Place value and big numbers
Students read, write, and compare numbers up to a million. They round to estimate answers and start to see how each digit's spot changes its value.
What does a student learn in
This is the year math stretches into bigger numbers and the start of real fractions. Students work with place value into the thousands, multiply larger numbers, and divide with remainders. They also compare fractions, add fractions with the same bottom number, and start thinking about equivalent fractions. By spring, students can solve a multi-step word problem and explain why two fractions are equal.
- Place value
- Multi-digit multiplication
- Long division
- Fractions
- Word problems
- Measurement
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
Multi-digit multiplication and division
Students multiply larger numbers and divide with remainders. Word problems push them to pick the right operation and check that an answer makes sense.
- 3
Fractions and equivalent amounts
Students compare fractions, find equal versions of the same fraction, and add and subtract fractions with the same bottom number. They also start connecting fractions to decimals like 0.25 and 0.5.
- 4
Measurement, time, and data
Students work with inches, feet, grams, liters, and minutes, and convert between units. They read line plots and solve problems about distance, money, and elapsed time.
- 5
Shapes, angles, and symmetry
Students measure angles with a protractor and sort shapes by their sides and angles. They find lines of symmetry and notice patterns in how shapes fit together.
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's actually asking, and keep trying even when the first approach doesn't work.
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Reason Abstractly
Students take a word problem and translate it into numbers and equations, then check that the answer still makes sense back in the original situation.
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Construct Arguments
Students explain why their math answer is correct and listen carefully to a classmate's reasoning to decide whether it holds up.
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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 takes. They draw pictures, write equations, or build charts to show their thinking.
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Use Tools Strategically
Students choose the right tool for the math problem in front of them. That might mean reaching for a ruler, a calculator, or pencil and paper, depending on what the problem actually needs.
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Attend to Precision
Students choose words, labels, and calculations carefully. In math, a wrong unit or a misused word changes the answer, so precision is part of getting it right.
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Use Structure
Students learn to spot patterns and hidden structure in math problems, like noticing that multiplying by 4 is just doubling twice. Recognizing that structure helps students solve new problems faster without starting from scratch each time.
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Express Regularity
Students notice when the same steps keep showing up in a problem and use that pattern as a shortcut. Instead of starting from scratch each time, they spot the rule and apply it.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students read a math problem carefully, figure out what it's actually asking, and keep trying even when the first approach doesn't work. | MD-MATH.MP.4.1 |
| Reason Abstractly | Students take a word problem and translate it into numbers and equations, then check that the answer still makes sense back in the original situation. | MD-MATH.MP.4.2 |
| Construct Arguments | Students explain why their math answer is correct and listen carefully to a classmate's reasoning to decide whether it holds up. | MD-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 takes. They draw pictures, write equations, or build charts to show their thinking. | MD-MATH.MP.4.4 |
| Use Tools Strategically | Students choose the right tool for the math problem in front of them. That might mean reaching for a ruler, a calculator, or pencil and paper, depending on what the problem actually needs. | MD-MATH.MP.4.5 |
| Attend to Precision | Students choose words, labels, and calculations carefully. In math, a wrong unit or a misused word changes the answer, so precision is part of getting it right. | MD-MATH.MP.4.6 |
| Use Structure | Students learn to spot patterns and hidden structure in math problems, like noticing that multiplying by 4 is just doubling twice. Recognizing that structure helps students solve new problems faster without starting from scratch each time. | MD-MATH.MP.4.7 |
| Express Regularity | Students notice when the same steps keep showing up in a problem and use that pattern as a shortcut. Instead of starting from scratch each time, they spot the rule and apply it. | MD-MATH.MP.4.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Students work with whole numbers, fractions, and basic number relationships at the fourth-grade level. They count, compare, and reason about how numbers fit together on a number line or in everyday problems.
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Operations and Algebraic Thinking
Fourth graders use addition, subtraction, multiplication, and division to solve word problems. They write number sentences to show how the pieces of a problem fit together.
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Measurement and Data
Reading a bar graph, a data table, or a line plot, students pull out key facts and answer questions about what the numbers show.
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Geometry
Students sort, describe, and measure flat shapes like squares and triangles and solid shapes like cubes and cones. They use what they know about sides, angles, and faces to explain how shapes are alike or different.
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Ratios and Proportional Relationships
Students use ratio reasoning to solve everyday math problems, like figuring out how many items you get for a given price or how ingredients scale up in a recipe. It connects multiplication and division to real situations.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Students work with whole numbers, fractions, and basic number relationships at the fourth-grade level. They count, compare, and reason about how numbers fit together on a number line or in everyday problems. | MD-MATH.K8.4.1 |
| Operations and Algebraic Thinking | Fourth graders use addition, subtraction, multiplication, and division to solve word problems. They write number sentences to show how the pieces of a problem fit together. | MD-MATH.K8.4.2 |
| Measurement and Data | Reading a bar graph, a data table, or a line plot, students pull out key facts and answer questions about what the numbers show. | MD-MATH.K8.4.3 |
| Geometry | Students sort, describe, and measure flat shapes like squares and triangles and solid shapes like cubes and cones. They use what they know about sides, angles, and faces to explain how shapes are alike or different. | MD-MATH.K8.4.4 |
| Ratios and Proportional Relationships | Students use ratio reasoning to solve everyday math problems, like figuring out how many items you get for a given price or how ingredients scale up in a recipe. It connects multiplication and division to real situations. | MD-MATH.K8.4.5 |
Assessments
The state tests students at this grade and subject take.
MCAP: Mathematics (Grades 3-8)
Maryland's spring summative math test for grades 3 through 8, aligned to the Maryland College and Career-Ready 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 know by the end of the year?
Students should multiply and divide larger numbers, work with fractions like 3/4 and 2/3, add and subtract fractions with the same bottom number, and solve word problems with more than one step. They should also measure length, weight, and time, and recognize different kinds of angles and shapes.
How can families help with multiplication at home?
Practice the times tables up to 12 in short bursts, five minutes after dinner or in the car. Mix it up: ask 7 times 8, then ask how many wheels are on 6 cars, then ask what 7 times 80 must be. Quick recall makes everything else this year easier.
My child still counts on fingers for basic facts. Is that a problem?
It is worth working on. Fourth grade math leans hard on quick recall of multiplication and division facts. If facts are slow, long division and fraction work feel twice as hard. Ten minutes a day of flashcards or a facts app usually closes the gap in a few weeks.
What does fraction work look like this year?
Students compare fractions, find equal fractions like 1/2 and 2/4, and add and subtract fractions with the same bottom number. They also start connecting fractions to decimals, so 0.5 and 1/2 mean the same thing. A ruler, a measuring cup, and a pizza are useful at home.
How should the year be sequenced?
Most teachers start with place value and multi-digit multiplication, move into division and multi-step word problems, then spend a long stretch on fractions and decimals. Measurement, geometry, and angles fit in the last third. Fact fluency runs underneath the whole year as warm-ups.
Which topics usually need the most reteaching?
Long division, fraction comparison, and multi-step word problems take the most time. Students often know the steps but lose track of what the question is asking. Build in regular practice where students explain their answer in a sentence, not just circle a number.
How can families help with word problems at home?
When a problem comes up in homework, ask students to say what the question is asking before doing any math. Then ask what they already know from the problem. Talking it out, even for a minute, builds the habit of slowing down instead of grabbing numbers and guessing an operation.
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, compare and add fractions with the same bottom number, and solve a two-step word problem and explain the answer. If any of those are shaky in May, flag them for the summer.