Nebraska Mathematics Learning Standards — Grade 4


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MA 4.1.1.a

Read and write numbers through the millions (e.g., 2,347,589 is the same as 2 million three hundred forty seven thousand five hundred eighty nine)

MA 4.1.1.b

Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6 + .2 +.03)

MA 4.1.1.c

Compare and order whole numbers and decimals through the hundredths place (e.g., money)

MA 4.1.1.d

Classify a number as even or odd

MA 4.1.1.e

Represent a fraction as parts of a whole and/or parts of a set

MA 4.1.1.f

Use visual models to find equivalent fractions (e.g., 2/4= 1/2,2/8= 1/4,1=2/2=5/5,3/3

MA 4.1.1.g

Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?)

MA 4.1.1.h

Locate fractions on a number line

MA 4.1.1.i

Round a whole number to millions

MA 4.1.2

Use drawings, words, and symbols to explain the meaning of division [(e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?)]

MA 4.1.3.a

Compute whole number division facts 0 10 fluently

MA 4.1.3.b

Add and subtract decimals to the hundredths place (e.g., money)

MA 4.1.3.c

Multiply two-digit whole numbers

MA 4.1.3.d

Divide a three-digit number with one digit divisor with and without a remainder

MA 4.1.3.e

Mentally compute multiplication and division involving powers of 10

MA 4.1.3.f

Mentally compute multiplication and division involving powers of 10

MA 4.1.4

Estimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness

MA 4.2.1.a

Identify two- and three-dimensional shapes according to their sides and angle properties

MA 4.2.1.b

Classify an angle as acute, obtuse, and right

MA 4.2.1.c

Identify parallel, perpendicular, and intersecting lines

MA 4.2.1.d

Identify the property of congruency when dealing with plane geometric shapes

MA 4.2.2

Identify the ordered pair of a plotted point in first quadrant by its location (e.g., (2, 3) is a point two right and three up from the origin)

MA 4.2.3

Given two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to create a transformed shape

MA 4.2.4

Given a geometric model, use it to solve a problem (e.g., what shapes make a cylinder; streets run parallel and perpendicular)

MA 4.2.5.a

Select and use appropriate tools to measure perimeter of polygons

MA 4.2.5.b

Identify time to the minute on an analog clock

MA 4.2.5.c

Solve problems involving elapsed time

MA 4.2.5.d

Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)

MA 4.2.5.e

Estimate and measure length using customary (nearest inch) and metric (nearest centimeter) units

MA 4.2.5.f

Measure weight and temperature using customary units

MA 4.2.5.g

Compute simple unit conversions for length within a system of measurement

MA 4.3.1.a

Describe, extend, and apply rules about numeric patterns

MA 4.3.1.b

Represent and analyze a variety of patterns using words, tables, and graphs

MA 4.3.1.c

Use ?, ? symbols to compare quantities

MA 4.3.1.d

Select appropriate operational and relational symbols to make a number sentence true

MA 4.3.2.a

Model situations that involve the multiplication of whole numbers using number lines and symbols

MA 4.3.2.b

Model situations that involve the multiplication of whole numbers using number lines and symbols)

MA 4.3.3.a

Represent the idea of a variable as an unknown quantity using a letter or a symbol (e.g., n + 3, b 2)

MA 4.3.3.b

Use symbolic representation of the identity property of multiplication (e.g., 5 * 1 = 5)

MA 4.3.3.c

Use symbolic representations of the commutative property of multiplication (e.g., 2 * 3 = ? * 2)

MA 4.3.3.d

Solve simple one-step whole number equations (e.g., x + 2 = 3, 3 * y = 6)

MA 4.3.3.e

Explain the procedure(s) used in solving simple one-step whole number equations

MA 4.4.1.a

Represent data using dot/line plots

MA 4.4.1.b

Compare different representations of the same data

MA 4.4.1.c

Interpret data and draw conclusions using dot/line plots

MA 4.4.1.d

Find the mode and range for a set of whole numbers

MA 4.4.1.e

Find the mode and range for a set of whole numbers

MA 4.4.2

Make predictions based on data to answer questions from tables and bar graphs

MA 4.4.3

Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely, or less likely)