Common Core
Skills available for Common Core fourthgrade math standards
Click on the name of a skill to practice that skill.
Operations and Algebraic Thinking.
Use the four operations with whole numbers to solve problems.
 CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
 CC.4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
 CC.4.OA.3 Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
Generate and analyze patterns.
 CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
» M.13: Geometric Patterns
Number and Operations in Base Ten
Generalize place value understanding for multidigit whole numbers.
 CC.4.NBT.1 Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
» F.11.01: Multiplying numbers ending in zero
 CC.4.NBT.2 Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
» A.05: Review place value through millions and billions
» A.06: Write the numbers in word form up to billions
» A.07: Write the numbers in expanded form up to billions
» A.08: Write the number in standard form up to billions
» A.10: Word problems on standard and expanded form
» A.11: Review expanded and standard forms up to billion
» A.12: Order numbers up to billions in ascending and descending order  Assessment 1
» A.13: Order numbers up to billions in ascending and descending order  Assessment 2
» A.14: Word problems on ordering numbers through millions and billions
» A.18: Review on ordering numbers, roman numerals and even and odd numbers
» B.15: Inequalities in addition up to millions
» D.06: Which sign makes the equation true  Assessment 1
» D.07: Which sign makes the equation true  Assessment 2
» A.01: Review comparing numbers up to 1,000
» A.02: Review comparing numbers and ordering numbers in ascending and descending order up to 10,000
» A.03.01: Review numbers using story problems up to 10,000
» A.03.02: Review numbers using story problems up to 10,000
» A.04: Roman numbers covering I, V, X, L, C, D and M
» A.05: Review of numbers up to 10,000s
» A.06: Comparing numbers up to 999,999  Assessment 1
» A.07.01: Comparing numbers up to 999,999  Assessment 1
» A.07.02: Comparing numbers up to 999,999  Assessment 2
» A.08.01: Word problems for greatest and least up to four digits
» A.08.02: Word problems for greatest and least up to 999,999
» A.09: Ordering numbers in ascending & descending order up to 999,999  Assessment 1
» A.10: Ordering numbers in ascending & descending order up to 999,999  Assessment 2
» A.11: Missing and next number identification up to 999,999
» A.12: Review of comparing and ordering numbers up to 999,999
» B.06: Converting numbers from expanded to standard up to 999,999  Assessment 19
» B.07: Converting numbers from expanded to standard up to 999,999  Assessment 2
» B.08: Converting numbers from standard to expanded form up to 999,999
» B.09: Review of converting numbers from standard to expanded and expanded to standard form
» B.13: Number names for numbers up to 999,999
» E.19: Which sign makes the equation true
» H.43: Which sign makes the division statement true?
» A.16: Compare numbers
» A.17: Compare numbers: ordering positive and negative numbers
» A.26: Compare Roman numerals  Assessment 1
» A.27: Compare Roman numerals  Assessment 2
» A.28: Operations on Roman numerals  Assessment 1
» A.29: Operations on Roman numerals  Assessment 2
» E.12: Which sign makes the number sentence true
 CC.4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
» A.01: Place value through millions
» A.02: Place value through billions
» A.03: Find the value of a digit in a number
» A.04: Read, write, and identify the place value of numbers through billions
» A.05: Review place value through millions and billions
» A.19: Rounding numbers up to millions
» A.20: Rounding numbers up to billions
» A.21: Word problems on rounding numbers up to billions
» A.22: Convert between place values for numbers up to billions
» B.17: Estimate the sum of 2 or 3 addends using rounding
» C.18: Estimating the difference using rounding for numbers up to millions
» B.10: Identify the place value names of a digit in numbers up to 999,999
» B.11: Identify the digit at a place value for numbers up to 999,999  Assessment 1
» B.12: Identify the digit at a place value for numbers up to 999,999  Assessment 2
» B.18: Review of rounding numbers to nearest 100 for numbers up to 10,000
» B.19: Rounding numbers to nearest ten for numbers up to 999,999
» B.20: Rounding numbers to nearest hundred for numbers up to 999,999
» B.21: Rounding numbers to nearest thousand for numbers up to 999,999
» B.22: Rounding numbers to nearest ten thousand for numbers up to 999,999
» B.23: Rounding numbers to nearest hundred thousand for numbers up to 999,999
» B.24: Review place value and rounding for numbers up to 999,999
» B.25: Story problems on rounding  for numbers up to 999,999
» C.30: Estimate the sum of three or more numbers with 3 or 4 digits  Assessment 1
» C.31: Estimate the sum of three or more numbers with 3 or 4 digits  Assessment 2
» C.32: Word problems using rounding for addition of three or more numbers with 3 or 4 digits  Assessment 1
» C.33: Word problems using rounding for addition of three or more numbers with 3 or 4 digits  Assessment 2
» D.28.01: Subtraction of 2, 3 and 4 digit numbers using estimation  Assessment 1
» D.28.02: Subtraction of 2, 3 and 4 digit numbers using estimation  Assessment 2
» D.29.01: Story problems for subtraction of 2, 3, and 4 digit numbers using estimation  Assessment 1
» D.29.02: Story problems on subtraction of 2, 3, and 4 digit numbers using estimation  Assessment 2
» D.30: Review: subtract the numbers by using estimation
» A.01: Place value through billions  Assessment 1
» A.02: Place value through billions  Assessment 2
» A.03: Sum of place values
» A.04: Convert between place values  Assessment 1
» A.06: Counting in hundreds
» A.07: Counting in thousands
» A.18: Review rounding numbers up to billions
Use place value understanding and properties of operations to perform multidigit arithmetic.
 CC.4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
» A.16: Addition and subtraction using roman numerals up to thousand
» B.01: Adding numbers up to 6 digits  Assessment 1
» B.02: Adding numbers up to 6 digits  Assessment 2
» B.03: Story problems for addition of numbers up to 6 digits  Assessment 1
» B.04: Story problems for addition of numbers up to 6 digits  Assessment 2
» B.05: Review of addition of numbers up to 6 digits
» B.06: Adding numbers up to millions  Assessment 1
» B.07: Adding numbers up to millions  Assessment 2
» B.08: Adding numbers up to millions  Assessment 3
» B.09: Adding numbers up to millions  Assessment 4
» B.10: Review of addition of numbers up to millions
» B.11: Story problems for addition of numbers up to millions  Assessment 1
» B.12: Story problems for addition of numbers up to millions  Assessment 2
» B.13: Find the missing number in the addition equation for numbers up to millions
» B.22: Using mental math for addition of 2, 3 and 4 addends
» B.23: Story problems for adding millions for 2, 3, and 4 addends
» B.24: Add through millions and billions  Assessment 1
» B.25: Add through millions and billions  Assessment 2
» B.26: Review of addition through millions and billions
» C.01: Review of subtraction for numbers up to 6 digits  Assessment 1
» C.02: Review of subtraction for numbers up to 6 digits  Assessment 2
» C.03: Story problems on subtraction of numbers up to 6 digits
» C.04: Find the missing number in a subtraction equation for numbers up to 6 digits
» C.05: Review on subtraction of numbers up to 6 digits
» C.06: Subtraction of numbers up to millions  Assessment 1
» C.07: Subtraction of numbers up to millions  Assessment 2
» C.08: Subtraction of numbers up to millions  Assessment 3
» C.09: Subtraction of numbers up to millions  Assessment 4
» C.10: Review of subtraction for numbers up to millions
» C.11: Story problems for numbers up to millions  Assessment 1
» C.12: Story problems for numbers up to millions  Assessment 2
» C.13: Find the missing number in a subtraction equation for numbers up to millions
» C.15: Review of story problems and missing number in subtraction equations
» C.16: Inequalities in subtraction for numbers up to millions
» D.01: Mixed addition and subtraction for numbers with 6 or more digits  Assessment 1
» D.02: Mixed addition and subtraction for numbers with 6 or more digits  Assessment 2
» C.12: Addition of 4 digit number with 1 or 2 digit number with/without regrouping
» C.13: Addition of 4 digit number with 3 digit number with/without regrouping
» C.14.01: Addition of two 4 digit numbers without regrouping
» C.14.02: Addition up to 4 digits  Assessment 1
» C.14.03: Addition up to 4 digits  Assessment 2
» C.15: Review of addition for numbers up to 4 digits
» C.16.01: Addition of three or more numbers up to 4 digits  Assessment 1
» C.16.02: Addition of three or more numbers up to 4 digits  Assessment 2
» C.17: Addition of numbers with 4 or more digits  Assessment 1
» C.18: Addition of numbers with 4 or more digits  Assessment 2
» C.19: Addition of numbers with 4 or more digits  Assessment 3
» C.20: Addition of numbers with 4 or more digits  Assessment 4
» C.22: Addition equations for 4 digit numbers
» C.25.01: Story problems on addition of 3 or more numbers up to 4 digits  Assessment 1
» C.25.02: Story problems on addition of 3 or more numbers up to 4 digits  Assessment 2
» D.17.01: Subtraction of numbers with up to 4 digits
» D.17.02: Review on subtraction for 14 digits
» D.18: Subtraction of numbers with 4 or more digits  Assessment 1
» D.19: Subtraction of numbers with 4 or more digits  Assessment 2
» D.20: Subtraction of numbers with 4 or more digits  Assessment 3
» D.21.01: Subtraction of numbers with 4 or more digits  Assessment 4
» D.22: Story problem for 3 or 4 digit subtraction
» D.23: Story problems that mix subtraction for up to 6 digits
» D.24: Find the missing number in a subtraction equation up to 6 digits
» D.25: Subtract across zeroes
» D.26: Subtract up to 6 digit numbers across zeroes
» D.27: Review on 6 digit subtraction.
» E.01: Mixed review of addition and subtraction up to 4 digits  Assessment 1
» E.02: Mixed review of addition and subtraction up to 4 digits  Assessment 2
» E.03: Mixed review of addition and subtraction up to 4 digits  Assessment 3
» E.04.01: Mixed review of addition and subtraction up to 4 digits  Assessment 4
» E.04.02: Review on mixed addition and subtraction up to 4 digits
» E.05: Story problems for addition and subtraction of numbers up to 4 digits  Assessment 1
» E.06: Story problems for addition and subtraction of numbers up to 4 digits  Assessment 2
» E.09: Addition and subtraction equations for numbers up to 4 digit
» E.10: Review on mixed addition and subtraction in the same equation
» E.13: Mixed addition and subtraction for numbers with 4 or more digits  Assessment 1
» E.14: Mixed addition and subtraction for numbers with 4 or more digits  Assessment 2
» E.15: Review mixed addition and subtraction for numbers with 4 or more digits
» E.16: Addition and subtraction equations for numbers with 4 or more digits
» E.17: Story problems for addition and subtraction of numbers up to 6 digits
» E.21: Review addition and subtraction equations
» B.01: Adding two numbers up to billions  Assessment 1
» B.02: Adding two numbers up to billions  Assessment 2
» B.03.01: Adding 3 or 4 numbers up to billions  Assessment 1
» B.03.02: Adding 3 or 4 numbers up to billions  Assessment 2
» B.04: Review on addition of 2, 3 or 4 numbers up to billions
» B.05.01: Find the missing digits in addition of 2 numbers up to billions  Assessment 1
 CC.4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
 CC.4.NBT.6 Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
» H.09: Exploring division with remainders
» H.10: Find the quotient and remainder  Assessment 1
» H.11: Find the quotient and remainder  Assessment 2
» H.12: Find the quotient and remainder  Assessment 3
» H.13: Find the quotient and remainder Assessment 4
» H.14: Problems analyze word problem interpreting remainders
» H.03: Introduction to division with left overs  picture based small numbers
» H.04: Introduction to division with left overs  picture based large numbers
» H.46: Divide a 3 digit number with single digit number  Assessment 1
» H.47: Divide a 3 digit number with single digit number  Assessment 2
» H.48: Review of 3 digit division and division of numbers ending in zero
» H.51.01: Division with remainders with one digit quotient  Assessment 1
» H.51.02: Division with remainders with one digit quotient  Assessment 2
» H.52: Review on word problems and division with remainders
» H.53: Divide a 2 digit number with a single digit number
» H.54: Divide a 3 digit number with a single digit number  Assessment 1
» H.55: Divide a 3 digit number with a single digit number  Assessment 2
» H.56: Review division with remainders
» H.57: Word problems on division with remainders and a single digit quotient  Assessment 1
» H.58: Word problems on division with remainders and a single digit quotient  Assessment 2
» G.02: Test of Divisibility by 2
» G.03: Test of divisibility by 3
» G.04: Test of Divisibility by 4
» G.05: Test of Divisibility by 5
» G.06: Test of divisibility by 7
» G.07: Test of Divisibility by 8
» G.08: Test of divisibility by 9
» G.11: Review on test of divisibility by 2,3,4,5,7,8,9,10,11
Number and Operations—Fractions
Extend understanding of fraction equivalence and ordering.
 CC.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
 CC.4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
 CC.4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
 CC.4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

CC.4.NF.4a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
 CC.4.NF.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
 CC.4.NF.4c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand decimal notation for fractions, and compare decimal fractions.
 CC.4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
» K.01: Write equivalent fractions with denominator as 100
 CC.4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
» L.01: Relate Fractions and Decimals
» K.02: Writing fractions as percent
» K.03: What percentage is illustrated?
» K.06: Percentage as a fraction in lowest form  Assessment 1
» K.07: Percentage as a fraction in lowest form  Assessment 2
» K.08: Decimal expressed as a percent
» K.09: Percent expressed as a decimal
 CC.4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
Measurement and Data
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
 CC.4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ….
» N.03.01: Metric units of length  Assessment 1
» N.03.02: Metric units of length  Assessment 2
» N.05.01: Customary units of weight  Assessment 1
» N.05.02: Customary units of weight  Assessment 2
» N.07.01: Metric units of mass  Assessment 1
» N.07.02: Metric units of mass  Assessment 2
» N.08.01: Metric and customary units of capacity  Assessment 1
» N.08.02: Metric and customary units of capacity  Assessment 2
» N.03: Convert length in feet, inches or yards  Assessment 1
» N.04: Convert length in feet, inches or yards  Assessment 2
» N.07: Compare and convert units of weight
» N.09: Story Problems measuring units of weight
» N.11: Exploring capacity: Customary units
» N.12: Measuring Capacity: Metric units
» N.13: Word problems
» N.14: Converting units of capacity
» N.21: Converting metric units of weight
 CC.4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
» I.02: Round dollars
» I.03: Order money in ascending and descending
» I.04.01: Adding money  Assessment 1
» I.04.02: Adding money  Assessment 2
» I.05.01: Add Money  3 and 4 dollar amounts  Assessment 1
» I.05.02: Add Money  3 and 4 dollar amounts  Assessment 2
» I.08: Review on Compare, Round and Add Money
» I.09.01: Subtract Money  Assessment 1
» I.09.02: Subtract money  Assessment 2
» I.10: Word Problems
» I.13: Multiplying money
» I.14: Word problems on multiplication of money
» I.17: Exploring money  Division
» J.09: Add and subtract mixed metric units  Assessment 1
» J.10: Add and subtract mixed metric units  Assessment 2
» J.11: Multiplication and division mixed metric units  Assessment 1
» J.12: Multiplication and division mixed metric units  Assessment 2
» J.18: Pan balance problems  Assessment 1
» J.19: Pan balance problems  Assessment 2
» J.20: Pan balance problems  Assessment 3
» N.01: Convert time into seconds  Assessment 1
» N.02: Convert time into seconds  Assessment 2
» N.03: Convert time into minutes  Assessment 1
» N.04: Convert time into minutes  Assessment 2
» N.05: Convert time into hours and minutes  Assessment 1
» N.06: Convert time into hours and minutes  Assessment 2
» N.07: Review on hours, minutes and seconds
» N.08: Convert into 24hour clock time
» N.09: Convert into 12hour clock time
» N.10: Convert time into days
» N.11: Convert days into years, months, weeks and days
» N.12: Review on time conversion
» N.13: Addition and Subtraction of Time
» N.14: Find the time
» N.15: Find the duration of time
» N.16: Calculating duration using a calendar
» N.17: Word problems on mixed time unit  Assessment 1
» N.18: Word problems on mixed time unit  Assessment 2
» N.19: Time patterns
» N.21: Reading train and bus schedule  Assessment 1
» N.22: Reading train and bus schedule  Assessment 2
» N.23: Reading train and bus schedule  Assessment 3
» N.24: Reading train and bus schedule  Assessment 4
» N.25: Review on reading train and bus schedule
» O.01: Unitary method  Assessment 1
» O.02: Unitary method  Assessment 2
» O.03: Find profit/ cost price/ selling price  Assessment 1
» O.04: Find profit/ cost price/ selling price  Assessment 2
» O.05: Find loss/ cost price/ selling price  Assessment 1
» O.06: Find loss/ cost price/ selling price  Assessment 2
» O.07: Word problems on calculating profit / loss/ cost price/ selling price  Assessment 1
» O.08: Word problems on calculating profit / loss/ cost price/ selling price  Assessment 2
» O.09: Review on finding profit / loss/ cost price/ selling price
» O.16: Calculating Simple Interest (time in years)…
» O.17: Calculating Simple Interest (time in years)  Assessment 2
» O.18: Calculating Simple Interest (time in years, months and days)  Assessment 1
» O.19: Calculating Simple Interest (time in years, months and days)  Assessment 2
» O.20: Word Problems on Simple Interest
» O.21: Calculating amount
» O.22: Word Problems on calculating amount
» O.24: Invoice  Assessment 1
» O.25: Invoice  Assessment 2
» O.26: Invoice  Assessment 3
» O.27: Invoice  Assessment 4
» P.05: Calculate speed (metric units)
» P.06: Calculate speed (customary units)
» P.07: Calculate distance/time (metric units)
» P.08: Calculate Distance/Time (customary units)
» P.09: Word Problems on conversion of units of speed
» P.10: Word Problems to calculate speed/distance/time
» P.11: Comparison of speed
» P.12: Review on finding speed, distance and time  Assessment 1
» P.13: Review on finding speed, distance and time  Assessment 2
 CC.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
» N.11.01: Perimeter of regular figures
» N.11.02: Perimeter of irregular figures
» N.12: Find Perimeter
» N.13: Word problem on Perimeter
» N.15.01: Estimate and measure area  Assessment 1
» N.15.02: Estimate and measure area  Assessment 2
» N.16: Word problem on area
» N.17: Find the area
» N.18: Review on area
» Q.12: Perimeter of a Rectangle  Assessment 1
» Q.13: Perimeter of a Rectangle  Assessment 2
» Q.14: Word Problems on Perimeter of a Rectangle  Assessment 1
» Q.15: Word Problems on Perimeter of a Rectangle  Assessment 2
» Q.16: Area of Rectangle  Assessment 1
» Q.17: Area of Rectangle  Assessment 2
» Q.18: Word problems on Area of Rectangle  Assessment 1
» Q.19: Word problems on Area of Rectangle  Assessment 2
» Q.20: Review on Area and Perimeter of Rectangle
» Q.29: Mix of Area and Perimeter  Assessment 1
» Q.30: Mix of Area and Perimeter  Assessment 2
» Q.31: Mix of Area and Perimeter  Assessment 3
Represent and interpret data.
 CC.4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Geometric measurement: understand concepts of angle and measure angles.
 CC.4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:  a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “onedegree angle,” and can be used to measure angles.  b. An angle that turns through n onedegree angles is said to have an angle measure of n degrees.
 CC.4.MD.6 Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.
 CC.4.MD.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
 CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
» M.01: Point, Line, Line segment and Ray
» M.04: Identify the line relationship, point, rays, line, segment and symmetry
» O.01: Types of lines3
» O.02: Line Segments and Angles
 CC.4.G.2 Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
 CC.4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.
» M.03: Symmetry
» O.03: Exploring line of symmetry
» O.04: Slide, Flip and turn over
» O.05: Review of lines, angles and symmetry


