Common Planner
K–12 Standards

Grade 4

Other Virginia Mathematics - VAAP sets

Number, Number Sense, Computation, and Estimation

  • 1

    Match number names to numerals from 0 through 40.M-4.1

  • 2

    Use place value to identify numbers that are multiples of 10 and understand the difference between ones and tens place.M-4.2

    1. CC.

      Whole numbers presented as multiples of 10 could range from 0 through 40. Understanding place value could include identifying the digit in the ones or tens place or its value.M-4.2.CC

  • 3

    Identify the closest number above or below a given number from 0 through 40.M-4.3

  • 4

    Compare whole numbers from 0 through 40 or the fractions of 1/2 and 1/4.M-4.4

    1. CC.

      Whole numbers 0 through 40 and fractions 1/2 and 1/4 could be compared with the words “smaller,” “same,” “larger,” or “less than,” “equal,” “greater than,” or with the symbols <, =, >.M-4.4.CC

  • 5

    Identify wholes, halves, or fourths.M-4.5

    1. CC.

      Representations of wholes, halves, or fourths could be presented in simple pictures, diagrams, models, or other representations.M-4.5.CC

  • 6

    Compare whole numbers from 0 through 40 or decimals from 0.0 through 5.5.M-4.6

    1. CC.

      Whole numbers from 0 through 40 or decimals of 0.5 through 5.5 (0.5, 1.0, 1.5, 2.0, … ,5.5) could be compared with the words “smaller,” “larger,” “same,” “less than,” “equal,” “greater than,” or with the symbols <, =, >.M-4.6.CC

  • 7

    Identify whole numbers 0 through 40 and match decimals 0.25 and 0.5 with 1/4 and 1/2.M-4.7

    1. CC.

      Identifying whole numbers from 0 through 40. Matching decimals of 0.25 and 0.5 with 1/4 and 1/2 could range from 0.25 through 5.5 (e.g., 0.25 = 1/4, 0.5 = 1/2, 1.25 = 1 1/4, 1.5 = 1 1/2, … , 5.25 = 5 1/4, 5.5 = 5 1/2).M-4.7.CC

  • 8

    Multiply whole numbers from 0 through 10; match an array to the correct whole number from 0 through 40.M-4.8

    1. CC.

      Whole numbers being multiplied could range from 0 through 10 with their product or the array not to exceed 40. M-4.8.CC

  • 9

    Add and subtract whole numbers from 0 through 40.M-4.9

    1. CC.

      Whole numbers 0 through 40 could be added or subtracted with answers not to exceed 40.M-4.9.CC

  • 10

    Solve division problems using numbers from 1 through 10.M-4.10

    1. CC.

      Problems could include simple pictures, diagrams, models, or other representations of whole numbers.M-4.10.CC

  • 11

    Solve one-step word problems using addition, subtraction, or multiplication.M-4.11

    1. CC.

      Given a context, numbers from 0 through 40 could be added, subtracted, or multiplied, with the solution not to exceed 40.M-4.11.CC

  • 12

    Add and subtract wholes, halves, and fourths.M-4.12

    1. CC.

      Using a number line, add and subtract whole numbers, halves, and fourths from 0 through 20.M-4.12.CC

  • 13

    Solve one-step word problems using addition and subtraction of wholes, halves, and fourths.M-4.13

    1. CC.

      Given a context, add and subtract whole numbers, halves, and fourths from 0 through 20.M-4.13.CC

  • 14

    Use a variety of coins to count the value through 50 cents.M-4.14

    1. CC.

      Coins could include pennies, nickels, dimes, and quarters. Same or different coins could be counted with a total value of 50 cents or less.M-4.14.CC

Measurement and Geometry

  • 15

    Use unit squares to determine areas up to 20 square feet.M-4.15

    1. CC.

      Using simple pictures, diagrams, models, or representations, determine areas from 1 to 20 square feet.M-4.15.CC

  • 16

    Measure length in inches and centimeters.M-4.16

    1. CC.

      Using simple pictures, diagrams, models, or representations, measure lengths in whole units of 1 to 12 inches or 1 to 30 centimeters.M-4.16.CC

  • 17

    Measure weight in pounds.M-4.17 

    1. CC .

      Using simple pictures, diagrams, models, or representations, measure weight in whole units of 1 to 40 pounds.M-4.17.CC 

  • 18

    Tell time in whole hour and half hour increments using a digital clock, including with context. M-4.18

    1. CC.

      Times could be on the hour and half hour, a.m. or p.m., and the terms noon and midnight could be included. Contexts will relate the time to an appropriate activity.M-4.18.CC

  • 19

    Identify points, line segments, and angles.M-4.19

    1. CC.

      Using simple pictures, diagrams, models, or representations, identify points, line segments, or angles.M-4.19.CC

  • 20

    Identify circles, triangles, squares, and rectangles.M-4.20

    1. CC.

      Using simple pictures, diagrams, models, or representations, identify circles, triangles, squares, and rectangles.M-4.20.CC

Probability, Statistics, Patterns, Functions, and Algebra

  • 21

    Interpret and compare data values represented in a picture or bar graph using simple terms: same, more, less.M-4.21

    1. CC.

      Picture and bar graphs for interpretation and comparison could have values through 20 that range from having the same amounts to having significantly different or slightly different amounts. M-4.21.CC

  • 22

    Recognize and perform skip counting by 2s, 3s, 5s, and 10s.M-4.22

    1. CC.

      Recognizing skip counting by 2s could include whole numbers 2 through 20. Performing skip counting by 2s, 3s, 5s, and 10s could include whole numbers 2 through 40.M-4.22.CC

Frequently asked questions

What grade levels do these standards cover?
Grade 4
Where can I read the official document?
Virginia Essentialized Standards of Learning (VESOL)

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Keep exploring Mathematics - VAAP standards

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