← All Standards

Grade 4

• Geometry

  • 4.G.A.1
  • 4.G.A.2
  • 4.G.A.3

• Measurement & Data

  • 4.MD.A.1
  • 4.MD.A.2
  • 4.MD.A.3
  • 4.MD.B.4
  • 4.MD.C.5
  • 4.MD.C.5.a
  • 4.MD.C.5.b
  • 4.MD.C.6
  • 4.MD.C.7

• Number & Operations: Base Ten

  • 4.NBT.A.1
  • 4.NBT.A.2
  • 4.NBT.A.3
  • 4.NBT.B.4
  • 4.NBT.B.5
  • 4.NBT.B.6

• Number & Operations: Fractions

  • 4.NF.A.1
  • 4.NF.A.2
  • 4.NF.A.2.a
  • 4.NF.A.2.b
  • 4.NF.B.3
  • 4.NF.B.3.a
  • 4.NF.B.3.b
  • 4.NF.B.3.c
  • 4.NF.B.3.d
  • 4.NF.B.4
  • 4.NF.B.4.a
  • 4.NF.B.4.b
  • 4.NF.B.4.c
  • 4.NF.C.5
  • 4.NF.C.6
  • 4.NF.C.7

• Operations & Algebraic Thinking

  • 4.OA.A.1
  • 4.OA.A.2
  • 4.OA.A.3
  • 4.OA.B.4
  • 4.OA.C.5
  • 4.OA.C.6

Arizona Math Standard: 4.NBT.A.1

Apply concepts of place value, multiplication, and division to understand that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Gr 3-5

How Many Will There Be? Earthworm

Give kids a taste of a sequence, let them build an understanding, and then see how far their predictions can take them.

Gr 3-5

How Many Will There Be? Desks

Give kids a taste of a sequence, let them build an understanding, and then see how far their predictions can take them.

Gr 2-5

Subtraction: 3 Digits Minus 2 Digits (Multiple Solutions)

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit subtraction.

Gr 1-4

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?

Gr 1, 2, 3, 4, 5, 8

Undoing Multiplication With Division

Multiplication and division, natural foes, are constantly seeking to undo each other. Students will attempt to reverse the effects of multiplication by dividing once, twice, or even thrice!

Gr 3-7

Exponents – How Low Can They Go?

Using exponent patterns, can students predict what the 0th power will be?

Gr 3, 4, 5, 6, 8

Rounding Numbers (But Not To 10)

What could we possibly do to make rounding more interesting for students who already get it? In this series, students consider how they might round to values other than “the nearest 10.” How, for example, do we round to the nearest 9? 7? 15?

Gr 3, 4, 7

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?

Gr 1-6