Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others based on the depth of the ideas, the time it takes to master, and/or their importance to future mathematics. Some things have greater emphasis is not to say that anything in the standards can safely be neglected in instruction. Read more to learn about the Major Work of the Grade.

The Unpacking Documents are designed to help North Carolina educators teach the State Standards. NCDPI staff are continually updating and improving these tools to be helpful and specific. We believe that as this document is used, teachers and educators will find ways in which the unpacking can be improved and made ever more useful. Based on your feedback, revisions to this document are made on a continual basis. In order to determine if you have the mostcurrent version, please refer to the date located on the first page of the Unpacking Document.

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

Progressions for the State Standards in Mathematics

The Standards Writing Team The State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. This work is being undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing. For additional information about this work please visit:http://ime.math.arizona.edu/progressions/

## K-5 State Standards in Word Format

This document provides the entire K-5 State Standards in Word Format for copying and pasting ease.K-5 Math Standards (Word)

## Major Work of Fourth Grade

Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others based on the depth of the ideas, the time it takes to master, and/or their importance to future mathematics. Some things have greater emphasis is not to say that anything in the standards can safely be neglected in instruction. Read more to learn about the Major Work of the Grade.0

0

Major Work of 4th Grade (Word)

## Fourth Grade State Standards: One Page Layouts

The following documents provide educators with two alternative one-page layouts of the State Standards.4th Grade Vertical Layout (PDF)

4th Grade Horizontal Layout(PDF)

## Fourth Grade Unpacking Document

The Unpacking Documents are designed to help North Carolina educators teach the State Standards. NCDPI staff are continually updating and improving these tools to be helpful and specific. We believe that as this document is used, teachers and educators will find ways in which the unpacking can be improved and made ever more useful. Based on your feedback, revisions to this document are made on a continual basis.In order to determine if you have the mostcurrent version, please refer to the date located on the first page of the Unpacking Document.0

Unpacking 4 September 2016 (Word)

Unpacking 4 September 2016 (PDF)

Unpacking Revisions Table-4 (Word)

## Overview and Critical Area Learning Description Continuums

Criteria Area Learning Continuum

## Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).http://commoncoretools.me/wp-content/uploads/2014/02/Elaborations.pdfhttp://www.illustrativemathematics.org/standards/practice

guide--teacher-planning-for-math-practices-implementation

http://mathpractices.edc.org/

CCSSM Practices

Core_Poster_Chart

Core_Poster_Notebook

Practice Posters (4-5)

http://www.debbiewaggoner.com/math-practice-standards.html

## Progressions for the State Standards in Mathematics

The Standards Writing TeamThe State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. This work is being undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing. For additional information about this work please visit:http://ime.math.arizona.edu/progressions/

https://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics