Grade4

[C] Communication [PS] ProblemSolving

[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
Number
General Outcome:
Developnumbersense.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.N.1. Representanddescribewholenumbersto10000,pictorially
andsymbolically.
[C,CN,V]
I
Readafour-digitnumeralwithoutusingthewordand(e.g.,5321isfivethousandthreehundred
twenty-one,NOTfivethousandthreehundredANDtwenty-one).
I
Writeanumeralusingproperspacingwithoutcommas(e.g.,4567or4567,10000).
I
Writeanumeral010000inwords.
I
Representanumeralusingaplacevaluechartordiagrams.
I
Describethemeaningofeachdigitinanumeral.
I
Expressanumeralinexpandednotation(e.g.,321=300+20+1).
I
Writethenumeralrepresentedinexpandednotation.
I
Explainthemeaningofeachdigitina4-digitnumeralwithalldigitsthesame(e.g.,forthenumeral
2222,thefirstdigitrepresentstwothousands,theseconddigittwohundreds,thethirddigittwotens,
andthefourthdigittwoones).
4.N.2. Compareandordernumbersto10000.
[C,CN]
I
Orderasetofnumbersinascendingordescendingorder,andexplaintheorderbymakingreferences
toplacevalue.
I
Createandorderthree4-digitnumerals.
I
Identifythemissingnumbersinanorderedsequenceorbetweentwobenchmarksonanumberline
(verticalorhorizontal).
I
Identifyincorrectlyplacednumbersinanorderedsequenceorbetweentwobenchmarksonanumber
line(verticalorhorizontal).
89 G e n e r a l a n d S p e c i f i c O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
Number(continued)
General Outcome:
Developnumbersense.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.N.3. Demonstrateanunderstandingofadditionofnumberswith
answersto10000andtheircorrespondingsubtractions
(limitedto3-and4-digitnumerals)by
I
usingpersonalstrategiesforaddingandsubtracting
I
estimatingsumsanddifferences
I
solvingproblemsinvolvingadditionandsubtraction
[C,CN,ME,PS,R]
I
Determinethesumoftwonumbersusingapersonalstrategy(e.g.,for1326+548,record
1300+500+74).
I
Determinethedifferenceoftwonumbersusingapersonalstrategy(e.g.,for4127238,record
238+2+60+700+3000+127or41272710010011).
I
Describeasituationinwhichanestimateratherthananexactanswerissufficient.
I
Estimatesumsanddifferencesusingdifferentstrategies(e.g.,front-endestimationandcompensation).
I
Solveproblemsthatinvolveadditionandsubtractionofmorethan2numbers.
4.N.4. Explainthepropertiesof0and1formultiplication,andthe
propertyof1fordivision.
[C,CN,R]
I
Explainthepropertyfordeterminingtheanswerwhenmultiplyingnumbersbyone.
I
Explainthepropertyfordeterminingtheanswerwhenmultiplyingnumbersbyzero.
I
Explainthepropertyfordeterminingtheanswerwhendividingnumbersbyone.
4.N.5. Describeandapplymentalmathematicsstrategies,suchas
I
skip-countingfromaknownfact
I
usingdoublingorhalving
I
usingdoublingandaddingonemoregroup
I
usingpatternsinthe9sfacts
I
usingrepeateddoubling
todeveloprecallofbasicmultiplicationfactsto99and
relateddivisionfacts.
[C,CN,ME,PS,R]
I
Provideexamplesforapplyingmentalmathematicsstrategies:
I
doubling(e.g.,for43,think23=6,and43=6+6)
I
doublingandaddingonemoregroup(e.g.,for37,think27=14,and14+7=21)
I
usetenfactswhenmultiplyingby9(e.g.,for96,think106=60,and606=54;for79,
think710=70,and707=63)
I
halving(e.g.,for306,think153=5)
I
relatingdivisiontomultiplication(e.g.,for648,think8 =64)
90 K i n d e r g a r t e n t o G r a d e 8 M a t h e m a t i c s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
Number(continued)
General Outcome:
Developnumbersense.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.N.6. Demonstrateanunderstandingofmultiplication(2-or3-digit
numeralsby1-digitnumerals)tosolveproblemsby
I
usingpersonalstrategiesformultiplicationwithand
withoutconcretematerials
I
usingarraystorepresentmultiplication
I
connectingconcreterepresentationstosymbolic
representations
I
estimatingproducts
[C,CN,ME,PS,R,V]
I
Modelamultiplicationproblemusingthedistributiveproperty
[e.g.,8365=(8300)+(860)+(85)].
I
Useconcretematerials,suchasbase-10blocksortheirpictorialrepresentations,torepresent
multiplication,andrecordtheprocesssymbolically.
I
Createandsolveamultiplicationproblemthatislimitedto2-or3-digitsby1-digit.
I
Estimateaproductusingapersonalstrategy(e.g.,2243isclosetooralittlemorethan2200,or
closetooralittlelessthan2250).
I
Modelandsolveamultiplicationproblemusinganarray,andrecordtheprocess.
I
Solveamultiplicationproblemandrecordtheprocess.
4.N.7. Demonstrateanunderstandingofdivision(1-digitdivisorand
upto2-digitdividend)tosolveproblemsby
I
usingpersonalstrategiesfordividingwithandwithout
concretematerials
I
estimatingquotients
I
relatingdivisiontomultiplication
[C,CN,ME,PS,R,V]
(Itisnotintendedthatremaindersbeexpressedasdecimalsorfractions.)
I
Solveadivisionproblemwithoutaremainderusingarraysorbase-10materials.
I
Solveadivisionproblemwitharemainderusingarraysorbase-10materials.
I
Solveadivisionproblemusingapersonalstrategy,andrecordtheprocess.
I
Createandsolveawordprobleminvolvinga1-or2-digitdividend.
I
Estimateaquotientusingapersonalstrategy(e.g.,864iscloseto804orcloseto805).
91 G e n e r a l a n d S p e c i f i c O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
Number(continued)
General Outcome:
Developnumbersense.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.N.8. Demonstrateanunderstandingoffractionslessthanorequal
toonebyusingconcreteandpictorialrepresentationsto
I
nameandrecordfractionsforthepartsofawholeor
aset
I
compareandorderfractions
I
modelandexplainthatfordifferentwholes,twoidentical
fractionsmaynotrepresentthesamequantity
I
provideexamplesofwherefractionsareused
[C,CN,PS,R,V]
I
Representafractionusingconcretematerials.
I
Identifyafractionfromitsconcreterepresentation.
I
Nameandrecordtheshadedandnon-shadedpartsofaset.
I
Nameandrecordtheshadedandnon-shadedpartsofawhole.
I
Representafractionpictoriallybyshadingpartsofaset.
I
Representafractionpictoriallybyshadingpartsofawhole.
I
Explainhowdenominatorscanbeusedtocomparetwounitfractions.
I
Orderasetoffractionsthathavethesamenumerator,andexplaintheordering.
I
Orderasetoffractionsthathavethesamedenominator,andexplaintheordering.
I
Identifywhichofthebenchmarks0,
1

2
,or1isclosesttoafraction.
I
Namefractionsbetweentwobenchmarksonanumberline(horizontalorvertical).
I
Orderasetoffractionsbyplacingthemonanumberline(horizontalorvertical)withbenchmarks.
I
Provideexampleswheretwoidenticalfractionsmaynotrepresentthesamequantity(e.g.,halfofa
largeappleisnotequivalenttohalfofasmallapple;halfoftenberriesisnotequivalenttohalfof
sixteenberries).
I
Provideanexampleofafractionthatrepresentspartofaset,andafractionthatrepresentspartofa
whole,fromeverydaycontexts.
4.N.9. Describeandrepresentdecimals(tenthsandhundredths)
concretely,pictorially,andsymbolically.
[C,CN,R,V]
I
Writethedecimalforaconcreteorpictorialrepresentationofpartofaset,partofaregionorpartofa
unitofmeasure.
I
Representadecimalusingconcretematerialsorapictorialrepresentation.
I
Explainthemeaningofeachdigitinadecimalwithalldigitsthesame.
I
Representadecimalusingmoneyvalues(penniesanddimes).
I
Recordamoneyvalueusingdecimals.
I
Provideexamplesofeverydaycontextsinwhichtenthsandhundredthsareused.
I
Model,usingmanipulativesorpictures,thatatenthcanbeexpressedashundredths(e.g.,0.9is
equivalentto0.90or9dimesisequivalentto90pennies).
92 K i n d e r g a r t e n t o G r a d e 8 M a t h e m a t i c s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
Number(continued)
General Outcome:
Developnumbersense.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.N.10. Relatedecimalstofractions(tohundredths).
[CN,R,V]
I
Readdecimalsasfractions(e.g.,0.5iszeroandfive-tenths).
I
Expressorallyandinwrittenformadecimalinfractionalform.
I
Expressorallyandinwrittenformafractionwithadenominatorof10or100asadecimal.
I
Expressapictorialorconcreterepresentationasafractionordecimal(e.g.,15shadedsquares
onahundredgridcanbeexpressedas0.15or
15

100
).
I
Expressorallyandinwrittenformthedecimalequivalentforafraction(e.g.,
50

100
canbe
expressedas0.50).
4.N.11. Demonstrateanunderstandingofadditionandsubtractionof
decimals(limitedtohundredths)by
I
usingcompatiblenumbers
I
estimatingsumsanddifferences
I
usingmentalmathstrategies
tosolveproblems.
[C,ME,PS,R,V]
I
Predictsumsanddifferencesofdecimalsusingestimationstrategies.
I
Solveproblems,includingmoneyproblems,whichinvolveadditionandsubtractionofdecimals,limited
tohundredths.
I
Determinetheapproximatesolutionofaproblemnotrequiringanexactanswer.
I
Estimateasumordifferenceusingcompatiblenumbers.
I
Countbackchangeforapurchase.
93 G e n e r a l a n d S p e c i f i c O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
PatternsandRelations(Patterns)
General Outcome:
Usepatternstodescribetheworldandsolveproblems.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.PR.1. Identifyanddescribepatternsfoundintablesandcharts,
includingamultiplicationchart.
[C,CN,PS,V]
I
Identifyanddescribeavarietyofpatternsinamultiplicationchart.
I
Determinethemissingelementsinatableorchart.
I
Identifyerror(s)inatableorchart.
I
Describethepatternfoundinatableorchart.
4.PR.2. Reproduceapatternshowninatableorchartusing
concretematerials.
[C,CN,V]
I
Createaconcreterepresentationofapatterndisplayedinatableorchart.
I
Explainwhythesamerelationshipexistsbetweenthepatterninatableanditsconcreterepresentation.
4.PR.3. Representanddescribepatternsandrelationshipsusingcharts
andtablestosolveproblems.
[C,CN,PS,R,V]
I
Extendpatternsfoundinatableorcharttosolveaproblem.
I
Translatetheinformationprovidedinaproblemintoatableorchart.
I
Identifyandextendthepatternsinatableorcharttosolveaproblem.
4.PR.4. Identifyandexplainmathematicalrelationshipsusingcharts
anddiagramstosolveproblems.
[CN,PS,R,V]
I
CompleteaCarrolldiagrambyenteringdataintocorrectsquarestosolveagivenproblem.
I
DeterminewherenewelementsbelonginaCarrolldiagram.
I
SolveaproblemusingaCarrolldiagram.
I
IdentifyasortingruleforaVenndiagram.
I
DescribetherelationshipshowninaVenndiagramwhenthecirclesintersect,whenonecircleis
containedintheother,andwhenthecirclesareseparate.
I
DeterminewherenewelementsbelonginaVenndiagram.
I
Solveaproblembyusingachartordiagramtoidentifymathematicalrelationships.
94 K i n d e r g a r t e n t o G r a d e 8 M a t h e m a t i c s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
PatternsandRelations(VariablesandEquations)
General Outcome:
Representalgebraicexpressionsinmultipleways.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.PR.5. Expressaproblemasanequationinwhichasymbolisusedto
representanunknownnumber.
[CN,PS,R]
I
Explainthepurposeofthesymbol,suchasatriangleorcircle,inanaddition,subtraction,
multiplication,ordivisionequationwithoneunknown(e.g.,6=36 ).
I
Expressapictorialorconcreterepresentationofanequationinsymbolicform.
I
Identifytheunknowninastoryproblem,representtheproblemwithanequation,andsolvethe
problemconcretely,pictorially,orsymbolically.
I
Createaproblemincontextforanequationwithoneunknown.
4.PR.6. Solveone-stepequationsinvolvingasymboltorepresentan
unknownnumber.
[C,CN,PS,R,V]
I
Solveaone-stepequationusingmanipulatives.
I
Solveaone-stepequationusingguessandtest.
I
Describe,orally,themeaningofaone-stepequationwithoneunknown.
I
Solveanequationwhentheunknownisontheleftorrightsideoftheequation.
I
Representandsolveanadditionorsubtractionprobleminvolvingapart-part-wholeorcomparison
contextusingasymboltorepresenttheunknown.
I
Representandsolveamultiplicationordivisionprobleminvolvingequalgroupingorpartitioning(equal
sharing)usingsymbolstorepresenttheunknown.
95 G e n e r a l a n d S p e c i f i c O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
ShapeandSpace(Measurement)
General Outcome:
Usedirectorindirectmeasurementtosolveproblems.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.SS.1. Readandrecordtimeusingdigitalandanalogclocks,including
24-hourclocks.
[C,CN,V]
I
Statethenumberofhoursinaday.
I
Expressthetimeorallyandnumericallyfroma12-houranalogclock.
I
Expressthetimeorallyandnumericallyfroma24-houranalogclock.
I
Expressthetimeorallyandnumericallyfroma12-hourdigitalclock.
I
Describetimeorallyandnumericallyfroma24-hourdigitalclock.
I
Describetimeorallyasminutestoorminutesafterthehour.
I
ExplainthemeaningofAMandPM,andprovideanexampleofanactivitythatoccursduringtheAM
andanotherthatoccursduringthePM.
4.SS.2. Readandrecordcalendardatesinavarietyofformats.
[C,V]
I
Writedatesinavarietyofformats(e.g.,yyyy/mm/dd,dd/mm/yyyy,March21,2006,dd/mm/yy).
I
Relatedateswrittenintheformatyyyy/mm/dd todatesonacalendar.
I
Identifypossibleinterpretationsofagivendate(e.g.,06/03/04).
4.SS.3. Demonstrateanunderstandingofareaofregularandirregular
2-Dshapesby
I
recognizingthatareaismeasuredinsquareunits
I
selectingandjustifyingreferentsfortheunitscm
2
orm
2
I
estimatingareabyusingreferentsforcm
2
orm
2
I
determiningandrecordingarea(cm
2
orm
2
)
I
constructingdifferentrectanglesforagivenarea
(cm
2
orm
2
)inordertodemonstratethatmanydifferent
rectanglesmayhavethesamearea
[C,CN,ME,PS,R,V]
I
Describeareaasthemeasureofsurfacerecordedinsquareunits.
I
Identifyandexplainwhythesquareisthemostefficientunitformeasuringarea.
I
Provideareferentforasquarecentimetreandexplainthechoice.
I
Provideareferentforasquaremetreandexplainthechoice.
I
Determinewhichstandardsquareunitisrepresentedbyareferent.
I
Estimatetheareaofa2-Dshapeusingpersonalreferents.
I
Determinetheareaofaregular2-Dshapeandexplainthestrategy.
I
Determinetheareaofanirregular2-Dshapeandexplainthestrategy.
I
Constructarectangleforagivenarea.
I
Demonstratethatmanyrectanglesarepossibleforanareabydrawingatleasttwodifferentrectangles
forthesamearea.
96 K i n d e r g a r t e n t o G r a d e 8 M a t h e m a t i c s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
ShapeandSpace
(3-DObjectsand2-DShapes)
General Outcome:
Describethecharacteristicsof3-Dobjectsand2-Dshapes,
andanalyzetherelationshipsamongthem.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.SS.4. Solveproblemsinvolving2-Dshapesand3-Dobjects.
[CN,PS,V]
I
Fillanoutlinewith2-Dshapes(e.g.,tangrampieces,pentominoes,orpolygons).
I
Reproduce2-Dshapesfromdrawings,realobjects(e.g.,tables,houses,lettersofthealphabet),or
attributesongeo-boards.
I
Reproduceastructureusing3-Dobjects(e.g.,cubes,3-Dpentominoes).
4.SS.5. Describeandconstructrectangularandtriangularprisms.
[C,CN,R,V]
I
Identifyandnamecommonattributesofrectangularprismsfromsetsofrectangularprisms.
I
Identifyandnamecommonattributesoftriangularprismsfromsetsoftriangularprisms.
I
Sortasetofrectangularandtriangularprismsusingtheshapeofthebase.
I
Constructanddescribeamodelofrectangularandtriangularprismsusingmaterialssuchaspattern
blocksormodellingclay.
I
Constructrectangularprismsfromtheirnets.
I
Constructtriangularprismsfromtheirnets.
I
Identifyexamplesofrectangularandtriangularprismsfoundintheenvironment.
97 G e n e r a l a n d S p e c i f i c O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
ShapeandSpace(Transformations)
General Outcome:
Describeandanalyzepositionandmotionofobjectsandshapes.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.SS.6. Demonstrateanunderstandingoflinesymmetryby
I
identifyingsymmetrical2-Dshapes
I
creatingsymmetrical2-Dshapes
I
drawingoneormorelinesofsymmetryina2-Dshape
[C,CN,V]
I
Identifythecharacteristicsofsymmetricalandnon-symmetrical2-Dshapes.
I
Sortasetof2-Dshapesassymmetricalandnon-symmetrical.
I
Completeasymmetrical2-Dshapehalftheshapeanditslineofsymmetry.
I
Identifylinesofsymmetryofasetof2-Dshapes,andexplainwhyeachshapeissymmetrical.
I
Determinewhetherornota2-DshapeissymmetricalbyusingaMiraorbyfoldingandsuperimposing.
I
Createasymmetricalshapewithorwithoutmanipulatives.
I
Provideexamplesofsymmetricalshapesfoundintheenvironment,andidentifytheline(s)ofsymmetry.
I
Sortasetof2-Dshapesasthosethathavenolinesofsymmetry,onelineofsymmetry,ormorethan
onelineofsymmetry.
98 K i n d e r g a r t e n t o G r a d e 8 M a t h e m a t i c s : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Grade4
[C] Communication [PS] ProblemSolving
[CN] Connections [R] Reasoning
[ME] MentalMathematics [T] Technology
andEstimation [V] Visualization
Strand:
StatisticsandProbability(DataAnalysis)
General Outcome:
Collect,display,andanalyzedatatosolveproblems.
Specific Outcomes
Itisexpectedthatstudentswill:
Achievement Indicators
Thefollowingsetofindicatorsmay beusedtodeterminewhetherstudents
havemetthecorrespondingspecificoutcome.
4.SP.1. Demonstrateanunderstandingofmany-to-one
correspondence.
[C,R,T,V]
I
Comparegraphsinwhichdifferentintervalsorcorrespondencesareused,andexplainwhytheinterval
orcorrespondencewasused.
I
Comparegraphsinwhichthesamedatahasbeendisplayedusingone-to-oneandmany-to-one
correspondences,andexplainhowtheyarethesameanddifferent.
I
Explainwhymany-to-onecorrespondenceissometimesusedratherthanone-to-onecorrespondence.
I
Findexamplesofgraphsinwhichmany-to-onecorrespondenceisusedinprintandelectronicmedia,
suchasnewspapers,magazines,andtheInternet,anddescribethecorrespondenceused.
4.SP.2. Constructandinterpretpictographsandbargraphsinvolving
many-to-onecorrespondencetodrawconclusions.
[C,PS,R,V]
I
Identifyanintervalandcorrespondencefordisplayingasetofdatainagraph,andjustifythechoice.
I
Createandlabel(withcategories,title,andlegend)apictographtodisplayasetofdatausingmany-to-
onecorrespondence,andjustifythechoiceofcorrespondenceused.
I
Createandlabel(withaxesandtitle)abargraphtodisplayasetofdatausingmany-to-one
correspondence,andjustifythechoiceofintervalused.
I
Answeraquestionusingagraphinwhichdataisdisplayedusingmany-to-onecorrespondence.
99 G e n e r a l a n d S p e c i f i c O u t c o m e s