Mathematics, grade 4, mapped

123 claims across 5 strands · 134 of 156 skills in grades 2-4 appear here

39 more claims reach back to a grade below this window. They are named in the lists below and not drawn — the picture holds grades 2-4 and nothing else.

Pick a skill to light what it rests on.

Algebraic reasoning

  1. 3.5.D rests on 2.7.C solving for a missing factor is the missing-term work moved onto a different operation
  2. 4.5.A rests on 3.5.B a strip diagram for a multi-step problem is the one-and-two-step diagram with more strips in it
  3. 4.5.A rests on 3.5.A a multi-step strip diagram with a letter for the unknown takes one-and-two-step addition and subtraction already representable with equations
  4. 4.5.A leans on 3.5.D a letter standing for the unknown leans on the unknown already being something to solve for
  5. 4.5.B rests on 3.5.E an input-output table is the table of number pairs with the rule written out
  6. 4.5.D rests on 4.5.C solving a perimeter or area problem takes the formula as already worked out from a model
  7. 2.7.B rests on 2.2.A from another strand naming the value of a digit is place value itself, and a hundred more is a change in one column
  8. 3.4.I leans on 2.7.A from another strand a last-digit rule and a pile of objects paired off answer the same question two different ways
  9. 3.5.B leans on 3.4.E from another strand a strip diagram is one more way of drawing the equal groups the fact work makes familiar
  10. 3.5.D rests on 3.4.J from another strand a missing factor takes multiplication and division as two views of one fact
  11. 3.5.A rests on 2.4.C from another strand an equation for a two-step problem comes after the within-1,000 work is solvable
  12. 3.5.C leans on 3.4.E from another strand reading 3 x 24 as a comparison leans on multiplication already meaning equal groups
  13. 3.7.B leans on 2.7.C from another strand a missing side is the unknown-term reading with a perimeter standing in for the total
  14. 4.5.C rests on 3.7.B from another strand the 2l + 2w shorthand comes out of having added the four sides one at a time
  15. 4.5.C rests on 3.6.C from another strand the l x w formula names what counting rows of unit squares was already doing
  16. 4.5.D leans on 4.4.D from another strand a rectangle 24 by 16 leans on two-digit multiplication being reliable
  17. 4.7.E leans on 2.7.C from another strand a missing angle is the unknown-term reading with the whole angle standing in for the total
  18. 2.7.B rests on 1.5.C from grade 1, below this window stepping by a hundred works the way stepping by ten does once the columns are visible
  19. 2.7.C rests on 1.5.F from grade 1, below this window an unknown anywhere in the sentence is the grade 1 equation work inside a story
  20. 2.7.C rests on 1.5.D from grade 1, below this window an unknown inside a story needs the story written as an equation
  21. 2.7.A leans on 1.5.B from grade 1, below this window pairing a pile off answers even or odd on its own, and counting the pairs in twos speeds it up

Data analysis

  1. 2.10.C rests on 2.10.A reading a value off a chart needs the bar length or picture count to mean something
  2. 2.10.D rests on 2.10.C a conclusion comes after the plain questions are answerable
  3. 3.8.A rests on 2.10.B a scaled interval is the interval-of-one-or-more work with bigger steps
  4. 3.8.B rests on 3.8.A a two-step question needs the scaled display to be readable
  5. 3.8.B rests on 2.10.C solving from a scaled graph is the interval-of-one work with a multiplier in it
  6. 4.9.A rests on 3.8.A a stem-and-leaf plot is one more summary of a set the frequency table already organises
  7. 4.9.B rests on 4.9.A answering from a dot plot takes the plot as already readable
  8. 4.9.B leans on 3.8.B the scaled-graph questions are these with whole numbers only
  9. 4.9.A leans on 4.3.G from another strand a dot plot marked in halves leans on fractions already having places on a line
  10. 2.10.A leans on 1.8.B from grade 1, below this window drawing a bar is one good way to see what its length stands for, and being told is another
  11. 2.10.B rests on 1.8.B from grade 1, below this window four categories with intervals is the picture-graph work with more in it
  12. 2.10.C rests on 1.3.F from grade 1, below this window writing a question about a graph is the compose-a-situation work with the numbers read off
  13. 2.10.D rests on 1.8.C from grade 1, below this window making a prediction extends the conclusion-drawing the year before asks for

Geometry and measurement

  1. 2.8.E leans on 2.8.D cutting a rectangle into triangles and building one out of triangles are the same seam seen twice
  2. 3.6.A rests on 2.8.B sorting figures and solids together comes after the solids are sorted on their own
  3. 3.6.A rests on 2.8.C adding the flat figures takes the polygon sorting as already in hand
  4. 3.6.B rests on 3.6.A picking the quadrilaterals out needs sorting by attribute to be second nature
  5. 3.6.C rests on 2.9.F multiplying rows by columns comes after a rectangle is covered and counted by hand
  6. 3.6.D rests on 3.6.C adding areas together takes one rectangle on its own as already findable
  7. 3.6.D rests on 2.8.E breaking a composite into rectangles is the decomposing work with area attached
  8. 3.6.E leans on 3.6.D knowing areas add is what lets four equal parts of one figure be checked against four of another
  9. 2.9.D rests on 2.9.A reading a ruler works on a standard unit that is already familiar
  10. 2.9.E rests on 2.9.D estimating comes after enough lengths are measured to have a sense of the size
  11. 3.7.B leans on 2.9.D the sides often arrive as numbers in the problem, and measuring them is the other way in
  12. 3.7.D leans on 3.7.E deciding whether to weigh the flour or measure it out is easier once both have been tried
  13. 3.7.C rests on 2.9.G adding two intervals takes the clock as already readable to the minute
  14. 4.6.B leans on 2.8.E a line of symmetry is the halving cut with the two parts landing on each other
  15. 4.6.C rests on 4.6.A sorting triangles by their angles takes the right angle as already identifiable
  16. 4.6.D rests on 4.6.A classifying on parallel and perpendicular takes both as named things to look for
  17. 4.6.D leans on 3.6.B the quadrilateral sorting is this with a shorter list of attributes to check
  18. 4.7.A rests on 4.6.A an angle cut out of a circle takes the vertex and the two rays as already named
  19. 4.7.B rests on 4.7.A one degree is one of 360 of those cut-out parts, so the part comes first
  20. 4.7.C rests on 4.7.B reading a protractor takes the degree as already meaning something
  21. 4.7.C leans on 2.9.D a protractor is a scale read to the nearest mark, the way a ruler is
  22. 4.7.D rests on 4.7.C drawing to a given measure is the protractor reading run the other way
  23. 4.7.E rests on 4.7.B two adjacent angles add because each is a count of degrees out of the same circle
  24. 4.8.A leans on 2.9.B ranking a metre against a centimetre leans on the inverse of unit size and count already being stated
  25. 4.8.B rests on 4.8.A a conversion runs in the direction the relative sizes give it
  26. 4.8.C leans on 3.7.C time is the quantity that does not run on base ten, and the minute intervals are where that shows
  27. 4.8.C leans on 3.7.E a problem about liquid volume or mass leans on those quantities already being obtainable with a tool
  28. 4.4.C leans on 3.6.C from another strand the area model is the rows-times-squares picture with the squares left uncounted
  29. 3.3.A leans on 2.9.C from another strand putting a fraction on a number line leans on the line already carrying distances
  30. 3.7.A rests on 3.3.A from another strand a fraction as a distance from zero takes it as already a point on the line
  31. 4.3.E leans on 3.6.E from another strand combining pictured parts takes the whole already decomposed into named equal-area parts
  32. 4.3.G rests on 3.7.A from another strand tenths as a distance from zero extends the halves, fourths and eighths already placed that way
  33. 3.6.C rests on 3.4.D from another strand seeing a rectangle as rows of squares is the array work in a different picture
  34. 3.6.E rests on 3.3.C from another strand calling one of four equal parts a fourth of the whole is the unit fraction doing the naming
  35. 2.9.C leans on 2.2.E from another strand reading a distance on a line leans on the number already having a place on it
  36. 3.7.B rests on 2.4.B from another strand finding a missing side runs on two-digit addition and subtraction being reliable
  37. 3.7.B leans on 2.7.C from another strand a missing side is the unknown-term reading with a perimeter standing in for the total
  38. 4.5.C rests on 3.7.B from another strand the 2l + 2w shorthand comes out of having added the four sides one at a time
  39. 4.5.C rests on 3.6.C from another strand the l x w formula names what counting rows of unit squares was already doing
  40. 4.7.A leans on 3.3.C from another strand a part of a circle leans on a whole already being something that comes apart into parts you can name
  41. 4.7.E leans on 2.7.C from another strand a missing angle is the unknown-term reading with the whole angle standing in for the total
  42. 4.8.B leans on 4.4.B from another strand metres into centimetres is a product of 100 with a unit attached
  43. 4.8.C leans on 4.4.H from another strand the multiplication and division measurement problems are these with a unit on every number
  44. 2.8.A rests on 1.6.C from grade 1, below this window building a shape to a specification takes being able to make the shapes at all
  45. 2.8.B rests on 1.6.E from grade 1, below this window sorting solids works on solids the year before has already named
  46. 2.8.C rests on 1.6.D from grade 1, below this window sorting by side count works on shapes that already have names and attributes
  47. 2.8.D rests on 1.6.F from grade 1, below this window composing to a given property is the joining work that made target shapes
  48. 2.9.A leans on 1.7.A from grade 1, below this window a ruler laid along a table is where the idea of a fixed unit tends to turn up early
  49. 2.9.B rests on 1.7.C from grade 1, below this window the inverse relationship is what the two-unit comparison shows, stated as a rule
  50. 2.9.D rests on 1.7.D from grade 1, below this window reading to the nearest mark is whole-unit reporting with a scale printed on it
  51. 2.9.G rests on 1.7.E from grade 1, below this window minutes come after the hour and the half hour are readable on a face
  52. 2.9.A rests on 1.7.B from grade 1, below this window an inch is still a unit laid end to end with no gaps, and a standard one
  53. 2.9.F rests on 1.7.B from grade 1, below this window covering a rectangle with no gaps or overlaps is the end-to-end unit iteration turned sideways
  54. 4.7.B leans on 1.7.B from grade 1, below this window a degree is still a same-size unit counted off, bent around a vertex instead of laid along an edge

Number and operations

  1. 2.2.F leans on 2.2.E naming the number at a marked point and placing one on a blank line are the same correspondence either way
  2. 3.2.A rests on 2.2.A the ten-thousands column extends the composing the 1,200 work introduces
  3. 3.2.D rests on 2.2.D ordering to 100,000 is the 1,200 comparison with two more places in it
  4. 3.2.C rests on 2.2.E seeing which two multiples a number sits between is the open number line with landmarks on it
  5. 3.2.B leans on 3.2.A the ten-times pattern and the column building explain each other, in either order
  6. 4.2.A rests on 3.2.B the one-tenth direction is the base-ten description read to the right of the ones column
  7. 4.2.B rests on 4.2.A expanded notation out to the hundredths takes each column as ten times the one on its right
  8. 4.2.C rests on 3.2.D comparing to a billion is the to-100,000 comparison with four more places to sort on
  9. 4.2.D rests on 3.2.C rounding to a named place works from the two consecutive multiples a number sits between
  10. 4.2.E leans on 4.2.A a tenths grid leans on the column right of the ones being worth a tenth, and just as often is how that lands
  11. 4.2.E leans on 2.5.B a dollar sign and two digits after the point is the first decimal most children read, though a grid works too
  12. 4.2.F rests on 4.2.E ordering two hundredths grids takes the grids as already drawable
  13. 4.2.F leans on 4.2.C comparing left to right across the places is the whole-number move carried past the decimal point
  14. 4.2.G rests on 4.2.E calling the shaded part three tenths and 0.3 at once takes one model that holds both names
  15. 4.2.G leans on 3.3.C tenths are the unit fraction with b at ten, and grade 3 writes that definition for any whole number b
  16. 4.2.H rests on 4.3.G reading a decimal off a marked point takes tenths and hundredths as already having places on the line
  17. 4.2.H leans on 3.3.B naming the point rather than placing it is the fraction-line reading with a decimal on the answer
  18. 2.4.B leans on 2.4.A a column of two-digit numbers comes apart into single-digit sums a child already knows
  19. 2.4.B rests on 2.2.A an algorithm based on place value works on a number seen as hundreds, tens and ones
  20. 2.4.C rests on 2.4.B solving within 1,000 runs on two-digit strategies that are already reliable
  21. 2.4.D leans on 2.4.C posing a situation and solving one feed each other, and inventing is often the way into solving
  22. 3.4.A rests on 2.4.C fluency is the same within-1,000 work once the strategies stop needing thought
  23. 3.4.B rests on 3.2.C rounding starts from seeing which two tens or hundreds a number falls between
  24. 4.4.A rests on 3.4.A the standard algorithm is the within-1,000 fluency written down in columns
  25. 4.4.A leans on 4.2.B lining the decimal points up leans on hundredths already having a column of their own
  26. 4.4.G rests on 4.2.D estimating with rounded numbers takes rounding to a named place as already doable
  27. 4.4.G leans on 3.4.B compatible numbers turned up the year before on sums, and the thousands are the only new part
  28. 2.5.B rests on 2.5.A writing an amount in dollars and cents comes after the total is worked out
  29. 3.4.C rests on 2.5.A adding bills to the pile is the up-to-a-dollar counting with larger values in it
  30. 2.6.B leans on 2.6.A joining equal sets and sharing a set out are the same picture read from either end
  31. 3.4.F rests on 3.4.D recall comes after the array has made the answer findable
  32. 3.4.G leans on 3.4.F seven twenty-fours splits into seven twenties and seven fours, and both go faster when they are known
  33. 3.4.G rests on 3.2.A breaking a two-digit factor apart works from seeing it as tens and ones
  34. 3.4.H rests on 2.6.B working out the size of each share is the division situation with a number on the answer
  35. 3.4.J leans on 3.4.F the division facts come with the multiplication ones, and skip counting finds the quotient too
  36. 3.4.K leans on 3.4.F recall is one of the four routes a division problem allows, alongside objects, models and properties
  37. 3.4.K rests on 3.4.H a sharing problem needs the size of each group to be worked out
  38. 3.4.D rests on 2.6.A counting six groups of four takes the equal-groups situation as already set out
  39. 3.4.E rests on 3.4.D drawing six by four to show a fact comes after having counted six groups of four objects
  40. 4.4.B rests on 4.2.A multiplying by ten shifts every digit one column left, which is the ten-times relationship itself
  41. 4.4.C leans on 3.4.G two two-digit factors is partial products with the second number broken apart as well
  42. 4.4.D rests on 4.4.C the standard algorithm is the partial products of the array collected into columns
  43. 4.4.D leans on 4.4.B the second row of a two-digit multiplication is a product of ten, and knowing why it shifts helps
  44. 4.4.E rests on 3.4.J drawing a four-digit quotient takes division and multiplication as two views of one fact
  45. 4.4.E leans on 3.3.E a quotient is a share handed out, and sharing pictorially is where quotients start
  46. 4.4.E leans on 4.4.C an area model read from the product back to a missing side is the same rectangle either way
  47. 4.4.F rests on 4.4.E long division is the area model recorded step by step
  48. 4.4.F leans on 4.4.D each step of a division algorithm multiplies back, and a reliable product makes that quick
  49. 4.4.H rests on 4.4.F fluency with two-step problems takes the division algorithm as already working
  50. 4.4.H leans on 3.4.K the two-step problems within 100 are these with smaller numbers and no remainder to read
  51. 2.3.B rests on 2.3.A noticing that more parts makes each part smaller comes after the parts are made
  52. 2.3.C rests on 2.3.A counting past one whole needs the parts to have names already
  53. 2.3.D leans on 2.3.A spotting a false eighth and cutting a true one grow together, and judging often comes sooner
  54. 3.3.C rests on 2.3.A naming one part of a whole takes the whole as already cut into that many equal parts
  55. 3.3.A leans on 3.3.C the unit fraction is one road to three quarters, and three parts out of four is the other
  56. 3.3.B rests on 3.3.A reading a fraction off a line is the reverse of putting one there
  57. 3.3.D rests on 3.3.C building a fraction out of unit parts takes the unit part as understood
  58. 3.3.F rests on 3.3.A equivalence needs two fractions drawable beside each other
  59. 3.3.G rests on 3.3.F the same-point test comes after the equivalent pairs are built
  60. 3.3.H rests on 2.3.B comparing eighths with fourths runs on knowing more parts makes each one smaller
  61. 3.3.H leans on 3.3.A a picture settles the comparison when reasoning from the denominator alone runs out
  62. 3.3.E leans on 2.6.B sharing an object among people is the equal-sets work with a fraction as the answer
  63. 3.3.E rests on 3.3.A sharing three cookies among four people needs three fourths to be drawable
  64. 4.3.A rests on 3.3.D five thirds is the same sum of unit parts with the count allowed past the denominator
  65. 4.3.B rests on 4.3.A finding a second way to split it takes one way as already written down
  66. 4.3.C rests on 3.3.G deciding whether two are equivalent applies the same-point test rather than building the pair
  67. 4.3.D rests on 3.3.H unlike numerators and unlike denominators is the same-one-or-the-other comparison with both changed at once
  68. 4.3.D leans on 4.3.C rewriting one fraction to match the other leans on equivalence being testable first
  69. 4.3.E rests on 4.3.A adding fifths is counting unit parts, which is what a sum of 1/b already says
  70. 4.3.E leans on 4.3.G the number line the statute builds toward is easier once fractions sit on one as distances
  71. 4.3.F leans on 4.3.E having a worked sum to check against helps, though a benchmark estimate is made without one
  72. 4.3.F leans on 4.3.D putting a fraction against one half leans on comparing two unlike fractions being familiar
  73. 4.3.G leans on 4.2.E the decimal half of this leans on tenths and hundredths already having models behind them
  74. 2.7.B rests on 2.2.A from another strand naming the value of a digit is place value itself, and a hundred more is a change in one column
  75. 3.4.I leans on 2.7.A from another strand a last-digit rule and a pile of objects paired off answer the same question two different ways
  76. 3.5.B leans on 3.4.E from another strand a strip diagram is one more way of drawing the equal groups the fact work makes familiar
  77. 3.5.D rests on 3.4.J from another strand a missing factor takes multiplication and division as two views of one fact
  78. 3.5.A rests on 2.4.C from another strand an equation for a two-step problem comes after the within-1,000 work is solvable
  79. 3.5.C leans on 3.4.E from another strand reading 3 x 24 as a comparison leans on multiplication already meaning equal groups
  80. 4.4.C leans on 3.6.C from another strand the area model is the rows-times-squares picture with the squares left uncounted
  81. 3.3.A leans on 2.9.C from another strand putting a fraction on a number line leans on the line already carrying distances
  82. 3.7.A rests on 3.3.A from another strand a fraction as a distance from zero takes it as already a point on the line
  83. 4.3.E leans on 3.6.E from another strand combining pictured parts takes the whole already decomposed into named equal-area parts
  84. 4.3.G rests on 3.7.A from another strand tenths as a distance from zero extends the halves, fourths and eighths already placed that way
  85. 3.6.C rests on 3.4.D from another strand seeing a rectangle as rows of squares is the array work in a different picture
  86. 3.6.E rests on 3.3.C from another strand calling one of four equal parts a fourth of the whole is the unit fraction doing the naming
  87. 2.9.C leans on 2.2.E from another strand reading a distance on a line leans on the number already having a place on it
  88. 3.7.B rests on 2.4.B from another strand finding a missing side runs on two-digit addition and subtraction being reliable
  89. 4.5.D leans on 4.4.D from another strand a rectangle 24 by 16 leans on two-digit multiplication being reliable
  90. 4.7.A leans on 3.3.C from another strand a part of a circle leans on a whole already being something that comes apart into parts you can name
  91. 4.8.B leans on 4.4.B from another strand metres into centimetres is a product of 100 with a unit attached
  92. 4.8.C leans on 4.4.H from another strand the multiplication and division measurement problems are these with a unit on every number
  93. 4.9.A leans on 4.3.G from another strand a dot plot marked in halves leans on fractions already having places on a line
  94. 4.10.B leans on 3.4.C from another strand profit subtracts cost from money taken in, which takes a collection of coins and bills already valuable
  95. 2.2.A rests on 1.2.B from grade 1, below this window composing to 1,200 is the same hundreds-tens-ones move the 120 work sets up
  96. 2.2.B rests on 1.2.C from grade 1, below this window expanded form to 1,200 reads the way it does to 120, with one more column in it
  97. 2.2.D rests on 1.2.G from grade 1, below this window comparing to 1,200 with symbols is the to-100 symbol work over a wider range
  98. 2.2.E rests on 1.2.F from grade 1, below this window placing a number on an open line is the ordering the 120 number lines already ask for
  99. 2.2.C rests on 1.2.D from grade 1, below this window generating a greater or lesser number anywhere up to 1,200 is the move the 120 range asks for
  100. 2.2.D rests on 1.2.F from grade 1, below this window ordering to 1,200 is the 120 ordering with another column to sort on
  101. 2.4.A rests on 1.3.D from grade 1, below this window automatic recall comes after the strategies that make the answer findable
  102. 2.4.B leans on 1.5.G from grade 1, below this window rearranging addends to make the arithmetic easier is the properties work from the year before
  103. 2.4.C rests on 1.3.B from grade 1, below this window a multi-step word problem is the joining and separating work with bigger numbers in it
  104. 2.4.D rests on 1.3.F from grade 1, below this window writing a story for a number sentence is the within-20 version over a wider range
  105. 2.5.A rests on 1.4.C from grade 1, below this window a collection up to one dollar adds the quarter to the pennies, nickels and dimes already counted
  106. 2.5.B rests on 1.4.B from grade 1, below this window the dollar sign and the decimal point extend the cent symbol the year before introduces
  107. 2.6.A leans on 1.5.B from grade 1, below this window counting in fives is one way to total equal sets, and laying the sets out is another
  108. 2.6.B leans on 1.6.G from grade 1, below this window sharing a set out evenly is the fair-shares idea applied to a count rather than a shape
  109. 2.3.A rests on 1.6.G from grade 1, below this window eighths are the fair-shares work from the year before, cut once more
  110. 2.3.D rests on 1.6.H from grade 1, below this window sorting examples from non-examples is the halves-and-fourths judgement with eighths added

Personal financial literacy

  1. 2.11.E leans on 2.11.D lending is the borrowing situation seen from the other side of the table
  2. 3.9.E leans on 2.11.A planning to save leans on having seen savings add up over time
  3. 3.9.C leans on 2.11.B weighing a spending decision leans on saving already being one of the options
  4. 3.9.D leans on 2.11.D credit leans on borrowing already being something with a careful and a careless way
  5. 4.10.B leans on 2.11.F profit leans on the cost to produce the thing already being something to work out
  6. 4.10.C leans on 3.9.E weighing one savings option against another leans on there being reasons to save at all
  7. 4.10.D leans on 3.9.F splitting an allowance three ways leans on spending, saving and giving already being named decisions
  8. 4.10.E leans on 2.11.C keeping money safe leans on a deposit and a withdrawal already being different things
  9. 4.10.E leans on 2.11.E a bank lending leans on lending already being a thing with benefits and costs on both sides
  10. 4.10.B leans on 3.4.C from another strand profit subtracts cost from money taken in, which takes a collection of coins and bills already valuable
  11. 2.11.A leans on 1.9.C from grade 1, below this window watching savings add up leans on saving being a separate idea from spending
  12. 3.9.A leans on 1.9.A from grade 1, below this window connecting work to income leans on income already meaning money earned
  13. 4.10.A leans on 1.9.C from grade 1, below this window a fixed expense and a variable one are both spending, which leans on spending being its own idea
  14. 4.10.D leans on 1.9.D from grade 1, below this window setting a share aside leans on giving already being one of the things money does

Back to mathematics, grade 4 · the grade 5 map

Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-09-04

What that means, and what this is not

The standards text is adopted by the Texas State Board of Education and published as rules in Title 19 of the Texas Administrative Code. We retrieved it through the Common Standards Project. The licence above covers that project's compiled dataset, not the rule text itself, which is Texas law.

Coverage requirements from New York 8 NYCRR §100.10: what the law requires. Nothing here is legal advice, and Texas standards do not apply in your state. Check your own state's department of education.