Nova Scotia · Grade 4
Mathematics, Grade 4
Nova Scotia’s Grade 4 math course, from Number to Statistics and Probability.
- Units
- 5
- Lessons
- 10
- Skills
- 40
- Provincial exam
- None
- Official curriculum
- Nova Scotia Department of Education and Early Childhood Development
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 22 skills
Number
Numbers to 10 000
Showing and reading numbers to 10 000
I can show, read, and write numbers up to 10 000.
Official code: N01
Equivalent ways to show a number
I can show the same four-digit number in different but equal ways.
Official code: N01
Comparing and ordering to 10 000
I can compare and order numbers up to 10 000.
Official code: N02
Adding, Subtracting, and Fact Properties
Personal strategies for adding and subtracting to 10 000
I can add and subtract three- and four-digit numbers with a strategy.
Official code: N03
Estimating sums and differences
I can estimate a sum or difference and know when an estimate is enough.
Official code: N03
Solving addition and subtraction problems
I can solve real problems using addition and subtraction.
Official code: N03
Properties of 0 and 1
I know how 0 and 1 behave in multiplication and division.
Official code: N04
Multiplication and Division
Recalling multiplication facts to 9 x 9
I can quickly recall multiplication facts to 9 x 9.
Official code: N05
Determining related division facts
I can use a multiplication fact to find a division fact.
Official code: N05
Multiplying with personal strategies and arrays
I can multiply a bigger number by a one-digit number using a strategy or array.
Official code: N06
Multiplying with the distributive property
I can multiply by breaking a number into place-value parts.
Official code: N06
Estimating products and solving problems
I can estimate a product and solve multiplication stories.
Official code: N06
Dividing with personal strategies
I can divide a two-digit number by a one-digit number using a strategy.
Official code: N07
Estimating quotients and relating division to multiplication
I can estimate a quotient and use multiplication to divide.
Official code: N07
Fractions and Decimals
Naming and recording fractions
I can name a fraction of a whole or of a set.
Official code: N08
Comparing and ordering fractions
I can compare and order fractions using models.
Official code: N08
Fractions and benchmarks
I can use 0, one-half, and 1 as benchmarks for fractions.
Official code: N08
The whole matters
I know that the same fraction of different-sized wholes can be different amounts.
Official code: N08
Tenths and hundredths
I can read and show decimals to hundredths.
Official code: N09
Connecting decimals and fractions
I can write a decimal as a fraction and a fraction as a decimal.
Official code: N10
Estimating and mental math with decimals
I can estimate decimal sums and differences and solve some in my head.
Official code: N11
Adding and subtracting decimals with money
I can add and subtract decimals, including money.
Official code: N11
The official wording · 22 outcomes
- N01
- represent and partition whole numbers to 10 000.
- 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
- N03
- demonstrate an understanding of addition and subtraction of numbers with answers to 10 000 (limited to three- and four-digit numerals) by: ● estimating sums and differences
- N03
- demonstrate an understanding of addition and subtraction of numbers with answers to 10 000 (limited to three- and four-digit numerals) by: ● solving problems involving addition and subtraction
- 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.
- 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
- N06
- demonstrate an understanding of multiplication (one-, two-, or three- digit by one-digit numerals) to solve problems: ● connecting concrete representations to symbolic representations ● applying the distributive property
- N06
- demonstrate an understanding of multiplication (one-, two-, or three- digit by one-digit numerals) to solve problems: ● estimating products
- 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
- N07
- demonstrate an understanding of division (one-digit divisor and up to two-digit dividend) to solve problems by: ● estimating quotients ● relating division to multiplication
- 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
- N08
- demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to: ● compare and order fractions
- N08
- demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to: ● compare and order fractions
- N08
- demonstrate an understanding of fractions less than or equal to 1 by using concrete, pictorial, and symbolic representations to: ● model and explain that for different wholes, two identical fractions may not represent the same quantity ● provide examples of where fractions are used
- 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
- N11
- demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by ● using personal strategies to determine sums and differences
Key ideas
A four-digit number is read without the word 'and' (4321 is 'four thousand three hundred twenty-one').
We can add by place value, keeping track of regrouping.
Strategies like doubling and using known facts speed up recall.
A fraction names equal parts of one whole or of a set.
Expanded notation writes 4321 as 4000 + 300 + 20 + 1.
Watch out for
- Adding 'and' when reading a four-digit number.
- Forgetting to regroup across a place.
- Counting up by ones instead of recalling a fact.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 7 skills
Patterns and Relations
Patterns in Tables and Charts
Finding patterns in tables and charts
I can find and describe patterns in a table or chart.
Official code: PR01
Translating between pattern representations
I can show the same pattern as a table, a chart, and with materials.
Official code: PR02
Using patterns to solve problems
I can use a table to describe, extend, and solve a pattern problem.
Official code: PR03
Relationships in charts and Venn diagrams
I can read a Venn diagram and use it to solve a problem.
Official code: PR04
Equations with an Unknown
Writing a problem as an equation
I can turn a word problem into an equation with an unknown.
Official code: PR05
Solving addition and subtraction equations
I can solve a one-step addition or subtraction equation.
Official code: PR06
Solving multiplication and division equations
I can solve a one-step multiplication or division equation.
Official code: PR06
The official wording · 7 outcomes
- 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.
- PR06
- solve one-step equations involving a symbol to represent an unknown number.
Key ideas
Tables and charts hold patterns, like the diagonals in a multiplication chart.
A symbol stands for the unknown number in an equation.
We can find a missing element by using the pattern.
The equation can use addition, subtraction, multiplication, or division.
The same pattern can be shown in a table, in a chart, or with objects.
Watch out for
- Describing a pattern that only fits part of the chart.
- Choosing the wrong operation for the story.
- Missing a pattern that runs down a column.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 5 skills
Measurement
Telling Time
Reading and recording time
I can read time on 12- and 24-hour clocks and know a.m. from p.m.
Official code: M01
Area
Area in square units
I know area is measured in square units and can pick good referents.
Official code: M03
Estimating area with referents
I can estimate a shape's area using a referent.
Official code: M03
Determining and recording area
I can find and record the area of a shape.
Official code: M03
Many rectangles, same area
I can make different rectangles that all have the same area.
Official code: M03
The official wording · 5 outcomes
- 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)
- M03
- demonstrate an understanding of area of regular and irregular 2-D shapes by: ● estimating area using referents for cm2 or m2
- M03
- demonstrate an understanding of area of regular and irregular 2-D shapes by: ● determining and recording area (cm2 or m2)
- M03
- demonstrate an understanding of area of regular and irregular 2-D shapes by: ● constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area
Key ideas
There are 24 hours in a day; a 24-hour clock counts past 12.
Area is the surface a shape covers, measured in square units.
a.m. is morning; p.m. is afternoon and evening.
A fingernail is about a square centimetre; a tabletop tile can model a square metre.
We estimate area by picturing how many square units fit.
Watch out for
- Confusing the hour and minute hands.
- Measuring area with a single line (that is length).
- Mixing up a.m. and p.m.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 3 skills
Geometry
Prisms and Symmetry
Describing and building prisms
I can describe and build rectangular and triangular prisms.
Official code: G01
Identifying line symmetry
I can tell if a shape is symmetrical and find its lines of symmetry.
Official code: G03
Creating symmetrical shapes
I can create a symmetrical shape and complete a half shape.
Official code: G03
The official wording · 3 outcomes
- G01
- describe and construct rectangular and triangular prisms.
- G03
- demonstrate an understanding of line symmetry by: ● identifying symmetrical 2-D shapes
- G03
- demonstrate an understanding of line symmetry by: ● creating symmetrical 2-D shapes ● drawing one or more lines of symmetry in a 2-D shape
Key ideas
A prism is named by the shape of its base — rectangular or triangular.
A net is a flat pattern that folds into a prism.
A shape has line symmetry if it matches when folded along a line.
A shape can have no, one, or more than one line of symmetry.
We can build a symmetrical shape by mirroring one half.
Watch out for
- Confusing a prism with a pyramid.
- Folding a net that does not close into a prism.
- Thinking every shape has a line of symmetry.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 3 skills
Statistics and Probability
Many-to-One Graphs
Understanding many-to-one correspondence
I know one symbol can stand for many items in a graph.
Official code: SP01
Pictographs with many-to-one correspondence
I can build and read a pictograph where one symbol means many.
Official code: SP02
Bar graphs with many-to-one correspondence
I can build and read a bar graph with a scale that counts by more than one.
Official code: SP02
The official wording · 3 outcomes
- 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.
- SP02
- construct and interpret pictographs and bar graphs involving many- to-one correspondence to draw conclusions.
Key ideas
Many-to-one means one picture or square represents several items.
It helps when the data is too big for one-to-one.
A pictograph legend tells how many each symbol stands for.
We use the legend to read the values.
A bar graph's scale can count by 2s, 5s, or 10s (an interval).
Watch out for
- Reading one symbol as one item in a many-to-one graph.
- Forgetting to check the legend or scale.
- Ignoring the legend when reading values.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
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The official curriculum
This page follows Nova Scotia’s own curriculum for Mathematics, Grade 4.
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Questions about Mathematics, Grade 4
What is Mathematics, Grade 4?
Nova Scotia’s Grade 4 math course: 5 units and 40 skills, from Number to Statistics and Probability.
What units are in Mathematics, Grade 4?
1. Number, 2. Patterns and Relations, 3. Measurement, 4. Geometry and 5. Statistics and Probability.
Is there a provincial exam for Mathematics, Grade 4?
No. Nova Scotia gives no provincial exam for Mathematics, Grade 4.
What comes after Mathematics, Grade 4?
Mathematics, Grade 5.
Can MapleMind help with Mathematics, Grade 4?
Yes. MapleMind teaches every skill of Mathematics, Grade 4, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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