SECOND EDITION STUDENT BOOK 4...2015/01/09 · Number Corner Grade 4 Student Book The Math Learning Center mathlearningcenter.org Number Corner Grade 4 tudent ook 1 h a Learnin Cente

4GRADE

STUDENT BOOKSECOND EDITION

Number Corner Second Edition Grade 4 Student BookThe Number Corner Grade 4 package consists of:

Number Corner Grade 4 Teachers Guide Volumes 1–3

Number Corner Grade 4 Teacher Masters

Number Corner Grade 4 Student Book

Number Corner Grade 4 Teacher Masters Answer Key

Number Corner Grade 4 Student Book Answer Key

Number Corner Grade 4 Components & Manipulatives

Assessment Guide:• Number Corner Assessments• Comprehensive Growth Assessment

Digital resources noted in italics.

The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel 1 (800) 575-8130 www.mathlearningcenter.org

© 2015 by The Math Learning Center All rights reserved. Bridges and Number Corner are registered trademarks of The Math Learning Center.

Prepared for publication using Mac OS X and Adobe CS6. Printed in the United States of America.

To reorder this book, refer to number 2NC4SB5 (package of 5).

QBN4901 Updated 2015-01-09.

The Math Learning Center grants permission to reproduce or share electronically the materials in this publication in support of implementation in the classroom for which it was purchased. Distribution of printed material or electronic files outside of this specific purpose is expressly prohibited. For usage questions please contact the Math Learning Center.

Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students.

The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org.

ISBN 978-1-60262-452-8

Number Corner Grade 4 Student Book © The Math Learning Center | mathlearningcenter.org

Number Corner Grade 4 Student BookSeptemberComparing Numeration Systems ......................................1Expanded Form ........................................................................2Equations for Egyptian Numerals ......................................3Cracking the Code ...................................................................4Inches, Feet & Yards ................................................................5Splat! Grid ...................................................................................6Splat! Record Sheet 1 .............................................................7Splat! Record Sheet 2 .............................................................8Splat! Record Sheet 3 .............................................................9Megan’s Marbles ....................................................................10Xavier’s Garden ......................................................................12

OctoberBase Ten Mats .........................................................................14Thinking About Fractions & Decimals ............................15More About Fractions & Decimals ...................................16Roll & Round Record Sheet ................................................17Large Numbers .......................................................................18Stamps & Beads ......................................................................19More Stamps & Beads ..........................................................21

NovemberNight & Day ..............................................................................23The Twins’ School Day .........................................................25Multiplicative Comparisons ...............................................27A Cup a Day .............................................................................28Roll & Compare .......................................................................30Comparing Numbers in Story Problems .......................31Using Rounding & Estimating in Story Problems .......33

DecemberWhat Is a Pentomino?...........................................................35Lines, Lines, Lines ..................................................................36Open Number Lines ............................................................37Adding & Subtracting with Expanded Form ...............38Mystery Grid, Games 1 & 2 .................................................39Parallel & Perpendicular Sides...........................................40Symmetry .................................................................................41

JanuaryTaking a Closer Look at the Pattern ................................42Quarters & Dollars .................................................................43Division Capture Instructions ........................................... 44Division Capture Record Sheet 1 .....................................45Division Capture Record Sheet 2 .....................................46Division Capture Record Sheet 3 .....................................47Division Story Problems ......................................................48Division with Remainders ...................................................50Partitive & Quotative Division ...........................................52

FebruaryExploring Triangles ...............................................................53Exploring Quadrilaterals .....................................................54Estimating & Measuring Angles .......................................55Sketch & Compare .................................................................56Spin & Compare .....................................................................57Put It on the Line, Part 2, Game 2 ....................................58Put It on the Line, Part 2, Game 3 ....................................59Equations ..................................................................................60Solving Problems & Writing Equations ..........................61Multi-Step Story Problems with Equations ..................62

Problem String Work Space begins on page A1 at the back of the Number Corner Student Book.


MarchMore Functions ......................................................................... 63Great Fraction Race Record Sheet ...................................... 65Adding & Subtracting Mixed Numbers ............................ 67Decimal Grid Scavenger Hunt ..............................................68Don't Break 3.00 Game 1 ....................................................... 70Don't Break 3.00 Game 2 ....................................................... 71Clock Faces ................................................................................ 72Blank Clock Faces .................................................................... 73Blank Hundreds Grids ........................................................... 74Gloria’s Garden .......................................................................... 75More Garden Problems .......................................................... 76

AprilA Closer Look at the Perimeter Pattern ............................ 77Perimeter & Area Puzzles ....................................................... 78Multiplicative Comparisons: Decimeters & Centimeters .................................................... 79Decimeters & Centimeters ....................................................80Color Ten, Game 1 .................................................................... 81Color Ten, Game 2 .................................................................... 82Color Ten, Game 3 .................................................................... 83Color Ten, Game 4 ....................................................................84Average Rainfall in April Line Plot ....................................... 85Make Your Own Line Plot ......................................................86Analyzing Your Line Plot ........................................................ 87A Closer Look at the Pattern .................................................88

MayShape & Number Sequences ................................................ 89Water Evaporation Graph ......................................................90Looking at Line Graphs .......................................................... 91Decimal Draw Game Board 1 ............................................... 92Decimal Draw Game Board 2 ............................................... 93Measurement Conversions ...................................................94Solving Measurement Problems ......................................... 95


1Number Corner Grade 4 Student Book © The Math Learning Center | mathlearningcenter.org

September | Calendar Grid Activity 4

Comparing Numeration SystemsBase Ten Pieces Modern Numerals Ancient Egyptian Numerals

1 staff

10 heel bone

100 scroll

1 Write the modern numerals and the Egyptian numerals to match each set of base ten pieces.

Base Ten Pieces Modern Numerals Ancient Egyptian Numerals

2 How are our modern numbers like the Egyptian numbers? How are they different? Which system would you rather use every day? Why?

NAME | DATE



Expanded FormAncient Egyptian Numerals Modern Numerals Ancient Egyptian Numerals Modern Numerals

staff 1 bent finger 10,000

heel bone 10 tadpole 100,000

scroll 100

astonished person 1,000,000

lotus flower 1,000

The ancient Egyptian system of numerals is additive. Once you learn the symbols, all you have to do is add their values together. Write an addition equation in modern numbers to show the value of each of these ancient numbers. In the last box, draw your own Egyptian number and then have a classmate write an equation to show its value.

1

2000 + 400 + 30 + 6 = 2,436

2

3 4

5 6

7 8

NAME | DATE



Equations for Egyptian NumeralsAncient Egyptian Numerals Modern Numerals ex

staff 1

heel bone 10

scroll 100 ______________________________________

______________________________________

______________________________________

lotus flower 1,000

Use modern numbers to write at least three different equations for each Egyptian number.

1 2

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

3 4

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

6 × 10 = 60

10 + 10 + 10 + 10 + 10 + 10 = 60

30 + 30 = 60

NAME | DATE



Cracking the CodeFill in the boxes to complete the key and the table below. You' ll need to use both modern and ancient Egyptian numerals.

staff = heel bone = scroll = lotus =

Column 1 Column 2

Ancient Modern Ancient Modern

32 2,413

26

3,325

204 3,006

1,051

650

NAME | DATE


September | Calendar Collector Activity 4

Inches, Feet & Yards

1 _______ inches are equal to 1 foot. 2 _______ feet are equal to 1 yard.

3 _______ inches are equal to 1 yard. 4 _______ inches are equal to 1 12 yard.

5 Which is most likely to be the height of a first grader? N 40 miles N 40 pounds N 40 inches N 40 feet

6 Which unit of measure would work best for measuring the distance from your classroom to the school office?

N yards N inches N feet N miles

7 Freddy Frog jumped 9 inches more than Jimmy Junior in the frog-jumping contest. Jimmy Junior jumped 27 inches. How many feet did Freddy Frog jump? Use words, numbers, or labeled sketches to show how you got your answer.

Freddy jumped ______ feet.

NAME | DATE


September | Computational Fluency Activity 2 & 3

Splat! Grid

Key

10

10

10 100

NAME | DATE



Splat! Record Sheet 1

×20

30

6050

40 60

50

70

40

80

Game 1 Player 1 Turn 1 Turn 2 Turn 3 Turn 4 Round Total Work

Round 1

Round 2

Game Total

Player 2

Turn 1 Turn 2 Turn 3 Turn 4 Round Total Work

Round 1

Round 2

Game Total


Round 1

Round 2

Game Total

Player 2


Round 1

Round 2

Game Total

Player _____ won by _________________ points.


NAME | DATE




×20

30

6050

40 60

50

70

40

80


Round 1

Round 2

Game Total

Player 2


Round 1

Round 2

Game Total


Round 1

Round 2

Game Total

Player 2


Round 1

Round 2

Game Total



NAME | DATE


September | Solving Problems Activity 1 & 2

Megan’s Marbles page 1 of 2

1 Megan is starting a marble collection. She has 14 marbles. Her friend Patrick has been collecting marbles for a long time. If Patrick has 9 times as many marbles as Megan, how many marbles does Patrick have?

a What is this problem asking you to figure out?

b Underline any information in the problem that will help you find the answer.

c Write an equation for the problem. Use a letter to stand for the unknown quantity.

d Use this space to solve the problem. Show all your work including numbers, words, or labeled sketches. Write a complete sentence at the bottom of this page to show the answer.

NAME | DATE


2 After several weeks of collecting marbles, Megan has 12 times as many marbles as she did when she started. How many marbles does Megan have now?



c Write an equation for the problem. Use a letter to stand for the unknown quantity.


September | Solving Problems Activity 2

Megan’s Marbles page 2 of 2

NAME | DATE


September | Solving Problems Activity 3 & 4

Xavier’s Garden page 1 of 2

1 Xavier has 48 vegetable plants. Each plant needs one square foot of space to grow. If Xavier makes a rectangular garden for his plants, what are some possible dimensions for his garden so all 48 plants will have enough room to grow?



c CHALLENGE Write an equation for the problem. Use letters to stand for the unknown quantities.


NAME | DATE


2 CHALLENGE Xavier’s friend Isabella has 3 times as many vegetables as Xavier. She also needs to build a new rectangular garden for her plants. What are some possible dimensions for Isabella’s garden?



c Write an equation for the problem. Use letters to stand for the unknown quantities.


September | Solving Problems Activity 4

Xavier’s Garden page 2 of 2

NAME | DATE


October | Calendar Grid Activity 1 & 2

Base Ten MatsNote: Each mat is worth 1 whole unit.

NAME | DATE


October | Calendar Grid Activity 3

Thinking About Fractions & Decimals

1 Here are four of the markers from the calendar pattern this month. Label each one with at least two different fraction or decimal names.

10QCN4102 © The Math Learning Center



13QCN4102 © The Math Lea ning Center

2 List at least two ways in which the markers above are alike.

3 Darius says that all of these markers show 25 of something. Do you agree with him? Why or why not?

4 Here is the calendar marker for the 8th. Record both a fraction and a decimal to show what part of a dollar it is. Shade in the equivalent amount on the mat, the pentagon, and the rectangle. If it can’t be done, explain why.


Fraction: _________________ Decimal: __________________

NAME | DATE


October | Calendar Grid Activity 4 & 5

More About Fractions & Decimals

1 Circle the fraction that is greater.14

110

a Use the symbol , or = to show which fraction is greater.

2 Circle the fraction that is greater.810

34

a Use the symbol , or = to show which fraction is greater.

3 Use labeled sketches, words, or numbers to add the two fractions below. You can use the base ten mat or the 2-by-5 array to help if you like.12 +

15 =

NAME | DATE


October | Calendar Collector Activity 2

Roll & Round Record SheetOriginal Numbers Rolled

Team 1 NumberTeam 1 Number

RoundedTeam 2 Number

Team 2 Number Rounded

Round 1 Target Number: ___________________ (Hundred Thousands)

Round 2 Target Number: ___________________ (Ten Thousands)

Round 3 Target Number: ___________________ (Thousands)

Tally your points as you play:

Team 1 Team 2

Bonus questions:

• Think of at least two more numbers you can make that round to each of your target numbers.

• What is the highest number that rounds to your target number in the hundred thousands? The lowest number?

NAME | DATE


October | Calendar Collector Activity 4

Large NumbersPlace value helps us understand numbers. It is important to know how to read and write numbers in different ways.

1 Write the number 2,356,189 in words (as if you were saying it to someone over the phone).

2 Write the number 2,356,189 in expanded form.

3 Write the number five million, two hundred eight thousand, six hundred seventy-two in numerals.

4 Write the number five million, two hundred eight thousand, six hundred seventy-two in expanded form.

5 Write the number 700,000 + 80,000 + 9,000 + 600 + 50 + 4 in numbers.

6 Write the number 700,000 + 80,000 + 9,000 + 600 + 50 + 4 in words (as if you were saying it to someone over the phone).

NAME | DATE


October | Solving Problems Activity 1 & 2

Stamps & Beads page 1 of 2

1 Leon bought a 3-by-6 sheet of stamps. The stamps cost 25 cents each. How much did Leon pay for the entire sheet of stamps?


b Write an equation for the problem. Use a letter to stand for the unknown quantity.

c Use this space to solve the problem. Show all your work including numbers, words, or labeled sketches. Write a complete sentence at the bottom of this page to show the answer.

NAME | DATE


2 Coral has 12 containers of beads. Pearl has 16 containers of beads. Each container has 5 beads in it. How many beads do the girls have in all?


b Write an equation for the problem. Use a letter to stand for the unknown quantity.

c Use this space to solve the problem. Show all your work including numbers, words, or labeled sketches. Write a complete sentence at the bottom of this page to show the answer.


Stamps & Beads page 2 of 2

NAME | DATE



More Stamps & Beads page 1 of 2Christopher solved this problem:

Violet bought a 3-by-5 sheet of stamps. The stamps cost 32 cents each. How much did Violet pay for the entire sheet of stamps?

This is how Christopher solved the problem:

3 + 5 = 8

8 × 32 = 8 × 30 = 240

8 × 2 = 16

8 × 32 = 256

Violet paid 256 cents for the stamps.

1 Do you agree with Christopher? If you agree with Christopher, explain why. If you disagree with Christopher, explain why and show how you would solve the problem.

NAME | DATE


Alexis solved this problem:

There are 2 boxes of beads. Each box has 6 sections inside it. There are 15 beads in each section. How many beads are in the 2 boxes?

This is how Alexis solved the problem:

6 × 15 = 3 × 30 30, 60, 90 3 × 30 = 90, so 6 × 15 = 90.

There are 90 beads in the boxes.

2 Do you agree with Alexis? If you agree with Alexis, explain why. If you disagree with Alexis, explain why and show how you would solve the problem.


More Stamps & Beads page 2 of 2

NAME | DATE


November | Calendar Grid Activity 2

Night & Day page 1 of 2

1 The first 10 markers from the Calendar Grid are shown below. Write the time under each clock. Be sure to show whether it is a.m. or p.m. (Remember that midnight is a.m. and noon is p.m.) The first two have been done for you.

1 2 3 4 5

ex 12:00 a.m. ex 1:10 a.m. a b c

6 7 8 9 10

d e f g h

2 How much time has passed between clocks a and b above? ______________

3 How much time has passed between clocks e and f above? ______________

NAME | DATE


4 What time do you think will be shown on the 13th marker? Draw in the hands to show your prediction, and write the time in the box below the clock.

13

a How did you figure it out?

5 Describe any patterns you notice in the markers so far, and make some predictions about the markers that will come later in the month.


Night & Day page 2 of 2

NAME | DATE



The Twins’ School Day page 1 of 2

1 The twins, Kamela and Justin, go to school each day just like you. These clocks show their schedule. Fill in the time for each clock, including a.m. or p.m. Then answer the questions below.

Even

t

School StartsMorning Recess

BeginsLunch Begins

Math Time Starts

After-School Club Begins

Cloc

kTi

me

2 How long is it between school start time and lunch time?

3 How long is it between the start of morning recess and math time?

4 School is over at 3:20 p.m. How long are the twins in school each day?

5 After-School Club lasts for an hour and 15 minutes. At what time does it end? Be sure to write a.m. or p.m.

6 On Wednesdays, the kids in After-School Club go swimming at 3:45. The clock below shows when their swim time is over. How long is their swim time?

NAME | DATE


7 Once a month, the kids in After-School Club take the bus across town to go to the Children’s Museum. Kamela has a bus schedule, but it’s been torn off at the bottom.

Cross-Town Bus Schedule7:30 a.m. to 7:30 p.m.

Pick-up Times

When they get to the bus stop, Justin’s watch looks like this:

a What time will the kids be able to catch the next bus? __________________

b Explain your answer.


The Twins’ School Day page 2 of 2

NAME | DATE


November | Calendar Collector Activity 2

Multiplicative Comparisons

Solving Problems & Writing EquationsAnswer each question below. Then, write an equation for the question.

1 Monica has 3 library books. Peter has 7 times as many library books as Monica.

a How many library books does Peter have?

b Equation:

2 Sarah has 4 chickens. Corey has 6 times as many chickens as Sarah.

a How many chickens does Corey have?

b Equation:

3 Sam has 8 plastic frogs. Chloe has 32 plastic frogs.

a How many times as many plastic frogs does Chloe have, compared to Sam?

b Equation:

Writing Multiplicative ComparisonsWrite a multiplicative comparison statement for each equation.

4 7 × 9 = 63

5 6 × 7 = 42

6 5 × 8 = 40

NAME | DATE



A Cup a Day page 1 of 2

1 Fill in the missing values on the table below. The 3 dots in some boxes mean that some numbers have been skipped. You don’t have to put anything in those boxes.

Cups 4 8 16 20 32 40 … 64 … 100Quarts 1 2 3 4 9 10 … …

2 How many cups are there in 400 quarts? How do you know?

3 If you have 200 cups, how many quarts can you fill? How do you know?

4 Would you use cups, quarts, or gallons to measure the amount of water you use to take a shower? Why?

NAME | DATE


5 Marco is having a party. He needs to make 3 big pitchers full of lemonade. Each pitcher takes 12 cups of water and 2 cups of lemon juice. How many quarts of water will he need? How many quarts of lemon juice will he need? Use numbers, pictures, or words to show your thinking.

a Marco will need _____________ quarts of water.

b Marco will need _____________ quarts of lemon juice.

6 Alexis is bringing soup to Marco’s party. She has 6 quarts of potato soup and 2 12 quarts of tomato soup. How many cups of soup is Alexis bringing to the party? Show your work with numbers, sketches, or words.


A Cup a Day page 2 of 2

NAME | DATE


November | Computational Fluency Activities 1 & 2

Roll & CompareGame 1 Challenge

More or

Less?

Player 1 Number

, =Player 2 Number

Player 1 Rounded Numbers

, =Player 2

Rounded Numbers

Player 1 Score Player 2 Score

Game 2 Challenge

More or

Less?

Player 1 Number

, =Player 2 Number

Player 1 Rounded Numbers

, =Player 2

Rounded Numbers

Player 1 Score Player 2 Score

NAME | DATE


November | Solving Problems Activity 1

Comparing Numbers in Story Problems page 1 of 2

1 Isabel and Patrick are playing a game with dice. They each roll 3 dice and arrange the dice to form a 3-digit number. Isabel made the number 368. Patrick made the number 386. Patrick says they made the same number. Do you agree or disagree? Why or why not?

2 What is the relationship between the number 6 in the number 536 and the number 6 in the number 563?

3 Simon and Coral are also playing a game with dice. They each roll 3 dice and arrange the dice to form a 3-digit number. Whoever gets the higher number gets 1 point.

a Simon rolled a 4, a 5, and a 1. What number should he make?

b Coral rolled a 3, a 2, and a 6. What number should she make?

c Whose number is bigger? Compare the two numbers by writing a greater than (>) or less than (


4 Simon and Coral played another round of their game.

a This time, Simon rolled a 3, a 5, and another 3. What number should he make?

b Coral rolled a 2, a 4, and another 4. What number should she make?

c Whose number is bigger? Compare the two numbers by writing a greater than (>) or less than (



Using Rounding & Estimating in Story Problems page 1 of 2

1 Samira’s class is raising money for the local animal shelter. In September, her class raised $231. In October, they raised $347. In November, they raised $162. About how much did the class raise in these three months? Explain how you made your estimate for this problem.

2 Ryan’s class is also raising money for the animal shelter. They want to raise $500. So far they have raised $278. About how much money do they still need to raise to get to their goal of $500?

NAME | DATE


3 Carlo’s class is collecting supplies for disaster relief. They want to collect 150 items. Carlo brought in 4 packages of bandages. Each package has 12 bandages in it. Lily brought in 6 packs of canned goods. Each pack has 3 cans in it. About how many more items does Carlo’s class need to bring in? Explain your reasoning for this problem.

4 Sam’s class is also collecting items for disaster relief. They want to collect 200 items. Sam brought in 36 bottles of water. Trevon brought in 4 cases of vitamins with 6 packages of vitamins in each case. Kate brought in 9 packs of soup with 3 cans of soup in each pack. About how many more items do they need to collect to get to their goal of 200 items?


Using Rounding & Estimating in Story Problems page 2 of 2

NAME | DATE


December | Calendar Grid Activity 2

What Is a Pentomino?These are pentominoes.

These are not pentominoes.

Which of these are pentominoes?

1 What is a pentomino? (How can you define it?)

2 With your team, use your squares or tiles to form as many different pentominoes as you can. Each time you think you’ve found a new one, record the arrangement on grid paper, cut it out, and use the cut-out to make sure the figure is really different from all the others you’ve found so far. How many pentominoes can your team find?

NAME | DATE


December | Calendar Grid Activity 5

Lines, Lines, Lines

1 Draw the lines of symmetry on this figure:

2 Circle the figures with line symmetry.

3 Draw lines over the parallel lines on this figure. If there is more than one set of parallel lines, use different colors for each set.

4 Draw lines over the perpendicular lines on this figure. If there is more than one set of perpendicular lines, use different colors for each set.

5 What is the perimeter of this figure?

NAME | DATE


December | Calendar Collector Activity 1

Open Number Lines Use these number lines to help solve addition and subtraction problems as you play Up & Down to Two Thousand.

NAME | DATE


December | Calendar Collector Activity 2

Adding & Subtracting with Expanded FormExpanded form is a way to write numbers that shows the place value of each digit.

1,638 = 1,000 + 600 + 30 + 8

Thinking about numbers in expanded form helps us understand place value and can make adding and subtracting easier.

1 Write these numbers in expanded form:

a 3,917 =

b 6,025 =

2 Write these numbers as base ten numerals.

ex 5,000 + 80 + 3 = 5,083

a 6,000 + 700 + 80 + 5 =

b 1,000 + 800 + 3 =

3 Write the numbers 457 and 684 in expanded form. Then add them.

4 Write the numbers 878 and 356 in expanded form. Then find their difference.

5 Write the following numbers in expanded form and in numerals: Expanded Form Numerals

ex 15 tens and 6 ones 100 + 50 + 6 156

a 17 tens and 3 ones

b 25 hundreds and 87 ones

NAME | DATE

39N

umber Corner G

rade 4 Student Book©

The Math Learning Center | m

athlearningcenter.org

Decem

ber | Computational Fluency A

ctivity 1

Mystery Grid, Games 1 & 2Red: 36 square units Blue: 20 square units Green: 32 square units Purple: 12 square units

10

9

8

7

6

5

4

3

2

1

21 3 4 5 6 7 8 9 10

Red: 16 square units Blue: 18 square units Green: 24 square units Purple: 42 square units

10

9

8

7

6

5

4

3

2

1

21 3 4 5 6 7 8 9 10

NAME | DATE


December | Solving Problems Activity 1

Parallel & Perpendicular Sides

1 Which of the following shapes have parallel sides? Justify your answers.

2 Draw a figure with exactly one set of perpendicular sides.

3 Max used a Venn diagram to organize the shapes below. Do you agree with how Max organized the shapes? Why or why not?

Shapes with Parallel Sides Shapes with Perpendicular Sides

NAME | DATE


December | Solving Problems Activity 2

Symmetry

1 Which of the following shapes have symmetry? Justify your answers.

2 Draw all the lines of symmetry on the shape below.

3 For each figure, draw the lines of symmetry.

a What pattern do you notice?

b Describe or draw what you know about the figure that would come next.

NAME | DATE


January | Calendar Grid Activity 2 & 3

Taking a Closer Look at the Pattern

1 2 3 4 5

6 7 8 9 101 Fill in the chart below to show the name of each shape above and the area in square units.

Date Shape Name Area in Square Units = 1 square unit1

2

3

4

5

6

7

8

9

10

2 List at least 4 different mathematical observations about the pattern so far.

NAME | DATE


January | Calendar Collector Activity 4

Quarters & Dollars

1 What fraction of a dollar is a quarter?

a What fraction of a dollar is 2 quarters?

b What fraction of a dollar is 3 quarters?

c Do you think “quarter” is a good name for 25¢? Why or why not?

2 Mei got 3 quarters a day for feeding the neighbors’ cat. The neighbors were gone for 8 days. How much money did Mei earn? Use at least two equations to show your work. You can use words and sketches too if you want.

3 Fill in the missing values in the table below.

dollars2 4 6 10 12 14

quarters8 16 32 48 64

4 List at least 3 observations about the table of values for dollars and quarters.

5 Rosie has 7 quarters. Billy has 34 of a dollar. How much money do they have together? Show your work using pictures, numbers, words, or equations.

NAME | DATE


January | Computational Fluency Activity 4

Division Capture Instructions

Each pair of partners needs:

• 1 Division Capture Record Sheet to share

• 1 spinner overlay to share

• 1 red and 1 blue colored pencil

1 Players each spin the spinner. The player who gets the higher number goes first and decides whether to use the red or the blue pencil to mark their combinations.

2 Players take turns spinning the spinner and using the number spun to complete one of the division problems on the sheet. • Each player needs to be sure to use their own color, blue or red.• If the box a player needs is already filled, that player loses the turn. • Players try to capture 3, 4 or 5 boxes in a row, horizontally, vertically, or diagonally.

3 Players continue taking turns until the game board is filled or neither player can use the number they spin 3 times in a row.

4 Players then circle the places on the grid where they got 3, 4 or 5 in a row, and add up their scores. The player with the higher score wins the game. 3 in a row scores 1 point; 4 in a row scores 2 points; 5 in a row scores 3 points

Note There are three different record sheets for this game. Each is more challenging than the one before it. If the first and second sheets are easy, try using the third sheet.

NAME | DATE



Division Capture Record Sheet 1

7

34

5

6

63 ÷ = 9 60 ÷ = 12 54 ÷ = 9 84 ÷ = 12

30 ÷ = 5 18 ÷ = 3 42 ÷ = 6 36 ÷ = 9

72 ÷ = 12 36 ÷ = 12 48 ÷ = 8 49 ÷ = 7

27 ÷ = 9 35 ÷ = 5 45 ÷ = 9 24 ÷ = 4

56 ÷ = 8 48 ÷ = 12 42 ÷ = 7 32 ÷ = 8

Player 1 Points: Player 2 Points:

Scoring 3 in a row = 1 point 4 in a row = 2 points 5 in a row = 3 points

NAME | DATE




45

67

8

9

36 ÷ = 9 63 ÷ = 9 27 ÷ = 3 45 ÷ = 9

108 ÷ = 12 48 ÷ = 6 54 ÷ = 6 84 ÷ = 12

56 ÷ = 7 60 ÷ = 12 48 ÷ = 12 72 ÷ = 9

81 ÷ = 9 56 ÷ = 8 72 ÷ = 8 54 ÷ = 9

72 ÷ = 12 96 ÷ = 12 64 ÷ = 8 63 ÷ = 7



NAME | DATE




67

89

11

12

72 ÷ = 12 63 ÷ = 7 121 ÷ = 11 91 ÷ = 13

96 ÷ = 8 96 ÷ = 12 78 ÷ = 13 72 ÷ = 8

104 ÷ = 13 132 ÷ = 12 84 ÷ = 12 110 ÷ = 10

120 ÷ = 10 84 ÷ = 14 81 ÷ = 9 112 ÷ = 14

144 ÷ = 12 108 ÷ = 12 98 ÷ = 14 108 ÷ = 9



NAME | DATE


January | Solving Problems Activity 1

Division Story Problems page 1 of 2

1 In his toy car collection, Leo has 29 green cars, 22 black cars, and 27 red cars. He divides his cars into 6 equal piles. How many cars are in each pile?

a Make an estimate for this problem. Show your thinking.

b Solve the problem. Show your work using numbers, sketches, or equations.

2 Katina had 108 strawberries to share with her 24 classmates. On the way to school, she dropped 12 berries. If she shares the remaining strawberries with her classmates, how many strawberries will each student get?



NAME | DATE


3 CHALLENGE Ahmet is picking oranges. He puts oranges into a basket and when the basket is full, he puts it into a bin. A basket can hold 25 oranges. A bin can hold 200 oranges. If Ahmet fills 2 bins of oranges, how many baskets did he fill?




Division Story Problems page 2 of 2

NAME | DATE


January | Problem Solving Activity 2

Division with Remainders page 1 of 2

1 The third, fourth, and fifth grade classes are going on a field trip. There are 91 students in third grade, 88 students in fourth grade, and 93 students in fifth grade. If 9 people fit in a van, how many vans do they need for all of the students?

a What is the unit for this problem?

b How can you deal with the remainder?

c What is your estimate?

d Solve the problem. Show your work.

2 The fourth grade class is also going on a field trip. They have 91 students in all, but 23 of them will ride the subway. They have 6 small buses for the rest of the students. If about the same amount of students go on each bus, how many students will ride on each small bus?





NAME | DATE


3 CHALLENGE Misha and her cousin Darius made muffins for the Clark family reunion. Misha made 17 more muffins than Darius. Darius made 56 muffins. They put the same amount of muffins on 12 plates. How many muffins are on each plate?





January | Problem Solving Activity 2

Division with Remainders page 2 of 2

NAME | DATE



Partitive & Quotative Division

1 Marcos made brownies for the sixth grade dance. He arranged the brownies on a tray in a 12-by-16 array, but when he got to the dance, he had to put the brownies on 9 separate plates. If Marcos puts the same amount of brownies on each plate, how many brownies will be on each plate?

2 Olivia made mini pizzas for the sixth grade dance. She brought 7 trays of mini pizzas. Each tray holds 36 pizzas. The mini pizzas also had to be divided among several plates. If Olivia can put 8 pizzas on each plate, how many plates does Olivia need?

NAME | DATE


February | Calendar Grid Activity 3

Exploring Triangles

1 Draw several triangles. Try to make different kinds of triangles.

Follow the directions below. If you have the triangle described, put a check next to the direction. If you do not have the triangle described, put an X next to the direction.

a Circle the triangles with right angles. ____

b Put an X on the triangles with obtuse angles. ____

c Put an A on the triangles with all acute angles. ____

d Put a box on the scalene triangles. ____

e Put a star on the isosceles triangles. ____

2 Draw and label an equilateral triangle. Also draw and label any other type of triangle you did not draw for the first question.

NAME | DATE


February | Calendar Grid Activity 4

Exploring Quadrilaterals

1 A trapezoid is a quadrilateral with one set of parallel sides. Draw at least three different trapezoids. How different can they be while still having four sides and one set of parallel lines?

2 A rhombus is a quadrilateral that has four equal sides. Draw at least three different rhombuses. How different can they be while still having four equal sides?

3 A parallelogram is a quadrilateral with two sets of parallel lines. The opposite sides are parallel. Draw at least three different parallelograms. How different can they be while still having two sets of parallel lines?

NAME | DATE


February | Calendar Collector Activity 2

Estimating & Measuring AnglesAn entire rotation is equal to 360 degrees. You can estimate an angle’s measure by thinking about what fraction of a full rotation it is. In the pictures below, each angle is shown on a circle, and an arc is drawn to show what part of the circle corresponds to that angle.

1 For each angle, estimate what fraction of the circle or a full rotation it is. Then write the angle measure in degrees.a b c d e

fraction of a full rotation =





angle measure = angle measure = angle measure = angle measure = angle measure =

2 For each angle, estimate what fraction of the circle or a full rotation it is. Then estimate the angle measure in degrees. Finally, use your protractor to measure the angle exactly, and record the measurement.a b c d e

estimated fraction of a full rotation =





estimated angle measure =





exact angle measure =





NAME | DATE


February | Calendar Collector Activity 3

Sketch & ComparePlayer A thinks of an angle measure and tells Player B. Player B tries to draw the angle measure. Then, Player B uses a protractor to draw the actual angle. Player B compares the sketch to the actual angle and finds the difference between the two. Then, Player B thinks of an angle measure for Player A. The game continues until both players have had two turns. Whoever’s angles are closer to the actual angle wins the game.

Angle Measure

Sketch Actual Angle Difference

Difference in sketched angles and actual angles for Player A: __________________

Difference in sketched angles and actual angles for Player B: __________________

NAME | DATE


February | Computational Fluency Activity 2

Spin & CompareSpin each spinner. Record the numbers. Compare the numbers by writing , or =. Draw sketches to help solve the problem or justify your thinking.

0.1

0.350.50

910

410

65100

0.4

0.450.7

210

60100

90100

ex Alexa spun 410 and 0.45. ______ ______

1 ______ ______ 2 ______ ______

3 ______ ______ 4 ______ ______

5 ______ ______ 6 ______ ______

What is the largest number you spun? What is the smallest number you spun?

Fill in the blanks with equivalent fractions or decimals:

0.8 = ____ 0.95 = ____ 310 = ____75

100 = ____

410 0.45<

NAME | DATE

58N

umber Corner G




February | Computational Fluency A

ctivity 3

Put It on the Line, Part 2, Game 2

0 1.00

Team 1 Total ___________ Team 2 Total ___________

If the large square is 1, what is the value of the

shaded part?

610 –

510

Show the solution here:

Henry found 3 dimes between the couch

pillows when he was cleaning. What fraction

of a dollar is this?

10 × 110 =

15


If the large square is 1, what is the value of the

shaded part?

What is the value of the 9 in 8.967?

110 +

310


910 – =

310

What is the decimal number that represents the shaded part of this

pentagon?

0.8 0.450.4 4.5

NA

ME

| DA

TE

59N

umber Corner G




February | Computational Fluency A

ctivity 3

Put It on the Line, Part 2, Game 3

0 2.502.001.00

Team 1 Total ___________ Team 2 Total ___________

6 × 0.25 = What fraction of a dollar is shown here?How would you write

that as a decimal?

One and seventy-five hundredths

Ed had 2 sandwiches. He ate all of 1 and 14 of

the other. Which decimal number best represents

the amount he ate?

1.50 2.045.80 1.25

Sam had $2.00. He found 2 dimes and 1 nickel. How much money does

Sam have now?

If you colored in 34 of this square, what

decimal number could you write to represent

the colored part?

4 × 12 =

If the area of this rectangle is 1, what

is the decimal number that represents the

shaded part?

0.50 5.000.05 5.10

74 +

34 =

30100 +

10100 +

20100 +

40100

NA

ME

| DA

TE


February | Solving Problems Activity 1

EquationsChoose the equation that best represents each problem.

1 Sam is organizing school supplies for his classmates. He has 27 red crayons, 35 blue crayons, and 63 yellow crayons. He divides them evenly between the 25 students in his class. How many crayons should each student get?

a 27 + 35 + 63 = C

b 27 + 35 + (63 ÷ 25) = C

c C ÷ 25 = 63

d (27 + 35 + 63) ÷ 25 = C

2 Conrad is saving money for a new bike. He needs $175. If Conrad earns $15 a day for 6 days, how much more money does Conrad need for his new bike?

a 15 + 6 + M = 175

b (15 × 6) + M = 175

c 175 – (15 + 6) = M

d M + 15 × 6 = 175

3 Lauren saved $200 for a trip this summer. Lauren’s grandmother gave her some of the money for her birthday. Lauren also earned money babysitting. She earned $28 a week for 6 weeks. How much money did Lauren’s grandmother give her?

a (28 × 6) + 200 = G

b G + (28 × 6) = 200

c (28 + 6) + G = 200

d 200 – (28 × 6) = G

NAME | DATE



Solving Problems & Writing EquationsRead each question carefully. Solve the problem. Show your work using numbers, sketches, or words. Write an equation for each question.

1 Dylan rides the subway to and from school every day, 5 days a week. The subway ride is 17 minutes long. How long does Dylan spend going to school on the subway each week?

a Make an estimate for the problem.

b Solve the problem.

c Write an equation for the problem.

2 At the beginning of the week, Flynn had $100. She spend $67 on groceries, $14 on subway tickets, and $9 on a movie ticket. How much money did Flynn have at the end of the week?




NAME | DATE



Multi-Step Story Problems with EquationsRead each question carefully. Solve the problem. Show your work using numbers, sketches, or words. Write an equation for each question.

1 Tyson and his sister, Eliza, are collecting items for an animal shelter. They want to donate 150 items. Tyson collected 6 packs of cat food with 12 cans in each pack. Eliza collected 8 boxes of toys with 7 toys in each pack. How many more items do they need to collect to get to 150?




2 Zoe made mini-cupcakes for a party. She had a rectangular tray with an 8-by-12 array of cupcakes on it. If 32 people were at the party, how many cupcakes could each person have, if they shared them equally?




NAME | DATE


March | Calendar Grid Activity 5

More Functions page 1 of 2

1 Fill in the missing numbers for each job and then describe the program.Job 1 Job 2

In Out In Out

1 7 1 6

2 8 2 12

. . .

. . . 3 18

5 11 4

6 . . .

. . .

. . .

. . . 8 48

16 9

11 17 10What's my program? What's my program?

NAME | DATE


2 CHALLENGE Make up your own program for the Function Machine.• Write an equation to represent your program in the small box below, and cover

it with a sticky note.• Fill in the T-Chart to show what the output number would be for each input

number listed. Then see if one of your classmates can identify your program.

Input Number Output Number My Program

12351025

Input Number Output Number My Program

12351025

March | Calendar Grid Activity 5

More Functions page 2 of 2

NAME | DATE


March | Calendar Collector Activity 2, 3

Great Fraction Race Record Sheet page 1 of 2

Clas

s Co

llect

ion

1

1

1

1

1

1

Class Score

Week 1 Week 3

Week 2 Week 4

NAME | DATE


Teac

her's

Col

lect

ion

1

1

1

1

1

1

Teacher's Score

Week 1 Week 3

Week 2 Week 4

March | Calendar Collector Activity 2, 3

Great Fraction Race Record Sheet page 2 of 2

NAME | DATE


March | Calendar Collector Activity 3

Adding & Subtracting Mixed NumbersSolve each problem. Show your work.

1 2 23 + 3 13 =

2 5 16 – 2 26 =

3 4 812 + 1 512 =

4 10 – 4 12 =

5 Kelly is making cookies. She needs 1 23 cups of flour and 2 23 cups of oats. How many cups of flour and oats does she need altogether?

6 Arun had 6 16 gallons of water. He used 2 56 gallons for his garden. How much water did Arun have left?

NAME | DATE


March | Computational Fluency Activity 1

Decimal Grid Scavenger Hunt page 1 of 2If we assign the large square an area of 1, what is the area of the strip? What is the area of the small square?

Area = 1 Area = Area =

A Fraction Decimal

Tenths

Hundredths

B Fraction Decimal

Tenth

Hundredth

NAME | DATE


C Fraction Decimal

Tenths

Hundredths

D Fraction Decimal

Tenths

Hundredths

E Fraction Decimal

Tenths

Hundredths

F Fraction DecimalTenths

Hundredths

Hundredths


Decimal Grid Scavenger Hunt page 2 of 2

NAME | DATE



Don't Break 3.00 Game 1Round 1

10 + 100 100

+ 100

= 100

= __ . ____

Round 2

10 + 100 100

+ 100

= 100

= __ . ____

Round 3

10 + 100 100

+ 100

= 100

= __ . ____

Total score for 3 rounds. (Add your decimal scores.)

What is the difference between your total and 3.00? Show your work. (This is your final score.) Use a >, =, or < sign to compare your score to your partner’s score. Lower score wins.

My Score My Partner’s Score

NAME | DATE



Don't Break 3.00 Game 2Round 1

10 + 100 100

+ 100

= 100

= __ . ____

Round 2

10 + 100 100

+ 100

= 100

= __ . ____

Round 3

10 + 100 100

+ 100

= 100

= __ . ____

Total score for 3 rounds. (Add your decimal scores.)

What is the difference between your total and 3.00? Show your work. (This is your final score.) Use a >, =, or < sign to compare your score to your partner’s score. Lower score wins.

My Score My Partner’s Score

NAME | DATE


March | Problem Strings Activity 1

Clock Faces Use the clock faces on this page to help think about the problems in today’s string.

NAME | DATE



Blank Clock Faces Use the clock faces on this page to help think about the problems in today’s string.

NAME | DATE



Blank Hundreds Grids Use the hundreds grids on this page to help think about the problems in today’s string.

NAME | DATE


March | Solving Problems Activity 1

Gloria’s Garden

1 Gloria has 5 garden beds, all exactly the same size. She has flowers planted in 13 of each garden bed. What is the total amount of garden bed space planted in flowers? Use labeled sketches, numbers, or words to help solve this problem. Show your work.

2 Gloria mixes fertilizer with water every week and waters each of her garden beds with the mixture. Each garden bed gets 23 of a gallon of the mixture. How many gallons of the mixture does Gloria need to water all 5 of her garden beds? Use labeled sketches, numbers, or words to help solve this problem. Show your work.

NAME | DATE


March | Solving Problems Activity 2

More Garden Problems

1 Gloria has vegetables planted in 14 of each of her 5 same-sized garden beds. What is the total amount of garden bed space planted in vegetables?

a Between what two whole numbers do you think the answer will lie?

b Use labeled sketches, numbers, or words to help solve this problem. Show your work.

2 Gloria uses 34 of a container of plant food each week. How much plant food has she used at the end of 8 weeks?

a Between what two whole numbers do you think the answer will lie?

b Use labeled sketches, numbers, or words to help solve this problem. Show your work.

NAME | DATE


April | Calendar Grid Activity 2

A Closer Look at the Perimeter Pattern

1 Here are the first 10 markers from the Calendar Grid. Fill in the chart below to show the perimeter of each shape, and then answer the questions at the bottom of the page.

1 cm

Equilateral Triangle

1

QCN4108 © The Math Lea n ng Center

1 cm2 cm

Rectangle

2

QCN4108 © The Math Learning Center

1 cm

Regular Pentagon

3

QCN4108 © The Math Learn ng Cen er

3 cm

2.5 cm

Isosceles Triangle

4

QCN4108 © The Math Lea ning Center

1 cm 1 cm3 cm

2 cm

5

QCN4108 © The Ma h Learning Center

2 cm

Regular Pentagon

6

QCN4108 © The Math Lea n ng Center

3 cm

Equilateral Triangle

7

QCN4108 © The Math Learning Center

Area = 9 square cm

Square

8

QCN4108 © The Math Learn ng Cen er

3 cm

3 cm

1 cm2 cm

2 cm

9

QCN4108 © The Math Lea ning Center

5 cm

4 cm

Isosceles Triangle

10

QCN4108 © The Ma h Learning Center

Date Shape Name Equation to show how you found the perimeter Perimeter (cm)

1 Equilateral Triangle

2 Rectangle

3 Pentagon

4 Isosceles Triangle

5 Trapezoid

6 Pentagon

7 Equilateral Triangle

8 Square

9 Pentagon

10 Isosceles Triangle

2 List at least 4 different mathematical observations about the pattern.

NAME | DATE


April | Calendar Grid Activity 4

Perimeter & Area Puzzles

1 Find the area of these two rectangles.

123 cm

6 cm

Area =

127 cm

4 cm

Area =

2 Find the perimeter of this rectangle.

7 cm

Perimeter =

Area = 56 cm2

3 The 22nd marker shows an isosceles triangle with a perimeter of 26 centimeters. Isosceles triangles are special triangles because 2 of their sides are equal and 1 is different. Here are 3 examples.

Sketch at least 3 different isosceles triangles that have a perimeter of 26 centimeters. Please label the lengths of the sides in each triangle.

NAME | DATE


April | Calendar Collector Activity 2

Multiplicative Comparisons: Decimeters & Centimeters

1 The fourth graders are making a banner for Earth Day. The banner is 9 decimeters wide. It is 3 times that long.

a How long is their banner? Show your work.

b Find and mark all of the true statements about the fourth graders’ banner. N The banner is 3 times longer than it is wide. N The width of the banner is half the length. N The width of the banner is one-third the length. N The length of the banner is twice the width.

2 Tomas had a contest for his pet worms, Wiggle and Squiggle. He wanted to know which worm could crawl farther. Wiggle crawled 6 times as far as Squiggle. Wiggle crawled 42 centimeters.

a How far did Squiggle crawl? Show your work.

b Choose all the equations that could be used to represent this multiplicative comparison. (The letter s stands for the distance Squiggle crawled.)

N 6 × 42 = s N 42 ÷ 6 = s N 6 × s = 42 N 42 ÷ s = 6

3 Write and solve an equation to represent the multiplicative comparison in the first box. Then write your own multiplicative comparison to match the equation in the second box.

The red ribbon is 4 times as long as the purple ribbon. The purple ribbon is 23 centimeters long. How long is the red ribbon?

5 × 28 = L

NAME | DATE


April | Calendar Collector Activity 4

Decimeters & Centimeters

1 decimeter = 10 centimeters

1 dm = 10 cm

1 Complete the table below:Decimeters 1 4 5 8 10 11 13

Centimeters 10 20 30 40 90 100 120 140

2 List at least 3 observations about the table of values for decimeters and centimeters.

3 My pet frog took 13 big jumps. Each jump measured 15 decimeters. How many decimeters did he jump in all? Please use equations to show your thinking.

a My frog jumped ______ decimeters.

b CHALLENGE How many meters did he jump in all?

NAME | DATE


April | Computational Fluency Activity 1

Color Ten, Game 1Te

am 1

Score:

Team

2

Score:

Change these mixed numbers to improper fractions. The first one is done for you.

1 34 = 158 = 2

12 = 3

38 =

2 58 = 412 = 1

78 = 5

34 =

74

NAME | DATE



Color Ten, Game 2Te

am 1

Score:

Team

2

Score:

Find each sum. If the sum is an improper fraction, convert it to a mixed number or whole number.38 +

48 =

12 +

42 =

54 +

34 =

Find each product.

3 × 18 = 3 ×

28 = 3 ×

58 =

Fill in the missing number to make each equation true.

2 × = 24 2 × = 64 ×

38 =

128

NAME | DATE



Color Ten, Game 3Te

am 1

Score:

Team

2

Score:

Find each sum. If the sum is an improper fraction, convert it to a mixed number.

26 +

26 = _______

26 +

56 = _______

13 +

73 = _______

212 +

712 = _______

NAME | DATE



Color Ten, Game 4Te

am 1

Score:

Team

2

Score:

Find each sum. If the sum is an improper fraction, convert it to a mixed number or whole number.36 +

46 = _____

13 +

43 = _____

512 +

312 = _____

Find each product.

4 × 16 = _____ 4 × 26 = _____ 4 ×

56 = _____

Fill in the missing number to make each equation true.

2 × _____ = 26 2 × _____ = 86 _____ ×

56 =

156

NAME | DATE


April | Solving Problems Activity 2

Average Rainfall in April Line Plot

Apr

il 1

Apr

il 2

× ×

Apr

il 6

×

Apr

il 7

×April 3×April 5×Ap

ril 4

×

18

14

38

12

58

34

78 10

Average Rainfall in April

Rainfall (in inches)

Use the line plot to answer the following questions.

1 What is the minimum amount of daily rainfall in the first week of April?

2 What is the maximum amount of daily rainfall in the first week of April?

3 What is the difference between the maximum and the minimum amounts of daily rainfall? Show your work.

4 What is the mode?

5 What is the median?

6 What else do you notice about the information on the line plot? What can you learn from the data? Write any observations or generalizations here.

NAME | DATE



Make Your Own Line PlotUse the data in the table to make your own line pot below. Don’t forget to include all the important features of a line plot, including the title, labeled and numbered horizontal line, and an X for each piece of data.

Average Rainfall in February

DateAmount of Rain

in InchesDate

Amount of Rain in Inches

February 1 1 18 February 538

February 2 34 February 6 114

February 3 18 February 7 112

February 4 12 February 812

NAME | DATE



Analyzing Your Line PlotUse the data from your line pot to answer the questions below.

1 What is the minimum amount of daily rainfall in the beginning of February?

2 What is the maximum amount of daily rainfall in the beginning of February?

3 What is the difference between the maximum and the minimum amounts of daily rainfall? Show your work.

4 What is the mode?

5 What is the median?

6 How much rain fell on February 1, February 6, and February 7 combined? Show your work.

7 What else do you notice about the information on the line plot? What can you learn from the data? Write any observations or generalizations here.

NAME | DATE


May | Calendar Grid Activity 2

A Closer Look at the Pattern

1 Look at the first 12 markers on the Calendar Grid. Record all the observations you can make about the pattern so far.

2 Use what you know about the pattern to sketch what you think markers 13, 14, and 15 will look like.

13 14 153 Explain why you sketched markers 13, 14, and 15 this way.

NAME | DATE


May | Calendar Grid Activity 4

Shape & Number SequencesCreate a sequence of shapes or numbers that follows a rule. There are several different ideas below, and you can also make up your own (see item 5 at the bottom of the page).

1 Draw a sequence of shapes in which every other shape has at least one line of symmetry.

2 Write a sequence of numbers in which each number is 3 times as big as the previous number.

3 Draw a sequence of shapes in which the number of sides increases by 1 with each additional shape.

4 Write a sequence of numbers in which each number is 7 more than the previous number.

5 CHALLENGE Come up with your own rule to create a patterned sequence of shapes or numbers. Work on a separate sheet of paper if you like.

NAME | DATE

90N

umber Corner G




Water Evaporation Graph

Mill

ilite

rs o

f Wat

er in

Con

tain

er

200

190

180

170

160

150

140

130

120

110

100

90

80

70

60

50

40

30

20

10

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Days That Have Passed

0

May | Calendar Collector A

ctivity 2

NAME | DATE


May | Calendar Collector Activity 3

Looking at Line GraphsMatch the scenarios on the left to the line graphs on the right.

A cup filled with 200 ml of water was left on the windowsill. It evaporated completely in a little less than 4 weeks.

Graph A

1 week

ml

2 weeks 3 weeks 4 weeks

A seed was planted. After the plant sprouted, it got plenty of light and water. It took about a week and a half to germinate and then it grew at a steady rate.

Graph B

1 week

cm


A seed was planted. After the plant sprouted, it got plenty of light and water, but then the person who planted it left on a long trip and the plant didn’t get any water at all. It wilted and finally died.

Graph C

1 week

ml


Someone set an empty cup outside in a climate where it rains nearly every day and there is very little sunshine. Bit by bit, the cup filled with water.

Graph D

1 week

cm


NAME | DATE


May | Computational Fluency Activity 1

Decimal Draw Game Board 1Game 1

0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90

0 1

Students' Score Teacher's Score

Game 2

0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90

0 1


NAME | DATE


May | Computational Fluency Activity 1

Decimal Draw Game Board 2Game 3

0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90

0 1


Game 4

0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90

0 1


NAME | DATE


May | Solving Problems Activity 2

Measurement Conversions

1 Fill in each table to show the equivalent amount in a new unit. Units for Measuring Length

Centimeters Meters Kilometers

100 1 0.001

400 0.004

23 0.023

0.35

500

Units for Measuring Volume Units for Measuring Mass

Milliliters Liters Grams Kilograms

1,000 1 1,000 1

7,000 18

16 37,000

25 58

100,000 60,000

2 Kelly brought 9 liters of juice for a class party. Sam brought 13 liters of juice. How many milliliters of juice do Kelly and Sam have together? Write and solve an equation for this problem.

3 Brandon is in third grade, and just turned 9 years old. He has a mass of 27 kilograms. How many grams is that? Write and solve an equation for this problem.

NAME | DATE


May | Solving Problems Activity 3

Solving Measurement ProblemsSolve each problem. Show your work using numbers, sketches, or words.

1 A small tree frog jumped 170 millimeters. A bullfrog jumped 129 millimeters. How much farther did the tree frog jump?

2 Asia has 13 kilograms of apples. Sophia has 6 times as many kilograms of apples as Asia. How many kilograms of apples does Sophia have?

3 Juan has 9 liters of lemonade to share with 5 of his friends. If the 6 kids share all of the lemonade evenly, how many milliliters of lemonade will each one of them get?

4 Chris, Darren, and Evan brought water to share with their teammates at the soccer game. Chris brought 13 liters of water. Darren brought 950 milliliters of water. Evan brought 1,500 milliliters of water. How many milliliters did they bring in all?

5 Niya has a 1-liter container of juice. She drank 356 milliliters and then she drank 278 milliliters. How many milliliters of juice does Niya have left?

NAME | DATE

A1Number Corner Grade 4 Student Book © The Math Learning Center | mathlearningcenter.org

Problem String Work Space

NAME | DATE



NAME | DATE



NAME | DATE

Number Corner Grade 4 Student BookContentsSeptemberComparing Numeration SystemsExpanded FormEquations for Egyptian NumeralsCracking the CodeInches, Feet & YardsSplat! GridSplat! Record Sheet 1Splat! Record Sheet 2Splat! Record Sheet 3Megan's MarblesXavier's Garden

OctoberBase Ten MatsThinking About Fractions & DecimalsMore About Fractions & DecimalsRoll & Round Record SheetLarge NumbersStamps & BeadsMore Stamps & Beads

NovemberNight & DayThe Twins' School DayMultiplicative ComparisonsA Cup a DayRoll & CompareComparing Numbers in Story ProblemsUsing Rounding & Estimating in Story Problems

DecemberWhat Is a Pentomino?Lines, Lines, LinesOpen Number LinesAdding & Subtracting with Expanded FormMystery Grid, Games 1 & 2Parallel & Perpendicular SidesSymmetry

JanuaryTaking a Closer Look at the PatternQuarters & DollarsDivision Capture InstructionsDivision Capture Record Sheet 1Division Capture Record Sheet 2Division Capture Record Sheet 3Division Story ProblemsDivision with RemaindersPartitive & Quotative Division

FebruaryExploring TrianglesExploring QuadrilateralsEstimating & Measuring AnglesSketch & CompareSpin & ComparePut it on the Line, Part 2, Game 2Put It on the Line, Part 2, Game 3EquationsSolving Problems & Writing EquationsMulti-Step Story Problems with Equations

MarchMore FunctionsGreat Fraction Race Record SheetAdding & Subtracting Mixed NumbersDecimal Grid Scavenger HuntDon't Break 3.00 Game 1Don't Break 3.00 Game 2Clock FacesBlank Clock FacesBlank Hundreds GridsGloria's GardenMore Garden Problems

AprilA Closer Look at the Perimeter PatternPerimeter & Area PuzzlesMultiplicative Comparisons: De

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SECOND EDITION STUDENT BOOK 4...2015/01/09 · Number Corner Grade 4 Student Book The Math Learning Center mathlearningcenter.org Number Corner Grade 4 tudent ook 1 h a Learnin Cente