Wyoming Standards

Wyoming 4th grade math standards

Every 4th grade math standard in the Wyoming Content and Performance Standards: Mathematics, in Wyoming's order, with the Lux lessons that teach it.

Operations and Algebraic Thinking

4.OA.3a
Represent these problems using equations with a letter standing for the unknown quantity.
Taught in5 r2 vans is not an answer What to do with the remainder A letter for the unknown
4.OA.3b
Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Taught in5 r2 vans is not an answer What to do with the remainder A letter for the unknown
4.OAP.3.A
Represent these problems using equations with a letter standing for the unknown quantity.
Taught in5 r2 vans is not an answer What to do with the remainder A letter for the unknown
4.OAP.3.B
Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Taught in5 r2 vans is not an answer What to do with the remainder A letter for the unknown

Number and Operations in Base Ten

4.NBT.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols.
Taught inBig numbers three ways The zeros you don’t hear Renaming numbers Comparing big numbersand 1 more
4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.
Taught inRounding: closer to which?Rounding that rolls over
4.NBT.5a
Multiply a whole number of up to four digits by a one-digit whole number.
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.NBT.5b
Multiply a pair of two-digit numbers.
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.NBT.5c
Use appropriate models to explain the calculation, such as by using equations, rectangular arrays, and/or area models.
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.NBTP.5.A
Multiply a whole number of up to four digits by a one-digit whole number.
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.NBTP.5.B
Multiply a pair of two-digit numbers.
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.NBTP.5.C
Use appropriate models to explain the calculation, such as by using equations, rectangular arrays, ratio tables, or area models.
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.NBT.6
Use strategies based on place value, the properties of multiplication, and/or the relationship between multiplication and division to find quotients and remainders with up to four-digit dividends and one-digit divisors. Use appropriate models to explain the calculation, such as by using equations, rectangular arrays, and/or area models.
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.NF.1
Explain why a fraction a/b is equivalent to a fraction na/nb by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Taught inEquivalent fractions Change both parts, not one
4.NF.2a
Recognize that comparisons are valid only when the two fractions refer to the same whole.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction Fractions greater than oneand 6 more
4.NF.2b
Record the results of comparisons with symbols >, =, or <.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction Fractions greater than oneand 6 more
4.NF.2c
Justify the conclusions by using a visual fraction model.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction
4.NFP.2.A
Recognize that comparisons are valid only when the two fractions refer to the same whole.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction Fractions greater than oneand 6 more
4.NFP.2.B
Record the results of comparisons with symbols >, =, or <.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction Fractions greater than oneand 6 more
4.NFP.2.C
Justify the conclusions by using a visual fraction model.
Taught inComparing with 1/2 Comparing with a common denominator Bigger numbers, not a bigger fraction
4.NF.3a
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Taught inAdding and subtracting like fractions Why the denominator stays
4.NF.3b
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions by using a visual fraction model.
Taught inBreaking a fraction into parts
4.NF.3c
Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction, and/or by using properties of addition and the relationship between addition and subtraction.
Taught inAdding mixed numbers Subtracting mixed numbers
4.NF.3d
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
Taught inFraction stories, same whole
4.NFP.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Taught inAdding and subtracting like fractions Why the denominator stays
4.NFP.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions by using a visual fraction model.
Taught inBreaking a fraction into parts
4.NFP.3.C
Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction, and/or by using properties of addition and the relationship between addition and subtraction.
Taught inAdding mixed numbers Subtracting mixed numbers
4.NFP.3.D
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
Taught inFraction stories, same whole
4.NF.7
Compare and order decimal numbers to hundredths and justify by using concrete and visual models. Record the results of comparisons with the words "is greater than," "is equal to," "is less than," and with the symbols >, =, and <.
Taught inComparing decimals A longer decimal isn’t bigger

Measurement and Data

4.MD.3
Apply the area and perimeter formulas for rectangles in real-world and mathematical problems.
Taught inPerimeter, area, and a missing side Area or perimeter?Same area, different perimeters
4.MD.7
Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems.
Taught inAngles add up

Geometry

4.G.2
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Taught inNaming quadrilaterals One shape, many names

All Wyoming grades

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