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4.MD.A.1, 4.MD.A.2, 4.MD.A.3, 4.MD.B.4, 4.MD.C.5, 4.MD.C.5a ..., 4.MD.C.5b, 4.MD.C.6, 4.MD.C.7, 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 4.OA.A.1, 4.OA.A.2, 4.OA.A.3, 4.OA.B.4, 4.OA.C.5, 4.NF.A.1, 4.NF.A.2, 4.NF.B.3, 4.NF.B.3a, 4.NF.B.3b, 4.NF.B.3c, 4.NF.B.3d, 4.NF.B.4, 4.NF.B.4a, 4.NF.B.4b, 4.NF.B.4c, 4.G.A.1, 4.G.A.2, 4.G.A.3, 4.NF.C.5, 4.NF.C.6, 4.NF.C.7, RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.7, RL.4.8, RL.4.9, RL.4.10, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.9, RI.4.10, RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, W.4.1, W.4.2, W.4.3, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9, W.4.10, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4, SL.4.5, SL.4.6, L.4.1, L.4.1a, L.4.1b, L.4.1c, L.4.1d, L.4.1e, L.4.1f, L.4.1g, L.4.2, L.4.2a, L.4.2b, L.4.2c, L.4.2d, L.4.3, L.4.3a, L.4.3b, L.4.3c, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.5, L.4.5a, L.4.5b, L.4.5c, L.4.6, W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.9a, W.4.9b

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Common Core ELA and Math Assessments Grade 4 (DOUBLE PACK)

*Common Core

*Common Core ELA

*Common Core Math

*Common Core ELA Grade 4

*Common Core Math Grade 4

*Common Core ELA Fourth Grade

*Common Core Math Fourth Grade

BY REQUEST: This double pack includes my**Common Core ELA Assessments Grade 4 (ALL STANDARDS PACK)** product combined with my **Common Core Math Assessments Grade 4 (ALL STANDARDS PACK)** product. Together, this packet includes assessment materials for ALL STANDARDS covering the Common Core ELA and Math Standards for Fourth Grade. Included are over 532 pages of assessments designed for ELA Standards covering: **Reading Literature**; **Reading Informational Text**; **Reading Foundational Skills**; **Writing**; **Speaking & Listening**; **Language**; and Math Standards covering: **Operations & Algebraic Thinking**; **Number & Operations in Base Ten**; **Number & Operations - Fractions**; **Measurement & Data**; and **Geometry**. Two sets of checklists are included featuring a single assessment for each student; pretest, posttest assessments; and quarter assessments. Evaluation criteria and answer keys for every standard are also included. An index has been added for easy navigation to find individual standards/assessments quickly!

Check out my teaching blog for updates, ideas, and freebies!**Grade School Cool Blog**

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and facebook page too**Grade School Cool Facebook Page**

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You can find all of my Common Core Assessments Packets here:

**Common Core ELA Assessments Grade K (ALL STANDARDS PACK)**

**Common Core ELA Assessments Grade K (Reading Literature)**

**Common Core ELA Assessments Grade K (Reading Informational Text)**

**Common Core ELA Assessments Grade K (Reading Foundational Skills)**

**Common Core ELA Assessments Grade K (Writing)**

**Common Core ELA Assessments Grade K (Speaking & Listening)**

**Common Core ELA Assessments Grade K (Language)**

**Common Core ELA Assessments Grade 1 (ALL STANDARDS PACK)**

**Common Core ELA Assessments Grade 1 (Reading Literature)**

**Common Core ELA Assessments Grade 1 (Reading Informational Text)**

**Common Core ELA Assessments Grade 1 (Reading Foundational Skills)**

**Common Core ELA Assessments Grade 1 (Writing)**

**Common Core ELA Assessments Grade 1 (Speaking & Listening)**

**Common Core ELA Assessments Grade 1 (Language)**

**Common Core ELA Assessments Grade 2 (ALL STANDARDS PACK)**

**Common Core ELA Assessments Grade 2 (Reading Literature)**

**Common Core ELA Assessments Grade 2 (Reading Informational Text)**

**Common Core ELA Assessments Grade 2 (Reading Foundational Skills)**

**Common Core ELA Assessments Grade 2 (Writing)**

**Common Core ELA Assessments Grade 2 (Speaking & Listening)**

**Common Core ELA Assessments Grade 2 (Language)**

**Common Core ELA Assessments Grade 3 (ALL STANDARDS PACK)**

**Common Core ELA Assessments Grade 3 (Reading Literature)**

**Common Core ELA Assessments Grade 3 (Reading Informational Text)**

**Common Core ELA Assessments Grade 3 (Reading Foundational Skills)**

**Common Core ELA Assessments Grade 3 (Writing)**

**Common Core ELA Assessments Grade 3 (Speaking & Listening)**

**Common Core ELA Assessments Grade 3 (Language)**

**Common Core ELA Assessments Grade 4 (ALL STANDARDS PACK)**

**Common Core ELA Assessments Grade 4 (Reading Literature)**

**Common Core ELA Assessments Grade 4 (Reading Informational Text)**

**Common Core ELA Assessments Grade 4 (Reading Foundational Skills)**

**Common Core ELA Assessments Grade 4 (Writing)**

**Common Core ELA Assessments Grade 4 (Speaking & Listening)**

**Common Core ELA Assessments Grade 4 (Language)**

**Common Core ELA Assessments Grade 5 (ALL STANDARDS PACK)**

**Common Core ELA Assessments Grade 5 (Reading Literature)**

**Common Core ELA Assessments Grade 5 (Reading Informational Text)**

**Common Core ELA Assessments Grade 5 (Reading Foundational Skills)**

**Common Core ELA Assessments Grade 5 (Writing)**

**Common Core ELA Assessments Grade 5 (Speaking & Listening)**

**Common Core ELA Assessments Grade 5 (Language)**

**Common Core Math Assessments Grade K (ALL STANDARDS PACK)**

**Common Core Math Assessments Grade K (Counting & Cardinality)**

**Common Core Math Assessments Grade K (Operations & Algebraic Thinking)**

**Common Core Math Assessments Grade K (Number Operations in Base Ten)**

**Common Core Math Assessments Grade K (Measurement & Data)**

**Common Core Math Assessments Grade K (Geometry)**

**Common Core Math Assessments Grade 1 (ALL STANDARDS PACK)**

**Common Core Math Assessments Grade 1 (Operations & Algebraic Thinking)**

**Common Core Math Assessments Grade 1 (Number Operations in Base Ten)**

**Common Core Math Assessments Grade 1 (Measurement & Data)**

**Common Core Math Assessments Grade 1 (Geometry)**

**Common Core Math Assessments Grade 2 (ALL STANDARDS PACK)**

**Common Core Math Assessments Grade 2 (Operations & Algebraic Thinking)**

**Common Core Math Assessments Grade 2 (Number Operations in Base Ten)**

**Common Core Math Assessments Grade 2 (Measurement & Data)**

**Common Core Math Assessments Grade 2 (Geometry)**

**Common Core Math Assessments Grade 3 (ALL STANDARDS PACK)**

**Common Core Math Assessments Grade 3 (Operations & Algebraic Thinking)**

**Common Core Math Assessments Grade 3 (Number & Operations in Base Ten)**

**Common Core Math Assessments Grade 3 (Number & Operations - Fractions)**

**Common Core Math Assessments Grade 3 (Measurement & Data)**

**Common Core Math Assessments Grade 3 (Geometry)**

**Common Core Math Assessments Grade 4 (ALL STANDARDS PACK)**

**Common Core Math Assessments Grade 4 (Operations & Algebraic Thinking)**

**Common Core Math Assessments Grade 4 (Number & Operations in Base Ten)**

**Common Core Math Assessments Grade 4 (Number & Operations - Fractions)**

**Common Core Math Assessments Grade 4 (Measurement & Data)**

**Common Core Math Assessments Grade 4 (Geometry)**

**Common Core Math Assessments Grade 5 (ALL STANDARDS PACK)**

**Common Core Math Assessments Grade 5 (Operations & Algebraic Thinking)**

**Common Core Math Assessments Grade 5 (Number & Operations in Base Ten)**

**Common Core Math Assessments Grade 5 (Number & Operations - Fractions)**

**Common Core Math Assessments Grade 5 (Measurement & Data)**

**Common Core Math Assessments Grade 5 (Geometry)**

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**COMMON CORE ASSESSMENT DESCRIPTIONS FOR FOURTH GRADE ELA**:

**READING LITERATURE:**

4.RL.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.RL.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.RL.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

4.RL.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4.RL.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

4.RL.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

4.RL.7: Make connections between the text of a story or drama and visual or oral presentations of the text, identifying where each version reflects specific descriptions and directions in the text.

4.RL.8: (Not applicable to literature)

4.RL.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

**READING INFORMATIONAL TEXT:**

4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

4.RI.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

4.RI.8: Explain how an author uses reasons and evidence to support particular points in a text.

4.RI.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4.RI.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

**READING FOUNDATIONAL SKILLS:**

4.RF.1: (Not applicable)

4.RF.2: (Not applicable)

4.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. (a) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.RF.4: Read with sufficient accuracy and fluency to support comprehension. (a) Read grade-level text with purpose and understanding. (b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

**WRITING:**

4.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. (b) Provide reasons that are supported by facts and details. (c) Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). (d) Provide a concluding statement or section related to the opinion presented.

4.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Provide a concluding statement or section related to the information or explanation presented.

4.W.3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and description to develop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words and phrases to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion that follows from the narrated experiences or events.

4.W.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

4.W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

4.W.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.W.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (a) Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). (b) Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

4.W.10: Write routinely over extend time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

**SPEAKING & LISTENING:**

4.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (b) Follow agreed-upon rules for discussions and carry out assigned roles. (c) Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (d) Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.SL.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.SL.3: Identify the reasons and evidence a speaker provides to support particular points.

4.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.SL.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

**LANGUAGE:**

4.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (b) Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (c) Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (d) Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (e) Form and use prepositional phrases. (f) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (g) Correctly use frequently confused words (e.g., to, too, two; there, their).

4.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (a) Use correct capitalization. (b) Use commas and quotation marks to mark direct speech and quotations from a text. (c) Use a comma before a coordinating conjunction in a compound sentence. (d) Spell grade-appropriate words correctly consulting references as needed.

4.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (a) Choose words and phrases to convey ideas precisely. (b) Choose punctuation for effect. (c) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (a) Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

4.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (b) Recognize and explain the meaning of common idioms, adages, and proverbs. (c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

4.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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**COMMON CORE ASSESSMENT DESCRIPTIONS FOR FOURTH GRADE MATH**:

**OPERATIONS & ALGEBRAIC THINKING:**

4.OA.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.

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.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.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.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.

**NUMBER & OPERATIONS IN BASE TEN:**

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.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 meaning of the digits in each place, using >, =, and < symbols to record the results of comparisons.

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

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

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.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and ones-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.

**NUMBER & OPERATIONS – FRACTIONS:**

4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x 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.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.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (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. (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. (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.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (a) Understand a fraction a/b as a multiple of 1/b. (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. (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.NF.5: Express a fraction with a denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

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

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.

**MEASUREMENT & DATA:**

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

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.MD.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: (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 angle. (b) An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

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

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.

**GEOMETRY:**

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.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.

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.

Cheers,

**Grade School Cool**

Search Key Terms:

| Common Core | Common Core ELA | Common Core ELA Grade 4 | Fourth Grade Common Core | Common Core Fourth Grade ELA | Literacy Centers | Common Core Math | Common Core Math Grade 4 | Common Core Fourth Grade Math | Math Centers |

Common Core ELA and Math Assessments Grade 4 (DOUBLE PACK) by Grade School Cool is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

*Common Core

*Common Core ELA

*Common Core Math

*Common Core ELA Grade 4

*Common Core Math Grade 4

*Common Core ELA Fourth Grade

*Common Core Math Fourth Grade

BY REQUEST: This double pack includes my

Check out my teaching blog for updates, ideas, and freebies!

Feel free to follow my pinterest board

and facebook page too

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You can find all of my Common Core Assessments Packets here:

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4.RL.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.RL.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.RL.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

4.RL.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4.RL.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

4.RL.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

4.RL.7: Make connections between the text of a story or drama and visual or oral presentations of the text, identifying where each version reflects specific descriptions and directions in the text.

4.RL.8: (Not applicable to literature)

4.RL.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

4.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

4.RI.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

4.RI.8: Explain how an author uses reasons and evidence to support particular points in a text.

4.RI.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4.RI.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.RF.1: (Not applicable)

4.RF.2: (Not applicable)

4.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. (a) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.RF.4: Read with sufficient accuracy and fluency to support comprehension. (a) Read grade-level text with purpose and understanding. (b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. (b) Provide reasons that are supported by facts and details. (c) Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). (d) Provide a concluding statement or section related to the opinion presented.

4.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (a) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (c) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Provide a concluding statement or section related to the information or explanation presented.

4.W.3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and description to develop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words and phrases to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion that follows from the narrated experiences or events.

4.W.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

4.W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

4.W.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.W.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (a) Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). (b) Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

4.W.10: Write routinely over extend time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (b) Follow agreed-upon rules for discussions and carry out assigned roles. (c) Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (d) Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.SL.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.SL.3: Identify the reasons and evidence a speaker provides to support particular points.

4.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4.SL.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.SL.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

4.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (b) Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (c) Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (d) Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (e) Form and use prepositional phrases. (f) Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. (g) Correctly use frequently confused words (e.g., to, too, two; there, their).

4.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (a) Use correct capitalization. (b) Use commas and quotation marks to mark direct speech and quotations from a text. (c) Use a comma before a coordinating conjunction in a compound sentence. (d) Spell grade-appropriate words correctly consulting references as needed.

4.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (a) Choose words and phrases to convey ideas precisely. (b) Choose punctuation for effect. (c) Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (a) Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

4.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (b) Recognize and explain the meaning of common idioms, adages, and proverbs. (c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

4.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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4.OA.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.

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.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.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.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.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.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 meaning of the digits in each place, using >, =, and < symbols to record the results of comparisons.

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

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

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.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and ones-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.NF.1: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x 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.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.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (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. (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. (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.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (a) Understand a fraction a/b as a multiple of 1/b. (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. (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.NF.5: Express a fraction with a denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

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

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.

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

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.MD.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: (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 angle. (b) An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

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

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

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.

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.

Cheers,

Search Key Terms:

| Common Core | Common Core ELA | Common Core ELA Grade 4 | Fourth Grade Common Core | Common Core Fourth Grade ELA | Literacy Centers | Common Core Math | Common Core Math Grade 4 | Common Core Fourth Grade Math | Math Centers |

Common Core ELA and Math Assessments Grade 4 (DOUBLE PACK) by Grade School Cool is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

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