**Key Ideas and Details**

*ELA.RI.4.2*: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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

Tiger | 16 |

A True Athlete | 28 |

Story Detective | 32 |

Mozart | 36 |

Letter from Belize | 44 |

The Crash | 56 |

Puppy Love | 68 |

Housework | 72 |

Amphibians | 84 |

Pros and Cons | 88 |

**Key Ideas and Details**

*ELA.RI.4.1*: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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

Achoo! | 24 |

Story Detective | 32 |

Mozart | 36 |

Letter from Belize | 44 |

Lena | 52 |

Puppy Love | 68 |

Housework | 72 |

Amphibians | 84 |

Pros and Cons | 88 |

**Key Ideas and Details**

*ELA.RI.4.3*: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

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

Mozart | 36 |

Amphibians | 84 |

**Craft and Structure**

*ELA.RI.4.4*: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a *grade 4 topic or subject area*.

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

Rules of the Road | 12 |

Mozart | 36 |

Letter from Belize | 44 |

Given a Chance | 48 |

Lena | 52 |

Itâ€™s Alive! | 64 |

Puppy Love | 68 |

Housework | 72 |

Limericks | 76 |

Amphibians | 84 |

Pros and Cons | 88 |

**Craft and Structure**

*ELA.RI.4.5*: Describe the overall structure (e.g., *chronology, comparison, cause/effect, problem/solution*) of events, ideas, concepts, or information in a text or part of a text.

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

Achoo! | 24 |

Mozart | 36 |

The Crash | 56 |

Pros and Cons | 88 |

**Integration of Knowledge and Ideas**

*ELA.RI.4.7*: Interpret information presented visually, orally, or quantitatively (e.g., *in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages*) and explain how the information contributes to an understanding of the text in which it appears.

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

Tiger | 16 |

Pros and Cons | 88 |

**Text Types and Purposes**

*ELA.W.4.2*: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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

Cause and Effect | 14 |

Combine Them | 26 |

Questions | 46 |

More Cause and Effect | 58 |

**Text Types and Purposes**

*ELA.W.4.3*: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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

Silly Stories | 18 |

What Is a Subject? | 34 |

Make It Interesting | 66 |

Whatâ€™s the Order? | 78 |

Put Them Together | 82 |

Describe It | 86 |

**Range of Writing**

*ELA.W.4.10*: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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

Cause and Effect | 14 |

Silly Stories | 18 |

Youâ€™re So Tense! | 22 |

Combine Them | 26 |

What Is a Subject? | 34 |

What Is a Predicate? | 38 |

Connecting Thoughts | 42 |

Questions | 46 |

Terrific Titles | 62 |

Make It Interesting | 66 |

Adjective Attention | 74 |

Whatâ€™s the Order? | 78 |

Put Them Together | 82 |

Describe It | 86 |

**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 |
---|---|

Operations | 21 |

Real World Math | 23 |

More Operations | 35 |

Patterns | 43 |

Averages | 45 |

So Many Variables | 71 |

**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 |
---|---|

Operations | 21 |

Real World Math | 23 |

Factor It Out | 25 |

More Operations | 35 |

Patterns | 43 |

Add Signs and Solve | 53 |

So Many Variables | 71 |

Math Grab Bag | 87 |

**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 |
---|---|

Operations | 21 |

Real World Math | 23 |

Factor It Out | 25 |

More Operations | 35 |

Averages | 45 |

So Many Variables | 71 |

**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 |
---|---|

Factor It Out | 25 |

House Numbers | 30 |

Add Signs and Solve | 53 |

Math Grab Bag | 87 |

**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 |
---|---|

Patterns | 43 |

Mixed Patterns | 67 |

Read the Graphs | 77 |

What Comes Next? | 79 |

Math Grab Bag | 87 |

Top 10 | 89 |

**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 |
---|---|

Rounding and More | 47 |

Measure Up | 61 |

Just Round It | 65 |

**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 |
---|---|

Match and Expand | 63 |

**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 |
---|---|

Match and Expand | 63 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.**

*Math.4.NBT.B.4*: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

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

Carnival Time | 11 |

Real World Math | 23 |

How Much? | 27 |

Averages | 45 |

Rounding and More | 47 |

Terms and More | 51 |

So Many Variables | 71 |

Math Grab Bag | 87 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.**

*Math.4.NBT.B.6*: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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

Divide and Conquer | 41 |

Add Signs and Solve | 53 |

Measure Up | 61 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.**

*Math.4.NBT.B.5*: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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

Patterns | 43 |

Add Signs and Solve | 53 |

Measure Up | 61 |

Math Grab Bag | 87 |

**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 |
---|---|

Food Fractions | 17 |

**Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.**

*Math.4.NF.B.3*: Understand a fraction *a*/*b* with *a* > 1 as a sum of fractions 1/*b*.

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

Food Fractions | 17 |

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

*Math.4.NF.C.5*: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.^{2} *For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100*.

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

Decimals and Fractions | 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 |
---|---|

Decimals and Fractions | 57 |

**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 |
---|---|

Draw the Bars | 15 |

How Much? | 27 |

Money Math | 33 |

Probability | 37 |

Differences | 55 |

Measure Up | 61 |

What's the Time? | 73 |

Dollars and Cents | 83 |

Time Change | 85 |

**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 |
---|---|

Real World Math | 23 |

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

*Math.4.MD.A.1*: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. *For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...*

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

Time Change | 85 |

**Represent and interpret data.**

*Math.4.MD.B.4*: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. *For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection*.

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

Draw the Bars | 15 |

Reading Graphs | 31 |

**Geometric measurement: understand concepts of angle and measure angles.**

*Math.4.MD.C.5*: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

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

Twists and Turns | 13 |

Toothpicks | 90 |

**Geometric measurement: understand concepts of angle and measure angles.**

*Math.4.MD.C.7*: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

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

Twists and Turns | 13 |

**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 |
---|---|

Tricky Shapes | 39 |

Calots and Wiggles | 49 |

Shapes and Angles | 75 |

**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 |
---|---|

Calots and Wiggles | 49 |

Shapes and Angles | 75 |

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.