School Improvement in Maryland

State Curriculum: Mathematics Grade 4

Document Date: June 2004
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Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic

A.

Indicator

  • 1. Identify, describe, extend, and create numeric patterns and functions

Objectives

  1. Represent and analyze numeric patterns using skip counting
    Assessment limits:
    • Use patterns of 3, 4, 6, 7, 8, or 9 starting with any whole number (0 – 100)
  1. Create a one-operation (+ or -) function table to solve a real world problem
  1. Complete a function table using a one operation (+, -, ×, ÷ with no remainders) rule
    Assessment limits:
  1. Describe the relationship that generates a one-operation rule

Indicator

  • 2. Identify, describe, extend, analyze, and create a non-numeric growing or repeating pattern

Objectives

  1. Generate a rule for the next level of the growing pattern
    Assessment limits:
    • Use at least 3 levels but no more than 5 levels
  1. Generate a rule for a repeating pattern
    Assessment limits:
    • Use no more than 4 objects in the core of the pattern
  1. Create a non-numeric growing or repeating pattern

Topic

B.

Indicator

  • 1. Write and identify expressions

Objectives

  1. Represent numeric quantities using operational symbols (+, -, ×, ÷ with no remainders)
    Assessment limits:
  1. Determine equivalent expressions
    Assessment limits:

Indicator

  • 2. Identify, write, solve, and apply equations and inequalities

Objectives

  1. Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side
    Assessment limits:
    • Use operational symbols (+, -, ×) and whole numbers (0 – 200)
  1. Find the unknown in an equation with one operation
    Assessment limits:

Topic

C.

Indicator

  • 1. Locate points on a number line and in a coordinate grid

Objectives

  1. Represent mixed numbers and proper fractions on a number line
    Assessment limits:
    • Use proper fractions with a denominators of 6, 8, or 10
  1. Identify positions in a coordinate plane
    Assessment limits:
    • Use the first quadrant and ordered pairs of whole numbers (0 - 20)
  1. Represent decimals on a number line

Standard 2.0 Knowledge of Geometry

Topic

A.

Indicator

  • 1. Analyze the properties of plane geometric figures

Objectives

  1. Identify properties of angles using manipulatives and pictures
  1. Identify, compare, classify, and describe angles in relationship to another angle
    Assessment limits:
    • Use acute, right, or obtuse angles
  1. Identify parallel and intersecting line segments

Topic

B.

Indicator

  • 1. Analyze the properties of solid geometric figures

Objectives

  1. Identify cones, cylinders, prisms, and pyramids
    Assessment limits:
    • Use cones or cylinders
  1. Describe solid geometric figures by the number of edges, faces, or vertices
    Assessment limits:
    • Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms

Indicator

  • 2. Analyze the relationship between plane geometric figures and surfaces of solid geometric figures

Objectives

  1. Compare a plane figure to surfaces of solid geometric figure
    Assessment limits:
    • Analyze or identify the number or arrangement of squares needed to make a cube and triangles/rectangles needed to make a triangular pyramid or rectangular pyramid.

Topic

C.

Indicator

  • 1. Represent plane geometric figures

Objectives

  1. Sketch acute, right, obtuse angles, and parallel and intersecting line segments

Topic

D.

Indicator

  • 1. Analyze geometric figures

Objectives

  1. Identify and describe geometric figures as congruent
    Assessment limits:
    • Identify the result in a transformation as being congruent to the original figure

Topic

E.

Indicator

Objectives

  1. Identify and describe the results of translations, reflections, and rotations
    Assessment limits:
    • Use a horizontal line translation, reflection over a vertical line, or rotation of 90° clockwise around a given point of a geometric figure or picture

Standard 3.0 Knowledge of Measurement

Topic

A.

Indicator

  • 1. Read customary and metric measurement units

Objectives

  1. Estimate and determine length and height
    Assessment limits:
    • Use the nearest millimeter or ¼ inch
  1. Estimate and determine weight or mass
  1. Estimate and determine capacity

Topic

B.

Indicator

  • 1. Measure in customary and metric units

Objectives

  1. Select and use appropriate tools and units
    Assessment limits:
    • Use the nearest millimeter or ¼ inch with a ruler

Indicator

  • 2. Compare right angles to a corner

Objectives

Topic

C.

Indicator

  • 1. Apply measurement concepts

Objectives

  1. Determine perimeter
    Assessment limits:
    • Use polygons with no more than 6 sides given the length of the sides in whole numbers (0 – 100)
  1. Determine area
    Assessment limits:
    • Use rectangles with the length of the sides in whole numbers (0 – 100)
  1. Determine start time, elapsed time, and end time
    Assessment limits:
    • Use hour and half hour intervals

Indicator

Objectives

  1. Determine equivalent units of length
    Assessment limits:
  1. Determine equivalent units of time
  1. Determine equivalent units of capacity and weight within the same system

Standard 4.0 Knowledge of Statistics

Topic

A.

Indicator

  • 1. Collect, organize, and display data

Objectives

  1. Collect data by conducting surveys to answer a question
  1. Organize and display data in line plots and frequency tables using a variety of categories and sets of data
    Assessment limits:
    • Use line plots with no more than 20 pieces of unorganized data and a range of no more than 10 and whole numbers (0 – 100)

Topic

B.

Indicator

  • 1. Analyze data

Objectives

  1. Interpret line plots
    Assessment limits:
    • Use no more than 20 pieces of data with a range no more than 10 and whole numbers (0 – 100)
  1. Interpret line graphs
    Assessment limits:
    • Use the x-axis representing no more than 6 time intervals, the y-axis consisting of no more than 10 intervals with scales as factors of 100 using whole numbers (0 – 100)

Indicator

  • 2. Describe a set of data

Objectives

  1. Determine median, mode, and range
    Assessment limits:
    • Use no more than 8 pieces of data and whole numbers (0 – 100)
  1. Model the mean of a set of data

Standard 5.0 Knowledge of Probability

Topic

B.

Indicator

  • 1. Determine the probability of one simple event comprised of equally likely outcomes

Objectives

  1. Express the probability as a fraction
    Assessment limits:

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Topic

A.

Indicator

Objectives

  1. Read, write, and represent whole numbers using symbols, words, and models
    Assessment limits:
  1. Express whole numbers in expanded form
    Assessment limits:
  1. Identify the place value of a digit in a number
    Assessment limits:
  1. Compare, order, and describe whole numbers
    Assessment limits:

Indicator

  • 2. Apply knowledge of fractions and decimals

Objectives

  1. Read, write, and represent proper fractions of a single region using symbols, words, and models
    Assessment limits:
    • Use denominators 6, 8, and 10
  1. Read, write, or represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models
    Assessment limits:
    • Use denominators of 6, 8, and 10 with sets of 6, 8, and 10, respectively
  1. Find equivalent fractions
  1. Read, write, and represent mixed numbers using symbols, words, and models
  1. Read, write, and represent decimals using symbols, words and models
    Assessment limits:
    • Use no more than 2 decimal places and numbers (0-100)
  1. Express decimals in expanded form
    Assessment limits:
    • Use no more than 2 decimal places and numbers (0-100)
  1. Compare and order fractions and mixed numbers with or without using the symbols (<, >, or =)
    Assessment limits:
    • Use like denominators and no more than 3 numbers (0-20)
  1. Compare, order, and describe decimals with or without using the symbols (<, >, or =)
    Assessment limits:
    • Use no more than 3 decimals with no more than 2 decimal places and numbers (0 – 100)

Indicator

  • 3. Apply knowledge of money

Objectives

  1. Compare the value of sets of mixed currency
    Assessment limits:
    • Use 2 sets of mixed currency and money ($0 - $100)
  1. Determine the change from $100

Topic

B.

Indicator

  • 1. Apply number relationships

Objectives

  1. Identify and use divisibility rules
    Assessment limits:
  1. Identify factors
    Assessment limits:
  1. Identify multiples
    Assessment limits:
    • Use the first 5 multiples of any single digit whole number

Topic

C.

Indicator

  • 1. Analyze number relations and compute

Objectives

  1. Add whole numbers
    Assessment limits:
    • Use up to 3 addends with no more than 4 digits in each addend and whole numbers (0 - 10,000)
  1. Subtract whole numbers
    Assessment limits:
    • Use a minuend and subtrahend with no more than 4 digits in each and whole numbers (0 – 9999)
  1. Multiply whole numbers
    Assessment limits:
  1. Divide whole numbers
    Assessment limits:
    • Use up to a 3-digit dividend by a 1-digit divisor and whole numbers with no remainders (0 - 999)
  1. Add and subtract proper fractions and mixed numbers
    Assessment limits:
    • Use 2 proper fractions with a single digit like denominators, 2 mixed numbers with single digit like denominators, or a whole number and a proper fraction with a single digit denominator and numbers (0 – 20)
  1. Add 2 decimals
    Assessment limits:
    • Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)
  1. Subtract decimals
    Assessment limits:
    • Use the same number of decimal places but no more than 2 decimal places and no more than 4 digits including monetary notation and numbers (0 – 100)

Indicator

Objectives

  1. Determine the approximate sum and difference of 2 numbers
    Assessment limits:
    • Use no more than 2 decimal places in each and numbers (0 – 100)
  1. Determine the approximate product or quotient of 2 numbers
    Assessment limits:
    • Use a 1-digit factor with the other factor having no more than 2-digits or a 1-digit divisor and no more than a 2-digit dividend and whole numbers (0 – 1000)

Standard 7.0 Processes of Mathematics

Topic

A.

Indicator

  • 1. Apply a variety of concepts, processes, and skills to solve problems

Objectives

  1. Identify the question in the problem
  1. Decide if enough information is present to solve the problem
  1. Make a plan to solve a problem
  1. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  1. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  1. Identify alternative ways to solve a problem
  1. Show that a problem might have multiple solutions or no solution
  1. Extend the solution of a problem to a new problem situation

Topic

B.

Indicator

  • 1. Justify ideas or solutions with mathematical concepts or proofs

Objectives

  1. Use inductive or deductive reasoning
  1. Make or test generalizations
  1. Support or refute mathematical statements or solutions
  1. Use methods of proof, ie. direct, indirect, paragraph, or contradiction

Topic

C.

Indicator

  • 1. Present mathematical ideas using words, symbols, visual displays, or technology

Objectives

  1. Use multiple representations to express concepts or solutions
  1. Express mathematical ideas orally
  1. Explain mathematically ideas in written form
  1. Express solutions using concrete materials
  1. Express solutions using pictorial, tabular, graphical, or algebraic methods
  1. Explain solutions in written form
  1. Ask questions about mathematical ideas or problems
  1. Give or use feedback to revise mathematical thinking

Topic

D.

Indicator

  • 1. Relate or apply mathematics within the discipline, to other disciplines, and to life

Objectives

  1. Identify mathematical concepts in relationship to other mathematical concepts
  1. Identify mathematical concepts in relationship to other disciplines
  1. Identify mathematical concepts in relationship to life
  1. Use the relationship among mathematical concepts to learn other mathematical concepts

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004