4 th Grade Overview Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature  Proficiently and independently read a wide variety of grade-level appropriate literature  Use key details to determine a theme of a text  Use details from texts in order to make inferences, to make comparisons, and to connect ideas  Refer to the text when asking or answering a question  Explore the differences between poems, plays, and stories  Determine the meaning of key words and phrases in a text  Compare how similar ideas and themes are presented in texts from different cultures Reading Standards for Informational Text  Proficiently and independently read a wide variety of grade-level appropriate informational texts  Determine how the structure and presentation helps to organize the ideas and details in the text  Determine the central idea of a text and how key details contribute to that central idea  Locate evidence in the text to support answers and opinions  Make connections between a series of historical events, scientific ideas or steps in technical procedures  Compare, contrast, and integrate information from multiple texts or sources  Find the meaning of key vocabulary words in informational texts  Use various text features, such as glossaries, icons and indexes, to locate key facts and information  Apply a variety of strategies to comprehend, recount and paraphrase gradelevel informational text Reading Standards Foundational Skills  Apply a variety of strategies to read unknown words in and out of context  Read text with purpose and understanding, self-monitoring understanding Writing Standards  Write opinion and explanatory pieces that include evidence to support ideas, linking words, and a conclusion  Write narratives that include a clear sequence of events, descriptive details, dialogue, and words that indicate a change in time  Revise writing based on feedback from adults and peers  Conduct short research projects that address different parts of a topic  Gather information from sources to answer a question  Produce writing that is organized for specific task, audience and purpose Writing Foundations Standards  Read and write cursive and manuscript Speaking and Listening Standards  Collaborate in discussions through effectively speaking and listening in a variety of settings  Prepare for a discussion by reading and studying the required materials  Paraphrase information from a wide range of sources  Orally report on a topic or text Language Standards  Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)  Construct paragraphs that include an introduction of the topic, supporting details, and conclusion  Use knowledge of Greek and Latin prefixes, suffixes, and roots to determine the meaning of unknown words  Determine the meaning of unknown words using root words, prefixes, suffixes, context clues, and dictionaries

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Arizona Mathematics Standards 4th Grade Updated 5-2-2018 2 Fourth Grade: Overview 1. Extend understanding of place value to multi-digit numbers and fluently add and subtract multi-digit numbers. 2. Develop competency with multi-digit multiplication, and develop understanding of dividing to find quotients involving multi- digit dividends. 3. Develop understanding of fraction equivalence, addition, and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. (1) Students generalize their understanding of place value through 1,000,000, and the relative size of numbers in each place. They use their understanding of properties of operations to perform multi-digit arithmetic with multi-digit whole number less than or equal to 1,000,000. They round multi-digit numbers and fluently add and subtract multi-digit whole numbers within 1,000,000. (2) Students apply their understanding of models for multiplication, place value, and properties of operations, in particular the distributive property, to compute products of multi-digit whole numbers. They develop fluency with efficient strategies for multiplying multi- digit whole numbers through 1,000,000; understand and explain why the strategies work; and use them to solve problems (Table 2). Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication to find quotients involving multi-digit dividends. (3) Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number. The Standards for Mathematical Practice complement the content standards so that studentsincreasingly engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years. Content Emphasis of Arizona Mathematics Standards: The content emphasis provides planning guidance regarding the major and supporting clusters found within the standards. The major and supporting clusters align with the Blueprint for AzMERIT. Please consider the following designations when planning an instructional scope for the academic year. Arizona considers Major Clusters as groups of related standards that require greater emphasis than some of the other standards due to the depth of the ideas and the time it takes to master these groups of related standards. Arizona considers Supporting Clusters as groups of related standards that support standards within the major cluster in and across grade levels. Supporting Clusters also encompass pre-requisite and extension of grade level content. Arizona is suggesting instructional time encompass a range of at least 65%-75% for Major Clusters and a range of 25%-35% for Supporting Cluster instruction. See introduction, page 12 for more information. Arizona Mathematics Standards 4th Grade Updated 5-2-2018 3 Fourth Grade Standards Overview Grade level content emphasis indicated by: Major Cluster: Supporting Cluster Arizona is suggesting instructional time encompass a range of at least 65%-75% for Major Clusters and a range of 25%-35% for Supporting Cluster instruction. See introduction, page 12 for more information. Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns. Number and Operations in Base Ten (NBT) Note: Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Generalize place value understanding for multi-digit whole numbers. Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations—Fractions (NF) Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Extend understanding of fraction equivalence and ordering. Apply and extend previous understanding of multiplication to multiply a whole number by a fraction. Understand decimal notation for fractions, and compare decimal fractions. Measurement and Data (MD) Solve problems involving measurement and conversion of measurements from a larger unit to a small unit. Represent and interpret data. Geometric measurement: understand concepts of angle and measure angles. Geometry (G) Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Standards for Mathematical Practices (MP) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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Fourth Grade: Systems and System Models; Energy and Matter; Stability and Change By the end of fourth grade, students expand on the idea that energy from the Sun interacts with Earth systems and explore other forms of energy we use in everyday life. Students apply their understanding of the various Earth systems (geosphere, hydrosphere, atmosphere, biosphere) and how they interact with each other and heat from the Sun. Students understand how geological systems change and shape the planet and provide resources. Students also develop an understanding of how Earth processes and human interactions positively and negatively that can change environments impacting the ability for organisms to survive. Student investigations focus on collecting and making sense of observational data and simple measurements using the science and engineering practices: ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, construct explanations and design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information. While individual lessons may include connections to any of the crosscutting concepts, the standards in fourth grade focus on helping students understand phenomena through systems and system models, energy and matter and stability and change. Core Ideas for Knowing Science Core Ideas for Using Science Physical Science P1: All matter in the Universe is made of very small particles. P2: Objects can affect other objects at a distance. P3: Changing the movement of an object requires a net force to be acting on it. P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event. Earth and Space Science E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate. E2: The Earth and our solar system are a very small part of one of many galaxies within the Universe. Life Science L1: Organisms are organized on a cellular basis and have a finite life span. L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. L3: Genetic information is passed down from one generation of organisms to another. L4: The unity and diversity of organisms, living and extinct, is the result of evolution. *Adapted from Working with Big Ideas in Science Education2 U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised. U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products. U3: Applications of science often have both positive and negative ethical, social, economic, and/or political implications.

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