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## Texas Math Standards - 4th Grade

MathScore aligns to the Texas 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.

View the Texas Math Standards at other levels.

## Number, operation, and quantitative reasoning

4.1 The student uses place value to represent whole numbers and decimals. The student is expected to:
A. use place value to read, write, compare, and order whole numbers through the millions place; and (Place Value , Number Comparison , Order Numbers , Order Large Numbers )
B. use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models. (Decimal Place Value , Order Decimals , Compare Decimals )
4.2 The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to:
A. generate equivalent fractions using concrete and pictorial models; (Fraction Pictures )
B. model fraction quantities greater than one using concrete materials and pictures;
C. compare and order fractions using concrete and pictorial models; and (Basic Fraction Comparison , Fraction Comparison )
D. relate decimals to fractions that name tenths and hundredths using models. (Fractions to Decimals , Decimals To Fractions , Compare Mixed Values , Positive Number Line )
4.3 The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to:
A. use addition and subtraction to solve problems involving whole numbers; and (Addition Grouping , Long Addition to 1000 , Long Addition , Long Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 , Long Subtraction to 1000 )
B. add and subtract decimals to the hundredths place using concrete and pictorial models. (Money Addition , Money Subtraction , Making Change , Decimal Addition , Decimal Subtraction )
4.4 The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to:
A. model factors and products using arrays and area models; (Understanding Multiplication )
B. represent multiplication and division situations in picture, word, and number form; (Arithmetic Word Problems , Basic Word Problems 2 )
C. recall and apply multiplication facts through 12 x 12; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division )
D. use multiplication to solve problems involving two-digit numbers; and (Multiplication By One Digit , Long Multiplication )
E. use division to solve problems involving one-digit divisors. (Long Division By One Digit , Division with Remainders , Word Problems With Remainders )
4.5 The student estimates to determine reasonable results. The student is expected to:
A. round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and (Rounding Numbers )
B. estimate a product or quotient beyond basic facts. (Estimated Multiplication , Estimated Division , Estimated Multiply Divide Word Problems )

## Patterns, relationships, and algebraic thinking

4.6 The student uses patterns in multiplication and division. The student is expected to:
A. use patterns to develop strategies to remember basic multiplication facts; (Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies )
B. solve division problems related to multiplication facts (fact families) such as 9 × 9 = 81 and 81 ÷ 9 = 9; and (Fast Division , Inverse Equations 2 )
C. use patterns to multiply by 10 and 100. (Multiply By Multiples Of 10 )
4.7 The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table. (Function Tables , Function Tables 2 )

## Geometry and spatial reasoning

4.8 The student identifies and describes lines, shapes, and solids using formal geometric language. The student is expected to:
A. identify right, acute, and obtuse angles;
B. identify models of parallel and perpendicular lines; and (Parallel and Perpendicular Lines )
C. describe shapes and solids in terms of vertices, edges, and faces. (Polygon Names )
4.9 The student connects transformations to congruence and symmetry. The student is expected to:
A. demonstrate translations, reflections, and rotations using concrete models; (Requires outside materials )
B. use translations, reflections, and rotations to verify that two shapes are congruent; and
C. use reflections to verify that a shape has symmetry.
4.10 The student recognizes the connection between numbers and points on a number line. The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. (Positive Number Line , Number Line , Fractions to Decimals , Decimals To Fractions , Compare Mixed Values )

## Measurement

4.11 The student selects and uses appropriate units and procedures to measure weight and capacity. The student is expected to:
A. estimate and measure weight using standard units including ounces, pounds, grams, and kilograms; and
B. estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.
4.12 The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area. (Time Intervals , Perimeter and Area Word Problems , Line Segments )

## Probability and statistics

4.13 The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:
A. list all possible outcomes of a probability experiment such as tossing a coin;
B. use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin; and
C. interpret bar graphs. (Bar Graphs )

## Underlying processes and mathematical tools

4.14 The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
A. identify the mathematics in everyday situations;
B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
C. select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (Missing Factor , Missing Operator )
D. use tools such as real objects, manipulatives, and technology to solve problems.
4.15 The student communicates about Grade 4 mathematics using informal language. The student is expected to:
A. explain and record observations using objects, words, pictures, numbers, and technology; and
B. relate informal language to mathematical language and symbols. (Arithmetic Word Problems , Basic Word Problems 2 )
4.16 The student uses logical reasoning to make sense of his or her world. The student is expected to:
A. make generalizations from patterns or sets of examples and nonexamples; and
B. justify why an answer is reasonable and explain the solution process.