
4Grade 4 Standards
Top Mathematicians

Number

4.N.1.1
number concepts to 10 000
• counting:
 multiples
 flexible counting strategies
 whole number benchmarks
• Numbers to 10 000 can be arranged and recognized:
 comparing and ordering numbers
 estimating large quantities
• place value:
 1000s, 100s, 10s, and 1s
 understanding the relationship between digit places and their value, to 10 000 
4.N.1.2
decimals to hundredths
• Fractions and decimals are numbers that represent an amount or quantity.
• Fractions and decimals can represent parts of a region, set, or linear model.
• Fractional parts and decimals are equal shares or equalsized portions of a whole or unit.
• understanding the relationship between fractions and decimals 
4.N.1.3
ordering and comparing fractions
• comparing and ordering of fractions with common denominators
• estimating fractions with benchmarks (e.g., zero, half, whole)
• using concrete and visual models
• equal partitioning 

4.N.1.1

Computational Fluency

4.CF.2.1
addition and subtraction to 10 000
• using flexible computation strategies, involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regrouping
• estimating sums and differences to 10 000
• using addition and subtraction in reallife contexts and problembased situations
• wholeclass number talks 

4.915

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4.CF.2.2
multiplication and division of two or threedigit numbers by onedigit numbers
• understanding the relationships between multiplication and division, multiplication and addition, division and subtraction
• using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition and repeated subtraction)
• using multiplication and division in reallife contexts and problembased situations
• wholeclass number talks 

4.145

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4.5120


4.CF.2.3
addition and subtraction of decimals to hundredths
• estimating decimal sums and differences
• using visual models, such as base 10 blocks, placevalue mats, grid paper, and number lines
• using addition and subtraction in reallife contexts and problembased situations
• wholeclass number talks 
4.CF.2.4
addition and subtraction facts to 20 (developing computational fluency)
• Provide opportunities for authentic practice, building on previous gradelevel addition and subtraction facts.
• flexible use of mental math strategies 

4.CF.2.5
multiplication and division facts to 100 (introductory computational strategies)
• Provide opportunities for concrete and pictorial representations of multiplication.
• building computational fluency
• Use games to provide opportunities for authentic practice of multiplication computations.
• looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computation
• Connect multiplication to skipcounting.
• Connecting multiplication to division and repeated addition.
• Memorization of facts is not intended for this level.
• Students will become more fluent with these facts.
• using mental math strategies, such as doubling or halving
• Students should be able to recall the following multiplication facts by the end of Grade 4 (2s, 5s, 10s).

4.CF.2.1

Patterning

4.P.3.1
increasing and decreasing patterns, using tables and charts
• Change in patterns can be represented in charts, graphs, and tables.
• using words and numbers to describe increasing and decreasing patterns
• fish stocks in lakes, life expectancies 

4.415

4.515

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4.P.3.2
algebraic relationships among quantities
• representing and explaining onestep equations with an unknown number
• describing pattern rules, using words and numbers from concrete and pictorial representations
• planning a camping or hiking trip; planning for quantities and materials needed per individual and group over time 

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4.P.3.3
onestep equations with an unknown number, using all operations
• onestep equations for all operations involving an unknown number (e.g., ___ + 4 = 15, 15 – □ = 11)
• start unknown (e.g., n + 15 = 20; 20 – 15 = □)
• change unknown (e.g., 12 + n = 20)
• result unknown (e.g., 6 + 13 = __)

4.P.3.1

Geometry & Measurement

4.GM.4.1
how to tell time with analog and digital clocks, using 12 and 24hour clocks
• understanding how to tell time with analog and digital clocks, using 12 and 24hour clocks
• understanding the concept of a.m. and p.m.
• understanding the number of minutes in an hour
• understanding the concepts of using a circle and of using fractions in telling time (e.g., half past, quarter to)
• telling time in fiveminute intervals
• telling time to the nearest minute
• First Peoples use of numbers in time and seasons, represented by seasonal cycles and moon cycles (e.g., how position of sun, moon, and stars is used to determine times for traditional activities, navigation) 

4.GM.4.2
regular and irregular polygons
• describing and sorting regular and irregular polygons based on multiple attributes
• investigating polygons (polygons are closed shapes with similar attributes)
• Yup’ik border patterns 
4.GM.4.3
perimeter of regular and irregular shapes
• using geoboards and grids to create, represent, measure, and calculate perimeter 

4.GM.4.4
line symmetry
• using concrete materials such as pattern blocks to create designs that have a mirror image within them
• First Peoples art, borders, birchbark biting, canoe building
• Visit a structure designed by First Peoples in the local community and have the students examine the symmetry, balance, and patterns within the structure, then replicate simple models of the architecture focusing on the patterns they noted in the original. 

4.335


4.GM.4.1

Data & Probability

4.D.5.1
onetoone correspondence and manytoone correspondence, using bar graphs and pictographs
• manytoone correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies) 

4.2820

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4.D.5.2
probability experiments
• predicting single outcomes (e.g., when you spin using one spinner and it lands on a single colour)
• using spinners, rolling dice, pulling objects out of a bag
• recording results using tallies
• Dene/Kaska hand games, Lahal stick games 

4.D.5.1

Financial Literacy

4.FL.6.1
financial literacy — monetary calculations, including making change with amounts to 100 dollars and making simple financial decisions
• making monetary calculations, including decimal notation in reallife contexts and problembased situations
• applying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make change
• making simple financial decisions involving earning, spending, saving, and giving
• equitable trade rules 

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4.FL.6.1