1. Virginia Mathematics 2009 Grade 4 Standards of Learning Virginia Department of Education K-12 Mathematics Standards of Learning Institutes October 2009

2. Major SOL Changes Number and Number Sense Ordering of fractions and mixed numbers; Identifying division statements that represent a fraction (not solving); and Extending decimal place value through thousandths. *Decimals were taken out of 3 rd grade entirely, so 4 th grade is now introducing place value with decimals.

3. Major SOL Changes Computation and Estimation Whole number division will include remainders; Multi-step problems with addition, subtraction, and multiplication of whole numbers; Common multiples & factors (LCM and GCF) of two numbers; Simplify fractions; and Multi-step problems with addition and subtraction of fractions and decimals.

4. Major SOL Changes Measurement Weight/mass – tons; Length – yards to miles; Liquid volume removed from the metric system; and Elapsed time (within a 12 hour period) to the minute. ***NO MORE BALLPARK MEASUREMENTS***

5. Major SOL Changes Geometry Identifying vertices; Using the vocabulary for and identifying transformations: translation, reflection, and rotation; Identifying polygons with 10 or fewer sides including regular and irregular shapes; No more 3D (solid) figures or analyzing and comparing properties of shapes; and No more ordered pairs.

6. Major SOL Changes Probability and Statistics Probability outcomes using a number line, 0 to 1, inclusive.

7. Major SOL Changes Patterns, Functions, and Algebra Name and identify associative property for addition and multiplication.

8. Major Changes Related SOL have been combined to create one SOL with bullets EX: (2001) 4.7 The student will find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, [Moved to new SOL 4.4a] using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used. [Move to Curriculum Framework] (2009) 4.4 The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to between, and a little more than. [Move to Curriculum Framework] a) estimate sums, differences, products, and quotients for of whole numbers; b) add, subtract, and multiply whole numbers; c) divide whole numbers, finding quotients with and without remainders; and d) solve single and multistep addition, subtraction, and multiplication problems with whole numbers.

9. Major Changes Details on instructional strategies have been removed for potential placement in the Curriculum Framework EX: (2001) 4.21 The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words. [Move to Curriculum Framework] (2009) 4.15 The student will recognize, create, and extend numerical and geometric patterns.

10. Number and Number Sense: Ordering Fractions & Mixed Numbers 5/6 1/104/83/2 1/3 0 ½ 1

11. Computation and Estimation Multistep Problems Whole Number computation with addition, subtraction, and multiplication. Example: Sally has 4 boxes of cookies with 12 in each box. She gets hungry and eats 5 cookies. How many cookies does she have left?

12. Computation and Estimation Multi-step Problems with fractions & decimals This is limited to addition and subtraction. Fraction Example: Mary goes to the candy store. She fills her bag with ½ cup of red jelly beans and ½ cup of green jelly beans. She ate ¼ of the candy she bought before she got home. How much candy does she have left? Decimal Example: Mary goes to the candy store. She fills her bag with 0.65lb of red jelly beans and 0.55lb of green jelly beans. She ate 0.25lb of the candy she bought before she got home. How much candy does she have left?

13. Box Method 20 6 10 200 60 240 12 200 + 60 + 40 + 12 = 312

14. Partial Products 26 X 12 200 (20 x 10) 60 (6 x 10) 40 (20 x 2) + 12 (6 x 2) 312

15. Traditional 26 X 12 52 + 260 (1) 312

16. Measurement: Elapsed Time 12 Hour Period to the hour and minute Time Line strategy and counting on are KEY!!! Time can cross between AM and PM. Example: Tom arrived at school at 7:30am. He left school at 4:00pm. How long was Tom at school?

17. Geometry Polygons with 10 or fewer sides Which of these are polygons? Circle Blob Regular and irregular

18. Patterns, Functions, and Algebra Name & Identify Associative Property for addition and multiplication Examples: (6 +2) + 3 = 6 + (2 + 3) (3 x 2) x 4 = 3 x (2 x 4)