• 4
    Grade 4 Standards
Top Mathematicians
  • Patterns and Relations
  • Statistics & Probability
    • 4.SP.1
      Demonstrate an understanding of many-to-one correspondence.
      • Achievement Indicators:
      - 4SP1.1 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.
      - 4SP1.2 Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.
      - 4SP1.3 Find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines and the Internet, and describe the correspondence used.
    • 4.SP.2
      Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.
      • Achievement Indicators:
      - 4SP2.1 Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice.
      - 4SP2.2 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.
      - 4SP2.3 Answer a given question using a given graph in which data is displayed using many-to-one correspondence.
      - 4SP2.4 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.
  • Number
  • Shape and Space
    • 4.SS.1
      Read and record time, using digital and analog clocks, including 24-hour clocks.
      • Achievement Indicators:
      - 4SS1.1 State the number of hours in a day.
      - 4SS1.2 Express time, orally and in writing, form a 12-hour analog clock.
      - 4SS1.3 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.
      - 4SS1.4 Express time, orally and in writing, as 'minutes to' or 'minutes after' the hour.
      - 4SS1.5 Express time, orally and in writing, from a 12-hour digital clock.
      - 4SS1.6 Solve problems related to time, including elapsed time.
      - 4SS1.7 Express time, orally and in writing, from a 24-hour analog clock.
      - 4SS1.8 Express time, orally and in writing, from a 24-hour digital clock.
    • 4.SS.2
      Read and record calendar dates in a variety of formats.
      • Achievement Indicators:
      - 4SS2.1 Write dates in a variety of forms.
      - 4SS2.2 Relate dates written in the format yyyy/mm/dd to dates on a calendar.
      - 4SS2.3 Identify possible interpretations of a given date.
    • 4.SS.3
      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, 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.

      • Achievement Indicators:
      - 4SS3.1 Describe area as the measure of surface recorded in square units.
      - 4SS3.2 Identify and explain why the square is the most efficient unit for measuring area.
      - 4SS3.3 Determine the area of an irregular 2-D shape, and explain the strategy.
      - 4SS3.4 Provide a referent for a square centimetre, and explain the choice.
      - 4SS3.5 Estimate the area of a given 2-D shape, using personal referents.
      - 4SS3.6 Determine the area of a regular 2-D shape, and explain the strategy.
      - 4SS3.7 Provide a referent for a square metre, and explain the choice.
      - 4SS3.8 Determine which standard square unit is represented by a given referent.
      - 4SS3.9 Construct a rectangle for a given area.
      - 4SS3.10 Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles for the same given area.
    • 4.SS.4
      Describe and construct right rectangular and right triangular prisms.
      • Achievement Indicators:
      - 4SS4.1 Identify and name common attributes of right rectangular prisms from given sets of right rectangular prisms.
      - 4SS4.2 Identify and name common attributes of right triangular prisms from given sets of right triangular prisms.
      - 4SS4.3 Sort a given set of right rectangular and right triangular prisms, using the shape of the base.
      - 4SS4.4 Identify examples of rectangular and triangular prisms found in the environment.
      - 4SS4.5 Construct and describe a model of a right rectangular and a right triangular prism, using materials such as pattern blocks or modelling clay.
      - 4SS4.6 Construct right triangular prisms from their nets.
      - 4SS4.7 Construct right rectangular prisms from their nets.
    • 4.SS.5
      Demonstrate an understanding of congruency, concretely and pictorially.
      • Achievement Indicators:
      - 4SS5.1 Determine if two given 2-D shapes congruent and explain the strategy used.
      - 4SS5.2 Create a shape that is congruent to a given 2-D shape.
      - 4SS5.3 Identify congruent 2-D shapes from a given set of shapes shown in different orientations.
      - 4SS5.4 Identify corresponding vertices and sides of two given congruent shapes.
    • 4.SS.6
      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.

      • Achievement Indicators:
      - 4SS6.1 Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical.
      - 4SS6.2 Determine whether or not a given 2-D shape is symmetrical by using an image refl ector or by folding and superimposing.
      - 4SS6.3 Complete a symmetrical 2-D shape, given half the shape and its line symmetry.
      - 4SS6.4 Sort a given set of 2-D shapes as symmetrical and non-symmetrical.
      - 4SS6.5 Provide examples of symmetrical shapes found in the environment, and identify the line(s) of symmetry.
      - 4SS6.6 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.
      - 4SS6.7 Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes and explain the process.
      - 4SS6.8 Create a symmetrical shape with and without manipulatives.