Get help with Mathematics, Grade 4
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 37 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Manitoba Mathematics, Grade 4 curriculum
Manitoba defines Mathematics, Grade 4 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 11 | Number |
| Strand PR | 6 | Patterns and Relations |
| Strand SS | 6 | Shape and Space |
| Strand SP | 2 | Statistics and Probability |
Every skill below, taught one on one.
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How MapleMind teaches Mathematics, Grade 4 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1NumberOfficial strand · Strand N
Numbers to 10 000, standard algorithms for addition and subtraction, multiplication and division, and fractions and decimals.
Numbers to 10 000
- Reading and showing numbers to 10 0004.N.1 — Represent and describe whole numbers to 10 000 pictorially and symbolically, reading four-digit numerals without 'and', writing with proper spacing, and describing the meaning of each digit.
- Expanded notation4.N.1 — Express a numeral to 10 000 in expanded notation, and write the numeral represented by an expanded notation.
- Comparing and ordering to 10 0004.N.2 — Compare and order numbers to 10 000 using place value and a number line.
Adding and Subtracting to 10 000
- Personal strategies for adding and subtracting4.N.3 — Add and subtract numbers with answers to 10 000 using personal strategies, concretely, pictorially, and symbolically.
- Standard algorithms for adding and subtracting4.N.3 — Use the standard algorithms of vertical addition and subtraction to determine sums and differences to 10 000, with place values aligned.
- Estimating and solving addition and subtraction problems4.N.3 — Estimate sums and differences using front-end estimation and compensation, and solve problems involving addition and subtraction to 10 000.
- Properties of 0 and 14.N.4 — Explain the properties of 0 and 1 for multiplication and the property of 1 for division.
Multiplication and Division
- Mental strategies for multiplication facts4.N.5 — Describe and apply mental mathematics strategies including skip-counting from a known fact, halving and doubling, and repeated doubling to develop multiplication facts to 9 x 9.
- The 9s pattern and relating to division4.N.5 — Describe and apply the patterns-in-the-9s-facts mental mathematics strategy, and relate multiplication facts to related division facts.
- Multiplying 2- and 3-digit numbers4.N.6 — Multiply 2- or 3-digit numerals by 1-digit numerals using personal strategies and arrays, connecting concrete to symbolic representations.
- Estimating products4.N.6 — Estimate products of 2- or 3-digit numerals by 1-digit numerals using a personal strategy.
- Dividing to solve problems4.N.7 — Divide numbers with a 1-digit divisor and up to a 2-digit dividend using personal strategies with arrays and base-10 materials, with and without remainders.
- Estimating quotients and relating to multiplication4.N.7 — Estimate quotients using a personal strategy and relate division to multiplication to check the answer.
Fractions and Decimals
- Naming fractions of a whole or set4.N.8 — Name and record fractions for the parts of a whole or a set using concrete and pictorial representations.
- Comparing and ordering fractions4.N.8 — Compare and order fractions with the same numerator or the same denominator, using benchmarks and a number line.
- Same fraction, different wholes4.N.8 — Model and explain that for different wholes two identical fractions may not represent the same quantity, and provide examples of where fractions are used.
- Decimals for tenths and hundredths4.N.9 — Describe and represent decimals to tenths and hundredths concretely, pictorially, and symbolically, including money values.
- Connecting decimals and fractions4.N.10 — Relate decimals to fractions to hundredths, expressing a fraction with a denominator of 10 or 100 as a decimal and a decimal in fractional form.
- Adding and subtracting decimals4.N.11 — Add and subtract decimals to hundredths using compatible numbers and mental math strategies to solve problems, including money problems.
- Estimating decimal sums and differences4.N.11 — Estimate sums and differences of decimals to hundredths, and determine the approximate solution when an exact answer is not required.
The official wording — 11 outcomes in this unit
- 4.N.1
Represent and describe whole numbers to 10 000, pictorially and symbolically.
- 4.N.2
Compare and order numbers to 10 000.
- 4.N.3
Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals), concretely, pictorially, and symbolically, by n using personal strategies
- 4.N.4
Explain the properties of 0 and 1 for multiplication and the property of 1 for division.
- 4.N.5
Describe and apply mental mathematics strategies, such as Q Q skip-counting from a known fact Q Q using halving/doubling Q Q using doubling and adding one more group Q Q using repeated doubling to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.
- 4.N.6
Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by n using personal strategies for multiplication with and without concrete materials n using arrays to represent multiplication n connecting concrete representations to symbolic representations
- 4.N.7
Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by n using personal strategies for dividing with and without concrete materials
- 4.N.8
Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to n name and record fractions for the parts of a whole or a set
- 4.N.9
Describe and represent decimals (tenths and hundredths), concretely, pictorially, and symbolically.
- 4.N.10
Relate decimals to fractions (to hundredths).
- 4.N.11
Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by n using compatible numbers n using mental math strategies to solve problems.
Unit 2Patterns and RelationsOfficial strand · Strand PR
Patterns in tables and charts, relationships in diagrams, and expressing and solving one-step equations with an unknown symbol.
Patterns in Tables and Charts
- Finding patterns in tables and charts4.PR.1 — Identify and describe patterns found in tables and charts, including a multiplication chart, and determine missing elements.
- Building a pattern from a table4.PR.2 — Reproduce a pattern shown in a table or chart using concrete materials, and explain why the relationship exists.
- Using table patterns to solve problems4.PR.3 — Represent and describe patterns and relationships using charts and tables to solve problems, translating problem information into a table.
Diagrams and Equations
- Carroll diagrams4.PR.4 — Complete a Carroll diagram by entering data into the correct squares, determine where new elements belong, and use it to solve problems.
- Venn diagrams4.PR.4 — Identify a sorting rule for a Venn diagram, describe the relationship when circles intersect or are separate, and determine where new elements belong.
- Writing an equation with an unknown4.PR.5 — Express a problem as an equation in which a symbol is used to represent an unknown number, and create a problem for an equation.
- Solving one-step equations4.PR.6 — Solve one-step equations involving a symbol representing an unknown, with the unknown on either side, using manipulatives and guess and test.
The official wording — 6 outcomes in this unit
- 4.PR.1
Identify and describe patterns found in tables and charts, including a multiplication chart.
- 4.PR.2
Reproduce a pattern shown in a table or chart using concrete materials.
- 4.PR.3
Represent and describe patterns and relationships using charts and tables to solve problems.
- 4.PR.4
Identify and explain mathematical relationships using charts and diagrams to solve problems.
- 4.PR.5
Express a problem as an equation in which a symbol is used to represent an unknown number.
- 4.PR.6
Solve one-step equations involving a symbol to represent an unknown number.
Unit 3Shape and SpaceOfficial strand · Strand SS
Reading time on analog and digital clocks, calendar dates, area of 2-D shapes, prisms, and line symmetry.
Time and Calendar
- Reading 12- and 24-hour clocks4.SS.1 — Read and record time using digital and analog clocks, including 24-hour clocks, and explain AM and PM.
- Reading and writing calendar dates4.SS.2 — Read and record calendar dates in a variety of formats, and identify possible interpretations of a given date.
Area, Prisms, and Symmetry
- Understanding area in square units4.SS.3 — Recognize that area is measured in square units and select and justify referents for square centimetres and square metres.
- Measuring and building area4.SS.3 — Estimate, determine, and record the area of regular and irregular 2-D shapes, and construct different rectangles for a given area.
- Solving problems with shapes and objects4.SS.4 — Solve problems involving 2-D shapes and 3-D objects, filling outlines and reproducing shapes and structures.
- Rectangular and triangular prisms4.SS.5 — Describe and construct rectangular and triangular prisms, including building them from nets.
- Identifying line symmetry4.SS.6 — Identify symmetrical 2-D shapes, sort shapes as symmetrical or non-symmetrical, and identify lines of symmetry.
- Creating symmetry and drawing lines4.SS.6 — Create symmetrical 2-D shapes and draw one or more lines of symmetry, completing a shape given half of it and its line of symmetry.
The official wording — 6 outcomes in this unit
- 4.SS.1
Read and record time using digital and analog clocks, including 24-hour clocks.
- 4.SS.2
Read and record calendar dates in a variety of formats.
- 4.SS.3
Demonstrate an understanding of area of regular and irregular 2-D shapes by � recognizing that area is measured in square units � selecting and justifying referents for the units cm2 or m2
- 4.SS.4
Solve problems involving 2-D shapes and 3-D objects.
- 4.SS.5
Describe and construct rectangular and triangular prisms.
- 4.SS.6
Demonstrate an understanding of line symmetry by � identifying symmetrical 2-D shapes
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
Many-to-one correspondence in graphs, and constructing and interpreting pictographs and bar graphs.
Graphs with Many-to-One Correspondence
- Understanding many-to-one correspondence4.SP.1 — Demonstrate an understanding of many-to-one correspondence, comparing graphs that use one-to-one and many-to-one correspondences.
- Pictographs and bar graphs4.SP.2 — Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions, justifying the interval and correspondence.
The official wording — 2 outcomes in this unit
- 4.SP.1
Demonstrate an understanding of many-to-one correspondence.
- 4.SP.2
Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.
Printable workbook · A keepsake of the year
A Mathematics, Grade 4 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with Mathematics, Grade 4?
Yes. MapleMind's AI tutor covers all 37 skills in Manitoba's Mathematics, Grade 4 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 4 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open Mathematics, Grade 4 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Manitoba curriculum for Mathematics, Grade 4?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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