What does a student learn in StateAlabama,GradeGrade 4,SubjectMathematics?

Students add, subtract, multiply, and divide whole numbers to solve word problems and equations. This is the foundation for nearly every math skill that follows in upper elementary.

Students read a multiplication equation and explain what it means as a comparison: "24 = 6 x 4" means 24 is six times as many as 4. They also write equations when given a comparison in words.

Students solve story problems where one number is a certain number of times bigger than another, like "Maya has 4 times as many stickers as Leo." They draw a picture and write a multiplication or division equation, using a box or letter for the missing number.

Word problems here have two or more steps to solve. Students work through each step, decide what to do with any leftovers (a remainder), and explain how they know their answer makes sense.

Students read a word problem that takes more than one step to solve, then write an equation using a letter to mark the spot where the unknown number goes.

Students check whether their answer to a multi-step word problem makes sense by rounding numbers and estimating in their head before or after they calculate.

Students learn which numbers divide evenly into a given number and which numbers that number can be multiplied to reach. Think of it as finding all the ways to split 12 into equal groups, or listing what you get when you skip-count by 4.

Students learn to break a number like 36 into every pair of whole numbers that multiply to reach it, such as 4 and 9 or 6 and 6. This works for any number up to 100.

Students pick a number up to 100 and figure out whether it lands exactly on the counting pattern of a smaller number, like deciding if 36 is a multiple of 4 by checking if 4 divides into it evenly.

Students decide whether a number from 1 to 100 can be divided evenly only by itself and 1 (prime) or has other divisors too (composite). Think of it as checking whether a number of tiles can be arranged into more than one kind of rectangle.

Students spot a number pattern, describe the rule behind it, and use that rule to predict what comes next in the sequence.

Students follow a rule (like "add 3 each time") to build a number or shape pattern, then describe what they notice about how it grows or repeats.

Students read, write, and compare whole numbers up to one million by understanding what each digit's position means. A 4 in the hundreds place is worth ten times more than a 4 in the tens place.

A digit's value changes by ten depending on where it sits in a number. The 3 in 300 is worth ten times more than the 3 in 30, and students explain why using number models or reasoning.

Students read and write large numbers three ways: as digits (1,234), as words ("one thousand two hundred thirty-four"), and as an addition of parts (1,000 + 200 + 30 + 4).

Students line up two large numbers side by side and decide which is greater, which is smaller, or whether they match, then record that relationship using the symbols >, =, or <.

Students round large numbers to the nearest ten, hundred, thousand, or beyond. They use what they know about place value to decide whether a number rounds up or down.

Students add, subtract, multiply, and divide numbers with multiple digits by thinking about what each digit is worth based on its position. Place value turns big arithmetic problems into manageable steps.

Students add and subtract large numbers accurately, using what they know about place value to make sense of each step in the standard written method.

Students multiply large numbers, like 1,234 times 6 or 24 times 15, by breaking numbers apart by place value to make the math manageable.

Students multiply two numbers and show how the answer works, using a grid, a rectangle drawn on graph paper, or a number equation. The goal is to explain the multiplication, not just find the answer.

Students divide numbers up to the thousands by a single digit, finding how many times it goes in and what's left over. They use what they know about place value and multiplication to work it out.

Students show how division works by drawing arrays or area models and writing the matching equation. The picture and the number sentence explain the same answer two different ways.

Students practice recognizing when two fractions name the same amount and deciding which fraction is larger or smaller. The work builds on what they already know about equal parts and puts fractions in order on a number line.

Students use drawings of shapes or number lines to show why two fractions, like 1/2 and 2/4, are actually the same amount, even when the pieces are cut differently.

Students learn that the same amount can be written as different fractions, like 1/2 and 2/4. They practice finding and creating fractions that look different but represent equal portions of the same whole.

Students compare two fractions with unlike tops and bottoms by using models, a number line, or common denominators to decide which is larger. They record the result with >, =, or < and explain how they know.

Comparing fractions only works when both pieces come from the same-size whole. Half of a small pizza and half of a large pizza are not the same amount, so students learn to check that the wholes match before deciding which fraction is bigger.

Students use what they already know about adding and multiplying whole numbers to build and work with fractions. They combine simple fractions, like one-fourth, to form larger ones and solve problems involving parts of a whole.

Students break fractions into smaller pieces and explain why adding or subtracting fractions means joining or separating parts of the same whole shape or amount.

Students break a fraction apart into smaller pieces in different ways, like showing that 3/4 equals 1/4 + 1/4 + 1/4, using drawings, number lines, and equations.

Students add and subtract fractions and mixed numbers that share the same bottom number, such as 3/8 + 2/8, using what they know about whole-number addition and equivalent fractions.

Students solve story problems that add or subtract fractions and mixed numbers with matching bottom numbers. They sketch fraction bars or number lines and write equations to show their work.

Students multiply a whole number by a fraction, for example finding 3 times one-fourth. This builds on multiplication they already know, moving it from whole numbers into fractions.

Students learn that a fraction like 3/4 is just three copies of 1/4 added together. They show this by writing 3/4 as 3 x 1/4, connecting multiplication to what they already know about counting equal parts.

Students multiply a whole number by a fraction, like figuring out what 3 times 3/4 equals. This builds on what they already know about multiplying whole numbers.

Word problems ask students to multiply a whole number by a fraction, like finding how far someone walks if they cover 3/4 of a mile each day for 5 days. Students draw fraction models and write equations to work it out.

Students learn that fractions like 3/10 can be written as decimals like 0.3, and that decimals can be compared on a number line or place-value chart the way whole numbers are.

Students learn that 3/10 and 30/100 are the same amount. They practice showing this with pictures and numbers, connecting tenths to hundredths the way cents connect to a dime.

Adding tenths and hundredths together requires a shared denominator. Students convert a fraction like 3/10 into 30/100, then add it to a fraction like 25/100 to get a single answer.

Students learn to write fractions like 3/10 and 47/100 using a decimal point, connecting the fraction to its decimal form. They use grids or number lines to show why 0.3 and 0.47 mean the same thing as those fractions.

Students look at two decimal numbers, such as 0.4 and 0.37, and decide which is larger or smaller. They use number lines or grids to explain their thinking, then write the comparison using >, =, or <.

Students read and build graphs, charts, and line plots to answer questions about real data, like tracking rainfall or comparing how classmates spend their time after school.

Students read picture graphs, bar graphs, and line plots to answer math questions, like finding the total, the difference, or how many more appear in one category than another.

Students collect measurements in fractions (like 1/2 or 1/4 of an inch) and plot each one as a dot on a number line. The finished line plot shows where the measurements cluster and how they differ.

Students read a line plot and use the data on it to add or subtract fractions. For example, they might find the difference between the longest and shortest measurements shown on the chart.

Students measure length, weight, and time, then convert between units like feet to inches or hours to minutes. The focus is on understanding how many smaller units fit inside a bigger one.

Students pick the right unit to measure something, like choosing centimeters for a pencil or kilograms for a backpack. They work with metric and customary units for length, weight, and liquid, plus hours, minutes, and seconds for time.

Students practice converting larger measurements into smaller ones, like turning 3 feet into 36 inches or 2 hours into 120 minutes. They record those conversions in a simple two-column table.

Students solve word problems using addition, subtraction, multiplication, and division. The problems involve real measurements like miles, minutes, liters, grams, and dollars.

Students solve real-world problems where measurements include parts of a unit, like half a foot or 1.5 pounds. They practice the arithmetic and then label the answer with the right unit.

Students practice converting bigger measurements into smaller ones, like turning 3 feet into 36 inches or 2 hours into 120 minutes, then use those conversions to solve word problems.

Students draw a number line or diagram to show a measurement, like marking inches on a ruler sketch or plotting a length on a scale. It turns an abstract number into a picture worth checking.

Students use formulas to find the distance around a rectangle and the space inside it, then apply those calculations to real problems like figuring out how much fencing a yard needs or how much carpet fits in a room.

Students learn what an angle is and how to measure it in degrees. They use a protractor to find the size of angles in shapes and figures.

An angle is formed when two straight lines meet at a single point. Students learn to spot angles in shapes, corners, and everyday objects, and understand that the space between the lines is what gets measured.

Students learn to use a protractor to measure angles in degrees, then draw an angle when given a specific measurement. This is the same tool surveyors and architects use to read the exact opening between two lines.

Breaking a wide angle into smaller angles that fit together without gaps shows that the pieces add up to the whole. Students practice this the way they might split a pizza slice into two smaller slices and confirm the cuts total the original size.

Students find a missing angle by adding or subtracting the known angles shown in a diagram. Think of a corner split into two parts: if one part measures 50 degrees and the whole corner is 90, students calculate the other part.

Students draw and name lines, angles, and shapes based on what makes them distinct. A right angle in a square, parallel sides in a rectangle, a line of symmetry in a triangle.

Students draw and label the basic building blocks of geometry: points, lines, rays, and angles. They also spot these features inside everyday 2-D shapes, telling apart right, acute, and obtuse angles and recognizing when lines are parallel or perpendicular.

Students sort flat shapes by looking at their sides and corners. They identify which shapes have sides that run parallel, meet at right angles, or form angles of a specific size.

Right triangles have one square corner, like the corner of a piece of paper. Students learn to spot that corner in triangles and sort right triangles from other triangle shapes.

Students learn what a line of symmetry is: a straight line you can fold a flat shape along so both halves match exactly.

Students look at a shape and decide whether it can be folded exactly in half so both sides match. They also draw the fold line, called a line of symmetry, directly on the figure.