Nebraska Standards

Nebraska 4th grade math standards

Every 4th grade math standard in the Nebraska’s College and Career Ready Standards for Mathematics 2022, in Nebraska's order, with the Lux lessons that teach it.

Number and Operations in Base Ten

4.N.1.a
Read, write, and demonstrate multiple equivalent representations for whole numbers up to 1,000,000 and decimals to the hundredths using visual representations, standard form, and expanded form.
Taught inFractions as decimals 0.6 is not 0.06 One tenth more, one hundredth less Big numbers three waysand 4 more
4.N.1.b
Represent and justify comparisons of whole numbers up to 1,000,000 and decimals through the hundredths place using number lines and reasoning strategies.
Taught inComparing decimals A longer decimal isn’t bigger Big numbers three ways The zeros you don’t hearand 3 more
4.N.1.c
Recognize a digit in one place represents ten times what it represents in the place to its right.
Taught inTen times as much
4.A.1.a
Add and subtract multi-digit numbers using an algorithm.
Taught inEstimate first Adding with regrouping Subtracting with regrouping Subtracting across zeros
4.A.1.b
Multiply up to a four-digit whole number by a one-digit whole number and multiply a two-digit whole number by a two- digit whole number, using strategies based on place value, properties of operations, and algorithms.
Taught inArea model, three digits by one Partial products, two digits by two The standard algorithm, two digits by two The zero in the second rowand 4 more
4.A.1.c
Divide up to a four-digit whole number by a one-digit divisor with and without a remainder using strategies based on place value.
Taught inThe zero that holds a place Partial quotients How to do long division When the first digit is too smalland 4 more

Number and Operations—Fractions

4.N.1.d
Use decimal notation for fractions with denominators of 10 or 100 (e.g., 43/100 = 0.43).
Taught inFractions as decimals 0.6 is not 0.06 One tenth more, one hundredth less
4.N.2.a
Explain and demonstrate how a mixed number is equivalent to a fraction greater than one and how a fraction greater than one is equivalent to a mixed number using visual fraction models and reasoning strategies.
Taught inBreaking a fraction into parts Adding mixed numbers Subtracting mixed numbers
4.N.2.b
Explain and demonstrate how equivalent fractions are generated by multiplying by a fraction equivalent to 1 using visual fraction models and the Identity Property of Multiplication.
Taught inEquivalent fractions Change both parts, not one
4.N.2.c
Compare and order fractions having unlike numerators or denominators using number lines, benchmarks, reasoning strategies, and/or equivalence.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction Fractions greater than oneand 6 more
4.N.3.a
Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation.
Taught inBreaking a fraction into parts
4.N.3.b
Explain the meaning of addition and subtraction of fractions with like denominators using visual fraction models, properties of operations, and reasoning strategies.
Taught inAdding and subtracting like fractions Why the denominator stays Adding mixed numbers Subtracting mixed numbers
4.N.3.c
4.N.3.d 4.N.3.e Add and subtract fractions and mixed numbers with like denominators. Solve authentic problems involving addition and subtraction of fractions and mixed numbers with like denominators. Multiply a fraction by a whole number using visual fraction models and properties of operations.
Taught inAdding and subtracting like fractions Why the denominator stays Adding mixed numbers Subtracting mixed numbersand 5 more

Operations and Algebraic Thinking

4.N.4.a
Determine whether a given whole number up to 100 is a multiple of a given one-digit number.
Taught inFactor pairs with arrays Prime or composite?1 is not prime, and odd isn’t prime Is it a multiple?and 1 more
4.N.4.b
Determine factors of any whole number up to 100 and classify a number up to 100 as prime or composite.
Taught inFactor pairs with arrays Prime or composite?1 is not prime, and odd isn’t prime
4.A.1.d
Determine the reasonableness of whole number products and quotients using estimations and number sense.
Taught inThe zero that holds a place Area model, three digits by one Partial products, two digits by two The standard algorithm, two digits by twoand 15 more
4.A.1.e
Create a simple algebraic expression or equation using a variable for an unknown number to represent an authentic mathematical situation (e.g., 3 + n = 15, 81 ÷ n = 9).
Taught in5 r2 vans is not an answer What to do with the remainder A letter for the unknown
4.A.1.f
Solve one- and two-step authentic problems using the four operations including interpreting remainders and the use of a letter to represent the unknown quantity.
Taught in5 r2 vans is not an answer What to do with the remainder Times as many A letter for the unknown

Geometry

4.G.1.a
Identify, create, and describe points, lines, line segments, rays, angles, parallel lines, perpendicular lines, and intersecting lines.
Taught inFive kinds of angles Points, lines, segments, rays Parallel and perpendicular Crossing is not perpendicular
4.G.1.c
Justify the classification of two-dimensional shapes based on the presence or absence of parallel and perpendicular lines or the presence or absence of specific angles.
Taught inNaming quadrilaterals One shape, many names
4.G.1.d
Recognize, draw, and justify lines of symmetry in two-dimensional shapes.
Taught inLines of symmetry Find every line

Measurement and Data

4.G.1.b
Justify the classification of angles as acute, obtuse, or right.
Taught inFive kinds of angles Points, lines, segments, rays Parallel and perpendicular Crossing is not perpendicular
4.G.2.a
Identify and use the appropriate tools, operations, and units of measurement, both customary and metric, to solve authentic problems involving time, length, weight, mass, and capacity.
Taught inMaking change Line plots with fractions Answering questions from data Measuring to the nearest eighth inchand 2 more
4.G.2.b
Determine the reasonableness of measurements involving time, length, weight, mass, capacity, and angles.
Taught inMeasuring with a protractor Reading the right scale Converting units with a table Multiply or divide?and 1 more
4.G.2.c
Generate simple conversions from a larger unit to a smaller unit within the customary and metric systems of measurement.
Taught inConverting units with a table Multiply or divide?
4.G.2.d
Measure angles in whole number degrees using a protractor and relate benchmark angle measurements to their rotation through a circle (e.g., 180o = 1/2 of a circle).
Taught inFive kinds of angles Measuring with a protractor Reading the right scale
4.G.2.e
Recognize angle measures as additive and solve problems involving addition and subtraction to find unknown angles on a diagram.
Taught inAngles add up
4.G.3.a
Apply perimeter and area formulas for rectangles to solve authentic problems.
Taught inPerimeter, area, and a missing side Area or perimeter?Same area, different perimeters
4.D.1.a
Generate and represent data using line plots where the horizontal scale is marked off in appropriate units—whole numbers, halves, fourths, or eighths.
Taught inLine plots with fractions Stem-and-leaf plots Answering questions from data Measuring to the nearest eighth inch
4.D.2.a
Solve authentic problems and analyze data involving addition or subtraction of fractions presented in line plots.
Taught inLine plots with fractions Answering questions from data Measuring to the nearest eighth inch

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