CONCISE CURRICULUM
COMMON CORE MATH
Learn It, Understand It, and Explain It!
Math Literacy: Integrating Common Core Math with
Reading and Writing
STUDENT TEXT
4th grade
Not reproducible
Copyright © 2014 by Concise Curriculum (All rights reserved)
1
Domain 1: Numbers and Operations in Base Ten
Pre-Test:
Read and Write Whole Numbers:
Place Value and Value of Whole Numbers:
Value of Whole Numbers:
Comparing and Ordering Whole Numbers:
Multiplication Facts through 12:
Multiplying Greater Numbers:
Multiplying by Two-Digit Numbers:
Multiplication Properties:
Division Facts:
Dividing by Greater Numbers:
Multiplying by the Multiples of 10, 100, and 1,000:
Dividing by the Multiples of 10, 100, and 1,000:
Post-Test:
Domain 2: Operations and Algebraic Thinking
(pgs.6-65)
pages 6-7
pages 8-11
pages 12-15
pages 16-17
pages 18-23
pages 24-29
pages 30-31
pages 32-36
pages 37-43
pages 44-49
pages 50-57
pages 58-59
pages 60-63
pages 64-65
(pgs. 68-121)
pages 68-69
pages 70-75
pages 76-79
pages 80-83
pages 84-87
pages 88-93
pages 94-99
pages 100-105
pages 106-111
pages 112-113
pages 114-115
pages 116-119
pages 120-121
Pre-Test:
Factors and Multiples:
Prime and Composite:
Adding Whole Numbers:
Subtracting Whole Numbers:
Rounding Whole Numbers:
Estimating Sums and Differences:
Estimating Products:
Estimating Quotients:
Compatible Numbers:
Patterns:
Patterns with Figures/Shapes:
Post-Test:
2
Domain 3: Fractions
(pages 124-189)
pages 124-125
pages 126-135
pages 136-143
pages 144-153
pages 154-159
pages 160-163
pages 164-165
pages 166-169
pages 170-175
pages 176-182
pages 183-187
pages 188-189
Pre-Test:
Equivalent Fractions:
Improper Fractions/Mixed Numbers:
Comparing Fractions:
Adding Fractions:
Subtracting Fractions:
Subtracting Mixed Numbers:
Adding Mixed Numbers:
Multiplying Fractions and Whole Numbers:
Read and Write Decimals/Decimals as Fractions:
Comparing and Ordering Decimals:
Post-Test:
Domain 4: Measurement and Data
(pages 192-255)
pages 192-193
pages 194-205
pages 206-213
pages 214-221
pages 222-227
pages 228-233
pages 234-239
pages 240-243
pages 244-249
pages 250-253
pages 254-255
Pre-Test:
Money:
Time:
Weight and Mass:
Capacity:
Length:
Perimeter:
Area:
Angles:
Line Plots:
Post-Test:
Domain 5: Geometry
(pages 258-278)
Pre-Test: pages 258-259
Lines: pages 260-261
Two-Dimensional Shapes: pages 266-269
Quadrilaterals: pages 270-275
Post-Test: pages 279-280
Angles: pages 262-265
Symmetry: pages 276-278
3
4.NBT.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.
4.NBT.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.
4.NBT.3 Use place value understanding to round multi-digit whole
numbers to any place. Use place value understanding and properties
of operations to perform multi-digit arithmetic.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using
the standard algorithm.
4.NBT.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.
4.NBT.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.
4.OA.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.
4.OA.2 Multiply or divide to solve word problems involving
multiplicative comparison, e.g., by using drawings and equations with a
4
symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
4.OA.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.
ELACC4RI1 ELACC4RI2 ELACC4RI5 ELACC4L4
ELACC4W1 ELACC4W2
ELACC4W3
ELACC4SL1
base-ten numeral number name standard form word form
expanded form place value
value
compare
equal to
greater than
less than
multiplication
factors
product
equation
variable
dividend
divisor
quotient
remainder inverse operations
Multiplication properties:
multiplicative identity property of one
associative property of multiplication
commutative property of multiplication
distributive property of multiplication
5
Domain 1 Pre-Test
4. Which shows 8,491
written in expanded form?
1. Which symbol makes this
equation true?

405,191
Ο
A. 8,000 + 800 + 90 + 1
B. 8,000 + 400 + 90 + 1
C. 88,000 + 400 + 90 + 1
D. 80,000 + 8,000 + 400
405,119
A. 
B. 
C. =
D. +
5. 3,000 + 600 + 30 + 5 is
the expanded form of
what number?
2. Below is an example of
what multiplication
property?
A.
B.
C.
D.
76  2 = 2  76
A.
B.
C.
D.
Associative Property
Distributive Property
Identity Property of 1
Commutative Property
6. Divide: 237 ÷ 3
A.
B.
C.
D.
3. Find the product.
79
97
70
61
7. 2,367 X 1 = 2,367
is an example of:
74
 52
A.
B.
C.
D.
365
30,635
3,635
36,305
A. Associative Property
B. Distributive Property
C. Identity Property of 1
D. Commutative Property
518
3,748
3,848
1,518
6
8. What is the value of the
underlined digit?
12. What is the value of the
underlined digit?
23,123
A.
B.
C.
D.
458,042
300
3,000
30,000
3
A.
B.
C.
D.
9. Multiply: 6  4
A.
B.
C.
D.
13. Which answer shows the
numbers in order from
least to greatest?
10
64
60
24
A.
B.
C.
D.
10. Divide: 2 447
A.
B.
C.
D.
500,000
450,000
50,000
5,000
223 r.1
224 r.1
882 r.0
884 r.1
3,451; 4,567; 4,168
4,567; 3,451; 4,168
3,451; 4,168; 4,567
4,567; 4,168; 3,451
14. What is one-hundred
ninety-two thousand,
one-hundred eighty-two
written in standard form?
11. What is 70  10?
A.
B.
C.
D.
A.
B.
C.
D.
70
700
7
7,000
7
192,082
192,192
192,182
192,082
#1 Read and Write Whole Numbers
4.NBT.1; 4.NBT2
Essential Question: How do I read and write whole numbers?
Learn About It!
A whole number is a number that does not contain any decimal numbers.
There are three different ways that whole numbers can be written:
standard form, word form, and expanded form.
See It! See the three ways that whole numbers can be written:
 Standard form (base-ten)
 Word form (number name)
 Expanded form
• 23,478
Standard • the base-ten form
Word
form
• twenty-three thousand, four hundred seventy-eight
• the number name
• 20,000 + 3,000 + 400 + 70 + 8
Expanded • the value of each digit is written and added
together
form
8
Practice It!
4.NBT.1; 4.NBT.2
A. Write each whole number in expanded form.
1.
23,567
2.
607, 345
________________________
________________________
3.
4.
546,119
________________________
421,088
________________________
B. Write each whole number in word form.
5.
423,112
6.
________________________
78,379
________________________
C. Read each sentence and follow the directions.
7. There are 812 students enrolled in Coweta Elementary School.
Write the number 812 in expanded form. ___________________
Write the number 812 in word form. ________________
__________________________________________________
8. The Atlanta Stadium holds sixty-four thousand, twenty-five seats.
Write that number in standard form. ______________________
9
9. Write the standard form for two hundred seventy-five.
_________________________________________________
10. Write the expanded form of three hundred thousand, fifty-two.
_________________________________________________
11. Write the word form of 45,762. ______________________
_________________________________________________
12. Write the expanded form for the number 798,132.
_________________________________________________
13. Write the word form for the number 156,467.
_________________________________________________
D. Explain It!
14. Explain the three different ways to write whole numbers.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
10
E. Read each question and choose the best answer.
1. 40,000 + 5,000 + 700 + 50
is the expanded form of
what number?
A.
B.
C.
D.
A.
B.
C.
D.
4,575
40,575
45,750
45,705
3. What is the expanded form
of twenty-eight thousand,
forty?
A.
B.
C.
D.
2. What is the standard form
for 200,000 + 5,000 + 70?
200,570
205,007
250,700
205,070
4. 500,000 + 20,000 + 500 +
60 + 9 is the expanded
form of what number?
20,000 + 8,000 + 40
20,000 + 800 + 40
28 + 40
28,000 + 4
A.
B.
C.
D.
502,569
52,569
520,569
522,569
5. How do you write the
expanded form of the
number 607,899?
6. How do you write the word
form of 509,821
_________________________
_________________________
_________________________
_________________________
11
#2 Place Value and Value of a Number
4.NBT.1; 4.NBT2
Essential Question: How are place value and value different?
Learn About It!
A place value chart can also help you read and write whole numbers.
The place value of a number is the name of the position where the
number is located. The place value position of the number will help you
determine the value, or worth, of the number.
Place Value: Use a place value chart to help you determine the position
of a number. The position will also help you determine the value or what
the number is worth.
See It!
Look at the place value chart.
Hundred
Tens
Thousands Thousands Thousands
6
7
2
,
,
Hundreds
Tens
Ones
4
8
9
What is the place value position of the digit “7” ? Ten Thousands
What is the place value position of the digit “4” ? Hundreds
Your Turn!
What is the place value position of the digit “8” ? _______________
What is the place value position of the digit “6” ? _______________
What is the place value position of the digit “9” ? _______________
12
Practice It!
4.NBT.1; 4.NBT2
Let’s Try Another One!
A. Fill in the place value chart according to the directions given.
1.
2.
3.
4.
5.
6.
Place a “5” in the
Place a “4” in the
Place a “2” in the
Place a “6” in the
Place a “9” in the
Place a “7” in the
ten thousands position.
hundreds position.
hundred thousands position.
tens position.
thousands position.
ones position.
Hundred
Tens
Thousands Thousands Thousands
,
Hundreds
Tens
Ones
,
B. Write the number you made from the chart in standard form.
________________________________________________
C. Write the number you made from the chart in expanded form.
__________________________________________________
D. Write the number you made from the chart in word form.
__________________________________________________
___________________________________________________
13
Math Literacy:
4.NBT.1; 4.NBT2
A. Read About It!
Allison’s geography class was assigned a project on the mountains
of North America. Her group was assigned these five mountain ranges:
Mount Ranier, Mount McKinley (Denali), Mount Saint Elias, Mount
Blackburn, and Mount Antero. Their task was to find the elevations of
the five mountain ranges and list them. Allison’s group discovered that
Mount Ranier’s elevation is 14,411 feet, Mount McKinley’s (Denali)
elevation is 20,320 feet, Mount Saint Elias is 18,009 feet, Mount
Blackburn is 16,390 feet, and Mount Antero’s elevation is 14,276 feet.
1. Write the elevation of Mount Ranier in expanded form. ________
_____________________________________________________
2. Write the elevation of Mount Saint Elias in word form. _________
_____________________________________________________
3. Write the elevation of Mount Antero in standard form. ________
_____________________________________________________
4. Which mountain has an elevation of 10,000 + 6,000 + 300 + 90
when written in expanded form? __________________________
5. Which mountain range has an elevation of twenty-thousand, three
hundred twenty feet when written in word form?
_____________________________________________________
14
B. Reading for Meaning
6. What is the main idea of the paragraph?
A.
B.
C.
D.
Allison loves geography.
The elevation of Mount Ranier is 14,411 feet.
Allison’s group had to find the elevations of five mountains.
The Internet is a great tool for research projects.
7. Who was doing a research project? _____________________
8. What was the topic of the research project? ______________
_________________________________________________
C. Vocabulary Acquisition
9. Write a bold-faced word that means the same as
a.
b.
c.
d.
e.
found
heights
given
natural features of land
collections
D. Write About It! Write in your math journal.
Give your opinion if you think it is important to read numbers in
standard and word form. What could happen if someone wasn’t able
to read numbers in word form?
Give examples to support your paragraph.
15