4.N3 Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4-digit numerals) by: using personal strategies for adding and subtracting; estimating sums and differences; and solving problems involving addition and subtraction.
4.N5 Describe and apply mental mathematics strategies, such as: skip counting from a known fact; using doubling or halving; using doubling or halving and adding or subtracting one more group; using patterns in the 9s facts; and using repeated doubling to determine basic multiplication facts to 9 × 9 and related division facts.
4.N6 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by: using personal strategies for multiplication with and without concrete materials; using arrays to represent multiplication; connecting concrete representations to symbolic representations; and estimating products.
4.N7 Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials; estimating quotients; and relating division to multiplication.
4.N8 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set; compare and order fractions; model and explain that for different wholes, two identical fractions may not represent the same quantity; and provide examples of where fractions are used.
4.N11 Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by: using compatible numbers; estimating sums and differences; and using mental math strategies to solve problems.
4.SS3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: recognizing that area is measured in square units; selecting and justifying referents for the units cm² or m²; estimating area by using referents for cm² or m²; determining and recording area (cm² or m²); and constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.