4.MD.2 - About the Math, Learning Targets, and Rigor

Grade 4 Measurement and Data

4.MD.2

Full Standard

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

  

Report Card Measurement Topic: Demonstrates understanding of patterns, expressions, equations, and algebraic thinking.
3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

Report Card Measurement Topic: Solves one and two-step word problems with any operation.

 

Learning Targets

  • Represent measurement quantities using number lines with measurement scales.
  • Represent measurement word problems.
  • Solve measurement word problems with any operation that include whole numbers, fractions, and decimals. Note: Computation with fractions and decimals is limited to the expectations of 4th grade standards.
  • Convert larger units into equivalent smaller units to solve a problem.

 

About the Math

This standard includes multi-step word problems related to expressing measurements from a larger unit in terms of a smaller unit (e.g., feet to inches, meters to centimeter, and dollars to cents). Students should have ample opportunities to use number line diagrams to solve word problems. Essential vocabulary for this standard includes: customary units, metric system, inch, feet, yard, pound, ounce, ton, gallon, pint, cup, ounces, second, minute, hour, day, week, month, year, millimeter, centimeter, meter, gram, kilogram, milliliter, and liter (online dictionary Links to an external site.).  Note: The standard is specific to the units noted in 4.MD.1.  However, it is completely appropriate for students to work with other measurement units, but students are not expected to have mastery of these additional units.

Example:
Charlie and 10 friends are planning for a pizza party. They purchased 3 quarts of juice. If each glass holds 8oz will everyone get at least one glass of juice? possible solution:

  • Charlie plus 10 friends = 11 total people
  • 11 people x 8 ounces (glass of juice) = 88 total ounces 1quart=2pints= 4cups=32ounces
  • Therefore 1 quart = 2 pints = 4 cups = 32 ounces 2 quarts = 4 pints = 8 cups = 64 ounces
  • 3 quarts = 6 pints =12 cups = 96 ounces
  • If Charlie purchased 3 quarts (6 pints) of juice there would be enough for everyone at his party to have at least one glass of juice. If each person drank 1 glass then he would have 1- 8 oz glass or 1 cup of juice left over.

 

Additional Examples with various operations:

Division/fractions: Susan has 2 feet of ribbon. She wants to give her ribbon to her 3 best friends so each friend gets the same amount. How much ribbon will each friend get? Students may record their solutions using fractions or inches. (The answer would be 2/3 of a foot or 8 inches. Students are able to express the answer in inches because they understand that 1/3 of a foot is 4 inches and 2/3 of a foot is 2 groups of 1/3.)

Addition: Mason ran for an hour and 15 minutes on Monday, 25 minutes on Tuesday, and 40 minutes on Wednesday. What was the total number of minutes Mason ran?

Subtraction: A pound of apples costs $1.20. Rachel bought a pound and a half of apples. If she gave the clerk a $5.00 bill, how much change will she get back?

Multiplication: Mario and his 2 brothers are selling lemonade. Mario brought one and a half liters, Javier brought 2 liters, and Ernesto brought 450 milliliters. How many total milliliters of lemonade did the boys have?

Number line diagrams that feature a measurement scale can represent measurement quantities. Examples include: ruler, diagram marking off distance along a road with cities at various points, a timetable showing hours throughout the day, or a volume measure on the side of a container.

 

Math In Minutes:  Below is a video highlighting strategies for elapsed time.

 

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
   

 
  • Represent measurement quantities using number lines with measurement scales.
  • Represent measurement word problems.
  • Solve measurement word problems with any operation that include whole numbers, fractions, and decimals.
  • Convert larger units into equivalent smaller units to solve a problem.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 3 Grade 5
  • Solve one-step word problems involving masses or volumes (3.MD.2)
  • Fluently x/÷ facts (3.OA.7 )
  • Convert among standard measurement units and use to solve multi-step problems (5.MD.1)
  • Interpret a fraction as division (5.NF.3)
  • Interpret multiplication as scaling (resizing) (5.NF.5)
  • Word problems with x of fractions (5.NF.6)

 

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