STANDARD 4.1: Mathematics

STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY OF WAYS.

Descriptive Statement: Numbers and arithmetic operations are what most of the general public think about when they think of mathematics; and, even though other areas like geometry, algebra, and data analysis have become increasingly important in recent years, numbers and operations remain at the heart of mathematical teaching and learning. Facility with numbers, the ability to choose the appropriate types of numbers and the appropriate operations for a given situation, and the ability to perform those operations as well as to estimate their results, are all skills that are essential for modern day life.

Number Sense. Number sense is an intuitive feel for numbers and a common sense approach to using them. It is a comfort with what numbers represent that comes from investigating their characteristics and using them in diverse situations. It involves an understanding of how different types of numbers, such as fractions and decimals, are related to each other, and how each can best be used to describe a particular situation. It subsumes the more traditional category of school mathematics curriculum called numeration and thus includes the important concepts of place value, number base, magnitude, and approximation and estimation.

Numerical Operations. Numerical operations are an essential part of the mathematics curriculum, especially in the elementary grades. Students must be able to select and apply various computational methods, including mental math, pencil-and-paper techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, decimals, and other kinds of numbers. With the availability of calculators that perform these operations quickly and accurately, the instructional emphasis now is on understanding the meanings and uses of these operations, and on estimation and mental skills, rather than solely on the development of paper-and-pencil proficiency.

Estimation. Estimation is a process that is used constantly by mathematically capable adults, and one that can be easily mastered by children. It involves an educated guess about a quantity or an intelligent prediction of the outcome of a computation. The growing use of calculators makes it more important than ever that students know when a computed answer is reasonable; the best way to make that determination is through the use of strong estimation skills. Equally important is an awareness of the many situations in which an approximate answer is as good as, or even preferable to, an exact one. Students can learn to make these judgments and use mathematics more powerfully as a result.

Number and operation skills continue to be a critical piece of the school mathematics curriculum and, indeed, a very important part of mathematics. But, there is perhaps a greater need for us to rethink our approach here than to do so for any other curriculum component. An enlightened mathematics program for today’s children will empower them to use all of today’s tools rather than require them to meet yesterday’s expectations.

Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

A. Number Sense

1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well).

· Whole numbers through millions

· Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of a whole, as a subset of a set, and as a location on a number line

· Decimals through hundredths

2. Demonstrate an understanding of place value concepts.

3. Demonstrate a sense of the relative magnitudes of numbers.

4. Understand the various uses of numbers.

· Counting, measuring, labeling (e.g., numbers on baseball uniforms), locating (e.g., Room 235 is on the second floor)

5. Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.

6. Compare and order numbers.

7. Explore settings that give rise to negative numbers.

· Temperatures below 0^o, debts

· Extension of the number line

B. Numerical Operations

1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.

· Addition and subtraction: joining, separating, comparing

· Multiplication: repeated addition, area/array

· Division: repeated subtraction, sharing

2. Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as “skip counting” and “repeated subtraction”) and then commit them to memory.

3. Construct, use, and explain procedures for performing whole number calculations and with:

· Pencil-and-paper

· Mental math

· Calculator

4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.

· Addition of 3-digit numbers

· Subtraction of 3-digit numbers

· Multiplication of 2-digit numbers

· Division of 3-digit numbers by 1-digit numbers

5. Construct and use procedures for performing decimal addition and subtraction.

6. Count and perform simple computations with money.

· Standard dollars and cents notation