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Oklahoma Math Standards - 4th GradeMathScore aligns to the Oklahoma 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.
Algebraic ReasoningStandard 1 Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to create, extend, and analyze patterns.
1. Discover, describe, extend, and create a wide variety of patterns using tables, graphs, rules, and verbal models (e.g., determine the rule from a table or “function machine”, extend visual and number patterns). (Patterns: Numbers , Patterns: Shapes , Function Tables , Function Tables 2 )
2. Find variables in simple arithmetic problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, and division with whole numbers. (Missing Factor , Missing Term )
3. Recognize and apply the associative property of multiplication (e.g., 6 · (2 · 3) = (6 · 2) · 3). (Associative Property 2 )
Number Sense and OperationsStandard 2 Number Sense and Operation - The student will use numbers and number relationships to acquire basic facts. The student will estimate and compute with whole numbers and fractions.
1. Number Sense
a. Place Value
i. Apply the concept of place value through 6 digits (e.g., write numbers in expanded form).
ii. Model, read, write and rename decimal numbers to the hundredths (e.g., money, numerals to words). (Place Value , Decimal Place Value )
b. Whole Number, Fraction, and Decimal
i. Compare and order whole numbers and decimals to the hundredths place (e.g., pictures of shaded regions of two-dimensional figures, use >, <, = symbols).
ii. Use 0, 1/2, and 1 or 0, 0.5, and 1 as benchmarks and place additional fractions, decimals, and percents on a number line (e.g., 1/3, 3/4, 0.7, 0.4, 62%, 12%).
iii. Compare, add, or subtract fractional parts (fractions with like denominators and decimals) using physical or pictorial models. (e.g., egg cartons, fraction strips, circles, and squares).
iv. Explore and connect negative numbers using real world situations (e.g. owing money, temperature, measuring elevations above and below sea level). (Number Comparison , Order Numbers , Order Decimals , Positive Number Line , Compare Decimals , Basic Fraction Comparison , Fraction Comparison , Money Addition , Money Subtraction , Making Change 2 , Counting Money , Basic Fraction Addition , Basic Fraction Subtraction )
2. Number Operation
a. Estimate and find the product of up to three-digit by three-digit using a variety of strategies to solve application problems. (Multiplication By One Digit , Long Multiplication , Estimated Multiplication , Estimated Division , Estimated Multiply Divide Word Problems )
b. Division Concepts and Fact Families
i. Demonstrate fluency (memorize and apply) with basic division facts up to 144 ÷ 12 and the associated multiplication facts (e.g., 144 ÷ 12 = 12 and 12 x 12 = 144).
ii. Estimate the quotient with one- and two-digit divisors and a two- or three-digit dividend to solve application problems.
iii. Find the quotient (with and without remainders) with 1-digit divisors and a 2- or 3-digit dividend to solve application problems. (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division , Missing Factor , Arithmetic Word Problems , Basic Word Problems 2 , Long Division By One Digit , Division with Remainders , Word Problems With Remainders )
GeometryStandard 3 Geometry - The student will use geometric properties and relationships to analyze shapes.
1. Identify, draw, and construct models of intersecting, parallel, and perpendicular lines. (Parallel and Perpendicular Lines )
2. Identify and compare angles equal to, less than, or greater than 90 degrees (e.g., use right angles to determine the approximate size of other angles).
3. Identify, draw, and construct models of regular and irregular polygons including triangles, quadrilaterals, pentagons, hexagons, heptagons, and octagons to solve problems. (Polygon Names )
4. Describe the effects on two-dimensional objects when they slide (translate), flip (reflect), and turn (rotate) (e.g., tessellations).
MeasurementStandard 4 Measurement - The student will solve problems using appropriate units of measure in a variety of situations.
a. Estimate the measures of a variety of objects using customary units.
b. Establish benchmarks for metric units and estimate the measures of a variety of objects (e.g., mass: the mass of a raisin is about 1 gram, length: the width of a finger is about 1 centimeter).
c. Select appropriate customary and metric units of measure and measurement instruments to solve application problems involving length, weight, mass, area, and volume.
d. Develop and use the concept of area of different shapes using grids to solve problems.
2. Time and Temperature
a. Solve elapsed time problems. (Time Intervals )
b. Read thermometers using different intervals (intervals of 1, 2, or 5) and solve for temperature change.
3. Money: Determine the correct amount of change when a purchase is made with a twenty dollar bill. (Making Change , Making Change 2 )
Data AnalysisStandard 5 Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and probability.
1. Data Analysis
a. Read and interpret data displays such as tallies, tables, charts, and graphs and use the observations to pose and answer questions (e.g., choose a table in social studies of population data and write problems). (Tally and Pictographs , Bar Graphs , Line Graphs )
b. Collect, organize and record data in tables and graphs (e.g., line graphs (plots), bar graphs, pictographs).
2. Probability: Predict the probability of outcomes of simple experiments using words such as certain, equally likely, impossible (e.g., coins, number cubes, spinners).
3. Central Tendency: Determine the median (middle), and the mode (most often) of a set of data.
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