School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 4




State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Lesson Seeds
    Ideas/seeds for an objective-aligned activity
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.


A. Patterns and Functions


  • 1. Identify, describe, extend, and create numeric patterns and functions
  1. Represent and analyze numeric patterns using skip counting
    Assessment limit: Use patterns of 3, 4, 6, 7, 8, or 9 starting with any whole number (0 – 100)
  2. Create a one-operation (+ or -) function table to solve a real world problem
  3. Complete a function table using a one operation (+, -, ×, ÷ with no remainders) rule
    Assessment limit: Use whole numbers (0 – 50)
  4. Describe the relationship that generates a one-operation rule


  • 2. Identify, describe, extend, analyze, and create a non-numeric growing or repeating pattern
  1. Generate a rule for the next level of the growing pattern
    Assessment limit: Use at least 3 levels but no more than 5 levels
  2. Generate a rule for a repeating pattern
    Assessment limit: Use no more than 4 objects in the core of the pattern
  3. Create a non-numeric growing or repeating pattern


B. Expressions, Equations, and Inequalities


  • 1. Write and identify expressions
  1. Represent numeric quantities using operational symbols (+, -, ×, ÷ with no remainders)
    Assessment limit: Use whole numbers (0 – 100)
  2. Determine equivalent expressions
    Assessment limit: Use whole numbers (0 – 100)


  • 2. Identify, write, solve, and apply equations and inequalities
  1. Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side
    Assessment limit: Use operational symbols (+, -, ×) and whole numbers (0 – 200)
  2. Find the unknown in an equation with one operation
    Assessment limit: Use multiplication (×) and whole numbers (0-81)


C. Numeric and Graphic Representations of Relationships


  • 1. Locate points on a number line and in a coordinate grid
  1. Represent mixed numbers and proper fractions on a number line
    Assessment limit: Use proper fractions with a denominators of 6, 8, or 10
  2. Identify positions in a coordinate plane
    Assessment limit: Use the first quadrant and ordered pairs of whole numbers (0 - 20)
  3. Represent decimals on a number line

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004