New Jersey Standards
New Jersey 4th Grade Math Standards
All 32 New Jersey math standards for 4th grade, each explained in plain English. The official wording is one click away under each one.
32 standards
Operations and Algebraic Thinking
5 standardsUse the four operations with whole numbers to solve problems
4.OA.A.1
Read a multiplication equation as a comparison, like 35 is 5 times as many as 7.
Official wording
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.
4.OA.A.2
Solve word problems that compare amounts with multiplication or division.
Official wording
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.
4.OA.A.3
Solve multi-step whole-number word problems with all four operations, make sense of remainders, write equations with a letter for the unknown, and estimate to check.
Official wording
Solve multi-step word problems posed with whole numbers and having whole-number 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.
Gain familiarity with factors and multiples
4.OA.B.4
Find the factor pairs of numbers 1 to 100 and tell prime numbers from composite ones.
Official wording
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns
4.OA.C.5
Make and extend number and shape patterns that follow a rule.
Official wording
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.
Number and Operations in Base Ten
6 standardsGeneralize place value understanding for multi-digit whole numbers
4.NBT.A.1
Know that a digit is worth ten times as much as the same digit one place to its right.
Official wording
Recognize that in a multi-digit 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.
4.NBT.A.2
Read, write and compare multi-digit numbers in numerals, words and expanded form.
Official wording
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.A.3
Round multi-digit whole numbers to any place.
Official wording
Use place value understanding to round multi-digit whole numbers to any place.
Use place value understanding and properties of operations to perform multi-digit arithmetic
4.NBT.B.4
Add and subtract multi-digit whole numbers quickly and correctly with the standard written method, like 4,035 - 1,768.
Official wording
With accuracy and efficiency, add and subtract multi-digit whole numbers using the standard algorithm.
4.NBT.B.5
Multiply up to four digits by one digit, and two two-digit numbers, with place-value strategies.
Official wording
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit 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.
4.NBT.B.6
Divide numbers up to four digits by one-digit numbers, with remainders, using place value strategies, and show the work with equations, arrays or area models.
Official wording
Find whole-number quotients and remainders with up to four-digit dividends and one-digit 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 model.
Number and Operations - Fractions
7 standardsExtend understanding of fractions equivalence and ordering
4.NF.A.1
Explain why two fractions are equivalent, using models.
Official wording
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.
4.NF.A.2
Compare fractions with different numerators and denominators.
Official wording
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.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
4.NF.B.3
Add and subtract fractions and mixed numbers with like denominators.
Official wording
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.aUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.bDecompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.cAdd and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.dSolve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.NF.B.4
Multiply a fraction by a whole number.
Official wording
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.aUnderstand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × 1/4, recording the conclusion by the equation 5/4 = 5 × (1/4).bUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × 1/5, recognizing this product as 6/5. In general, n × (a/b) = (n × a)/b.cSolve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand decimal notation for fractions and compare decimal fractions
4.NF.C.5
Rewrite tenths as hundredths, like 7/10 as 70/100, to add tenths and hundredths, such as 7/10 + 5/100 = 75/100.
Official wording
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. (Clarification: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.)
4.NF.C.6
Write fractions with a denominator of 10 or 100 as decimals.
Official wording
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.
4.NF.C.7
Compare two decimals to hundredths.
Official wording
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.
Measurement
6 standardsSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
4.M.A.1
Know the relative size of units within one system, convert larger units to smaller ones, like 3 ft to 36 in, and list the pairs in a two-column table.
Official wording
Know relative sizes of measurement units within one system of units including km, m, cm. mm; 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 two-column 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), ...
4.M.A.2
Solve word problems about distance, time, liquid volume, mass and money.
Official wording
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
4.M.A.3
Use the area and perimeter formulas for rectangles.
Official wording
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.
Geometric measurement: understand concepts of angle and measure angles
4.M.B.4
Understand angles and how they are measured in degrees.
Official wording
Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:aAn angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360th of a circle is called a “one-degree angle,” and can be used to measure angles.bAn angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.M.B.5
Measure and draw angles with a protractor.
Official wording
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.M.B.6
Add and subtract angle measures to find an unknown angle.
Official wording
Recognize angle measure as additive. When an angle is decomposed into non-overlapping 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.
Data Literacy
5 standardsOrganize data and understand data visualizations
4.DL.A.1
Write questions that data could answer, brainstorm ideas about them, and then improve the questions so they are clear and answerable.
Official wording
Create data-based questions, generate ideas based on the questions, and then refine the questions.
4.DL.A.2
Plan ways to gather different kinds of data, like surveys or measurements, and organize the results on a computer, such as in a spreadsheet.
Official wording
Develop strategies to collect various types of data and organize data digitally.
4.DL.A.3
Explain that a part of a data set can be picked out and studied for a specific purpose, like only the fourth graders in a school survey.
Official wording
Understand that subsets of data can be selected and analyzed for a particular purpose.
4.DL.A.4
Study charts or graphs of one data set, explain what they show, and draw conclusions the data actually backs up.
Official wording
Analyze visualizations of a single data set, share explanations and draw conclusions that the data supports.
Represent and interpret measurement data
4.DL.B.5
Make a line plot of measurements in halves, quarters and eighths, then add and subtract fractions using it, like the total length of the three shortest ribbons.
Official wording
Make a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛). 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.
Geometry
3 standardsDraw and identify lines and angles, and classify shapes by properties of their lines and angles
4.G.A.1
Draw points, lines, segments, rays, angles, and perpendicular and parallel lines.
Official wording
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.A.2
Sort 2D shapes by their parallel or perpendicular lines and by their angles.
Official wording
Classify two-dimensional 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.
4.G.A.3
Find and draw lines of symmetry.
Official wording
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry
The official New Jersey documents
- New Jersey Student Learning Standards for Mathematics, 2023 · adopted October 2023 · since 2025-26
New Jersey Student Learning Standards for Mathematics, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.