4th Grade Math SAMPLE

Equity

Differentiation

Motivation

4th Grade Math

Sample Packet

Ready-to-use resources for differentiated instruction

SAMPLE


Can Your Students Apply What They Don’t Know?

Our curriculum teaches all component parts of basic skills

Reading, Math, Science and Social Studies Elementary - Adult Ed

Correlated to state and national standards

Our Appetizers are: . . . . . . . . . Samples 1-2

•Short daily warm-ups on transparencies

•Continual skills review

•Interactive test-taking reinforcements

Our Main Dishes are: . . . . . . . Samples 3-23

•Comprehensive in-depth skills’ lessons

•Effective, motivating activities

•Tools for skills application

•Lessons that identify skills’ components and

reassemble them for student comprehension Title I

Our Desserts/Doggie Bags are:

•Your key to parent involvement

•Thought-provoking games/activities that

allow students to apply skills’ comprehension

* Reading and Math materials available in Spanish*

Our Science Buffet is:

•Earth, Environmental, and Physical Sciences

•Application of Scientific Process

www.gourmetlearning.com

Intervention

Programs

Title

ESL

Simplifies

Teachers’

Work

Using

Proven

Instructional

Models

Family

Literacy

Gourmet Learning

SAMPLE

DOMAIN: CONCEPTS

Objective 1: Demonstrate an understanding of number concepts

A Translate whole numbers/decimals B Compare/order whole numbers C Use whole number place value D Round whole numbers (nearest ten/hundred and thousand) E Recognize decimal place value (tenths and hundredths) F Use odds, evens, skip counting G Recognize/compare fractionsH Equivalent fractions

Objective 2: Demonstrate an understanding of mathematical relations, functions, otheralgebraic concepts

A Use whole number properties/inverse operations B Determine missing elements in patterns C Use number line representations for whole numbers, decimals, and fractions D Identify ordered pairs on a coordinate grid

Objective 3: Demonstrate an understanding of geometric properties/relationships

A Recognize and describe two and three dimensional figures B Identify symmetrical shapes and lines of symmetry and congruence C Identify translations, rotations, reflectionsD Classify triangles by properties

Objective 4: Demonstrate an understanding of measurement concepts using metric/customary units

A Use measurement units of timeB Use measurement of elapsed time C Use metric units of measurement using length D Application of measurement concepts using customary units of measurement E Conversions and customary units of capacityF Conversion and use of metric units of measurement using weight G Customary and metric measurement used to find perimeter H Use of customary and metric units of measurement to find area

OBJECTIVES AND INSTRUCTIONAL TARGETS

GRADE 4 MATHEMATICS

Gourmet Curriculum Press, Inc.©

SAMPLE

DOMAIN: CONCEPTS

Objective 5: Demonstrate an understanding of probability/statistics

A Determine possible outcomes in a given situation B Counting arrangements C Analyze data/interpret graphs

DOMAIN: OPERATIONS

Objective 6: Use operation of addition to solve problems

A Rename thousands, hundreds, tens, and ones B Addition of money C Addition of decimals D Addition of fractions

Objective 7: Use operation of subtraction to solve problems

A Subtraction of whole numbers with regrouping of hundreds, tens, and ones B Subtraction using comparison strategy to show how many more C Subtraction with regrouping numbers with decimals (tenths, hundredths)

Objective 8: Use operation of multiplication to solve problems

A Multiply whole numbers B Multiply two digit whole numbers by 2 digit whole numbers

Objective 9: Use operations of division to solve problems

A Divide whole numbers using pictorial models B Divide basic division facts with/without remaindersC Use of division word problems with/without remainders D Use of division word problems with/without remainders to include money


GRADE 4 MATHEMATICS


SAMPLE

DOMAIN: PROBLEM SOLVING

Objective 10: Estimate solutions to problem situations

A Determine when estimation or exact calculation should be used in a given situation

B Front-end strategies C Estimation strategy of rounding in addition, subtraction, and multiplication D Estimation strategies for using compatible numbersE Estimation strategies for using clustering

Objective 11: Determine solution strategies/analyze or solve problems

A Formulate strategies/solve problems using basic operations with whole numbers/decimals (decimals; addition/subtraction)

B Determine strategies for solving problems using the basic operation of multiplication and division

C Formulate strategies using additional information D Formulate strategies for solving problems with missing information E Formulate strategies for solving problems using perimeter and area F Determine strategies for solving multi-step problems

Objective 12: Solve Problems using mathematical representation

A Formulate an equation from a problem solving situation B Analyze/interpret graphs and charts by using information derived to

solve problems

Objective 13: Evaluate reasonableness of solutions to problems

A Evaluate reasonableness of a given situation B Determine the reasonableness of a given situation using strategies C Determine a reasonable range for a group of numbers


GRADE 4 MATHEMATICS


SAMPLE

Serves: 4th grade Appetizers II

66

OBJECTIVE 4 F

A newborn baby weighed 6 lbs. If you were to

rewrite the baby’s weight in pounds and ounces which

of the following would be correct?

a. 6 pounds and 0 ounces

b. 6 pounds and 4 ounces

c. 6 pounds and 8 ounces

d. 6 pounds and 10 ounces

3 inches

4

3

2

1

0

0 1 2 3 4 5 6 7

Which of the following ordered pair of numbers represents the locations of the animals?

OBJECTIVE 2 D

•

OBJECTIVE 2 D

x yanimal x yanimal x yanimal x yanimal

a. b. c. d.

1 0

3 2

6 1

1 1

2 3

1 6

1 1

2 3

6 1

1 0

3 3

6 7

•

•

x

y

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SAMPLE 1

12

SAMPLE

Serves: 4th grade Appetizers

77

OBJECTIVES 8 B and 11 B

OBJECTIVE 8 A

R.C.’s teacher asked him to show the class an array that would represent the product 12. Which of the following arrays would not be correct?

Eric’s Toy Model Shop normally keeps an inventory of his top 15 popular types of models at about 37 per model. However, around special holidays, they increase their inventory by 10 times the normal amount. How many top 15 models are in stock during special holidays? Explain what steps must be taken in order to determine the answer to this problem and show your answer.

a. b. c. d.

OBJECTIVE 1 G

Mrs. Terry made all of the pies for the family reunion. She made 3 coconut custard pies. She cut each of the pies into 6 slices. Two slices of the pie mysteriously disappeared. Which fraction shows the number of servings that were left?

a. 1

c.

b.

d.

26

126

166

186

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SAMPLE 2

SAMPLE

Main Dish Sample

Objective: Problem Solving

Lesson 1 - Formulate Strategies

Using Addition/Subtraction

Enrichment

Final Test

Journal Topics

Reasonableness Problems

(T) Transparency


Grade 4 Problem Solving

SAMPLE

Main Dish - Objective 11

PROBLEM SOLVING

Lesson 1 - Formulate Strategies Using

Addition/Subtraction

Lesson 2 - Formulate Strategies Using

Multiplicaton/Division

Lesson 3 - Formulate Strategies Using Additional

Information

Lesson 4 - Formulate Strategies Using Missing Information

Lesson 5 - Formulate Strategies Using Perimeter/Area

Lesson 6 - Formulate Strategies For Multi-step Problems

Final Test

Journal Topics

Reasonableness Problems


Grade 4 Problem Solving

SAMPLE

Introductory Lesson Problem Solving

1 ( T )

Definition:

Problem Solving is the process an individual goes through to find a resolution to a situation that he/she has little or no prior experience in solving.

Statement of Importance:

In order for students to understand problem solving, they must create a plan for comprehending and logically solving problems. A goal of education should be to strive to provide students with strategies, tools, and basic skills to be competent problem solvers in all aspects of everyday life.

At the close of the lesson, students will be using problem solving skills to aid them with solving mathematical

problems presented in word format.

Focus Activity:Ask:Can anyone give the answer to the problem, 8 + 4?Ask: What is the solution to the following problem?1,298 ÷ 14

For students older than 6, the first example is rather simple and requires few problem solving skills. For the same students, the second example is challenging and requires extensive knowledge about a type of mathematics unknown to them. This is an example of problem solving. It requires a plan and prior knowledge to arrive at a solution.

Objective:

SAMPLE 5 Gourmet Curriculum Press, Inc.©

SAMPLE

Lesson 1

Facts

Question

Problem

Problem Solving

INITIAL INSTRUCTIONS: Problem Solving - Addition/Subtraction

R - Read the problem carefully. Picture in your mind what is happening in the problem. Understand the question.

P - Plan a strategy for solving the problem. Decide what operation to use.S - Solve the problem. Use a picture, diagram, or chart if it will help.C - Check your work. Is your answer reasonable? Is the arithmetic done

correctly? Does the answer match the question?

Using the problem from page 7, take the students through the REAL PROBLEM SOLVING CHAMP steps.

Be a REAL PROBLEM SOLVING CHAMP

Read the problem carefully. What are you picturing in your mind?

12 turtles on a rock. 5 turtles leaving the rock to go into the water.

What is the question?

How many turtles are left?

What facts are given that go with the question?

12 turtles on a rock. 5 turtles jump into the water.

What facts do not go with the question?3 fish went swimming by.

Plan your strategy. What operation will you use, and why?

Subtraction, because the problem calls for separating the turtles, and the alert word “left” is used.

Solve the problem. What different ways could we use to find the answer?

Draw a picture of 12 turtles on a rock. Cross out 5 because they go into the water. Draw a picture of the turtles that are left.Use the subtraction fact of 12 - 5.

Check your work. Does 7 turtles sound like a reasonable answer? Does the answer match the question?7 turtles left on the rock is a reasonable answer, because taking away or separating results in a smaller number than the starting total. It matches the question, because how many turtles left on the rock was asked.

6

Objective: Students will use problem solving skills in addition and subtraction

Students will follow the same procedure using the problems on page 9.

SAMPLE 7Gourmet Curriculum Press, Inc.©

SAMPLE

Answer

Focus Activity—Filing Your Flight PlanProblem-solving Process

Problem

Question

Facts

Sandbag

Lesson 1 Problem Solving

Filing Your Flight Plan

1.Look at the facts. 2.Identify alert words (if available). 3.Write the question you are to solve in the box. 4.Identify facts and determine importance. 5.Additional/missing information placed in sandbags. 6.Solve your problem.

SAMPLE

Answer

INITIAL INSTRUCTION: Filing Your Flight Plan

Problem

Question

Facts

Sandbag

Lesson 1 Problem Solving

Filing Your Flight Plan

1.Look at the facts. 2.Identify alert words (if available). 3.Write the question you are to solve in the box. 4.Identify facts and determine importance. 5.Additional/missing information placed in sandbags. 6.Solve your problem.

There are 12 turtles sunning on a

rock. 3 fish went swimming by. 5

turtles jump into the water. How

many turtles are left on the rock?

How many turtles are left on

the rock?

12 turtles sunning

on a rock.

5 turtles jump into

the water.

7 turtles

Remember:

Addition

Puts together;

Finds the total;

Combines

Remember:

Subtraction

Takes away;

Separates

Addition Alert

Words:

find the sum

find the total

in all

add

together

plus

Addition Alert

Words:

how many

how much

total distance

perimeter

how far

Subtraction

Alert Words:

how many more

how much

greater

difference

minus

less

Subtraction Alert

Words:

how many left

subtract

words that have “er”

how much changeSAMPLE

Lesson 1

Facts

Question

Problem

Problem Solving



9 ( T )

Hint:Identify the question: How many cars as of 9:30 a.m. are in the parking lot? Facts: 97 cars by 9:00 a.m. 35 more cars by 9:30 a.m.Any alert words? how manyAny additional information? No.Operation: AdditionAnswer: 132 cars

Problem #2

Last year, the library checked out a total of 2,598 books. This year, the library checked out 3,194 books. How many more books were checked out this year than last year?

Problem #3

If the library checked out 75 magazines and 35 more reference books than magazines, what was the total amount of reference books checked out?

Problem #4

A pound of hamburger meat cost 25¢ in 1940. A pound of hamburger meat costs $1.49 in 1998. How much more does hamburger meat cost per pound in 1998?

INITIAL INSTRUCTION: Problem Solving - Addition/Subtraction

Using the balloon on page 8, have the students complete the problems following the same procedures. (Teacher should walk students through each problem. See Hint)

Problem #1

97 cars entered the parking lot by 9:00 a.m. 35 more cars had entered the parking lot by 9:30 a.m. How many cars as of 9:30 a.m. are in the parking lot?

SAMPLE 10

SAMPLE

Lesson 1

Facts

Question

Problem

Problem Solving

1. 32 people came to watch the baseball game on time. 12 people came late. How many came in all?

2. A soda costs 50¢. A candy bar costs 45¢. How much do they cost altogether?

3. 241 flowers were in a field. 135 of them were picked. How many flowers were left?

4. Sue bought 16 pencils and 5 erasers. Find the total number of things she bought.

5. Mr. Jones drove 132 miles on Tuesday. On Friday, he drove 342 miles. How much farther did he drive on Friday than on Tuesday?

6. Sam is 60 inches tall, and Pam is 63 inches tall. What is the difference in their heights?

7. 67 fourth graders brought their lunch to school, and 44 fourth graders bought a lunch in the cafeteria. How many more students brought a lunch than bought one?

8. I saw 26 birds, 5 lions, and 12 snakes at the zoo. What is the sum of animals I saw at the zoo?

CHECKING FOR UNDERSTANDING: Problem Solving - Addition/Subtraction

R - Read the problem carefully. Picture in your mind what is happening in the problem. Understand the question.

P - Plan a strategy for solving the problem. Decide what operation to use.S - Solve the problem. Use a picture, diagram, or chart if it will help.C - Check your work. Is your answer reasonable? Is the arithmetic done correctly?

Does the answer match the question?

Directions:• Students will identify whether the problem being read is an addition or

subtraction problem. (See problems below.)• When the teacher gives a signal, the students will hold up an addition or

subtraction sign. (page 11) These should be made on the same color paper so that students having difficultly don’t wait on a certain color to be held up.

• If students seem to be having difficulty, use the transparency provided.

Be a REAL PROBLEM SOLVING CHAMP

10 ( T ) Gourmet Curriculum Press, Inc.©


SAMPLE 11

SAMPLE

Problem SolvingCooperative Learning

Group size: four students; each student is assigned a number 1 - 4

Materials: worksheet given to each group

Before class: Make copies of worksheet (page 13) for each group.

Directions:

• Student #1 writes a sentence that goes with one ofthe facts given, then passes the sheet to student #2.

• Student #2 reads what student #1 wrote, then adds another sentence that goes with another fact. When finished, student #2 passes the sheet to student #3.

• Student #3 reads what has been written so far, then writes the final question. At that time, he/she passesit on to student #4

• Student #4 reads and identifies the facts and then solves the problem. Student #4 reads the completed problem and gives the answer orally to the group. The group decides if the problem is written correctly. They must also check to see if the answer is reasonable.

• For the second set of facts, Student #2 begins, then #3, and #4 continue, and #1 ends by solving and readingthe problem.

• Continue this pattern until all have had an opportunity to do each step.

See worksheet on page 13.

• We recommend this activity be done weekly. Additional numbers may be added, operation signs omitted, etc., as students progress throughout the year.

12



SAMPLE

Problem SolvingCooperative Learning

Example: Facts are 6 + 8Student #1 writes: There are 6 paper cups.Student #2 writes: Sam brings 8 more paper cups.Student #3 writes: How many cups are there in all?Student #4 writes: 14 cups

Worksheet for Cooperative Learning

Problem # 1 Facts are 22 - 4

#1

#2

#3

#4

Problem # 2 Facts are 35 + 62

#1

#2

#3

#4

Problem # 3 Facts are 100 - 32

#1

#2

#3

#4

Problem # 4 Facts are 37 + 76

#1

#2

#3

#4

13 ( T )



SAMPLE

Game

Facts

Question

Problem

Problem Solving

“And the Answer Is?”

Before class:

• Make enough copies of game cards (see pages 15 & 16) so eachgroup has a set. Place these on index cards.

• Write a light + or - sign on the back so cards will be self checking. Laminate and then cut out.

• Make enough copies of the game board (see page 17) for each group. These should be placed on heavy tag board and laminated.

Group size: four students

Materials: game board and set of cards per group

Directions:

• The cards are placed face up. • The person with the most letters in his/her first and last name goes first. Game

play is counter clockwise.• After reading the top card, the player announces the operation that would be

used to solve the problem. By turning the card over, his/her answer can be verified.

• If correct, player follows directions at bottom of the card. If incorrect, player loses a turn.

Game Play:

• Each player has a token for game play.• First player picks a card out of the stack. Upon completing the problem, he/she

will follow the directions placed on the game card. • Players are to follow the arrows that designate game path.• When players get to the last column, they are to travel in a southwesterly

direction in order to reach the bottom column of the question mark. Players will follow the arrows home.

• Players must have the exact number to reach home.



14 SAMPLE 14

SAMPLE

Problem SolvingGame

Card #9

Julie has 13 stuffed animals, 5 board games, and 2 jump ropes. How many toys does Julie have?

Move 4 spaces.

Cards for “And the Answer Is?”

15

Card #4

We drove 220 miles on Monday and 135 miles on Tuesday. What was the total number of miles covered on the two days?

Move 1 space.

Card #5

What is the difference between 125 and 37?

Move 2 spaces.

Card #10

I must study for 30 minutes. So far, I have studied for 22 minutes. How many minutes are left for me to study?

Move 3 spaces.

Card #8

Of the 64 crayons in the box, 15 are broken. How many crayons are not broken?

Move 3 spaces.

Card #6

Tom studied for 45 minutes. Tim studied for 58 minutes. What is the difference in the number of minutes they studied?

Move 3 spaces.


Card #1

Students checked out 12 books from the library in March and 32 books in April. How many books were checked out in all?

Move 3 spaces.

Card #2

We baked 12 cakes for the fair and 21 pies. How many items did we bake altogether?

Move 1 space.

Card #3

I can hold my breath for 46 seconds, but my sister can hold her breath for 60 seconds. How much longer can my sister hold her breath?

Move 4 spaces.

Card #7

I used 68 red sequins and 84 blue sequins on my art project. What was the total number of sequins used?

Move 4 spaces.


SAMPLE

To Home

Game Board Problem Solving

Home

To Home

HOME

CARDS

Stop! Go to

columnon the right.

Start

Lose a turn.

Bad Luck! Go back to Start!!!

Good Luck! Go ahead 4

spaces.

To Home

Oops! Go back 3 spaces

Good Luck! Free Draw.


Gourmet Curriculum Press, Inc.© 17SAMPLE 16

SAMPLE

Problem Solving Practice #1

Directions: Read each problem carefully. Decide which answer best completes the question. Show your work.

Problem #1

Bluebottle flies can smell meat up to 4 miles away. It is 11 miles away from its dinner. How many more miles will the fly have to travel before it smells its dinner? a. 7 miles b. 15 milesc. 44 miles d. answer not given

Problem #2

The African giant snail grows up to 15 inches in length. One was caught and measured. Its length was 8 inches. How many more inches will it need to grow before it’s full-grown?

a. 23 inches b. 15 inchesc. 7 inches d. 2 inches

Problem #3

The zoo keeper needed to weigh the monkeys that had arrived a month ago. He wanted to make sure they were gaining weight. Their total weight when they arrived had been 184 lbs. When he weighed them again, their total weight had increased by 19 lbs. What is the total weight of monkeys now?

a. add 184 and 184b. subtract 19 from 184c. subtract 184 from 19d. add 19 and 184

Problem #4

Inez went shopping. She bought a new pair of shoes for $23.95 and a new skirt for $29.95. Which method could be used to determine how much she spent? a. add $23.95 and $29.95b. add $23.95 and $28.96 c. subtract $23.95 from $29.95d. subtract $29.95 from $23.95

Problem #5

Tio and his friend were counting the number of points their team had made during the season. Tio counted the first 5 games and his friend counted the last 5 games. Tio counted 17 and his friend counted 21. Which method could be used to find the total number of points their team scored for the season?

a. add 5 and 5 and 17 and 21b. subtract 17 from 21c. add 21 and 5d. answer not given

Problem #6

A ribbon worm is one of the world’s longest sea creatures. It measures 180 ft long. The giant squid is 55 ft long. What is the difference in length between these two sea creatures?

a. 230 ft b. 125 ftc. 88 ft d. answer not given

18 ( T ) SAMPLE 17Gourmet Curriculum Press, Inc.©

SAMPLE

Problem Solving Application #1


Problem #1

326 people attended the circus on Friday and 553 people came on Saturday. Which method would be used to determine how many people came to the circus altogether? a. add 326 and 553b. subtract 326 from 553c. add 362 and 553d. answer not given

Problem #2

When practicing for the show, Rodney the Rocket Man shot out of the cannon and landed 118 feet away. During the real circus performance, Rodney flew through the air for 126 feet. How much farther did Rodney fly during the circus than he did at practice?

a. 254 feet b. 244 feetc. 9 feet d. 8 feet

Problem #3

56 bags of cotton candy were sold on Friday, and 99 bags were sold on Saturday. Which method would be used to determine the total number of bags of cotton candy sold on both days?

a. add 56 and 56 bagsb. subtract 99 from 56 bagsc. subtract 56 from 99 bagsd. add 56 and 99 bags

Problem #4

Larry the Lion Tamer has 14 lions in the cage. 5 of the lions can jump through a fiery hoop. How many lions cannot jump through the hoop? a. 19 lionsb. 9 lions c. 6 lionsd. answer not given

Problem #5

The circus has two baby elephants. One weighs 350 pounds, and one weighs 257 pounds. Which method would you use to determine how many more pounds the heavier baby elephant weighs?

a. add 350 and 275b. subtract 257 from 350c. subtract 350 from 275d. answer not given

Problem #6

The strong man can lift 75 pounds with his left hand and 80 pounds with his right hand. How many pounds can he lift in all?

a. 5 lbsb. 155 lbsc. 160 lbsd. answer not given

19SAMPLE 18 Gourmet Curriculum Press, Inc.©

SAMPLE

Problem SolvingEnrichmentObjective: Students will practice skills in problem solving

“CUT IT OUT “

Group size: two students

Materials: worksheet per group, scissors, glue

Before class: Make enough copies of worksheets (pages 76 & 77) for each group.

Directions:

• Each group will read story problem # 1.

• When they decide which sentence does not belong in the problem, they will cut it out and place it on strip #1 in

problem #3.

• The group will also need to identify the operationneeded to solve the problem.

• This same procedure will continue with problem #2. The information not needed will be added to problem #3, strip #2.

• If problems #1 and #2 have been completed correctly, problem #3 will be a workable problem.

• Problems #6 and #9 are to be answered in the same way using the information that has been glued down to form a new word problem.

Teacher note:

Challenge: Have groups develop their own

problems that will fit the format of this page.

Exchange with other groups and work the

problems the groups have created.

75SAMPLE 19 Gourmet Curriculum Press, Inc.©

SAMPLE

Problem SolvingEnrichment

Worksheet for Enrichment:

Problem #1

I baked 3 apple pies on Sunday.

On Tuesday I baked 2 blueberry pies.

I baked 4 pecan pies on Thursday.

How many pies did I bake that did not have apples in them?

+ - x ÷

Problem #2

I bake 12 sugar cookies every Wednesday.

There are 4 Sundays in one month.

There are 4 Wednesdays in one month.

How many sugar cookies do I bake in one month?

+ - x ÷

Problem #3

1.

2.

3. How many apple pies do I bake in one month?

+ - x ÷

Problem #4

Sue drove 50 miles to Austin to go shopping.

She visited 7 stores.

She bought 2 hats at each store for her hat collection.

How many items did she buy?

+ - x ÷76

Objective: Students will practice skills in problem solving


SAMPLE

Problem Solving Final Test


Problem #5

There was an old woman who lived in a shoe. She had so many children, so she decided to put an equal group into each room so it would be easier to count them. She put her 64 children into 8 rooms. What method could be used to determine the number of children in each room?

a. divide 64 by 8b. add 64 and 8c. subtract 8 from 64d. multiply 64 times 8

79

Problem #7

When Mrs. Abbey was redecorating her room, she wanted to put carpet in her reading center. She went to the store and bought some carpet squares. She chose two different colors. One was a light color, and the other was a darker color. Find the shaded area of the figure below to determine how many squares were a darker color.

a. 10 squaresb. 9 squaresc. 6 squaresd. 4 squares

Problem #6

Ms. McDonald’s class wanted to plant a spring garden in the middle section of their school. They wanted to put string around it so that other students would not step on their plants. Look at the drawing and determine how many feet of string they will need to put around their garden.

a. 35 ft b. 30 ftc. 15 ft d. 3 ft

9 ft

6 ft

Problem #8

Mr. Garcia has a nursery. He was having a big Labor Day sale. He discounted all of his shrubs $5.50 each. If you were to have purchased 4 shrubs from Mr. Garcia during his sale, how much money would you have saved?

a. $11.00b. $22.00c. $30.00d. answer not given


SAMPLE

Journal Writing Problem Solving

81 ( T )

August/September:

1. Write two word problems about going back to school. Leave out important information in the first problem, and put in extra information in the second problem. Find a classmate to solve your problems by deciding what information is missing in problem 1 and deciding what the extra information is in problem 2.2. Draw a rectangle that is 12 square units across and 6 square units down. Shade some of the units to make a pattern. Have a neighbor tell you the area of your shaded square units.3. The operation used is “Subtract 15 from 32.” Write a word problem where this operation would work.

October:

1. Draw a triangle that will be a map with three streets. Label your map with street names. Design a Halloween problem and question related to your street names. (For example: Little Larry traveled 25 yards down Witch Way to go trick-or-treating, could be the first sentence.) Write one correct answer choice and one incorrect answer choice. Share your problem with a neighbor and have him/her determine which answer is correct.

2. Write a word problem that includes these words: pumpkin, scarecrow, owl, haystack. Put in one sentence that includes a number fact not needed to solve the problem. Let a classmate read and solve your problem.

November:

1. The strategy to use when solving your problem is “Multiply 30 times 15”. Now write a word problem that requires that strategy.2. Use the following facts to create a word problem. Pick only two of the facts to be used to solve your problem. The other two facts are extra information. Have a classmate read and solve your word problem. 10 pumpkins, 5 turkeys, 18 ears of corn, 7 days.

December:

1. Draw a rectangle that is 20 square units across and 15 square units down. Shade some of the units to make a pattern. Have a neighbor find the area of the unshaded squares.


SAMPLE

Problem #8

Which sentence most reasonably tells how to find the area in square units of a square garden and the shaded wooden fence around it?

a. Count only the unshaded squares.

b. Count only the shaded squares.c. Count only the squares in the

corner.d. Count all the squares in the

diagram.

Problem Solving Reasonableness - 4th


Problem #6

Josh saved 582 aluminum cans, and Keva saved 642 cans. They went to 2 different recycling centers with their cans. Which is the most reasonable method which can be used to find how many cans Josh and Keva had together?

a. add 582 and 642b. subtract 2 from 582c. multiply 642 times 2d. add 582 and 642 and 2

84

Problem #5

Chicken is selling at a local super market for 78 cents a pound. Mrs. Bertolucci buys 7 pounds. Which is the most reasonable method which can be used to find out how much she pays for the chicken?

a. add 78 and 7b. subtract 7 from 78c. divide 78 by 7d. multiply 78 times 7

Determine or Solve Problems Using Geometric Concepts (#7 - #12 )

Which answer is a reasonable solution to find the area in square units of a shaded walkway around a rectangular house?

a. Count only the unshaded squares.

b. Count only the shaded squares.c. Count only the squares along

the sides.d. Count all the squares in the

diagram.

Problem #7


SAMPLE

4th Grade Math SAMPLE

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Transcript of 4th Grade Math SAMPLE