# 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)