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Standards

4th grade standards currently being covered
Clipboard (Sm.) Below you will find the California state standards we are currently covering in each content area. For a more complete listing of standards, click on the web link.
Web Links:
  1. CA State Standards from the CA Dep. of Ed. CA State Standards from the CA Dep. of Ed.

Mathematics

Bar Graph (Lg.) We are currently studying about fractions. Some of the concepts we are learning are:
*Fractions are really another way to look at division.
*Fractions are equal parts of a whole.
*Fractions are members of a set.
*The larger the number is in the demoninator, the smaller the fraction piece.


Please click on the little, yellow triangle to view the state standards on which our Mathematics lessons are based.
CA- California K-12 Academic Content Standards
Subject: Mathematics
Grade: Grade FourBy the end of grade four, students understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare simple fractions and decimals. They understand the properties of, and the relationships between, plane geometric figures. They collect, represent, and analyze data to answer questions.
Area: Number Sense
Sub-Strand 1.0: Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
Standard 1.5: Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
Standard 1.6: Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1 ⁄2 = 0.5 or .50; 7 ⁄4 = 1 3 ⁄4 = 1.75).
Standard 1.7: Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
Standard 1.9 (Key Standard): Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

Language Arts

Bookworm (Lg.) Our first unit in Open Court is "Risks and Consequences".

Please click on the little, yellow triangle to view the state standards on which our Language Arts lessons are based.

Science

Lab 1 (Sm.) We are looking at ecosystems and the interdependance of living organisms.

Please click on the little, yellow triangle to view the state standards on which our Science lessons are based.
CA- California K-12 Academic Content Standards
Subject: Science
Grade: Grade Four
Area: Life Sciences
Sub-Strand 2: All organisms need energy and matter to live and grow. As a basis for understanding this concept:
Standard a: Students know plants are the primary source of matter and energy entering most food chains.
Standard b: Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.
Standard c: Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.
Sub-Strand 3: Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
Standard a: Students know ecosystems can be characterized by their living and nonliving components.
Standard b: Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
Standard c: Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
Standard d: Students know that most microorganisms do not cause disease and that many are beneficial.
Area: Investigation and Experimentation
Sub-Strand 6: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
Standard a: Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.
Standard b: Measure and estimate the weight, length, or volume of objects.
Standard c: Formulate and justify predictions based on cause-and-effect relationships.
Standard d: Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
Standard e: Construct and interpret graphs from measurements.
Standard f: Follow a set of written instructions for a scientific investigation.

Social Studies

Search (Lg.) We are learning about maps and the geography of our state of California.

Please click on the little, yellow triangle to view the state standards on which our Social Studies lessons are based.
CA- California K-12 Academic Content Standards
Subject: History & Social Science
Grade: Grade Four
Area: California: A Changing StateStudents learn the story of their home state, unique in American history in terms of its vast and varied geography, its many waves of immigration beginning with pre-Columbian societies, its continuous diversity, economic energy, and rapid growth. In addition to the specific treatment of milestones in California history, students examine the state in the context of the rest of the nation, with an emphasis on the U.S. Constitu-tion and the relationship between state and federal government.
Sub-Strand 4.1: Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard 1: Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
Standard 2: Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
Standard 3: Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.
Standard 4: Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
Standard 5: Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
Sub-Strand 4.5: Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard 1: Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).
Standard 3: Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.
Standard 4: Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.
Standard 5: Describe the components of California’s governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).
Author: Debbie Breeding
Last modified: 10/13/2006 2:42 PM (EST)