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 40 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 Nova Scotia Mathematics, Grade 4 curriculum
Nova Scotia 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 Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 11 | Number |
| Strand PR | 6 | Patterns and Relations |
| Strand M | 2 | Measurement |
| Strand G | 2 | Geometry |
| 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 and place value, multi-digit multiplication and division, multiplication facts to 9x9, fractions less than or equal to 1, decimals to hundredths, and decimal addition and subtraction.
Numbers to 10 000
- Showing and reading numbers to 10 000N01 — Represent and read whole numbers to 10 000 using place-value charts, words, and expanded notation.
- Equivalent ways to show a numberN01 — Partition numbers to 10 000 and represent a number in a variety of equivalent ways, explaining why they are equivalent.
- Comparing and ordering to 10 000N02 — Compare and order numbers to 10 000, explaining the order using place value and number lines.
Adding, Subtracting, and Fact Properties
- Personal strategies for adding and subtracting to 10 000N03 — Use personal strategies to add and subtract three- and four-digit numbers with answers to 10 000, recording the process symbolically.
- Estimating sums and differencesN03 — Estimate sums and differences using different strategies, and describe situations where an estimate is sufficient.
- Solving addition and subtraction problemsN03 — Create and solve problems involving addition and subtraction of two or more three- and four-digit numbers.
- Properties of 0 and 1N04 — Apply and explain the properties of 0 and 1 for multiplication and the property of 1 for division.
Multiplication and Division
- Recalling multiplication facts to 9 x 9N05 — Describe and apply mental-mathematics strategies to quickly recall basic multiplication facts up to 9 x 9.
- Multiplying with personal strategies and arraysN06 — Use personal strategies and arrays to multiply one-, two-, or three-digit numbers by a one-digit number, with and without concrete materials.
- Multiplying with the distributive propertyN06 — Apply the distributive property to multiply, connecting concrete representations to the symbolic process.
- Estimating products and solving problemsN06 — Estimate products using a personal strategy, and create and solve multiplication story problems.
- Dividing with personal strategiesN07 — Use personal strategies to divide a two-digit dividend by a one-digit divisor (with and without remainders) and create and solve division problems.
- Estimating quotients and relating division to multiplicationN07 — Estimate quotients using a personal strategy, and solve division problems by relating division to multiplication.
Fractions and Decimals
- Naming and recording fractionsN08 — Name and record fractions for the parts of one whole or a set, using concrete, pictorial, and symbolic representations.
- Comparing and ordering fractionsN08 — Compare and order fractions with the same numerator or the same denominator, explaining the order.
- Fractions and benchmarksN08 — Identify whether 0, one-half, or 1 is closer to a given fraction, and place and order fractions on a number line with benchmarks.
- The whole mattersN08 — Model and explain that for different wholes, two identical fractions may not represent the same quantity, and give everyday examples of fractions.
- Tenths and hundredthsN09 — Describe and represent decimals (tenths and hundredths) concretely, pictorially, and symbolically, including money values.
- Connecting decimals and fractionsN10 — Relate decimals to fractions and fractions to decimals (to hundredths).
- Estimating and mental math with decimalsN11 — Estimate sums and differences of decimals to hundredths and use mental-mathematics strategies to solve problems.
- Adding and subtracting decimals with moneyN11 — Use personal strategies to add and subtract decimals to hundredths, including money problems and counting back change.
The official wording — 11 outcomes in this unit
- N01
represent and partition whole numbers to 10 000.
- N02
compare and order numbers to 10 000.
- N03
demonstrate an understanding of addition and subtraction of numbers with answers to 10 000 (limited to three- and four-digit numerals) by: ● using personal strategies for adding and subtracting
- N04
apply and explain the properties of 0 and 1 for multiplication and the property of 1 for division.
- N05
describe and apply mental mathematics strategies, to recall basic multiplication facts to 9 × 9, and to determine related division facts.
- N06
demonstrate an understanding of multiplication (one-, two-, or three- digit by one-digit numerals) to solve problems: ● using personal strategies for multiplication, with and without concrete materials ● using arrays to represent multiplication
- N07
demonstrate an understanding of division (one-digit divisor and up to two-digit dividend) to solve problems by: ● using personal strategies for dividing, with and without concrete materials
- N08
demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to: ● name and record fractions for the parts of one whole or a set
- N09
describe and represent decimals (tenths and hundredths) concretely, pictorially, and symbolically.
- N10
relate decimals to fractions and fractions to decimals (to hundredths).
- N11
demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by ● estimating sums and differences ● using mental mathematics strategies to solve problems
Unit 2Patterns and RelationsOfficial strand · Strand PR
Patterns in tables and charts, translating between representations, using patterns and relationships to solve problems, and equations with an unknown.
Patterns in Tables and Charts
- Finding patterns in tables and chartsPR01 — Identify and describe patterns found in tables and charts, including a multiplication chart, and find missing elements and errors.
- Translating between pattern representationsPR02 — Translate among different representations of a pattern — a table, a chart, or concrete materials — and explain why the same relationship holds.
- Using patterns to solve problemsPR03 — Represent, describe, and extend patterns and relationships using charts and tables to solve problems.
- Relationships in charts and Venn diagramsPR04 — Identify and explain mathematical relationships using charts and Venn diagrams to solve problems.
Equations with an Unknown
- Writing a problem as an equationPR05 — Express a given problem as an equation in which a symbol represents an unknown number, across the four operations.
- Solving addition and subtraction equationsPR06 — Solve one-step addition and subtraction equations with an unknown, including part-part-whole and comparison contexts, with the unknown on either side.
- Solving multiplication and division equationsPR06 — Solve one-step multiplication and division equations with an unknown, involving equal grouping or equal sharing.
The official wording — 6 outcomes in this unit
- PR01
identify and describe patterns found in tables and charts, including a multiplication chart.
- PR02
translate among different representations of a pattern (a table, a chart, or concrete materials).
- PR03
represent, describe, and extend patterns and relationships, using charts and tables, to solve problems.
- PR04
identify and explain mathematical relationships, using charts and diagrams, to solve problems.
- PR05
express a given problem as an equation in which a symbol is used to represent an unknown number.
- PR06
solve one-step equations involving a symbol to represent an unknown number.
Unit 3MeasurementOfficial strand · Strand M
Reading and recording time on 12- and 24-hour clocks, and the area of 2-D shapes in square units.
Telling Time
- Reading and recording timeM01 — Read and record time using digital and analog clocks, including 24-hour clocks, and explain a.m. and p.m.
Area
- Area in square unitsM03 — Recognize that area is measured in square units, and select and justify referents for the square centimetre and square metre.
- Estimating area with referentsM03 — Estimate the area of a 2-D shape using personal referents for square centimetres or square metres.
- Determining and recording areaM03 — Determine and record the area of regular and irregular 2-D shapes in square centimetres or square metres, explaining the strategy.
- Many rectangles, same areaM03 — Construct different rectangles for a given area to show that many rectangles can have the same area.
The official wording — 2 outcomes in this unit
- M01
read and record time using digital and analog clocks, including 24- hour clocks.
- M03
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 square centimetre (cm2 ) or square metre (m2)
Unit 4GeometryOfficial strand · Strand G
Describing and constructing rectangular and triangular prisms, and line symmetry.
Prisms and Symmetry
- Describing and building prismsG01 — Describe and construct rectangular and triangular prisms, including building them from their nets.
- Identifying line symmetryG03 — Identify symmetrical 2-D shapes and their lines of symmetry, sorting shapes by number of lines of symmetry.
- Creating symmetrical shapesG03 — Create symmetrical 2-D shapes and complete a shape given one-half and its line of symmetry.
The official wording — 2 outcomes in this unit
- G01
describe and construct rectangular and triangular prisms.
- G03
demonstrate an understanding of line symmetry by: ● identifying symmetrical 2-D shapes
Unit 5Statistics and ProbabilityOfficial strand · Strand SP
Many-to-one correspondence, and pictographs and bar graphs using many-to-one correspondence.
Many-to-One Graphs
- Understanding many-to-one correspondenceSP01 — Demonstrate an understanding of many-to-one correspondence and explain why it is sometimes used instead of one-to-one.
- Pictographs with many-to-one correspondenceSP02 — Create, label, and interpret pictographs using many-to-one correspondence, justifying the correspondence chosen.
- Bar graphs with many-to-one correspondenceSP02 — Create, label, and interpret bar graphs using many-to-one correspondence, justifying the interval chosen.
The official wording — 2 outcomes in this unit
- SP01
demonstrate an understanding of many-to-one correspondence.
- SP02
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 40 skills in Nova Scotia'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 Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia'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 Nova Scotia curriculum for Mathematics, Grade 4?
The official source is linked on this page — Nova Scotia'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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