Washington Standards
Washington 4th Grade Math Standards
All 32 Washington math standards for 4th grade, each explained in plain English. The official wording is one click away under each one.
32 standards
Data Analysis
5 standardsFormulate statistical investigative questions.
M.4.DA.DS.1
Ask questions students care about that call for data, brainstorm ideas from them and sharpen the question as needed, like narrowing it to minutes read each school night.
Official wording
Generate questions of interest to the students that elicit data, generate ideas based on the questions, and refine the question as necessary.
Collect and consider data.
M.4.DA.DS.2
Plan ways to gather data, including with technology, and judge whether more data is needed to fully answer the question being investigated.
Official wording
Determine strategies for collecting and considering data in a variety of ways including with the use of technology, evaluate whether additional data that should be collected to completely address the investigative question.
Analyze the data.
M.4.DA.DS.3
Read tables, graphs, line plots or spreadsheets critically to support a claim about the question, and ask whether the data gathered is enough to answer it.
Official wording
Critically analyze data visualizations, including tables, bar graphs, line plots, or spreadsheets to support a claim related to the investigative question. Ask whether the data collected sufficiently addresses the investigative question.
Interpret results.
M.4.DA.DS.4
With teacher guidance, describe how two groups differ in the data and state a conclusion it supports, like one grade reading more minutes a week than another.
Official wording
Interpret and communicate results, describing difference between groups, with teacher guidance. Make a statement(s) about the data collected to support the answer to the investigative question.
Represent and interpret data.
M.4.DA.MD.4
Make a line plot of measurements in fractions of a unit, and add or subtract fractions to answer questions from it, like the gap between the longest and shortest leaf.
Official wording
Make a line plot to display a data set of measurements in fractions of a unit. Efficiently, flexibly, and accurately 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.
Quantity
9 standardsUse the four operations with whole numbers to solve problems.
M.4.Q.OA.2
Solve story problems that compare amounts by times as many, like 4 times as many stickers, by multiplying or dividing, and tell them apart from how many more problems.
Official wording
Multiply or divide to efficiently, flexibly, and accurately solve real world 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.
M.4.Q.OA.3
Solve multistep story problems with whole numbers and all four operations, interpret remainders, write equations with a letter for the unknown and check by estimating.
Official wording
Efficiently, flexibly, and accurately solve multistep real world 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 visual models and equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using estimation strategies.
Gain familiarity with factors and multiples.
M.4.Q.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.
Generate and analyze patterns.
M.4.Q.OA.5
Make a number or shape pattern from a rule and explain features the rule does not state, like add 5 from 2 giving numbers that end in 2 and 7 by turns.
Official wording
Generate a number or shape pattern that follows a given rule. Identify and explain 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 why the numbers will continue to alternate in this way.
Generalize place value understanding for multi-digit whole numbers.
M.4.Q.NBT.2
Read and write large whole numbers as numerals, in words and in expanded form, and compare them with >, = and <, like 45,210 > 45,120.
Official wording
Read, write, and compare multi-digit whole numbers using base-ten numerals, number names, and expanded form using the meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
M.4.Q.NBT.3
Estimate whole numbers to any place up to 1,000,000 using rounding and other place value strategies, like 382,615 is about 380,000.
Official wording
Use place value understanding of multi-digit whole numbers to generate estimates to any place less than or equal to 1,000,000 using a variety of estimation strategies.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
M.4.Q.NBT.4
Add and subtract multi-digit whole numbers quickly and correctly with a strategy or a standard method, like 6,052 - 2,789.
Official wording
Efficiently, flexibly, and accurately add and subtract multi-digit whole numbers using strategies or algorithms.
M.4.Q.NBT.5
Multiply numbers up to four digits by one digit, and two-digit by two-digit numbers, using place value strategies, and explain with equations, arrays or area models.
Official wording
Efficiently, flexibly, and accurately 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.
M.4.Q.NBT.6
Divide numbers up to four digits by a one-digit number, finding quotients and remainders with place value strategies, and explain 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 multiple 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.
Relationships
12 standardsUse the four operations with whole numbers to solve problems.
M.4.R.OA.1
Read a multiplication equation as a comparison, like 24 = 6 x 4 means 24 is 6 times as many as 4, and write comparison statements as equations.
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 these comparison statements as multiplication equations.
Generalize place value understanding for multi-digit whole numbers.
M.4.R.NBT.1
Explain that a digit is worth ten times as much as it would be one place to its right, like seeing why 600 ÷ 60 = 10.
Official wording
Understand 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.
Extend understanding of fraction equivalence and ordering.
M.4.R.NF.1
Use tape diagrams and number lines to explain why two fractions are equal though their parts differ in number and size, and generate equal fractions, like 2/3 = 8/12.
Official wording
Demonstrate understanding of why a fraction is equivalent to another fraction by using visual fraction models (e.g., tape diagrams and number lines), with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Understand and use general principles to recognize and generate equivalent fractions.
M.4.R.NF.2
Compare fractions with different tops and bottoms by finding common denominators or numerators or a benchmark like 1/2, and record it with >, = or <.
Official wording
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing them to a benchmark fraction. Understand that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, 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.
M.4.R.NF.3
Break fractions and mixed numbers into unit fractions and back, and add and subtract fractions and mixed numbers with like denominators in story problems.
Official wording
Efficiently, flexibly, and accurately compose and decompose fractions with a numerator greater than 1 into unit fractions, including fractions greater than one or mixed numbers, to solve situations in context with addition and subtraction of fractions with like denominators.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.
M.4.R.NF.4
Multiply a fraction by a whole number with models, like 4 x 2/3 is 8 thirds, and solve story problems such as 6 friends each drinking 3/4 cup of juice.
Official wording
Flexibly apply and extend previous understandings of multiplication to multiply a fraction by a whole number using visual models in the context of word problems.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 x (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 fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5.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.
M.4.R.NF.5
Rewrite tenths as hundredths and use that to add fractions with denominators of 10 and 100, like 7/10 + 5/100 = 75/100.
Official wording
Explore and explain using models, words, and/or numbers that a fraction with a denominator of 10 is an equivalent fraction with denominator of 100 and use this technique to add two fractions with respective denominators of 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
M.4.R.NF.6
Write fractions with denominators of 10 and 100 as decimals using models, words or numbers, like 0.45 = 45/100 or a length of 0.45 meters.
Official wording
Explore and explain decimal notation for fractions with denominators of 10 and 100 using models, words, and/or numbers. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
M.4.R.NF.7
Decide which of two decimals to hundredths is larger, like 0.7 > 0.65, record it with >, = or <, and justify it with models or other strategies.
Official wording
Compare two decimals to hundredths by reasoning about their size. Understand that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, < and justify the conclusions by using multiple strategies and/or visual models.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M.4.R.MD.2
Solve story problems about distance, time, liquid volume, mass and money with all four operations, including simple fractions or decimals and converting to smaller units.
Official wording
Use the four operations to efficiently, flexibly, and accurately solve real world 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 multiple visual models.
Geometric measurement: understand concepts of angles and measure angles.
M.4.R.MD.5
Explain that an angle forms where two rays share an endpoint, that one degree is 1/360 of a full turn around a circle, and measure angles accurately.
Official wording
Demonstrate understanding of angles as geometric figures that are formed wherever two rays share a common endpoint and accurately measure an angle.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 1/360 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.
M.4.R.MD.7
Explain that an angle split into non-overlapping parts equals the sum of those parts, and add or subtract to find a missing angle, like 90 - 35 = 55 degrees.
Official wording
Demonstrate understanding that 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. Efficiently, flexibly, and accurately 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.
Spatial Reasoning
6 standardsDraw and identify lines and angles and classify shapes by properties of their lines and angles.
M.4.SR.G.1
Draw points, lines, segments, rays, right, acute and obtuse angles, and perpendicular and parallel lines, then find them in flat shapes.
Official wording
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these features in two-dimensional figures.
M.4.SR.G.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.
M.4.SR.G.3
Find lines of symmetry, where a flat figure folds into two matching halves, identify shapes that have them, and draw them, like on the letter A.
Official wording
Recognize a line of symmetry for a two-dimensional figure as a line separating the figure such that the figure can be folded along the line into identical parts. Identify line-symmetric figures and draw lines of symmetry.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M.4.SR.MD.1
Know how units like km and m, kg and g, lb and oz, or hours and minutes compare, change larger units to smaller ones and list them in a table, like 3 ft = 36 in.
Official wording
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec., and 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), ...
M.4.SR.MD.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 angles and measure angles.
M.4.SR.MD.6
Measure angles to the nearest whole degree with a protractor, and draw angles of a given size, like a 75 degree angle.
Official wording
Measure angles in whole-number degrees using a protractor. Represent angles of specified measure.
The official Washington documents
- Washington State K–12 Learning Standards for Mathematics (WA Math 2026) · adopted June 18, 2026 · required from 2027-28
- Common Core State Standards for Mathematics (Washington adoption) · replaced · adopted July 20, 2011 · required through 2026-27
Washington State Learning Standards for Mathematics by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).
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.