MATHEMATICS Grade 4

Week Week
by Essentials WEEK
9

Calculate! Looking Out For Math

Would you rather have 37 quarters or
186 nickels?

Would you prefer an allowance of $450

a week or $20,000 a year?
(1.02a)
How many squares (of any size)
are on a checkerboard?
+ 2 +
3 - = 1
4 Thinking Mathematically
What is an estimate? Are (1.05)
estimates more than just guesses?

Give some examples of when estimates

are useful and examples of when you Fraction Action
need exact information. These regions have been divided into halves.
(1.01d)
Draw lines to divide the whole figure into
other
1 3 parts.

2
4
Exploring Data
Do people in N.C. move about more today
than they did a generation ago? Before
collecting data, make a prediction. To begin
the investigation record the information from
these two questions: Are you growing up in the
same area (town) as your mother did? Did your
mother grow up in the same area as her mother
did?
Use the data (yes and no responses) to create a
double bar graph.
Complete:
1 =2 1 = 1 = 1 =
(4.01) 2 4 2 6 2 10 2 8 (1.03)

35
 Multo Tic-Tac-Toe
Materials: Gameboard, different colored markers
Number of Players: 2 players
Directions: This game is played like Tic-Tac-Toe. Each player takes turns calling out the
multiplication fact and product for any of the 81 small spaces. If correct, the player puts his or hers
in the space. If a player makes a mistake, then the other player wins that space. When a player gets
three small spaces in a row, column, or diagonal, he or she wins the larger square. The winner is
the first player who wins three LARGE squares in a row, column, or diagonal.

x 3 5 7 x 2 7 9 x 8 5 9 x 3 4 7
4 3 3 6

3 6 4 8
6 2 2 5
x 4 0 8 x 1 6 9 x 4 2 6 x 9 4 6
6 9 8 2

8 5 4 7
7 8 9 3
x 5 9 1 x 0 3 7 x 0 4 8 x 6 7 3
5 9 7 4

9 1 2 8
7 8 3 2
x 7 3 8 x 2 9 4 x 0 4 8 x 5 9 4
6 6 4 4

7 8 6 6
4 3 5 7

(Review multiplication facts)

36
 Keeping Skills Sharp
1. 6703 + 2197 + 4506 = 2. 4,607 - J = 1,382
3. 50 x C = 350 4. 13 x 8 =
5. 0x6=
6. Which figure is a translation (slide) of this figure:

a b c d

7. 1 mile = ____ feet

8. Put <, >, or = in the box:

400 + 6,000 + 70 + 3 300 + 6100 + 50 + 23

9. On the first bus to the museum, 63 people arrived. On the

second bus, 54 people arrived. 19 people left before lunch.
How many people were still at the museum at lunchtime?

10. Jill and Brent planned a visit to the coast. They stopped in
Wilmington for 23 days, and in New Bern for 19 days.
How many weeks did they stay at the coast?

+ 2 +
3 - = 1
4
Solve this!
Use the numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9 one time each to fill
in these circles and make a true equation. One solution is
237 + 654 = 891. There are over 300 solutions with 32 different
sums. How many can you find?

(1.05 and review of whole number computation)

37
 Grade 4

To the Teacher WEEK

9
Looking Out For Math
Calculate! This problem builds on the strategies
1) 37 x 25 = $9.25 for the geoboard problem in Week 1.
186 x 5 = $9.30 Solution: 204 squares
186 nickels is more. 1 x 1 squares: 64 (8 rows of 8
squares)
2) 450 x 52 = $23,400 2 x 2 squares: 49 (7 rows of 7
$23,400 is more than $20,000 squares,
overlapping)
Thinking Mathematically 3 x 3 squares: 36 (6 x 6)
With the use of technology, it is 4 x 4 squares: 25 (5 x 5)
even more important that students 5 x 5 squares: 16 (4 x 4)
become better estimators through 6 x 6 squares: 9 (3 x 3)
7 x 7 squares: 4 (2 x 2)
lots of experiences
8 x 8 squares: 1 (whole board)
204
Exploring Data
Mother
It may be helpful for students to use a
A Venn diagram might I grew up
in same grew up "make a simpler problem" strategy
also be used to area as same area
mother as her and count squares on a smaller board
organize this date. mother
such as:

Game: Multo Tic-Tac-Toe

Fraction Action
This is a write-on gameboard. Students
Solution:
play all over the board with the goal of
1/2 = 2/4, 1/2 = 5/10, 1/2 = 3/6,
winning three games in a row. Defen-
1/2 = 4/8
sive as well as offensive strategies are
needed.

Directions to Students: Number your paper from

Mental Math 1 to 8. Write your answers as the questions are called
out. Each question will be repeated only once.
Keeping Skills Sharp
1. Add: 30 + 40 + 100 1. 13,406
2. 12 ÷ 2 + 4 x 2 2. 3225
3, Total number of days in July and August 3. 7
4. 100 - 4 4. 104
5. 3x7 5. 0
6. The value of a quarter, 3 dimes, and a nickel 6. c
7. Number of centimeters in a decimeter 7. 5280
8. Half of 28 8. =
9. 98
10. 6 weeks
38
 MATHEMATICS Grade 4
Week Week
by Essentials WEEK
10

Calculate! Looking Out For Math

How many fourth graders would it take to
• • • • •
make a human chain around the world at the
• • • • •
equator? The distance around the world at the
• • • • •
equator is 40,000,000 meters. What might • • • • •
make this question have more than one • • • • •
solution? How many 2 x 2 squares can you make on a
(1.05) geoboard? How many 3 x 3 squares?
How many 4 x 4 squares? Do you see a pattern?

+ 2 +
3 - = 1
4 Thinking Mathematically Record your solutions on a geoboard recording sheet.
(2.02, 3.03)
Jeb’s new car has a three-digit license
plate with his name on it: JEB _ _ _.
His favorite numbers are 2, 4, 8, and 9. How
many different license plates (without repeats)
can Jeb design for his new car?
Fraction Action
Color the regions which are divided
into thirds.
(4.04) a. b. c.

1 3

2
4
Exploring Data
d. e. f.
Design a survey for family
members and other adults in your
community to find out which
occupations use no mathematics skills,
which ones use mathematics skills some
of the time, and which ones use
mathematics skills every day. Which list Choose a region which is not divided
do you think will be longest? Alone or into thirds and tell why.
with a group, create a graph or chart to
show your results. (4.01) (1.03)

39
4.

1.
• • • • • • • • • •

• • • • • • • • • •

• • • • • • • • • •

• • • • • • • • • •

• • • • • • • • • •
5.

• • • • • 2. • • • • •

• • • • • • • • • •

• • • • • • • • • •

• • • • • • • • • •

• • • • • • • • • •
• • • • •
6.

3.

• • • • •
• • • • • • • • • •
• • • • • • • • • •
• • • • • • • • • •
• • • • • • • • • •
40
 Climbing
Chimney Rock

126 246 389

427 589 865
942 515
991 1254
1016 816
553 835
1111 1292
761 715
372 1454
673 635
1418 1405
1380 1843
1681 1500
Player 1 Player 2
Directions: You need scratch paper, a pencil, and 11 markers. To climb Chimney Rock, add
two or more of the numbers located in the cloud above the rock. If the sum results in one of the
totals on your path, you may place a chip on that number. The first player to cover all numbers on
the path wins. (Or, the player who has the most numbers covered when time is up wins.)

(Review whole number computation)

41
 Keeping Skills Sharp
1. 180 + B + 1,654 = 1894 2. 10,607 - 805 =

2. 3x0= 3. 40 ÷ 8 =

5. 6 x 70 =

6. Number of sides on a right triangle plus sides on two squares.

7. Eugene had 9 coins totaling 33¢. What were the coins?

8. Order from least to greatest: 1406, 1046, 1405

9. Sarah bought a costume for $7.52. How much change did she
get from $20.00? What are the fewest number of bills and
coins she could receive?

10. Mr. Cheddar runs a restaurant. He has sold a total of 900 hot
dogs, cheeseburgers, and hamburgers. He sold them in equal
numbers. He has also sold 475 more fish sandwiches than
hot dogs. How many fish sandwiches has he sold?

+ 2 + (1.05, 1.02e)
3 - = 1
4
Solve this!
It is possible to make a rectangle with any number of cubes. For example, with 6 cubes you
can make 2 rectangles. But with 5 cubes you can make only one rectangle.

1x6 2x3 1x5

( 6 x 1) ( 3 x 2) (5 x 1)
Using from 2 to 30 cubes, how many numbers can you find that will allow you to make only
one rectangle?
What are they?
Do you know what these numbers are called?

42
 Grade 4

To the Teacher WEEK

10
Looking Out for Math
Calculate! nine 2x2’s; four 3x3’s; one 4x4
Lead students to think about how to begin this
problem. Have them share strategies; for Fraction Action
example, one might suggest making a chain of The important concept is that fractional parts
students, measure its length in meters, divide must be equal; e.g., a figure divided into thirds
40,000,000 by that amount, then multiply the has three parts of equal size.
quotient by the number of students. Solution: Figures b, d, and e are divided into
Alternately, students might suggest measuring thirds. Figures a, c, and f are not divided into
the arm span of one student in meters and using thirds because they do not have equal parts.
that to estimate the number of students in
40,000,000 meters. Groups of students should Problem of the Week
work on this together. Students should work on this problem in
groups. Solution: Using cubes from 2 to 30,
Exploring Data students can make only one rectangle with 2,
Students will interview family members and
3, 5, 7, 11, 13, 17, 19, 23, and 29 (10
neighbors to find out what occupations use math possibilities). These numbers are called prime
skills. Use this opportunity to talk to the students numbers because they have exactly 2 factors,
about the importance of mathematics. Graphs or 1 and themselves (and therefore only one
charts could be made. possible set of rectangle dimensions.) This
activity also provides a good opportunity to
Thinking Mathematically review multiplication facts through looking at
24 factors of various products.

Directions to Students: Number your paper from

Mental Math 1 to 8. Write your answers as the questions are called
out. Each question will be repeated only once.
Keeping Skills Sharp
1. In 4235, what digit is in the ten's place? 1. 60
2. 18 ÷ 2 + 4 - 5 2. 9802
3. How many dozens of donuts are needed so everyone 3. 0
in our class gets one donut? 4. 5
4. 80 - 7 5. 420
5. 11 x 8 6. 11
6. If a hamburger costs 85 cents, how much change 7. 6 nickels, 3 pennies
would you get from $1? 8. 1046, 1405, 1406
7. Which is shorter--1 foot or 1 meter? 9. $12.48, 6 coins 3 bills
8. Which is greater-- 1/3 or 1/2? 10. 775

43
 MATHEMATICS Grade 4
Week Week
by Essentials WEEK
11

Calculate!
How many different whole Looking Out For Math
numbers will divide 168 without a If the area of the entire figure is 36
remainder? How many different whole square inches, find the area of each
numbers will divide 155 without a section shown.
remainder? List your solutions.
(1.05)

+ 2 + (4.02)
3 - = 1
4
Thinking Mathematically
Do most fourth graders get an allowance? Do (2.01)
the students who get an allowance have to do
chores to earn it?

Fraction Action
Mark the given fractional parts in
What is the typical allowance of a fourth each rectangle. Then shade in the
grader? (Range, median, mode) correct number of parts to show the
What are jobs fourth graders do to earn money? given fraction.

(4.01) Example:
123456789012345678
1 3
4 Exploring Data 3 123456789012345678
123456789012345678
123456789012345678
5 123456789012345678
2 Look around you at school and
at home. Do you see objects that are 1
cubes? cones? cylinders? Make a list of 4
each kind of polyhedra that you find on a 2
chart like this: 8
CUBES CONES CYLINDERS 2
3
4
6
Display the results in a circle graph.
(1.03)

44
 Solitairy 13
K = 13
Q = 12
J = 11
A=1
All others = face value

Materials: Deck of Cards

4
Directions: Shuffle a regular deck of cards and lay them out in a pyramid as shown. Start at
the top with one card and add one more card in each row until the last row has seven cards. Place
cards face up.

To play, you may remove the cards whenever two cards add to 13 and they are not covered up by
other cards. Kings count 13 and can be removed as soon as they are uncovered.

As you play, you will go through the remaining part of the deck one card at a time. If you can add
any card that is not covered in your pyramid to the card you turn over, you may remove the card
from your pyramid.

Keep score for each round. Your score is the total value of the cards you removed from the
pyramid in sets of 13. The pyramid’s score is all cards remaining in the pyramid plus those not
used in the deck.

45
 Keeping Skills Sharp
1. 453 + 8971 + 36 = 2. 57,048 - 49,892 =

2. (3 x 3) + 8 = 4. 324 ÷ 3 =

5. 6x  = 18
6. How many faces on a cube?

7. 6 quarts =_____ gallons

8. What is the value of the 3 in 435,089?

9. Brad likes to climb trees. On Monday he climbed 6 more

trees than on Tuesday. On Tuesday he climbed 5 trees. On
Wednesday he climbed 7 fewer trees than on Monday. How
many trees did he climb on Wednesday?

10. The oil drillers drilled 18 meters in the first well but did not find
oil. They drilled 6 more meters and found oil. To reach oil in the
second well they had to drill twice as deep. How far did they drill
the second well?

+ 2 +
3 - = 1
4
Solve this!
On a farm, a worm came out of his hole and saw some
chickens and some horses. Altogether he saw 20 legs.
How many chickens did he see? How many horses?
Is there more than one possible answer?

(1.05)

46
 Grade 4

To the Teacher WEEK

11

Calculate!
12 possibilities (factors) of 168: Fraction Action
2, 3, 4, 6, 7, 8, 21, 24, 28, 42, 56, 84
1234567890123456789012345678
2 factors of 155: 5, 31 1234567890123456789012345678
1234567890123456789012345678
1234567890123456789012345678
1234567890123456789012345678
3/5 1234567890123456789012345678
1234567890123456789012345678
12345678901
12345678901
12345678901
s 12345678901
1/4 12345678901
12345678901
Problem of the Week 123456789012
123456789012
123456789012
123456789012
There are 3 solutions: 2/8 123456789012
123456789012
123456789012
2 chickens & 4 horses; 4 chickens & 3 123456789012345678901234567890
123456789012345678901234567890
123456789012345678901234567890
123456789012345678901234567890
horses; 6 chickens & 2 horses. (Remember, 2/3 123456789012345678901234567890
123456789012345678901234567890
123456789012345678901234567890
the worm saw chickens and horses!) 1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
Have students share their strategies for 4/6 1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
1234567890123456789012345678901
solving this problem. Did they use trial and
error? Did they set up a table? Is there a This activity gives students an opportunity to
pattern? estimate fractional parts. Model for the children
that it is easier to mark the more difficult ones by
marking the easier fractional parts as guides. For
example, to estimate eights, the best procedure is
to divide into halves first, then split each half into
two parts to show fourths. Eighths can then be
easily shown.

Looking Out for Math

Largest rectangle 9 sq.in.; small square 6 sq.in.;
smallest rectangles 3 sq.in.

Directions to Students: Number your paper from

Mental Math 1 to 8. Write your answers as the questions are called
out. Each question will be repeated only once.
Keeping Skills Sharp
1. 1 more than 999 1. 9460
2. 7x4-4÷2 2. 7156
3. Round to nearest ten: 26 3. 17
4. 28 + 60 4. 108
5. 10 x 5 5. 3
6. 15 minutes after 7:25 6. 6
7. Number of cups in 16 ounces 7. 1 1/2
8. Number of days in a year 8. 30,000
9. 4
10. 48

47
 MATHEMATICS Grade 4
Week Week
by Essentials WEEK
12

Calculate! Looking Out For Math

How old are you in years?
in months?
in weeks?
in days?
in hours?
(1.05) Do these figures have the same perimeter?
How do you know?
(2.02)

+ 2 + (1.02e)
3 - = 1
4
Thinking Mathematically Fraction Action
Write a story to illustrate this equation: Divide 12 counters into thirds. How many
groups do you have? _____ Using your

30 ÷ 5 = 6
counters, give these amounts:
One-third of 12 is ______.
Two-thirds of 12 is ______.
Three-thirds of 12 is ______.

1 3

2
4
Exploring Data
Develop a survey to find out the favorite Divide the 12 counters into fourths. How
football teams of your classmates. What many groups?______ Give these amounts
questions must you ask as you plan the survey?
One-fourth of 12 is ______.
Display the data after doing the survey. How
many different ways can you display the data? Two-fourths of 12 is ______.
Which one is the most appropriate? Three-fourths of 12 is ______.
Four-fourths of 12 is ______.

(4.01) (1.03)

48
 I GET AROUND!
Number of Players: Two
Materials: Centimeter grid sheet for each player (see Blackline Master), number cubes,
recording/score sheet
Directions: Players take turns. During a turn, a player tosses the cubes and constructs a
rectangle on the centimeter grid by marking length on a horizontal line according to the
number thrown on one cube and width according to the number on the other cube. The player
then outlines the entire rectangle, colors it in and records length, width and perimeter on the
score sheet. After four rounds, a total score is determined by the sum of the perimeters.
Highest score wins.

Length Width Perimeter

Round
1

Round
2

Round
3

Round
4

Total Score

(2.01, 2.02)

49
One-Centimeter Graph Paper
 Keeping Skills Sharp
1. 36,586 + 435,786 = 2. 6354 - 456 =

3. 200 x 6 = 4. 32 ÷ 5 =

5. 11 x 9 =

6. Number of edges on a cube?

7. Nancy’s curfew was 6:45 P.M.. She was 25 minutes late.

What time did she arrive?

8. Put >, <, or = in the box. 45,675 45,575

9. A bank serves 30 customers every hour. If the bank is open from

9 A.M. till 3 P.M., how many customers are served in one day?

10. The Carolina Dynamos played 125 soccer games. They won 15
more games than they lost. How many games did they win?

+ 2 +
3 - = 1
4
Solve this!
There are 4 possible scoring plays in an NFL football game:
• Touchdown = 6 points;
• Point after touchdown = 1 point;
• Field goal = 3 points; and
• Safety = 2 points.

a. How many different ways could the team score 11 points?

b. What final scores, between 1 and 30, are not possible

for a team to make?
(1.05)

51
 Grade 4

To the Teacher WEEK

12
Calculate!
.
Fraction Action
Solutions: thirds: 3 groups, 4, 8, 12; fourths: 4
groups, 3, 6, 9, 12
If you have not done previous work with
Thinking Mathematically fractional parts of whole numbers, do the
Writing a story situation for a division problem often following activity with the class before they do
provides a challenge for fourth graders. You may this page: Give each child 24 counters. Have
want to have students share and critique problem them divide the chips into various fractional
ideas as a group before they write problems parts including halves, thirds, fourth, fifths
independently. (which won’t work because groups won’t be
equal or there are leftovers), etc. For each
Exploring Data fractional part, have the students record various
Questions to consider include what teams will be
fractional amounts, e.g., 1/4 of 24 is 6, 2/4 of
included on the surveys (college teams or NFL
teams; specific teams or open-ended lists, etc.) 24 is 12, 3/4 of 24 is 18, 4/4 of 24 is 24. This
Discuss with students what kinds of graphic activity also provides an opportunity to see that
organizers would be appropriate for this type of some fractional parts produce the same
information. amounts (2/4, 1/2, and 8/16 all are 12 out of the
24 counters) and are therefore equivalent.
Problem of the Week
Solution: a) There are 4 ways to score 11:
6 + 3 + 2; 6 + 2 + 2 + 1; 3 + 3 + 3 +2; 3 + 2 + 2 +
2 + 2. (Note that 1 cannot be used except with a 6).
b) Only the score of 1 is not possible

Directions to Students: Number your paper from

Mental Math 1 to 8. Write your answers as the questions are called
out. Each question will be repeated only once.
Keeping Skills Sharp
1. 10 more than 550 1. 472, 372
2. 12 + 13 ÷ 5 + 11 2. 5898
3. Nearest ten: 92 3. 1200
4. 6r2
4. 40 - 4
5. 99
5. 7x2 6. 12
6. 16 minutes before 8:00 7. 7:10
7. The value of 3 quarters, 2 dimes, and 3 pennies 8. >
8. Number of legs on 6 tables 9. 180
10. 70

52