# Using the State Curriculum: Mathematics, Grade 4

## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

• Clarification of Indicator and/or Objective
Explanation and/or examples of indicator and/or objective
• Lesson Seeds
Ideas/seeds for an objective-aligned activity
• Sample Assessments
Items and annotated student responses as appropriate
• Public Release Items
Actual MSA items and annotated student responses as appropriate
 Algebra Geometry Measurement Statistics Probability Number Processes

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

### Topic

A. Patterns and Functions

#### Indicator

• 1. Identify, describe, extend, and create numeric patterns and functions
##### Objectives
1. Represent and analyze numeric patterns using skip counting
###### Assessment limit: Use patterns of 3, 4, 6, 7, 8, or 9 starting with any whole number (0 – 100)
2. Create a one-operation (+ or -) function table to solve a real world problem
3. Complete a function table using a one operation (+, -, ×, ÷ with no remainders) rule
###### Assessment limit: Use whole numbers (0 – 50)
4. 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 limit: Use at least 3 levels but no more than 5 levels
2. Generate a rule for a repeating pattern
###### Assessment limit: Use no more than 4 objects in the core of the pattern
3. Create a non-numeric growing or repeating pattern

### Topic

B. Expressions, Equations, and Inequalities

#### Indicator

• 1. Write and identify expressions
##### Objectives
1. Represent numeric quantities using operational symbols (+, -, ×, ÷ with no remainders)
###### Assessment limit: Use whole numbers (0 – 100)
2. Determine equivalent expressions

#### Indicator

• 2. Identify, write, solve, and apply equations and inequalities
##### Objectives
1. Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side
###### Assessment limit: Use operational symbols (+, -, ×) and whole numbers (0 – 200)
2. Find the unknown in an equation with one operation

### Topic

C. Numeric and Graphic Representations of Relationships

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

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