Course Number: 5012060 
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Mathematics > SubSubject: General Mathematics > 
Abbreviated Title: MATH GRADE FOUR  
Course Attributes:


Course Type: Core Academic Course  
Course Status: Course Approved  
GENERAL NOTES
MAFS.4
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multidigit multiplication, and developing understanding of dividing to find quotients involving multidigit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
(1) Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equalsized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalization methods to compute products of multidigit whole numbers. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems. Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use efficient, accurate, and generalization procedures to find quotients involving multidigit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.
(2) Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.
(3) Students describe, analyze, compare, and classify twodimensional shapes. Through building, drawing, and analyzing twodimensional shapes, students deepen their understanding of properties of twodimensional objects and the use of them to solve problems involving symmetry.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Mathematics. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:
http://www.cpalms.org/uploads/docs/standards/eld/MA.pdf
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.
Florida Standards Implementation Guide Focus Section:
The Mathematics Florida Standards Implementation Guide was created to support the teaching and learning of the Mathematics Florida Standards. The guide is compartmentalized into three components: focus, coherence, and rigor.Focus means narrowing the scope of content in each grade or course, so students achieve higher levels of understanding and experience math concepts more deeply. The Mathematics standards allow for the teaching and learning of mathematical concepts focused around major clusters at each grade level, enhanced by supporting and additional clusters. The major, supporting and additional clusters are identified, in relation to each grade or course. The cluster designations for this course are below.
Major Clusters
MAFS.4.OA.1 Use the four operations with whole numbers to solve problems.
MAFS.4.NBT.1 Generalize place value understanding for multidigit whole numbers.
MAFS.4.NBT.2 Use place value understanding and properties of operations to perform multidigit arithmetic.
MAFS.4.NF.1 Extend understanding of fraction equivalence and ordering.
MAFS.4.NF.2 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
MAFS.4.NF.3 Understand decimal notation for fractions, and compare decimal fractions.
Supporting Clusters
MAFS.4.OA.2 Gain familiarity with factors and multiples.
MAFS.4.MD.1 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
MAFS.4.MD.2 Represent and interpret data.
Additional Clusters
MAFS.4.OA.3 Generate and analyze patterns.
MAFS.4.MD.3 Geometric measurement: understand concepts of angle and measure angles.
MAFS.4.G.1 Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Note: Clusters should not be sorted from major to supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting and additional clusters.
Course Standards
Name  Description 
MAFS.4.G.1.1:  Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. 
MAFS.4.G.1.2:  Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 
MAFS.4.G.1.3:  Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. 
MAFS.4.MD.1.1:  Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 
MAFS.4.MD.1.2:  Use the four operations to solve word problems^{1} involving distances, intervals of time, and money, including problems involving simple fractions or decimals^{2}. Represent fractional quantities of distance and intervals of time using linear models. (^{1}See glossary Table 1 and Table 2) (^{2}Computational fluency with fractions and decimals is not the goal for students at this grade level.) 
MAFS.4.MD.1.3:  Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. 
MAFS.4.MD.2.4:  Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. 
MAFS.4.MD.3.5:  Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

MAFS.4.MD.3.6:  Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure. 
MAFS.4.MD.3.7:  Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. 
MAFS.4.NBT.1.1:  Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 
MAFS.4.NBT.1.2:  Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 
MAFS.4.NBT.1.3:  Use place value understanding to round multidigit whole numbers to any place. 
MAFS.4.NBT.2.4:  Fluently add and subtract multidigit whole numbers using the
standard algorithm. Remarks/Examples: Fluency Expectations or Examples of Culminating Standards Students’ work with decimals (4.NF.3.5–3.7) depends to some extent on concepts of fraction 
MAFS.4.NBT.2.5:  Multiply a whole number of up to four digits by a onedigit whole
number, and multiply two twodigit numbers, using strategies based
on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area
models. Remarks/Examples: Examples of Opportunities for InDepth Focus When students work toward meeting this standard, they combine prior understanding of multiplication with deepening understanding of the baseten system of units to express the product of two multidigit numbers as another multidigit number. This work will continue in grade 5 and culminate in fluency with the standard algorithms in grade 6. 
MAFS.4.NBT.2.6:  Find wholenumber quotients and remainders with up to fourdigit
dividends and onedigit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models. Remarks/Examples: Examples of Opportunities for InDepth Focus When students work toward meeting this standard, they combine prior understanding of multiplication and division with deepening understanding of the baseten system of units to find wholenumber quotients and remainders with up to fourdigit dividends and one digit divisors. This work will develop further in grade 5 and culminate in fluency with the standard algorithms in grade 6. 
MAFS.4.NF.1.1:  Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
by using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are
the same size. Use this principle to recognize and generate equivalent
fractions. Remarks/Examples: Examples of Opportunities for InDepth Focus Extending fraction equivalence to the general case is necessary to extend arithmetic from whole numbers to fractions and decimals. 
MAFS.4.NF.1.2:  Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 
MAFS.4.NF.2.3:  Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
Remarks/Examples: Examples of Opportunities for InDepth Focus This standard represents an important step in the multigrade progression for addition and subtraction of fractions. Students extend their prior understanding of addition and subtraction to add and subtract fractions with like denominators by thinking of adding or subtracting so many unit fractions. 
MAFS.4.NF.2.4:  Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Remarks/Examples: Examples of Opportunities for InDepth Focus This standard represents an important step in the multigrade progression for multiplication and division of fractions. Students extend their developing understanding of multiplication to multiply a fraction by a whole number. 
MAFS.4.NF.3.5:  Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100. For example, express 3/10 as
30/100, and add 3/10 + 4/100 = 34/100.

MAFS.4.NF.3.6:  Use decimal notation for fractions with denominators 10 or 100. For
example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate
0.62 on a number line diagram.

MAFS.4.NF.3.7:  Compare two decimals to hundredths by reasoning about their size.
Recognize that comparisons are valid only when the two decimals
refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual
model.

MAFS.4.OA.1.1:  Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 
MAFS.4.OA.1.2:  Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 
MAFS.4.OA.1.3:  Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 
MAFS.4.OA.1.a:  Determine whether an equation is true or false by using comparative relational thinking. For example, without adding 60 and 24, determine whether the equation 60 + 24 = 57 + 27 is true or false. 
MAFS.4.OA.1.b:  Determine the unknown whole number in an equation relating four whole numbers using comparative relational thinking. For example, solve 76 + 9 = n + 5 for n by arguing that nine is four more than five, so the unknown number must be four greater than 76. 
MAFS.4.OA.2.4:  Investigate factors and multiples.

MAFS.4.OA.3.5:  Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 
MAFS.K12.MP.1.1:  Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 
MAFS.K12.MP.2.1:  Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 
MAFS.K12.MP.3.1:  Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 
MAFS.K12.MP.4.1:  Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 
MAFS.K12.MP.5.1:  Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 
MAFS.K12.MP.6.1:  Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 
MAFS.K12.MP.7.1:  Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 
MAFS.K12.MP.8.1:  Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 
LAFS.4.SL.1.1:  Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

LAFS.4.SL.1.2:  Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 
LAFS.4.SL.1.3:  Identify the reasons and evidence a speaker provides to support particular points. 
LAFS.4.W.1.2:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELD.K12.ELL.MA.1:  English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 
ELD.K12.ELL.SI.1:  English language learners communicate for social and instructional purposes within the school setting. 
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