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Texas Standards

4th Grade Math TEKS

All 53 Texas math standards for 4th grade, each explained in plain English. The official wording is one click away under each one.

53 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
4.1(A)
Use math to solve problems from daily life, the community and jobs, like figuring out the cost of supplies for a class garden.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
4.1(B)
Tackle a problem by reading what is given, choosing a strategy, solving, then justifying the result and checking it against an estimate.
Official wording
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
4.1(C)
Pick fitting tools and methods for a problem, like a protractor, base-ten blocks, a calculator, mental math or estimation.
Official wording
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
4.1(D)
Communicate math reasoning with symbols, diagrams, graphs and words, like explaining a fraction sum with a number line and an equation.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
4.1(E)
Create and use tables, strip diagrams and other models to organize and record math ideas, like an input-output table for a pattern.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
4.1(F)
Analyze how math ideas connect and explain those links, like seeing how place value makes multiplying by 10 shift each digit one place left.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
4.1(G)
Lay out and defend math reasoning in speech or writing, using exact vocabulary like parallel, perpendicular, quotient and remainder.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

23 standards
The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.
4.2(A)
Explain that each place in a number is worth ten times the place to its right, and one tenth of the place to its left.
Official wording
interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;
4.2(B)
Write whole numbers up to the billions and decimals to hundredths in expanded form and as numerals, like 3,402 = 3,000 + 400 + 2.
Official wording
represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;
4.2(C)
Put whole numbers up to one billion in order and compare them with >, < or =, like 4,506,120 < 4,560,120.
Official wording
compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;
4.2(D)
Round whole numbers to any place up to the hundred thousands, like 348,615 to the nearest ten thousand is 350,000.
Official wording
round whole numbers to a given place value through the hundred thousands place;
4.2(E)
Show tenths and hundredths with models like grids, base-ten blocks and money, like 0.35 as 35 hundredths or 35 cents.
Official wording
represent decimals, including tenths and hundredths, using concrete and visual models and money;
4.2(F)
Compare and put decimals in order to the hundredths with models, like using grids to see that 0.4 is greater than 0.38.
Official wording
compare and order decimals using concrete and visual models to the hundredths;
4.2(G)
Connect decimals to fractions with tenths and hundredths, like 0.7 = 7/10 and 0.25 = 25/100.
Official wording
relate decimals to fractions that name tenths and hundredths; and
4.2(H)
Name the decimal in tenths or hundredths for a point marked on a number line, like a point halfway between 0.3 and 0.4 is 0.35.
Official wording
determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
The student applies mathematical process standards to represent and generate fractions to solve problems.
4.3(A)
Write any fraction as a sum of unit fractions, including fractions greater than 1, like 5/4 = 1/4 + 1/4 + 1/4 + 1/4 + 1/4.
Official wording
represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;
4.3(B)
Break a fraction into sums of same-denominator fractions in more than one way with models and equations, like 5/8 = 1/8 + 4/8 = 2/8 + 3/8.
Official wording
decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;
4.3(C)
Decide whether two fractions are equivalent using different methods, like models, number lines or multiplying top and bottom by the same number.
Official wording
determine if two given fractions are equivalent using a variety of methods;
4.3(D)
Compare fractions with different numerators and denominators and write the result with >, = or <, like 2/3 > 3/5.
Official wording
compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;
4.3(E)
Add and subtract fractions with like denominators using objects, drawings and number lines along with properties of operations, like 2/6 + 3/6 = 5/6.
Official wording
represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;
4.3(F)
Check whether a fraction sum or difference is reasonable using benchmarks 0, 1/4, 1/2, 3/4 and 1, like 3/8 + 4/8 must be less than 1.
Official wording
evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and
4.3(G)
Mark fractions and decimals in tenths or hundredths on a number line by their distance from 0, like 0.6 and 6/10 at the same spot.
Official wording
represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
4.4(A)
Use the standard algorithm to find sums and differences of whole numbers and of decimals through hundredths, like 45.60 + 7.85 = 53.45.
Official wording
add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;
4.4(B)
Multiply a number by 10 or 100 using place value and properties of operations, like 36 x 100 = 3,600.
Official wording
determine products of a number and 10 or 100 using properties of operations and place value understandings;
4.4(C)
Model a two-digit times two-digit product with an array, area model or equation, like 12 x 14, including square numbers up to 15 x 15.
Official wording
represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;
4.4(D)
Multiply numbers of up to four digits by one digit, and two digits by two digits, with mental math, partial products, properties or the standard algorithm.
Official wording
use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
4.4(E)
Model dividing a number with up to four digits by a one-digit number using arrays, area models or equations, like 852 ÷ 4.
Official wording
represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;
4.4(F)
Divide a dividend of up to four digits by a one-digit number with strategies such as partial quotients or the standard algorithm.
Official wording
use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;
4.4(G)
Estimate answers with whole numbers by rounding to tens, hundreds or thousands, or by picking friendly numbers, like 3,890 + 2,140 is about 6,000.
Official wording
round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and
4.4(H)
Fluently solve one- and two-step multiplication and division problems and decide what a remainder means, like 26 students in cars of 4 needing 7 cars.
Official wording
solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

Algebraic reasoning

4 standards
The student applies mathematical process standards to develop concepts of expressions and equations.
4.5(A)
Model multi-step word problems using all four operations with strip diagrams and equations that use a letter for the unknown, like 3 x n + 5 = 20.
Official wording
represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;
4.5(B)
Use an input-output table and expressions to build a number pattern from a rule linking each value to its position, like position times 4 giving 4, 8, 12, 16.
Official wording
represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence;
4.5(C)
Use models to work out why a rectangle's perimeter is 2l + 2w, a square's perimeter is 4s, and a rectangle's area is l x w.
Official wording
use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and
4.5(D)
Solve perimeter and area problems for rectangles with whole-number side lengths, like fencing or carpeting a 6 by 9 foot room.
Official wording
solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

Geometry and measurement

12 standards
The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
4.6(A)
Find and name points, lines, line segments, rays, angles, and parallel or perpendicular lines, like the crossing edges of a window frame.
Official wording
identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;
4.6(B)
Find and draw any lines of symmetry a flat shape has, like the 4 in a square, or tell when a shape has none.
Official wording
identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;
4.6(C)
Use what a right angle looks like to sort triangles as acute, right or obtuse.
Official wording
apply knowledge of right angles to identify acute, right, and obtuse triangles; and
4.6(D)
Classify flat shapes by whether they have parallel or perpendicular sides or angles of a given size, like right 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.
The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees.
4.7(A)
Show an angle's measure as the slice of a circle, centered at the vertex, that the angle's two rays cut out, using whole-number measures.
Official wording
illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers;
4.7(B)
Show that one degree is 1/360 of a circle, so an angle that cuts out n of those 360 parts measures n degrees, with whole-number angles.
Official wording
illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers;
4.7(C)
Measure angles with a protractor, rounding to the nearest whole degree.
Official wording
determine the approximate measures of angles in degrees to the nearest whole number using a protractor;
4.7(D)
Draw an angle that measures a given number of degrees, like a 65-degree angle.
Official wording
draw an angle with a given measure; and
4.7(E)
Find a missing angle measure where two side-by-side angles join, using the known whole or parts, like 90 degrees split into 35 and 55.
Official wording
determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
4.8(A)
Identify how big measurement units are compared to each other in customary and metric systems, like a mile being much longer than a yard.
Official wording
identify relative sizes of measurement units within the customary and metric systems;
4.8(B)
Convert between larger and smaller units in one system, customary or metric, using a table of equivalents, like 3 feet = 36 inches.
Official wording
convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and
4.8(C)
Solve problems about length, time, liquid volume, mass and money with whichever operation fits, like finding how much ribbon is left after cuts.
Official wording
solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

Data analysis

2 standards
The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
4.9(A)
Record whole-number and fraction data in a dot plot, frequency table or stem-and-leaf plot, like plant heights to the nearest 1/4 inch.
Official wording
represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and
4.9(B)
Solve one- and two-step problems with data given as whole numbers, decimals or fractions in dot plots, stem-and-leaf plots or frequency tables.
Official wording
solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

Personal financial literacy

5 standards
The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
4.10(A)
Tell the difference between fixed expenses, like rent, and variable expenses, like groceries.
Official wording
distinguish between fixed and variable expenses;
4.10(B)
Calculate profit by subtracting costs from money earned, like a lemonade stand that takes in $30 and spends $12 earns $18.
Official wording
calculate profit in a given situation;
4.10(C)
Compare the pros and cons of different ways to save, like a piggy bank, a savings account or a certificate of deposit.
Official wording
compare the advantages and disadvantages of various savings options;
4.10(D)
Describe a plan for dividing weekly allowance money into parts to spend, to save, including for college, and to give or share.
Official wording
describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and
4.10(E)
Describe the basic jobs of banks and credit unions, like keeping deposits safe, making loans and letting people borrow money.
Official wording
describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.

The official Texas documents

Texas Essential Knowledge and Skills for Mathematics, 19 Texas Administrative Code Chapter 111, adopted by the Texas State Board of Education.

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