Grade 4 Math Curriculum Alignment with State Standards
NM Statute 22-13-1.6.A. Each school district shall align its curricula to meet the state standards for each grade level and subject area so that students who
transfer between public schools within the school district receive the same educational opportunity within the same grade or subject area.
District:
Textbook: Math Expressions, G4
Strand: NUMBER AND
OPERATIONS
Standard: Students will understand numerical
concepts and mathematical operations.
Grade 4 Performance Standards
4.N.1.1 Exhibit an understanding of
the place-value structure of the
base-ten number system by
reading, modeling, writing, and
interpreting whole numbers up to
100,000; compare and order the
numbers:
a. recognize equivalent
representations for the same
number and generate them by
decomposing and combining
numbers (e.g., 853 = 8 x 100 + 5 x
10 + 3; 853 = 85 x 10 + 3; 853 =
900 – 50 + 3)
b. identify the numbers less than 0
by extending the number line and
using negative numbers through
familiar applications (e.g.,
temperature, money)
4.N.1.2 Identify fractions as parts of
unit wholes, as parts of groups, and
as locations on number lines:
a. use visual models and other
strategies to compare and order
commonly used fractions
b. use models to show how whole
numbers and decimals (to the
hundredths place) relate to simple
fractions (e.g., ½, 5/10, 0.5)
Grade 4 Textbook Pages
K-4 Benchmark N.1: Understand numbers, ways of
representing numbers, relationships among numbers,
and number systems.
Supplemental Materials
SAB:
TG:
146, 268, 273
237, 244, 298, 315, 609, 619–621
SAB:
TG:
H/R:
264
594–595, 976
169
SAB:
TG:
319, 320, 349, 361, 363–364, 365
733, 734–735, 736–737, 833–834
SAB:
TG:
H/R:
383, 384, 385–386, 389–390
880–883, 890, 893, 897, 898
237, 241
Page 1
Short Cycle Assessments
c. identify different interpretations of
fractions:
•division of whole numbers by
whole numbers
• ratio
• equivalence
SAB:
TG:
H/R:
9, 23, 55, 282
650–651, 653, 654–655
11, 15, 81, 181
SAB:
H/R:
SAB:
TG:
SAB:
TG:
H/R:
337–338, 339–340, 341, 342, 346–347, 348,
349, 367, 383
774–775, 776–777, 778–779, 780–781, 782,
788–789, 790, 791, 794, 798, 815, 845, 906
211, 213, 227, 229
367–368, 369, 396
844, 909–910
313, 317–318, 323, 364
720, 724–725, 726–727, 740, 803, 834, 848
197, 211, 241
SAB:
TG:
H/R:
389, 390, 395
893–895, 896, 897, 909
245
SAB:
TG:
83, 211, 274
41, 170, 172, 448, 452, 622
TG:
• ordering of fractions
• parts of a whole or parts of a set
4.N.1.3 Add and subtract fractions
with common and uncommon
denominators using a variety of
strategies (e.g., manipulatives,
numbers, pictures):
a. recognize and generate
equivalent decimal forms of
commonly used fractions (e.g.,
halves, quarters, tenths, fifths)
b. identify the numbers less than 0
by extending the number line and
using negative numbers through
familiar applications (e.g.,
temperature, money)
4.N.1.4 Recognize classes of
numbers (e.g., odd, even, factors,
multiples, square numbers) and
apply these concepts in problemsolving situations.
Page 2
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: NUMBER AND
OPERATIONS
Standard: Students will understand numerical
concepts and mathematical operations.
Grade 4 Performance Standards
4.N.2.1 Demonstrate an
understanding of and the ability to
use:
a. standard algorithms for the
addition and subtraction of multidigit numbers
Grade 4 Textbook Pages
b. standard algorithms for
multiplying a multi-digit number by a
two-digit number and for dividing a
multi-digit number by a one-digit
number
4.N.2.2 Select and use appropriate
operations (addition, subtraction,
multiplication, and division) to solve
problems.
4.N.2.3 Extend the uses of whole
numbers to the addition and
subtraction of simple decimals
(positive numbers to two places).
4.N.2.4 Demonstrate commutative,
associative, identity, and zero
properties of operations on whole
numbers (e.g., 37 x 46 = 46 x 37
and (6 x 2) x 5 = 6 x (2 x 5)).
4.N.2.5 Demonstrate the concept of
distributivity of multiplication over
addition and subtraction (e.g., 7 x
28 is equivalent to (7 x 20) + (7 x 8)
or (7 x 30) - (7 x 2)).
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
K-4 Benchmark N.2: Understand the meaning of
operations and how they relate to one another.
Supplemental Materials
115, 125–126, 129, 131, 133, 155, 157–158,
161, 165–166, 167, 169, 171
226–235, 254–257, 262, 318–324, 325, 326,
328–329, 330, 331, 342–344, 345, 348–353,
364–368, 372–375
79, 87, 89, 109
207, 211–212, 235–236, 237–238, 244, 246,
267–268, 273–274, 277
448–451, 516–519, 522–529, 533–537, 540–
542, 548–550, 554, 556–557, 604, 605, 606–
608, 612–613, 616–621, 623, 625, 626–628
131, 149, 153, 157, 159, 171, 173, 175
33, 59–60, 124, 134, 285, 414
66, 122, 163, 250, 513, 658–659, 661, 952
27, 55, 183
173, 176, 399–400, 401–402, 407
271, 380, 385, 883, 915, 918–922, 924–927,
938–939, 941–942
249, 251, 255
7, 19–22, 27, 43–45, 120, 207, 359
14–15, 44–49, 58–60, 63, 98–101, 103–104,
234–235, 239, 441, 549, 826
3, 15, 21, 35, 79
45, 206, 213, 214, 219–220, 221, 225, 227, 230,
237, 243–244, 245–246
100–101, 103, 441–442, 454–456, 470–471,
473, 485–486, 487, 488, 492–493, 494–495,
522–524, 529, 557, 940
35, 133
Page 3
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: NUMBER AND
OPERATIONS
Standard: Students will understand numerical
concepts and mathematical operations.
Grade 4 Performance Standards
4.N.3.1 Demonstrate multiplication
combinations through 12 x 12 and
related division facts, and use them
to solve problems mentally and
compute related problems (e.g., 4 x
5 is related to 40 x 50, 400 x 5, and
40 x 500).
Grade 4 Textbook Pages
SAB: 1, 5–8, 9, 15, 17–18, 19, 20–22, 23, 27, 29, 33,
35, 39, 40, 41, 42, 43–45, 47, 48, 53, 61–63,
208, 211, 245, 270, 276
TG:
2–9, 11–19, 21, 22–23, 25, 27, 28–30, 33, 34,
35, 36–41, 43, 44–48, 49, 51, 52–53, 54–55, 57,
58–60, 63, 64, 65–69, 71, 72–73, 74–75, 79,
80–83, 84–87, 88, 89, 90–95, 97, 98–101, 103,
105, 106–107, 108–109, 111, 112, 448, 450–
451, 484, 555, 610, 617, 623, 630
H/R:
1, 3–4, 5, 11, 13, 15, 17, 21, 29, 31, 33–34, 131,
173
SAB: 9, 19–22, 23, 27, 29, 36, 46, 55, 61–63, 79, 126,
156, 158, 168, 173–174, 214–216, 222, 226,
228, 236, 241, 242
TG:
8–9, 19, 23, 25, 29, 33, 37–38, 41, 48–49, 54–
55, 58–60, 63, 72–77, 82–83, 94–95, 103, 131,
154, 157, 257, 271, 279, 325, 331, 344–345,
349, 352–353, 359, 361, 368–369, 383, 385,
450–451, 459, 473, 481, 484–485, 487–489,
519, 522–529, 540–545
H/R:
1, 5, 15, 21, 63, 101, 103, 109, 111, 113–114,
115, 129, 131, 133, 137, 139, 141, 149, 151,
155, 157, 159, 173, 175, 177, 179, 181, 183
SAB: 159, 176, 217–218, 239–240, 274, 279, 280,
404
TG:
295–297, 299, 334–335, 338–339, 384–386,
396, 462–467, 497–499, 501, 533–535, 537,
562, 622, 640–645, 669, 674, 913, 930–933,
935, 946
H/R:
95, 105, 117, 135, 179, 253
SAB: 240, 403–405
TG:
536, 930–933, 935, 936, 946
H/R:
253
4.N.3.2 Add, subtract, and multiply
up to two double-digits accurately
and efficiently.
4.N.3.3 Use a variety of strategies
(e.g., rounding and regrouping) to
estimate the results of whole
number computations and judge the
reasonableness of the answers.
4.N.3.4 Use strategies to estimate
computations involving fractions
and decimals.
Page 4
K-4 Benchmark N.3: Compute fluently and make
reasonable estimates.
Supplemental Materials
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: ALGEBRA
Standard: Students will understand algebraic
concepts and applications.
Grade 4 Performance Standards
4.A.1.1 Represent and analyze
patterns and simple functions using
words, tables, and graphs.
Grade 4 Textbook Pages
SAB: 36, 42, 58, 211–212
TG:
7–8, 25, 28–29, 37, 41, 49, 72–73, 75–77, 80,
83, 88, 91–94, 118, 131, 157, 431, 433, 488,
451, 461, 467, 469, 475, 483, 491, 503, 509,
515, 545, 551, 623, 719, 897
H/R:
1, 5, 29, 31
SAB: 269, 276, 312
TG:
4–5, 9, 28, 33, 36, 49, 72–73, 77, 80, 83, 92–93,
95, 131, 157, 210, 430–434, 445, 451, 467, 481,
551, 557, 611, 623, 630, 636, 681, 719, 889
H/R:
1, 171
SAB: 5–6, 19, 27, 54, 58, 67–68, 119–121, 126, 160,
175–176, 208, 236, 275, 281–282, 285–286,
403–404
TG:
12–13, 19, 28, 33, 36, 58–60, 63, 110–111, 118,
131, 134–135, 137, 157, 238, 241–243, 244,
257, 338–339, 352–353, 369, 444, 513, 518,
569, 591, 613, 661, 921, 931
H/R:
3, 5, 11, 21, 55, 81, 83, 85, 173, 175, 183
4.A.1.2 Create and describe
numeric and geometric patterns
including multiplication and division
patterns.
4.A.1.3 Express mathematical
relationships using equations.
4.A.1.4 Use and interpret variables,
mathematical symbols, and
properties to write and simplify
expressions and sentences:
a. use letters, boxes, or other
symbols to stand for any number in
simple expressions or equations
(e.g., demonstrate an
understanding of the concept of a
variable)
b. interpret and evaluate
mathematical expressions using
parentheses
c. use and interpret formulas (e.g.,
Area = Length x Width or A = L x W)
to answer questions about
quantities and their relationships
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
17–18, 53, 65, 124, 125–127, 129–131, 133–
134, 273
9, 25, 39, 45, 250–251, 254–255, 257, 259,
261–262, 267, 270, 273, 281, 797, 941
37, 49, 83, 85, 87, 89
44–46, 79, 115, 206–207, 220, 243–244, 245
99–103, 104, 234–235, 442, 448, 473, 488, 489
35, 63, 79
99–100, 102–104, 200–202, 296, 300, 417–418
199, 201–203, 423–424, 425, 679, 686, 956–
957, 959
73, 127, 259
Page 5
K-4 Benchmark A.1: Understand patterns, relations, and
functions.
Supplemental Materials
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: ALGEBRA
Standard: Students will understand algebraic
concepts and applications.
K-4 Benchmark A.2: Represent and analyze mathematical
situations and structures using algebraic symbols.
Grade 4 Performance Standards
4.A.2.1 Identify symbols and letters
that represent the concept of a
variable as an unknown quantity.
Grade 4 Textbook Pages
SAB: 125–127, 129–130, 134, 273
TG:
9, 45, 254, 257, 260–262, 265, 267, 273, 281,
797
H/R:
35, 85, 87, 89
SAB: 5–7, 27, 43–45, 120, 206–207, 244
TG:
12–15, 58–59, 63, 93, 98–101, 103–104, 234–
235, 239, 241, 441–442, 445, 471, 484, 549
H/R:
3, 21, 35, 79
SAB: 5–6, 19–20, 27, 45, 54, 67–68, 119–121, 126,
176, 208, 285–286, 403
TG:
12–13, 19, 33, 36, 58–60, 63, 103, 110–111,
118, 131, 134, 137, 157, 238, 243, 244, 253,
257, 259, 267, 273, 281, 338–339, 352–353,
369, 444, 447, 453, 513, 518, 569, 591, 613,
658, 661, 921
H/R:
3, 5, 11, 21, 55, 81, 83, 85, 129, 173, 183
SAB: 17–18, 53, 65, 121, 123–124, 125–127, 129–
131, 134, 177–178
TG:
9, 25, 77, 108, 124, 241, 245, 247–248, 250–
251, 253–254, 257, 259, 261–262, 265, 267,
273, 281, 353, 390, 767, 797
H/R:
5, 13, 17, 35, 37, 81, 83, 85, 87
SAB: 36, 58, 67–68, 69, 71, 99–101, 102, 105, 107,
120, 200–201, 296, 300, 308, 377, 417–418
TG:
25, 45–47, 76–77, 118, 131, 134, 140–141, 157,
199, 201, 203, 208, 423–424, 426, 679, 686,
700, 865, 873, 956–957
H/R:
5, 55, 57, 75, 127, 189
Supplemental Materials
4.A.2.2 Explore the uses of
properties (commutative,
distributive, associative) in the
computation of whole numbers.
4.A.2.3 Express mathematical
relationships using equations.
4.A.2.4 Determine the value of
variables in simple equations (e.g.,
80 x 15 = 40 x ›).
4.A.2.5 Develop simple formulas in
exploring quantities and their
relationships (e.g., A = L x W).
Page 6
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: ALGEBRA
Standard: Students will understand algebraic
concepts and applications.
Grade 4 Performance Standards
4.A.3.1 Solve problems involving
proportional relationships (including
unit pricing and map interpretations;
e.g., one inch = five miles;
therefore, five inches = • miles).
4.A.3.2 Model problem situations
and use graphs, tables, pictures,
and equations to draw conclusions
(e.g., different patterns of change).
Grade 4 Textbook Pages
SAB: 58, 256
TG:
574, 960
4.A.3.3 Use and interpret formulas
(e.g., Area = Length x Width or A =
L x W) to answer questions about
quantities and their relationships.
SAB:
TG:
H/R:
SAB:
TG:
H/R:
K-4 Benchmark A.3: Use mathematical models to
represent and understand quantitative relationships.
Supplemental Materials
16, 36, 56–58, 59, 69–71, 73–75, 173–175
33, 76–77, 115–118, 122, 140–141, 143, 146–
149, 251, 289, 307–308, 316, 380–381, 386,
705
5, 13, 15, 29, 45, 47, 57, 92, 119, 241
99–100, 102–104, 200–202, 296, 300, 417–418
199, 201–203, 423–424, 679, 686, 956–957,
959
73, 75, 127, 189, 259
Page 7
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: ALGEBRA
Standard: Students will understand algebraic
concepts and applications.
Grade 4 Performance Standards
4.A.4.1 Identify and describe
situations with constant or varying
rates of change and compare them.
Grade 4 Textbook Pages
SAB: 123–124, 177, 308
TG:
131, 246–251, 388, 700
H/R:
83
4.A.4.2 Determine how a change in
one variable relates to a change in
a second variable (e.g., data tables,
input-output machines).
4.A.4.3 Find and analyze patterns
using data tables (e.g., T tables).
SAB:
TG:
H/R:
36, 58, 308
25, 76–77, 118, 131, 157, 433, 700, 921
5, 17
SAB:
TG:
36, 42, 58, 211–212, 308
4–5, 28, 33, 36, 72–73, 76–77, 80, 83, 85, 92–
93, 118, 433, 445, 448–449, 451, 700, 889, 921
1, 11, 29, 31
308
700
4.A.4.4 Demonstrate and describe
varying rates of change in relation
to real-world situations (e.g., plant
growth, students’ heights).
H/R:
SAB:
TG:
K-4 Benchmark A.4: Analyze changes in various
contexts.
Supplemental Materials
Page 8
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: GEOMETRY
Standard: Students will understand geometric
concepts and applications.
Grade 4 Performance Standards
4.G.1.1 Identify, compare, and
analyze attributes of two- and threedimensional shapes and develop
vocabulary to describe the
attributes:
a. build, draw, create, and describe
geometric objects
Grade 4 Textbook Pages
SAB:
b. identify lines that are parallel or
perpendicular
c. identify and compare congruent
and similar figures
4.G.1.2 Classify two- and threedimensional shapes according to
their properties and develop
definitions of classes like triangles
and pyramids:
a. visualize, describe, and make
models of geometric solids in terms
of the number of faces, edges, and
vertices
b. interpret two-dimensional
representations of threedimensional objects
4.G.1.3 Make and test conjectures
about geometric properties and
relationships and develop logical
arguments to justify conclusions.
Supplemental Materials
H/R:
96, 97–98, 193–194, 195–197, 201, 293–294,
371–372, 373–374, 375–376, 379
188, 192–196, 408–411, 414–417, 419–420,
428, 430–432, 676–678, 681, 684–685, 687,
706, 862–864, 870–871, 873
71, 75, 123, 125, 187, 189, 231, 235
SAB:
TG:
H/R:
SAB:
TG:
H/R:
93–94, 96, 97, 98
186–187, 188–189, 192–195
69, 71
87–88, 191
178–179, 181, 182, 183, 427, 681
67, 71
SAB:
TG:
371–372, 375–376, 379
856–859, 862–864, 865–866, 867–868, 870–
873
231, 233
372, 375, 377–378
854, 857, 859, 862, 865–867
231, 233
87–88, 98, 99, 182, 186, 189–190, 192–193,
199–201, 293–294, 299, 371, 376, 380
178–183, 195, 402–403, 407, 409, 411, 414,
676, 678, 680, 684–685, 857–859, 872–873
69, 71, 123, 125, 235
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
K-4 Benchmark G.1: Analyze characteristics and
properties of two- and three-dimensional geometric
shapes and develop mathematics arguments about
geometric relationships.
Page 9
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: GEOMETRY
Standard: Students will understand geometric
concepts and applications.
Grade 4 Performance Standards
4.G.2.1 Describe location and
movement using common language
and geometric vocabulary.
4.G.2.2 Use ordered pairs to graph,
locate, identify points, and describe
paths in the first quadrant of the
coordinate plane.
4.G.2.3 Use a variety of methods
for measuring distances between
locations on a grid.
Grade 4 Textbook Pages
SAB: 87–90, 195–198
TG:
178–183, 414–418, 419, 681
H/R:
67, 125
TG:
706–708
TG:
K-4 Benchmark G.2: Specify locations and describe
spatial relationships using coordinate geometry and
other representational systems.
Supplemental Materials
707–708
Page 10
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: GEOMETRY
Standard: Students will understand geometric
concepts and applications.
Grade 4 Performance Standards
4.G.3.1 Create and describe
rotational designs using language of
transformational symmetry.
4.G.3.2 Describe a motion or set of
motions that will show that two
shapes are congruent.
Grade 4 Textbook Pages
SAB: 87–88, 90, 186, 198
TG:
178, 182, 402, 416, 427, 431
SAB:
TG:
H/R:
K-4 Benchmark G.3: Apply transformations and use
symmetry to analyze mathematical situations.
Supplemental Materials
87–88, 90, 186, 195–196, 198, 200–201
178–179, 181, 182, 183, 414, 416, 417, 418,
419, 427
67
Page 11
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: GEOMETRY
Standard: Students will understand geometric
concepts and applications.
K-4 Benchmark G.4: Use visualization, spatial reasoning,
and geometric modeling to solve problems.
Grade 4 Performance Standards
4.G.4.1 Develop and use mental
images of geometric shapes to
solve problems (e.g., represent
three-dimensional shapes in two
dimensions).
4.G.4.2 Use geometric models
such as number lines, arrays, and
computer simulations to investigate
number relationships (e.g.,
patterns).
Grade 4 Textbook Pages
SAB: 371–372, 375–377, 378, 379, 380, 381–382
TG:
854–855, 856–858, 859, 862–866, 867, 872,
873
H/R:
231, 233, 235
Supplemental Materials
Representative Pages:
SAB: 5–8, 18, 44, 86, 101, 205–208, 365–366, 368,
396
TG:
13, 14–15, 16–18, 19, 41, 55, 60, 69, 84, 90–91,
95, 101, 103, 111, 124, 130, 131, 163, 171, 196,
440–444, 445, 580–582, 645, 838–840, 868,
889, 900, 902, 903, 909, 919
H/R:
3, 21, 49, 61, 129, 227
4.G.4.3 Explore relationships
involving perimeter and area:
a. measure area of rectangular
shapes and use appropriate units
b. recognize that area can have the
same perimeter but different areas
and vice versa
c. use models and formulas to solve
problems involving perimeter and
area of rectangles and squares
(e.g., arrays)
SAB
TG:
H/R:
TG:
100, 102–104, 108, 114, 199, 200, 213
199–200, 201, 202, 203, 208, 209, 307, 423
73, 75, 129
203, 307
SAB:
TG:
H/R:
101, 102, 103
200–203, 445
73, 129
Page 12
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: MEASUREMENT
Standard: Students will understand measurement
systems and applications.
K-4 Benchmark M.1: Understand measurable attributes of
objects and the units, systems, and processes of
measurement.
Grade 4 Textbook Pages
Supplemental Materials
Grade 4 Performance Standards
4.M.1.1 Select the appropriate type
of unit for measuring perimeter and
size of an angle.
4.M.1.2 Understand the need for
measuring with standard units and
become familiar with the standard
units in customary and metric
system.
SAB:
TG:
H/R:
4.M.1.3 Identify the inverse
relationship between the size of the
units and the number of units.
4.M.1.4 Develop formulas to
determine the surface areas of
rectangular solids.
4.M.1.5 Develop, understand, and
use formulas to find the area of
rectangles and related triangles and
parallelograms.
4.M.1.6 Carry out simple
conversions within a system of
measurement (e.g., hours to
minutes, meters to centimeters).
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
249–252, 255–258, 259–260, 261–262, 263–
264, 411–414, 417–418, 419–420, 421–422
564–569, 572–578, 580–586, 588–592, 594–
598, 948–953, 956–960, 962–965, 968–972,
975–976
161, 163, 165, 167, 169, 257, 259, 261, 263,
265
372, 377
856–857, 865–867
233
100–104, 106–108, 200–202
199–203, 207–211, 307, 423–427, 519–520,
828
73, 75, 127
249, 250, 257, 259–260, 261, 263–264, 423
566, 569, 575, 577, 583, 584, 585, 588, 591,
592, 594–595, 953, 959, 971, 974, 977
161, 165, 167
Page 13
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: MEASUREMENT
Standard: Students will understand measurement
systems and applications.
K-4 Benchmark M.2: Apply appropriate techniques, tools,
and formulas to determine measurements.
Grade 4 Performance Standards
4.M.2.1 Estimate perimeters, areas
of rectangles, triangles, and
irregular shapes.
4.M.2.2 Find the area of rectangles,
related triangles, and
parallelograms.
Grade 4 Textbook Pages
TG:
211, 219, 289, 568, 577, 959
Supplemental Materials
4.M.2.3 Estimate, measure, and
solve problems involving length,
area, mass, time, and temperature
using appropriate standard units
and tools.
4.M.2.4 Identify common
measurements of turns (e.g., 360
degrees in one turn, 90 degrees in a
quarter-turn).
4.M.2.5 Compute elapsed time and
make and interpret schedules.
SAB:
TG:
H/R:
SAB:
TG:
100–104, 106–108, 200–202
199–203, 207–211, 307, 423–427, 519–520,
828
73, 75, 127
413
567–569, 577, 586, 951, 959, 965, 980–984
SAB:
TG:
H/R:
423
974, 977–978
265
4.M.2.6 Use tools to measure
angles (e.g., protractor, compass).
Page 14
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: DATA ANALYSIS AND
PROBABILITY
Standard: Students will understand how to
formulate questions, analyze data, and determine
probabilities.
Grade 4 Performance Standards
4.D.1.1 Organize, represent, and
interpret numerical and categorical
data and clearly communicate
findings:
a. choose and construct
representations that are appropriate
for the data set
b. recognize the differences in
representing categorical and
numerical data
4.D.1.2 Design investigations and
represent data using tables and
graphs (e.g., line plots, bar graphs,
line graphs).
Grade 4 Textbook Pages
SAB:
TG:
H/R:
SAB:
TG:
H/R:
SAB:
TG:
H/R:
K-4 Benchmark D.1: Formulate questions that can be
addressed with data and collect, organize, and display
relevant data to answer them.
Supplemental Materials
75
142, 147, 149
59
72, 302–304
142
191
16, 56, 59, 71, 73–76, 302–304, 362
32, 115–118, 119–120, 122, 125–126, 141,
143–144, 146–151, 152, 690–692, 693, 831–
832
45, 47, 57, 59
Page 15
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: DATA ANALYSIS AND
PROBABILITY
Standard: Students will understand how to
formulate questions, analyze data, and determine
probabilities.
K-4 Benchmark D.2: Select and use appropriate statistical
methods to analyze data.
Grade 4 Performance Standards
4.D.2.1 Compare and describe
related data sets.
Grade 4 Textbook Pages
SAB: 69, 73–76, 262, 362
TG:
140, 146–151, 589, 831–832
H/R:
59, 225
SAB: 73–76, 287–290
TG:
146–151, 664–669
H/R:
59, 185
Supplemental Materials
4.D.2.2 Use the concepts of
median, mode, maximum, minimum,
and range and draw conclusions
about a data set.
4.D.2.3 Use data analysis to make
reasonable inferences/predictions
and to develop convincing
arguments from data described in a
variety of formats (e.g. bar graphs,
Venn diagrams, charts, tables, line
graphs, and pictographs).
SAB:
TG:
H/R:
262, 287–290, 302–304
589, 664–669, 690–693
185, 191
Page 16
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: DATA ANALYSIS AND
PROBABILITY
Standard: Students will understand how to
formulate questions, analyze data, and determine
probabilities.
K-4 Benchmark D.3: Develop and evaluate inferences and
predictions that are based on data.
Grade 4 Performance Standards
4.D.3.1 Propose and justify
conclusions and predictions based
on data.
4.D.3.2 Develop convincing
arguments from data displayed in a
variety of formats.
Grade 4 Textbook Pages
SAB: 72
TG:
142, 808–810
H/R:
217
SAB: 302
TG:
691
Supplemental Materials
Page 17
Short Cycle Assessments
Grade 4 Math Curriculum Alignment with State Standards
District:
Textbook: Math Expressions, G4
Strand: DATA ANALYSIS AND
PROBABILITY
Standard: Students will understand how to
formulate questions, analyze data, and determine
probabilities.
Grade 4 Performance Standards
4.D.4.1 Describe events as “likely,”
“unlikely,” or “impossible” and
quantify simple probability
situations:
a. represent all possible outcomes
for a simple probability situation in
an organized way (e.g., tables,
grids, tree diagrams)
b. express outcomes of
experimental probability situations
verbally and numerically (e.g., three
out of four, ¾)
4.D.4.2 List all the possible
combinations of objects from three
sets (e.g., spinners, number of
outfits from three different shirts,
two skirts, and two hats).
Grade 4 Textbook Pages
TG:
808–810
SAB:
TG:
H/R:
351, 352
803–805, 808
217
SAB:
TG:
H/R:
59–60
122–125, 126, 809
47
K-4 Benchmark D.4: Understand and apply basic
concepts of probability.
Supplemental Materials
Page 18
Short Cycle Assessments