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California 2007 U.S. Fourth grade (average age 9 years old ) mathematics standards:

Link to California standards

Number Sense

1.0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:
1.1 Read and write whole numbers in the millions.
1.2 Order and compare whole numbers and decimals to two decimal places.
1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.
1.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.
1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).
1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing").

1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals:
2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
2.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.

3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:
3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multi digit numbers.
3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi digit number by a two-digit number and for dividing a multi digit number by a one-digit number; use relationships between them to simplify computation 3.3 Solve problems involving multiplication of multi digit numbers by two-digit numbers.
3.4 Solve problems involving division of multi digit numbers by one-digit numbers.

4.0 Students know how to factor small whole numbers:
4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3).
4.2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.

Algebra and Functions

1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:
1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).
1.2 Interpret and evaluate mathematical expressions that now use parentheses.
1.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.

1.4 Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships.
1.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given.

2.0 Students know how to manipulate equations:
2.1 Know and understand that equals added to equals are equal.
2.2 Know and understand that equals multiplied by equals are equal.

Measurement and Geometry

1.0 Students understand perimeter and area:
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2).

1.2 Recognize that rectangles that have the same area can have different perimeters.
1.3 Understand that rectangles that have the same perimeter can have different areas.
1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.

2.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:
2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line).
2.2 Understand that the length of a horizontal line segment equals the difference of the x- coordinates.
2.3 Understand that the length of a vertical line segment equals the difference of the y- coordinates.

3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:

3.1 Identify lines that are parallel and perpendicular.
3.2 Identify the radius and diameter of a circle.
3.3 Identify congruent figures.
3.4 Identify figures that have bilateral and rotational symmetry.
3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for 3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid).

Statistics, Data Analysis, and Probability

1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:
1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.
1.3 Interpret one-and two-variable data graphs to answer questions about a situation.

2.0 Students make predictions for simple probability situations:
2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).

Mathematical Reasoning

1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Florida 2007 U.S. Fourth grade mathematics standards:

Link to Florida standards

MA.4.A.1.1 Use and describe various models for multiplication in problem-solving situations, and demonstrate recall of basic multiplication and related division facts with ease.
MA.4.A.1.2 Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking for reasonableness of results, including solving real-world problems.
MA.4.A.2.1 Use decimals through the thousandths place to name numbers between whole numbers.
MA.4.A.2.2 Describe decimals as an extension of the base-ten number system.
MA.4.A.2.3 Relate equivalent fractions and decimals with and without models, including locations on a number line.

MA.4.A.2.4 Compare and order decimals, and estimate fraction and decimal amounts in real-world problems.

MA.4.G.3.1 Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area.
MA.4.G.3.2 Justify the formula for the area of the rectangle “area = base x height.”
MA.4.G.3.3 Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems

MA.4.A.4.1 Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns.
MA.4.A.4.2 Describe mathematics relationships using expressions, equations, and visual representations.
MA.4.A.4.3 Recognize and write algebraic expressions for functions with two operations.

MA.4.G.5.1 Classify angles of two-dimensional shapes using benchmark angles (i.e. 45°, 90°, 180°, and 360°).
MA.4.G.5.2 Identify and describe the results of translations, reflections, and rotations of 45, 90, 180, 270, and 360 degrees, including figures with line and rotational symmetry.
MA.4.G.5.3 Identify and build a three-dimensional object from a two-dimensional representation of that object and vice versa.

MA.4.A.6.1 Use and represent numbers through millions in various contexts, including estimation of relative sizes of amounts or distances.
MA.4.A.6.2 Use models to represent division as: the inverse of multiplication, as partitioning, and as successive subtraction.
MA.4.A.6.3 Generate equivalent fractions and simplify fractions.
MA.4.A.6.4 Determine factors and multiples for specified whole numbers.
MA.4.A.6.5 Relate halves, fourths, tenths, and hundredths to decimals and percents.

MA.4.A.6.6 Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer.

Oregon 2007 U.S. Fourth grade mathematics standards:

Link to Oregon standards

It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.
4.1 Number and Operations: Develop an understanding of decimals, including the connections between fractions and decimals.
4.1.1 Extend the base-ten system to read, write, and represent decimal numbers (to the hundredths) between 0 and 1, between 1 and 2, etc.

4.1.2 Use models to connect and compare equivalent fractions and decimals.
4.1.3 Determine decimal equivalents or approximations of common fractions.
4.1.4 Compare and order fractions and decimals.
4.1.5 Estimate decimal or fractional amounts in problem solving.
4.1.6 Represent money amounts to $10.00 in dollars and cents, and apply to situations involving purchasing ability and making change.

4.2 Number and Operations and Algebra: Develop fluency with multiplication facts and related division facts, and with multi-digit whole number multiplication.
4.2.1 Apply with fluency multiplication facts to 10 times 10 and related division facts.
4.2.2 Apply understanding of models for multiplication (e.g., equal-sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (commutative, associative, and distributive).

4.2.3 Select and use appropriate estimation strategies for multiplication (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.
4.2.4 Develop and use accurate, efficient, and generalizable methods to multiply multi-digit whole numbers.
4.2.5 Develop fluency with efficient procedures for multiplying multi-digit whole numbers and justify why the procedures work on the basis of place value and number properties.

4.3 Measurement: Develop an understanding of area and determine the areas of two-dimensional shapes.
4.3.1 Recognize area as an attribute of two-dimensional regions.
4.3.2 Determine area by finding the total number of same-sized units of area that cover a shape without gaps or overlaps.
4.3.3 Recognize a square that is one unit on a side as the standard unit for measuring area.
4.3.4 Determine the appropriate units, strategies, and tools to solving problems that involve estimating or measuring area.

4.3.5 Connect area measure to the area model used to represent multiplication and use this to justify the formula for area of a rectangle.
4.3.6 Find the areas of complex shapes that can be subdivided into rectangles.
4.3.7 Solve problems involving perimeters and areas of rectangles and squares.
4.3.8 Recognize that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas.

Australia , China , Japan, Malaysia, New Zealand, Singapore, and other APEC countries

Link to math standards for 9 APEC members (the Asia-Pacific Economic Cooperation group). Note that some have rather large PDF files.