Grade 4 Math Ees

ESSENTIAL ELEMENT, LINKAGE LEVELS, AND MINI-MAP
MATH: GRADE 4
M.EE.4.NF.1-2
Grade-Level Standard DLM Essential Linkage Levels
Element
M.4.NF.1 Explain why a fraction M.EE.4.NF.1-2 Initial Precursor:
a/b is equivalent to a fraction (n Identify models of  Recognize separateness
× a)/(n × b) by using visual one half (1/2) and  Recognize wholeness
fraction models, with attention one fourth (1/4) Distal Precursor:
to how the number and size of  Partition shapes
the parts differ even though the Proximal Precursor:
two fractions themselves are  Partition any shapes into equal
the same size. Use this principle parts
to recognize and generate Target:
equivalent fractions; M.4.NF.2  Recognize one half on an area
Compare two fractions with model
different numerators and  Recognize one fourth on an area
different denominators, e.g., by model
creating common denominators Successor:
or numerators, or by comparing  Recognize halves on an area model
to a benchmark fraction such as  Recognize fourths on an area
1/2. Recognize that model
comparisons are valid only
when the two fractions refer to
the same whole. Record the
results of comparisons with
symbols >, =, or <
© 2018 The Dynamic Learning Maps Essential Elements, linkage levels, and nodes are
copyrighted by the University of Kansas Center for Research. Linkage levels and nodes are
available for use by educators in DLM states but may not be used by commercial entities
without written permission. Linkage level information and nodes may not be altered by
anyone without express written permission from the University of Kansas Center for Research.
A diagram showing the relationship of nodes in the mini-map appears below.
Key to map codes in upper right corner of node boxes:
IP Initial Precursor SP Supporting
DP Distal Precursor S Successor
PP Proximal Precursor UN Untested
T Target
M.EE.4.NF.1-2 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.NF.1-2 Identify models of one half (1/2) and one fourth (1/4)
M.EE.4.NF.1-2 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 2 of 2
MATH: GRADE 4
M.EE.4.NF.3
Grade-Level DLM Essential Linkage Levels
Standard Element
M.4.NF.3 M.EE. 4.NF.3 Initial Precursor:
Understand a Differentiate  Recognize wholeness
fraction a/b with a > between whole  Recognize separateness
1 as a sum of and half Distal Precursor:
fractions 1/b  Partition shapes
Proximal Precursor:
 Recognize parts of a given whole or a unit
 Explain unit fraction
Target:
 Recognize fraction
 Recognize one half on an area model
 Recognize whole on an area mode
Successor:
 Recognize one fourth on an area model
 Recognize halves on an area model
 Recognize fourths on an area model
T Target
M.EE.4.NF.3 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.NF.3 Differentiate between whole and half
M.EE.4.NF.3 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 2 of 2
MATH: GRADE 4
M.EE.4.NBT.2
Standard Element
M.4.NBT.2 M.EE.4.NBT.2 Initial Precursor:
Read and write Compare whole  Recognize set
multi-digit whole numbers to 10  Recognize separateness
numbers using base- using symbols Distal Precursor:
ten numerals, (=, <, >)  Count all objects in a set or subset
number names, and  Recognize same number of
expanded form.  Recognize different number of
Compare two multi- Proximal Precursor:
digit numbers based  Compare 2 quantities up to 10 using
on meanings of the models
digits in each place, Target:
using >, =, and <  Compare 2 numerals up to 10 using
symbols to record the symbols (=,<,>)
results of Successor:
comparisons  Order more than 2 one-digit numerals or
quantities from greatest to least
 Compare 2 numerals up to 100 using
symbols (=, <, >)
 Order more than 2 one-digit numerals or
quantities from least to greatest
T Target
M.EE.4.NBT.2 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.NBT.2 Compare whole numbers to 10 using symbols (=, <, >)
MATH: GRADE 4
M.EE.4.NBT.3
Standard Element
M.4.NBT.3 M.EE.4.NBT.3 Initial Precursor:
Use place value Round any  Use perceptual subitizing
understanding to whole number 0- Distal Precursor:
round multi-digit 30 to the nearest  Recognize a unit
whole numbers to ten  Explain ten as a composition of ten ones
any place  Recognize ten and something
 Recognize multiple tens and something
 Decompose numbers based on tens
Proximal Precursor:
 Explain place value for ones and tens
 Explain the relationship between rounding
and place value
Target:
 Round whole numbers from 0-30 to the
nearest ten
Successor:
 Round whole numbers 0-100 to the nearest
ten
 Round whole numbers to the nearest
hundred
T Target
M.EE.4.NBT.3 Round any whole number 0-30 to the nearest ten
MATH: GRADE 4
M.EE.4.NBT.4
Standard Element
M.4.NBT.4 M.EE. 4.NBT.4 Initial Precursor:
Fluently add Add and subtract  Recognize subset
and subtract two-digit whole  Recognize set
multi-digit numbers  Recognize separateness
whole Distal Precursor:
numbers  Combine sets
using the  Count all objects in a set or subset
standard  Partition sets
algorithm Proximal Precursor:
 Add within 10
 Add within 20
 Subtract within 20
 Add within 5
 Add 1,2, 3 and/or 4
 Add 1 and 1
 Subtract 1 from 2
 Subtract 1 from up to 5
Target:
 Add within 100 where all addends are multiple of
10
 Add within 100
 Add within 100 with a 2 digit number and a
multiple of 10
 Subtract within 100 where both numbers are
multiple of 10
 Subtract a multiple of 10 from a 2 digit number
within 100
Successor:
 Solve addition word problems within 100
 Solve subtraction word problems within 100
T Target
M.EE.4.NBT.4 Add and subtract two-digit whole numbers
MATH: GRADE 4
M.EE.4.G.1
Grade-Level DLM Linkage Levels
Standard Essential
Element
M.4.G.1 Draw M.EE.4.G.1 Initial Precursor:
points, lines, Recognize  Recognize attribute values
lines segments, parallel lines Distal Precursor:
rays, angles and  Recognize point
(right, acute, intersecting Proximal Precursor:
obtuse), and lines  Recognize line
perpendicular  Recognize line segment
and parallel Target:
lines. Identify  Recognize intersecting lines/line segments
these in two-  Recognize parallel lines/line segments
dimensional Successor:
figures  Recognize perpendicular lines/line segments
 Recognize parallel line segments in a two-
dimensional figure
T Target
M.EE.4.G.1 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.G.1 Recognize parallel lines and intersecting lines
M.EE.4.G.1 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 2 of 2
MATH: GRADE 4
M.EE.4.MD.5
Standard Element
M.4.MD.5 M.EE. 4.MD.5 Initial Precursor:
Recognize angles as Recognize angles  Recognize attribute values
geometric shapes in geometric Distal Precursor:
that are formed shapes  Recognize point
wherever two rays Proximal Precursor:
share a common  Recognize line
endpoint, and  Recognize ray
understand concepts  Recognize line segment
of angle Target:
measurement  Recognize angle
Successor:
 Make direct comparison of 2 angles
T Target
M.EE.4.MD.5 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.MD.5 Recognize angles in geometric shapes
MATH: GRADE 4
M.EE.4.MD.6
Standard Element
M.4.MD.6 M.EE. 4.MD.6 Initial Precursor:
Measure angles in Identify angles  Recognize attribute values
whole number as larger and  Recognize different
degrees using a smaller  Recognize same
protractor. Sketch Distal Precursor:
angles of specified  Recognize different amount
measure  Recognize same amount
Proximal Precursor:
 Recognize more amount
 Recognize less amount
Target:
 Make direct comparison of 2 angles
Successor:
 Order more than 2 angles using direct
comparison
T Target
M.EE.4.MD.6 Identify angles as larger and smaller
MATH: GRADE 4
M.EE.4.MD.3
Standard Element
M.4.MD.3 M.EE.4.MD.3 Initial Precursor:
Apply the area and Determine the  Recognize some
perimeter formulas area of a square  Recognize separateness
for rectangles in real or rectangle by Distal Precursor:
world and counting units of  Recognize enclosure
mathematical measure (unit Proximal Precursor:
problems. For squares)  Explain unit square
example, find the  Explain area
width of a Target:
rectangular room  Calculate area by counting unit squares
given the area of the  Calculate area of a rectangle with tiling
flooring and the Successor:
length, by viewing  Solve word problems involving area of
the area formula as a rectangles
multiplication
equation with an
unknown factor
T Target
M.EE.4.MD.3 Determine the area of a square or rectangle by counting units of measure
(unit squares)
MATH: GRADE 4
M.EE.4.MD.2.A
Element
M. 4.MD.2 M.EE. 4.MD.2.a Initial Precursor:
Use the four operations Tell time using a  Attend
to solve word problems digital clock. Tell  Recognize different
involving distances, time to the nearest Distal Precursor:
intervals of time, liquid hour using an  Recognize measureable attributes
volumes, masses of analog clock Proximal Precursor:
objects, and money,  Recognize the hour hand
including problems  Know hours on a clock
involving simple  Recognize the hour on a digital clock
fractions or decimals,  Recognize the minute hand
and problems that  Recognize the minute on a digital clock
require expressing Target:
measurements given in a  Tell time to the hour
larger unit in terms of a
 Read a digital clock
smaller unit. Represent
Successor:
measurement quantities
 Tell time to the half hour
using diagrams such as
 Tell time to the quarter hour
number line diagrams
that feature a
measurement scale
T Target
M.EE.4.MD.2.A Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE. 4.MD.2.a Tell time using a digital clock. Tell time to the nearest hour using an analog clock
M.EE.4.MD.2.A Copyright © 2018 University of Kansas Center for Research. All rights reserved. 2 of 2
MATH: GRADE 4
M.EE.4.MD.2.B
Standard Element
M.4.MD.2. Use the M.EE.4.MD.2.b Initial Precursor:
four operations to Measure mass or  Recognize different
solve word problems volume using  Recognize same
involving distances, standard tools Distal Precursor:
intervals of time,  Make direct comparison of 2
liquid volumes, volumes
masses of objects, and  Make direct comparison of 2 masses
money, including Proximal Precursor:
problems involving  Measure volume using informal
simple fractions or units
decimals, and  Measure mass using informal units
problems that require Target:
expressing  Use an appropriate tool to measure
measurements given liquid volumes in cups
in a larger unit in  Use an appropriate tool to measure
terms of a smaller mass in ounces
unit. Represent  Use an appropriate tool to measure
measurement mass in pounds
quantities using Successor:
diagrams such as
 Estimate liquid volume in cups
number line diagrams
 Estimate mass in ounces
that feature a
 Estimate mass in pounds
measurement scale
T Target
M.EE.4.MD.2.B Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.MD.2.b Measure mass or volume using standard tools
MATH: GRADE 4
M.EE.4.MD.2.D
Standard Element
M.4.MD.2.d Use the M.EE.4.MD.2.d Initial Precursor:
four operations to Identify coins  Attend
solve word problems (penny, nickel, Distal Precursor:
involving distances, dime, quarter)  Recognize attribute values
intervals of time, and their values Proximal Precursor:
liquid volumes,  Recognize money
masses of objects, and Target:
money, including  State value of penny
problems involving  State value of nickel
simple fractions or  State value of dime
decimals, and  State value of quarter
problems that require  Recognize penny
expressing  Recognize nickel
measurements given
 Recognize dime
in a larger unit in
 Recognize quarter
terms of a smaller
Successor:
unit. Represent
 State the value of a penny related to a quarter
measurement
quantities using  State the value of a nickel related to a quarter
diagrams such as  State the value of a penny related to a dime
number line diagrams  State the value of a penny related to a nickel
that feature a  State the value of a nickel related to a dime
measurement scale
M.EE.4.MD.2.D Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
T Target
M.EE.4.MD.2.d Identify coins (penny, nickel, dime, quarter) and their values
M.EE.4.MD.2.D Copyright © 2018 University of Kansas Center for Research. All rights reserved. 2 of 2
MATH: GRADE 4
M.EE.4.MD.4.B
Standard Element
M.4.MD.4.b Make a M.EE. 4.MD.4.b Initial Precursor:
line plot to display a Interpret data  Classify
data set of from a picture or  Order objects
measurements in bar graph Distal Precursor:
fractions of a unit  Recognize the structure of a bar graph
(1/2, 1/4, 1/8). Solve  Recognize the structure of a picture graph
problems involving Proximal Precursor:
addition and  Use bar graphs to read the data
subtraction of  Use picture graphs to read the data
fractions by using Target:
information  Use graphs to read between the data
presented in line Successor:
plots  Use graphs to read beyond the data
T Target
M.EE.4.MD.4.b Interpret data from a picture or bar graph
MATH: GRADE 4
M.EE.4.OA.1-2
Element
M.4.OA.1 Interpret a M.EE. 4. OA.1-2 Initial Precursor:
multiplication equation Demonstrate the  Recognize subset
as a comparison, e.g., connection between  Recognize set
interpret 35 = 5 × 7 as a repeated addition  Recognize separateness
statement that 35 is 5 and multiplication Distal Precursor:
times as many as 7 and 7  Demonstrate the concept of addition
times as many as 5.  Combine sets
Represent verbal  Combine
statements of Proximal Precursor:
multiplicative  Represent repeated addition with an
comparisons as equation
multiplication equations;  Represent repeated addition with a
M.4.OA.2 Multiply or model
divide to solve word Target:
problems involving  Demonstrate the concept of
multiplicative multiplication
comparison, e.g., by Successor:
using drawings and
 Multiply by 5
equations with a symbol
 Multiply by 4
for the unknown
 Multiply by 3
number to represent the
problem, distinguishing  Multiply by 2
multiplicative  Multiply by 1
comparison from
additive comparison
M.EE.4.OA.1-2 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
T Target
M.EE.4.OA.1-2 Demonstrate the connection between repeated addition and multiplication
M.EE.4.OA.1-2 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 2 of 2
MATH: GRADE 4
M.EE.4.OA.3
Standard Element
M.4.OA.3 M.EE.4.OA.3 Initial Precursor:
Solve multistep word Solve one-step  Combine sets
problems posed with real-world  Partition sets
whole numbers and problems using Distal Precursor:
having whole-number addition and  Demonstrate the concept of addition
answers using the four subtraction  Demonstrate the concept of subtraction
operations, including within 100 Proximal Precursor:
problems in which  Determine the unknown in an addition
remainders must be equation
interpreted. Represent  Determine the unknown in a subtraction
these problems using equation
equations with a letter Target:
standing for the  Solve subtraction word problems within
unknown quantity. 100
Assess the  Solve addition word problems within 100
reasonableness of Successor:
answers using mental  Solve 2-step addition and subtraction word
computation and problems
estimation strategies
including rounding
T Target
M.EE.4.OA.3 Copyright © 2018 University of Kansas Center for Research. All rights reserved. 1 of 2
M.EE.4.OA.3 Solve one-step real-world problems using addition and subtraction within 100
MATH: GRADE 4
M.EE.4.OA.5
Element
M.4.OA.5 M.EE.4.OA.5 Use Initial Precursor:
Generate a number or repeating patterns  Recognize attribute values
shape pattern that to make  Arrange objects in pairs
follows a given rule. predictions Distal Precursor:
Identify apparent  Recognize patterns
features of the pattern Proximal Precursor:
that were not explicit in  Recognize symbolic patterns
the rule itself. For  Recognize repeating patterns
example, given the rule  Recognize pictorial patterns
"Add 3" and the starting Target:
number 1, generate terms  Recognize the core unit in a repeated
in the resulting sequence pattern
and observe that the Successor:
terms appear to alternate  Extend a pictorial pattern by applying
between odd and even the rule
numbers. Explain  Extend a symbolic pattern by
informally why the applying the rule
numbers will continue to
alternate in this way
T Target
M.EE.4.OA.5 Use repeating patterns to make predictions

Grade 4 Math Ees

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ESSENTIAL ELEMENT, LINKAGE LEVELS, AND MINI-MAP

M.EE.4.NBT.4 Add and subtract two-digit whole numbers

M.EE.4.OA.1-2 Demonstrate the connection between repeated addition and multiplication

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