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The official Newfoundland and Labrador Mathematics, Grade 4 curriculum
Newfoundland and Labrador 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 Newfoundland and Labrador's official curriculumRead it on the government site — gov.nl.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 22 | Number Sequences · Representing Whole Numbers · Fractions and Decimals · Addition and Subtraction · Multiplication and Division · Decimal Operations |
| PAR | 7 | Patterns · Equations |
| SAS | 11 | Area and Time · 3-D Objects and Symmetry |
| SAP | 4 | Data |
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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 1Number SequencesOfficial strand · Strand N
Finding missing and misplaced numbers in ordered sequences and on number lines.
Sequences and Number Lines
- Missing and misplaced numbersN.1.1 — Identify incorrectly placed and missing numbers in an ordered sequence or on a horizontal or vertical number line.
The official wording — 1 outcome in this unit
- N.1.1
Identify incorrectly placed numbers in an ordered sequence or on a number line (vertical or horizontal)
Unit 2Representing Whole NumbersOfficial strand · Strand N
Reading, writing, ordering, and using expanded notation for four-digit numbers.
Four-Digit Numbers
- Reading and writing four-digit numbersN.2.1 — Read a four-digit numeral without and, write numerals with proper spacing, and write numerals to 10 000 in words.
- Ordering and comparing by place valueN.2.4 — Order numbers in ascending or descending order and explain using place value, and create and order four-digit numerals.
- Place value and expanded notationN.2.6 — Explain the meaning of each digit, represent a numeral with a place value chart or models, and express and read expanded notation.
The official wording — 3 outcomes in this unit
- N.2.1
Read a given four-digit numeral without using the word ‘and’
- N.2.4
Order a given set of numbers in ascending or descending order, and explain the order by making references to place value
- N.2.6
Explain the meaning of each digit in a given four-digit numeral, including numerals with all digits the same
Unit 3Fractions and DecimalsOfficial strand · Strand N
Representing and comparing fractions, and connecting fractions to first decimals.
Fractions
- Representing fractions of wholes and setsN.3.4 — Identify and represent fractions concretely and pictorially for part of a set and part of a whole, and explain when identical fractions differ in quantity.
- Naming and recording fractionsN.3.7 — Name and record the shaded and non-shaded parts of a whole and of a set.
- Ordering and comparing fractionsN.3.9 — Order fractions with the same denominator, compare unit fractions using denominators, and order fractions with the same numerator.
- Fractions on a number line with benchmarksN.3.13 — Name fractions between two benchmarks on a number line and order fractions using benchmarks.
- When identical fractions differN.3.2 — Provide examples of when two identical fractions may not represent the same quantity, using part-of-set and part-of-whole contexts.
First Decimals
- Representing decimals and their digitsN.3.16 — Write and represent decimals for parts of sets, regions, or measures, explain the meaning of each digit, and give everyday contexts for tenths and hundredths.
- Decimals and moneyN.3.19 — Represent decimals using money values, record money values using decimals, and model that a tenth can be expressed as a hundredth.
- Connecting fractions and decimalsN.3.22 — Express a fraction with denominator 10 or 100 as a decimal, read decimals as fractions, and express representations as a fraction or decimal.
The official wording — 8 outcomes in this unit
- N.3.4
Represent a given fraction, using concrete materials
- N.3.7
Name and record the shaded and non-shaded parts of a given whole
- N.3.9
Order a given set of fractions that have the same denominator, and explain the ordering
- N.3.13
Name fractions between two given benchmarks on a number line (horizontal and vertical)
- N.3.2
Provide examples of when two identical fractions may not represent the same quantity
- N.3.16
Represent a given decimal, using concrete materials or a pictorial representation
- N.3.19
Represent a given decimal, using money values (dimes and pennies)
- N.3.22
Express, orally and in written form, a given fraction with a denominator of 10 or 100 as a decimal
Unit 4Addition and SubtractionOfficial strand · Strand N
Estimating and using personal strategies to add and subtract.
Personal Strategies
- Deciding when to estimateN.4.1 — Describe when an estimate is enough and estimate sums and differences using different strategies.
- Personal strategies for adding and subtractingN.4.4 — Determine sums and differences using personal strategies, refine strategies for efficiency, and solve problems with more than two numbers.
The official wording — 2 outcomes in this unit
- N.4.1
Describe a situation in which an estimate rather than an exact answer is sufficient
- N.4.4
Determine the sum of two numbers using a personal strategy
Unit 5Multiplication and DivisionOfficial strand · Strand N
Multiplication and division facts, models, strategies, and problem solving.
Facts and Special Rules
- Multiplication and division factsN.5.1 — Apply strategies for multiplication and related division facts to 9 x 9, and recall facts to 7 x 7.
- Multiplying and dividing by 0 and 1N.5.2 — Determine and explain the answer when multiplying or dividing a number by 1 or 0.
Models and Problem Solving
- Modelling multiplicationN.5.6 — Model multiplication with base ten materials, arrays, and the distributive property, and record the process.
- Modelling division with and without remaindersN.5.8 — Solve division problems with and without remainders using models and connect to symbolic form, and relate division to multiplication.
- Estimating products and quotientsN.5.10 — Estimate a product or quotient using a personal strategy.
- Solving multiplication and division problemsN.5.13 — Create and solve multiplication and division problems, record the process, and apply mental math strategies and personal strategies.
The official wording — 6 outcomes in this unit
- N.5.1
Demonstrate understanding and application of strategies for multiplication and related division facts to 9 × 9
- N.5.2
Determine the answer to a given question involving the multiplication of a number by 1, and explain the answer
- N.5.6
Model and solve a given multiplication problem, using an array, and record the process
- N.5.8
Solve a given division problem without a remainder, using models, and connect this process to the symbolic representation
- N.5.10
Estimate a product, using a personal strategy
- N.5.13
Solve a given multiplication problem and record the process
Unit 6Decimal OperationsOfficial strand · Strand N
Estimating, adding, and subtracting decimals in money problems.
Adding and Subtracting Decimals
- Estimating decimal sums and differencesN.6.1 — Predict sums and differences of decimals using estimation, determine approximate solutions, and estimate using compatible numbers.
- Decimal and money problemsN.6.5 — Solve money problems involving addition and subtraction of decimals to hundredths, and count back change.
The official wording — 2 outcomes in this unit
- N.6.1
Predict sums and differences of decimals, using estimation strategies
- N.6.5
Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths
Unit 7PatternsOfficial strand · PAR
Finding patterns in tables and charts and using them to solve problems.
Patterns in Tables and Charts
- Describing patterns in tablesPAR.7.1 — Describe patterns in a table or chart and in a multiplication chart, and determine missing elements and errors.
- Missing elements and errors in tablesPAR.7.3 — Determine the missing element in a table or chart and identify errors in a table or chart.
- Building and using tables to solve problemsPAR.7.5 — Create concrete representations and tables from patterns, translate a problem into a table, and use patterns in tables to solve problems.
The official wording — 3 outcomes in this unit
- PAR.7.1
Describe the pattern found in a given table or chart
- PAR.7.3
Determine the missing element(s) in a given table or chart
- PAR.7.5
Create a concrete representation of a given pattern displayed in a table or chart
Unit 8EquationsOfficial strand · PAR
Understanding and solving one-step equations with one unknown.
One-Step Equations
- Understanding one-step equationsPAR.8.1 — Describe the meaning of a one-step equation, create a problem for an equation, explain the symbol's purpose, and express representations symbolically.
- The purpose of the unknown symbolPAR.8.3 — Explain the purpose of the symbol in an equation for any of the four operations.
- Solving one-step equationsPAR.8.5 — Represent and solve addition, subtraction, multiplication, and division problems with an unknown, and solve one-step equations using manipulatives and guess and check.
- Equations with the unknown on either sidePAR.8.7 — Solve one-step equations using manipulatives and guess and check, with the unknown on the left or right, and represent a problem with an equation.
The official wording — 4 outcomes in this unit
- PAR.8.1
Describe, orally, the meaning of a given one-step equation with one unknown
- PAR.8.3
Explain the purpose of the symbol in a given addition, subtraction, multiplication or division equation with one unknown
- PAR.8.5
Represent and solve a given addition or subtraction problem involving a “part-part-whole” or comparison context, using a symbol to represent the unknown
- PAR.8.7
Solve a given one-step equation using manipulatives
Unit 9Area and TimeOfficial strand · SAS
Measuring area in square units and telling time on many clocks.
Area
- Area and square unitsSAS.9.1 — Provide referents for a square centimetre and square metre, explain why squares measure area best, and describe area in square units.
- Measuring and constructing areaSAS.9.5 — Determine the area of regular and irregular 2-D shapes, estimate area with referents, and construct rectangles for a given area.
- Many rectangles for one areaSAS.9.10 — Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles, and identify the standard square unit for a referent.
Time
- Telling time on clocksSAS.9.12 — Express time from 12-hour and 24-hour analog and digital clocks, explain a.m. and p.m., and state the number of hours in a day.
- The 24-hour clockSAS.9.16 — Express time from 24-hour analog and digital clocks and express time as minutes to or minutes after the hour.
- Dates and elapsed timeSAS.9.18 — Write dates in various forms, relate date formats to a calendar, interpret dates, and solve problems involving elapsed time.
The official wording — 6 outcomes in this unit
- SAS.9.1
Provide a referent for a square centimetre, and explain the choice
- SAS.9.5
Determine the area of an irregular 2-D shape, and explain the strategy
- SAS.9.10
Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles for the same given area
- SAS.9.12
Express time, orally and in writing, from a 12- hour analog clock
- SAS.9.16
Express time, orally and in writing, from a 24-hour analog clock
- SAS.9.18
Write dates in a variety of forms
Unit 103-D Objects and SymmetryOfficial strand · SAS
Describing prisms, testing congruence, and exploring symmetry.
Prisms
- Describing and building prismsSAS.10.1 — Identify attributes of rectangular and triangular prisms, find them in the environment, sort by base, and construct them and their nets.
- Building prisms and their netsSAS.10.14 — Construct and describe models of rectangular and triangular prisms, and construct prisms from their nets.
Congruence and Symmetry
- Congruent shapesSAS.10.5 — Determine if two shapes are congruent, identify congruent shapes in different orientations, identify corresponding parts, and create a congruent shape.
- Lines of symmetrySAS.10.8 — Identify lines of symmetry, determine if a shape is symmetrical by folding, sort shapes by symmetry, and complete symmetrical shapes.
- Sorting and finding symmetrySAS.10.10 — Sort shapes as symmetrical or non-symmetrical, sort by number of lines of symmetry, and find symmetrical shapes in the environment.
The official wording — 5 outcomes in this unit
- SAS.10.1
Identify and name common attributes of right rectangular prisms from given sets of right rectangular prisms
- SAS.10.14
Construct and describe a model of a right rectangular and a right triangular prism, using materials such as pattern blocks or modelling clay
- SAS.10.5
Determine if two given 2-D shapes are congruent and explain the strategy used
- SAS.10.8
Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical
- SAS.10.10
Sort a given set of 2-D shapes as symmetrical and nonsymmetrical
Unit 11DataOfficial strand · SAP
Using many-to-one correspondence in pictographs and bar graphs, and sorting with diagrams.
Many-to-One Graphs
- Understanding many-to-one correspondenceSAP.11.1 — Explain and compare many-to-one and one-to-one correspondence in graphs and choose an interval.
- Making pictographs and bar graphsSAP.11.5 — Create pictographs and bar graphs using many-to-one correspondence with a legend and axes, and answer questions from them.
- Sorting with Venn and Carroll diagramsSAP.11.7 — Identify sorting rules and relationships in Venn diagrams, complete Carroll diagrams, and solve problems using charts and diagrams.
- Comparing and reading graphsSAP.11.3 — Compare graphs of the same data using one-to-one and many-to-one correspondence, and answer questions from a many-to-one graph.
The official wording — 4 outcomes in this unit
- SAP.11.1
Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence
- SAP.11.5
Create and label (with categories, title and legend) a pictograph to display a given set of data, using many-to-one correspondence, and justify the choice of correspondence used
- SAP.11.7
Identify a sorting rule for a given Venn diagram
- SAP.11.3
Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different
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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Can MapleMind help my child with Mathematics, Grade 4?
Yes. MapleMind's AI tutor covers all 44 skills in Newfoundland and Labrador'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 Newfoundland and Labrador's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Newfoundland and Labrador'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.
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Where can I see the official Newfoundland and Labrador curriculum for Mathematics, Grade 4?
The official source is linked on this page — Newfoundland and Labrador'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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