**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 the Cat" | 17 |

"A Sports Story" | 29 |

"Story Detective" | 33 |

"About Mozart" | 37 |

"Always Growing" | 45 |

"Find the Causes" | 57 |

"Puppy Tale" | 69 |

"Lesson Learned" | 73 |

"Limericks" | 77 |

"Amphibians" | 85 |

"Pros and Cons" | 89 |

**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 |
---|---|

"Sneeze Soup" | 25 |

"Story Detective" | 33 |

"About Mozart" | 37 |

"Always Growing" | 45 |

"Get a Clue" | 53 |

"Find the Causes" | 57 |

"Puppy Tale" | 69 |

"Lesson Learned" | 73 |

"Limericks" | 77 |

"Amphibians" | 85 |

"Pros and Cons" | 89 |

**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 |
---|---|

"About Mozart" | 37 |

"Find the Causes" | 57 |

"Limericks" | 77 |

"Amphibians" | 85 |

**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" | 13 |

"About Mozart" | 37 |

"Given a Chance" | 49 |

"Idiom Crossword" | 60 |

"Weekend Jokes" | 61 |

"The Real Meaning" | 65 |

"Puppy Tale" | 69 |

"Lesson Learned" | 73 |

"Limericks" | 77 |

"Amphibians" | 85 |

"Pros and Cons" | 89 |

**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 |
---|---|

"Sneeze Soup" | 25 |

"A Sports Story" | 29 |

"About Mozart" | 37 |

"Always Growing" | 45 |

"Find the Causes" | 57 |

"Pros and Cons" | 89 |

**Integration of Knowledge and Ideas**

*ELA.RI.4.8*: Explain how an author uses reasons and evidence to support particular points in a text.

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

"Tiger the Cat" | 17 |

**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 |
---|---|

"Always Growing" | 45 |

"Graphing Favorites" | 82 |

"Pros and Cons" | 89 |

**Range of Reading and Level of Text Complexity**

*ELA.RI.4.10*: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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

"Carnival Math" | 12 |

"Rules of the Road" | 13 |

"Twists and Turns" | 14 |

"Cause and Effect" | 15 |

"Make a Bar Graph" | 16 |

"Tiger the Cat" | 17 |

"Food Fractions" | 18 |

"Silly Stories" | 19 |

"At the Beach" | 20 |

"The Most People" | 21 |

"Go Figure" | 22 |

"In Tense" | 23 |

"Real-World Math" | 24 |

"Sneeze Soup" | 25 |

"Factor It Out" | 26 |

"Combine and Improve" | 27 |

"It Adds Up" | 28 |

"A Sports Story" | 29 |

"Whose House?" | 30 |

"Paragraph Maze" | 31 |

"Two Graphs" | 32 |

"Story Detective" | 33 |

"Money Math" | 34 |

"What's a Subject?" | 35 |

"Word Problems" | 36 |

"About Mozart" | 37 |

"Probability" | 38 |

"What's a Predicate?" | 39 |

"Word Machines" | 40 |

"Tricky Shapes" | 41 |

"Divide and Conquer" | 42 |

"Connecting Thoughts" | 43 |

"Find the Answer" | 44 |

"Always Growing" | 45 |

"Averages" | 46 |

"What's the Question" | 47 |

"Round and Solve" | 48 |

"Given a Chance" | 49 |

"Who Plays What?" | 50 |

"Set A and Set B" | 51 |

"Terms and More" | 52 |

"Get a Clue" | 53 |

"Add Signs and Solve" | 54 |

"All About Capitals" | 55 |

"What's the Difference?" | 56 |

"Find the Causes" | 57 |

"Decimals and Fractions" | 58 |

"More Cause and Effect" | 59 |

"Idiom Crossword" | 60 |

"Weekend Jokes" | 61 |

"Meters and Feet" | 62 |

"Terrific Titles" | 63 |

"Match and Expand" | 64 |

"The Real Meaning" | 65 |

"Just Round It" | 66 |

"Make It Interesting" | 67 |

"Mixed Patterns" | 68 |

"Puppy Tale" | 69 |

"Bicycle Search" | 70 |

"Code Words" | 71 |

"So Many Variables" | 72 |

"Lesson Learned" | 73 |

"What's the Time?" | 74 |

"Adjective Attention" | 75 |

"Shapes and Angles" | 76 |

"Limericks" | 77 |

"Read the Graphs" | 78 |

"Whatâ€™s the Order?" | 79 |

"Reverse Words" | 80 |

"What Comes Next?" | 81 |

"Graphing Favorites" | 82 |

"Put Them Together" | 83 |

"Dollars and Cents" | 84 |

"Amphibians" | 85 |

"Time Change" | 86 |

"Describe It" | 87 |

"Math Mix" | 88 |

"Pros and Cons" | 89 |

"Toothpick Test" | 90 |

"The Last Puzzle" | 91 |

**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" | 15 |

"Combine and Improve" | 27 |

"Story Detective" | 33 |

"What's the Question" | 47 |

"Get a Clue" | 53 |

"More Cause and Effect" | 59 |

"Limericks" | 77 |

**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" | 19 |

"What's a Subject?" | 35 |

"Make It Interesting" | 67 |

"Whatâ€™s the Order?" | 79 |

"Put Them Together" | 83 |

"Describe It" | 87 |

**Production and Distribution of Writing**

*ELA.W.4.4*: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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

"Silly Stories" | 19 |

"More Cause and Effect" | 59 |

"Make It Interesting" | 67 |

**Research to Build and Present Knowledge**

*ELA.W.4.9*: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

"Story Detective" | 33 |

**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" | 15 |

"Silly Stories" | 19 |

"In Tense" | 23 |

"Combine and Improve" | 27 |

"What's a Subject?" | 35 |

"What's a Predicate?" | 39 |

"Connecting Thoughts" | 43 |

"What's the Question" | 47 |

"Terrific Titles" | 63 |

"Make It Interesting" | 67 |

"Adjective Attention" | 75 |

"Whatâ€™s the Order?" | 79 |

"Put Them Together" | 83 |

"Describe It" | 87 |

**Conventions of Standard English**

*ELA.L.4.1*: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

"In Tense" | 23 |

"Combine and Improve" | 27 |

"What's a Subject?" | 35 |

"What's a Predicate?" | 39 |

"Connecting Thoughts" | 43 |

"Get a Clue" | 53 |

"All About Capitals" | 55 |

"Find the Causes" | 57 |

"More Cause and Effect" | 59 |

"Terrific Titles" | 63 |

"Make It Interesting" | 67 |

"Limericks" | 77 |

"Put Them Together" | 83 |

**Conventions of Standard English**

*ELA.L.4.2*: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

"In Tense" | 23 |

"Combine and Improve" | 27 |

"What's a Subject?" | 35 |

"What's a Predicate?" | 39 |

"Connecting Thoughts" | 43 |

"Get a Clue" | 53 |

"All About Capitals" | 55 |

"Find the Causes" | 57 |

"More Cause and Effect" | 59 |

"Terrific Titles" | 63 |

"Make It Interesting" | 67 |

"Limericks" | 77 |

"Put Them Together" | 83 |

**Knowledge of Language**

*ELA.L.4.3*: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

"Combine and Improve" | 27 |

"What's a Subject?" | 35 |

"What's a Predicate?" | 39 |

"Connecting Thoughts" | 43 |

"Get a Clue" | 53 |

"Find the Causes" | 57 |

"More Cause and Effect" | 59 |

"Make It Interesting" | 67 |

"Limericks" | 77 |

"Put Them Together" | 83 |

**Vocabulary Acquisition and Use**

*ELA.L.4.6*: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., *quizzed, whined, stammered*) and that are basic to a particular topic (e.g., *wildlife, conservation, and endangered when discussing animal preservation).*

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

"In Tense" | 23 |

"Adjective Attention" | 75 |

**Vocabulary Acquisition and Use**

*ELA.L.4.4*: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

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

"Idiom Crossword" | 60 |

**Vocabulary Acquisition and Use**

*ELA.L.4.5*: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

"The Real Meaning" | 65 |

"Make It Interesting" | 67 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.1*: Use place value understanding to round whole numbers to the nearest 10 or 100.

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

"Whose House?" | 30 |

**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 |
---|---|

"Go Figure" | 22 |

"Real-World Math" | 24 |

"Factor It Out" | 26 |

"Word Problems" | 36 |

"Averages" | 46 |

"So Many Variables" | 72 |

**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 |
---|---|

"Go Figure" | 22 |

"Real-World Math" | 24 |

"Factor It Out" | 26 |

"Word Problems" | 36 |

"Find the Answer" | 44 |

"Add Signs and Solve" | 54 |

"So Many Variables" | 72 |

"Math Mix" | 88 |

**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 |
---|---|

"Go Figure" | 22 |

"Real-World Math" | 24 |

"Word Problems" | 36 |

"Find the Answer" | 44 |

"Averages" | 46 |

"So Many Variables" | 72 |

**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" | 26 |

"Whose House?" | 30 |

"Add Signs and Solve" | 54 |

"Math Mix" | 88 |

**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 |
---|---|

"Find the Answer" | 44 |

"Mixed Patterns" | 68 |

"Read the Graphs" | 78 |

"What Comes Next?" | 81 |

"Math Mix" | 88 |

**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 |
---|---|

"Round and Solve" | 48 |

"Meters and Feet" | 62 |

"Just Round It" | 66 |

**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" | 64 |

**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" | 64 |

**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 Math" | 12 |

"Real-World Math" | 24 |

"It Adds Up" | 28 |

"Averages" | 46 |

"Round and Solve" | 48 |

"Terms and More" | 52 |

"So Many Variables" | 72 |

"Math Mix" | 88 |

**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" | 42 |

"Add Signs and Solve" | 54 |

"Meters and Feet" | 62 |

**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 |
---|---|

"Find the Answer" | 44 |

"Add Signs and Solve" | 54 |

"Meters and Feet" | 62 |

"Math Mix" | 88 |

**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" | 18 |

**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" | 18 |

**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" | 58 |

**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" | 58 |

**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 |
---|---|

"Make a Bar Graph" | 16 |

"It Adds Up" | 28 |

"Money Math" | 34 |

"Probability" | 38 |

"What's the Difference?" | 56 |

"Meters and Feet" | 62 |

"What's the Time?" | 74 |

"Dollars and Cents" | 84 |

"Time Change" | 86 |

**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" | 24 |

**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" | 86 |

**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 |
---|---|

"Make a Bar Graph" | 16 |

"Two Graphs" | 32 |

**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" | 14 |

"Toothpick Test" | 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" | 14 |

**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" | 41 |

"Set A and Set B" | 51 |

"Shapes and Angles" | 76 |

**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 |
---|---|

"Set A and Set B" | 51 |

"Shapes and Angles" | 76 |

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.