What does a student learn in StateTennessee,GradeGrade 4,SubjectMathematics?

Students use addition, subtraction, multiplication, and division to solve word problems with whole numbers. The focus is on knowing which operation fits the situation, not just calculating the answer.

Students learn to read a multiplication equation as a comparison: 35 = 5 x 7 means 35 is five times as many as 7. They also write those comparisons as equations when the idea is described in words.

Students solve word problems where one number is a set multiple of another, like "three times as many" or "half as many." They also learn to tell the difference between problems that scale by multiplication and problems that just add or subtract a fixed amount.

Students solve word problems that take two or more steps to figure out, using addition, subtraction, multiplication, or division. They write an equation with a letter holding the place of the missing number, and decide what any leftover amount means in the real situation.

Students learn what factors and multiples are and how they connect. For a number like 12, they find every whole number that divides it evenly and identify numbers that 12 divides into.

Students find all the ways to multiply two whole numbers to reach a given number up to 100. They also decide whether a number can only be divided evenly by itself and 1, or whether it has other divisors.

Students create a number or shape pattern using a simple rule, then study how the pattern behaves over time, including features the rule doesn't state directly.

Students follow a rule to build a number or shape pattern, then notice things about that pattern the rule never actually said. For example, a rule might produce numbers that are always even, even though "even" was never part of the instructions.

Reading and writing numbers up to one million, students learn what each digit's position really means. A 4 in the hundreds place is worth ten times more than a 4 in the tens place.

Each spot in a number is worth 10 times more than the spot just to its right. So the "4" in 400 is worth 10 times as much as the "4" in 40.

Students read, write, and compare numbers up to one million in three ways: as a numeral, in words, and broken into place values (like 4,000 + 200 + 50 + 6). They also use the greater than, less than, and equal symbols to compare two large numbers.

Students round big numbers to the nearest ten, hundred, thousand, or more, then show their thinking on a number line to explain why they landed where they did.

Students add, subtract, multiply, and divide numbers in the hundreds and thousands by applying what they know about place value. The focus is on working with larger numbers accurately and understanding why the steps work.

Students add and subtract numbers up to one million quickly and accurately. They use a reliable method, not just guessing or counting up, and can handle any problem that comes their way.

Students multiply large numbers, like 1,234 times 6 or 47 times 23, by breaking them into smaller parts. They show their work using grids or diagrams, not just the answer.

Students divide numbers up to four digits by a single digit and explain how they got the answer using pictures or equations. They show the leftover amount when a number doesn't divide evenly.

Students learn that fractions like 1/2 and 2/4 name the same amount, then compare fractions to decide which is larger. They use number lines, pictures, and reasoning to see how fractions relate to each other.

Students learn why 1/2 and 2/4 are the same amount, even though one pizza is cut into more slices. They use pictures and diagrams to find other fractions that land on the same spot on a number line.

Students compare two fractions with different top and bottom numbers by finding a common denominator or using a benchmark like 1/2. They use the symbols >, =, or < to show which fraction is larger, smaller, or equal.

Students learn to add, subtract, and multiply fractions by building on what they already know about adding and multiplying whole numbers. This includes working with mixed numbers and fractions greater than one.

Adding fractions means combining pieces of the same size. Students learn that a fraction like 3/4 is just three separate 1/4 pieces added together, the same way they would add whole numbers.

Adding fractions means joining pieces of the same whole. Subtracting fractions means removing pieces from that same whole, the way students would combine or take away slices of the same pizza.

Students break a fraction into smaller pieces that add up to the same amount, in more than one way. For example, 3/8 can be split as 1/8 + 2/8 or as 1/8 + 1/8 + 1/8, then shown with a drawing and written as an equation.

Students add and subtract mixed numbers (like 2 and 3/4) by converting them into fractions first, then solving. The denominators must match before adding or subtracting.

Word problems ask students to add or subtract fractions that share the same denominator, like finding how much pizza is left after two people take a slice each.

Multiplying a whole number by a fraction works like repeated addition. If you multiply 4 by 3/5, students are adding 3/5 four times to get 12/5.

Fractions are built from smaller pieces. Students learn that a fraction like 3/4 is just three copies of 1/4 added together, the same way 3 apples means one apple counted three times.

Multiplying a whole number by a fraction means thinking of the fraction as a set of smaller pieces. Students find, for example, that 3 times 2/5 is the same as 6 copies of 1/5, giving them 6/5.

Students multiply a whole number by a fraction to solve real-world problems, like finding how much pizza three people each get if every person receives two-thirds of a pie. They use drawings or equations to show their thinking.

Students learn that fractions like 3/10 can be written as decimals like 0.3, then compare two decimals the same way they would compare whole numbers, using a number line or place value.

Students rewrite a fraction like 3/10 as 30/100, then use that skill to add two fractions that have different denominators (like 1/10 + 4/100).

Students read and write fractions like 3/10 and 17/100 using decimal notation (0.3 and 0.17). They also place those decimals in the right spot on a number line.

Students compare two decimal numbers, like 0.4 and 0.37, and use the symbols >, =, or < to show which is larger, smaller, or equal. Both decimals must refer to the same whole to make a fair comparison.

Students practice measuring length, weight, time, and liquid volume, then use those measurements to solve word problems. Estimation is part of the work too.

Students learn how units like inches, feet, and miles relate to each other, and do the same for metric units like centimeters and meters. They estimate and measure length, liquid volume, and weight using both systems.

Students solve everyday word problems about measuring things like distance, time, or money using addition, subtraction, multiplication, or division. Problems stay within one system of measurement and may take two steps to solve.

Students use the formulas for area and perimeter to solve real problems with rectangles, like figuring out how much carpet fills a room or how much fencing surrounds a yard.

Students read and build graphs and line plots using real data, then answer questions about what the data shows.

Students collect measurements in half, quarter, or eighth inches and plot them on a number line. Then they add or subtract those fractions to answer questions about the data.

Students learn what an angle is and how to measure one in degrees. They use a protractor to find the size of angles in shapes and figures.

An angle is the opening between two lines that meet at a point. Students learn to see angles as measurable shapes and begin building the vocabulary and concepts they need to measure them in degrees.

An angle is a fraction of a full turn around a center point. Students learn that measuring an angle means figuring out what slice of a circle it carves out, like asking what portion of a clock face lies between two hands.

One degree is 1/360 of a full turn around a circle. Students use that tiny unit to measure bigger angles by counting how many of those one-degree turns fit inside them.

Students use a protractor to measure angles in whole-number degrees, then draw an angle when given a specific degree measure.

When a big angle is split into smaller angles, the parts add up to the whole. Students find missing angle sizes by writing a simple addition or subtraction equation, the same way they would find a missing piece of any total.

Students sort shapes by their sides and angles, identifying right angles, parallel lines, and symmetry. This is the foundation for understanding why a square and a rectangle look similar but are not the same shape.

Students learn to draw and name basic parts of geometry: points, lines, rays, and angles (including right, acute, and obtuse). They also spot these features inside flat shapes like triangles and rectangles.

Students sort flat shapes by their angles and sides, noting which shapes have corners that form a square corner, which have sides that run parallel, and which triangles have angles smaller, larger, or equal to a square corner.

Students identify lines that split a flat shape into two matching halves, then practice drawing those lines themselves. A heart, a square, and a butterfly wing all have them.