# A Correlation of. to the. Common Core State Standards for Mathematics Grade 4

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1 A Correlation of to the

2 Introduction envisionmath2.0 is a comprehensive K-6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced instructional model with an emphasis on conceptual understanding, fluency, and application through rigorous problem solving. PearsonRealize online learning management system offers the flexibility and data teachers need to customize content and monitor student progress so that all students demonstrate proficiency in the CCSSM. The new envisionmath2.0 is organized to promote Focus, Coherence, and Rigor. Focus on Common Core Clusters Develop Coherence across and within grades Conceptual Understanding lays the foundation for Rigor Problem-based learning and visual learning personalize learning of rigorous mathematics! The new envisionmath2.0 program engages learners with: Interactive learning aids and video tutorials Personalized practice and immediate feedback Built-in RtI activities in multiple modalities The new envisionmath2.0 program lets you customize content, auto-assign differentiation, and use assessment data quickly and easily to adjust instruction for your learners. Upload district content and other favorite resources Customize topics and lessons Assess in the format of the new high-stakes assessments envisionmath2.0 is the next evolution of a proven program that supports the latest interpretation of the CCSSM and the Next Generation assessment objectives. Copyright 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved

3 Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems. 4.0A.A.1 Interpret a multiplication equation as SE: Topic 6: , , 359 a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and TE: Topic 6: 327A 332, 333A 338, times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.0A.A.2 Multiply or divide to solve word SE: Topic 6: , , , problems involving multiplicative comparison, , , e.g., by using drawings and equations with a symbol for the unknown number to represent TE: Topic 6: 327A 332, 333A 338, 339A the problem, distinguishing multiplicative 344, 345A 350, 351A 356, comparison from additive comparison. 4.0A.A.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. Gain familiarity with factors and multiples. 4.0A.B.4 Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range is a multiple of a given one-digit number. Determine whether a given whole number in the range is prime or composite. Generate and analyze patterns. 4.0A.C.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. SE: Topic 2: 53 58, 59 64, 65 70, 77 82, 85 86; Topic 3: , , , , ; Topic 4: , , , , , , , , ; Topic 5: , , , , ; Topic 6: , , , TE: Topic 2: 53A 58, 59A 64, 65A 70, 77A 82, 85 86; Topic 3: 101A 106, 131A 136, 137A 142, 143A 148, ; Topic 4: 171A 176, 183A 188, 195A 200, 207A 212, 213A 218, 219A 224, 225A 230, 231A 236, ; Topic 5: 277A 282, 283A 288, 289A 294, 307A 312, ; Topic 6: 339A 344, 345A 350, 351A 356, SE: Topic 7: , , , , , TE: Topic 7: 369A 374, 375A 380, 381A 386, 387A 392, 393A 398, SE: Topic 14: , , , , TE: Topic 14: 733A 738, 739A 744, 745A 750, 751A 756,

4 Number and Operations in Base Ten 4.NBT Generalize place value understanding for multi-digit whole numbers. 4.NBT.A.1 Recognize that in a multi-digit SE: Topic 1: 11 16, 29 34, whole number, a digit in one place represents ten times what it represents in the place to its TE: Topic 1: 11A 16, 29A 34, right. For example, recognize that = 10 by applying concepts of place value and division. 4.NBT.A.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. SE: Topic 1: 5 10, 11 16, 17 22, 29 34, TE: Topic 1: 5A 10, 11A 16, 17A 22, 29A 34, NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place. SE: Topic 1: 23 28, 29 34, 38 TE: Topic 1: 23A 28, 29A 34, 38 Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.B.4 Fluently add and subtract multidigit whole numbers using the standard 71 76, 77 82, 85 86; Topic 13: , SE: Topic 2: 47 52, 53 58, 59 64, 65 70, algorithm. 724 TE: Topic 2: 47A 52, 53A 58, 59A 64, 65A 70, 71A 76, 77A 82, 85 86; Topic 13: 715A 720, NBT.B.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. SE: Topic 3: , , , , , , , , , , ; Topic 4: , , , , , , , , , , , ; Topic 6: , , , , , ; Topic 7: , 401; Topic 13: , , 724 TE: Topic 3: 95A 100, 101A 106, 107A 112, 113A 118, 119A 124, 125A 130, 131A 136, 137A 142, 143A 148, 149A 154, ; Topic 4: 171A 176, 177A 182, 183A 188, 189A 194, 195A 200, 201A 206, 207A 212, 213A 218, 219A 224, 225A 230, 231A 236, ; Topic 6: 327A 332, 333A 338, 339A 344, 345A 350, 351A 356, ; Topic 7: 381A 386, 401; Topic 13: 709A 714, 715A 720, 724 3

5 4.NBT.B.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. SE: Topic 5: , , , , , , , , , , ; Topic 6: , , , , TE: Topic 5: 253A 258, 259A 264, 265A 270, 271A 276, 277A 282, 283A 288, 289A 294, 295A 300, 301A 306, 307A 312, ; Topic 6: 333A 338, 339A 344, 345A 350, 351A 356, Number and Operations Fractions 4.NF Extend understanding of fraction equivalence and ordering. 4.NF.A.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. 4.NF.A.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. SE: Topic 8: , , , , , , , ; Topic 11: , 617 TE: Topic 8: 411A 416, 417A 422, 423A 428, 429A 434, 435A 440, 441A 446, 447A 452, ; Topic 11: 597A 602, 617 SE: Topic 8: , , , 456 TE: Topic 8: 435A 440, 441A 446, 47A 452, 456 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.B.3 Understand a fraction a/b with a > 1 SE: Topic 9: , , , as a sum of fractions 1/b , , , , , , , TE: Topic 9: 465A-470, 471A-476, 477A-482, 483A-488, 489A-494, 495A-500, 501A-506, 507A-512, 513A-518, 519A-524, 525A NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. SE: Topic 9: , , , , , , , TE: Topic 9: 465A 470, 477A 482, 483A 488, 489A 494, 495A 500, 501A 506, 525A 530,

6 4.NF.B.3.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. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = /8 = 8/8 + 8/8 + 1/8. SE: Topic 9: , 533 TE: Topic 9: 471A 476, NF.B.3.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. SE: Topic 9: , , , 534 TE: Topic 9: 507A 512,513A 518, 519A 524, NF.B.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. SE: Topic 9: , , , ; Topic 10: , 582; Topic 11: , 618; Topic 13: , , , , 723 TE: Topic 9: 477A 482, 489A 494, 525A 530, ; Topic 10: 573A 578, 582; Topic 11: 603A 608, 618; Topic 13: 679A 684, 685A 690, 691A 696, 703A 708, NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 4.NF.B.4.A 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 (1/4), recording the conclusion by the equation 5/4 = 5 (1/4). SE: Topic 10: , , , , TE: Topic 10: 543a-548, 549A-554, 555A- 560, 561A-566, 567A-572 SE: Topic 10: , , , 581 TE: Topic 10: 543A 548, 549A 554, 555A 560, NF.B.4.B Understand a multiple of a/b as a SE: Topic 10: , , 581 multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For TE: Topic 10: 549A 554, 555A 560, 581 example, use a visual fraction model to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.) 5

7 4.NF.B.4.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. 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? SE: Topic 10: , , , , , ; Topic 13: , , , , , TE: Topic 10: 549A 554, 555A 560, 561A 566, 567A 572, 573A 578, ; Topic 13: 679A 684, 685A 690, 691A 696, 703A 708, 709A 714, Understand decimal notation for fractions, and compare decimal fractions. 4.NF.C.5 Express a fraction with denominator SE: Topic 12: , as an equivalent fraction with denominator 100, and use this technique to add two TE: Topic 12: 645A 650, 666 fractions with respective denominators 10 and For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/ NF.C.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. SE: Topic 12: , , , TE: Topic 12: 627A 632, 633A 638, 651A 656, NF.C.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. SE: Topic 12: , , TE: Topic 12: 639A 644, 657A 662, Measurement and Data 4.MD Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.A.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),... SE: Topic 13: , , , , , 723 TE: Topic 13: 679A 684, 685A 690, 691A 696, 697A 702, 703A 708, 723 6

8 4.MD.A.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. SE: Topic 10: , , 582; Topic 12: , , , ; Topic 13: , , , , , , , TE: Topic 10: 567A 572, 573A 578, 582; Topic 12: 639A 644, 651A 656, 657A 662, ; Topic 13: 679A 684, 685A 690, 691A 696, 697A 702, 703A 708, 709A 714, 715A 720, MD.A.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. SE: Topic 13: , , 724 TE: Topic 13: 709A 714, 715A 720, 724 Represent and interpret data. 4.MD.B.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. SE: Topic 11: , , , , TE: Topic 11: 591A 596, 597A 602, 603A 608, 609A 614, Geometric measurement: understand concepts of angle and measure angles. 4.MD.C.5 Recognize angles as geometric SE: Topic 15: , 809 shapes that are formed wherever two rays share a common endpoint, and understand TE: Topic 15: 771A 776, 809 concepts of angle measurement: 4.MD.C.5.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 angles. SE: Topic 15: , , 809 TE: Topic 15: 777A 782, 783A 788, 809 7

9 4.MD.C.5.B An angle that turns through n one-degree angles is said to have an angle measure of n degrees. SE: Topic 15: , 809 TE: Topic 15: 783A 788, MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. SE: Topic 15: , , 810 TE: Topic 15: 789A 794, 801A 806, MD.C.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. SE: Topic 15: , , 810 TE: Topic 15: 795A 800, 801A 806, 810 Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. SE: Topic 15: , 809;Topic 16: , 859 TE: Topic 15: 771A 776, 809; Topic 16: 821A 826, G.A.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. SE: Topic 16: , , , TE: Topic 16: 827A 832, 833A 838, 851A 856, G.A.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 linesymmetric figures and draw lines of symmetry. SE: Topic 16: , , 860 TE: Topic 16: 839A 844, 845A 850, 860 8

10 Math Practices 1. Make sense of problems and persevere in solving them. SE/TE: Lesson 1-3, Lesson 2-2, Lesson 2-4, Lesson 2-6, Lesson 3-3, Lesson 3-7, Lesson 3-10, Lesson 4-2, Lesson 4-9, Lesson 4-10, Lesson 4-11, Lesson 5-4, Lesson 5-6, Lesson 6-1, Lesson 6-2, Lesson 6-3, Lesson 6-4, Lesson 6-5, Lesson 7-2, Lesson 7-3, Lesson 8-1, Lesson 8-2, Lesson 8-4, Lesson 8-5, Lesson 8-7, Lesson 9-1, Lesson 9-3, Lesson 9-4, Lesson 9-7, Lesson 9-9, Lesson 9-10, Lesson 9-11, Lesson 10-4, Lesson 10-5, Lesson 10-6, Lesson 11-3, Lesson 11-4, Lesson 12-2, Lesson 12-4, Lesson 12-5, Lesson 12-6, Lesson 13-1, Lesson 13-2, Lesson 13-3, Lesson 13-4, Lesson 13-5, Lesson 13-6, Lesson 13-7, Lesson 14-1, Lesson 14-4, Lesson 15-2, Lesson 15-3, Lesson 15-4, Lesson 15-5, Lesson 15-6, Lesson 16-5, Lesson Reason abstractly and quantitatively. SE/TE: Lesson 1-1, Lesson 1-2, Lesson 1-3, Lesson 1-4, Lesson 1-5, Lesson 2-1, Lesson 2-4, Lesson 2-5, Lesson 2-6, Lesson 3-1, Lesson 3-2, Lesson 3-3, Lesson 3-4, Lesson 3-5, Lesson 3-7, Lesson 3-8, Lesson 3-9, Lesson 3-10, Lesson 4-1, Lesson 4-2, Lesson 4-3, Lesson 4-4, Lesson 4-7, Lesson 4-8, Lesson 4-11, Lesson 5-1, Lesson 5-2, Lesson 5-3, Lesson 5-4, Lesson 5-5, Lesson 5-6, Lesson 5-7, Lesson 5-8, Lesson 5-9, Lesson 5-10, Lesson 6-1, Lesson 6-2, Lesson 6-5, Lesson 7-1, Lesson 7-2, Lesson 7-3, Lesson 7-4, Lesson 7-5, Lesson 8-1, Lesson 8-3, Lesson 8-4, Lesson 8-5, Lesson 8-6, Lesson 8-7, Lesson 9-1, Lesson 9-2, Lesson 9-4, Lesson 9-5, Lesson 9-6, Lesson 9-7, Lesson 9-8, Lesson 9-9, Lesson 9-10, Lesson 9-11, Lesson 10-1, Lesson 10-2, Lesson 10-3, Lesson 10-5, Lesson 10-6, Lesson 11-1, Lesson 11-4, Lesson 12-1, Lesson 12-2, Lesson 12-3, Lesson 12-4, Lesson 12-5, Lesson 12-6, Lesson 13-2, Lesson 13-3, Lesson 13-5, Lesson 13-6, Lesson 13-7, Lesson 14-1, Lesson 14-2, Lesson 14-3, Lesson 14-4, Lesson 15-1, Lesson 15-2, Lesson 15-4, Lesson 15-5, Lesson

11 3. Construct viable arguments and critique the reasoning of others. SE/TE: Lesson 1-1, Lesson 1-2, Lesson 1-3, Lesson 1-4, Lesson 1-5, Lesson 2-1, Lesson 2-2, Lesson 2-3, Lesson 2-4, Lesson 2-5, Lesson 3-4, Lesson 3-7, Lesson 3-9, Lesson 4-3, Lesson 4-4, Lesson 4-7, Lesson 4-9, Lesson 5-1, Lesson 5-2, Lesson 5-3, Lesson 5-4, Lesson 5-5, Lesson 5-7, Lesson 5-8, Lesson 5-9, Lesson 6-1, Lesson 6-2, Lesson 6-4, Lesson 7-1, Lesson 7-2, Lesson 7-3, Lesson 7-4, Lesson 7-5, Lesson 8-1, Lesson 8-2, Lesson 8-3, Lesson 8-4, Lesson 8-5, Lesson 8-6, Lesson 8-7, Lesson 9-1, Lesson 9-2, Lesson 9-3, Lesson 9-5, Lesson 9-7, Lesson 9-8, Lesson 9-9, Lesson 9-10, Lesson 10-3, Lesson 10-4, Lesson 10-5, Lesson 11-1, Lesson 11-2, Lesson 11-4, Lesson 11-5, Lesson 11-6, Lesson 11-7, Lesson 11-8, Lesson 11-9, Lesson 11-10, Lesson 12-1, Lesson 12-3, Lesson 12-4, Lesson 12-6, Lesson 13-4, Lesson 13-6, Lesson 14-3, Lesson 15-2, Lesson 15-3, Lesson 15-4, Lesson 15-5, Lesson 16-1, Lesson 16-2, Lesson 16-3, Lesson 16-4, Lesson 16-5, Lesson Model with mathematics. SE/TE: Lesson 1-3, Lesson 2-1, Lesson 2-6, Lesson 3-1, Lesson 3-3, Lesson 3-4, Lesson 3-5, Lesson 3-6, Lesson 3-7, Lesson 3-8, Lesson 3-10, Lesson 4-2, Lesson 4-5, Lesson, 4-6, Lesson 4-7, Lesson 4-9, Lesson 4-11, Lesson 5-1, Lesson 5-2, Lesson 5-4, Lesson 5-5, Lesson 5-6, Lesson 5-8, Lesson 5-10, Lesson 6-1, Lesson 6-2, Lesson 6-3, Lesson 6-4, Lesson 6-5, Lesson 7-2, Lesson 7-3, Lesson 7-5, Lesson 8-2, Lesson 8-3, Lesson 8-4, Lesson 9-1, Lesson 9-2, Lesson 9-3, Lesson 9-4, Lesson 9-5, Lesson 9-6, Lesson 9-7, Lesson 9-11, Lesson 10-1, Lesson 10-2, Lesson 10-5, Lesson 10-6, Lesson 11-4, Lesson 12-1, Lesson 12-2, Lesson 12-4, Lesson 12-5, Lesson 12-6, Lesson 13-7, Lesson 14-1, Lesson 15-1, Lesson 15-2, Lesson 15-3, Lesson 15-5, Lesson 15-6, Lesson 16-1, Lesson

12 5. Use appropriate tools strategically. SE/TE: Lesson 1-1, Lesson 1-4, Lesson 2-2, Lesson 2-5, Lesson 3-5, Lesson 3-6, Lesson 4-2, Lesson 5-5, Lesson 6-1, Lesson 7-1, Lesson 7-2, Lesson 8-1, Lesson 8-2, Lesson 8-6, Lesson 8-7, Lesson 9-1, Lesson 9-2, Lesson 9-4, Lesson 9-6, Lesson 9-8, Lesson 9-11, Lesson 10-5, Lesson 11-3, Lesson 12-3, Lesson 12-4, Lesson 13-4, Lesson 14-1, Lesson 15-3, Lesson 15-4, Lesson 15-6, Lesson Attend to precision. SE/TE: Lesson 1-1, Lesson 1-5, Lesson 2-1, Lesson 2-2, Lesson 3-9, Lesson 3-10, Lesson 4-10, Lesson 4-11, Lesson 5-8, Lesson 5-10, Lesson 6-1, Lesson 6-5, Lesson 7-3, Lesson 8-4, Lesson 9-4, Lesson 10-3, Lesson 10-6, Lesson 11-1, Lesson 11-2, Lesson 12-2, Lesson 12-6, Lesson 13-1, Lesson 13-3, Lesson 13-4, Lesson 13-5, Lesson 13-7, Lesson 14-3, Lesson 15-1, Lesson 15-4, Lesson 16-1, Lesson 16-2, Lesson 16-3, Lesson Look for and make use of structure. SE/TE: Lesson 1-1, Lesson 2-1, Lesson 2-3, Lesson 3-1, Lesson 3-3, Lesson 3-4, Lesson 3-6, Lesson 4-1, Lesson 4-5, Lesson 4-6, Lesson 4-7, Lesson 4-8, Lesson 4-9, Lesson 4-10, Lesson 4-11, Lesson 5-1, Lesson 5-6, Lesson 5-7, Lesson 5-9, Lesson 5-10, Lesson 6-3, Lesson 7-1, Lesson 7-4, Lesson 7-5, Lesson 8-2, Lesson 9-3, Lesson 10-1, Lesson 10-2, Lesson 10-3, Lesson 10-4, Lesson 11-1, Lesson 12-2, Lesson 12-5, Lesson 12-6, Lesson 13-1, Lesson 14-1, Lesson 14-2, Lesson 14-3, Lesson 14-4, Lesson 15-1, Lesson 15-5, Lesson 16-3, Lesson 16-4, Lesson Look for and express regularity in repeated reasoning. SE/TE: Lesson 1-2, Lesson 2-3, Lesson 2-5, Lesson 2-6, Lesson 3-6, Lesson 3-7, Lesson 3-8, Lesson 3-9, Lesson 4-10, Lesson 5-10, Lesson 6-3, Lesson 7-3, Lesson 7-4, Lesson 7-5, Lesson 8-5, Lesson 9-7, Lesson 9-9, Lesson 9-10, Lesson 10-2, Lesson 11-3, Lesson 12-5, Lesson 13-1, Lesson 13-2, Lesson 13-3, Lesson 13-4, Lesson 13-5, Lesson 14-1, Lesson 15-3, Lesson 16-2, Lesson

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