Curriculum Alignment

Alaska Standards for Math – Grade 4

Stem PSGLE District’s Specific Materials and Common District Strand

(Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

summative)

Numeration The student [4] N-1 reading, writing, Whole numbers Reads written numbers up

(N): Under-demonstrates ordering, or [counting L] Reading whole to 10,000

stand and use conceptual numbers

numeration understanding Writing whole Writes numbers up to • of whole numbers 10,000

numbers to Ordering whole

ten numbers Puts numbers in correct thousands Counting whole order from least to by numbers greatest

Demonstrates the ability

to complete a sequence to

10,000

The student [4] N-2 modeling (base ten Place value Demonstrates place value demonstrates blocks) or identifying place Regrouping with base ten blocks

conceptual value positions to ten

understanding thousands Identifies whole number • of whole place value through ten-

numbers to thousands

ten thousands

by Demonstrates ability to

regroup using base ten

blocks

The student [4] N-3 converting Expanded notation Translates a number from demonstrates between whole numbers Standard form expanded form to conceptual expressed in expanded standard form and vice understanding notation and standard versa (e.g., 300 + 40 + 8 is

• of whole form 348)

numbers to

ten thousands

by

Stem PSGLE District’s Specific Materials and Common District Strand

(Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

summative)

The student [4] N-4 identifying, Equal parts of a Identifies or illustrates demonstrates describing with whole, region, or a set how something can be conceptual explanations, or divided into equal parts

understanding illustrating equal parts of a (e.g., halves, thirds, • of fractions whole, a region, or a set quarters)

with (using models)

denominato

rs 2 through

12 by

The student [4] N-5 identifying, Equivalent fractions Identifies or illustrates that demonstrates describing with Mixed numbers fractions with the same conceptual explanations, or value can be written with understanding illustrating equivalent different numbers (e.g., • of fractions fractions or mixed ?=2/4)

with numbers

denominators Identifies or demonstrates

2 through 12 that quantities can be by written as mixed numbers,

which have whole number

and fractional parts

The student [4] N-6 [using models, Multiplication Identifies or demonstrates demonstrates explanations, number the process of multiplying conceptual lines, or real-life situations numbers in a variety of understanding L] describing or illustrating methods

of the processes of

mathematical multiplication

operations by

The student [4] N-7 [using models, Addition Identifies or demonstrates demonstrates explanations, number Multiplication that multiplication of conceptual lines, or real-life situations whole numbers is understanding L] describing or illustrating repeated addition (e.g., of the relationship between adding 5 + 5+ 5 is the same mathematical multiplication and addition as 3 x 5 and vice versa)

operations by

Stem PSGLE District’s Specific Materials and Common District Strand

(Performance Standard Grade Specific Content Skills that Support Resources Assessments Level Expectation) (formative and Standard

summative) The student [4] N-8 [using models, Multiplication Describes or demonstrates demonstrates explanations, number Division that division is the inverse conceptual lines, or real-life situations Fact families of multiplication and vice understanding L] describing or illustrating versa

of the relationship between

mathematical multiplication and division Identifies and recognizes operations by multiplication and division

fact families

The student [4] N-9 [using models, Numerators Demonstrates the process demonstrates explanations, number Denominators of adding or subtracting conceptual lines, or real-life situations Fractions the numerators of understanding L] describing or illustrating Like denominators fractions with like of the process of adding or denominators using mathematical subtracting fractions with illustrations, operations by like denominators (2 to 12) manipulatives, or models

The student [4] N-10 [describing or Identity property of Demonstrates that demonstrates illustrating identity multiplication multiplying a number by conceptual property of multiplication one does not change the understanding L] number (multiplicative of number identity property)

theory by

The student [4] N-11 [modeling (with Commutative Demonstrates that that demonstrates manipulatives) and property of the order of the numbers conceptual explaining commutative multiplication does not matter in

understanding property of multiplication multiplication of number L] (commutative property) theory by (e.g., 3 x 4 x 5 = 5 x 3 x 4)

Stem PSGLE District’s Specific Materials and Common District Strand

summative)

The student [4] N-12 identifying or Factors Identifies or calculates

demonstrates listing factors and Multiples factors of a number (two

conceptual multiples of a number numbers that can be

understanding multiplied to produce that

of number number) and multiples

theory by (numbers produced by

multiplying the number by

other numbers)

Identifies the difference

between factors and

multiples

Measurement The student [4] MEA-1 [estimating Measurement Identifies approximate (MEA): Select demonstrates length to the nearest half-Length length of objects using feet and use understanding inch or centimeter L] Estimation and/or inches or meters systems, of measurable Inch and/or centimeters

units, and attributes by Foot

tools of Meter

measurement Centimeter

The student [4] MEA-2 [estimating Estimation Identifies likely

demonstrates temperature (degree Unit of measurement temperature (e.g., guesses

understanding Celsius or Fahrenheit) or Temperature/degree that a warm sunny day is

of measurable weight (pounds or Weight/pound/kilogralikely to be 80 degrees

attributes by kilograms) to the nearest m Fahrenheit or 27 degrees

unit L] Celsius) or weight (e.g.,

guesses that a large fish

may weigh 10 pounds or

4.5 kilograms)

Stem PSGLE District’s Specific Materials and Common District Strand

summative) The student [4] MEA-3 identifying or English units of length Calculates equivalent units demonstrates using equivalent measures Metric units of length for length in the English understanding for length (inch, foot, yard: system (e.g., how many 3

of measurable 12 inches = 1 foot, 3 feet = inch snails add up to one attributes by 1 yard, 36 inches = 1 yard; foot)

centimeter, meter: 100

centimeters = 1 meter) Calculates equivalent units

for length in the metric

system (e.g., how many

meters in 2 kilometers)

The student [4] MEA-4 selecting an Appropriate unit of Identifies best metric unit demonstrates appropriate unit of metric metric measurement to estimate length, weight,

understanding measurement to estimate (length-meters, or temperature (e.g., use of measurable length, weight or weight-grams, centimeters for small attributes by temperature temperatures-degrees objects and kilometers for

Celsius) distances between towns)

Metric System

The student [4] MEA-5 measuring Ruler measurement Reads a ruler to measure demonstrates length to the nearest half-an object to the nearest ability to use inch or [centimeter L] half-inch or centimeter

measurement

techniques Identifies the nearest half-

using pictorial inch or centimeter

representation

s [or

manipulatives

L] in real-

world contexts

by

Stem PSGLE District’s Specific Materials and Common District Strand

summative) The student [4] MEA-6 telling time in 5 Analog clock Reads a clock with the demonstrates minute increments using minute hand at multiples ability to use analog clocks of 5 (e.g., 5, 10, 15, etc.)

measurement

techniques

using pictorial

representation

s [or

manipulatives

L] in real-

world contexts

by

The student [4] MEA-7 [counting back Change Calculates the change demonstrates change from $5.00 L] needed for a purchase ability to use under $5.00 if it is paid for measurement with $5.00

techniques

using pictorial

representation

s [or

manipulatives

L] in real-

world contexts

by

The student [4] MEA-8 determining Coins Identifies nickels, dimes, demonstrates possible combinations of Bills quarters, and bills and ability to use coins and bills to given their worth

measurement amounts

techniques Determines the value of using pictorial combinations of coins and representationbills

s [or

manipulatives Discriminates between L] in real-terms cents and coins

world contexts

by Discriminates between

bills and dollars

Stem PSGLE District’s Specific Materials and Common District Strand

summative)

The student [4] MEA-9 simulating Change Calculates the price of

demonstrates multiple purchases and different purchases and

ability to use calculating the amount of the change needed for the

measurement change from a given bill(s) purchases when paid with

techniques up to $50.00 (L) a variety of bills

using pictorial

representation

s [or

manipulatives

L] in real-

world contexts

by

Estimation The student [4] E&C-1 identifying or Rounding to Estimates using an and determines using [a variety of L] appropriate place appropriate strategy to Computation reasonable strategies (e.g., rounding value, multiplying by simplify the calculations (E&C): answers to to appropriate place value, powers of ten, using needed to solve a Perform basic real-life multiplying by powers of front-end estimation subtraction, addition, arithmetic situations, ten, using front-end for addition, multiplication, or division functions, paper/pencil estimation) to estimate subtraction, problem to produce an make computations, the results of whole multiplication, or answer close to the actual reasoned or calculator number addition or division estimation answer (e.g., rounds to the estimates, results by subtraction computations strategies nearest hundreds, using and select to 10,000, or simple compatible numbers for and use multiplication or division division)

appropriate

methods or The student [4] E&C-2 recalling basic Addition Answers basic addition, tools accurately multiplication facts, Subtraction subtraction, multiplication,

solves products to 100, and Multiplication and division problems

problems corresponding division Division quickly from memory

(including real-facts efficiently (L)

world

situations)

involving

Stem PSGLE District’s Specific Materials and Common District Strand

summative)

The student [4] E&C-3 adding or Addition Adds or subtracts three-

accurately subtracting three-digit Subtraction digit numbers with

solves whole numbers Regrouping regrouping

problems

(including real-

world

situations)

involving

The student [4] E&C-4 multiplying two-Multiplication Multiplies two-digit

accurately digit numbers by single- numbers by single-digit

solves digit numbers numbers

problems

(including real-

world

situations)

involving

The student [4] E&C-5 adding fractions Numerators Adds fractions with like

accurately with like denominators to Denominators denominators

solves 12 Fractions

problems Like denominators

(including real-

world

situations)

involving

Functions and The student [4] F&R-1 extending Patterns Identifies the operation Relation-ships demonstrates patterns that use addition, Sequences used to create a sequence (F&R): conceptual subtraction, multiplication, of numbers (e.g., add 2 to Represent, understanding or symbols, up to 10 a number to create the analyze, and of functions, terms, represented by next number in the use patterns, patterns, or models (function sequence) and performs relations, and sequences by machine), tables, the operation to continue functions sequences, or in problem the sequence, up to 10

situations terms

Determines the pattern

being modeled in a variety

Stem PSGLE District’s Specific Materials and Common District Strand

summative)

of forms (e.g., function

machine, tables,

sequences, or problem

scenarios)

The student [4] F&R-2 using rules to Generalization of Describes the operations demonstrates express the generalization patterns or sequence used to create a pattern or conceptual of a pattern using words, sequence using words, understanding lists, or tables (L) lists, or tables

of functions,

patterns, or

sequences by

The student [4] F&R-3 using Sequences Uses math manipulatives demonstrates manipulatives, including a and calculators to conceptual calculator, as tools when describe, continue, or understanding describing, extending, or represent a sequence of of functions, representing a number numbers

patterns, or sequence (L)

sequences by

The student [4] F&R-4 using an open Unknown Solves an addition, demonstrates number sentence Number sentences subtraction, or algebraic (addition, subtraction or Open number multiplication problem in thinking by multiplication) to solve for sentences which one unknown

an unknown represented number is represented by

by a box or circle a box or circle

(e.g., 9 • ?= 36, ?• 8=56, 3

• 6= ?)

Stem PSGLE District’s Specific Materials and Common District Strand

summative) Geometry The student [4] G-1 using the attributes Attributes and Identifies, classifies and (G): demonstrates and properties of angles to properties of figures compares triangles and Construct, an identify and compare Acute, right, obtuse regular polygons by their transform, understanding triangles (acute, right, or angles angles

and analyze of geometric obtuse) and regular Classifications of

geometric relationships polygons triangles

figures by Regular polygons

The student [4] G-2 using the attributes Attributes and Identifies real-world

demonstrates and properties of solid properties objects that model solid

an figures (edges, vertices, or Solid figures (3-figures

understanding the number or shape of dimensional shapes--

of geometric faces) to [model L], cubes, cylinders, Identifies, compares, or

relationships identify, compare, or rectangular prisms, describes edges, vertices,

by describe solid figures spheres) or faces of solid figures

(cubes, cylinders, Edges

rectangular prisms, or Vertices

spheres) (e.g., cans, dice, Faces

boxes, balls)

The student [4] G-3 identifying or Lines of symmetry Identifies symmetrical

demonstrates drawing all lines of Symmetrical figures figures

conceptual symmetry to identify

understanding figures that are Identifies or draws all the

of similarity, symmetrical lines that divide an object

congruence, into symmetrical halves

symmetry, or (the halves are mirror

transformatioimages of each other)

ns of shapes

by

The student [4] G-4 identifying shapes Congruent shapes Identifies shapes that are

demonstrates that are congruent the same size and shape

conceptual

understanding

of similarity,

congruence,

symmetry, or

transformatio

ns of shapes