#### 4.2

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:

(A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;

(B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;

(C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;

(D) round whole numbers to a given place value through the hundred thousands place;

(E) represent decimals, including tenths and hundredths, using concrete and visual models and money;

(F) compare and order decimals using concrete and visual models to the hundredths;

(G) relate decimals to fractions that name tenths and hundredths; and

(H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

#### 4.3

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:

(A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;

(B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;

(C) determine if two given fractions are equivalent using a variety of methods;

(D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;

(E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;

(F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and

(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

#### 4.4

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:

(A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;

(B) determine products of a number and 10 or 100 using properties of operations and place value understandings;

(C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;

(D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

(E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;

(F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;

(G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and

(H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.