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New Hampshire Math Standards - 4th Grade
MathScore aligns to the New Hampshire Math Standards for 4th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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Number and Operations
M:N&O:4:1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/5, a/6, a/8, or a/10, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a multiple or factor of the denominator; and decimals as hundredths within the context of money, or tenths within the context of metric measurements (e.g., 2.3 cm) using models, explanations, or other representations. (Place Value , Decimal Place Value , Fraction Pictures )M:N&O:4:2 Demonstrates understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations. (Number Comparison , Order Numbers , Fraction Comparison , Compare Decimals , Basic Fraction Comparison , Basic Fraction Simplification , Fraction Simplification )
M:N&O:4:3 Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers; or the addition or subtraction of positive fractional numbers with like denominators using models, number lines, or explanations. (Understanding Division , Inverse Equations 2 , Basic Fraction Addition , Basic Fraction Subtraction )
M:N&O:4:4 Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and addition or subtraction of decimals and positive proper fractions with like denominators. (Multiplication limited to 2 digits by 2 digits, and division limited to 1 digit divisors.) (IMPORTANT: Applies the conventions of order of operations where the left to right computations are modified only by the use of parentheses.) (Using Parentheses , Basic Word Problems , Arithmetic Word Problems , Basic Word Problems 2 , Long Addition , Long Subtraction , Multiplication By One Digit , Long Division By One Digit , Division with Remainders , Word Problems With Remainders , Making Change , Factoring , Basic Fraction Addition , Basic Fraction Subtraction , Decimal Addition , Decimal Subtraction )
M:N&O:4:5 No standard at this grade
M:N&O:4:6 Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); multiplies whole number facts to a product of 100, and calculates related division facts; adds two-digit whole numbers, combinations of two-digit and 3-digit whole numbers that are multiples of ten, and 4-digit whole numbers that are multiples of 100 (limited to two addends) (e.g., 67 + 24; 320 + 430; 320 + 90; 1,300 + 1,400); and subtracts a one-digit whole number from a two-digit whole number (e.g., 67 - 9); and subtracts combinations of two-digit and three-digit whole numbers that are multiples of ten (e.g., 50 - 20, 230 - 80, 520 - 200). (IMPORTANT: The intent of this GLE is to embed mental arithmetic throughout the instructional program, not to teach it as a separate unit.) (Fast Addition , Fast Addition Reverse , Fast Subtraction , Beginner Multiplication , Fast Multiplication , Fast Multiplication Reverse , Multiplication Facts Strategies , Fast Division , Mixed Addition and Subtraction , Mental Addition and Subtraction to 100 , Mental Addition and Subtraction , Basic Addition to 1000 , Basic Subtraction to 1000 )
M:N&O:4:7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. (IMPORTANT: The intent of this GLE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) (Rounding Numbers , Decimal Rounding to .01 , Estimated Addition , Estimated Subtraction , Money Addition , Money Subtraction , Estimated Multiply Divide Word Problems )
M:N&O:4:8 Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties (commutative, associative, and identity) to solve problems and to simplify computations. (Odd or Even Theory , Word Problems With Remainders , Associative Property 1 , Associative Property 2 , Commutative Property 1 , Commutative Property 2 )
Geometry and Measurement
M:G&M:4:1 Uses properties or attributes of angles (number of angles) or sides (number of sides, length of sides, parallelism, or perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative to 90o as more than, less than, or equal to. (Quadrilateral Types , Polygon Names , Parallel and Perpendicular Lines )
M:G&M:4:2 No standard at this grade
M:G&M:4:3 Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres).
M:G&M:4.4 Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations. (Congruent And Similar Triangles )
M:G&M:4:5 Demonstrates conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describes relationships using models or explanations. (Congruent And Similar Triangles )
M:G&M:4:6 Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Expresses all measures using appropriate units. (Perimeter , Compare Rectangle Area and Perimeter , Perimeter and Area of Composite Figures , Perimeter and Area Word Problems )
M:G&M:4:7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. Benchmarks in Appendix B. (Time Intervals , Distance Conversion , Time Conversion )
M:G&M:4:8 No standard at this grade
M:G&M:4:9 Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions between locations on a map or coordinate grid (first quadrant); plotting points in the first quadrant in context (e.g., games, mapping); and finding the horizontal and vertical distances between points on a coordinate grid in the first quadrant. (Line Segments )
M:G&M:4:10 Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles, squares, rectangles, rhombi, trapezoids, hexagons, octagons, and circles; and builds models of rectangular prisms from two- or three-dimensional representations.
Functions and Algebra
M:F&A:4:1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables or sequences; and writes a rule in words or symbols to find the next case. (Patterns: Numbers , Function Tables , Function Tables 2 )
M:F&A:4:2 Demonstrates conceptual understanding of linear relationships (y = kx) as a constant rate of change by identifying, describing, or comparing situations that represent constant rates of change. (Distance, Rate, and Time )
M:F&A:4:3 Demonstrates conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using whole numbers. (Missing Factor , Missing Term , Single Variable Equations , Algebraic Word Problems , Variable Substitution )
M:F&A:4:4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions, by simplifying numerical expressions where left to right computations may be modified only by the use of parentheses [e.g., 14 - (2 × 5)] (expressions consistent with the parameters of M:F&A:4-3), and by solving one-step linear equations of the form ax = c, x ± b = c, where a, b, and c are whole numbers with a ≠ 0. (Using Parentheses , Missing Factor , Missing Term , Missing Operator , Compare Expressions , Single Variable Equations )
Data, Statistics, and Probability
M:DSP:4:1 Interprets a given representation (line plots, tables, bar graphs, pictographs, or circle graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M:DSP:4:2.) (Tally and Pictographs , Bar Graphs )M:DSP:4:2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (median or mode), or range.
M:DSP:4:3 Organizes and displays data using tables, line plots, bar graphs, and pictographs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M:DSP:4:2.)
M:DSP:4:4 Uses counting techniques to solve problems in context involving combinations or simple permutations (e.g., Given a map - Determine the number of paths from point A to point B.) using a variety of strategies (e.g., organized lists, tables, tree diagrams, or others).
M:DSP:4:5 For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the likelihood of an event as a part to whole relationship (e.g., two out of five, zero out of five, five out of five) and tests the prediction through experiments; and determines if a game is fair. (Probability )
M:DSP:4:5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the theoretical probability of an event and expresses the result as part to whole (e.g., two out of five). (Probability )
M:DSP:4:6 In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions; and asks new questions and makes connections to real world situations. (IMPORTANT: Analyzes data consistent with concepts and skills in M:DSP:4:2.) (Requires outside materials )
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