Grade 4 Free CCSS Resources
Welcome to Grade 4 Resources!
These Math resources are aligned to the Common Core State Standards and are a practical colspan="2"classroom tool for you to use during daily workshop model lessons or guided math intervention sessions.
How Should I Store My Games?
We recommend storing the resources one of the following three ways:
- Handy plastic, interchangeable game covers
- File folders
- Instructions and directions back to back in plastic sleeves.
How to Download
To begin using these resources, simply click on the hyperlink below to download the free resource associated with that standard.
Resources marked with an “ * ” are included in the Grade 4 Game Packet and are available for purchase in the Premium Resources section.
|OPERATIONS AND ALGEBRAIC THINKING|
|Use the four operations with whole numbers to solve problems.|
4OA1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
|Multiplicative Comparison Equations*
Multiplicative Comparison Statements
Multiplicative Comparison Word Problem Task Cards*
4OA2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Multiplicative Comparison Set A easier facts
Multiplicative Comparison Set B harder facts
4OA3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
|Multi Step Story Problems*
|Gain familiarity with factors and multiples.|
|4OA4. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.||
All the Factors
|Generate and analyze patterns.|
4OA5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
|NUMBER AND OPERATIONS IN BASE TEN|
|Generalize place value understanding for multi-digit whole numbers.|
4NBT1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
|10 x Tenths*
Patterns, Patterns, Patterns
Place Value and Multi Digits Version 1 (5 digits)*
Place Value and Multi Digits Version 2 (4 digits)*
Place Value and Multi Digits Version 3 (3 digits)*
4NBT2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
|Flash Place Value Comparisons-2 digits*
Flash Place Value Comparisons-3 digits*
Flash Place Value Comparisons-4 digits*
Four Digit Expanded Puzzle*
Greater Than > Less Than
Place Value Dominoes*
Place Value Game*
Win the Difference
4NBT3. Use place value understanding to round multi-digit whole numbers to any place.
Break the Code
Rounding to 1000*
|Use place value understanding and properties of operations to perform multi-digit arithmetic.|
4NBT4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
|4 How Close to 800,000*
Creating a Subtraction Problem*
Creating an Addition Problem*
How Close to 8,000*
Is Marsha Correct?
How Close to 80,000*
4NBT5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
|Area Model Multiplication 1x2 digit*
Area Model Multiplication 1x3 digit*
Area Model Multiplication 1x4 digit*
Area Model Multiplication 2x2 digit*
Bingo Multiplication Using an Area Model (2 x 2 digit)
Bingo Multiplication Using an Area Model (2 x1 digit)
Bingo Multiplication Using an Area Model (3 x1 digit)
Bingo Multiplication Using an Area Model (4 x1 digit)
Closest to 1,000*
Closest to 10,000 (2 x 2 digit)*
Closest to 500*
Closest to 9,000 (3 x 1 digit)*
Closest to 90,000 (4 x1 digit)*
Closest to 900 (2 x 1 digit)*
Create a Multiplication Problem (4x1 digit; 3x1 digit; 2x2 digit)*
Create and Break Apart (2 digits x 1 digit)*
Create and Break Apart (2 digits x 2 digits)*
Create and Break Apart (3 digits x 1 digit)*
Create and Break Apart (4 digits x 1 digit)*
Creating a Multiplication Problem*
Into the Wild*
Matching Friendly Number Breakdowns (2 digits x 1 digit)*
Matching Friendly Number Breakdowns (3 digits x 1 digit)*
Matching Friendly Number Breakdowns (4 digits x 1 digit)*
4NBT6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Division Story Problems 3 digit dividend 1 digit divisor
|NUMBER AND OPERATIONS - FRACTIONS|
|Extend understanding of fraction equivalence and ordering.|
4NF1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Color the Fraction Wall
Fraction Tile Designs*
Equivalent Fraction Set Model*
Fraction Number Line
I Have, Who Has an Equivalent Fraction Model*
Missing Equivalent Fractions*
4NF2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Fraction Number Line
Which is Greater?*
|Build fractions from unit fractions.|
4NF3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4NF3A. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4NF3B. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
4NF3C. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
4NF3D. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Color the Fraction Wall
Counting Fractional Parts*
Fraction Addition Like Denominators*
Fraction Subtraction Like Denominators*
Who’s the Closest to 10?*
Fraction Tile Designs*
Tenths + Tenths + Tenths
4NF4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4NF4A. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).
4NF4B. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
4NF4C. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Fractions of a Set Cuisenaire Rods*
Fractions of a Set*
More, Less, Equal to One Whole
Multiplying Fraction by Whole Number Story Problems*
|Understand decimal notation for fractions, and compare decimal fractions.|
4NF5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.*
4NF6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Comparing Decimals to Tenths*
Decimal Fraction Match*
Decimal Fractions & Number Lines*
Fraction Decimal Match*
Tenths, Tenths, Tenths
4NF7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
|Comparing Decimals – Hundredths*
Comparing Decimals Tenths and Hundredths*
Comparing Decimals Tenths*
Decimal Compare -Tenths
Decimal Compare –Tenths and Hundredths
|MEASUREMENT AND DATA|
|Solve problems involving measurement and conversion of measurements.|
|4MD1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...||Conversion of Measurements Concentration*
Conversion of Measurements Match
|4MD2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.||Measurement Story Problems- Capacity*|
|4MD3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.||
Area and Perimeter Story Problems*
|Represent and interpret data.|
|4MD4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.|
|Geometric measurement: understand concepts of angle and measure angles.|
4MD5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
4MD5A. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
4MD5B. An angle that turns through n one-degree angles is said to have an angle measure of degrees.
|4MD6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.||Draw Measure Check*
Guess My Angle*
|4MD7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.|
|Draw and identify lines and angles, and classify shapes by properties of their lines and angles.|
4G1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
|4G2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.|
|4G3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.|