Virginia Standards of Learning: 4th Grade

4.5 The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.

4.7

4.7 The student will find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used.

4.8

4.8 The student will estimate and find the quotient of two whole numbers, given a one-digit divisor.

4.9.a

4.9.a The student will add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil;

4.9.c

4.9.c The student will solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

4.15.a The student will identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler

4.15.b The student will describe the path of shortest distance between two points on a flat surface.

4.16 The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity.

4.17.b The student will identify congruent and noncongruent shapes

4.17.c The student will investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing.

4.18 The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.

4.14

4.15.b

4.16

4.17.c

4.18

4.13.b

4.13.b The student will use measuring devices to find perimeter in both standard and nonstandard units of measure.

4.1.a The student will identify (orally and in writing) the place value for each digit in a whole number expressed through millions

4.2.b

4.2.b The student will represent equivalent fractions;

4.2.c

4.2.c The student will relate fractions to decimals, using concrete objects.

4.3

4.3 The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

4.21

4.21 The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.

4.19.a

4.19.a The student will predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible

4.19.b

4.19.b The student will determine the probability of a given simple event, using concrete materials.

4.20

4.20 The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions.