HOUGHTON MIFFLIN HARCOURT
Go Math!
SADLIER
Common Core Progress Mathematics
Common Core State Standards
for Mathematics
Grade 4 Crosswalk
1. Place Value, Addition, and Subtraction to One Million
2
2. Multiply by 1-Digit Numbers
2
3. Multiply 2-Digit Numbers
4
4. Divide by 1-Digit Numbers
5
5. Factors, Multiples, and Patterns
7
6. Fraction Equivalence and Comparison
7
7. Add and Subtract Fractions
8
8. Multiply Fractions by Whole Numbers
9
9. Relate Fractions and Decimals
10
10. Two-Dimensional Figures
12
11. Angles
13
12. Relative Sizes of Measurement Units
14
13. Algebra: Perimeter and Area
16
William H. Sadlier, Inc.
www.sadlierschool.com
800-221-5175
Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 1. Place Value, Addition, and Subtraction to One Million GO MATH!, GRADE 4 1.1 Model Place Value Relationships—pp. 5–8 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 6 4.NBT.1 Understand Place Value of Whole Numbers—
pp. 56–63 4.NBT.A.1 For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 1.2 Read and Write Numbers—pp. 9–12 1.3 Compare and Order Numbers—pp. 13–16 1.4 Round Numbers—pp. 17–20 Read, Write, and Compare Whole Numbers—
pp. 64–71 4.NBT.2 Apply Place Value to Round Whole Numbers—
pp. 72–79 4.NBT.3 Understand Place Value of Whole Numbers—
pp. 56–63 4.NBT.1 4.NBT.A.2 1.5 Lesson 7 Investigate: Rename Numbers—pp. 23–26 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. Lesson 8 Lesson 6 4.NBT.A.3 4.NBT.A.1 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. Use place value understanding to round multi‐
digit whole numbers to any place. 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. 1.6 Add Whole Numbers—pp. 27–30 1.7 Subtract Whole Numbers—pp. 31–34 1.8 Problem Solving: Comparison Problems with Addition and Subtraction—pp. 35–38 Lesson 9 Add and Subtract Fluently with Whole Numbers—pp. 80–87 4.NBT.4 4.NBT.B.4 Fluently add and subtract multi‐digit whole numbers using the standard algorithm. 2. Multiply by 1‐Digit Numbers GO MATH!, GRADE 4 2.1 Algebra: Multiplication Comparisons—pp. 45–48 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 1 4.OA.1 Interpret Multiplication Equations as Comparisons—pp. 10–17 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a – continued on next page –
Copyright © William H. Sadlier, Inc. All rights reserved. 2 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 2. Multiply by 1‐Digit Numbers GO MATH!, GRADE 4 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 – continued from previous page –
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. 2.2 Algebra: Comparison Problems—pp. 49–52 Lesson 2 Problem Solving: Use Multiplication and Division to Make Comparisons—pp. 18–25 4.OA.2 4.NBT.5 4.OA.A.2 2.3 Multiply Tens, Hundreds, and Thousands—pp. 53–56 2.4 Estimate Products—pp. 57–60 2.5 Investigate: Multiply Using the Distributive Property—pp. 61–64 2.6 Multiply Using Expanded Form—pp. 65–68 Lesson 10 Multiply Whole Numbers: Use Place Value—
pp. 88–95 4.NBT.B.5 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. 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. 2.7 Multiply Using Partial Products—pp. 69–72 2.8 Multiply Using Mental Math—pp. 75–78 2.9 Problem Solving: Multistep Multiplication Problems—pp. 79–82 Lesson 3 Problem Solving: Multistep Problems—pp. 26–
33 4.OA.A.3 Copyright © William H. Sadlier, Inc. All rights reserved. Solve multistep 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. 3 4.OA.3 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 2. Multiply by 1‐Digit Numbers GO MATH!, GRADE 4 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 2.10 Multiply 2‐Digit Numbers with Regrouping—pp. 83–
86 Lesson 10 Multiply Whole Numbers: Use Place Value—
pp. 88–95 4.NBT.5 Lesson 3 4.OA.3 4.NBT.B.5 2.11 Multiply 3‐Digit and 4‐Digit Numbers with Regrouping—pp. 87–90 2.12 Algebra: Solve Multistep Problems Using Equations—pp. 91–94 Problem Solving: Multistep Problems—pp. 26–
33 4.OA.A.3 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. Solve multistep 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. 3. Multiply 2‐Digit Numbers GO MATH!, GRADE 4 3.1 Multiply by Tens—pp. 101–104 3.2 Estimate Products—pp. 105–108 3.3 Investigate: Area Models and Partial Products—pp. 109–112 3.4 Multiply Using Partial Products—pp. 113–116 3.5 Multiply with Regrouping—pp. 119–122 3.6 Choose a Multiplication Method—pp. 123–126 3.7 Problem Solving: Multiply 2‐Digit Numbers—pp. 127–130 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 10 Multiply Whole Numbers: Use Place Value—
pp. 88–95 4.NBT.5 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. Lesson 3 Problem Solving: Multistep Problems—pp. 26–
33 4.OA.3 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole‐number answers using the four operations, including – continued on next page –
Copyright © William H. Sadlier, Inc. All rights reserved. 4 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 3. Multiply 2‐Digit Numbers GO MATH!, GRADE 4 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 – continued from previous page –
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. 4. Divide by 1‐Digit Numbers GO MATH!, GRADE 4 4.1 4.2 Estimate Quotients Using Multiples—pp. 137–140 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 12 Divide Whole Numbers: Use Place Value—pp. 104–111 4.NBT.6 4.OA.3 Investigate: Remainders—pp. 141–144 4.NBT.B.6 Lesson 13 Divide Whole Numbers: Use Properties of Operations—pp. 112–119 4.3 Interpret the Remainder—pp. 145–148 Lesson 3 Problem Solving: Multistep Problems—pp. 26–
33 4.OA.A.3 Copyright © William H. Sadlier, Inc. All rights reserved. Solve multistep 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. 5 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. Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 4. Divide by 1‐Digit Numbers GO MATH!, GRADE 4 4.4 4.5 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Divide Tens, Hundreds, and Thousands—pp. 149–152
Lesson 12 Divide Whole Numbers: Use Place Value—pp. 104–111 4.NBT.6 Estimate Quotients Using Compatible Numbers—pp. 153–156 4.6 Investigate: Division and the Distributive Property—
pp. 157–160 4.7 Investigate: Divide Using Repeated Subtraction—pp. 163–166 4.8 Divide Using Partial Quotients—pp. 167–170 4.9 Investigate: Model Division with Regrouping—pp. 171–174 4.NBT.B.6 Lesson 13 Divide Whole Numbers: Use Properties of Operations—pp. 112–119 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. 4.10 Place the First Digit—pp. 175–178 4.11 Divide by 1‐Digit Numbers—pp. 179–182 4.12 Problem Solving: Multistep Division Problems—pp. 183–186 Lesson 3 Problem Solving: Multistep Problems—pp. 26–
33 4.OA.3 4.OA.A.3 Solve multistep 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. Copyright © William H. Sadlier, Inc. All rights reserved. 6 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 5. Factors, Multiples, and Patterns GO MATH!, GRADE 4 5.1 Model Factors—pp. 193–196 5.2 Factors and Divisibility—pp. 197–200 5.3 Problem Solving: Common Factors—pp. 201–204 5.4 Factors and Multiples—pp. 207–210 5.5 Prime and Composite Numbers—pp. 211–214 5.6 Algebra: Number Patterns—pp. 215–218 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 4 4.OA.4 Find Factors and Multiples for Whole Numbers—pp. 34–41 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. Lesson 5 Generate and Analyze Number and Shape Patterns—pp. 42–49 4.OA.5 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. 6. Fraction Equivalence and Comparison GO MATH!, GRADE 4 6.1 6.2 Investigate: Equivalent Fractions—pp. 227–230 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 14 Understand Equivalent Fractions—pp. 126–133
4.NF.1 4.NF.A.1 Lesson 15 Write Equivalent Fractions—pp. 134–141 Generate Equivalent Fractions—pp. 231–234 6.3 Simplest Form—pp. 235–238 6.4 Common Denominators—pp. 239–242 6.5 Problem Solving: Find Equivalent Fractions—pp. 243–
246 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. Copyright © William H. Sadlier, Inc. All rights reserved. 7 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 6. Fraction Equivalence and Comparison GO MATH!, GRADE 4 6.6 Compare Fractions Using Benchmarks—pp. 249–252 6.7 Compare Fractions—pp. 253–256 6.8 Compare and Order Fractions—pp. 257–260 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 16 Compare Two Fractions—pp. 142–149 4.NF.2 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. 7. Add and Subtract Fractions GO MATH!, GRADE 4 7.1 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Investigate: Add and Subtract Parts of a Whole—pp. 267–270 Lesson 17 Add and Subtract Fractions with Like Denominators—pp. 150–157 4.NF.3a Lesson 18 Decompose a Fraction as a Sum of Fractions—
pp. 158–165 4.NF.3b 4.NF.B.3a 7.2 Write Fractions as Sums—pp. 271–274 4.NF.B.3b Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 7.3 Add Fractions Using Models—pp. 275–278 7.4 Subtract Fractions Using Models—pp. 279–282 7.5 Add and Subtract Fractions—pp. 283–286 7.6 Rename Fractions and Mixed Numbers—pp. 289–292
Lesson 20 Problem Solving: Add and Subtract Fractions—
pp. 174–181 4.NF.3d Lesson 18 Decompose a Fraction as a Sum of Fractions—
pp. 158–165 4.NF.3b 4.NF.A.3d 4.NF.B.3b Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an – continued on next page –
Copyright © William H. Sadlier, Inc. All rights reserved. 8 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 7. Add and Subtract Fractions GO MATH!, GRADE 4 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 – continued from previous page –
equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 7.7 Add and Subtract Mixed Numbers—pp. 293–296 7.8 Subtraction with Renaming—pp. 297–300 7.9 Algebra: Fractions and Properties of Addition—pp. 301–304 Lesson 19 Add and Subtract Mixed Numbers with Like Denominators—pp. 166–173 4.NF.3c 4.NF.B.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. 7.10 Problem Solving: Multistep Fraction Problems—pp. 305–308 Lesson 20 Problem Solving: Add and Subtract Fractions—
pp. 174–181 4.NF.3d 4.NF.A.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 8. Multiply Fractions by Whole Numbers GO MATH!, GRADE 4 8.1 Multiples of Unit Fractions—pp. 315–318 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 21 Multiply Unit Fractions by Whole Numbers—
pp. 182–189 4.NF.4a Lesson 22 Multiply Fractions by Whole Numbers—pp. 190–197 4.NF.B.4a 8.2 Multiples of Fractions—pp. 319–322 4.NF.4b 4.NF.B.4b Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) Copyright © William H. Sadlier, Inc. All rights reserved. 9 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 8. Multiply Fractions by Whole Numbers GO MATH!, GRADE 4 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 23 Problem Solving: Multiply Fractions by Whole Numbers—pp. 198–205 4.NF.4c 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? 8.3 Multiply a Fraction by a Whole Number Using Models—pp. 325–328 Lesson 22 Multiply Fractions by Whole Numbers—pp. 190–197 4.NF.4b 4.NF.B.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) 8.4 Multiply a Fraction or Mixed Number by a Whole Number—pp. 329–332 Lesson 23 Problem Solving: Multiply Fractions by Whole Numbers—pp. 198–205 4.NF.4c 4.NF.B.4c 8.5 Problem Solving: Comparison Problems with Fractions—pp. 333–336 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? 9. Relate Fractions and Decimals GO MATH!, GRADE 4 9.1 9.2 Relate Tenths and Decimals—pp. 343–346 Relate Hundredths and Decimals—pp. 347–350 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 25 Write and Compare Decimal Fractions—pp. 214–221 4.NF.6 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. Copyright © William H. Sadlier, Inc. All rights reserved. 10 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 9. Relate Fractions and Decimals GO MATH!, GRADE 4 9.3 Equivalent Fractions and Decimals—pp. 351–354 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 14 Understand Equivalent Fractions—pp. 126–133
4.NF.5 4.NF.C.5 Lesson 15 Write Equivalent Fractions—pp. 134–141 Lesson 24 Add Fractions: Denominators of 10 and 100 (write equivalent fractions)—pp. 206–213 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. Lesson 25 Write and Compare Decimal Fractions—pp. 214–221 9.4 Relate Fractions, Decimals, and Money—pp. 355–358
Lesson 25 Write and Compare Decimal Fractions—pp. 214–221 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. 4.NF.6 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. 9.5 Problem Solving: Money—pp. 359–362 9.6 Add Fractional Parts of 10 and 100—pp. 365–368 Lesson 28 Problem Solving: Measurement—pp. 250–257 Lesson 24 Add Fractions: Denominators of 10 and 100—
pp. 206–213 4.MD.2 4.NF.5 4.MD.A.2 4.NF.C.5 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. 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. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. 9.7 Compare Decimals—pp. 369–372 Lesson 25 Write and Compare Decimal Fractions—pp. 214–221 4.NF.7 4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions using a model. Copyright © William H. Sadlier, Inc. All rights reserved. 11 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 10. Two‐Dimensional Figures GO MATH!, GRADE 4 10.1 Lines, Rays, and Angles—pp. 381–384 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 34 Draw and Identify Points, Lines, and Angles—
pp. 304–311 4.G.1 Lesson 35 Classify Two‐Dimensional Figures—pp. 312–
319 4.G.2 Lesson 34 Draw and Identify Points, Lines, and Angles—
pp. 304–311 4.G.1 Lesson 35 Classify Two‐Dimensional Figures—pp. 312–
319 4.G.2 Lesson 36 Identify Lines of Symmetry—pp. 320–327 4.G.3 4.OA.5 4.G.A.1 10.2 Classify Triangles—pp. 385–388 4.G.A.2 10.3 Parallel Lines and Perpendicular Lines—pp. 389–392 4.G.A.1 10.4 Classify Quadrilaterals—pp. 393–396 4.G.A.2 10.5 Line Symmetry—pp. 399–402 4.G.A.3 10.6 Find and Draw Lines of Symmetry—pp. 403–406 10.7 Problem Solving: Shape Patters—pp. 407–410 Lesson 5 Generate and Analyze Number and Shape Patterns—pp. 42–49 4.OA.C.5 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two‐dimensional figures. 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. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two‐dimensional figures. 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. 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. 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. Copyright © William H. Sadlier, Inc. All rights reserved. 12 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 11. Angles GO MATH!, GRADE 4 11.1 Investigate: Angles and Fractional Parts of a Circle—
pp. 417–420 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 31 Understand Angle Measures—pp. 274–281 4.MD.5a 4.MD.5a 4.MD.5b 4.MD.C.5a 11.2 Degrees—pp. 421–424 11.2 Degrees—pp. 421–424 11.3 Measure and Draw Angles—pp. 425–428 11.4 Investigate: Join and Separate Angles—pp. 431–434 11.5 Problem Solving: Unknown Angle Measures—pp. 435–438 Lesson 31 Understand Angle Measures—pp. 274–281 Lesson 31 Understand Angle Measures—pp. 274–281 Lesson 32 Use a Protractor to Measure Angles—pp. 282–
289 4.MD.6 Lesson 33 Problem Solving: Find Unknown Angle Measures—pp. 290–297 4.MD.7 4.MD.C.6 4.MD.C.7 An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one‐degree angle,” and can be used to measure angles. An angle that turns through n one‐degree angles is said to have an angle measure of n degrees. Measure angles in whole‐number degrees using a protractor. Sketch angles of specified measure. 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. Copyright © William H. Sadlier, Inc. All rights reserved. 13 4.MD.C.5b 4.MD.C.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one‐degree angle,” and can be used to measure angles. Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 12. Relative Sizes of Measurement Units GO MATH!, GRADE 4 12.1 Measurement Benchmarks—pp. 445–448 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 26 Convert Customary Measurement Units—pp. 234–241 4.MD.1 12.2 Customary Units of Length—pp. 449–452 4.MD.A.1 Lesson 27 Convert Metric Measurement Units—pp. 242–
249 12.3 Customary Units of Weight—pp. 453–456 12.4 Customary Units of Liquid Volume—pp. 457–460 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), ... 12.5 Line Plots—pp. 461–464 Lesson 30 Problem Solving: Use Line Plots—pp. 266–273 4.MD.4 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. 12.6 Investigate: Metric Units of Length—pp. 467–470 Lesson 26 Convert Customary Measurement Units—pp. 234–241 4.MD.1 4.MD.A.1 Lesson 27 Convert Metric Measurement Units—pp. 242–
249 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), ... Copyright © William H. Sadlier, Inc. All rights reserved. 14 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 12. Relative Sizes of Measurement Units GO MATH!, GRADE 4 12.7 Metric Units of Mass and Liquid Volume—pp. 471–
474 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 26 Convert Customary Measurement Units—pp. 234–241 4.MD.1 4.MD.A.1 Lesson 27 Convert Metric Measurement Units—pp. 242–
249 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), ... 12.8 Units of Time—pp. 475–478 Lesson 28 Problem Solving: Measurement—pp. 250–257 Lesson 26 Convert Customary Measurement Units—pp. 234–241 4.MD.2 4.MD.1 4.MD.A.2 4.MD.A.1 Lesson 27 Convert Metric Measurement Units—pp. 242–
249 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. 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), ... Copyright © William H. Sadlier, Inc. All rights reserved. 15 Go Math! – Common Core Progress Mathematics – Common Core State Standards for Mathematics Crosswalk 12. Relative Sizes of Measurement Units GO MATH!, GRADE 4 12.9 Problem Solving: Elapsed Time—pp. 479–482 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 28 Problem Solving: Measurement—pp. 250–257 4.MD.2 4.MD.1 4.MD.A.2 12.10 Mixed Measures—pp. 483–486 12.11 Algebra: Patterns in Measurement Units—pp. 487–
490 Lesson 26 Convert Customary Measurement Units—pp. 234–241 4.MD.A.1 Lesson 27 Convert Metric Measurement Units—pp. 242–
249 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. 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), ... 13. Algebra: Perimeter and Area GO MATH!, GRADE 4 13.1 Perimeter—pp. 497–500 13.2 Area—pp. 501–504 COMMON CORE PROGRESS MATHEMATICS, GRADE 4 COMMON CORE STATE STANDARDS FOR MATHEMATICS, GRADE 4 Lesson 29 Problem Solving: Apply Area and Perimeter Formulas—pp. 258–265 4.MD.3 4.MD.A.3 13.3 Area of Combined Rectangles—pp. 505–508 13.4 Find Unknown Measures—pp. 511–514 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. 13.5 Problem Solving: Find the Area—pp. 515–518 Copyright © William H. Sadlier, Inc. All rights reserved. 16