations).

PS5.2. Use representations to model and interpret physical, social, and mathematical situations (e.g., counters, pictures, tally marks, number sentences, geometric models; translate between diagrams, tables, charts, graphs).