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Standard |
Khan
Academy Practice |
Learnzillion
Videos |
Everyday
Math Correlation |
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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* |
2.
Comparing numbers using bar models 3.
See multiplication as a comparison using number
sentences |
2*9, 3*2, 3*3, 3*4, 3*5, 3*11, 5*1 |
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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* |
1.
Compare numbers using additive and multliplicative
comparison 2.
Represent unknown numbers using symbols or letters 3.
Solve multiplicative comparison word problems by using
bar models 4.
Solve multiplicative comparison word problems by using
a multiplication sentence |
4*5, 4*10, 5*1, 5*8, 6*1, 8*8 |
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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* |
1.
Estimate to assess whether an answer is reasonable 2.
Solve word problems using objects |
2*7, 2*9, 3*8, 5*3, 5*5, 5*6, 5*8, 5*11, 6**1, 6**2, 6**3, 6**4, 6,*8, 6*10, 8*,8, 9,*6, 9**9, 11**7, 12**2, 12**3 |
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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* |
1.
Find all the factor pairs of a number using area models
2.
Determine multiples of a number using area models |
3*2, 3*3, 3**11, 6*2, 6*4, 7*7, 7*12a, 12* |
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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* |
1.
Find the rule for a function machine using a vertical
table 2.
Understand repeating patterns |
2*1, 2*3, 3*1, 3*2, 3*3, 10*3, 10*5
Project 4 |
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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* |
1.
Use place value chart and arrow cards to understand
large numbers 2.
Model numbers using base ten blocks 3.
Understand relationships between digits and their place
value |
2*3, 2*4, 4*1, 4*7, 4*8, 5*1, 5*8, 5*9 |
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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* |
1.
Read and write numbers in numeric form 2.
Read and write numbers in word form |
1*1, 2*3, 2*4, 2*7, 3*6, 3*7, 3*8, 3*9, 5*2, 5*8, 5*9, 5*11, 6*2, 7*12, 8*7 |
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4*NBT*A*3 |
Use
place value understanding to round multi*digit whole numbers to any place* |
1.
Locate benchmark numbers on a number line 2.
Round numbers to the leading digit using a number line |
3*6, 5*3, 5*4, 5*6, 5*10, 6*1, 8*8, 11*4, 12*3 |
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4*NBT*B*4 |
Fluently
add and subtract multi*digit whole numbers using the standard algorithm* |
2.
Add using an open number line |
1*3, 2*9
Algorithm
Projects 1 and 3 |
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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* |
1
Multiplication with carrying |
1.
Use an array to multiply a two digit number by a one
digit number 2.
Use area models to show multiplication of whole numbers
3.
Use place value understanding to multiply three and
four digit numbers 4.
Use an area model to multiply two digit numbers by two
digit numbers |
5*1, 5*2, 5*4, 5*5, 5*6, 5*7, 9*8
Algorithm Project 5 |
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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* |
1.
Divide two-digit dividends using friendly multiples 2.
Report remainders as fractions 3.
Report remainders as whole numbers by drawing pictures
to decide whether to round up or down |
3*5, 6*1, 6*2, 6*3, 6*4, 6*6, 6*10, 9*9
Algorithm Projects 7 and 8 |
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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* |
1.
Recognize equivalent fractions using area models 2.
Recognize equivalent fractions using number lines |
7*6, 7*7, 7*8, 7*9, 7*10, 8*1, 9*1, 9*2 |
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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* |
1.
Compare fractions using the benchmark fraction 1/2 2.
Compare fractions using the benchmark of one whole 3.
Compare fractions with different denominators using
number lines 4.
Compare fractions with different denominators using
area models 5.
Compare fractions to a benchmark of one half using
number lines 6.
Compare fractions to a benchmark of one half using area
models 7.
Compare fractions to a benchmark of one using number
lines 8.
Compare fractions to a benchmark of one using area
models |
7*6, 7*7, 7*9, 7*10, 8*3, 9*7, 12*5 |
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4*NF*B*3 |
Understand
a fraction a/b with a * 1 as a sum of fractions 1/b* |
1
Adding and subtracting mixed numbers 0*5 2
Adding fractions with common denominators |
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4*NF*B*3a |
Understand
addition and subtraction of fractions as joining and separating parts
referring to the same whole* |
7*4, 7*5, 7*6, 7*7, 7*10 |
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4*NF*B*3b |
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*1, 7*3, 7*4, 7*5, 7*12 |
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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* |
1.
Adding mixed numbers by creating equivalent fractions 2.
Subtracting mixed numbers by creating equivalent
fractions 3.
Adding mixed numbers using properties of operations 4.
Subtracting mixed numbers by using properties of operations
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7*5, 7*6, 7*7, 7*10, 11*3 |
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4*NF*B*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* |
1
Adding and subtracting fractions with like denominators
word problems |
1.
Add fractions with like denominators by decomposing
into unit fractions 2.
Subtract fractions with like denominators by
decomposing 3.
Add fractions with like denominators using a number
line 4.
Subtract fractions with like denominators using a
number line |
7*5, 7*6, 7*7, 7*10,
11+3 |
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4*NF*B*4 |
Apply
and extend previous understandings of multiplication to multiply a fraction
by a whole number* |
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4*NF*B*4a |
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)* |
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Represent fractions as the sum of
unit fractions using pictures |
7*12a, 8*2, 10*4, 11*3, 11*7 |
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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*) |
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1.
Represent a fraction as the sum of unit fractions using
number line 2.
Represent a fraction as the sum of unit fractions using
an area model 3.
Estimate the product of multiplying a whole number and
a fraction |
7*12a, 8*2, 10*4, 11*3, 11*7 |
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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? |
1.
Solve problems involving a fraction and a whole number
using repeated addition 2.
Solve problems involving a fraction and a whole number
using a number line 3.
Solve word problems involving multiplying a fraction
and a whole number using a fraction model 4.
Solve problems involving multiplying a fraction and a
whole number by using an area model |
7*2, 7*3, 7*12a, 8*2, 8*6, 8*7, 10*4 |
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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* For example, express 3/10 as 30/100, and add 3/10 + 4/100 =
34/100* |
1.
Use a number line to show how fractions with
denominators 10 and 100 are equivalent 2.
Use a grid model to show how fractions with
denominators 10 and 100 are equivalent |
7*8, 7*9, 9*2, 9*6, 10*1, 10*4 |
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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* |
1
Converting decimals to fractions 1 2
Decimals on the number line 1 |
1.
Convert decimals to fractions to the tenths place using
number lines 2.
Convert decimals to fractions to the hundredths place
using visual aids 3.
Convert fractions to decimals to the tenths place using
visual aids and division 4.
Convert fractions to decimals to the hundredths place
using division |
4*2, 4*7, 7*8, 7*12, 8*1, 9*1, 9*2, 9*3, 9*5, 10*6, 12*1 |
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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, e*g*, by using a visual model* |
1.
Compare two decimals to the hundredths place using
fraction models 2.
Compare two decimal dollar amounts using coin values 3.
Compare two decimals to the hundredths place using a
number line |
4*3, 4*4, 4*7, 4*9 |
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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), *** |
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1.
Compare and convert customary units of length 2.
Compare and convert customary units of weight |
2*6, 3*3, 3*6, 4*6, 4*8, 4*9, 4*10, 5*1, 8*4, 9*4, 10*3, 10*6, 11*1, 11*4, 11*7, 12*2, 12*3, 12*4, 12*6 |
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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* |
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1.
Convert measurements to solve distance problems 2.
Convert measurements to solve volume problems 3.
Convert measurements to solve weight problems 4.
Convert time units to solve time problems 5.
Represent fractional distance measurement quantities
using diagrams 6.
Represent liquid volume measurement quantities using
diagrams |
2*1, 2*6, 2*7, 2*9, 3*3, 3*5, 3*6, 3*7, 3*8, 3*11, 4**4, 4*5, 4*6, 5*1, 5*2, 5*3, 5*4, 5*5, 5*6, 5*7, 5*11, 6*1, 6*3, 6*4, 6*5, 6*6, 7*2, 7*4, 8*1, 8*4, 8*5, 8*8, 9*4, 9*6, 9*8, 9*9, 11*1, 11*7, 12*2, 12*3, 12*4, 12*5 Project 5 |
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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* |
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1.
Use area models to find the area of rectangles 2.
Find the area of a rectangle using the standard formula
3.
Find missing side lengths using the formula for area 4.
Find the perimeter of a rectangle using an area model |
8*3, 8*5, 8*6, 8*7, 9*2, 11+5 |
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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* |
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1.
Create a line plot using a data set of fractional
measures 2.
Interpret data on a line plot by making observations |
2*8, 7*10, 11*3 |
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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: |
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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* |
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1.
Measure full and half rotations |
6*5, 6*6, 6*7, 6*8 Project
1, Project 2 |
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4*MD*C*5b |
An
angle that turns through n one*degree angles is said to have an angle
measure of n degrees* |
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Estimate the measure of an angle
using benchmark and one-degree angles |
6*5, 6*6, 6*7, 6*8 |
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4*MD*C*6 |
Measure
angles in whole*number degrees using a protractor* Sketch angles of specified
measure* |
1.
Introduction to protractors 2.
Measure angles to the nearest 10 by reading a
protractor 3.
Measure angles to the nearest degree with protractors 4.
Sketch angles that are multiples of 10 degrees using a
protractor |
6*6, 6*7, 6*8, 7*5, 10*2 |
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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* |
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1.
Compose and decompose angles 2.
Understand that angle measure is additive by
decomposing |
6*6, 6*7, 6*8, 7*9, 8*6, 9*1, 9*5 |
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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* |
1.
Draw points, lines, and line segments 2.
Classify and draw various types of angles 3.
Draw parallel and perpendicular lines 4.
Label and name points, lines, rays and angles using
math notation |
1*2, 1*3, 1*4, 1*6, 1*7, 1*8, 2*1, 2*3, 3*7, 4*1, 5*9, 8*6, 8*7, 9*9, 10*5 |
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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* |
1.
Classify two-dimensional figures by examining their
properties 2.
Classify two-dimensional figures by examining their
properties 3.
Classify right triangles by examining their angles and
sides 4.
Classify various quadrilaterals by describing their
properties |
1*3, 1*4, 1*5, 1*6, 1*7, 1*8, 2*1, 2*3, 2*7, 3*7, 4*1, 5*9, 8*7, 9*9, 10*5 |
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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* |
1.
R Recognize a line of symmetry by folding a
two-dimensional figure 2.
Identify line symmetry in irregular polygons |
10*1, 10*2, 10*3, 10*4, 10*5
Project 4 |