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. 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), ...”
The feet-inches and pounds-ounces tables in Part 1, laid out in the two-column format the standard describes.
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.”
Question 1, where the turtle's 4-yard crawl converts to feet inside a word problem.
4.MD.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.”
The garden-bed perimeter and area, plus the dog pen that reverses the formula to find a missing width.
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. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.”
The earthworm line plot in Part 3, including the longest-minus-shortest subtraction the standard itself describes.
4.MD.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.”
Part 4 treats the 90° whole and its 55° part as counts of degrees, the measure this standard defines.
4.MD.5.b
“An angle that turns through n one-degree angles is said to have an angle measure of n degrees.”
The 55° label and the unknown k in the Part 4 diagram are n-degree measures in this standard's sense.
4.MD.6
“Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.”
The Part 4 diagram hands students its whole-number measures rather than asking for protractor work; the labeled figure stands in for the reading.
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.”
Questions 8 and 9: writing 55° + k = 90° and solving for k.
