Gizmos for Texas - Mathematics: 4th Grade (Essential Knowledge and Skills adopted 2012)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

4.1: : Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

4.1.A: : The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace;

4.1.B: : The student is expected to: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

4.1.C: : The student is expected to: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

4.1.D: : The student is expected to: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

4.1.E: : The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;

4.1.F: : The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas; and

4.1.G: : The student is expected to: display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

4.2: : Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value.

4.2.A: : The student is expected to: interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;

4.2.B: : The student is expected to: represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;

4.2.D: : The student is expected to: round whole numbers to a given place value through the hundred thousands place;

4.2.E: : The student is expected to: represent decimals, including tenths and hundredths, using concrete and visual models and money;

4.2.F: : The student is expected to: compare and order decimals using concrete and visual models to the hundredths;

4.2.G: : The student is expected to: relate decimals to fractions that name tenths and hundredths; and

4.2.H: : The student is expected to: determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

4.3: : Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.

4.3.A: : The student is expected to: represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;

4.3.B: : The student is expected to: decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;

4.3.C: : The student is expected to: determine if two given fractions are equivalent using a variety of methods;

4.3.D: : The student is expected to: compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;

4.3.E: : The student is expected to: represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;

4.3.F: : The student is expected to: evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and

4.3.G: : The student is expected to: represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

4.4: : Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.

4.4.A: : The student is expected to: add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;

4.4.C: : The student is expected to: represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;

4.4.D: : The student is expected to: use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

4.4.E: : The student is expected to: represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;

4.4.F: : The student is expected to: use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;

4.4.G: : The student is expected to: round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and

4.4.H: : The student is expected to: solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

4.5: : Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations.

4.5.A: : The student is expected to: represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;

4.5.B: : The student is expected to: represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence;

4.5.C: : The student is expected to: use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and

4.5.D: : The student is expected to: solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

4.6: : Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.

4.6.A: : The student is expected to: identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

4.6.B: : The student is expected to: identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;

4.6.C: : The student is expected to: apply knowledge of right angles to identify acute, right, and obtuse triangles; and

4.6.D: : The student is expected to: 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.

4.7: : Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees.

4.7.E: : The student is expected to: determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.

4.8: : Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.

4.8.A: : The student is expected to: identify relative sizes of measurement units within the customary and metric systems;

4.8.B: : The student is expected to: convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and

4.8.C: : The student is expected to: solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

4.9: : Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

4.9.A: : The student is expected to: represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and

4.9.B: : The student is expected to: solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

Correlation last revised: 2/10/2025

Texas - Mathematics: 4th Grade

Essential Knowledge and Skills | Adopted: 2012