Fourth Grade Learning Outcomes

The following learning outcomes for mathematics are recommended by the Ohio Department of Education.

MATHEMATICS

1. Sort or identify objects on multiple attributes (e.g., size, shape, and shading).
2. Use patterns to make generalizations and predictions by:

1. Determining a rule and identifying missing numbers in a sequence;
2. Determining a rule and identifying missing numbers in a table of number pairs;
3. Identifying missing elements in a pattern and justifying their inclusion; and
4. Determining a rule and identifying missing numbers in a sequence of numbers or a table of number pairs related by a combination of addition, subtraction, multiplication, or division.

3. Select appropriate notation and methods for symbolizing a problem situation, translate real-life situations into conventional symbols of mathematics, and represent operations using models, conventional symbols, and words.
4. Identify needed information to solve a problem.
5. Explain or illustrate whether a solution is correct.
6. Decompose, combine, order, and compare numbers.
7. Illustrate or identify fractional parts of whole objects or set of objects and like fractions greater than one, and add and subtract like fractions with illustrations and symbols.
8. Add, subtract, multiply, and divide whole numbers and explain, illustrate, or select thinking strategies for making computations.
9. Order fractions using symbols as well as the terms "at least" and "at most".
10. Represent whole number value by:

1. Applying place value ideas;
2. Translating between words and symbols in naming whole numbers.

11. Add and subtract decimals.

12. Apply congruence, symmetry, paths, simple closed curves, and the ideas of interior and exterior.

13. Recognize parallel, intersecting, and perpendicular lines, and right angles in geometric figures.

14. Determine properties of two-dimensional figures and compare shapes according to their characterizing properties, identify two-dimensional shapes on a picture of a three-dimensional object, and compare three- dimensional objects describing similarities and differences using appropriate standard and non-standard language.

15. Symbolize a keying sequence on a calculator and predict the display.

16. Model a problem situation using a number phrase/sentence and/or letters, understand the use of letters and symbols in statements such as 4b=12 or 3c=15 and find the value for a letter or symbol if the value for the other letter or symbol is given, and recognize the use of variables to generalize arithmetic statements applying the concept of odd and even numbers.

17. Apply the use of tools to measure lengths, using centimeter and inches including recognizing the positions of whole numbers and fractions on a number line.

18. Apply the counting of collections of coins and bills (which could include one, five, and ten dollar bills) in a buying situation.

19. Illustrate the approximate size of units of length, capacity, and weight; choose an appropriate unit to measure lengths, capacities, and weights in U.S. standard and metric units; and relate the number of units that measure an object to the size of the unit as well as to the size of the object.

20. Determine perimeters and areas of simple straight line figures and regions without using formulas.

21. Use mental, paper-and-pencil, and physical strategies to determine time elapsed.

22. Apply concept of place value in making estimates in addition and subtraction using front-end digits.

23. Round numbers and use multiples of ten to estimate sums, differences, and products and discuss whether estimates are greater than or less than an exact sum or difference.

24. Make or use a table to record and sort information (in a problem-solving setting using simple and complex patterns in nature, art, or poetry as setting) and make identifications, comparisons, and predictions from tables, picture graphs, bar graphs, and labeled picture maps.

25. Find simple experimental probabilities and identify events that are sure to happen, events sure not to happen, and those we cannot be sure about.

For practice tests and mathematic models, please click on the following icon: