N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by: representing, describing, comparing two numbers, ordering three or more numbers.
N4.1.a Read a four-digit numeral without using the word "and" (e.g., 5321 is five thousand three hundred twenty one, NOT five thousand three hundred AND twenty one).
N4.1.h Explain and show the meaning of each digit in a 4-digit numeral with all digits the same (e.g., for the numeral 2222, the first digit represents two thousands, the second digit two hundreds, the third digit two tens, and the fourth digit two ones).
N4.1.i Explain the meaning of each digit in a 4-digit number representing a particular quantity.
N4.2 Demonstrate an understanding of addition of whole 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, solving problems involving addition and subtraction.
N4.2.a Explain how to keep track of digits that have the same place value when adding or subtracting numbers.
N4.3 Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by: applying mental mathematics strategies, explaining the results of multiplying by 0 and 1
N4.3.a Explain the strategy used to determine a product.
N4.4 Demonstrate an understanding of multiplication (2- or 3-digit by 1- digit) by: using personal strategies for multiplication, with and without concrete materials, using arrays to represent multiplication, connecting concrete representations to symbolic representations, estimating products, solving problems.
N4.4.a Model a multiplication problem (concretely or symbolically) using the distributive property (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).
N4.5 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, explaining the results of dividing by 1, solving problems involving division of whole numbers, relating division to multiplication.
N4.5.a Solve a division problem without a remainder using arrays or base ten materials.
N4.6 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, provide examples of where fractions are used.
N4.6.a Represent a fraction using concrete materials.
N4.6.m Provide examples of when two identical fractions may not represent the same quantity (e.g., half of a large apple is not equivalent to half of a small apple; half a group of ten cloudberries is not equivalent to half of a group of sixteen cloudberries).
N4.8 Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by: using compatible numbers, estimating sums and differences, using mental math strategies, solving problems.
N4.8.a Approximate sums and differences of decimals using estimation strategies.
P4.1 Demonstrate an understanding of patterns and relations by: identifying and describing patterns and relations in a chart, table or diagram, reproducing patterns and relations in a chart, table, or diagram using manipulatives, creating charts, tables, or diagrams to represent patterns and relations, solving problems involving patterns and relations
P4.1.a Identify and describe a variety of patterns in a multiplication chart.
P4.1.b Determine the missing element(s) in a table or chart and explain the strategies used.
SS4.1.h Write dates in a variety of formats (e.g., yyyy/mm/dd; dd/mm/yyyy; March 21, 2006; dd/mm/yy).
SS4.1.i Relate dates written in the format yyyy/mm/dd to dates on a calendar.
SS4.1.j Identify possible interpretations of a date (e.g., 06/03/04).
SS4.2 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), constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.
SS4.2.a Describe area as the measure of surface recorded in square units.
SS4.2.j Illustrate, and verify, how more than one rectangle is possible for a given area by drawing at least two different rectangles with that area (e.g., identifying the dimensions of each rectangle drawn, or superimpose the rectangles on each other).
SS4.3 Demonstrate an understanding of rectangular and triangular prisms by: identifying common attributes, comparing, constructing models.
SS4.3.a Identify and name common attributes of rectangular prisms from sets of rectangular prisms.
SS4.4.i 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.
SP4 Statistics and Probability
SP4.1 Demonstrate an understanding of many-to-one correspondence by: comparing correspondences on graphs, justifying the use of many-to-one correspondences, interpreting data shown using a many-to-one correspondence, creating bar graphs and pictographs using many-to-one correspondence.
SP4.1.a Compare graphs in which different correspondences are used and explain why the correspondence may have been used.
SP4.1.b Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how they are the same and different.
SP4.1.c Explain why a many-to-one correspondence is sometimes used rather than a one-to-one correspondence.
SP4.1.d Find examples of graphs in which a many-to-one correspondence is used in print and electronic media, such as newspapers, magazines, and the Internet, and describe the correspondence used.
SP4.1.e Select many-to-one correspondence for displaying a set of data in a graph and justify the choice.