Saxon Math Intermediate 4 ©2008 correlated to the …. Saxon Math... · Saxon Math Intermediate 4...

Saxon Math Intermediate 4 ©2008 correlated to the

Common Core States Standards for Mathematics (June 2010) Grade 4

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 Problem Solving Overview, pages 1–6,

Lessons 11, 25, 31, 49, 52, 57, 70, 72, 88, 94, 95,

Investigation(s) 8 Maintenance: Problem Solving Lessons 6, 15, 17, 21, 26, 29, 37, 38,

49, 56, 65, 69, 71, 73, 77, 83, 87, 95, 99, 104, 119

Written Practice Lessons 14, 28, 46, 67, 88,

2 Reason abstractly and quantitatively. This standard is covered throughout the program; the following are examples. Instruction: New Concept 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 Performance Task(s) 3 Test Day Activity 3

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3 Construct viable arguments and critique the reasoning of others. This standard is covered throughout the program; the following

are examples. Instruction: New Concept Lessons 10, 13, 15, 22, 78, 83, 93 Investigation(s) 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 Performance Task(s) 5 Test Day Activity 8, 9, 11

4 Model with mathematics. This standard is covered throughout the program; the following are examples. Instruction: New Concept Lessons 11, 13, 38, 40, 57, 60, 70, 95,

108 Investigation(s) 2, 3, 4, 6, 7, 8, 11 Maintenance: Problem Solving Lessons 3, 4, 5, 9, 10, 16, 32, 34, 36,

39, 58, 70, 82 Written Practice Lessons 25, 65, 68, 70, 84, 92, 102, 104

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5 Use appropriate tools strategically. This standard is covered throughout the program; the following are examples.

Instruction: New Concept Lessons 18, 21, 39, 51, 55, 69, 77, 79,

80, 81, 101, 102, 103, 104 Investigation(s) 2, 7 (see Investigate Further, page 453) Maintenance: Problem Solving Lessons 44, 77, 82, 88, 91 Written Practice Lessons Calculator Activities Lessons 2, 22, 46, 57, 87, 91, 112 Test Day Activity 2

6 Attend to precision. This standard is covered throughout the program; the following are examples. 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

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7 Look for and make use of structure. This standard is covered throughout the program; the following are examples.


87, 108, 110 Investigation(s) 1, 3 Maintenance: Problem Solving Lessons 20, 25, 50, 55 Written Practice Lessons 28, 46, Test Day Activity 4

8 Look for and express regularity in repeated reasoning. This standard is covered throughout the program; the following are examples. Instruction: New Concept 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


Italic references indicate foundational. Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems.

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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 Lessons 27, 28, 29, 38(see Teacher

Edition Extend the Example), 46, 47 Maintenance: Written Practice Lessons 47, 48, 49, 50, 51, 52, 53, 56,

57, 58, 60, 61, 62, 63 Learning Stations Lessons 46, 47

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.1

[1 See Glossary, Table 2.]


68 Maintenance: Problem Solving 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

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Italic references indicate foundational.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.


94 Maintenance: Problem Solving 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

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.

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


Generate and analyze patterns.

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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 Lessons 8, 11, 12, 22, 24, 25, 30, 31,

33, 35, 41, 62, 92, 94, 105, 108, 112, 113, 115, 117, 120

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 Ten2 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.

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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.


105 Maintenance: Written Practice 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

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.

Instruction: New Concept Lessons 4, 13, 16, 33, 34 Maintenance: Written Practice 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

Learning Stations Lessons 4, 33, 34

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Italic references indicate foundational.3 Use place value understanding to round multi-digit whole numbers to any

place.

Instruction: New Concept Lessons 20, 42, 54, 117 Maintenance: Power Up 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


Use place value understanding and properties of operations to perform multi-digit arithmetic.

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Italic references indicate foundational.4 Fluently add and subtract multi-digit whole numbers using the standard

algorithm. Instruction: New Concept Lessons 13, 14, 15, 17, 25, 30, 31, 41,

51, 52, 59, 94 Maintenance: Power Up 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

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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.


87, 90, 108 Investigation 3 Maintenance: 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

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.


80 Maintenance: Problem Solving 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

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Italic references indicate foundational.Number and Operations—Fractions3 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

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.

Instruction: New Concept Lessons 103, 109, 112, 115, 116, 119,

120 Investigation 9 Maintenance: Written Practice Lessons 109, 111, 112, 113, 114, 115,

116, 117, 118, 119, 120 Learning Stations Lessons 109, 115

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 Lessons 56, 57, 59, 61, 62, 64, 66, 71,

78, 100, 103, 104, 105, 106, 107, 108, 109, 111, 116, 117, 118, 119


Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. N/A

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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 Lessons 107, 109, 111, 112, 113, 114,

116, 117, 118, 119, 120 Learning Stations Lessons 107, 114, 119, 120

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.

Instruction: New Concept Lessons 89, 104 Investigation 9 Maintenance: Written Practice Lessons 89, 90, 91, 92, 93, 94, 95, 96,

97, 104, 105, 106, 107, 108, 109, 110, 112, 116, 118


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.

Instruction: New Concept Lessons 89, 107, 114 Investigation 9 Maintenance: Written Practice Lessons 107, 108, 109, 110, 111, 112,

113, 114, 115, 116, 117 Learning Stations Lessons 107, 114

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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 Lessons 107, 108, 109, 110, 111, 112,

113, 114, 115, 116, 117 Learning Stations Lesson 107

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

N/A

4a 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).

Instruction: Investigation 9 This standard is further developed in Saxon Math Intermediate 5. See Lesson

86. 4b 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.)

Instruction: New Concept Lessons 70, 95 Investigation 9 Maintenance: Power Up 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.

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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 needed? Between what two whole numbers does your answer lie?

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


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 adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.]

Instruction: New Concept Lesson 50 Investigation(s) 4, 9

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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 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

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 Lessons 41, 42, 43, 47, 91 (see Example

3), 100, 102, Learning Stations Lesson 91

Measurement and Data 4.MD Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

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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), ...

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


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Italic references indicate foundational.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.

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


3 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 21, 55, 62, 69, 108 Investigation 2, 3 Maintenance: 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

Represent and interpret data.

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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.

Line plots are addressed in Saxon Math Intermediate 5. See Investigation 5.

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:

N/A

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.

Instruction: New Concept Lessons 78, 81 Maintenance: Written Practice Lessons 84, 85, 87, 94, 97 Learning Stations Lesson 81

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

Instruction: New Concept Lessons 78, 81 Maintenance: Written Practice Lessons 84, 85, 87, 94, 97 Learning Stations Lesson 81

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

Instruction: New Concept Lesson 81 Maintenance: Learning Stations Lesson 81

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Italic references indicate foundational.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.

Instruction: New Concept Lesson 81

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

perpendicular and parallel lines. Identify these in two-dimensional figures.

Instruction: New Concept Lessons 23, 45, 78, 92 Maintenance: Written Practice 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


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.

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


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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 Lessons 79, 92 Maintenance: Written Practice Lessons 79, 80, 82, 83, 85, 89, 91, 94,

95, 100, 105, 109, 112, 113, 116 Learning Stations Lesson 79

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