## 4th Grade Grade Level Goals

Everyday Mathematics third-edition Grade Level Goals have been revised to align with the Common Core State Standards for Mathematics (CCSS-M), which were widely adopted in 2010. Both versions of the curriculum's goals are available below. For more information on standards, please see Meeting Standards with Everyday Mathematics.

### Common Core State Standards (CCSS) Edition Grade Level Goals

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers up to 1,000,000,000 and decimals through thousandths; identify places in such numbers and the values of the digits in those places; translate between whole numbers and decimals represented in words and in base-10 notation. |

Meanings and uses of fractions | Read, write, and model fractions; solve problems involving fractional parts of a region or a collection; describe and explain strategies used; given a fractional part of a region or a collection, identify the unit whole. | |

Number theory | Find multiples of whole numbers less than 10; identify prime and composite numbers; find whole-number factors of numbers. | |

Understand Equivalent Names for Numbers | Equivalent names for whole numbers | Use numerical expressions involving one or more of the basic four arithmetic operations and grouping symbols to give equivalent names for whole numbers. |

Equivalent names for fractions, decimals, and percents | Use numerical expressions to find and represent equivalent names for fractions and decimals; use and explain a multiplication rule to find equivalent fractions; rename fourths, fifths, tenths, and hundredths as decimals and percents. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000,000,000 and decimals through thousandths; compare and order integers between -100 and 0; use area models, benchmark fractions, and analyses of numerators and denominators to compare and order fractions. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Compute Accurately | Addition and subtraction facts | Demonstrate automaticity with addition and subtraction fact extensions. |

Addition and subtraction procedures | Use manipulatives, mental arithmetic, paper-and pencil algorithms and models, and calculators to solve problems involving the addition and subtraction of whole numbers and decimals through hundredths; describe the strategies used and explain how they work. | |

Multiplication and division facts | Demonstrate automaticity with multiplication facts through 10*10 and proficiency with related division facts; use basic facts to compute fact extensions such as 30*60. | |

Multiplication and division procedures | Use manipulatives, mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the multiplication of multidigit whole numbers by 2-digit whole numbers and the division of multidigit whole numbers by 1-digit whole numbers; describe the strategies used and explain how they work. | |

Procedures for addition and subtraction of fractions | Use manipulatives, mental arithmetic, and calculators to solve problems involving the addition and subtraction of fractions and mixed numbers; describe the strategies used. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number and decimal addition and subtraction problems and whole number multiplication and division problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Use repeated addition, skip counting, arrays, area, and scaling to model multiplication and division. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create charts, tables, graphs, and line plots. |

Analyze and Interpret Data | Data analysis | Use the maximum, minimum, range, median, mode, and graphs to ask and answer questions, draw conclusions, and make predictions. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, very likely, likely, unlikely, very unlikely, impossible and other basic probability terms; use more likely, equally likely, same chance, 50-50, less likely, and other basic probability terms to compare events; explain the choice of language. |

Quantitative probability | Predict the outcomes of experiments and test the predictions using manipulatives; summarize the results and use them to predict future events; express the probability of an event as a fraction. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length to the nearest 1/4 inch and 1/2 centimeter; use tools to measure and draw angles; estimate the size of angles without tools. |

Area, perimeter, volume, and capacity | Describe and use strategies to measure the perimeter and area of polygons, to estimate the area of irregular shapes, and to find the volume of rectangular prisms. | |

Units and systems of measurement | Describe relationships among U.S. customary units of measure and among metric units of measure. | |

Use and Understand Reference Frames | Coordinate systems | Use ordered pairs of numbers to name, locate, and plot points in the first quadrant of a coordinate grid. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify, draw, and describe points, intersecting and parallel line segments and lines, rays, and right, acute, and obtuse angles. |

Plane and solid figures | Describe, compare, and classify plane and solid figures, including polygons, circles, spheres, cylinders, rectangular prisms, cones, cubes, and pyramids, using appropriate geometric terms including vertex, base, face, edge, and congruent. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify, describe, and sketch examples of reflections; identify and describe examples of translations and rotations. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; use words and symbols to describe and write rules for functions that involve the four basic arithmetic operations and use those rules to solve problems. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Use conventional notation to write expressions and number sentences using the four basic arithmetic operations; determine whether number sentences are true or false; solve open sentences and explain the solutions; write expressions and number sentences to model number stories. |

Order of operations | Evaluate numeric expressions containing grouping symbols; insert grouping symbols to make number sentences true. | |

Properties of the arithmetic operations | Describe and apply the Distributive Property of Multiplication over Addition. |

### 3rd Edition Grade Level Goals

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers up to 1,000,000 and decimals through thousandths; identify places in such numbers and the values of the digits in those places between whole numbers and decimals represented in words and in base-10 notation. |

Meanings and uses of fractions | Read, write, and model fractions; solve problems involving fractional parts of a region or a collection; describe and explain strategies used; given a fractional part of a region or a collection, identify the unit whole. | |

Number theory | Find multiples of whole numbers less than 10; find whole-number factors of numbers. | |

Understand Equivalent Names and Numbers | Equivalent names for whole numbers | Use numerical expressions involving one or more of the basic four arithmetic operations and grouping symbols to give equivalent names for whole numbers. |

Equivalent names for fractions, decimals, and percents | Use numerical expressions to find and represent equivalent names for fractions and decimals; use and explain a multiplication rule to find equivalent fractions; rename fourths, fifths, tenths, and hundredths as decimals and percents. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 1,000,000 and decimals through thousandths; compare and order integers between -100 and 0; use area models, benchmark fractions, and analyses of numerators and denominators to compare and order fractions. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Computes Accurately | Addition and subtraction facts | Demonstrate automaticity with basic addition and subtraction facts and fact extensions. |

Addition and subtraction procedures | Use manipulatives mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of whole numbers and decimals through hundredths; describe the strategies used and explain how they work. | |

Multiplication and division facts | Demonstrate automaticity with multiplication facts through 10*10 and proficiency with related division facts; use basic facts to computer fact extensions such as 30*60. | |

Multiplication and division procedures | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the multiplication of multidigit whole numbers by 2-digit whole numbers and the division of multidigit whole numbers by 1-digit whole numbers; describe the strategies used and explain how they work. | |

Procedures for addition and subtraction of fractions | Use manipulatives, mental arithmetic, and calculators to solve problems involving the addition and subtraction of fractions with like and unlike denominators; describe the strategies used. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number and decimal addition and subtraction problems and whole number multiplication and division problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Use repeated addition, skip counting, arrays, area, and scaling to model multiplication and division. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create charts, tables, bar graphs, line plots, and line graphs. |

Analyze and Interpret Data | Data analysis | Use the maximum, minimum, range, median, mode, and graphs to ask and answer questions, draw conclusions, and make predictions. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, very likely, likely, unlikely, very unlikely, impossible and other basic probability terms; use more likely, equally likely, same chance, 50-50, less likely, and other basic probability terms to compare events; explain the choice of language. |

Quantitative probability | Predict the outcomes of experiments and test the predictions using manipulatives; summarize the results and use them to predict future events; express the probability of an event as a fraction. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length to the nearest 1/4 inch and 1/2 centimeter; estimate the size of angles without tools. |

Area, perimeter, volume, and capacity | Describe and use strategies to measure the perimeter and area of polygons, to estimate the area of irregular shapes, and to find the volume of rectangular prisms. | |

Units and systems of measurement | Describe relationships among U.S. customary units of length and among metric units of length | |

Use and Understand Reference Frames | Coordinate systems | Use ordered pairs of numbers to name, locate, and plot points, in the first quadrant of a coordinate grid. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify, draw, and describe points, intersecting and parallel line segments and lines, rays, and right, acute, and obtuse angles. |

Plane and solid figures | Describe, compare, and classify plane and solid figures, including polygons, circles, spheres, cylinders, rectangular prisms, cones, cubes, and pyramids, using appropriate geometric terms including vertex, base, face, edge, and congruent. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify, describe and sketch examples of reflections; identify and describe examples of translations and rotations. |

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; use words and symbols to describe and write rules for functions that involve the four basic arithmetic operations and use those rules to solve problems. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Use conventional notation to write expressions and number sentences using the four basic arithmetic operations; determine whether number sentences are true or false, solve open sentences and explain the solutions; write expressions and number sentences to model number stories. |

Order of operations | Evaluate numeric expressions containing grouping symbols; insert grouping symbols to make number sentences true. | |

Properties of the arithmetic operations | Apply the Distributive Property of Multiplication over Addition to the partial-products multiplication algorithm. |