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Grade 4 mathematics in Prince Edward Island.
Represent and describe whole numbers to 10 000, concretely, pictorially and symbolically. Represent and describe whole numbers to 10 000, concretely, pictorially and symbolically.4.N1
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Compare and order numbers to 10 000. Compare and order numbers to 10 000.4.N2
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Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4-digit numerals) by: using personal strategies for adding and subtracting, estimating sums and differences, and solving problems involving addition and subtraction. Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4-digit numerals) by: using personal strategies for adding and subtracting, estimating sums and differences, and solving problems involving addition and subtraction.4.N3
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Explain the properties of 0 and 1 for multiplication and the property of 1 for division. Explain the properties of 0 and 1 for multiplication and the property of 1 for division.4.N4
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Describe and apply mental mathematics strategies, such as: skip counting from a known fact, using doubling or halving, using doubling or halving and adding or subtracting one more group, and using patterns in the 9s facts to determine basic multiplication facts to 9 x 9 and related division facts. Describe and apply mental mathematics strategies, such as: skip counting from a known fact, using doubling or halving, using doubling or halving and adding or subtracting one more group, and using patterns in the 9s facts to determine basic multiplication facts to 9 x 9 and related division facts.4.N5
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Demonstrate an understanding of multiplication (2-or 3-digit by 1-digit) to solve problems by using personal strategies for multiplication (2-or 3-digit by 1-digit) to solve problems by using personal strategies for multiplication with and without concrete materials, using arrays to represent multiplication, connecting concrete representation to symbolic representations and estimating products. Demonstrate an understanding of multiplication (2-or 3-digit by 1-digit) to solve problems by using personal strategies for multiplication (2-or 3-digit by 1-digit) to solve problems by using personal strategies for multiplication with and without concrete materials, using arrays to represent multiplication, connecting concrete representation to symbolic representations and estimating products.4.N6
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Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by using personal strategies for dividing with and without concrete materials, estimating quotients and relating division to multiplication. Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by using personal strategies for dividing with and without concrete materials, estimating quotients and relating division to multiplication.4.N7
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Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to name and record fractions for the parts of a whole or a set, compare and order fractions, model and explain that for different wholes, two identical fractions may not represent the same quantity and to provide examples of where fractions are used. Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to name and record fractions for the parts of a whole or a set, compare and order fractions, model and explain that for different wholes, two identical fractions may not represent the same quantity and to provide examples of where fractions are used.4.N8
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Describe and represent decimals (tenths and hundredths) concretely, pictorially and symbolically. Describe and represent decimals (tenths and hundredths) concretely, pictorially and symbolically.4.N9
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Relate decimals to fractions (to hundredths). Relate decimals to fractions (to hundredths).4.N10
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Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using compatible numbers, estimating sums and differences and using mental math strategies to solve problems. Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using compatible numbers, estimating sums and differences and using mental math strategies to solve problems.4.N11
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Identify and describe patterns found in tables and charts, including a multiplication chart. Identify and describe patterns found in tables and charts, including a multiplication chart.4.PR1
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Reproduce a pattern shown in a table or chart using concrete materials. Reproduce a pattern shown in a table or chart using concrete materials.4.PR2
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Represent and describe patterns and relationships using charts and tables to solve problems. Represent and describe patterns and relationships using charts and tables to solve problems.4.PR3
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Express a given problem as an equation in which a symbol is used to represent an unknown number. Express a given problem as an equation in which a symbol is used to represent an unknown number.4.PR4
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Solve one-step equations involving a symbol to represent an unknown number. Solve one-step equations involving a symbol to represent an unknown number.4.PR5
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Read and record time using digital and analog clocks, including 24-hour clocks. Read and record time using digital and analog clocks, including 24-hour clocks.4.SS1
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Read and record calendar dates in a variety of formats. Read and record calendar dates in a variety of formats.4.SS2
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Demonstrate an understanding of area of regular and irregular 2D shapes by recognizing that area is measured in square units, selecting and justifying referents for the units cm2 or m2, estimating area by using referents for cm2 or m2, determining and recording area (cm2 or m2), constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area. Demonstrate an understanding of area of regular and irregular 2D shapes by recognizing that area is measured in square units, selecting and justifying referents for the units cm2 or m2, estimating area by using referents for cm2 or m2, determining and recording area (cm2 or m2), constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area.4.SS3
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Demonstrate an understanding of many-to-one correspondence. Demonstrate an understanding of many-to-one correspondence.4.SP1
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Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.4.SP2
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Curriculum: PEI Mathematics Curriculum Grades 1-8. Last verified 2026-10-17.