Grade 4 Unit 1 Module 2 Practice Pages for Math at Home

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The Bridges Second Edition Module Packets, available from the Home Learning Resources page of the Bridges Educator Site, are designed to provide a review of math topics that were covered in class prior to school closures. They are meant for teachers

to send home, so students can continue to engage with key grade-level skills. The material in these packets includes exercises that can be completed by students at home with their families.

Grade 4 Unit 1 Module 2Practice Pages for Math at Home

© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Student Book 14

Session 1

Arranging School SuppliesMrs. Carter is organizing some of her school supplies that came in square boxes. She is trying to figure out the best way to arrange them. She knows she wants everything to be arranged in a single layer as a rectangle, but she is not sure how to arrange the boxes to make the rectangles. Can you help Mrs. Carter? Solve each problem below. Show your work using numbers, sketches, or words.

1 Mrs. Carter has 18 square boxes of tacks.

a How many different rectangles can she make with the 18 boxes of tacks? What are the dimensions of each of the different rectangles?

b How do you know that you found all of the possible rectangles?

2 Mrs. Carter has 24 square boxes of paperclips. How many different rectangles can she make with the 24 boxes of paperclips? What are the dimensions of each of the different rectangles?

a Mrs. Carter is out of storage space, so she is going to keep her paperclip boxes on the windowsill. What are the dimensions of the rectangle you think Mrs. Carter should use? Explain your thinking.

Unit 1 Module 2

NAME | DATE


Session 3

Class QuiltMr. Carpenter’s 28 students are making a paper quilt. Each student decorated a square piece of paper. Now, Mr. Carpenter has to decide how to arrange the 28 squares. Help him find the best way to arrange the quilt squares.

1 How many different ways can Mr. Carpenter arrange the 28 squares? (How many arrays can he make using 28 squares?) Draw the arrangements and label them with their factors.

2 Which arrangement do you think Mr. Carpenter should choose? Why?

3 A new student joins Mr. Carpenter's class. Now he has 29 quilt squares to arrange. How many arrays can he make with 29 quilt squares? Draw the arrays and label them with their factors.

4 CHALLENGE Do you think Mr. Carpenter should use a rectangle to arrange the 29 quilt squares? If not, what shape should he use? Explain your thinking.

Unit 1 Module 2

NAME | DATE


Session 4

SeashellsClaudia loves to collect shells at the beach. She has a large collection of shells. Today, Claudia is organizing her shells. Write and solve an equation for each problem below.

1 Claudia made 4 groups with 6 small shells in each group. How many small shells did she use?

2 Claudia made 8 groups with 6 medium-size shells in each group. How many medium sized shells did she use?

3 Claudia made 9 groups with 6 large shells in each group. How many large shells did she use?

4 CHALLENGE Claudia had lots of tiny shells. She made three times as many groups of tiny shells as groups of large shells.

a How many groups of tiny shells did she make?

b If she put 6 tiny shells in each group, how many tiny shells did she use?

Number Line Puzzle

5 Solve the number line puzzle below:

× 7 2 × 7 4 × 7 8 × 7

0 42 70 84

× 7× 7× 7

Unit 1 Module 2

NAME | DATE


Session 5

The Multiple Wheel

1 Fill in the spaces in the multiple wheel.

9 0

7

28

114

73125

10

16

2 How did you decide which problems to solve first? Did you use any particular order to solve the problems on the wheel? Explain your thinking.

3 Solve the equations below:

2 × ____ = 18 ____ × 9 = 36 ____ = 6 × 9 ____ × 8 = 16

4 × ____ = 32 8 × 8 = ____ 3 × 7 = ____ 5 × ____ = 35

4 Is the number 39 prime or composite? Explain your thinking.

Unit 1 Module 2

NAME | DATE

© The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 4 Home Connections 7

Session 2

Factors & Tea Lights page 1 of 2

1 Imagine using 48 tiles to build each rectangle below. Write in the missing dimensions on the rectangle sketches.

1

2

4

816 48

48

48

48

48

2 The factors of 48 are:1 and ______ 2 and ______ 4 and ______ 8 and ______ 16 and ______

3 a Is 48 a prime number or a composite number?

b How do you know?

4 Study your list of factors for 48. What patterns do you observe?

Unit 1 Module 2

NAME | DATE

(continued on next page)


5 Write the missing parts on this number line:

3 × 7

24

3 × 3 × 9

30

3 × 11

36

3 × 3 ×

6 Tea light candles are being packaged 6 to a box. Fill in the table:

Number of Boxes 4 6 7 9Total Number of Candles 24 30 48 60

For the problems below, use numbers, words, or labeled sketches to explain your answers.

7 Jane has 7 tea light candles. Aisha has 5 times more candles than Jane. How many candles does Aisha have?

8 Theo has 50 tea light candles. Madeline has half as many candles as Theo. How many candles does Madeline have?

Session 2


Unit 1 Module 2

NAME | DATE


Session 4

Multiplication Fact Strategies page 1 of 2

Doubles Plus One Set FactsWhen one of the factors is 3, you can think about the Doubles fact, and then add one more set of the number being doubled. For example, 6 × 3 is 6 doubled (12) plus one more set of 6.

3 × 6 = ___ (2 × 6) + 6 12 + 6 = 18 7 × 3 = ___ (7 × 2) = 14 14 + 7 = 21

You can use this strategy with larger numbers, too:

3 × 25 = ___ (2 × 25) + 25 50 + 25 = 75 150 × 3 = ___ (2 × 150) + 150 300 + 150 = 450

1 Shade in the areas and complete the equations.

3 × 5 = ______ 3 × 8 = ______

2 If you had 2 boxes of 8 crayons and your teacher gave you another box of 8 crayons, how many crayons would you have?

3 Cody bought 2 bags of 5 apples. He already had 1 bag of 5 apples at home. How many apples does Cody have in all?

4 Write a story problem for a Doubles Plus One Set (×3) fact.

Unit 1 Module 2

NAME | DATE



Tens Facts

5 Circle the groups of 10 in the arrays below, and solve the equations.

7 × 10 = ______ 10 × 9 = ______

When you understand place value, multiplying larger numbers by 10 can be easy, too.10 × 25 = 250 670 × 10 = 6700

Half-Tens FactsWhen one of the factors is 5, you can multiply the other factor by 10 and then divide the answer in half.

6 Fill in the blanks below.

5 × 6 = ______ 6 × 10 = 60 Half of 60 is ______

Half-Tens Facts

n × 10 × 5

1 10 52

304 405 256

7 Max had 6 dimes in his pocket. How much money did he have?

8 Jose had 7 nickels in his pocket. How much money did he have?

9 If Suzie bought 9 baskets with 5 large peaches in each basket, how many peaches did she buy?

Session 4


Unit 1 Module 2

NAME | DATE


Session 6

Multiplying by 8 & 9 page 1 of 2

1 Circle all the Double-Double-Doubles facts (×8) in blue. Then solve them and use a regular pencil to write each product.

2 Circle all the Tens Minus One Set facts (×9) in red. Then solve them and use a regular pencil to write each product.

6 9 7 7 5× 9 × 4 × 8 × 9 × 8

3 4 9 8 9× 9 × 8 × 6 × 8 × 9

3 a Pick one fact from above and write it here: ____________________.

b Color in the array for that fact on the grid below.

c Label the array to show how you found the product, and use equations or words to explain your work.

Unit 1 Module 2

NAME | DATE



4 Shade in and label the arrays of two more Double-Double-Double facts in the grids below. Write an equation for each fact.

5 Shade in and label the arrays of two more Tens Minus One Set facts in the grids below. Write an equation for each fact.

Session 6


Unit 1 Module 2

NAME | DATE

Answer Keys


Session 1

Arranging School SuppliesMrs. Carter is organizing some of her school supplies that came in square boxes. She is trying to figure out the best way to arrange them. She knows she wants everything to be arranged in a single layer as a rectangle, but she is not sure how to arrange the boxes to make the rectangles. Can you help Mrs. Carter? Solve each problem below. Show your work using numbers, sketches, or words.

1 Mrs. Carter has 18 square boxes of tacks.

a How many different rectangles can she make with the 18 boxes of tacks? What are the dimensions of each of the different rectangles?

b How do you know that you found all of the possible rectangles?

2 Mrs. Carter has 24 square boxes of paperclips. How many different rectangles can she make with the 24 boxes of paperclips? What are the dimensions of each of the different rectangles?

a Mrs. Carter is out of storage space, so she is going to keep her paperclip boxes on the windowsill. What are the dimensions of the rectangle you think Mrs. Carter should use? Explain your thinking.

Answer Key

Work will vary.

There are 3 different rectangles. Their dimensions are:

1 × 18, 2 × 9, and 3 × 6

Work will vary.

There are 4 different rectangles. Their dimensions are;

1 × 24, 2 × 12, 3 × 8, and 4 × 6

Responses wil vary.

Responses and explanations wil vary.

Unit 1 Module 2

NAME | DATE


Session 3

Class QuiltMr. Carpenter’s 28 students are making a paper quilt. Each student decorated a square piece of paper. Now, Mr. Carpenter has to decide how to arrange the 28 squares. Help him find the best way to arrange the quilt squares.

1 How many different ways can Mr. Carpenter arrange the 28 squares? (How many arrays can he make using 28 squares?) Draw the arrangements and label them with their factors.

2 Which arrangement do you think Mr. Carpenter should choose? Why?

3 A new student joins Mr. Carpenter's class. Now he has 29 quilt squares to arrange. How many arrays can he make with 29 quilt squares? Draw the arrays and label them with their factors.

4 CHALLENGE Do you think Mr. Carpenter should use a rectangle to arrange the 29 quilt squares? If not, what shape should he use? Explain your thinking.

Answer Key

He can make 3 different arrays with 28 squares.

He can make 1 arrangement with 29 squares.

Responses and explanations will vary.


281

291

14

2

7

4

Unit 1 Module 2

NAME | DATE


Session 4

SeashellsClaudia loves to collect shells at the beach. She has a large collection of shells. Today, Claudia is organizing her shells. Write and solve an equation for each problem below.

1 Claudia made 4 groups with 6 small shells in each group. How many small shells did she use?

2 Claudia made 8 groups with 6 medium-size shells in each group. How many medium sized shells did she use?

3 Claudia made 9 groups with 6 large shells in each group. How many large shells did she use?

4 CHALLENGE Claudia had lots of tiny shells. She made three times as many groups of tiny shells as groups of large shells.

a How many groups of tiny shells did she make?

b If she put 6 tiny shells in each group, how many tiny shells did she use?

Number Line Puzzle

5 Solve the number line puzzle below:

× 7 2 × 7 4 × 7 8 × 7

0 42 70 84

× 7× 7× 7

Answer Key

24 small shells4 × 6 = 24 or 6 × 4 =24

48 medium-size shells8 × 6 = 48 or 6 × 8 =48

54 large shells9 × 6 = 54 or 6 × 9 =54

27 groups of tiny shells

162 tiny shells

0 6

14 28 56

10 12

Unit 1 Module 2

NAME | DATE


Session 5

The Multiple Wheel

1 Fill in the spaces in the multiple wheel.

9 0

7

28

114

73125

10

16

2 How did you decide which problems to solve first? Did you use any particular order to solve the problems on the wheel? Explain your thinking.

3 Solve the equations below:

2 × ____ = 18 ____ × 9 = 36 ____ = 6 × 9 ____ × 8 = 16

4 × ____ = 32 8 × 8 = ____ 3 × 7 = ____ 5 × ____ = 35

4 Is the number 39 prime or composite? Explain your thinking.

Answer Key

63

9

8

4

64

54

21

2

7

014

5677

28492184

3570

742


39 is composite.Explanations will vary.

Unit 1 Module 2

NAME | DATE


Session 2


1 Imagine using 48 tiles to build each rectangle below. Write in the missing dimensions on the rectangle sketches.

1

2

4

816 48

48

48

48

48

2 The factors of 48 are:1 and ______ 2 and ______ 4 and ______ 8 and ______ 16 and ______

3 a Is 48 a prime number or a composite number?

b How do you know?

4 Study your list of factors for 48. What patterns do you observe?

Answer Key

48

24

12

48

Composite

Work will vary. Example:It has many factors.

Work will vary. Example:If you double one factor, you halve the other to make factor pairs. You can have one odd and one even factor or two even factors. You cannot have two odd factors in a factor pair.

24 12 6 3

63

Unit 1 Module 2

NAME | DATE



5 Write the missing parts on this number line:

3 × 7

24

3 × 3 × 9

30

3 × 11

36

3 × 3 ×

6 Tea light candles are being packaged 6 to a box. Fill in the table:

Number of Boxes 4 6 7 9Total Number of Candles 24 30 48 60

For the problems below, use numbers, words, or labeled sketches to explain your answers.

7 Jane has 7 tea light candles. Aisha has 5 times more candles than Jane. How many candles does Aisha have?

8 Theo has 50 tea light candles. Madeline has half as many candles as Theo. How many candles does Madeline have?

Session 2


Answer Key

8

21 27

10

33

12

5 8 10

36 42 54

35 candles

25 candles

Unit 1 Module 2

NAME | DATE


Session 4


Doubles Plus One Set FactsWhen one of the factors is 3, you can think about the Doubles fact, and then add one more set of the number being doubled. For example, 6 × 3 is 6 doubled (12) plus one more set of 6.

3 × 6 = ___ (2 × 6) + 6 12 + 6 = 18 7 × 3 = ___ (7 × 2) = 14 14 + 7 = 21

You can use this strategy with larger numbers, too:

3 × 25 = ___ (2 × 25) + 25 50 + 25 = 75 150 × 3 = ___ (2 × 150) + 150 300 + 150 = 450

1 Shade in the areas and complete the equations.

3 × 5 = ______ 3 × 8 = ______

2 If you had 2 boxes of 8 crayons and your teacher gave you another box of 8 crayons, how many crayons would you have?

3 Cody bought 2 bags of 5 apples. He already had 1 bag of 5 apples at home. How many apples does Cody have in all?

4 Write a story problem for a Doubles Plus One Set (×3) fact.

Answer Key

15 24

24 crayons

15 apples

Work will vary.

Unit 1 Module 2

NAME | DATE



Tens Facts

5 Circle the groups of 10 in the arrays below, and solve the equations.

7 × 10 = ______ 10 × 9 = ______

When you understand place value, multiplying larger numbers by 10 can be easy, too.10 × 25 = 250 670 × 10 = 6700

Half-Tens FactsWhen one of the factors is 5, you can multiply the other factor by 10 and then divide the answer in half.

6 Fill in the blanks below.

5 × 6 = ______ 6 × 10 = 60 Half of 60 is ______

Half-Tens Facts

n × 10 × 5

1 10 52

304 405 256

7 Max had 6 dimes in his pocket. How much money did he have?

8 Jose had 7 nickels in his pocket. How much money did he have?

9 If Suzie bought 9 baskets with 5 large peaches in each basket, how many peaches did she buy?

Session 4


Answer Key

70

30 30

60¢

35¢

45 peaches

90

20 103 15

205060 30

Unit 1 Module 2

NAME | DATE


Session 6


1 Circle all the Double-Double-Doubles facts (×8) in blue. Then solve them and use a regular pencil to write each product.

2 Circle all the Tens Minus One Set facts (×9) in red. Then solve them and use a regular pencil to write each product.

6 9 7 7 5× 9 × 4 × 8 × 9 × 8

3 4 9 8 9× 9 × 8 × 6 × 8 × 9

3 a Pick one fact from above and write it here: ____________________.

b Color in the array for that fact on the grid below.

c Label the array to show how you found the product, and use equations or words to explain your work.

Answer Key

54

27

36

32

56

54

63

64

40

81

Work will vary.

Work will vary.

Unit 1 Module 2

NAME | DATE



4 Shade in and label the arrays of two more Double-Double-Double facts in the grids below. Write an equation for each fact.

5 Shade in and label the arrays of two more Tens Minus One Set facts in the grids below. Write an equation for each fact.

Session 6


Answer Key

Work will vary.

Work will vary.

Unit 1 Module 2

NAME | DATE

Grade 4 Unit 1 Module 2 Practice Pages for Math at Home

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Transcript of Grade 4 Unit 1 Module 2 Practice Pages for Math at Home