Place value and big numbers
Students read, write, and compare numbers into the hundred thousands. They round numbers to make estimates and use place value to add and subtract larger numbers with confidence.
What does a student learn in
This is the year math stretches into bigger numbers and real fractions. Students work with numbers in the thousands, multiply and divide larger problems, and start comparing fractions instead of just naming them. They also measure with rulers, read graphs, and explain their thinking out loud. By spring, students can solve a multi-step word problem with multiplication and add two fractions that share the same bottom number.
- Multiplication
- Long division
- Fractions
- Word problems
- Measurement
- Graphs and tables
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Multiplication and division
Students multiply and divide larger numbers, including two-digit by two-digit problems. They solve word problems with more than one step and check whether answers make sense.
- 3
Fractions and decimals
Students compare fractions with different bottom numbers, add and subtract fractions that share a bottom number, and start using decimals for tenths and hundredths, like money.
- 4
Shapes, angles, and measuring
Students measure angles with a protractor, classify shapes by their sides and angles, and convert between units like inches and feet or minutes and hours.
- 5
Patterns and problem solving
Students find patterns in numbers and shapes, explain their reasoning, and pull together the year's work to solve longer problems drawn from everyday situations.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Standards for Mathematical Practice
Standards for Mathematical Practice
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Make Sense of Problems
Students read a math problem carefully, figure out what it is actually asking, and keep trying even when the first approach does not work.
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Reason Abstractly
Students take a word problem and translate it into numbers and symbols to solve it, then explain what the answer actually means in real life.
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Construct Arguments
Students explain why their math answer is correct and listen to classmates' explanations to spot mistakes or gaps in reasoning.
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Model with Mathematics
Students use math to make sense of real situations, like figuring out how much something costs or how long a trip will take. They show their thinking with drawings, numbers, or equations.
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Use Tools Strategically
Students choose the right tool for the math problem in front of them, whether that is a pencil, a calculator, or a quick estimate in their head.
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Attend to Precision
Students choose the right math words and units when they explain their work, and they check that their calculations are exact. A ruler measures inches, not "little lines." That level of care is what this standard asks for.
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Use Structure
Students notice patterns and hidden rules in math problems, like how place value repeats across digits, and use those patterns to solve problems faster or check whether an answer makes sense.
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Express Regularity
Students notice when a math procedure keeps working the same way, then use that pattern as a shortcut. Instead of starting over each time, they apply what they already know.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students read a math problem carefully, figure out what it is actually asking, and keep trying even when the first approach does not work. | IL-MATH.MP.4.1 |
| Reason Abstractly | Students take a word problem and translate it into numbers and symbols to solve it, then explain what the answer actually means in real life. | IL-MATH.MP.4.2 |
| Construct Arguments | Students explain why their math answer is correct and listen to classmates' explanations to spot mistakes or gaps in reasoning. | IL-MATH.MP.4.3 |
| Model with Mathematics | Students use math to make sense of real situations, like figuring out how much something costs or how long a trip will take. They show their thinking with drawings, numbers, or equations. | IL-MATH.MP.4.4 |
| Use Tools Strategically | Students choose the right tool for the math problem in front of them, whether that is a pencil, a calculator, or a quick estimate in their head. | IL-MATH.MP.4.5 |
| Attend to Precision | Students choose the right math words and units when they explain their work, and they check that their calculations are exact. A ruler measures inches, not "little lines." That level of care is what this standard asks for. | IL-MATH.MP.4.6 |
| Use Structure | Students notice patterns and hidden rules in math problems, like how place value repeats across digits, and use those patterns to solve problems faster or check whether an answer makes sense. | IL-MATH.MP.4.7 |
| Express Regularity | Students notice when a math procedure keeps working the same way, then use that pattern as a shortcut. Instead of starting over each time, they apply what they already know. | IL-MATH.MP.4.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Fourth graders work with whole numbers, fractions, and basic number patterns to solve problems. They apply what they know about how numbers are built and related to reason through new math at this grade level.
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Operations and Algebraic Thinking
Students practice using addition, subtraction, multiplication, and division to solve word problems and write number expressions that show their thinking.
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Measurement and Data
Students read and build tables, bar graphs, and line plots to make sense of real information. They answer questions about what the data shows and explain what the numbers mean.
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Geometry
Students sort and measure flat shapes like squares and triangles, and solid shapes like cubes and cylinders. They describe what makes each shape different using sides, angles, and faces.
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Ratios and Proportional Relationships
Students use ratio reasoning to solve everyday problems, like figuring out how many apples to buy if the price is given per bag. They apply this thinking to both real-life situations and math problems at the fourth-grade level.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Fourth graders work with whole numbers, fractions, and basic number patterns to solve problems. They apply what they know about how numbers are built and related to reason through new math at this grade level. | IL-MATH.K8.4.1 |
| Operations and Algebraic Thinking | Students practice using addition, subtraction, multiplication, and division to solve word problems and write number expressions that show their thinking. | IL-MATH.K8.4.2 |
| Measurement and Data | Students read and build tables, bar graphs, and line plots to make sense of real information. They answer questions about what the data shows and explain what the numbers mean. | IL-MATH.K8.4.3 |
| Geometry | Students sort and measure flat shapes like squares and triangles, and solid shapes like cubes and cylinders. They describe what makes each shape different using sides, angles, and faces. | IL-MATH.K8.4.4 |
| Ratios and Proportional Relationships | Students use ratio reasoning to solve everyday problems, like figuring out how many apples to buy if the price is given per bag. They apply this thinking to both real-life situations and math problems at the fourth-grade level. | IL-MATH.K8.4.5 |
Assessments
The state tests students at this grade and subject take.
Illinois Assessment of Readiness Mathematics (Grades 3-8)
IAR Mathematics is the spring summative math test for grades 3 through 8, aligned to the Illinois Learning Standards for Mathematics.
- When given:
- spring
- Frequency:
- annual
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What math should students be doing by the end of the year?
Students should multiply and divide larger numbers with confidence, work with fractions like 3/4 and 2/3, and solve word problems that take more than one step. They should also measure with rulers, read graphs, and recognize shapes by their angles and sides.
How can families help with multiplication at home?
Practice times tables in short bursts while cooking or driving. Five minutes a day beats an hour on the weekend. Ask questions like what is 7 times 8, and mix in real ones like how many cookies are on 4 trays of 6.
Why are fractions such a big deal this year?
Fourth grade is when fractions stop being shaded pizza slices and start acting like numbers. Students compare them, add them, and find equal ones like 1/2 and 2/4. Cooking and measuring at home gives great practice without a worksheet.
How should multi-digit multiplication be sequenced across the year?
Start with place value and the meaning of multiplying by 10, 100, and 1,000. Then move to one-digit times multi-digit using area models and partial products before introducing the standard algorithm. Saving the algorithm until students can explain why it works pays off later.
What usually needs the most reteaching?
Fraction equivalence and comparing fractions with different denominators tend to be the stickiest. Students also struggle to interpret remainders in division word problems. Plan extra time for both, and revisit them through warm-ups across the whole year.
What can be done at home if a child gets stuck on a word problem?
Ask students to draw the problem before solving it. A quick sketch of the groups, the parts, or the trip turns abstract words into something they can count. Then ask what the answer means in the story, not just the number.
How do teachers know students are ready for fifth grade?
Ready students can multiply a three-digit number by a one-digit number, divide with remainders, and add and subtract fractions with the same denominator. They can also explain their reasoning in writing or out loud, which matters as much as the answer.
Are calculators allowed for practice at home?
Save calculators for checking work, not for doing it. Students need to build mental math and paper-and-pencil fluency this year, especially with multiplication facts. A calculator is fine for a quick check after the thinking is done.