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Oklahoma Standards

Oklahoma 4th Grade Math Standards

All 41 Oklahoma math standards for 4th grade, each explained in plain English. The official wording is one click away under each one.

41 standards

Numbers & Operations

20 standards
Compare and represent whole numbers up to 1,000,000 with an emphasis on place value and equality.
4.N.1.1
Work with numbers up to one million by reading, writing, and discussing them and showing them as numerals, words, pictures, number lines, and models.
Official wording
Read, write, discuss, and represent whole numbers up to 1,000,000. Representations may include numerals, words, pictures, number lines, and manipulatives.
4.N.1.2
Break numbers from 1,000 to 1,000,000 into millions, hundred thousands, ten thousands, and smaller places in word, standard, and expanded form.
Official wording
Use place value to describe whole numbers between 1,000 and 1,000,000 in terms of millions, hundred-thousands, tenthousands, thousands, hundreds, tens, and ones with written, standard, and expanded forms.
4.N.1.3
Multiply or divide a number by 10, 100, or 1,000 in your head using place value, like 46 × 100 = 4,600.
Official wording
Applying knowledge of place value, use mental strategies (no written computations) to multiply or divide a number by 10, 100 and 1,000.
4.N.1.4
Compare and order numbers up to one million using place value, words, and the symbols >, <, and =, like 503,210 > 499,999.
Official wording
Use place value to compare and order whole numbers up to 1,000,000, using comparative language, numbers, and symbols.
Solve real-world and mathematical problems using multiplication and division.
4.N.2.1
Recall times tables and the matching division facts through 12 × 12 quickly and accurately, like 11 × 12 = 132 and 132 ÷ 11 = 12.
Official wording
Demonstrate fluency with multiplication and division facts with factors up to 12.
4.N.2.2
Multiply a three-digit number by a one-digit number and a two-digit number by a two-digit number with different strategies, including the standard method.
Official wording
Multiply 3-digit by 1-digit and 2-digit by 2-digit whole numbers, using various strategies, including but not limited to standard algorithms.
4.N.2.3
Estimate products like 3-digit by 1-digit or 2-digit by 2-digit by rounding or compatible numbers to check answers, and explore bigger ones with technology.
Official wording
Estimate products of 3-digit by 1-digit and 2-digit by 2-digit whole number factors using a variety of strategies (e.g., rounding, front end estimation, adjusting, compatible numbers) to assess the reasonableness of results. Explore larger numbers using technology to investigate patterns.
4.N.2.4
Use models to solve multi-step problems with adding, subtracting, and multiplying large whole numbers, and judge whether answers make sense.
Official wording
Apply and analyze models to solve multi-step problems requiring the use of addition, subtraction, and multiplication of multi- digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results.
4.N.2.5
Divide a three-digit number by a one-digit number, with or without a remainder, using strategies like partial quotients, repeated subtraction, or the standard method.
Official wording
Use strategies and algorithms (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties) based on knowledge of place value, equality, and properties of operations to divide a 3-digit dividend by a 1-digit whole number divisor, with and without remainders.
Represent and compare fractions and decimals in real-world and mathematical situations; use place value to understand decimal quantities.
4.N.3.1
Show and name equivalent fractions with models like fraction strips, area models, sets, and number lines, like 1/2 = 2/4 = 3/6.
Official wording
Represent and rename equivalent fractions using fraction models (e.g., parts of a set, area models, fraction strips, number lines).
4.N.3.2
Place fractions with denominators up to 12 on a number line by comparing them to nearby benchmarks like 0, 1/2, and 1, such as 5/12 just under 1/2.
Official wording
Use benchmark fractions (0, 1/4, 1/3, 1/2, 2/3, 3/4, 1) to locate additional fractions with denominators up to twelfths on a number line.
4.N.3.3
Use models to compare and order whole numbers and fractions above and below one with words and the symbols >, <, and =, like 5/4 > 1.
Official wording
Use models to order and compare whole numbers and fractions less than and greater than one, using comparative language and symbols.
4.N.3.4
Split a fraction into a sum of same-denominator fractions in different ways with models and write each as an equation, like 5/6 = 2/6 + 3/6.
Official wording
Decompose a fraction into a sum of fractions with the same denominator in more than one way, using concrete and pictorial models and recording results with numerical representations (e.g., 3/4 = 1/4 + 1/4 + 1/4 and 3/4 = 2/4 + 1/4).
4.N.3.5
Add and subtract fractions that share a denominator using models, like 2/8 + 5/8 = 7/8.
Official wording
Use models to add and subtract fractions with like denominators.
4.N.3.6
Show tenths and hundredths with objects and drawings like grids, linking each fraction to its decimal, like 3/10 = 0.3.
Official wording
Represent tenths and hundredths with concrete and pictorial models, making connections between fractions and decimals.
4.N.3.7
Read and write decimals to at least hundredths in standard, word, and expanded form, including money amounts like $4.75.
Official wording
Read and write decimals in standard, word, and expanded form up to at least the hundredths place in a variety of contexts, including money.
4.N.3.8
Put decimals and whole numbers in order and compare them using place value and models like grids, number lines, and base ten blocks, like 0.7 > 0.65.
Official wording
Compare and order decimals and whole numbers using place value and various models including but not limited to grids, number lines, and base 10 blocks.
4.N.3.9
Compare and put in order benchmark fractions and decimals shown in different ways, like knowing 0.25 = 1/4 and 2/3 > 0.50.
Official wording
Compare and order benchmark fractions (0, 1/4, 1/3, 1/2, 2/3, 3/4, 1) and decimals (0, 0.25, 0.50, 0.75, 1.00) in a variety of representations.
Determine the value of bills and coins in order to solve monetary transactions.
4.N.4.1
Choose the fewest coins that make a given amount up to one dollar, like 41¢ as a quarter, a dime, a nickel, and a penny.
Official wording
Select the fewest number of coins for a given amount of money up to one dollar.
4.N.4.2
Find the change owed in different ways when a price and the amount paid are both up to $20, like paying $20 for a $13.45 item.
Official wording
Given a total cost (dollars and coins up to twenty dollars) and amount paid (dollars and coins up to twenty dollars), find the change required in a variety of ways.

Algebraic Reasoning & Algebra

6 standards
Describe, create, and analyze multiple representations of patterns to solve real-world and mathematical problems.
4.A.1.1
Make an input/output table to show or continue a number pattern, like each input times 3 giving the output.
Official wording
Create an input/output chart or table to represent or extend a numerical pattern.
4.A.1.2
Figure out and state the one-step rule behind an input/output table or function machine that uses any whole-number operation, like divide by 4.
Official wording
Describe the single operation rule for a pattern from an input/output table or function machine involving any operation of a whole number.
4.A.1.3
Build models of shape patterns that grow and name the one-operation rule that describes the growth, like adding 3 squares each step.
Official wording
Construct models to show growth patterns involving geometric shapes and define the single operation rule of the pattern.
Use multiplication and division with variables to create number sentences representing a given mathematical situation.
4.A.2.1
Use how multiplication and division relate, along with multiplication properties, to solve problems and find missing values that make equations true.
Official wording
Use the relationships between multiplication and division with the properties of multiplication to solve problems and find values for variables that make number sentences true.
4.A.2.2
Find the value of a variable in a whole-number equation with any of the four operations, like n × 6 = 42, and match models to number sentences.
Official wording
Solve for a variable in an equation involving addition, subtraction, multiplication, or division with whole numbers. Analyze models to represent number sentences and vice versa.
4.A.2.3
Find the missing addend or factor that makes two expressions equal or keeps a comparison true, like 7 + 8 = 9 + n or 4 × 6 < 4 × n.
Official wording
Determine the unknown addend or factor in equivalent and non-equivalent expressions (e.g., 5 + 6 = 4 + □, 3 ∙ 8 < 3 ∙ □).

Geometry & Measurement

12 standards
Name, describe, classify, and construct polygons and three-dimensional figures based on their attributes; recognize polygons and three-dimensional figures in real-life and mathematical situations.
4.GM.1.1
Identify points, lines, segments, rays, angles, and endpoints, and spot parallel and perpendicular lines in drawings and objects.
Official wording
Identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various models.
4.GM.1.2
Describe, sort, and draw four-sided shapes like kites, rhombuses, trapezoids, parallelograms, rectangles, and squares, and find them in models.
Official wording
Describe, classify, and construct quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms, and kites. Recognize quadrilaterals in various models.
4.GM.1.3
Name two solid shapes and tell how they are alike and different by their faces, edges, and vertices.
Official wording
Given two three-dimensional shapes, identify each shape. Compare and contrast their similarities and differences based on their attributes.
Recognize and measure attributes in real-world and mathematical situations using various tools.
4.GM.2.1
Use a protractor or angle ruler to find how many degrees an angle measures, in drawn shapes and in things around you.
Official wording
Measure angles in geometric figures and real-world objects with a protractor or angle ruler.
4.GM.2.2
Find the area of a polygon by checking whether it splits into rectangles and adding their areas, like an L-shaped room.
Official wording
Find the area of polygons by determining if they can be decomposed into rectangles.
4.GM.2.3
Find the volume of a rectangular box with whole-number edges by counting the unit cubes that fill it, and build models to measure volume in units like cm³.
Official wording
Develop the concept that the volume of rectangular prisms with whole-number edge lengths can be found by counting the total number of same-sized unit cubes that fill a shape without gaps or overlaps. Use a variety of tools and create models to determine the volume using appropriate measurements (e.g., cm³).
4.GM.2.4
Choose a fitting tool and measure lengths to the closest quarter inch or whole centimeter, like a pencil at 5 1/4 inches.
Official wording
Choose an appropriate instrument to measure the length of an object to the nearest whole centimeter or quarter inch.
4.GM.2.5
Use how inches, feet, and yards relate, like 12 inches in a foot and 3 feet in a yard, to measure and compare objects.
Official wording
Recognize and use the relationship between inches, feet, and yards to measure and compare objects.
4.GM.2.6
Use how millimeters, centimeters, and meters relate, like 10 millimeters in a centimeter and 100 centimeters in a meter, to measure and compare.
Official wording
Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects.
4.GM.2.7
Decide and explain which customary or metric unit fits best for length, liquid volume, mass and weight, and temperatures above zero.
Official wording
Determine and justify the best use of customary and metric measurements in a variety of situations (liquid volumes, mass vs. weight, temperatures above 0 (zero) degrees, and length).
Determine elapsed time and convert between units of time.
4.GM.3.1
Work out how much time has passed between a start time and an end time, like 9:15 to 11:40 is 2 hours 25 minutes.
Official wording
Determine elapsed time.
4.GM.3.2
Change between seconds, minutes, hours, and days in either direction using models, like 3 hours = 180 minutes.
Official wording
Convert one measure of time to another including seconds to minutes, minutes to hours, hours to days, and vice versa, using various models.

Data & Probability

3 standards
Summarize, construct, and analyze data.
4.D.1.1
Make a frequency table or line plot with whole numbers and fractions, and give it a clear title, labels, and units.
Official wording
Create and organize data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units.
4.D.1.2
Organize data, including simple fractions or decimals like 1/2 or 0.75, into tables, bar graphs, timelines, and Venn diagrams.
Official wording
Organize data sets to create tables, bar graphs, timelines, and Venn diagrams. The data may include benchmark fractions or decimals (1/4, 1/3, 1/2, 2/3, 3/4, 0.25, 0.50, 0.75).
4.D.1.3
Answer one- and two-step questions using whole-number, fraction, or decimal data shown in a frequency table or line plot.
Official wording
Solve one- and two-step problems by analyzing data in whole number, decimal, or fraction form in a frequency table and line plot.

The official Oklahoma documents

Oklahoma Academic Standards for Mathematics, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.