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California Math Standards - 4th GradeMathScore aligns to the California Math Standards for 4th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
Number Sense1.0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
1.1 Read and write whole numbers in the millions.
1.2 Order and compare whole numbers and decimals to two decimal places. (Order Decimals , Compare Decimals )
1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand. (Rounding Large Numbers )
1.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0). (Fraction Simplification )
1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75). (Fractions to Decimals , Decimals To Fractions , Compare Mixed Values , Positive Number Line )
1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line. (Fraction Pictures )
1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing"). (Compare Integers , Line Segments )
1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places. (Compare Mixed Values , Positive Number Line , Fractions to Decimals , Decimals To Fractions )
2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places. (Estimated Addition , Estimated Subtraction , Money Addition , Money Subtraction )
2.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer. (Decimal Rounding to .01 )
3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers. (Long Addition , Long Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction )
3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results. (Long Multiplication , Long Division By One Digit )
3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers. (Long Multiplication )
3.4 Solve problems involving division of multidigit numbers by one-digit numbers. (Long Division By One Digit )
4.0 Students know how to factor small whole numbers:
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3). (Factoring )
4.2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers. (Prime Numbers )
Algebra and Functions1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:
1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable). (Variable Substitution )
1.2 Interpret and evaluate mathematical expressions that now use parentheses. (Using Parentheses )
1.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. (Using Parentheses )
1.4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships. (Independent and Dependent Variables )
1.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given. (Linear Equations )
2.0 Students know how to manipulate equations:
2.1 Know and understand that equals added to equals are equal.
2.2 Know and understand that equals multiplied by equals are equal.
Measurement and Geometry1.0 Students understand perimeter and area:
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2). (Compare Rectangle Area and Perimeter )
1.2 Recognize that rectangles that have the same area can have different perimeters. (Compare Rectangle Area and Perimeter )
1.3 Understand that rectangles that have the same perimeter can have different areas.
1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes. (Perimeter and Area of Composite Figures )
2.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:
2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3x and connect them by using a straight line).
2.2 Understand that the length of a horizontal line segment equals the difference of the x- coordinates. (Line Segments )
2.3 Understand that the length of a vertical line segment equals the difference of the y- coordinates. (Line Segments )
3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:
3.1 Identify lines that are parallel and perpendicular. (Parallel and Perpendicular Lines )
3.2 Identify the radius and diameter of a circle. (Circle Measurements )
3.3 Identify congruent figures.
3.4 Identify figures that have bilateral and rotational symmetry.
3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90º 180º 270º and 360º are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes. (Triangle Types )
3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid). (Quadrilateral Types )
Statistics, Data Analysis, and Probability1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:
1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets. (Mean, Median, Mode )
1.3 Interpret one-and two-variable data graphs to answer questions about a situation. (Bar Graphs , Line Graphs )
2.0 Students make predictions for simple probability situations:
2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).
Mathematical Reasoning1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. (Function Tables , Function Tables 2 )
1.2 Determine when and how to break a problem into simpler parts. (Perimeter and Area of Composite Figures )
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results. (Estimated Addition , Estimated Subtraction , Money Addition , Money Subtraction )
2.2 Apply strategies and results from simpler problems to more complex problems. (Many topics align to this standard)
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
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