Getting to Know Math 2.

0
Math Frameworks 2.0 is an interactive document to help you align your math goals, what you know about your students and how to respond
instructionally. It is organized by trimester and includes Minnesota State Benchmarks, District 196 Learning Targets, vocabulary, assessments and
instructional resources.
The benchmarks/learning targets are not intended to be taught sequentially. Learning targets listed within a trimester should be taught
based on team and/or individual decisions guided by student math data.
Math Frameworks 2.0 is based on District 196 board-approved mathematics beliefs and goals.
o The Math Frameworks 2.0 is a work in progress (draft).
o Feedback is welcome and encouraged.
Some state benchmarks are listed in more than one trimester. The learning targets specifically identify what skills and/or concepts
need to be mastered within the benchmark by the end of the given trimester.
Assessments are linked to grade level documents.
o Can be used as formative and/or summative feedback
Resources are linked to the following categories: Bridges, Number Corner, Workplaces, AVMR, Math Resource Library, Websites
and Other.
o The linked resources support our Guiding Principles for Math Instruction.
Primary vocabulary is a list meant to be used by teachers for the purpose of having students und
erstand and apply the meaning.

Kindergarten Frameworks 2.0

First Grade Frameworks 2.0
Second Grade Frameworks 2.0Third Grade Frameworks 2.0
Fourth Grade Frameworks 2.0
Fifth Grade Frameworks 2.0

Sincere thanks to each buildings grade level representative for their hard work and effort on behalf of this district document. We look forward to
continuing this work with them as we dig deeper into trimesters two and three.

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ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

Grade 4 Math Frameworks 2.0 - Organized by Trimester

District 196 Elementary Math Coaches

Reading Your Math Frameworks 2.0

2
ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

Grade 4 Math Frameworks 2.0 - Organized by Trimester

The five Process Standards highlight the processes that students draw on to acquire and use their
content knowledge.
These standards include: problem solving, reasoning and proof, communication, connections, and representation.
Goals

Problem Solving

Number & Operation

Algebra
Geometry & Measurement
Data & Probability

Reasoning and Proof

Number & Operation

Algebra
Geometry & Measurement
Data & Probability

Communication

Number & Operation

Algebra
Geometry & Measurement
Data & Probability

Connections

Number & Operation

Algebra
Geometry & Measurement
Data & Probability

Representation

Number & Operation

Student Learnings

build new mathematical knowledge through problem solving;

solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
monitor and reflect on the process of mathematical problem solving.

recognize reasoning and proof as fundamental aspects of mathematics;

make and investigate mathematical conjectures;
develop and evaluate mathematical arguments and proofs;
select and use various types of reasoning and methods of proofs.

organize and consolidate their mathematical thinking through communication;

communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
analyze and evaluate the mathematical thinking and strategies of others;
use the language of mathematics to express mathematical ideas precisely.

recognize and use connections among mathematical ideas;

understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
recognize and apply mathematics in contexts outside of mathematics.

create and use representations to organize, record, and communicate mathematical ideas;
select, apply, and translate among mathematical representations to solve problems;

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ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

Grade 4 Math Frameworks 2.0 - Organized by Trimester

Algebra
Geometry & Measurement
Data & Probability

use representations to model and interpret physical, social, and mathematical phenomena.

National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, VA.: NCTM, 2000.

Tri

N
&
O

State Benchmark
4.1.1.1 Demonstrate fluency with
multiplication and division facts.
Item Specifications:
Factors are limited to 19

Learning Targets
A) I can multiply basic facts 1 through
9 accurately and efficiently without
using tools.

Vocabulary
Quotient

Assessments
G4 Math 4.1.1.1
Target A

Exit Card 4.1.1.1 A

N
&
O

4.1.1.2 Use an understanding of place

value to multiply a number by 10, 100
and 1000.
Item Specifications:
Numbers multiplied by 10, 100 and 1000 may
contain at most, 2 digits
Numbers must be whole numbers

N
&
O

4.1.1.3 Multiply multi-digit numbers using

efficient and generalizable procedures
based on knowledge of place value,
including standard algorithms.
Item Specifications:
Items will contain multiplication of a one- or twodigit number by a two- or three-digit number
Numbers must be whole numbers
Items must not have context

A) I can use my understanding of

place value to multiply a number by
10.
B) I can use my understanding of
place value to multiply a number by
100.
C) I can use my understanding of
place value to multiply a number by
1,000.

**Taught with 4.3.2.3

A) I can use my knowledge of place

value to efficiently multiply multi-digit
numbers using a variety of strategies,
including standard algorithms.

A)
sources

G4 Math - 4.1.1.2
Target B

B) Resources

Exit
Exit
Exit
Exit
Exit
Exit

4
ISD 196
Grade 4 Math Frameworks 2.0

G4 Math - 4.1.1.2
Target A

G4 Math - 4.1.1.2
Target C

Factor

Updated: 10/11/16

Resources
Bridges
Number Corner
M.R.L.
Websites
Other

Card
Card
Card
Card
Card
Card

4.1.1.2
4.1.1.2
4.1.1.2
4.1.1.2
4.1.1.2
4.1.1.2

Re

C) Resources

A
A (2)
B
B (2)
C
C 2)

G4 Math - 4.1.1.3
Target A

Exit Card 4.1.1.3 A (1)

Exit Card 4.1.1.3 A (2)
Exit Card 4.1.1.3 A (3)

Bridges
Number Corner
M.R.L.
Websites
Other

Grade 4 Math Frameworks 2.0 - Organized by Trimester

1

N
&
O

4.1.1.4 Estimate products and quotients

of multi-digit whole numbers by using
rounding, benchmarks and place value to
assess the reasonableness of results.
Item Specifications:
Assessed within 4.1.1.5

N
&
O

4.1.1.5 Solve multi-step

real-world and mathematical
problems requiring the use of
addition, subtraction and
multiplication of multi-digit whole
numbers. Use various strategies,
including the relationship
between operations, the use of
technology and the context of the
problem to assess the
reasonableness of results.

See 4.1.1.5 Tri 1

See 4.1.1.5 Tri 2

**Assessed within 4.1.1.5 Tri 1 & Tri 2

A) I can estimate the product and

quotient of multi-digit whole numbers.
B) I can use my knowledge of
rounding, benchmark numbers and
place value to determine if the answer
is reasonable (Benchmark, friendly, and
landmark numbers).
**Targets A & C are assessed together
**4.1.1.4 is assessed within this benchmark

A) I can solve multi-step real-world

addition and subtraction problems
using up to 5-digit whole numbers.
C) I can demonstrate my thinking by
showing my solution in more than one
way.

See Exit Cards

4.1.1.5

Operation
Strategy
Solve

Exit
(1)
Exit
(2)
Exit
(3)
Exit
(4)

Item Specifications:
Solutions must be less than
100,000

G
&
M

4.3.1.1 Describe, classify and sketch

triangles, including equilateral, right,
obtuse and acute triangles. Recognize
triangles in various contexts.
Item Specifications:
Naming of triangles is limited to equilateral,
right, obtuse and acute
Allowable notation: 90

G4 Math-4.1.1.5
Target A

A) I can describe, classify and sketch

triangles according to the length of their
sides in various situations.
B) I can describe, classify and sketch
triangles according to the
measurements of their interior angles in
various situations.

Vertex
Equilateral
Isosceles
Scalene
Right
Obtuse
Acute

<

5
ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

A) Resources
B) Resources

Bridges
Number Corner
M.R.L.
Websites
Other

Card 4.1.15 A & C

Card 4.1.15 A & C
Card 4.1.15 A & C
Card 4.1.15 A & C

G4 Math - 4.3.1.1
Targets A & B

A)
sources

Re

Exit Card 4.3.1.1 A

Exit Card 4.3.1.1 B

B)

Re

sources

Grade 4 Math Frameworks 2.0 - Organized by Trimester

1

G
&
M

4.3.2.3 Understand that the area of a

two-dimensional figure can be found by
counting the total number of same-size
square units that cover a shape without
gaps or overlaps. Justify why length and
width are multiplied to find the area of a
rectangle by breaking the rectangle into 1
1 unit squares and viewing these as
grouped into rows and columns.
4.3.3.1 Apply translations (slides) to
figures.
&M

G
&
M

G
&
M

<

**Taught along with 4.1.1.3

A) I can demonstrate that a rectangle

is made up of an array using rows and
columns
< B) I can use models
to prove length times width is
the area of a rectangle.

A) I can translate (slide) geometric

figures.

4.3.3.2 Apply reflections (flips) to figures

by reflecting over vertical or horizontal
lines and relate reflections to lines of
symmetry.

A) I can reflect (flip) geometric figures

over vertical or horizontal lines.
B) I can make a connection between
reflections and lines of symmetry.

4.3.3.3 Apply rotations (turns) of 90

degrees clockwise or counterclockwise.

A) I can rotate (turn) a geometric

figure 90 degrees clockwise or
counterclockwise.

Area

A) Resources
B) Resources

Exit Card 4.3.2.3 A

Exit Card 4.3.2.3.B

Translation
Reflection
Rotation
Symmetry
Congruent
Transformatio
n
Image
Translation
Reflection
Rotation
Symmetry
Congruent
Vertical
Horizontal
Transformatio
n
Image
Translation
Reflection
Rotation
Symmetry
Congruent
Clockwise
Counterclock
wise
Transformatio

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ISD 196
Grade 4 Math Frameworks 2.0

G4 Math - 4.3.2.3
Target A & B

Updated: 10/11/16

G4 Math - 4.3.3.1,
4.3.3.2, 4.3.3.3, 4.3.3.4

Exit Card 4.3.3.1 A

See 4.3.3.1

Bridges
Number Corner
M.R.L.
Websites
Other

A) Resources
B) Resources

Exit Card 4.3.3.2 A

Exit Card 4.3.3.2 B

See 4.3.3.1

Exit Card 4.3.3.3

Bridges
Number Corner
M.R.L.
Websites
Other

Grade 4 Math Frameworks 2.0 - Organized by Trimester

1

G
&
M

N
&
O

4.3.3.4 Recognize that translations,

reflections and rotations preserve
congruency and use them to show that 2
figures are congruent.

A) I can recognize that geometric

figures stay congruent after being
translated, reflected, and rotated.

4.1.1.1 Demonstrate fluency with

multiplication and division facts.

B) I can divide basic facts using

divisors 1 through 9 accurately and
efficiently without using tools.

Item Specifications:
Factors are limited to 19

n
Image
Translation
Reflection
Rotation
Symmetry
Congruent
Transformatio
n
Image
Quotient

See 4.3.3.1

Exit Card 4.3.3.4

G4 Math - 4.1.1.1
Target B

Exit Card 4.1.1.1 B

N
&
O

4.1.1.5 Solve multi-step

real-world and mathematical
problems requiring the use of
addition, subtraction and
multiplication of multi-digit whole
numbers. Use various strategies,
including the relationship
between operations, the use of
technology and the context of the
problem to assess the
reasonableness of results.

**Targets B & C are assessed together

**4.1.1.4 is assessed within this benchmark

B) I can solve multi-step real-world

multiplication problems using up to 3digit by 2-digit numbers.
C) I can demonstrate my thinking by
showing my solution in more than one
way.

Operation
Strategy
Solve

G4 Math - 4.1.1.5
Targets B & C with
4.1.1.4

Exit Card 4.1.1.5 B & C

Bridges
Number Corner
M.R.L.
Websites
Other

Bridges
Number Corner
M.R.L.
Websites
Other
Bridges
Number Corner
M.R.L.
Websites
Other

Item Specifications:
Solutions must be less than 100,000

N
&
O

4.1.1.6 Use strategies and algorithms

based on knowledge of place value,
equality and properties of operations to
divide multi-digit whole numbers by oneor two-digit numbers. Strategies may
include mental strategies, partial
quotients, the commutative, associative
and distributive properties and repeated
subtraction.

A) I can use multiple strategies to

divide multi-digit numbers by 1 or 2digit divisors.

Quotient
Divisor
Dividend

G4 Math - 4.1.1.6
Target A

Exit Card 4.1.1.6 A

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ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

Bridges
Number Corner
M.R.L.
Websites
Other

Grade 4 Math Frameworks 2.0 - Organized by Trimester

Item Specifications
Dividend may contain at most, 3 digits

N
&
O

4.1.2.1 Represent equivalent fractions

using fraction models such as parts of a
set, fraction circles, fraction strips,
number lines and other manipulatives.
Use the models to determine equivalent
fractions.

A) I can use models to demonstrate

equivalent fractions. (Models can include
parts of a set, fraction circles, fraction strips,
number lines and manipulatives.)

Equivalent
Represent
Numerator
Denominator

G4 Math - 4.1.2.1
Target A

Exit Card 4.1.2.1 A

Bridges
Number Corner
M.R.L.
Websites
Other

Item Specifications:
Denominators are limited to 2, 3, 4, 5, 6, 8, 10
and 12

4.1.2.2 Locate fractions on a number

line. Use models to order and compare
&Owhole numbers and fractions, including
mixed numbers and improper fractions.
Item Specifications:
Denominators are limited to 2, 3, 4, 5, 6, 8, 10
and 12

N
&
O

4.1.2.3 Use fraction models to add and

subtract fractions with like denominators
in real-world and mathematical situations.
Develop a rule for addition and
subtraction of fractions with like
denominators.

A) I can use models to show an

understanding of mixed numbers.
B) I can use models to show an
understanding of improper fractions.
C) I can locate whole numbers and
fractions, (including mixed and improper) on
a number line.

**Targets A & B are assessed together

A) I can add fractions with like

denominators in real-world situations
B) I can create a rule for adding
fractions with like denominators.

Equivalent
Numerator
Denominator
Improper
fraction
Mixed
Numbers
Compare

Numerator
Denominator

N
&
O

4.1.2.4 Read and write decimals with

words and symbols; use place value to
describe decimals in terms of thousands,
hundreds, tens, ones, tenths, hundredths
and thousandths.

A) I can read decimals in word and

symbol form from thousands to
thousandths
B) I can write decimals in word and
symbol form from thousands to
thousandths.
C) I can describe decimals using

Decimal

8
ISD 196
Grade 4 Math Frameworks 2.0

B) Resources
Exit Card 4.1.2.2 A
Exit Card 4.1.2.2 B
Exit Card 4.1.2.2 C

Updated: 10/11/16

C) Resources

(Mixed Numbers)

Exit Card 4.1.2.2 C

(improper
fractions)
G4 Math-4.1.2.3 AB

Exit Card 4.1.2.3 A & B

(1)
Exit Card 4.1.2.3 A & B
(2)

Item Specifications:
Denominators are limited to 2, 3, 4, 5, 6, 8, 10
and 12

A) Resources

G4 Math - 4.1.2.4
Targets A,B & C

Bridges
Number Corner
M.R.L.
Websites
Other

A) Resources
B) Resources

Exit Card 4.1.2.4 A

Exit Card 4.1.2.4 B

C) Resources

Grade 4 Math Frameworks 2.0 - Organized by Trimester

2

N
&
O

4.1.2.5 Compare and order decimals and

whole numbers using place value, a
number line and models such as grids
and base 10 blocks.

place value from thousands to

thousandths.
A) I can compare decimals and whole
numbers using place value and
models, such as grids and base 10
blocks.

Decimal

Item Specifications:
Numbers used are from thousands to
thousandths
Allowable symbols: < and >

N
&
O

A
l
g
e
b
r
a

Exit Card 4.1.2.5 A

4.1.2.6 Read and write tenths and

hundredths in decimal and fraction
notations using words and symbols;
know the fraction and decimal
equivalents for halves and fourths.

A) I can read tenths and hundredths

in decimal and fraction notations.
B) I can write tenths and hundredths
in decimal and fraction notations using
words and symbols.
C) I can identify and model fraction
and decimal equivalents for halves
and fourths.

4.2.1.1 Create and use input-output rules

involving addition, subtraction,
multiplication and division to solve
problems in various contexts. Record the
inputs and outputs in a chart or table.

A) I can create an input-output chart

when given a two-operation rule in
various situations. (Operations include +, -,

Item Specifications:
When creating a rule from pairs, 3 input-output
pairs must be given; pairs are not required to be
consecutive
Output should not exceed 100

4.3.1.2 Describe, classify and draw

quadrilaterals, including squares,
&Mrectangles, trapezoids, rhombuses,
parallelograms and kites. Recognize
quadrilaterals in various contexts.

G4 Math - 4.1.2.5
Target A

Decimal
Equivalent

A) Resources
B) Resources
Exit Card 4.1.2.6 A
Exit Card 4.1.2.6 B
Exit Card 4.1.2.6 C

B) Resources

< B) I can find the twooperation rule when the inputoutput pairs are given in
various situations.

Exit Card 4.2.1.1 A

Exit Card 4.2.1.1 B
Vertex
Congruent

Item Specifications:
Naming of quadrilaterals is limited to
quadrilateral, square, rectangle, trapezoid,
rhombus, parallelogram and kite

G4 Math 4.3.1.2 A

Exit Card 4.3.1.2 A

(1)
Exit Card 4.3.1.2 A
(2)

9
ISD 196
Grade 4 Math Frameworks 2.0

C) Resources

A) Resources

x, /)

A) I can describe, classify and draw

quadrilaterals in various situations.

Bridges
Number Corner
M.R.L.
Websites
Other

Updated: 10/11/16

Bridges
Number Corner
M.R.L.
Websites
Other

Grade 4 Math Frameworks 2.0 - Organized by Trimester

2

4.3.2.1 Measure angles in geometric

figures and real-world objects with a
&Mprotractor or angle ruler.

A) I can measure angles in geometric

figures and real-world objects with a
protractor or angle ruler.

Item Specifications:
Not assessed on the MCA-III

G
&
M

4.3.2.2 Compare angles according to

size. Classify angles as acute, right and
obtuse.
Item Specifications:

Allowable notation: 90, angle arc

G
&
M

N
&
O

4.3.2.4 Find the areas of geometric

figures and real-world objects that can be
divided into rectangular shapes. Use
square units to label area measurements.

4.1.2.2 Locate fractions on a number

line. Use models to order and compare
whole numbers and fractions, including
mixed numbers and improper fractions.
Item Specifications:
Denominators are limited to 2, 3, 4, 5, 6, 8, 10
and 12

N
&
O

4.1.2.3 Use fraction models to add and

subtract fractions with like denominators
in real-world and mathematical situations.
Develop a rule for addition and
subtraction of fractions with like
denominators.

Exit Card 4.3.2.1 A

A) Resources

A) I can compare angles according to

size.
B) I can classify acute, right and
obtuse angles.

Exit Card 4.3.2.2 A

Exit Card 4.3.2.2 B
Area

<
**Targets A, B & C
assessed together

A) I can apply the area formula to find

the area of geometric figures by
dividing them into rectangular shapes.
B) I can apply the area formula to find
the area of real-world objects by
dividing them into rectangular shapes.
C) I can label the area using square
units.
D) I can use models to order whole
numbers and fractions (including mixed
and improper)

E) I can use models to compare whole

numbers and fractions, (including mixed
and improper) on a number line.

**Targets C & D are assessed together

C) I can subtract fractions with like

denominators in real-world situations.
D) I can create a rule for subtracting
fractions with like denominators.

Exit Card 4.3.2.4 A,

B, C

Equivalent
Numerator
Denominator
Improper
fraction
Mixed
Numbers
Compare
Numerator
Denominator

10
Updated: 10/11/16

B) Resources
Bridges
Number Corner
M.R.L.
Websites
Other

D) Resources
E) Resources
Exit Card 4.1.2.2 D
Exit Card 4.1.2.2 E

G4 Math - 4.1.2.3
Target C & D

G4 Math-4.1.2.3 D
Exit Card 4.1.2.3 C
&D

Item Specifications:
Denominators are limited to 2, 3, 4, 5, 6, 8, 10
and 12
ISD 196
Grade 4 Math Frameworks 2.0

Bridges
Number Corner
M.R.L.
Websites
Other

Bridges
Number Corner
M.R.L.
Websites
Other

Grade 4 Math Frameworks 2.0 - Organized by Trimester

3

N
&
O

4.1.2.5 Compare and order decimals and

whole numbers using place value, a
number line and models such as grids
and base 10 blocks.

B) I can order decimals and whole

numbers using a number line.

Decimal

Item Specifications:
Numbers used are from thousands to
thousandths
Allowable symbols: < and >

N
&
O

4.1.2.7 Round decimals to the nearest

tenth.

A
l
g
e
b
r
a

4.2.2.1 Understand how to interpret

number sentences involving
multiplication, division and unknowns.
Use real-world situations involving
multiplication or division to represent
number sentences.

A
l
g
e
b
r
a

4.2.2.2 Use multiplication, division and

unknowns to represent a given problem
situation using a number sentence. Use
number sense, properties of
multiplication and the relationship
between multiplication and division to find
values for the unknowns that make the
number sentences true.

G4-4.1.2.5 Target
B

Exit Card 4.1.2.5 B

A) I can round decimals to the nearest
tenth.

Decimal

Item Specifications
Numbers must be less than 500
Decimals may be given up to thousandths

Exit Card 4.1.2.7 A

A) I can write a real-world story

problem for a given number sentence
that uses multiplication, division and
unknowns (variables).

Variable

A)
A) I can write a number
sentence to represent the real-world
story problem using multiplication,
division and unknowns (variables).
B) I can find values for the unknowns in
multiplication and division number
sentences.

Variable

A) I can use tables to display data

sets (including fractions and decimals.)
B) I can use bar graphs, pictographs
and line plots to display data sets

Timeline
Venn diagram
Survey

Exit Card 4.2.2.1 A

(1)
Exit Card 4.2.2.1 A
(2)

Item Specifications:
Numbers must be less than 100
Variables, boxes or blanks may be used to
represent unknown numbers

Bridges
Number Corner
M.R.L.
Websites
Other

Bridges
Number Corner
M.R.L.
Websites
Other
Bridges
Number Corner
M.R.L.
Websites
Other

A) Resources
B) Resources
Exit Card 4.2.2.2 A
Exit Card 4.2.2.2.B

Item Specifications
Numbers must be less than 100
Variables, boxes or blanks may be used to
represent unknown numbers

D
a
t
a

4.4.1.1 Use tables, bar graphs, timelines

and Venn diagrams to display data sets.
The data may include fractions or
decimals. Understand that spreadsheet
tables and graphs can be used to display

(including fractions and decimals.)

11
ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

G4 Math - 4.4.1.1
Target A
G4 Math - 4.4.1.1
Target B

A) Resources
B) Resources

Grade 4 Math Frameworks 2.0 - Organized by Trimester

data.
Item Specifications:
Denominators are limited to 2, 3, 4, 5, 6, 8, 10
and 12
Decimals are limited to hundredths
When interpreting data, displays may include
tables, bar graphs, timelines, Venn diagrams, line
plots and pictographs

C) I can use Venn diagrams to display

data sets (including fractions and decimals.)
D) I can use timelines to display data
sets (including fractions and decimals.)

C) Resources
G4 Math - 4.4.1.1
Target C
G4 Math - 4.4.1.1
Target D

Exit Card 4.4.1.1 A

Exit Card 4.4.1.1 B
(picto)
Exit Card 4.4.1.1 B
(bar)

Exit Card 4.4.1.1 C

Exit Card 4.4.1.1 D

12
ISD 196
Grade 4 Math Frameworks 2.0

Updated: 10/11/16

D) Resources