Nova Scotia

4.N Number

• Students will be expected to demonstrate number sense.

  • 4.N01 Students will be expected to represent and partition whole numbers to 10 000.

    • 4.N01.01 Read a given four-digit numeral without using the word "and."

      • Word names for numbers (4-A.8)

    • 4.N01.02 Record numerals for numbers expressed orally, concretely, pictorially, and/or symbolically as expressions, using proper spacing without commas.

      • Word names for numbers (4-A.8)

    • 4.N01.03 Write a given numeral, 0 to 10 000, in words.

      • Word names for numbers (4-A.8)

    • 4.N01.04 Represent a given numeral using a place-value chart or diagrams.

      • Place value models (4-A.1)

    • 4.N01.05 Express a given numeral in expanded notation (e.g., 4321 = 4000 + 300 + 20 + 1).

      • Convert between standard and expanded form (4-A.2)

    • 4.N01.06 Write the numeral represented by a given expanded notation.

      • Convert between standard and expanded form (4-A.2)

    • 4.N01.07 Explain the meaning of each digit in a given four-digit numeral.

      • Value of a digit (4-A.3)
      • Identify place value names (4-A.6)

    • 4.N01.08 Represent a given number in a variety of ways and explain how they are equivalent.

      • Relationship between place values (4-A.4)
      • Convert between place values (4-A.5)
      • Place values review (4-A.7)

    • 4.N01.09 Read a given number word, 0 to 10 000.

      • Word names for numbers (4-A.8)

    • 4.N01.10 Represent a given number using expressions.

  • 4.N02 Students will be expected to compare and order numbers to 10 000.

    • 4.N02.01 Order a given set of numbers in ascending or descending order, and explain the order by making references to place value.

      • Put numbers in order (4-A.20)

    • 4.N02.02 Create and order three different four-digit numerals.

      • Put numbers in order (4-A.20)

    • 4.N02.03 Identify the missing numbers in an ordered sequence and on a number line.

      • Skip-counting sequences (4-A.15)

    • 4.N02.04 Identify incorrectly placed numbers in an ordered sequence and on a number line.

    • 4.N02.05 Place numbers in relative order on an open number line.

    • 4.N02.06 Place numbers on a number line containing benchmark numbers for the purpose of comparison.

    • 4.N02.07 Compare numbers based on a variety of methods.

      • Compare numbers (4-A.19)

  • 4.N03 Students will be expected to demonstrate an understanding of addition and subtraction of numbers with answers to 10 000 (limited to three- and four-digit numerals) by:
    • using personal strategies for adding and subtracting
    • estimating sums and differences
    • solving problems involving addition and subtraction

    • 4.N03.01 Represent concretely, pictorially, and symbolically the addition and subtraction of whole numbers, limited to three- and four-digit numerals.

      • Complete the addition sentence: up to three digits (4-B.9)
      • Complete the addition sentence: up to four digits (4-B.12)

    • 4.N03.02 Determine the sum of two given numbers, limited to three- and four-digit numerals, using a personal strategy, and record the process symbolically.

      • Add numbers up to three digits (4-B.7)
      • Add numbers up to four digits (4-B.10)

    • 4.N03.03 Determine the difference of two given numbers, limited to three- and four-digit numerals, using a personal strategy, and record the process symbolically.

      • Subtract numbers up to three digits (4-C.7)
      • Subtract numbers up to four digits (4-C.10)

    • 4.N03.04 Describe a situation in which an estimate rather than an exact answer is sufficient.

    • 4.N03.05 Estimate sums and differences using different strategies.

      • Estimate sums (4-B.18)
      • Estimate sums: word problems (4-B.19)
      • Estimate differences (4-C.16)
      • Estimate differences: word problems (4-C.17)

    • 4.N03.06 Create and solve problems that involve addition and subtraction of two or more numbers, limited to three- and four-digit numerals.

      • Add numbers up to three digits: word problems (4-B.8)
      • Add numbers up to four digits: word problems (4-B.11)
      • Subtract numbers up to three digits: word problems (4-C.8)
      • Subtract numbers up to four digits: word problems (4-C.11)
      • Multi-step word problems involving subtraction (4-I.7)

    • 4.N03.07 Explain mental mathematics strategies that could be used to determine a sum or difference.

    • 4.N03.08 Determine a sum or difference of one-, two-, and three-digit numerals efficiently, using mental mathematics strategies.

      • Addition facts up to 20 (4-B.1)
      • Addition facts up to 20: word problems (4-B.2)
      • Add two-digit numbers (4-B.4)
      • Add numbers up to two digits: word problems (4-B.5)
      • Add numbers up to three digits (4-B.7)
      • Add numbers up to three digits: word problems (4-B.8)
      • Choose numbers with a particular sum (4-B.17)
      • Subtraction facts up to 18 (4-C.1)
      • Subtraction facts up to 18: word problems (4-C.2)
      • Subtract numbers up to two digits (4-C.4)
      • Subtract numbers up to two digits: word problems (4-C.5)
      • Subtract numbers up to three digits (4-C.7)
      • Subtract numbers up to three digits: word problems (4-C.8)
      • Choose numbers with a particular difference (4-C.15)

  • 4.N04 Students will be expected to apply and explain the properties of 0 and 1 for multiplication and the property of 1 for division.

    • 4.N04.01 Determine the answer to a given question involving the multiplication of a number by 1, and explain the answer using the property of 1 in multiplication.

      • Multiply by 1 (3-F.2)

    • 4.N04.02 Determine the answer to a given question involving the multiplication of a number by 0, and explain the answer using the property of 0 in multiplication.

      • Multiply by 0 (3-F.1)

    • 4.N04.03 Determine the answer to a given question involving the division of a number by 1, and explain the answer using the property of 1 in division.

      • Divide by 1 (3-J.1)

  • 4.N05 Students will be expected to describe and apply mental mathematics strategies, to recall basic multiplication facts to 9 × 9, and to determine related division facts.

    • 4.N05.01 Describe the mental mathematics strategy used to determine basic multiplication or division facts.

    • 4.N05.02 Use and describe a personal strategy for determining the multiplication facts.

      • Multiplication facts up to 10 (4-E.1)
      • Multiplication facts up to 10: find the missing factor (4-E.2)

    • 4.N05.03 Use and describe a personal strategy for determining the division facts.

      • Division facts up to 10 (4-H.1)
      • Division facts up to 10: word problems (4-H.2)

    • 4.N05.04 Quickly recall basic multiplication facts up to 9 × 9.

      • Multiplication facts up to 10 (4-E.1)
      • Multiplication facts up to 10: find the missing factor (4-E.2)

  • 4.N06 Students will be expected to demonstrate an understanding of multiplication (one-, two-, or three-digit by one-digit numerals) 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
    • estimating products
    • applying the distributive property

    • 4.N06.01 Model a given multiplication problem, using the distributive property (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).

      • Distributive property: find the missing factor (4-E.22)
      • Multiply using the distributive property (4-E.23)

    • 4.N06.02 Model the multiplication of two given numbers, limited to one-, two-, or three-digit by one-digit numerals, using concrete or visual representations, and record the process symbolically.

      • Multiply 1-digit numbers by teen numbers using grids (4-E.8)
      • Multiply 1-digit numbers by 2-digit numbers using area models I (4-E.9)
      • Multiply 1-digit numbers by 2-digit numbers using area models II (4-E.10)
      • Multiply 1-digit numbers by 3-digit numbers using area models I (4-E.13)
      • Multiply 1-digit numbers by 3-digit numbers using area models II (4-E.14)

    • 4.N06.03 Create and solve multiplication story problems, limited to one-, two-, or three-digit by one-digit numerals, and record the process symbolically.

      • Multiply 1-digit numbers by 2-digit numbers: word problems (4-E.12)

    • 4.N06.04 Estimate a product using a personal strategy (e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250).

      • Estimate products: multiply by 1-digit numbers (4-E.25)

    • 4.N06.05 Model and solve a given multiplication problem using an array, and record the process.

      • Identify multiplication expressions for arrays (4-D.5)
      • Write multiplication sentences for arrays (4-D.6)
      • Multiply 1-digit numbers by teen numbers using grids (4-E.8)

    • 4.N06.06 Determine the product of two given numbers using a personal strategy, and record the process symbolically.

      • Multiply 1-digit numbers by 2-digit numbers (4-E.11)
      • Multiply 1-digit numbers by 3-digit numbers using expanded form (4-E.15)
      • Multiply 1-digit numbers by multi-digit numbers using partial products (4-E.16)
      • Multiply 1-digit numbers by 3-digit numbers (4-E.17)

  • 4.N07 Students will be expected to demonstrate an understanding of division (one-digit divisor and up to two-digit dividend) to solve problems by:
    • using personal strategies for dividing, with and without concrete materials
    • estimating quotients
    • relating division to multiplication

    • 4.N07.01 Model the division of two given numbers without a remainder, limited to a one-digit divisor and up to a two-digit dividend, using concrete or visual representations, and record the process pictorially and symbolically.

      • Divide by counting equal groups (4-G.1)
      • Write division sentences for groups (4-G.2)
      • Write division sentences for arrays (4-G.4)
      • Divide using arrays (4-G.7)
      • Divide using area models (4-G.8)

    • 4.N07.02 Model the division of two given numbers with a remainder, limited to a one-digit divisor and up to a two-digit dividend, using concrete or visual representations, and record the process pictorially and symbolically. (It is not intended that remainders be expressed as decimals or fractions.)

    • 4.N07.03 Solve a given division problem, using a personal strategy, and record the process symbolically.

      • Divide using repeated subtraction (4-G.9)
      • Divide using the distributive property (4-G.10)
      • Divide 2-digit numbers (4-H.3)
      • Divide 2-digit numbers with remainders (4-H.5)
      • Divide 2-digit numbers and interpret remainders (4-H.6)

    • 4.N07.04 Create and solve division word problems involving a one- or two-digit dividend, and record the process pictorially and symbolically.

      • Divide 2-digit numbers: word problems (4-H.4)

    • 4.N07.05 Estimate a quotient using a personal strategy (e.g., 86 ÷ 4 is close to 80 ÷ 4 or close to 80 ÷ 5).

      • Estimate quotients using compatible numbers (4-H.14)
      • Estimate quotients: word problems (4-H.16)

    • 4.N07.06 Solve a given division problem by relating division to multiplication (e.g., for 80 ÷ 4, we know that 4 × 20 = 80, so 80 ÷ 4 = 20).

      • Relate multiplication and division for groups (4-G.3)
      • Relate multiplication and division for arrays (4-G.5)
      • Relate multiplication and division (4-G.6)

  • 4.N08 Students will be expected to demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to:
    • name and record fractions for the parts of one whole or a set
    • compare and order fractions
    • model and explain that for different wholes, two identical fractions may not represent the same quantity
    • provide examples of where fractions are used

    • 4.N08.01 Represent a given fraction of one whole object, region, or a set using concrete materials.

      • Make halves, thirds and fourths (4-T.2)
      • Make sixths and eighths (4-T.3)
      • Make halves, thirds, fourths, sixths and eighths (4-T.4)
      • Graph unit fractions on number lines (4-T.17)
      • Graph fractions on number lines (4-T.18)

    • 4.N08.02 Identify a fraction from its given concrete representation.

      • Identify halves, thirds and fourths (4-T.1)
      • Identify unit fractions on number lines (4-T.15)
      • Identify fractions on number lines (4-T.16)

    • 4.N08.03 Name and record the shaded and non-shaded parts of a given whole object, region, or set.

      • Match fractions to models: halves, thirds and fourths (4-T.9)
      • Match unit fractions to models (4-T.10)
      • Match fractions to models (4-T.11)
      • Fractions of number lines: unit fractions (4-T.12)
      • Fractions of number lines: halves, fourths and eighths (4-T.13)
      • Fractions of number lines (4-T.14)

    • 4.N08.04 Represent a given fraction pictorially by shading parts of a given whole object, region, or set.

      • Show fractions: fraction bars (4-T.7)
      • Show fractions: area models (4-T.8)

    • 4.N08.05 Explain how denominators can be used to compare two given unit fractions with a numerator of 1.

    • 4.N08.06 Order a given set of fractions that have the same numerator, and explain the ordering.

      • Compare fractions with like numerators or denominators using models (4-V.2)
      • Compare fractions with like numerators or denominators (4-V.9)
      • Order fractions with like numerators or denominators (4-V.13)

    • 4.N08.07 Order a given set of fractions that have the same denominator, and explain the ordering.

      • Compare fractions with like denominators using models (4-V.1)
      • Compare fractions with like numerators or denominators using models (4-V.2)
      • Compare fractions using models (4-V.3)
      • Compare fractions with like denominators (4-V.8)
      • Compare fractions with like numerators or denominators (4-V.9)
      • Compare fractions (4-V.10)
      • Compare fractions with like denominators in recipes (4-V.11)
      • Order fractions with like denominators (4-V.12)
      • Order fractions with like numerators or denominators (4-V.13)
      • Order fractions (4-V.14)

    • 4.N08.08 Identify which of the benchmarks 0, 1/2 , or 1 is closer to a given fraction.

    • 4.N08.09 Name fractions between two given benchmarks on a number line.

      • Compare fractions using ½ as a benchmark (4-V.6)
      • Compare fractions using ½ as a benchmark: find the missing numerator (4-V.7)

    • 4.N08.10 Order a given set of fractions by placing them on a number line with given benchmarks.

      • Graph smaller or larger fractions on number lines (4-T.19)
      • Graph and compare fractions with like denominators on number lines (4-V.4)
      • Graph and compare fractions with like numerators or denominators on number lines (4-V.5)

    • 4.N08.11 Provide examples of instances when two identical fractions may not represent the same quantity.

    • 4.N08.12 Provide, from everyday contexts, an example of a fraction that represents part of a set and an example of a fraction that represents part of one whole.

      • Unit fractions: modelling word problems (4-T.20)
      • Unit fractions: word problems (4-T.21)
      • Fractions of a whole: modelling word problems (4-T.22)
      • Fractions of a whole: word problems (4-T.23)
      • Fractions of a group: word problems (4-T.24)

  • 4.N09 Students will be expected to describe and represent decimals (tenths and hundredths) concretely, pictorially, and symbolically.

    • 4.N09.01 Write the decimal for a given concrete or pictorial representation of part of a set, part of a region, or part of a unit of measure.

      • What decimal number is illustrated? (4-X.1)

    • 4.N09.02 Represent a given decimal using concrete materials or a pictorial representation.

      • Model decimals and fractions: up to tenths (4-W.1)
      • Graph decimals on number lines: up to tenths (4-W.4)
      • Decimal number lines: up to tenths (4-W.5)
      • Model decimals and fractions: up to hundredths (4-X.2)
      • Graph decimals on number lines: up to hundredths (4-X.7)
      • Decimal number lines: up to hundredths (4-X.8)

    • 4.N09.03 Explain the meaning of each digit in a given decimal.

      • Place values in decimal numbers: up to tenths (4-W.3)
      • Place values in decimal numbers: up to hundredths (4-X.4)

    • 4.N09.04 Represent a given decimal using money values (dimes and pennies).

    • 4.N09.05 Record a given money value using decimals.

      • Count coins and bills up to $100 (4-O.1)

    • 4.N09.06 Provide examples of everyday contexts in which tenths and hundredths are used.

    • 4.N09.07 Model, using manipulatives or pictures, that a given tenth can be expressed as a hundredth (e.g., 0.9 is equivalent to 0.90, or 9 dimes is equivalent to 90 pennies).

      • Equivalent decimals: up to hundredths (4-X.6)

    • 4.N09.08 Read decimal numbers correctly.

      • Understanding decimals expressed in words: up to tenths (4-W.2)
      • Understanding decimals expressed in words: up to hundredths (4-X.3)

  • 4.N10 Students will be expected to relate decimals to fractions and fractions to decimals (to hundredths).

    • 4.N10.01 Express, orally and symbolically, a given fraction with a denominator of 10 or 100 as a decimal.

      • Convert fractions to decimals: denominators of 10 and 100 (4-X.10)

    • 4.N10.02 Read decimals as fractions (e.g., 0.5 is zero and five tenths).

    • 4.N10.03 Express, orally and symbolically, a given decimal in fraction form.

      • Convert decimals to fractions: up to tenths (4-W.8)
      • Convert decimals between standard and expanded form using fractions: up to tenths (4-W.9)
      • Convert decimals to fractions: up to hundredths (4-X.12)
      • Convert decimals between standard and expanded form using fractions: up to hundredths (4-X.13)

    • 4.N10.04 Express a given pictorial or concrete representation as a fraction or decimal (e.g., 15 shaded squares on a hundredth grid can be expressed as 0.15 or 15/100 ).

      • Model decimals and fractions: up to tenths (4-W.1)
      • Model decimals and fractions: up to hundredths (4-X.2)

    • 4.N10.05 Express, orally and symbolically, the decimal equivalent for a given fraction (e.g., 50/100 can be expressed as 0.50).

      • Convert fractions to decimals: up to tenths (4-W.7)
      • Convert fractions to decimals: up to hundredths (4-X.11)

  • 4.N11 Students will be expected to demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by:
    • estimating sums and differences
    • using mental mathematics strategies to solve problems
    • using personal strategies to determine sums and differences

    • 4.N11.01 Predict sums and differences of decimals, using estimation strategies.

      • Estimate sums and differences of decimals: up to tenths (4-Y.9)
      • Estimate sums and differences of decimals: up to hundredths (4-Z.9)

    • 4.N11.02 Solve problems, including money problems, that involve addition and subtraction of decimals (limited to hundredths), using personal strategies.

      • Add and subtract money amounts (4-O.5)
      • Add and subtract money amounts: word problems (4-O.6)
      • Making change (4-O.7)
      • Find the change, price or amount paid (4-O.8)
      • Add decimal numbers: up to tenths (4-Y.1)
      • Subtract decimal numbers: up to tenths (4-Y.2)
      • Add and subtract decimals up to tenths: word problems (4-Y.3)
      • Choose decimals with a particular sum or difference: up to tenths (4-Y.4)
      • Add three or more decimals: up to tenths (4-Y.5)
      • Add three or more decimals up to tenths: word problems (4-Y.6)
      • Complete the decimal addition or subtraction sentence: up to tenths (4-Y.7)
      • Solve decimal problems using diagrams: up to tenths (4-Y.10)
      • Add decimal numbers: up to hundredths (4-Z.1)
      • Subtract decimal numbers: up to hundredths (4-Z.2)
      • Add and subtract decimals up to hundredths: word problems (4-Z.3)
      • Choose decimals with a particular sum or difference: up to hundredths (4-Z.4)
      • Add three or more decimals: up to hundredths (4-Z.5)
      • Add three or more decimals up to hundredths: word problems (4-Z.6)
      • Complete the addition or subtraction sentence: up to hundredths (4-Z.7)

    • 4.N11.03 Ask students to determine which problems do not require an exact solution.

    • 4.N11.04 Determine the approximate solution of a given problem not requiring an exact answer.

      • Estimate sums and differences of decimals: up to tenths (4-Y.9)
      • Estimate sums and differences of decimals: up to hundredths (4-Z.9)

    • 4.N11.05 Count back change for a given purchase.

    • 4.N11.06 Determine an exact solution using mental computation strategies.

4.PR Patterns and Relations

• Patterns - Students will be expected to use patterns to describe the world and solve problems.

  • 4.PR01 Students will be expected to identify and describe patterns found in tables and charts, including a multiplication chart.

    • 4.PR01.01 Identify and describe a variety of patterns in a multiplication chart.

    • 4.PR01.02 Determine the missing element(s) in a given table or chart.

      • Addition patterns over increasing place values (4-B.16)
      • Subtraction patterns over increasing place values (4-C.14)
      • Input/output tables with addition, subtraction, multiplication and division (4-L.13)

    • 4.PR01.03 Identify the error(s) in a given table or chart.

    • 4.PR01.04 Describe the pattern found in a given table or chart.

  • 4.PR02 Students will be expected to translate among different representations of a pattern (a table, a chart, or concrete materials).

    • 4.PR02.01 Create a table or chart from a given concrete representation of a pattern.

    • 4.PR02.02 Create a concrete representation of a given pattern displayed in a table or chart.

    • 4.PR02.03 Translate between pictorial, contextual, and concrete representations of a pattern.

    • 4.PR02.04 Explain why the same relationship exists between the pattern in a table and its concrete representation.

  • 4.PR03 Students will be expected to represent, describe, and extend patterns and relationships, using charts and tables, to solve problems.

    • 4.PR03.01 Translate the information in a given problem into a table or chart.

    • 4.PR03.02 Identify, describe, and extend the patterns in a table or chart to solve a given problem.

      • Compare number patterns (4-L.8)

  • 4.PR04 Students will be expected to identify and explain mathematical relationships, using charts and diagrams, to solve problems.

    • 4.PR04.01 Complete a given Carroll diagram to solve a problem.

    • 4.PR04.02 Determine where new elements belong is a given Carroll diagram.

    • 4.PR04.03 Solve a given problem using a Carroll diagram.

    • 4.PR04.04 Identify a sorting rule for a given Venn diagram.

    • 4.PR04.05 Describe the relationship shown in a given Venn diagram when the circles overlap, when one circle is contained in the other, and when the circles are separate.

    • 4.PR04.06 Determine where new elements belong in a given Venn diagram.

      • Sort shapes into a Venn diagram (4-K.5)

    • 4.PR04.07 Solve a given problem by using a chart or diagram to identify mathematical relationships.

      • Use Venn diagrams to solve problems (4-K.6)

• Variables and Equations - Students will be expected to represent algebraic expressions in multiple ways.

  • 4.PR05 Students will be expected to express a given problem as an equation in which a symbol is used to represent an unknown number.

    • 4.PR05.01 Explain the purpose of the symbol in a given addition, subtraction, multiplication, or division equation with one unknown (e.g., 36 ÷ ? = 6).

    • 4.PR05.02 Express a given pictorial or concrete representation of an equation in symbolic form.

    • 4.PR05.03 Identify the unknown in a problem; represent the problem with an equation; and solve the problem concretely, pictorially, and/or symbolically.

      • Write variable equations to represent word problems (4-J.4)

    • 4.PR05.04 Create a problem in context for a given equation with one unknown.

  • 4.PR06 Students will be expected to solve one-step equations involving a symbol to represent an unknown number.

    • 4.PR06.01 Represent and solve a given one-step equation concretely, pictorially, or symbolically.

      • Solve variable equations: addition and subtraction (4-J.5)
      • Solve variable equations: multiplication and division (4-J.6)
      • Solve variable equations (4-J.7)

    • 4.PR06.02 Solve a given one-step equation using guess and test.

    • 4.PR06.03 Describe, orally, the meaning of a given one-step equation with one unknown.

    • 4.PR06.04 Solve a given equation when the unknown is on the left or right side of the equation.

      • Solve variable equations: addition and subtraction (4-J.5)
      • Solve variable equations: multiplication and division (4-J.6)
      • Solve variable equations (4-J.7)

    • 4.PR06.05 Represent and solve a given addition or subtraction problem involving a "part-part-whole" or comparison context using a symbol to represent the unknown.

    • 4.PR06.06 Represent and solve a given multiplication or division problem involving equal grouping or partitioning (equal sharing) using symbols to represent the unknown.

    • 4.PR06.07 Solve equations using a symbol to represent the unknown.

      • Solve variable equations: addition and subtraction (4-J.5)
      • Solve variable equations: multiplication and division (4-J.6)
      • Solve variable equations (4-J.7)

4.M Measurement

• Students will be expected to use direct and indirect measure to solve problems.

  • 4.M01 Students will be expected to read and record time using digital and analog clocks, including 24-hour clocks.

    • 4.M01.01 State the number of hours in a day.

    • 4.M01.02 Express the time orally and numerically from a 12-hour analog clock.

      • Match clocks and times (4-Q.1)
      • Match analogue and digital clocks (4-Q.2)
      • Read clocks and write times (4-Q.3)

    • 4.M01.03 Express the time orally and numerically from a 24-hour analog clock.

    • 4.M01.04 Express the time orally and numerically from a 12-hour digital clock.

      • Match clocks and times (4-Q.1)
      • Match analogue and digital clocks (4-Q.2)
      • Read clocks and write times (4-Q.3)

    • 4.M01.05 Express time orally and numerically from a 24-hour digital clock.

      • Convert between 12-hour and 24-hour time (4-Q.9)

    • 4.M01.06 Describe time orally as "minutes to" or "minutes after" the hour.

    • 4.M01.07 Explain the meaning of a.m. and p.m., and provide an example of an activity that occurs during the a.m., and another that occurs during the p.m.

      • A.M. or P.M. (3-S.4)

  • 4.M02 Students will be expected to read and record calendar dates in a variety of formats.

    • 4.M02.01 Write dates in a variety of formats (e.g., yyyy/mm/dd, dd/mm/yyyy, March 21, 2014, dd/mm/yy).

    • 4.M02.02 Relate dates written in the format yyyy/mm/dd to dates on a calendar.

    • 4.M02.03 Identify possible interpretations of a given date (e.g., 06/03/04).

  • 4.M03 Students will be expected to 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 square centimetre (cm²) or square metre (m²)
    • estimating area using referents for cm² or m²
    • determining and recording area (cm² or m²)
    • constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area

    • 4.M03.01 Describe area as the measure of surface recorded in square units.

      • Find the area of figures made of unit squares (4-S.4)
      • Select figures with a given area (4-S.5)
      • Select two figures with the same area (4-S.6)
      • Tile a rectangle and find the area (4-S.7)

    • 4.M03.02 Identify and explain why the square is the most efficient unit for measuring area.

    • 4.M03.03 Provide a referent for a square centimetre, and explain the choice.

    • 4.M03.04 Provide a referent for a square metre, and explain the choice.

    • 4.M03.05 Determine which standard square unit is represented by a given referent.

    • 4.M03.06 Estimate the area of a given 2-D shape using personal referents.

    • 4.M03.07 Determine the area of a regular 2-D shape, and explain the strategy.

      • Multiply to find the area of a rectangle made of unit squares (4-S.8)
      • Find the area or missing side length of a rectangle (4-S.11)

    • 4.M03.08 Determine the area of an irregular 2-D shape, and explain the strategy.

      • Find the areas of complex figures by dividing them into rectangles (4-S.12)
      • Find the areas of complex figures (4-S.13)

    • 4.M03.09 Construct a rectangle for a given area.

      • Create figures with a given area (4-S.9)
      • Create rectangles with a given area (4-S.10)

    • 4.M03.10 Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles for the same given area.

      • Select two figures with the same area (4-S.6)

4.G Geometry

• 3-D Objects and 2-D Shapes - Students will be describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

  • 4.G01 Students will be expected to describe and construct rectangular and triangular prisms.

    • 4.G01.01 Identify and name common attributes of rectangular prisms from given sets of rectangular prisms.

      • Count vertices, edges and faces (4-R.3)
      • Identify faces of three-dimensional figures (4-R.4)

    • 4.G01.02 Identify and name common attributes of triangular prisms from given sets of triangular prisms.

      • Count vertices, edges and faces (4-R.3)
      • Identify faces of three-dimensional figures (4-R.4)

    • 4.G01.03 Sort a given set of right rectangular and triangular prisms, using the shape of the base.

      • Identify three-dimensional figures (4-R.2)
      • Which three-dimensional figure is being described? (4-R.5)

    • 4.G01.04 Construct and describe a model of a rectangular and a triangular prism, using materials such as pattern blocks or modelling clay.

    • 4.G01.05 Construct rectangular prisms from their nets.

      • Nets of three-dimensional figures (4-R.6)

    • 4.G01.06 Construct triangular prisms from their nets.

      • Nets of three-dimensional figures (4-R.6)

    • 4.G01.07 Identify examples of rectangular and triangular prisms found in the environment.

  • 4.G02 Students will be expected to demonstrate an understanding of congruency, concretely and pictorially.

    • 4.G02.01 Determine if two given 2-D shapes are congruent, and explain the strategy used.

      • Identify congruent figures (4-R.24)

    • 4.G02.02 Create a shape that is congruent to a given 2-D shape, and explain why the two shapes are congruent.

    • 4.G02.03 Identify congruent 2-D shapes from a given set of shapes shown in different positions in space.

      • Identify congruent figures (4-R.24)

  • 4.G03 Students will be expected to demonstrate an understanding of line symmetry by:
    • identifying symmetrical 2-D shapes
    • creating symmetrical 2-D shapes
    • drawing one or more lines of symmetry in a 2-D shape

    • Symmetry (3-V.20)

    • 4.G03.01 Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.

    • 4.G03.02 Sort a given set of 2-D shapes as symmetrical and non-symmetrical.

    • 4.G03.03 Complete a symmetrical 2-D shape, given one-half the shape and its line of symmetry, and explain the process.

    • 4.G03.04 Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical.

      • Identify lines of symmetry (4-R.26)
      • Draw lines of symmetry (4-R.27)
      • Count lines of symmetry (4-R.28)

    • 4.G03.05 Determine whether or not a given 2-D shape is symmetrical by using an image reflector or by folding and superimposing.

    • 4.G03.06 Create a symmetrical shape with and without manipulatives and explain the process.

    • 4.G03.07 Provide examples of symmetrical shapes found in the environment, and identify the line(s) of symmetry.

    • 4.G03.08 Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry, or more than one line of symmetry.

    • 4.G03.09 Explain connections between congruence and symmetry using 2-D shapes.

4.SP Statistics and Probability

• Data Analysis - Students will be expected to collect, display, and analyze data to solve problems.

  • 4.SP01 Students will be expected to demonstrate an understanding of many-to-one correspondence.

    • 4.SP01.01 Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different.

    • 4.SP01.02 Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.

    • 4.SP01.03 Find examples of graphs in print and electronic media, such as newspapers, magazines, and the Internet, in which many-to-one correspondence is used; and describe the correspondence used.

  • 4.SP02 Students will be expected to construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.

    • 4.SP02.01 Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice.

    • 4.SP02.02 Create and label (with categories, title, and legend) a pictograph to display a given set of data, using many-to-one correspondence, and justify the choice of correspondence used.

      • Create pictographs (4-N.3)

    • 4.SP02.03 Create and label (with axes and title) a bar graph to display a given set of data, using many-to-one correspondence, and justify the choice of interval used.

      • Create bar graphs (4-N.8)

    • 4.SP02.04 Answer a given question, using a given graph in which data is displayed using many-to-one correspondence.

      • Interpret pictographs (4-N.2)
      • Interpret bar graphs (4-N.6)