Readiness+vs.+Supporting

(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using [concrete objects and] pictorial models.
 * Readiness vs. Supporting Standards **
 * = ==**Readiness Standards **== ||= ==**Supporting Standards **== ||
 * <  (4.1) ** Number, operation, and quantitative reasoning. ** The student uses place value to represent whole numbers and decimals. The student is expected to

 (4.2) ** Number, operation, and quantitative reasoning. ** The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to (D) relate decimals to fractions that name tenths and hundredths using [concrete objects and] pictorial models.

 (4.4) ** Number, operation, and quantitative reasoning. ** The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to (D) use multiplication to solve problems (no more than two digits times two digits without technology); and (E) use division to solve problems (no more than one-digit divisors and three-digit dividends without technology).

 (4.7) ** Patterns, relationships, and algebraic thinking. ** The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to (A) describe the relationship between two sets of related data such as ordered pairs in a table.

 (4.8) ** Geometry and spatial reasoning. ** The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to (C) use essential attributes to define two- and three-dimensional geometric figures.

 (4.9) ** Geometry and spatial reasoning. ** The student connects transformations to congruence and symmetry. The student is expected to (B) use translations, reflections, and rotations to verify that two shapes are congruent;

 (4.10) ** Geometry and spatial reasoning. ** The student recognizes the connection between numbers and their properties and points on a line. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.11) ** Measurement. ** The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units SI (metric) and customary;

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.13) ** Probability and statistics. ** The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) interpret bar graphs. ||< <span style="font-family: Arial,Helvetica,sans-serif;"> (4.1) ** Number, operation, and quantitative reasoning. ** The student uses place value to represent whole numbers and decimals. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) use place value to read, write, compare, and order whole numbers through 999,999,999; and

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.2) ** Number, operation, and quantitative reasoning. ** The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) use [concrete objects and] pictorial models to generate equivalent fractions; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) model fraction quantities greater than one using [concrete objects and] pictorial model; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(C) compare and order fractions using [concrete objects and] pictorial models; and

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.3) ** Number, operation, and quantitative reasoning. ** The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) use addition and subtraction to solve problems involving whole numbers; and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) add and subtract decimals to the hundredths place using [concrete objects and] pictorial models.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.4) ** Number, operation, and quantitative reasoning. ** The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) model factors and products using arrays and area models; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) represent multiplication and division situations in picture, word, and number form; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(C) recall and apply multiplication facts through 12;

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.5) ** Number, operation, and quantitative reasoning. ** The student estimates to determine reasonable results. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.6) ** Patterns, relationships, and algebraic thinking. ** The student uses patterns in multiplication and division. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 9 = 81 and 81 ÷ 9 = 9); and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) use patterns to multiply by 10 and 100.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.8) ** Geometry and spatial reasoning. ** The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) identify and describe right, acute, and obtuse angles; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) identify and describe parallel and intersecting (including perpendicular) lines using [concrete objects and] pictorial models; and

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.9) ** Geometry and spatial reasoning. ** The student connects transformations to congruence and symmetry. The student is expected to (A) demonstrate translations, reflections, and rotations using concrete models; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(C) use reflections to verify that a shape has symmetry.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.11) ** Measurement. ** The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(C) use [concrete] models of standard cubic units to measure volume; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(D) estimate volume in cubic units; and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(E) explain the difference between weight and mass.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.12) ** Measurement. ** The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) use a thermometer to measure temperature and changes in temperature; and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(B) use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.

<span style="font-family: Arial,Helvetica,sans-serif;"> (4.13) ** Probability and statistics. ** The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(A) use [concrete objects or] pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; || Reference: <span style="font-family: 'APKEFK+Verdana','sans-serif'; font-size: 11px;">STAAR Grade 4 Mathematics Pages 1-8 Texas Education Agency Student Assessment Division Fall 2010