What does a student learn in StateAlaska,GradeGrade 4,SubjectMathematics?

Students read a multiplication equation and explain what it means in plain words, such as seeing 35 = 5 x 7 as "5 groups of 7." They also write equations to match descriptions like "four times as many."

Word problems ask students to figure out when one amount is a certain number of times bigger than another. Students decide whether to multiply or divide, then solve. This is different from problems that ask how much more one number is than another.

Students solve word problems that take two or more steps to figure out, using addition, subtraction, multiplication, or division. They write equations with a letter for the missing number and check whether their answer makes sense by estimating.

Students find every pair of numbers that multiply together to make a given number, then decide whether that number is prime (only divisible by itself and 1) or composite (divisible by smaller numbers too).

Students follow a rule to build a number or shape pattern, then notice what else is happening that the rule never said out loud. They also write the pattern using a simple algebraic expression.

Students look at a number pattern and figure out the rule behind it, then use that rule to fill in the next several numbers. The pattern might grow by adding, subtracting, multiplying, or dividing.

Each spot in a number is worth ten times more than the spot to its right. The 4 in 400 is worth ten times the 4 in 40.

Students read, write, and compare large numbers in three ways: as numerals, in words, and broken into place values like 3,000 + 400 + 5. They also use the greater than, less than, and equal signs to show which number is bigger or smaller.

Rounding means deciding which "neat" number a big number is closest to. Students round to the nearest ten, hundred, thousand, or beyond, then explain why their answer makes sense.

Students add and subtract large whole numbers quickly and accurately, using whatever method makes sense to them. They also check that their answer is in the right ballpark before moving on.

Students multiply large numbers, like 346 times 7 or 23 times 45, and show how they got the answer using a drawing, a grid, or a written equation.

Students divide numbers up to 9,999 by a single digit and show how they got the answer. They use tools like rectangular grids or equations to explain their work, including what's left over when things don't divide evenly.

Students learn how measurement units relate to each other, like how many centimeters fit in a meter or minutes in an hour. They practice converting a larger unit into smaller ones and recording those pairs in a simple table.

Students use addition, subtraction, multiplication, and division to solve word problems about distance, time, money, and weight. They also draw number lines to show measurements, including amounts written as fractions or decimals.

Students use the formulas for area and perimeter to solve real problems involving rectangles, like figuring out how much carpet covers a floor or how much fencing surrounds a yard.

Students figure out what time it is in another U.S. city when they know the time at home. They practice adding or subtracting hours across time zones, including Alaska.

Students record measurements like half-inch or quarter-inch lengths on a dot chart, then add or subtract those fractions to answer questions about the data.

Students look at a graph from a real-world problem and describe what the data shows, including which value appears most often (mode) and how far apart the highest and lowest values are (range).

Two straight lines that meet at a point form an angle, and that angle has a size measured in degrees. Students learn to find an unknown angle by adding or subtracting the known angles around it.

A degree is one tiny slice of a full circle, cut into 360 equal pieces. Students use those slices to measure how wide an angle opens, the same way they use inches to measure length.

Angles are measured in degrees. One degree is the smallest turn used to measure an angle, and bigger angles are made up of more of those turns added together.

Students use a protractor to measure angles in degrees and draw new angles at a given size. They also practice eyeballing an angle before measuring to check whether their estimate was close.

When a large angle is split into smaller angles, the pieces add up to the whole, just like parts of a number line. Students solve addition and subtraction problems to find a missing angle size on a diagram.

Two fractions can look different and still stand for the same amount. Students learn to spot and create equivalent fractions by seeing how splitting pieces into smaller equal parts changes the numbers but not the total size.

Students compare two fractions with different tops and bottoms to decide which is larger, smaller, or equal. They use drawings or a shared reference point like one-half, then record their answer with >, =, or <.

Fractions with the same bottom number can be added and subtracted like whole numbers. Students break apart fractions such as 3/4 into smaller pieces (1/4 + 1/4 + 1/4) and put them back together to solve problems.

Adding fractions means joining pieces of the same whole. Subtracting fractions means removing pieces from it. Students work with fractions that share the same-sized whole, the way slices only make sense if they come from the same pie.

Students break one fraction into smaller pieces that add back up to the same amount, then write equations to show each way they did it. A drawing or diagram backs up their thinking.

Students add and subtract mixed numbers that share the same denominator, such as 2 1/4 plus 1 3/4. They work with the whole-number and fraction parts together to find the answer.

Students solve story problems that involve adding or subtracting fractions with the same bottom number, like figuring out how much pizza is left after two friends each take a slice. They may draw a picture or write an equation to show their work.

Multiplying a fraction by a whole number works like repeated addition. If you add 3/4 three times, that is the same as 3 times 3/4. Students practice this with pictures, number lines, and word problems.

Fractions are built from smaller pieces. Students learn that 3/4, for example, is just three copies of 1/4 stacked together, the same way 3 ones make the number 3.

Multiplying a fraction by a whole number means thinking of it as repeated addition. If 3 x (2/5) feels confusing, students rewrite it as 6 copies of (1/5), then count up to 6/5.

Students solve story problems that multiply a fraction by a whole number, such as finding the total when equal groups each have a fractional amount. They also check whether their answer makes sense.

Students rewrite a fraction like 3/10 as 30/100, then use that skill to add two fractions that have different denominators (10 and 100).

Students write fractions with a 10 or 100 in the bottom as decimals. For example, 3/10 becomes 0.3 and 47/100 becomes 0.47.

Students compare two decimal numbers, like 0.4 and 0.35, and decide which is larger, smaller, or equal. They use symbols like > and < to record the answer, and back it up with a picture or model showing both numbers refer to the same whole.

Students draw and name basic parts of geometry: points, straight lines, line segments, rays, and angles. They also spot these parts inside flat shapes, including corners that are sharp, square, or wide open, and lines that cross or run side by side.

Students sort flat shapes by their angles and sides, noting which shapes have corners that form a perfect square corner (a right angle) and which sides run parallel or meet head-on. Right triangles get their own category because one corner always makes that square corner.

Students learn to spot the fold line on a flat shape where both halves match exactly, then draw that line themselves. A heart, a square, and a butterfly wing all have them.