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Tennessee Standards

Tennessee 4th Grade Math Standards

All 28 Tennessee math standards for 4th grade, each explained in plain English. The official wording is one click away under each one.

28 standards

Operations and Algebraic Thinking

5 standards
Use the four operations with whole numbers to solve problems. (See Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations)
4.OA.A.1
Treat an equation like 42 = 6 × 7 as a comparison, 42 is 6 times 7, and turn spoken or written times-as-many statements into equations.
Official wording
Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as much as 5). Represent verbal/written statements of multiplicative comparisons as multiplication equations.
4.OA.A.2
Multiply or divide to solve times-as-many story problems, and tell them apart from how-many-more problems, like 4 times as many versus 30 more.
Official wording
Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.
4.OA.A.3
Solve multi-step whole-number story problems with all four operations, decide what a remainder means, and write equations with a letter for the unknown.
Official wording
Solve multi-step contextual 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.
Gain familiarity with factors and multiples.
4.OA.B.4
Use models to find factor pairs for numbers 1 to 100, know each is a multiple of its factors, and test for prime, composite, or a multiple of a given single digit.
Official wording
Find factor pairs for whole numbers in the range 1–100 using models. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number is prime or composite and whether the given number is a multiple of a given one-digit number.
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.
Common Core 4.OA.5

Number and Operations in Base Ten

6 standards
Generalize place value understanding for multi-digit whole numbers.
4.NBT.A.1
Explain that in whole numbers up to 1,000,000 each digit is worth ten times what it would be one place to the right, like the 4 in 400 versus 40.
Official wording
Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70 x 10 = 700.
4.NBT.A.2
Read and write whole numbers up to 1,000,000 in numerals, words and expanded notation, like 3,050 = 3 × 1000 + 5 × 10, and compare them using >, = or <.
Official wording
Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded notation (e.g. the expanded notation of 4256 is written as (4 x 1000) + (2 x 100) + (5 x 10) + (6 x 1)). Compare two multi-digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
4.NBT.A.3
Round big whole numbers to any place through the hundred thousands, and show on a number line which way the number rounds and why.
Official wording
Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value and use a number line to explain how the number was rounded.
Use place value understanding and properties of operations to perform multi-digit arithmetic. (See Table 3 - Properties of Operations)
4.NBT.B.4
Add and subtract whole numbers up to 1,000,000 accurately and efficiently, using strategies or the standard method.
Official wording
Fluently add and subtract within 1,000,000 using efficient strategies and algorithms.
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.
Common Core 4.NBT.5
4.NBT.B.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 comparison.
4.NF.A.1
Use fraction models to show why multiplying or dividing top and bottom by the same number gives an equal fraction, like 2/3 = 8/12, and use this to find equivalents.
Official wording
Explain why a fraction a/b is equivalent to a fraction (a x n)/(b x n) or (a ÷ n)/(b ÷ n) 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. For example, 3/4 = (3 x 2)/(4 x 2) = 6/8.
4.NF.A.2
Compare two fractions of the same whole with unlike numerators and denominators, using common parts or benchmarks like 1/2, and record and justify it with >, = or <.
Official wording
Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark such as 0 or 1/2 or 1. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. (See Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations for whole number situations that can be applied for fractions.)
4.NF.B.3
Treat fractions like 5/6 as sums of unit parts, break them apart in several ways, and add and subtract same-denominator fractions and mixed numbers, including in stories.
Official wording
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. For example, 4/5 = 1/5 +1/5 + 1/5 + 1/5.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 (e.g., 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) recording each decomposition by an equation. Justify decompositions using a visual fraction model.cAdd and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.dSolve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators
4.NF.B.4
Multiply a whole number by a fraction by seeing it as repeated unit fractions, like 3 × 2/7 = 6/7, and solve story problems with these products.
Official wording
Apply and extend understanding of multiplication as repeated addition to multiply a whole number by a fraction.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 x 1/4.bUnderstand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a whole number by a fraction. 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 x a/b = (n x a)/b = (n x a) x 1/b.)cSolve contextual problems involving multiplication of a whole number by a fraction (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 4 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 4/10 = 40/100, and use this to add a fraction in tenths to one in hundredths.
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.
4.NF.C.6
Write fractions with denominators of 10 or 100 as decimals, like 37/100 = 0.37, and place those decimals on a number line.
Official wording
Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.
4.NF.C.7
Compare two decimals to the hundredths for the same whole by thinking about their size, recording it with >, = or < and explaining why.
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. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Measurement and Data

7 standards
Estimate and solve problems involving measurement.
4.MD.A.1
Measure and estimate to learn how units in one system compare, like a kilogram and a gram or a foot and an inch, for length, liquid volume and weight.
Official wording
Measure and estimate to determine relative sizes of measurement units within a single system of measurement involving length, liquid volume, and mass/weight of objects using customary and metric units.
4.MD.A.2
Solve one- or two-step real-life problems with whole-number measures of length, volume, mass, time or money using all four operations, without converting units.
Official wording
Solve one- or two-step real-world problems involving whole number measurements (including length, liquid volume, mass/weight, time, and money) with all four operations within a single system of measurement. (Contexts need not include conversions.)
4.MD.A.3
Use the area and perimeter formulas for rectangles to solve problems, like finding a garden's length when its area and width are known.
Official wording
Know and apply the area and perimeter formulas for rectangles in real-world and mathematical contexts. 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.
Represent and interpret data.
4.MD.B.4
Make a line plot of measurements in halves, quarters or eighths of a unit, and add or subtract fractions to answer questions from it, like the gap between longest and shortest.
Official wording
Make a line plot to display a data set of measurements in fractions of the same unit (1/2 or 1/4 or 1/8). Use operations on fractions for this grade to solve problems involving 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.
Geometric measurement: understand concepts of angle and measure angles.
4.MD.C.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.aUnderstand that 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.bUnderstand that an angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees and represents a fractional portion of the circle.
Common Core 4.MD.5
4.MD.C.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
4.MD.C.7
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).
Common Core 4.MD.7

Geometry

3 standards
Draw and identify lines and angles and classify shapes by properties of their lines and angles.
4.G.A.1
Draw points, lines, segments, rays, parallel and perpendicular lines, and right, acute, obtuse, straight and reflex angles, then find them in flat shapes.
Official wording
Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.A.2
Sort flat shapes by whether they have parallel or perpendicular lines or angles of a given size, and sort triangles as right, acute or obtuse 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. Classify triangles based on the measure of the angles as right, acute, or obtuse.
4.G.A.3
Find and draw lines that fold a flat shape into two matching halves, like the lines of symmetry of a square.
Official wording
Recognize and draw lines of symmetry for two-dimensional figures.

The official Tennessee documents

Tennessee Academic Standards for Mathematics, Tennessee Department of Education, tn.gov/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.