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New York Standards

New York 4th Grade Math Standards

All 31 New York math standards for 4th grade, each explained in plain English. The official wording is one click away under each one.

31 standards

Operations and Algebraic Thinking

5 standards
Use the four operations with whole numbers to solve problems.
NY-4.OA.1
Treat a multiplication equation as a comparison, like 24 = 6 × 4 meaning 24 is 6 times as many as 4, and turn spoken comparisons into equations.
Official wording
Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations.
NY-4.OA.2
Multiply or divide to solve times-as-many word problems, tell them apart from how-many-more problems, and model them with drawings and equations.
Official wording
Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.
NY-4.OA.3
Solve multistep whole-number word problems with all four operations, make sense of remainders, use a letter for the unknown, and check answers by estimating.
Official wording
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.aRepresent these problems using equations or expressions with a letter standing for the unknown quantity.bAssess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
NY-4.OA.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.
Common Core 4.OA.4
Generate and analyze patterns.
NY-4.OA.5
Make a number or shape pattern from a rule and point out features the rule does not state, like add 3 starting at 1 giving numbers that alternate odd and even.
Official wording
Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself.

Number and Operations in Base Ten

7 standards
Generalize place value understanding for multi-digit whole numbers. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
NY-4.NBT.1
Explain that a digit is worth ten times as much as the same digit one place to its right, like 700 ÷ 70 = 10, for numbers up to one million.
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.
NY-4.NBT.2a
Read and write whole numbers up to one million with digits, in words, and in expanded form, like 52,031 = 50,000 + 2,000 + 30 + 1.
Official wording
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
NY-4.NBT.2b
Compare multi-digit whole numbers by looking at the value of the digits in each place, and record the result with >, =, or <, like 45,210 > 45,120.
Official wording
Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
NY-4.NBT.3
Round multi-digit whole numbers to any place.
Official wording
Use place value understanding to round multi-digit whole numbers to any place.
Common Core 4.NBT.3
Use place value understanding and properties of operations to perform multi-digit arithmetic. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
NY-4.NBT.4
Add and subtract multi-digit whole numbers up to one million quickly and accurately using a standard written method.
Official wording
Fluently add and subtract multi-digit whole numbers using a standard algorithm.
NY-4.NBT.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.
Common Core 4.NBT.5
NY-4.NBT.6
Divide up to four digits by one digit, with or without remainders.
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 models.
Common Core 4.NBT.6

Number and Operations—Fractions

7 standards
Extend understanding of fraction equivalence and ordering. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
NY-4.NF.1
Use fraction models to explain why multiplying the top and bottom by the same number gives an equal fraction, like 2/3 = 8/12, and use this to make equivalent fractions.
Official wording
Explain why a fraction a/b is equivalent to a fraction (a × n)/(b × n) 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.
NY-4.NF.2
Compare two fractions with unlike numerators and denominators, like 2/3 and 3/5, check that both describe the same whole, and justify the result with >, =, or <.
Official wording
Compare two fractions with different numerators and different denominators. 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.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
NY-4.NF.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.cAdd and subtract mixed numbers with like denominators.dSolve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
Common Core 4.NF.3
NY-4.NF.4
Multiply a fraction by a whole number, seeing 3/4 as 3 × 1/4 and 3 × 2/5 as 6/5, and solve word problems like how much juice 4 people drink at 2/3 cup each.
Official wording
Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.aUnderstand a fraction a/b as a multiple of 1/b.bUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a whole number by a fraction.cSolve word problems involving multiplication of a whole number by a fraction.
Understand decimal notation for fractions, and compare decimal fractions. Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
NY-4.NF.5
Rewrite tenths as hundredths in order to add them, like 3/10 + 4/100 = 30/100 + 4/100 = 34/100.
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. Note: 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.
NY-4.NF.6
Write tenths and hundredths as decimals, like 7/10 as 0.7 and 62/100 as 0.62.
Official wording
Use decimal notation for fractions with denominators 10 or 100.
NY-4.NF.7
Compare two decimals to the hundredths by thinking about their size, like 0.5 > 0.45, making sure both refer to the same whole, and justify the result.
Official wording
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

Measurement and Data

7 standards
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
NY-4.MD.1
Know the sizes of common units and convert larger units to smaller ones, like 3 feet to 36 inches or 2 hours to 120 minutes, recording them in a two-column table.
Official wording
Know relative sizes of measurement units: ft., in.; km, m, cm Know the conversion factor and use it to convert measurements in a larger unit in terms of a smaller unit: ft., in.; km, m, cm; hr., min., sec. Given the conversion factor, convert all other measurements within a single system of measurement from a larger unit to a smaller unit. Record measurement equivalents in a two-column table.
NY-4.MD.2
Solve word problems about distance, time, liquid volume, mass, and money with all four operations, including fractions, decimals, and unit changes, using number lines.
Official wording
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.aSolve problems involving fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.bRepresent measurement quantities using diagrams that feature a measurement scale, such as number lines.
NY-4.MD.3
Use the area and perimeter formulas for rectangles to solve problems, like finding a garden's missing width from its area and length.
Official wording
Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
Represent and interpret data.
NY-4.MD.4
Make a line plot of measurements in halves, quarters, and eighths, and use it to add and subtract fractions, like the gap between the longest and shortest pencil.
Official wording
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.
Geometric measurement: understand concepts of angle and measure angles.
NY-4.MD.5
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.aRecognize an 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 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.bRecognize an angle that turns through n one-degree angles is said to have an angle measure of n degrees.
Common Core 4.MD.5
NY-4.MD.6
Measure and draw angles with a protractor.
Official wording
Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Common Core 4.MD.6
NY-4.MD.7
Find unknown angles on a diagram by adding or subtracting, knowing an angle split into parts equals the sum of those parts, like 90° = 35° + 55°.
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.

Geometry

5 standards
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
NY-4.G.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.
Common Core 4.G.1
NY-4.G.2a
Name triangles as right, acute, or obtuse by the size of their angles.
Official wording
Identify and name triangles based on angle size (right, obtuse, acute).
NY-4.G.2b
Recognize any four-sided shape with two pairs of parallel sides as a parallelogram, including rectangles, squares, and rhombuses.
Official wording
Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.
NY-4.G.2c
Recognize any four-sided shape with four right angles as a rectangle, squares included.
Official wording
Identify and name all quadrilaterals with four right angles as rectangles.
NY-4.G.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.
Common Core 4.G.3

The official New York documents

New York State Next Generation Mathematics Learning Standards, Copyright 2017, New York State Education Department, used with permission.

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.