Virginia State Standards for Mathematics: Grade 4
4.1. The student will
4.1.a) identify orally and in writing the place value for each digit in a whole number expressed through millions.
4.1.b) compare two whole numbers expressed through millions, using symbols (>, <, or =).
4.1.c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.
4.2. The student will
4.2.a) compare and order fractions and mixed numbers.
4.2.b) represent equivalent fractions.
4.2.c) identify the division statement that represents a fraction.
4.3. The student will
4.4.a) estimate sums, differences, products, and quotients of whole numbers.
4.4. The student will
4.4.b) add, subtract, and multiply whole numbers.
4.4.c) divide whole numbers, finding quotients with and without remainders.
4.5. The student will
4.6. The student will
4.7. The student will
4.8. The student will
4.9. The student will determine elapsed time in hours and minutes within a 12-hour period.
4.9.a) Add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil;
4.9.b) Add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil;
4.9.c) Solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
4.10. The student will
4.10.a) identify and describe representations of points, lines, line segments, rays, and angles, including endpoints and vertices.
4.10.b) identify representations of lines that illustrate intersection, parallelism, and perpendicularity.
4.10.c) Estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds).
4.11. The student will
4.11.a) investigate congruence of plane figures after geometric transformations, such as reflection, translation, and rotation, using mirrors, paper folding, and tracing.
4.11.b) recognize the images of figures resulting from geometric transformations, such as translation, reflection, and rotation.
4.11.c) Estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile).
4.12. The student will
4.12.a) define polygon.
4.12.b) identify polygons with 10 or fewer sides.
4.12.c) Estimate the conversion of quarts and liters, using approximate comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1 quart).
4.13. The student will
4.13.a) predict the likelihood of an outcome of a simple event.
4.13.b) represent probability as a number between 0 and 1, inclusive.
4.14. The student will collect, organize, display, and interpret data from a variety of graphs.
4.15. The student will recognize, create, and extend numerical and geometric patterns.
4.15.a) Identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler;
4.15.b) Describe the path of shortest distance between two points on a flat surface.
4.16. The student will
4.17. The student will
4.17.a) Analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and three-dimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism]);
4.17.b) Identify congruent and noncongruent shapes; and
4.17.c) Investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing.
4.18. The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.
4.19. The student will
4.19.a) Predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible; and
4.19.b) Determine the probability of a given simple event, using concrete materials.
4.20. The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions.
4.21. The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.
4.22. The student will recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations [e.g., 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) + 16].