← All Standards

Grade 4

• Data Analysis

  • 4.DA.A

• Geometry

  • 4.G.A.27
  • 4.G.A.28
  • 4.G.A.29

• Measurement

  • 4.M.A.21
  • 4.M.A.22
  • 4.M.A.23
  • 4.M.B.24
  • 4.M.B.25
  • 4.M.B.26

• Number & Operations: Base Ten

  • 4.NBT.A.6
  • 4.NBT.A.7
  • 4.NBT.A.8
  • 4.NBT.B.10
  • 4.NBT.B.11
  • 4.NBT.B.11.a
  • 4.NBT.B.12

• Number & Operations: Fractions

  • 4.NF.A.13
  • 4.NF.A.14
  • 4.NF.B.15
  • 4.NF.B.15.a
  • 4.NF.B.15.b
  • 4.NF.B.15.c
  • 4.NF.B.16.a
  • 4.NF.B.16.b
  • 4.NF.C.17
  • 4.NF.C.17.a
  • 4.NF.C.18
  • 4.NF.C.19

• Operations & Algebraic Thinking

  • 4.OA.A
  • 4.OA.A.1
  • 4.OA.A.2
  • 4.OA.A.3
  • 4.OA.A.3.a
  • 4.OA.A.3.b
  • 4.OA.B.4
  • 4.OA.B.4.b
  • 4.OA.C.5

Alabama Math Standard: 4.NBT.A.6

Using models and quantitative reasoning, explain that in a multi-digit whole number, a digit in any place represents ten times what it represents in the place to its right.

What If There Were No Hundreds Place?

Imagine a world with no hundreds place. We’d have to call it ten tens instead. But then, what would we call the thousands place? How would we read 9999? What if we added one more?

Place Value (Beyond Base 10)

Place value is something we cover in elementary school. It seems simple, but I’d wager that very few adults really understand the topic. I sure didn’t until I worked with non-base-10 number systems in college. Your students can get a taste of this mind-boggling experience by imagining what it would be like if we didn’t have the number 9. What would each digit represent then?