**Grade 4 GT Mathematics**

In Grade 4 GT Mathematics, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume. In G/T Math, the standards are blended so that students apply their learning to real world situations. Students will engage in the application of mathematics by integrating standards from the following domains.

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**Operations & Algebraic Thinking (5.OA)**Students write and interpret numerical expressions by using parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. They write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them and analyze patterns and relationships. Students will generate two numerical patterns using two given rules and identify apparent relationships between corresponding terms. They will form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

**Numbers & Operations in Base 10 (5.NBT)**

Students will understand the place value system by recognizing that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. They explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10 and use whole-number exponents to denote powers of 10. Additionally, students will read, write, and compare decimals to thousandths, read and write decimals to thousandths using base-ten numerals, number names, and expanded form. Students will compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons and

use place value understanding to round decimals to any place.They will perform operations with multi-digit whole numbers and with decimals to hundredths and fluently multiply multi-digit whole numbers using the standard algorithm. Students will also find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division and illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Adding, subtracting, multiplying, and dividing decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction will also be understood. Students will relate the strategy to a written method and explain the reasoning used.

**The Number System (6.NS)**

Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. .

**Measurement & Data (5.MD)**

In this unit students convert like measurement units within a given measurement system and convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems and represent and interpret data.

Students will make a line plot to display a data set of measurements in fractions of a unit and use operations on fractions for this grade to solve problems involving information presented in line plots.

**Geometry (5.G)**

In this unit, students learn about the coordinate plane by using a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. They will understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond. Students will represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. Additionally, students will classify two-dimensional figures into categories based on their properties and understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Students will classify two-dimensional figures in a hierarchy based on properties.

**Statistics & Probability (6.SP)**

Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected.