Get help with Mathematics, Grade 4
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The official Saskatchewan Mathematics, Grade 4 curriculum
Saskatchewan 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 Saskatchewan's official curriculumRead it on the government site — curriculum.gov.sk.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 8 | Number |
| Strand P | 2 | Patterns and Relations |
| Strand SS | 4 | Shape and Space |
| Strand SP | 1 | 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
Whole numbers to 10 000, multi-digit multiplication and division, fractions up to one, and decimals in tenths and hundredths.
Whole Numbers to 10 000
- Representing numbers to 10 000N4.1 — Represent whole numbers to 10 000 using place value charts, diagrams, and expanded notation.
- Reading and decomposing numbers to 10 000N4.1 — Describe whole numbers to 10 000 by reading, writing in words, and decomposing them in more than one way.
- Comparing and ordering numbers to 10 000N4.1 — Compare two numbers and order three or more numbers to 10 000 using place value.
Adding and Subtracting to 10 000
- Strategies and estimates for adding and subtractingN4.2 — Use personal strategies to add and subtract whole numbers to 10 000, and estimate sums and differences.
- Solving addition and subtraction problemsN4.2 — Solve problems that involve addition and subtraction of whole numbers to 10 000, including more than two numbers.
Multiplication
- Mental math strategies for multiplicationN4.3 — Apply mental math strategies such as doubling, halving, and using known facts to multiply numbers up to 10.
- Multiplying by 0 and 1N4.3 — Explain the results of multiplying numbers by 0 and by 1.
- Multiplying bigger numbers with arraysN4.4 — Use personal strategies and arrays to multiply a 2- or 3-digit number by a 1-digit number, connecting concrete and symbolic forms.
- Estimating productsN4.4 — Estimate products of a 2- or 3-digit number by a 1-digit number using a personal strategy.
- Solving multiplication problemsN4.4 — Create and solve multiplication problems (2- or 3-digit by 1-digit) and explain the strategies used.
Division
- Strategies for dividingN4.5 — Use personal strategies to divide (1-digit divisor, up to 2-digit dividend), with and without concrete materials, and record symbolically.
- Estimating quotients and dividing by 1N4.5 — Estimate quotients using a personal strategy, and explain the result of dividing a number by 1.
- Solving division and connecting to multiplicationN4.5 — Create and solve division problems, and explain the relationship between division and multiplication.
Fractions and Decimals
- Naming and recording fractionsN4.6 — Name and record fractions for the parts of a whole or a set, using concrete and pictorial representations.
- Comparing and ordering fractionsN4.6 — Compare and order fractions with the same numerator or the same denominator, including on a number line.
- Same fraction, different wholesN4.6 — Model and explain that for different wholes, two identical fractions may not represent the same quantity, and give examples of where fractions are used.
- Understanding tenths and hundredthsN4.7 — Describe and represent decimal numbers in tenths and hundredths, concretely and pictorially.
- Connecting decimals and fractionsN4.7 — Relate decimals to fractions, writing decimals as fractions and fractions with denominator 10 or 100 as decimals.
- Estimating decimal sums and differencesN4.8 — Estimate sums and differences of decimals to hundredths using compatible numbers and mental math strategies.
- Adding and subtracting decimals and moneyN4.8 — Solve problems, including money problems, that involve adding and subtracting decimals to hundredths.
The official wording — 8 outcomes in this unit
- N4.1
Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, orally, in writing, and symbolically) by: • representing
- N4.2
Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4- digit numerals) by: • using personal strategies for adding and subtracting • estimating sums and differences
- N4.3
Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by: • applying mental mathematics strategies
- N4.4
Demonstrate an understanding of multiplication (2- or 3-digit by 1- digit) by: • using personal strategies for multiplication, with and without concrete materials • using arrays to represent multiplication • connecting concrete representations to symbolic representations
- N4.5
Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by: • using personal strategies for dividing with and without concrete materials
- N4.6
Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: • name and record fractions for the parts of a whole or a set
- N4.7
Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: • describing • representing
- N4.8
Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by: • using compatible numbers • estimating sums and differences • using mental math strategies
Unit 2Patterns and RelationsOfficial strand · Strand P
Patterns and relations in charts, tables, and diagrams, and equations with an unknown value.
Patterns and Equations
- Finding patterns in charts and tablesP4.1 — Identify, describe, reproduce, and create patterns and relations in charts, tables, and diagrams.
- Solving problems with patterns and diagramsP4.1 — Solve problems by extending patterns in tables and by using Carroll and Venn diagrams.
- Writing an equation for a problemP4.2 — Write an equation with a symbol to represent an unknown value in a problem.
- Solving one-step equationsP4.2 — Solve one-step equations with one unknown using manipulatives and guess and test.
The official wording — 2 outcomes in this unit
- P4.1
Demonstrate an understanding of patterns and relations by: • identifying and describing patterns and relations in a chart, table or diagram • reproducing patterns and relations in a chart, table, or diagram using manipulatives • creating charts, tables, or diagrams to represent patterns and relations
- P4.2
Demonstrate an understanding of equations involving symbols to represent an unknown value by: • writing an equation to represent a problem
Unit 3Shape and SpaceOfficial strand · Strand SS
Telling and recording time, measuring area, rectangular and triangular prisms, and line symmetry.
Time and Area
- Reading analog and digital clocksSS4.1 — Read and record time using analog and digital clocks, including 24-hour clocks.
- Reading and recording calendar datesSS4.1 — Read and record calendar dates in a variety of formats.
- Understanding area with square unitsSS4.2 — Recognize that area is measured in square units, select referents for cm-squared and m-squared, and estimate area using referents.
- Measuring area and building rectanglesSS4.2 — Determine and record area in square units, and construct different rectangles for a given area.
Prisms and Symmetry
- Identifying rectangular and triangular prismsSS4.3 — Identify common attributes of rectangular and triangular prisms and compare them.
- Building prisms from netsSS4.3 — Construct models of rectangular and triangular prisms, including building them from nets.
- Identifying line symmetrySS4.4 — Identify symmetrical 2-D shapes and their characteristics.
- Creating symmetry and drawing linesSS4.4 — Create symmetrical 2-D shapes and draw one or more lines of symmetry in a shape.
The official wording — 4 outcomes in this unit
- SS4.1
Demonstrate an understanding of time by: • reading and recording time using digital and analog clocks (including 24 hour clocks)
- SS4.2
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 • estimating area by using referents for cm2 or m2
- SS4.3
Demonstrate an understanding of rectangular and triangular prisms by: • identifying common attributes • comparing
- SS4.4
Demonstrate an understanding of line symmetry by: • identifying symmetrical 2- D shapes
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
Understanding many-to-one correspondence in bar graphs and pictographs.
Many-to-One Graphs
- Understanding many-to-one graphsSP4.1 — Compare correspondences on graphs, justify using a many-to-one correspondence, and interpret data shown with it.
- Making many-to-one graphsSP4.1 — Create and label bar graphs and pictographs using a many-to-one correspondence, and justify the choice.
The official wording — 1 outcome in this unit
- SP4.1
Demonstrate an understanding of many-to-one correspondence by: • comparing correspondences on graphs • justifying the use of many-to-one correspondences • interpreting data shown using a many-to-one correspondence
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 34 skills in Saskatchewan'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 Saskatchewan's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Saskatchewan'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 Saskatchewan curriculum for Mathematics, Grade 4?
The official source is linked on this page — Saskatchewan'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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