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Mathematics Curriculum Goals for Fourth Grade

Use conventional spelling in their written work.

To progress toward meeting the grade level standard, students will:
• Spell high frequency words, contractions, and compound words correctly.
• Spell grade appropriate words with regular and irregular spelling patterns correctly.
• Use transitional spelling for unfamiliar words.
• Spell by referring to resources when necessary.

Standard 5: Speaking and Listening

To progress toward the content standard in Speaking and Listening, fourth grade students

Use speaking and listening strategies to enhance learning.

To progress toward meeting the grade level standard, students will:
• Listen attentively and respond appropriately to others in a variety of settings.
• Participate as both contributor and leader in group discussions

Use speaking strategies appropriate to audience and purpose.

To progress toward meeting the grade level standard, students will:
• Organize and deliver an oral presentation.
• Summarize major ideas and supporting evidence presented in spoken messages and
formal presentations.
• Give precise directions and instructions.


The major purpose of the K-6 mathematics program is to develop students' abilities to apply mathematics
involving problems in everyday living. Ideas, concepts and/or skills are introduced at different grade levels.
After introduction, it is expected that some degree of competency will be developed within that level and
continue in future levels to the point of mastery. These standards have been adapted for Claremont Unified
School District from “Mathematics Content Standards for California Public Schools, 1999,” California
Department of Education.

During the school year fourth grade students will be working on the following concepts:
Focus Statement: By the end of the fourth grade, students understand large numbers and addition ,
subtraction, multiplication and division of whole numbers. They describe and compare simple fractions and
decimals. They understand the properties of and the relationships between plane geometric figures. They
collect, represent and analyze data to answer questions.

Number Sense

1.1 Read and write whole numbers in the millions.
1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand or
hundred thousand.
1.4 Decide when a rounded solution is called for, and explain why this is the case.
1.5 Interpret different meanings for fractions including parts of a whole, parts of a set, indicated
division of whole numbers and quantities (and measures) between whole numbers on a number
line; and relate to simple decimals on a number line.
1.6 Write tenths and hundredths in decimal and fraction notation and know fraction/decimal
equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).
1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction using
1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, “owing”).
1.9 Identify the relative position of fractions, mixed numbers, and decimals to two decimal places on the
number line.
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
2.2 Round two place decimals or the nearest whole number, and use rounding to judge the
reasonableness of an answer.
3.1 Demonstrate understanding of, and the ability to use standard algorithms for addition and
of multi– digit numbers .
3.2 Demonstrate understanding of, and ability to use, standard algorithms for multiplying a
multi–digit number by a two digit number and long division for dividing a multi–digit number by
one digit number; use relationships between them to simplify computations and to check results.
3.3 Solve problems involving multiplication of multi–digit numbers by two digit numbers.
3.4 Solve problems involving division multi–digit numbers by one–digit numbers.
4.1 Understand that many whole numbers decompose in different ways (e.g., 12 = 4x3 = 2x6 = 2x2x3).
4.2 Know that numbers such as 2, 3, 5, 7, 11 do not have any factors except 1 and themselves, and
that such numbers are called prime numbers.

Algebra and Functions

1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations
(e.g., demonstrate understanding and use of a concept of a variable).
1.2 Interpret and evaluate mathematical expressions that use parentheses.
1.3 Use parentheses to indicate which operation to perform first when writing expressions containing
more than two terms and different operations.
1.4 Use and interpret formulas (e.g., Area = length times width or A = lw) to answer questions about
quantities and their relationships.
2.1 Know and understand that equal added to equals are equal.
2.2 Know and understand that equals multiplied by equals are equal.

Measurement and Geometry

1.1 Measure the area of rectangular shapes, using appropriate units square centimeter 2, square meter2,
square kilometer2, square inches2, square yard2, square mile2.
1.2 Recognize that the rectangles having the same area can have different perimeters
1.3 Understand that the same number can be the perimeter of different rectangles, each having a
different area.
1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and
squares. Use these formulas to find the areas of ore complex figures by dividing them into parts
with these basic shapes.
2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw the first ten points
for the equation y=3x and connect them using a straight line).
2.2 Understand that the length of a horizontal line segment equals the difference of the x–coordinates.
2.3 Understand that the length of a vertical line segment equals the difference of the y–coordinates.
3.1 Identify lines that are parallel and perpendicular.
3.2 Identify the radius and diameter of a circle.
3.3 Identify congruent figures.
3.4 Identify figures that have bilateral and rotational symmetry.
3.5 Know the definitions of right angle, acute angle and obtuse angle. They understand that 90, 180,
270 and 360 degrees are, respectively, associated with 1/4, 1/2, 3/4 and full turns.
3.6 Visualize, describe and represent geometric solids (e.g., prisms, pyramids, etc.) in terms of the
number and shape of faces, edges and vertices; interpret two–dimensional representations of
three–dimensional objects; and draw patterns (of faces) for a solid that when folded will make a
model of the solid.
3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their
3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram,

Statistics, Data Analysis and Probability

1.1 Formulate survey questions, systematically collect and represent data on a number line, and
coordinate graphs , tables and charts.
1.2 Identify the mode(s) for sets of categorical data, and the mode(s), median, and any apparent
outliners for numerical data sets.
1.3 Interpret one and two variable data graphs to answer questions about a situation.
2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables,
grids, tree diagrams).

Mathematical Reasoning

1.1 Analyze problems by identifying relationships, discriminating relevant from irrelevant information,
sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods such as words, numbers, symbols, charts, graphs, tables, diagrams and
models to explain mathematical reasoning.
2.4 Express the solution clearly and logically using appropriate mathematical notation and terms and
clear language, and support solutions with evidence, in both verbal and symbolic work.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.1 Evaluate the reasonableness of the solution in the context of the original situation.


The goal of the district’s Science program is to assure that all students are scientifically literate. A
scientifically–literate student is able to understand and use the scientific method as a problem–solving tool.
He/She can use the knowledge gained in science to recognize cause and effect relationships and to further
investigate solutions to personal, global, and ethical questions.

Science instruction in grades K–6 is based on the premise that the nature of science and the intellectual
development of the student are closely related. The program builds on developing a student’s natural
curiosity about his/her surrounding environment. The instruction includes developmental and hands–on
activities which emphasize both process skills and conceptual development of scientific knowledge.
Instruction at all levels encourages the student to understand the link and interrelationship between the
three science disciplines of Physical Science, Earth Science, and Life Science. Students study this
interrelationship through the use of the following 3 unifying concepts:

Physical Science
Our physical world is governed by the properties and interactions of matter
and energy.
Earth Science
The Earth, Solar System and Universe are a dynamic system undergoing
continual change.
Life Science
All living things are diverse, interdependent, and constantly changing to
to their environment.

During the school year fourth grade students will be working on all four strands covering
topics such as:

Life Science
Living things adapt and evolve to meet their needs in a changing
Earth Science The changes in the atmosphere and oceans affect changes in the Earth.
Physical Science Energy created by changes in matter can be stored, transferred, and used.
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