**Use the four operations with whole numbers to solve problems.**

*Math.4.OA.A.3*: Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Activity | Page |
---|---|

Test 7 | 11 |

Test 13 | 17 |

Test 14 | 18 |

Test 15 | 19 |

Test 16 | 20 |

Test 17 | 21 |

Test 18 | 22 |

Test 19 | 23 |

Test 20 | 24 |

Test 21 | 25 |

Test 22 | 26 |

Test 23 | 27 |

Test 24 | 28 |

Test 25 | 29 |

Test 26 | 30 |

Test 28 | 32 |

Test 29 | 33 |

Test 30 | 34 |

Test 31 | 35 |

Test 32 | 36 |

Test 33 | 37 |

Test 38 | 42 |

Test 39 | 43 |

Test 40 | 44 |

Test 41 | 45 |

Test 42 | 46 |

Test 43 | 47 |

Test 44 | 48 |

Test 45 | 49 |

Test 46 | 50 |

Test 47 | 51 |

Test 96 | 100 |

Test 98 | 102 |

Test 99 | 103 |

Test 100 | 104 |

**Use the four operations with whole numbers to solve problems.**

*Math.4.OA.A.2*: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Activity | Page |
---|---|

Test 9 | 13 |

Test 34 | 38 |

Test 37 | 41 |

Test 97 | 101 |

**Use the four operations with whole numbers to solve problems.**

*Math.4.OA.A.1*: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Activity | Page |
---|---|

Test 27 | 31 |

**Gain familiarity with factors and multiples.**

*Math.4.OA.B.4*: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Activity | Page |
---|---|

Test 8 | 12 |

Test 29 | 33 |

Test 35 | 39 |

Test 36 | 40 |

**Generate and analyze patterns.**

*Math.4.OA.C.5*: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. *For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way*.

Activity | Page |
---|---|

Test 5 | 9 |

Test 11 | 15 |

Test 12 | 16 |

Test 48 | 52 |

Test 58 | 62 |

**Generalize place value understanding for multi-digit whole numbers.**

*Math.4.NBT.A.2*: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Activity | Page |
---|---|

Test 1 | 5 |

Test 2 | 6 |

Test 3 | 7 |

Test 6 | 10 |

Test 10 | 14 |

**Generalize place value understanding for multi-digit whole numbers.**

*Math.4.NBT.A.1*: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.* For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division*.

Activity | Page |
---|---|

Test 3 | 7 |

Test 4 | 8 |

**Generalize place value understanding for multi-digit whole numbers.**

*Math.4.NBT.A.3*: Use place value understanding to round multi-digit whole numbers to any place.

Activity | Page |
---|---|

Test 5 | 9 |

**Extend understanding of fraction equivalence and ordering.**

*Math.4.NF.A.1*: Explain why a fraction *a*/*b* is equivalent to a fraction (*n* × *a*)/(*n* × *b*) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

Activity | Page |
---|---|

Test 49 | 53 |

**Extend understanding of fraction equivalence and ordering.**

*Math.4.NF.A.2*: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Activity | Page |
---|---|

Test 50 | 54 |

Test 51 | 55 |

Test 52 | 56 |

Test 53 | 57 |

**Understand decimal notation for fractions, and compare decimal fractions.**

*Math.4.NF.C.6*: Use decimal notation for fractions with denominators 10 or 100. *For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram*.

Activity | Page |
---|---|

Test 54 | 58 |

Test 55 | 59 |

Test 59 | 63 |

Test 60 | 64 |

Test 65 | 69 |

Test 66 | 70 |

**Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.**

*Math.4.NF.B.4c*: Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. *For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?*

Activity | Page |
---|---|

Test 95 | 99 |

**Solve problems involving measurement and conversion of measurements.**

*Math.4.MD.A.2*: 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.

Activity | Page |
---|---|

Test 61 | 65 |

Test 62 | 66 |

Test 67 | 71 |

Test 68 | 72 |

Test 69 | 73 |

Test 70 | 74 |

Test 71 | 75 |

Test 72 | 76 |

Test 95 | 99 |

**Solve problems involving measurement and conversion of measurements.**

*Math.4.MD.A.3*: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. *For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor*.

Activity | Page |
---|---|

Test 86 | 90 |

Test 87 | 91 |

**Draw and identify lines and angles, and classify shapes by properties of their lines and angles.**

*Math.4.G.A.3*: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Activity | Page |
---|---|

Test 73 | 77 |

Test 85 | 89 |

**Draw and identify lines and angles, and classify shapes by properties of their lines and angles.**

*Math.4.G.A.2*: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

Activity | Page |
---|---|

Test 74 | 78 |

Test 75 | 79 |

Test 76 | 80 |

Test 80 | 84 |

Test 83 | 87 |

Test 85 | 89 |

Test 99 | 103 |

**Draw and identify lines and angles, and classify shapes by properties of their lines and angles.**

*Math.4.G.A.1*: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Activity | Page |
---|---|

Test 77 | 81 |

Test 78 | 82 |

Test 79 | 83 |

Test 80 | 84 |

Test 83 | 87 |

Test 84 | 88 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.