Common Core Grade 4

Mathematics
Scope and Sequence
Interim Assessment One

Unit One: Multiplication & Division 1

Critical Area(s):
Duration: 9 days
Strategies: Operate – Visualize, Represent and Retell, Solve;
Represent – TD, BM, EQ (with labels)
Calculate - Abstract – count on/skip-count, just know facts
Major, Supporting, Common Core State Standard
Additional Clusters
Major: Use the four 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35=5x7 as a statement that 35 is 5
operations with times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as
whole numbers to multiplication equations.
solve problems *FS: UO KU3
4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings
Supporting: Gain and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative
familiarity with comparison from additive comparison (see Glossary Table 2).
factors and 4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a
multiples 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.
Additional:
*FS: RANP KU6
Generate and
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern
analyze patterns 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.
*FS: RANP KU3
Review/Imbedded 3.OA.1 Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5
Standards groups of 7 objects each. For example, describe a context in which a total number of objects can be
expressed as 5x7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in
which a number of shares or a number of groups can be expressed as 56÷8.
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in each of
the equations 8 x ? =48, 5 = □ ÷ 3, 6 x 6 = ?.
3.OA.6 Understand division as an unknown-factor problem. For example, find 32÷8 by finding the
number that matches 32 when multiplied by 8.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9x80, 5x60) using
strategies based on place value and properties of operations.
Focal Standards for SMP1: Make sense of problems and persevere in solving them
Mathematical SMP3: Construct viable arguments and critique the reasoning of others
Practice SMP4: Model with mathematics
SMP5: Use appropriate tools strategically
 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment One

Unit Two: Place Value

Critical Area(s): Students generalize their understanding of place value to 1,000,000, understanding the relative size of numbers
in each place.
Duration: 10 days
Major, Supporting, Common Core State Standard
Additional Clusters
Major: Generalize place 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
value understanding for represents in the place to its right. For example, recognize that 700÷10=70 by applying concepts of
multi-digit whole place value and division.
numbers *FS: UWDN KU5
4.NBT.2
a. Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form.
b. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
*FS: UWDN KU5, UWDN KU8
4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
*FS: C KU8
Review/Imbedded 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Standards
Focal Standards for SMP4: Model with mathematics
Mathematical Practice SMP5: Use appropriate tools strategically
SMP7: Look for and make use of structure

Unit Three: Addition & Subtraction

Critical Area(s):
Duration: 6 days
Strategies: Abstract (required) –expanded notation (+/-), standard algorithm (+/-)
Abstract (recommended) – add by place (+), number line (+/-)
Major, Supporting, Common Core State Standard
Additional Clusters
Major: Use place value 4.NBT.4 Fluently1 add and subtract multi-digit whole numbers using the standard algorithm.
understanding and *FS: C KU6
properties of
operations to perform
multi-digit arithmetic
Review/Imbedded 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value,
Standards properties of operations, and/or the relationship between addition and subtraction.
Focal Standards for SMP1: Make sense of problems and persevere in solving them
Mathematical Practice SMP3: Construct viable arguments and critique the reasoning of others
SMP4: Model with mathematics

1
From Progression- NBT: At Grade 4, students become fluent with the standard addition and subtraction algorithms. In mathematics, an algorithm
is defined by its steps and not by the way those steps are recorded in writing. With this in mind, minor variations in methods of recording standard
algorithms are acceptable.
 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment One
SMP5: Use appropriate tools strategically

Fluency: Interim Assessment One

ST Math & Renaissance Learning – Math Facts in a Flash
Duration: IA cycle
Renaissance Learning – Math Facts in a Flash ST Math
- If using Math Facts in a Flash, begin the year with Patterns in Number and Shape: Examine visual and numeric
the “Multiplication by 0, 1” level – this is a review patterns, and solve problems by determining inputs, outputs, or
for students. (the baseline test may start students at functional relationships. Use tables to organize information.
a different level – this is acceptable) Factors and Multiples: Find factors for whole numbers in the
- If students using Math Facts in a Flash finish range 1 to 100. Identify multiples. Determine whether a given
“Decimals to Fractions”, discontinue MFiaF and use whole number in the range 1 to 100 is prime or composite and
the full fluency time for ST Math factor.
Place Value: Identify the place value of digits in numbers up to
ten thousand.
Using Place Value: Read and write numbers to one million using
expanded notation. Learn how to place commas in whole
numbers.
Rounding Whole Numbers: Round up to six-digit numbers to any
place. Students utilize the number line and develop strategies
based on place value to round whole numbers.
Comparing Whole Numbers: Compare up to six-digit numbers
using strategies based on place value and the symbols <, >, and =.
Addition & Subtraction within 1,000,000: Add two whole
numbers with up to six digits using algorithms based on place
value strategies. Estimate addition and subtraction on a number
line.
 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment Two

Unit Four: Multiplication & Division 2

Critical Area(s): They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place
value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate,
and generalizable methods to computer products of multi-digit whole numbers. Depending on the numbers and the context,
they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with
efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value
and properties of operations; and use them to solve problems. Students apply their understanding of models for division,
place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use
efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. They select and accurately
apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.
Duration: 20 days
Strategies: Concrete – place value arrays and sharing, Pictorial – place value arrays and sharing, Abstract – area model and partial
products (x), sharing and finding side length (÷)
Major, Supporting, Common Core State Standard
Additional Clusters
Major: Use place 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-
value understanding digit numbers, using strategies based on place value and the properties of operations. Illustrate and
and properties of explain the calculation by using equations, rectangular arrays, and/or area models.
operations to *FS: C KU4
perform multi-digit 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit
arithmetic 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 the area model.
Supporting: Solve *FS: C KU4
problems involving 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g;
measurement and lb, oz.; l, ml; hr, min, sec. within a single system of measurement, express measurements in a larger unit
conversion of in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know
measurements from that 1 fit is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion
a larger unit to a table for feet and inches listing the number pairs (1, 12), (2, 24), 3, 36), …
smaller unit *FS: UU KU7, UU KU8
4.MD.3 2Apply 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.
*FS: IN KU1
Review/Imbedded 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
Standards kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving
masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem. (excludes multiplication comparisons- no “times as
much”; excludes cm3 and finding volume)
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of
an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate
units- whole numbers, halves, or quarters.

2
Systematically build in review of area and perimeter throughout the year, leading up to this

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 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment Two
3.MD.7 Relate area to the operations of multiplication and addition.
Review/Imbedded a) Find the area of a rectangle with whole-number side lengths by tiling it, and show that the
Standards area is the same as would be found by multiplying the side lengths. (IA-1)
b) Multiply side lengths to find areas of rectangles with whole-number side lengths in the
context of solving real world and mathematical problems, and represent whole-number
products as rectangular areas in mathematical reasoning.
c) Use tiling to show in a concrete case that the area of a rectangle with whole-number side
lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive
property in mathematical reasoning.
d) Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-
overlaping rectangles and adding the areas of non-overlapping parts, applying this technique to
solve real world problems.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding
the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the
same perimeter and different areas or with the same area and different perimeters.
Focal Standards for SMP3: Construct viable arguments and critique the reasoning of others
Mathematical SMP4: Model with mathematics
Practice SMP5: Use appropriate tools strategically
SMP6: Attend to precision
SMP7: Look for and make use of structure

Fluency: Interim Assessment Two

ST Math & Renaissance Learning – Math Facts in a Flash
Duration: IA cycle
Renaissance Learning – Math Facts in a Flash ST Math
- Students work for the first 5 minutes of Math Measurement & Conversions: Solve problems involving
Fluency time daily measurement and conversions of distance, money, liquid
- If using Math Facts in a Flash, begin the year with volumes, and numerical quantities.
the “Multiplication by 0, 1” level – this is a review Applying Area and Perimeter: Apply formulas for area and
for students. (the baseline test may start students at perimeter to solve problems with rectangles. Generate different
a different level – this is acceptable) rectangles with given areas and perimeters. Use models to solve
- If students using Math Facts in a Flash finish problems involving area.
“Decimals to Fractions”, discontinue MFiaF and use Multiple Operations: Solve multistep problems posed with whole
the full fluency time for ST Math numbers and having whole-number answers using the four
operations. Interpret equations involving multiplication and
addition and determine order to match visual models.

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 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment Three
Unit Five: Story Problems 1
Critical Area(s):
Duration: 6 days
Strategies: Operate – Visualize, Represent and Retell, Solve;
Represent – TD, BM, EQ (with labels)
Utilize calculation strategies from other units
Major, Supporting, Common Core State Standard
Additional Clusters
Major: Use the four 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using
operations with the four operations, including problems in which remainders must be interpreted. Represent these
whole numbers to problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of
solve problems answers using mental computation and estimation strategies using rounding.
*FS: C KU8

Review/Imbedded 3.OA.8 solve two-step word problems using the four basic operations. Represent these problems using
Standards equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding. (addition and subtraction only)
Focal Standards for SMP1: Make sense of problems and persevere in solving them
Mathematical SMP2: Reason abstractly and quantitatively
Practice SMP3: Construct viable arguments and critique the reasoning of others
SMP4: Model with mathematics
SMP5: Use appropriate tools strategically
SMP6: Attend to precision

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 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment Three
Unit Six: Fractions
Critical Area(s): Students develop an understanding of fraction equivalence and operations with fractions. They recognize that two different
fractions can be equal and they develop methods for generating and recognizing equivalent fractions. Students extend previous
understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit
fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.
Duration: 18 days
Strategies: Operate – Visualize, Represent and Retell, Solve;
Calculate – Identity property, fraction tiles/drawing fraction models/number lines/number bonds for adding/subtracting/multiplying
*denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100
Major, Supporting, Common Core State Standard
Additional Clusters
Major: Extend 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to
understanding of how the number and size of the parts differ even though the two fractions themselves are the same size. Use this
fraction equivalence principle to recognize and generate equivalent fractions.
and ordering *FS: UFN KU4
4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common
Major: Build fractions denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid
from unit fractions by only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and
applying and justify the conclusions, e.g., by using a visual fraction model.
extending previous *FS: UFN KU5
understandings of 4.NF.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
operations on whole a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
numbers b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation. Justify the decomposition, e.g., by using a visual fraction model. Examples:
Supporting: Represent 3/8=1/8+1/8+1/8; 3/8=2/8+1/8; 2 1/8=1+1+1/8.
and interpret data c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an
equivalent fractions, and/or by using properties of operations and the relationship between addition and
subtraction.
d. 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.
*FS: C KU7
4.NF.4 Apply and extend previous understanding of multiplication to multiply a fraction by a whole number.
a. 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 5x(1/4), recording the conclusion by the equation 5/4=5x(1/4).
b. 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 3x(2/5) as 6x(1/5), recognizing this product as 6/5. (In
general, n x (a/b) = (n x a)/b)
c. 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?
*FS: C KU7
This standard will be assessed in Mock 2 Cycle
4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 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.
Review/Imbedded 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Standards Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers,
halves, or quarters.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
understand a/b as the quantity formed by a parts of size 1/b.
3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

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 Common Core Grade 4
Mathematics
Scope and Sequence
Interim Assessment Three
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and
partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part
based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number
line.
b. Recognize and generate simple equivalent fractions, e.g., ½ = 2/4, 4/6 = 2/3. Explain why the fractions are
equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
Examples: express 3 in the form 3=3/1; recognize that 6/1=6; locate 4/4 and 1 at the same point of a number
line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size.
Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results
of comparisons with the symbols, >, =, or <, and justify conclusions, e.g., by using a visual fraction model.
Focal Standards for SMP4: Model with mathematics
Mathematical SMP5: Use appropriate tools strategically
Practice SMP8: Look for and express regularity in repeated reasoning

Fluency: Interim Assessment Three

ST Math & Renaissance Learning – Math Facts in a Flash
Duration: IA cycle
Renaissance Learning – Math Facts in a Flash ST Math
- If using Math Facts in a Flash, begin the year with Fractions – Equivalence and Ordering: Use models and symbols to
the “Multiplication by 0, 1” level – this is a review find equivalent fractions and compare fractions with either the
for students. (the baseline test may start students at same numerator or same denominator.
a different level – this is acceptable) Adding and Subtracting Fractions: Using multiple models, add and
- If students using Math Facts in a Flash finish subtract fractions with a common denominator. Models include
“Decimals to Fractions”, discontinue MFiaF and use fractions whose sum is greater than 1 and finding a missing
the full fluency time for ST Math addend.
Adding and Subtracting Fractions LI: Symbolically add and
subtract fractions with the same denominator using visual
support. Includes missing addend problems.
Mixed Numbers: Represent fractions and mixed numbers using
multiple visual models as well as numerical notation.
Fraction Multiples: Use models and symbols to multiply a fraction
by a whole number.

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 Common Core Grade 4
Mathematics
Scope and Sequence
End-of-Course

Unit Seven: Decimals

Critical Area(s):
Duration: 8 days

*NY schools move this unit to the end of the year if the NYST has NF5/6/7 as post-state-test standards

Major, Supporting, Common Core State Standard

Additional Clusters
Major: Understand 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use
decimal notation for this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10
fractions, and as 30/100, and add 3/10+4/100=34/100.
*FS: UFN KU4
compare decimal
4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as
fractions
62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
*FS: UFN KU5, UFN KU6
4.NF.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.
*FS: UFN KU4

Review/Imbedded 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models,
Standards 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.
4.NF.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 ½. Recognize
that comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Focal Standards for SMP4: Model with mathematics
Mathematical Practice SMP5: Use appropriate tools strategically
SMP8: Look for and express regularity in repeated reasoning

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 Common Core Grade 4
Mathematics
Scope and Sequence
End-of-Course

Unit Eight: Story Problems 2

Critical Area(s):
Duration: 9 days
Strategies: Operate – Visualize, Represent and Retell, Solve;
Represent – TD, BM, EQ (with labels)
Utilize calculation strategies from other units

*NY schools move this unit to the end of the year if the NYST has MD2 as a post-state-test standard

Major, Supporting, Common Core State Standard

Additional Clusters
Supporting: Solve 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid
problems involving volumes, masses of objects, and money, including problems involving simple fractions or decimals, and
measurement and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
conversion of Represent measurement quantities using diagrams such as number line diagrams that feature a
measurements from a measurement scale.
larger unit to a smaller
unit

Review/Imbedded 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers
Standards 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 using rounding.
3.OA.8 solve two-step word problems using the four basic operations. 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. (addition and subtraction only)
Focal Standards for SMP1: Make sense of problems and persevere in solving them
Mathematical Practice SMP2: Reason abstractly and quantitatively
SMP3: Construct viable arguments and critique the reasoning of others
SMP4: Model with mathematics
SMP5: Use appropriate tools strategically
SMP6: Attend to precision

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 Common Core Grade 4
Mathematics
Scope and Sequence
End-of-Course

Unit Nine: Geometry

Critical Area(s): Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and
analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use
of them to solve problems involving symmetry
Duration: 6 days
Major, Supporting, Common Core State Standard
Additional Clusters
Additional: Draw and 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel
identify lines and lines. Identify these in two-dimensional figures.
angles and classify 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
shapes by properties lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and
of their lines and identify right triangles.
angles
4.G.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.
Review/Imbedded 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
Standards attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories.
4.MD.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.
Focal Standards for SMP5: Use appropriate tools strategically
Mathematical Practice SMP7: Look for and make use of structure

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 Common Core Grade 4
Mathematics
Scope and Sequence
End-of-Course

Unit Ten: Angle Measurement

Critical Area(s):

Duration: 7 days
Major, Supporting, Common Core State Standard
Additional Clusters
Additional: Geometric 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common
Measurement- endpoint, and understand concepts of angle measurement:
understand concepts a. 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
of angle and measure
circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to
angles measure angles.
b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
*FS: DM KU1
4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure.
*FS: DM KU4
4.MD.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.
Review/Imbedded 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g;
Standards 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 fit is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion
table for feet and inches listing the number pairs (1, 12), (2, 24), 3, 36), …
Focal Standards for SMP4: Model with mathematics
Mathematical Practice SMP5: Use appropriate tools strategically
SMP6: Attend to precision

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 Common Core Grade 4
Mathematics
Scope and Sequence
End-of-Course

Fluency: End-of-Course
ST Math & Renaissance Learning – Math Facts in a Flash
Duration: IA cycle
Renaissance Learning – Math Facts in a Flash ST Math
- If using Math Facts in a Flash, begin the year with Fraction & Decimal Equivalence: Find equivalencies of fractions
the “Multiplication by 0, 1” level – this is a review and decimals and use them to add with tenths and hundredths.
for students. (the baseline test may start students at State decimal place value to hundredths. Estimate fractions and
a different level – this is acceptable) decimals on the number line.
- If students using Math Facts in a Flash finish Comparing Decimals: Compare decimals based on size, using
“Decimals to Fractions”, discontinue MFiaF and use models and the number line. Compare decimals using the
the full fluency time for ST Math symbols <, =, and >.
Algebraic Expressions and Equations: Solve addition, subtraction,
multiplication, and division problems for unknown quantities.
Model expressions using dots, grids, or other visuals. Choose
correct operation to solve problems.
Exploring Lines and Shapes: Explore properties of lines, including
slope and y-intercept. Identify intersecting lines. Examine
attributes of 2D shapes.
Lines of Symmetry: Find lines of symmetry in plane shapes and
solve problems involving multiple step reasoning. Create
reflections of 2-dimensional shapes across a line of symmetry.
Parallel Lines and Parallelograms: Identify parallel and
perpendicular lines. Examine properties of parallelograms
compared to other quadrilaterals.
Angles and Triangles: Label angles as acute, right, obtuse, or
straight and draw angles using a protractor. Classify triangles
based on their properties and find the sum of the angles in a
triangle and use that to find the missing angle. Identify lines of
symmetry in isosceles triangles.

Revised: 04/16
Page 13 of 13