• 4
    Grade 4 Standards
Top Mathematicians
  • Patterns and Relations
  • Shape and Space
    • 4.SS.1
      Read and record time using digital and analog clocks, including 24-hour clocks.
      • Achievement Indicators
      - State the number of hours in a day.
      - Express the time orally and numerically from a 12-hour analog clock.
      - Express the time orally and numerically from a 24-hour analog clock.
      - Express the time orally and numerically from a 12-hour digital clock.
      - Describe time orally and numerically from a 24-hour digital clock.
      - Describe time orally as “minutes to” or “minutes after” the hour.
      - Explain the meaning of AM and PM, and provide an example of an activity that occurs during the AM and another that occurs during the PM.
    • 4.SS.2
      Read and record calendar dates in a variety of formats.
      • Achievement Indicators
      - Write dates in a variety of formats, e.g., yyyy/mm/dd, dd/mm/yyyy, March 21, 2006, dd/mm/yy.
      - Relate dates written in the format yyyy/mm/dd to dates on a calendar.
      - Identify possible interpretations of a given date, e.g., 06/03/04.
    • 4.SS.3
      Demonstrate an understanding of area of regular and irregular 2-D shapes by:
      • recognizing that area is measured in square units
      • selecting and justifying referents for the units cm2 or m2
      • estimating area by using referents for cm2 or m2
      • determining and recording area (cm2 or m2)
      • constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area.

      • Achievement Indicators
      - Describe area as the measure of surface recorded in square units.
      - Identify and explain why the square is the most efficient unit for measuring area.
      - Provide a referent for a square centimetre and explain the choice.
      - Provide a referent for a square metre and explain the choice.
      - Determine which standard square unit is represented by a given referent.
      - Estimate the area of a given 2-D shape using personal referents.
      - Determine the area of a regular 2-D shape and explain the strategy.
      - Determine the area of an irregular 2-D shape and explain the strategy.
      - Construct a rectangle for a given area.
      - Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles for the same given area.
    • 4.SS.4
      Describe and construct rectangular and triangular prisms.
      • Achievement Indicators
      - Identify and name common attributes of rectangular prisms from given sets of rectangular prisms.
      - Identify and name common attributes of triangular prisms from given sets of triangular prisms.
      - Sort a given set of rectangular and triangular prisms using the shape of the base.
      - Construct and describe a model of rectangular and triangular prisms using materials, such as pattern blocks or modelling clay.
      - Construct rectangular prisms from their nets.
      - Construct triangular prisms from their nets.
      - Identify examples of rectangular and triangular prisms found in the environment.
    • 4.SS.5
      Demonstrate an understanding of line symmetry by:
      • identifying symmetrical 2-D shapes
      • creating symmetrical 2-D shapes
      • drawing one or more lines of symmetry in a 2-D shape.

      • Achievement Indicators
      - Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.
      - Sort a given set of 2-D shapes as symmetrical and non-symmetrical.
      - Complete a symmetrical 2-D shape given half the shape and its line of symmetry.
      - Identify lines of symmetry of a given set of 2-D shapes and explain why each shape is symmetrical.
      - Determine whether or not a given 2-D shape is symmetrical by using a Mira or by folding and superimposing.
      - Create a symmetrical shape with and without manipulatives.
      - Provide examples of symmetrical shapes found in the environment and identify the line(s) of symmetry.
      - Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry or more than one line of symmetry.
  • Number
  • Statistics & Probability
    • 4.SP.1
      Demonstrate an understanding of many-to-one correspondence.
      • Achievement Indicators
      - Compare graphs in which different intervals or correspondences are used and explain why the interval or correspondence was used.
      - Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different.
      - Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.
      - Find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines and the Internet, and describe the correspondence used.
    • 4.SP.2
      Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.
      • Achievement Indicators
      - Identify an interval and correspondence for displaying a given set of data in a graph and justify the choice.
      - Create and label (with categories, title and legend) a pictograph to display a given set of data using many-to-one correspondence, and justify the choice of correspondence used.
      - Create and label (with axes and title) a bar graph to display a given set of data using many-toone correspondence, and justify the choice of interval used.
      - Answer a given question using a given graph in which data is displayed using many-to-one correspondence.