W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.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.

W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2.C Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2.E Provide a concluding statement or section related to the information or explanation presented.

4(11)(A) Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.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.

W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2.C Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2.E Provide a concluding statement or section related to the information or explanation presented.

4(12)(B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)

5(11)(C) Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

(D) Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

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.

(F) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

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

(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

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

(C) Determine if two given fractions are equivalent using a variety of methods

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

(H) Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

(H) Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

4.NF.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

(H) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

(I) Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models

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.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.

(A) Identify prime and composite numbers

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.