Box Elder Learning Standards
4th Grade Mathematics
1) Recognize the value of each digit and the relationship to another place value from ones to
❏ I can use objects, models, and written methods to show the “10 times” relationship
among digits in the base-ten system. (NBT.1)
❏ I can read and write multi-digit numbers using correct place value names as well as
standard form, expanded form, and word form. (NBT.2)
❏ I can compare multi-digit numbers using >, <, =. (NBT.2)
❏ I can round multi-digit numbers to any place value. (NBT.3)
Nice to Know
❏ I can measure in metric units and convert measurements from a larger unit to a smaller
2) Add and subtract whole numbers up to the millions in one step word problems
❏ I can add numbers within 1,000,000 using a standard algorithm. (NBT.4)
❏ I can subtract numbers within 1,000,000 using a standard algorithm. (NBT.4)
3) Multiply multi-digit numbers up to 4 by 1 and 2 by 2 using any strategy in one step word
❏ I can use objects, drawings, and written methods to multiply a whole number, up to 4
digits, by a 1 digit number. (NBT.5)
❏ I can use objects, drawings, and written methods to multiply a whole number, up to 2
digits, by 2 digit number. (NBT.5)
❏ I can add numbers within 1,000,000 using a standard algorithm (NBT.4)
❏ I can use multiplicative comparison to solve problems. (OA.1)
❏ I can find all factor pairs for a whole numbers within 100. (OA.4)
❏ I can determine whether a number within 100 is a multiple of a single digit number.
❏ I can determine whether a whole number within 100 is prime or composite. (OA.4)
❏ I can generate a number or shape pattern that follows a given rule. (OA.5)
❏ I can solve area and perimeter problems. (MD.3)
Nice to Know
❏ I can convert measurements from a larger unit to a smaller unit. (MD.1)
4) Divide up to a four digit number by a one digit number in one step word problems
❏ I can subtract numbers within 1,000,000 using a standard algorithm (NBT.4)
❏ I can find whole-number quotients and remainders with up to four-digit dividends and
one-digit divisors. (NBT.6)
❏ I can demonstrate that multiplication and division are inverse operations. (NBT.6)
❏ I can draw and explain division by using equations, arrays, and/or area models. (NBT.6)
5) Solve multi-step word problems using the four operations with whole numbers.
❏ I can use drawings and equations with a symbol for the unknown number to solve
comparison word problems for multiplication and division. (OA.2)
❏ I can solve multi-step word problems with whole numbers using the four operations.
❏ I can use a remainder to explain an answer. (OA.3)
❏ I can use a variable to represent an unknown number. (OA.3)
❏ I can solve word problems involving measurement. (MD.2)
6) Identify and compare equivalent fractions
❏ I can use objects, drawings, and written methods to explain why two fractions are
❏ I can compare two fractions with different numerators and denominators that refer to the
same whole (NF.2).
❏ I can express a fraction with denominator 10 as an equivalent fraction with denominator
100 and use this skill to add two fractions with common denominators of 10 or 100.
7) Add and subtract fractions including mixed numbers.
❏ I can add and subtract fractions with like denominators. (NF.3a)
❏ I can decompose a fraction into a sum of unit fractions. (NF.3b)
❏ I can add and subtract mixed numbers. (NF.3c)
❏ I can solve word problems using fractions (NF.3d)
Nice to Know
❏ I can make a line plot to display data in fractions. (MD.4)
8) Multiply fractions by a whole number (ex 3⁄4 x 5)
❏ I can show that fraction a/b is a multiple of a unit fraction 1/b. (NF.4a)
❏ I can multiply a fraction by a whole number. (NF.4b)
❏ I can solve word problems using multiplication of a fraction by a whole number.
9) Demonstrate decimal notation for fractions and compare decimal fractions as it relates to
tenths and hundredths
❏ I can relate fractions to decimals by demonstrating the relationship or equivalence
between 10ths and 100ths (NF.5, NF.6).
❏ I can compare two decimals to the hundredths place using >, <, =. (NF.7).
10) Identify and measure lines and angles
❏ I can identify and draw perpendicular and parallel lines. (G.1)
❏ I can recognize and measure angles with a protractor. (MD.5, 6)
❏ I understand that angles decomposed into non-overlapping parts can be measured to
find the sum of the whole. (MD.7a)
❏ I can classify two dimensional shapes based on their characteristics. (G.2)
❏ I can solve addition and subtraction problems to find unknown angles. (MD.7b)
Nice to Know
❏ I can recognize and draw lines of symmetry and two dimensional shapes (G.3).
BELS-(Essential Standards): These standards are the main curricular focus of the grade.
Tier 1 instructional time is spent on these standards to ensure all students are proficient on
these standards. Common Formative and Summative assessments are administered to
determine which students need interventions or enrichments.
Important Standards: These standards support or extend the BELS. Tier 1 instruction time is
spent to ensure understanding. Student learning is assessed; but will not be a focus of
Nice to Know Standards: These standards are introduced and integrated during the grade
as part of Tier 1 instruction.