What does a student learn in StateNorth Carolina,GradeGrade 4,SubjectMathematics?

Students read a two-step word problem, choose which operations to use, and solve it. They check whether the answer makes sense, handle leftovers when dividing, and use a letter like n to stand for the missing number.

Students find every pair of whole numbers that multiply to make a given number, up to 50. They also decide whether a number can only be divided evenly by 1 and itself, or whether it has other divisors.

Students follow a rule (like "add 3" or "double it") to build a number sequence or shape pattern, then describe what they notice. The focus is on spotting what stays the same and predicting what comes next.

Each place in a number is worth 10 times the place to its right. So the 3 in 3,000 is worth 10 times more than the 3 in 300.

Students read and write numbers up to 100,000 three ways: as digits (34,506), as words ("thirty-four thousand, five hundred six"), and broken apart by place value (30,000 + 4,000 + 500 + 6).

Students look at two numbers up to 100,000 and decide which is larger, smaller, or equal, then write that comparison using the symbols >, <, or =.

Students add and subtract whole numbers up to 100,000 using the standard written method, lining up digits by place value to work column by column.

Students multiply numbers like 24 x 36 or 312 x 7 by breaking them into parts based on place value. They use area models and partial products to see why the steps work before moving to the standard algorithm.

Students learn to divide numbers up to 999 by a single-digit number and find what's left over. They use drawings, arrays, and partial steps to see why division works, not just how to do it.

Students gather numerical data by asking a question, then display and read the results in a bar graph, frequency table, or line plot. They also decide whether a survey question will produce numbers or categories as answers.

Students measure length, mass, and liquid volume using metric units like centimeters, meters, grams, and liters. Then they add, subtract, multiply, or divide those measurements to solve word problems.

Students convert metric measurements like kilometers to meters or meters to centimeters by multiplying. They use place value patterns and simple tables to organize the work.

Students figure out how much time passes when an activity starts before the hour and ends after it, like a movie that begins at 2:45 and ends at 3:20. They add and subtract to find the answer.

Students find the area and perimeter of rectangles and irregular shapes made of right angles, then solve problems where one measurement stays fixed while the other changes, using real-world situations like rooms, fences, or garden beds.

Students learn what an angle is, measure angles in degrees using a protractor, and figure out missing angles by adding or subtracting the ones they already know.

Students learn the building blocks of geometry: the difference between a line that goes on forever, a segment with two endpoints, a ray with one, and angles where two rays meet. They also spot parallel lines that never cross and perpendicular lines that form a square corner.

Students sort quadrilaterals and triangles by their angles, side lengths, and whether their sides run parallel or meet at right angles. A square, a rectangle, and a rhombus each have different rules that put them in their own group.

Students learn to spot when a shape can be folded exactly in half so both sides match, then draw the fold line. A heart has one line of symmetry; a square has four.

Students use drawings of shapes or number lines to show why two fractions that look different are actually the same size. They explain how cutting something into more pieces changes the piece size but not the total amount.

Students compare two fractions with different top and bottom numbers, deciding which is larger, smaller, or equal. They explain their reasoning using fraction strips or area models, and record the answer with >, =, or <.

Students break fractions into smaller pieces and put them back together. They add and subtract fractions with the same bottom number, including mixed numbers like 1 3/4, and solve word problems using drawings and equations.

Students learn that multiplying a whole number by a fraction is the same as taking a piece of that whole number. They practice this with word problems, like finding two-thirds of 12 apples or three-fourths of an hour.

Students connect fractions like 3/10 or 25/100 to decimal numbers like 0.3 and 0.25. They use grids and number lines to show why those two forms mean the same amount, then add fractions that share a base of 10 or 100.

Students compare two decimal numbers, like 0.4 and 0.35, by drawing grids or number lines to see which is larger. They record the result using >, =, or < and learn that the comparison only works when both numbers refer to the same whole.