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13 4ETeacherManual Foreword xxiv Correlation toCalifornia’sCommonCoreContentandPractice Standards,ExtensionsGrade4 CCCS Geometry Draw and identify lines an angles, and classify shapes by properties of their lines and angles. 4.G.1 Draw points, lines, line segments, rays, 47–49 35-1, 35-2, 76, 77, 80 52-1, 58-1, angles (right, acute, obtuse), and 37-1, 37-2 58-2, 59-1, perpendicular and parallel lines. Identify 59-2, 59-5 these in two-dimensional figures. 4.G.2 Classify two-dimensional figures based on 50 79, 80 59-2, 59-3, the presence or absence of parallel or 59-5 perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (two-dimensional should include special triangles, e.g., equilateral, isosceles, scalene and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) 4.G.3 Recognize a line of symmetry for a two- 51 38-1 dimensional figure as a line across the figure such that the figure can be folded along the line intomatching parts. Identify line-symmetric figures and draw lines of symmetry. Part A Part B Student Book Skill Builders Student Book Skill Builders CCSS forMathematical Practice Student Book MP.1 Make sense of problems and persevere in solving them. 17–19, 32 MP.2 Reason abstractly and quantitatively. 1, 26, 29, 33, 40, 53, 73 MP.3 Construct viable arguments and critique the reasoning of others. 7, 10, 14, 17, 26 MP.4 Model withmathematics. 1–3, 13, 14, 16, 21, 35, 65 MP.5 Use appropriate tools strategically. 54–56, 58, 64, 75, 76 MP.6 Attend to precision. 49, 55, 56 MP.7 Look for andmake use of structure. 20, 21, 22, 27, 30, 31 MP.8 Look for and express regularity in repeated reasoning. 6, 26, 67, 68, 73 Correlation toCommonCoreMathematicalPracticeStandards, ExtensionsGrade4 This table shows the Student Bookpages that address theMathematical Practice Standards forCCSS. CommonCorePracticeStandardsGrid Correlation toCCSSObjectives,ExtensionsGrade4 Use this table tomatchobjectives topages in the Student Book and Skill Builders. CCSS Operations and Algebraic Thinking Use the four operationswithwhole numbers to solve problems. 4.OA.1 Interpret amultiplicationequationas a compari- 20, 21, 22, 23, 20-1, 20-2, son, e.g., interpret 35 = 5 x 7 as a statement 24, 25 20-3, 20-4, that 35 is 5 times asmany as 7 and 7 times as 20-5, 20-6, many as5. Represent verbal statements of multi- 24-1 plicative comparisons asmultiplicationequations. 4.OA.2 Multiply or divide to solveword problems 20, 23–30, 20-1, 20-4 to involvingmultiplicative comparisons, e.g., 32–35 20-6, 21-1 to by using drawings and equationswith a 21-3, 22-1, symbol for the unknown number to represent 23-1, 25-1, the problem, distinguishingmultiplicative 25-4,26-2,48-1, comparison from additive comparison. 49-1, 49-2 4.OA.3 Solvemulti-stepword problems posedwith 17–19, 15-3, 15-4, whole numbers and havingwhole-number 23–30, 20-1, 25-1, answers using the four operations, including 32–35 25-4, 26-1, problems inwhich remaindersmust be 26-2, 27-1, interpreted. Represent these problems using 28-1, 48-1, equationswith a letter standing for the 49-1, 49-2 u known quantity. Assess the reasonableness of answers usingmental computation and estimation stratagies including rounding. Gain familiaritywith factors andmultiples. 4.OA.4 Find all factor pairs for awhole number in the 6 3-4 65, 66 55-1, 55-2 range 1-100. Recognize that awhole number s amultiple of each of its factors. Determine whether a givenwhole number in the range 1-100 is amultiple of a given one-digit number. Determinewhether a givenwhole number in the range 1-100 is prime or composite. Generate and analyze patterns. 4.OA.5 Generate anumber or shapepattern that follows 6, 22, 26, 30, 3-1, 3-2, 3-3, 66 agiven rule.Identify apparent featuresof the 31 3-4, 3-5, 3-6, pattern that were not explicit in the rule itself. 3-7, 6-1, 20-3, 48-2 Number andOperations in Base Ten Generalize place value understanding for multi-digit whole numbers. 4.NBT.1 Recognize that in amulti-digit whole number, 1, 3, 9, 11, 1-1, 1-2, 6-1, a digit in one place represents ten timeswhat 13–16, 23, 24, 6-3, 8-2, 10-1, it represents in the place to its right. 33–35 12-1, 15-1, 17-1, 21-1 to 21-4, 22-1, 26-1, 27-2 Part A Part B Student Book Skill Builders Student Book Skill Builders CCSSStandardsGrid The CommonCore PracticeStandards grid indicates thepageson whicheachPractice Standard isused. The correlationgrid directs teachers topage numberswhereevery CCSSobjective is taught. Extra skillspractice (Skill Builders) is identi- fied for each standard. Call 1-800-852-2435 to request anappropriate correlation for CCSS-CAor TEKS. Step1 Objectives for Screening and Instruction Correlations toCCSSContent Standards andPracticeStandards Objectives andassessments are correlated toNCTMand state standards includingCCSSContent andPracticeStandards, CCSS-CA, TEKS. A correlationgridof objectives to the instructional pages in the student edition andSkill Builder pagesprovidea roadmapofwhereeachobjective is taught. 100% Correlation toCCSS confirmed by theCABoard of Education