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## Khan Academy CCSS Lesson Links

4.4.OA.1

4.4.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.

4.4.OA.1

Multiplication facts up to 12: find the missing factor (4-D.2)

4.4.OA.1

Compare numbers using multiplication (4-D.3)

4.4.OA.2

4.4.OA.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.

4.4.OA.2

Addition, subtraction, multiplication, and division word problems (4-F.2)

4.4.OA.3

4.4.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.

4.4.OA.3

Divide 2-digit numbers by 1-digit numbers: interpret remainders (4-E.7)

4.4.OA.3

Divide larger numbers by 1-digit numbers: interpret remainders (4-E.11)

4.4.OA.3

Word problems with extra or missing information (4-F.4)

4.4.OA.3

Multi-step word problems (4-F.6)

4.4.OA.4

4.4.OA.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.

4.4.OA.4

Prime and composite - up to 20 (4-A.10)

4.4.OA.4

Prime and composite - up to 100 (4-A.11)

4.4.OA.4

Identify factors (4-D.5)

4.4.OA.5

4.4.OA.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.

4.4.OA.5

Multiplication input/output tables (4-D.30)

4.4.OA.5

Make a repeating pattern (4-L.3)

4.4.OA.5

Use a rule to complete a number pattern (4-L.7)

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4.4.NBT.1

4.4.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.

4.4.NBT.1

Value of a digit (4-A.1)

4.4.NBT.2

4.4.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.

4.4.NBT.2

Convert between standard and expanded form (4-A.2)

4.4.NBT.2

Place value names (4-A.3)

4.4.NBT.2

Choose word names for numbers up to one thousand (4-A.5)

4.4.NBT.2

Write word names for numbers up to one thousand (4-A.6)

4.4.NBT.2

Choose word names for numbers up to one hundred million (4-A.7)

4.4.NBT.2

Write word names for numbers up to one hundred million (4-A.8)

4.4.NBT.2

Compare numbers up to one billion (4-A.15)

4.4.NBT.2

Place value word problems (4-K.1)

4.4.NBT.3

4.4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

4.4.NBT.3

Rounding (4-A.12)

4.4.NBT.3

Estimate sums (4-B.8)

4.4.NBT.3

Estimate sums: word problems (4-B.9)

4.4.NBT.3

Estimate differences (4-C.6)

4.4.NBT.3

Estimate differences: word problems (4-C.7)

4.4.NBT.3

Estimate products - multiply by 1-digit numbers (4-D.13)

4.4.NBT.4

4.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4.4.NBT.4

Add numbers up to millions (4-B.1)

4.4.NBT.4

Add numbers up to millions: word problems (4-B.2)

4.4.NBT.4

Addition: fill in the missing digits (4-B.3)

4.4.NBT.4

Properties of addition (4-B.4)

4.4.NBT.4

Add 3 or more numbers up to millions (4-B.5)

4.4.NBT.4

Choose numbers with a particular sum (4-B.7)

4.4.NBT.4

Subtract numbers up to millions (4-C.1)

4.4.NBT.4

Subtract numbers up to millions: word problems (4-C.2)

4.4.NBT.4

Subtraction: fill in the missing digits (4-C.3)

4.4.NBT.4

Choose numbers with a particular difference (4-C.5)

4.4.NBT.4

Mentally add and subtract numbers ending in zeroes (4-F.8)

4.4.NBT.5

4.4.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.

4.4.NBT.5

Multiplication facts to 12 (4-D.1)

4.4.NBT.5

Multiply 1-digit numbers by 2-digit numbers (4-D.6)

4.4.NBT.5

Multiply 1-digit numbers by 3-digit or 4-digit numbers (4-D.7)

4.4.NBT.5

Multiplication patterns over increasing place values (4-D.9)

4.4.NBT.5

Distributive property: find the missing factor (4-D.11)

4.4.NBT.5

Multiply using the distributive property (4-D.12)

4.4.NBT.5

Multiply a 2-digit number by a 2-digit number: complete the missing steps (4-D.18)

4.4.NBT.5

Multiply a 2-digit number by a 2-digit number (4-D.19)

4.4.NBT.5

Multiply a 2-digit number by a 2-digit number: word problems (4-D.20)

4.4.NBT.6

4.4.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.

4.4.NBT.6

Divide 2-digit numbers by 1-digit numbers (4-E.4)

4.4.NBT.6

Divide 2-digit numbers by 1-digit numbers: word problems (4-E.5)

4.4.NBT.6

Divide 2-digit numbers by 1-digit numbers: complete the table (4-E.6)

4.4.NBT.6

Divide 2-digit numbers by 1-digit numbers: interpret remainders (4-E.7)

4.4.NBT.6

Divide larger numbers by 1-digit numbers (4-E.8)

4.4.NBT.6

Divide larger numbers by 1-digit numbers: word problems (4-E.9)

4.4.NBT.6

Divide larger numbers by 1-digit numbers: complete the table (4-E.10)

4.4.NBT.6

Divide larger numbers by 1-digit numbers: interpret remainders (4-E.11)

4.4.NBT.6

Choose numbers with a particular quotient (4-E.12)

4.4.NBT.6

Division patterns over increasing place values (4-E.13)

4.4.NF.1

4.4.NF.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.

4.4.NF.1

Find equivalent fractions using area models (4-P.5)

4.4.NF.1

Graph equivalent fractions on number lines (4-P.6)

4.4.NF.2

4.4.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 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.

4.4.NF.2

Compare fractions using models (4-P.14)

4.4.NF.2

Compare fractions (4-P.17)

4.4.NF.2

Compare fractions in recipes (4-P.18)

4.4.NF.3

4.4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

4.4.NF.3.a

4.4.NF.3.a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.4.NF.3.a

Add fractions with like denominators (4-Q.5)

4.4.NF.3.a

Subtract fractions with like denominators (4-Q.7)

4.4.NF.3.b

4.4.NF.3.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 decompositions, e.g., by using a visual fraction model.

4.4.NF.3.b

Decompose fractions into unit fractions (4-Q.1)

4.4.NF.3.b

Decompose fractions multiple ways (4-Q.3)

4.4.NF.3.c

4.4.NF.3.c 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.

4.4.NF.3.c

Add fractions with like denominators using number lines (4-Q.4)

4.4.NF.3.c

Subtract fractions with like denominators using number lines (4-Q.6)

4.4.NF.3.c

Add and subtract fractions with like denominators using number lines (4-Q.8)

4.4.NF.3.d

4.4.NF.3.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.

4.4.NF.3.d

Add and subtract fractions with like denominators in recipes (4-Q.12)

4.4.NF.4

4.4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

4.4.NF.4.a

4.4.NF.4.a Understand a fraction a/b as a multiple of 1/b.

4.4.NF.4.a

Multiply unit fractions by whole numbers using models (4-S.2)

4.4.NF.4.b

4.4.NF.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.

4.4.NF.4.b

Multiply unit fractions by whole numbers using number lines (4-S.1)

4.4.NF.4.b

Multiply unit fractions and whole numbers: sorting (4-S.4)

4.4.NF.4.b

Multiply fractions by whole numbers using number lines (4-S.7)

4.4.NF.4.b

Multiply fractions and whole numbers: sorting (4-S.9)

4.4.NF.4.c

4.4.NF.4.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.

4.4.NF.4.c

Multiply unit fractions by whole numbers: word problems (4-S.6)

4.4.NF.4.c

Multiply fractions by whole numbers: word problems (4-S.12)

4.4.NF.4.c

Multiply fractions and mixed numbers by whole numbers in recipes (4-S.13)

4.4.NF.5

4.4.NF.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.

4.4.NF.5

Add fractions with denominators of 10 and 100 (4-R.5)

4.4.NF.6

4.4.NF.6 Use decimal notation for fractions with denominators 10 or 100.

4.4.NF.6

Graph fractions as decimals on number lines (4-T.8)

4.4.NF.6

Convert fractions and mixed numbers to decimals - denominators of 10 and 100 (4-T.9)

4.4.NF.6

Convert decimals to fractions and mixed numbers (4-T.11)

4.4.NF.7

4.4.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 the number line or another visual model.

4.4.NF.7

Compare money amounts (4-M.2)

4.4.NF.7

Equivalent decimals (4-T.5)

4.4.NF.7

Compare decimals on number lines (4-T.14)

4.4.NF.7

Compare decimal numbers (4-T.15)

4.4.NF.7

Put decimal numbers in order I (4-T.16)

4.4.NF.7

Put decimal numbers in order II (4-T.17)

4.4.NF.7

Compare decimals and fractions on number lines (4-T.18)

4.4.MD.1

4.4.MD.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.

4.4.MD.1

Which customary unit is appropriate? (4-N.2)

4.4.MD.1

Which metric unit is appropriate? (4-N.11)

4.4.MD.1

Convert metric mixed units (4-N.17)

4.4.MD.2

4.4.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.

4.4.MD.2

Compare customary units by multiplying (4-N.8)

4.4.MD.2

Elapsed time: word problems (4-O.6)

4.4.MD.2

Find start and end times: multi-step word problems (4-O.7)

4.4.MD.3

4.4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

4.4.MD.3

Find the area or missing side length of a rectangle (4-BB.6)

4.4.MD.3

Area between two rectangles (4-BB.8)

4.4.MD.3

Relationship between area and perimeter (4-BB.10)

4.4.MD.3

Area and perimeter: word problems (4-BB.11)

4 Represent and interpret data.

4.4.MD.4

4.4.MD.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.

4.4.MD.4

Create and interpret line plots with fractions (4-J.8)

4.4.MD.5

4.4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

4.4.MD.5.a

4.4.MD.5.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 circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.

4.4.MD.5.a

Angles of 90, 180, 270, and 360 degrees (4-Z.2)

4.4.MD.5.b

4.4.MD.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

4.4.MD.5.b

Angles of 90, 180, 270, and 360 degrees (4-Z.2)

4.4.MD.5.b

Estimate angle measurements (4-Z.4)

4.4.MD.6

4.4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

4.4.MD.6

Measure angles with a protractor (4-Z.3)

4.4.MD.7

4.4.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.

4.4.MD.7

Adjacent angles (4-Z.5)

4.4.G.1

4.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

4.4.G.1

Lines, line segments, and rays (4-W.4)

4.4.G.1

Parallel, perpendicular, and intersecting lines (4-W.5)

4.4.G.1

Parallel sides in quadrilaterals (4-X.4)

4.4.G.1

Acute, right, obtuse, and straight angles (4-Z.1)

4.4.G.2

4.4.G.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. (Two dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.)

4.4.G.2

Acute, obtuse, and right triangles (4-X.1)

4.4.G.2

Classify triangles (4-X.3)

4.4.G.2

Parallel sides in quadrilaterals (4-X.4)

4.4.G.2

Identify parallelograms (4-X.5)

4.4.G.2

Identify trapezoids (4-X.6)

4.4.G.2

Identify rectangles (4-X.7)

4.4.G.2

Identify rhombuses (4-X.8)

4.4.G.2

Classify quadrilaterals (4-X.9)

4.4.G.2

Identify three-dimensional figures (4-AA.1)

4.4.G.3

4.4.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.

4.4.G.3

Identify lines of symmetry (4-Y.1)

4.4.G.3

Draw lines of symmetry (4-Y.2)

4.4.G.3

Count lines of symmetry (4-Y.3)

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