Saxon Math Intermediate 4 ©2008 correlated to the ```Saxon Math Intermediate 4 ©2008
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Standards for Mathematical Practice
1
Make sense of problems and persevere in solving them.
This standard is covered throughout the program; the following are examples.
Instruction:
New Concept
Investigation(s)
Maintenance:
Problem Solving
Written Practice
2
Problem Solving Overview, pages 1–6,
Lessons 11, 25, 31, 49, 52, 57, 70, 72,
88, 94, 95,
8
Lessons 6, 15, 17, 21, 26, 29, 37, 38,
49, 56, 65, 69, 71, 73, 77, 83, 87, 95,
99, 104, 119
Lessons 14, 28, 46, 67, 88,
This standard is covered throughout the program; the following are examples.
Reason abstractly and quantitatively.
Instruction:
New Concept
1
Lessons 1, 11, 25, 31, 32, 49, 52, 57,
58, 60, 70, 88, 94, 95
Investigation(s)
2
Maintenance:
Problem Solving
Lessons 65, 69, 71, 73, 78, 87, 95
Written Practice
Lessons 46, 77, 78, 84, 92, 104, 106
3
Test Day Activity
3
correlated to the
Common Core States Standards for Mathematics (June 2010)
3
This standard is covered throughout the program; the following
are examples.
Construct viable arguments and critique the reasoning of others.
Instruction:
New Concept
Investigation(s)
4
Lessons 10, 13, 15, 22, 78, 83, 93
1(see Investigate Further, page 66), 3
(see Investigate Further, page 191), 3
(see Investigate Further, page 191),
Maintenance:
Problem Solving
Lessons 20, 48, 102
Written Practice
Lessons 15, 67
5
Test Day Activity
8, 9, 11
This standard is covered throughout the program; the following are examples.
Model with mathematics.
Instruction:
New Concept
Investigation(s)
Maintenance:
Problem Solving
Written Practice
2
Lessons 11, 13, 38, 40, 57, 60, 70, 95,
108
2, 3, 4, 6, 7, 8, 11
Lessons 3, 4, 5, 9, 10, 16, 32, 34, 36,
39, 58, 70, 82
Lessons 25, 65, 68, 70, 84, 92, 102, 104
correlated to the
Common Core States Standards for Mathematics (June 2010)
5
This standard is covered throughout the program; the following are examples.
Use appropriate tools strategically.
Instruction:
New Concept
6
Lessons 18, 21, 39, 51, 55, 69, 77, 79,
80, 81, 101, 102, 103, 104
Investigation(s)
Maintenance:
Problem Solving
2, 7 (see Investigate Further, page 453)
Written Practice
Lessons
Calculator Activities
Lessons 2, 22, 46, 57, 87, 91, 112
Test Day Activity
2
Lessons 44, 77, 82, 88, 91
This standard is covered throughout the program; the following are examples.
Attend to precision.
3
Instruction:
New Concept
Lessons 18, 19, 39, 69, 75, 101, 102
Investigation(s)
1, 2, 3, 11
Maintenance:
Problem Solving
Lessons 42, 64, 90, 104
Written Practice
Lessons 79, 84, 96, 102, 108
correlated to the
Common Core States Standards for Mathematics (June 2010)
7
This standard is covered throughout the program; the following are examples.
Look for and make use of structure.
Instruction:
New Concept
8
Investigation(s)
1, 3
Maintenance:
Problem Solving
Lessons 20, 25, 50, 55
Written Practice
Lessons 28, 46,
Test Day Activity
4
This standard is covered throughout the program; the following are examples.
Look for and express regularity in repeated reasoning.
Instruction:
New Concept
Standard
Lessons 9, 13, 28, 38, 45, 52, 62, 65,
87, 108, 110
Descriptor
Lessons 20, 27, 29, 42, 44, 55 58, 59,
67, 85, 86, 90, 109, 112, 115, 116
Investigation(s)
3
Maintenance:
Problem Solving
Lessons 28, 31, 100
Written Practice
Lessons
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
Operations and Algebraic Thinking 4.OA
Use the four operations with whole numbers to solve problems.
4
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.
Instruction:
New Concept
Maintenance:
Written Practice
Learning Stations
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
Instruction:
New Concept
Maintenance:
Problem Solving
[1 See Glossary, Table 2.]
5
Lessons 27, 28, 29, 38(see Teacher
Edition Extend the Example), 46, 47
Lessons 47, 48, 49, 50, 51, 52, 53, 56,
57, 58, 60, 61, 62, 63
Lessons 46, 47
Lessons 41, 46, 47, 49, 52, 53, 60, 64,
68
Lessons 28, 30, 104
Written Practice
Lessons 41, 42, 43, 44, 45, 49, 51, 52,
54, 57, 60, 62, 64, 66, 67, 68, 69, 70,
72, 73, 74, 76, 77, 78, 79, 80, 81, 82,
85, 86, 87, 89, 92, 93, 94, 95, 96, 97,
100, 105, 107, 108, 109
Learning Stations
Lesson 60
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
3
Solve multistep word problems posed with whole numbers and having wholenumber 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.
Gain familiarity with factors and multiples
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.
Generate and analyze patterns.
6
Instruction:
New Concept
Maintenance:
Problem Solving
Lessons 59, 60, 61, 64, 65, 80, 83, 88,
94
Lessons 71, 77, 80, 83, 99, 101, 104,
114
Written Practice
Lessons 61, 62, 63, 64, 65, 66, 68, 69,
71, 73, 75, 76, 77, 78, 80, 81, 82, 83,
84, 85, 86, 87, 88, 89, 90, 91, 93, 94,
95, 96, 97, 98, 99, 100, 101, 102, 103,
104, 105, 106, 108, 109, 110, 111, 112,
113, 114, 115, 116, 118, 120
Learning Stations
Lessons 61, 94
Instruction:
New Concept
Lesson 55,
Maintenance:
Power Up
Lessons 10, 13, 14, 16, 18, 19, 21, 23
Written Practice
Lessons 55, 56, 57, 58, 59, 60, 61, 62,
63, 64, 67, 69, 70, 71, 72, 73, 74, 78,
79, 84, 89, 111, 112
Learning Stations
Lesson 55
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Lessons 3, 32, 38
Investigation
1, 3
Maintenance:
Problem Solving
Written Practice
Lessons 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
13, 14, 15, 16, 17, 18, 19, 21, 22, 23,
24, 25, 27, 28, 29, 32, 33, 34, 35, 36,
38, 39, 41, 42, 54
Learning Stations
Lesson 3,
Number and Operations in Base Ten 2 4.NBT
[2 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1, 000, 000.]
Generalize place value understanding for multi-digit whole numbers.
7
Lessons 8, 11, 12, 22, 24, 25, 30, 31,
33, 35, 41, 62, 92, 94, 105, 108, 112,
113, 115, 117, 120
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Maintenance:
Written Practice
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.
Lessons 4, 5, 6, 7, 9, 12, 13, 14, 15, 16,
17, 18, 20, 21, 22, 24, 25, 26, 28, 33,
34, 35, 36, 37, 38, 39, 40, 42, 44, 45,
47, 48, 49, 50, 85, 91, 98, 100, 101,
104, 105, 107, 108, 109
Learning Stations
Lessons 4, 33, 34, 67
Instruction:
New Concept
Lessons 4, 13, 16, 33, 34
Maintenance:
Written Practice
Learning Stations
8
Lessons 4, 13, 33, 34, 50, 67, 85, 86,
105
Lessons 4, 5, 6, 7, 8, 9, 10, 1112, 13,
14, 15, 16, 17, 18, 20, 21, 22, 23, 24,
25, 26, 28, 29, 30, 31, 32, 33, 34, 35,
36, 37, 38, 39, 40, 41, 42, 43, 44, 45,
47, 48, 49, 50
Lessons 4, 33, 34
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
3
Use place value understanding to round multi-digit whole numbers to any
place.
Instruction:
New Concept
Maintenance:
Power Up
Use place value understanding and properties of operations to perform multi-digit arithmetic.
9
Lessons 20, 42, 54, 117
Lessons32, 33, 34, 61, 62, 66, 68, 69,
72, 73, 74, 76, 81, 82, 83, 89, 91, 95,
101, 104, 107, 115, 116
Written Practice
Lessons 20, 21, 22, 23, 24, 25, 26, 27,
28, 29, 30, 32, 34, 35, 36, 37, 38, 42,
43, 44, 46, 47, 51, 52, 53, 54, 55, 56,
66, 69, 102, 104, 106, 107, 110, 113,
117, 118, 119
Learning Stations
Lessons 42, 54, 117
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
4
Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
Instruction:
New Concept
Maintenance:
Power Up
10
Lessons 13, 14, 15, 17, 25, 30, 31, 41,
51, 52, 59, 94
Lessons 12, 13, 14, 15, 16, 17, 18, 19,
20, 21, 22, 23, 25, 26, 27, 28, 29, 30,
32, 35, 36, 49, 50
Problem Solving
Lessons 38, 101
Written Practice
Lessons -13, 14, 15, 16, 17, 18, 19, 20,
21, 23, 24, 25, 26, 27, 28, 29, 30, 31,
32, 33, 34, 35, 36, 37, 38, 39, 40, 41,
42, 51, 52, 54, 56, 57, 58, 59, 62, 64,
66, 67, 69, 70, 71, 73, 74, 75, 77, 80,
81, 82, 83, 86, 89, 96, 103, 104, 105,
106,
Learning Stations
Lessons 13, 14, 17, 41, 51
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Investigation
Lessons 28, 42, 44, 45, 48, 58, 62, 67,
87, 90, 108
3
Maintenance:
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.
11
Written Practice
Lessons 42, 43, 44, 45, 46, 47, 48, 49,
50, 51, 52, 53, 54, 55, 56, 57, 58, 59,
60, 61, 62, 63, 64, 65, 66, 68, 69, 70,
71, 72, 73, 74, 75, 77, 78, 79, 80, 82,
83, 84, 85, 86, 87, 88, 89, 90, 91, 92,
94, 95, 96, 97, 98, 99, 100, 101, 102,
103, 104, 105, 106, 107, 111, 116, 117,
119
Learning Stations
Lessons 44, 45, 58, 67, 87, 90
Instruction:
New Concept
Maintenance:
Problem Solving
Lessons 46, 47, 53, 64, 65, 68, 71, 76,
80
Lesson 114
Written Practice
Lessons 64, 65, 66, 67, 68, 69, 70, 71,
72, 73, 74, 75, 76, 77, 78, 79, 80, 81,
82, 83, 84, 85, 86, 87, 88, 89, 90, 91,
92, 93, 94, 95, 96, 97, 98, 99, 100, 101,
102, 103, 104, 105, 106, 107, 108, 109,
110, 111, 112, 113, 115, 116, 117, 118,
119, 120
Learning Stations
Lessons 64, 65, 68, 71, 76, 80
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
Number and Operations—Fractions 3 4.NF
[3 Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.]
Extend understanding of fraction equivalence and ordering.
1
Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using
Instruction:
New Concept
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.
Investigation
Maintenance:
Written Practice
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.
Instruction:
New Concept
Lessons 56, 103, 116
Investigation
9
Maintenance:
Written Practice
N/A
12
Lessons 109, 111, 112, 113, 114, 115,
116, 117, 118, 119, 120
Lessons 109, 115
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
9
Learning Stations
Learning Stations
3
Lessons 103, 109, 112, 115, 116, 119,
120
Lessons 56, 57, 59, 61, 62, 64, 66, 71,
78, 100, 103, 104, 105, 106, 107, 108,
109, 111, 116, 117, 118, 119
Lessons 56, 103, 116
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
3a
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
Instruction:
New Concept
Lessons 107, 114, 119, 120
Investigation
9
Maintenance:
Written Practice
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.
Learning Stations
Lessons 107, 114, 119, 120
Instruction:
New Concept
Lessons 89, 104
Investigation
9
Maintenance:
Written Practice
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.
Lessons 89, 90, 91, 92, 93, 94, 95, 96,
97, 104, 105, 106, 107, 108, 109, 110,
112, 116, 118
Learning Stations
Instruction:
New Concept
Lessons 89, 107, 114
Investigation
9
Maintenance:
Written Practice
Learning Stations
13
Lessons 107, 109, 111, 112, 113, 114,
116, 117, 118, 119, 120
Lessons 89, 104
Lessons 107, 108, 109, 110, 111, 112,
113, 114, 115, 116, 117
Lessons 107, 114
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Lessons 107, 114
Investigation
9
Maintenance:
Written Practice
Learning Stations
4
4a
4b
Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number.
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 x (1/4), recording the
conclusion by the equation 5/4 = 5 x (1/4).
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 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In
general, n x (a/b) = (n x a)/b.)
Lessons 107, 108, 109, 110, 111, 112,
113, 114, 115, 116, 117
Lesson 107
N/A
Instruction:
Investigation
9
This standard is further developed in Saxon Math Intermediate 5. See Lesson
86.
Instruction:
New Concept
Lessons 70, 95
Investigation
Maintenance:
Power Up
9
Lessons 106, 107, 108, 109, 110, 111,
112, 116
Written Practice
Lessons 70, 95, 97, 98, 99, 101, 102,
103, 104, 105, 107, 108, 109, 111, 115,
116, 117, 120
Learning Stations
Lesson 95
This standard is further developed in Saxon Math Intermediate 5. See Lesson
86.
14
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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
Instruction:
New Concept
Lessons 70, 95
Maintenance:
Problem Solving
Lesson 116
Written Practice
Lessons 70, 71, 72, 73, 81, 83, 84, 85,
86, 89, 90, 91, 92, 93, 94, 95, 96, 97,
98, 99, 100, 101, 102, 103, 104, 105,
106, 107, 108, 109, 110, 111, 112, 115,
116, 117, 119, 120
Learning Stations
Lessons 70, 95
Instruction:
New Concept
Lesson 50
Investigation(s)
4, 9
Understand decimal notation for fractions, and compare decimal fractions.
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 For example, express 3/10 as 30/100, and add 3/10
+ 4/100 = 34/100.
[4 Students who can generate equivalent fractions can develop strategies for
subtraction with unlike denominators in general is not a requirement at this
15
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Lessons 69, 102
Investigation(s)
4, 9
Maintenance:
Written Practice
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.
Instruction:
New Concept
Lesson 91
Investigation
4, 5, 9
Maintenance:
Written Practice
Learning Stations
Measurement and Data 4.MD
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
16
Lessons 41, 42, 43, 47, 51, 52, 53, 54,
55, 56, 61, 63, 64, 67, 69, 70, 86, 87,
91, 92, 93, 94, 95, 97, 98, 100, 102,
103, 104, 105, 107, 111, 112, 115, 116,
118
Lessons 41, 42, 43, 47, 91 (see Example
3), 100, 102,
Lesson 91
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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), ...
17
Instruction:
New Concept
Lessons 32, 40, 69, 77, 102
Investigation
2
Maintenance:
Power Up
Lessons 22, 23, 24, 25, 28, 29, 30, 31,
35, 36, 39, 40, 41, 42, 43, 44, 45, 46,
50, 55, 58, 70, 74, 75, 77, 78, 81, 86,
87, 88, 89, 93, 105, 114
Written Practice
Lessons 21, 22, 23, 24, 25, 26, 27, 28,
29, 30, 31, 32, 33, 34, 35, 37, 38, 39,
40, 41, 42, 43, 44, 45, 46, 48, 49, 50,
51, 52, 53, 54, 56, 57, 58, 59, 60, 61,
62, 63, 64, 65, 66, 67, 68, 69, 70, 71,
72, 74, 75, 76, 77, 78, 79, 80, 81, 82,
83, 84, 85, 86, 87, 88, 89, 90, 92, 95,
97, 100, 101, 102, 103, 104, 105, 108,
110, 112, 113, 114, 116, 117, 118, 119,
120
Learning Stations
Lessons 40, 77, 102
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
2
3
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.
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.
Instruction:
New Concept
Lessons 19, 40, 69, 77, 83, 102
Investigation
2, 11
Maintenance:
Problem Solving
Lessons 42, 51, 56, 67, 73, 78, 87
Written Practice
Lessons 21, 22, 23, 24, 25, 26, 27, 28,
29, 30, 31, 32, 33, 34, 35, 37, 38, 39,
40, 41, 42, 43, 45, 46, 48, 49, 50, 51,
52, 53, 54, 56, 57, 58, 59, 60, 61, 62,
63, 64, 65, 66, 67, 68, 69, 70, 72, 74,
75, 76, 77, 78, 79, 80, 81, 82, 83, 84,
85, 86, 87, 88, 89, 90, 92, 95, 97, 100,
101, 102, 103, 104, 105, 108, 110, 112,
113, 114, 116, 117, 118, 119, 120
Learning Stations
Instruction:
New Concept
Lesson 19
Lessons 21, 55, 62, 69, 108
Investigation
2, 3
Maintenance:
Represent and interpret data.
18
Power Up
Lessons 23, 32, 33, 39, 57, 62, 68
Written Practice
Lessons 21, 28, 30, 33, 37, 38, 41, 43,
45, 46, 48, 54, 55, 56, 59, 62, 72, 74,
77, 83, 89, 97, 103, 104, 106, 108, 100,
110, 113, 118
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Geometric measurement: understand concepts of angle and measure angles.
5
Recognize angles as geometric shapes that are formed wherever two rays
share a common endpoint, and understand concepts of angle
measurement:
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.
5b
6
An angle that turns through n one-degree angles is said to have an angle
measure of n degrees.
Measure angles in whole-number degrees using a protractor. Sketch angles of
specified measure.
19
Line plots are addressed in Saxon Math Intermediate 5. See Investigation 5.
N/A
Instruction:
New Concept
Lessons 78, 81
Maintenance:
Written Practice
Lessons 84, 85, 87, 94, 97
Learning Stations
Lesson 81
Instruction:
New Concept
Lessons 78, 81
Maintenance:
Written Practice
Lessons 84, 85, 87, 94, 97
Learning Stations
Lesson 81
Instruction:
New Concept
Lesson 81
Maintenance:
Learning Stations
Lesson 81
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
7
Recognize angle measure as additive. When an angle is decomposed into nonoverlapping 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.
Instruction:
New Concept
Geometry 4.G
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
Instruction:
New Concept
perpendicular and parallel lines. Identify these in two-dimensional figures.
Maintenance:
Written Practice
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.
20
Lesson 81
Lessons 23, 45, 78, 92
Lessons 23, 24, 25, 26, 27, 28, 29, 30,
31, 32, 33, 34, 35, 36, 38, 39, 40, 41,
42, 43, 46, 47, 49, 51, 52, 56, 57, 58,
59, 60, 61, 62, 63, 65, 69, 70, 72, 75,
84, 85, 87, 88, 89, 99, 103, 119, 120
Learning Stations
Lessons 23, 78, 92
Instruction:
New Concept
Lessons 23, 45, 66, 78, 92
Maintenance:
Problem Solving
Lesson 27
Written Practice
Lessons 45, 46, 47, 48, 49, 50, 52, 55,
56, 57, 58, 59, 60, 61, 65, 69, 70, 71,
72, 73, 74, 78, 79, 80, 82, 83, 85, 87,
88, 90, 91, 101, 113, 119, 120
Learning Stations
Lessons 78, 92
correlated to the
Common Core States Standards for Mathematics (June 2010)
Standard
Descriptor
Saxon Math Intermediate 4 Citations
Italic references indicate foundational.
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.
Instruction:
New Concept
Maintenance:
Written Practice
Learning Stations
21
Lessons 79, 92
Lessons 79, 80, 82, 83, 85, 89, 91, 94,
95, 100, 105, 109, 112, 113, 116
Lesson 79
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