• Like all NJ educators, teachers at MTES follow the NJ Core Curriculum Standards when developing lessons and delivering instruction. Below you will find these standards as provided by the NJ Department of Education:
     

    MATH

    Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

    A. Number Sense

    1. Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 4 pertain to these sets of numbers as well).

    • Whole numbers through millions

    • Commonly used fractions (denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 16) as part of a whole, as a subset of a set, and as a location on a number line

    • Decimals through hundredths

    2. Demonstrate an understanding of place value concepts.

    3. Demonstrate a sense of the relative magnitudes of numbers.

    4. Understand the various uses of numbers.

    • Counting, measuring, labeling (e.g., numbers on baseball uniforms), locating (e.g., Room 235 is on the second floor)

    5. Use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.

    6. Compare and order numbers.

    7. Explore settings that give rise to negative numbers.

    • Temperatures below 0o, debts

    • Extension of the number line

    B. Numerical Operations

    1. Develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.

    • Addition and subtraction: joining, separating, comparing
    • Multiplication: repeated addition, area/array
    • Division: repeated subtraction, sharing

    2. Develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as "skip counting" and "repeated subtraction") and then commit them to memory.

    3. Construct, use, and explain procedures for performing whole number calculations and with:

    • Pencil-and-paper

    • Mental math

    • Calculator

    4. Use efficient and accurate pencil-and-paper procedures for computation with whole numbers.

    • Addition of 3-digit numbers

    • Subtraction of 3-digit numbers

    • Multiplication of 2-digit numbers

    • Division of 3-digit numbers by 1-digit numbers

    5. Construct and use procedures for performing decimal addition and subtraction.

    6. Count and perform simple computations with money.

    • Standard dollars and cents notation

    7. Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers.

    8. Check the reasonableness of results of computations.

    9. Use concrete models to explore addition and subtraction with fractions.

    10. Understand and use the inverse relationships between addition and subtraction and between multiplication and division.

    C. Estimation

    1. Judge without counting whether a set of objects has less than, more than, or the same number of objects as a reference set.

    2. Construct and use a variety of estimation strategies (e.g., rounding and mental math) for estimating both quantities and the results of computations.

    3. Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

    4. Use estimation to determine whether the result of a computation (either by calculator or by hand) is reasonable.

    LANGUAGE ARTS

    Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

    A. Concepts About Print/Text

    1. Identify differences of various print formats, including newspapers, magazines, books, and reference resources.

    2. Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

    3. Identify and locate features that support text meaning (e.g., maps, charts, illustrations).

    B. Phonological Awareness

    No additional indicators at this grade level.

    C. Decoding and Word Recognition

    1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

    2. Know and use common word families to decode unfamiliar words.

    3. Recognize compound words, contractions, and common abbreviations.

    D. Fluency

    1. Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

    2. Read at different speeds using scanning, skimming, or careful reading as appropriate.

    E. Reading Strategies (before, during, and after reading)

    1. Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

    2. Identify specific words or passages causing comprehension difficulties and seek clarification.

    3. Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

    F. Vocabulary and Concept Development

    1. Infer word meanings from learned roots, prefixes, and suffixes.

    2. Infer specific word meanings in the context of reading passages.

    3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

    4. Use a grade-appropriate dictionary (independently) to define unknown words.

    G. Comprehension Skills and Response to Text

    1. Discuss underlying themes across cultures in various texts.

    2. Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

    3. Cite evidence from text to support conclusions.

    4. Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods.

    5. Follow simple multiple-steps in written instructions.

    6. Recognize an author’s point of view.

    7. Identify and summarize central ideas in informational texts.

    8. Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

    9. Recognize literary elements in stories, including setting, characters, plot, and mood.

    10. Identify some literary devices in stories.

    11. Identify the structures in poetry.

    12. Identify the structures in drama.

    13. Read regularly in materials appropriate for their independent reading level.

    H. Inquiry and Research

    1. Use library classification systems, print or electronic, to locate information.

    2. Investigate a favorite author and produce evidence of research.

    3. Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

    SCIENCE

    By the end of Grade 4, students will:

    A. Habits of Mind

    1. Raise questions about the world around them and be willing to seek answers through making careful observations and experimentation.

    2. Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later.

    3. Recognize that when a science investigation is replicated, very similar results are expected.

    4. Know that when solving a problem it is important to plan and get ideas and help from other people.

    B. Inquiry and Problem Solving

    1. Develop strategies and skills for information–gathering and problem-solving, using appropriate tools and technologies.

    2. Identify the evidence used in an explanation.

    C. Safety

    1. Recognize that conducting science activities requires an awareness of potential hazards and the need for safe practices.

    2. Understand and practice safety procedures for conducting science investigations.