GRADE 4 Cover Page · You can access your account through Clever. ... Hundreds Number Chart . Blank...

GRADE4

Mathematics-GradeK-8PleasetrytoengageinoneSprint(thatincludessidesAandB)andcompleteatleastoneapplicationproblemeachday.ThedirectionsfortheSprintsareincludedinthepacket.Thedirectionsforcompletingapplicationsproblems,havestudentscompleteatleastoneeachdayandexplain,inwriting,howtheygottheiranswer.

Grades3-6ReadingIncludedinthispackageforReadingareworksheetstohelpyouwithyourwriting,ideasfordailyjournalwriting,readingpassageswithcomprehensionquestionsandworksheetstohelpyoulearnorpracticecursivewriting.Pleasetrytospend15-20minutesdailypracticingyourwritingskills.

Remote Learning Resources: Grades 3 & 4 Yourecentlyreceivedyour1:1iPadtobeabletocontinueyourhomeinstruction.Pleaseusetheinformation

belowtohelpinformyouastowhatprogramsareavailabletosupportyourinstructionalneeds.

Clever is the single sign on resource for BPS. You can log in to Clever from the icon on your

desktop for access to all the apps and instructional resources below.

Learning Management System for students to access and submit curricular assignments, receive grades and feedback, and communicate with teachers. Watch

this brief video on how to access your courses and assignments. Video URL: https://vimeo.com/405038481

ELA Intervention program for students in Grade K-5. This can be a standalone program for students to work on or teachers may assign tasks.

myOn provides students with access to a digital library of books for a wide variety of interests and reading levels. Students can read and respond to comprehension

questions for each book.

MobyMax finds learning gaps and provides instruction to fix the gaps with differentiated learning in math.

ELA Curriculum which allows teachers to assign work to students to be completed online. Students can access their ELA textbook materials here as well.

Continental eBooks is the program you will use to access your Finish Line workbook. Teachers should be assigning tasks to students for students to see assignments

appear.

This is the program you would use to access RAZ kids, Reading A-Z, Headsprout, or any other program related to these.

All students and teachers have access to leveled articles for all content areas

available in NewELA. They have offered our district free access during this period of distance learning. You can access your account through Clever.

Pearson EasyBridge provides access to interactive Science content and the Social Studies eTextbook that is assigned by teachers.

New Jersey Amistad, found at this http://www.njamistadcurriculum.net/, provides students and teachers access to technology based African & African American history curriculum resources including primary and secondary source documents. Students

can navigate resources individually or teachers can assign lessons.

Suggestions for Math Sprints for Students with Disabilities

• Reduce the number of problems that a student does in one day. o For example, have the student do Side A-Column 1 on

one day and complete Side A-Column 2 on another day.

o Use the same method for the Side B problems o Fold the paper in half so that only the column that child

is working on is displayed • Extend the time for sprints.

o For example, if the sprint says complete the sprint in 60 seconds, give the student 2 minutes to complete the sprint

Suggestions for Application Problems for Students with Disabilities

• For the application problems, students can use number lines, number charts, place value charts, blank paper (for drawing pictures), blank number bonds charts. o Use items from around the house (paper clips, coins,

buttons, etc.) as math manipulatives when trying to solve math word problems.

NUMBER BONDS

Math Composer 1.1.5http ://www.mathcomposer.c om





Math Composer 1.1 .5http ://www.mathcomposer.c om



NUMBER LINE

Hundreds Number Chart

Blank Number Chart

Place Value Chart

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TIMESTABLESREFERENCECHART

1TimesTable 2TimesTable 3TimesTable 4TimesTable1x1=1 2x1=2 3x1=3 4x1=41x2=2 2x2=4 3x2=6 4x2=81x3=3 2x3=6 3x3=9 4x3=121x4=4 2x4=8 3x4=12 4x4=161x5=5 2x5=10 3x5=15 4x5=201x6=6 2x6=12 3x6=18 4x6=241x7=7 2x7=14 3x7=21 4x7=281x8=8 2x8=16 3x8=24 4x8=321x9=9 2x9=18 3x9=27 4x9=361x10=10 2x10=20 3x10=30 4x10=401x11=11 2x11=22 3x11=33 4x11=441x12=12 2x12=24 3x12=36 4x12=48 5TimesTable 6TimesTable 7TimesTable 8TimesTable5x1=5 6x1=6 7x1=7 8x1=85x2=10 6x2=12 7x2=14 8x2=165x3=15 6x3=18 7x3=21 8x3=245x4=20 6x4=24 7x4=28 8x4=325x5=25 6x5=30 7x5=35 8x5=405x6=30 6x6=36 7x6=42 8x6=485x7=35 6x7=42 7x7=49 8x7=565x8=40 6x8=48 7x8=56 8x8=645x9=45 6x9=54 7x9=63 8x9=725x10=50 6x10=60 7x10=70 8x10=805x11=55 6x11=66 7x11=77 8x11=885x12=60 6x12=72 7x12=84 8x12=96 9TimesTable 10TimesTable 11TimesTable 12TimesTable9x1=9 10x1=10 11x1=11 12x1=129x2=18 10x2=20 11x2=22 12x2=249x3=27 10x3=30 11x3=33 12x3=369x4=36 10x4=40 11x4=44 12x4=489x5=45 10x5=50 11x5=55 12x5=609x6=54 10x6=60 11x6=66 12x6-729x7=63 10x7=70 11x7=77 12x7=849x8=72 10x8=80 11x8=88 12x8=969x9=81 10x9=90 11x9=99 12x9=1089x10=90 10x10=100 11x10=110 12x10=1209x11=99 10x11=110 11x11-121 12x11-1329x12=108 10x12=120 11x12=132 12x12=144

GRADE 4 MODULE 1-4 APPLICATION PROBLEMS

Module 1 Standards: 4.OA.1, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4

Lesson Problem (Explain how you arrived at your answer.)

1

Ben has a rectangular area 9 meters long and 6 meters wide. He wants a fence that will go around it as well as grass sod to cover it. How many meters of fence will he need? How many square meters of grass sod will he need to cover the entire area?

2

Amy is baking muffins. Each baking tray can hold 6 muffins. a. If Amy bakes 4 trays of muffins, how many muffins will she have all together? b. The corner bakery has made 10 times as many muffins as Amy baked. How

many muffins did the bakery produce? Bonus: If the corner bakery packages the muffins in boxes of 100, how many boxes of 100 could they make?

3 The school library has 10,600 books. The town library has 10 times as many books. How many books does the town library have?

4 There are about forty-one thousand Asian elephants and about four hundred seventy thousand African elephants left in the world. About how many Asian and African elephants are left in total?

6 Use the digits 5, 6, 8, 2, 4, and 1 to create two six-digit numbers. Be sure to use each of the digits within both numbers. Express the numbers in word form and use a comparison sign to show their relationship.

7

On Tuesday, according to her pedometer, Sarah took 42,619 steps. On Wednesday, Sarah took ten thousand more steps than she did on Tuesday. On Thursday, Sarah took one thousand fewer steps than she did on Wednesday. How many steps did Sarah take on Thursday?

8 Jose’s parents bought a used car, a new motorcycle, and a used snowmobile. The car cost $8,999. The motorcycle cost $9,690. The snowmobile cost $4,419. About how much money did they spend on the three items?

9

34,123 people attended a basketball game. 28,310 people attended a football game. About how many more people attended the basketball game than the football game? Round to the nearest ten thousands to find the answer. Does your answer make sense? What might be a better way to compare attendance?


10 The post office sold 204,789 stamps last week and 93,061 stamps this week. About how many more stamps did the post office sell last week than this week? Explain how you got your answer.

11

Meredith kept track of the calories she consumed for 3 weeks. The first week, she consumed 12,490 calories, the second week 14,295 calories, and the third week 11,116 calories. About how many calories did Meredith consume altogether? Which of these estimates will produce a more accurate answer: rounding to the nearest thousand or rounding to the nearest ten thousand?

12 The basketball team raised a total of $154,694 in September and $29,987 more in October than in September. How much money did they raise in October? Draw a tape diagram and write your answer in a complete sentence.

13

Jennifer texted 5,849 times in January. In February, she texted 1,263 more times than she did in January. What was the total number of texts that Jennifer sent in the two months combined? Explain how you would check the reasonableness of your answer.

14

In one year, the animal shelter bought 25,460 pounds of dog food. That amount was 10 times the amount of cat food purchased in the month of July. How much cat food was purchased in July? Bonus: If the cats ate 1,462 pounds of the cat food, how much cat food was left?

15 When the amusement park opened, the number on the counter at the gate read 928,614. At the end of the day, the counter read 931,682. How many people went through the gate that day?

16 For the weekend basketball playoffs, a total of 61,941 tickets were sold. 29,855 tickets were sold for Saturday’s games. The rest of the tickets were sold for Sunday’s games. How many tickets were sold for Sunday’s games?

17 A bakery used 12,674 kg of flour. Of that, 1,802 kg was whole wheat and 888 kg was rice flour. The rest was all-purpose flour. How much all-purpose flour did they use? Solve and check the reasonableness of your answer.

18 In all, 30,436 people went skiing in February and January. 16,009 went skiing in February. How many fewer people went skiing in February than in February?

19

For Jordan to get to his grandparents’ house, he has to travel through Albany and Plattsburgh. From Jordan’s house to Albany is 189 miles. From Albany to Plattsburgh is 161 miles. If the total distance of the trip is 508 miles, how far from Plattsburgh do Jordan’s grandparents live?


Module 2 Standards: (4.MD.1, 4.MD.2)


1 Martha, George, and Elizabeth sprinted a combined distance of 10,000 meters. Martha sprinted 3,206 meters. George sprinted 2,094 meters. How far did Elizabeth sprint?

2 The distance from school to Zoie’s house is 3 kilometers 469 meters. Camie’s house is 4 kilometers 301 meters farther away. How far is it from Camie’s house to school?

3 The Lee family had 3 liters of water. Each liter of water weighs 1 kilogram. At the end of the day they have 290 grams of water left. How much water did they drink?

4 Adam poured 1 liter 460 milliliters of water into a beaker. Over three days, some of the water evaporated. On day four, 979 milliliters of water remained in the beaker. How much water evaporated?

Module 3 Standards: (4.OA.1, 4.OA.2, 4.OA.3, 4.OA.4 , 4.NBT.5, 4.NBT.6, 4.MD.3)


2

Tommy’s dad is teaching him how to make tables out of tiles. Tommy makes a small table that is 3 feet wide and 4 feet long. How many square foot tiles does he need to cover the top of the table? How many feet of decorative border material will his dad need to cover the edges of the table? Bonus: Tommy’s dad is making a table 6 feet wide and 8 feet long. When both tables are placed together, what will their combined area be?


4

Samantha received an allowance of $3 every week. By babysitting, she earned $30 every week. How much money did Samantha have in four weeks combining her allowance and her babysitting?

6

There are 400 children at Park Elementary School. Park High School has 4 times as many students. a. How many students in all attend both schools? b. Lane High School has 5 times as many students as Park Elementary. How many more students attend Lane High School than Park High School?


7 The basketball team is selling t-shirts for $9 each. On Monday, they sell 4 t-shirts. On Tuesday, they sell 5 times as many t-shirts as on Monday. How much money did the team earn altogether on Monday and Tuesday?

8 Andre bought a stamp to mail a letter that cost 46 cents. He also mailed a package that cost 5 times as much as a stamp. How much did it cost to mail the package and the letter?

9 Calculate the total amount of milk in three cartons if each carton contains 236 mL of milk.

10 The principal wants to buy 8 pencils for every student at her school. If there are 859 students, how many pencils does the principal need to buy?

11

Write an equation for the area of each rectangle. Then find the sum of the two areas. Bonus: Find a faster method for finding the area of the combined rectangles.

14

Tyler planted potatoes, oats, and corn. There were 23 acres planted with potatoes. There were 3 times as many acres planted with oats as potatoes and 4 times as many acres planted with corn as oats. How many acres did he plant with potatoes, oats, and corn in all?


15 Chandra printed 38 photos to put into her scrapbook. If she can fit 4 photos on each page, how many pages will she use for her photos?

17 Audrey and her sister found 9 dimes and 8 pennies. If they share the money equally, how much money will each sister get?

18 Mallory's family is going to buy oranges. The Grand Market sells oranges at 3 pounds for 87 cents. How much does 1 pound of oranges cost at Grand Market?

19 Two friends start a business writing and selling comic books. After 1 month, they have earned $38. Show how they can fairly share their earnings, using $1, $5, $10, and/or $20 bills

Module 4 Standards: (4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7, 4.G.1, 4.G.2, 4.G.3)


2

a) Figure 1 has three points. Connect points A, B, and C with as many line segments as possible.

b) Figure 2 has four points. Connect points D, E, F, and G with as many line segments as possible.


3

4

Look at the letters below. ● Can you find lines that are perpendicular? ● Can you find acute angles? ● Can you find obtuse angles? ● How many can you find in each letter?

Lesson Problem

8 Draw a series of clocks that show 12:00, 3:00, 6:00, and 9:00. Use an arc to identify an angle and estimate the angle created by both hands on the clock.

9

List times on the clock in which the angle between the hour and minute hands is 90°. Use a student clock, watch, or real clock. Stay alert for this misconception: Why don’t the hands at 3:30 form a 90° angle as expected?

Grade 4 SPRINTS

“Sprints are designed to develop fluency. They should be fun, adrenaline-rich activities that intentionally build energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of athletic coaches. A rousing routine fuels students’ motivation to do their personal best. Student recognition of increasing success is critical, and so every improvement is celebrated. One Sprint has two parts with closely related problems on each. Students complete the two parts of the Sprint in quick succession with the goal of improving on the second part, even if only by one more.” Directions for Administration of Sprints Sprint A Give students 60 seconds to do as many problems as they can. Let them know that you do not expect them to finish all of the problems. They just need to do as many as they can, do their personal best. At the end of 60 seconds correct all of the completed problems and assign a score. Celebrate that score, whatever it may be. To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For example, do jumping jacks while skip-counting by 5’s for about 1 minute. Feeling invigorated, students are ready to make every effort to complete more problems this time on Sprint B. Sprint B Repeat the same process as for Sprint A. TIP for PARENTS – have students complete the Sprints in pencil, or on separate paper, so that you can use them multiple times to improve student fluency.

Lesson 1 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1: Interpret a mult iplication equation as a comparison. Date: 5/26/14 1.A.8

© 2014 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.


Lesson 1: Interpret a mult iplication equation as a comparison. Date: 5/26/14 1.A.9



Lesson 3: Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units.

Date: 5/26/14 1.A.36



Lesson 3: Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units.

Date: 5/26/14 1.A.37


Lesson 5 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 4

Lesson 5: Compare numbers based on meanings of the digits using >,

Lesson 8 Sprint

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8: Round multi-digit numbers to any place value using the vertical number line.

Date: 5/26/14 1.C.17


Find the midpoint.

Lesson 8 Sprint

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8: Round multi-digit numbers to any place value using the vertical number line.

Date: 5/26/14 1.C.18


Find the midpoint.

Lesson 10 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 4 1

Lesson 10: Use place value understanding to round multi-digit numbers to any place value using real world applications.

Date: 5/26/14 1.C.40



Lesson 10: Use place value understanding to round multi-digit numbers to any place value using real world applications.

Date: 5/26/14 1.C.41



Lesson 16: Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams and assess the reasonableness of answers using rounding .

Date: 5/26/14

1.E.44



Lesson 16: Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams and assess the reasonableness of answers using rounding .

Date: 5/26/14

1.E.45


Lesson 4 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 4 2

Lesson 4: Know and relate metric units to place value units in order to express measurements in different units.

Date: 6/24/14 2.B.10



Lesson 5: Use addition and subtraction to solve multi-step word problems involving length, mass, and capacity.

Date: 6/21/14 2.B.25



Lesson 5: Use addition and subtraction to solve multi-step word problems involving length, mass, and capacity.

Date: 6/21/14 2.B.26


DirectionsforColdReadsColdReadsarepassagesthatstudentsread“cold,”withoutpre-readinginstruction.Eachpassageisaccompaniedbycomprehensionquestions.Givethestudentacopyofthepassage.Encouragethestudenttoreadaloudathisorhernormalpaceandtopaycarefulattentionwhilereading.Usethecomprehensionquestionstoassessunderstanding.Encouragethestudenttoreferbacktothetextasneeded.Recordtheresults:Didthestudentreadatareasonablerate?Didheorshemakereadingerrors?Weretherewordsthatthestudentdidn’tunderstand?Washeorsheabletoanswermostofthequestions?Thestudentcanrereadthepassagetobuildreadingfluency.Option:Forfluencypractice,youcanseehowfarthestudentisabletoreadatanormalpaceinoneminute.Studentscantrytobeattheirscoreeachtimetheyrereadthepassage.Youarelookingforareasonablereadingratebutalsoforcomprehension.

SuggestedReadingStrategiesforStudentswithDisabilities

• Readpartsofastoryortextandaskyourchildtoexplainwhatwasread• Readlongerstoriesoverseveraldays• Haveyourchildre-readthesametexttobuildfluency.• Haveyourchilddrawpicturesortakenotesduringthereading• Createvocabularyflashcardsbycuttingpaperintosquares.Writethewordononeside

andthedefinitionontheotherside.• Haveyourchildusehis/herfingertotrackthetextastheyarereadingapassage(K-2)• Haveyourchildfoldapiecepaperanduseasaguidewhentheyarereadingapassage

(3-6)• Whenreadingsentences,haveyourchildpointtoeachwordinasentence• Whenyourchildstruggleswithaword,encouragethemtotapoutthesoundsinthe

word

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Elementary Writing Journal

Draw a picture of yourself.

Name: __________________________________

Elementary Journal Ideas Directions: Please choose one prompt to respond to each day. Some prompts can be used more than once. Think carefully about what you want to draw and write. Be sure to use descriptive details in your writing.

1. What will you do today? Draw a picture of what you plan to do. Describe your plan. 2. What happened today? Draw a picture of something that happened today. Describe what

happened. 3. What makes you happy? Draw a picture of something or someone that makes you happy.

Describe what makes you feel happy. 4. Write a story or a poem about yourself. Describe yourself, your likes or dislikes, family, pets or

any other important details.

5. What is your favorite animal? Draw a picture of that animal. Describe what the animal looks like and explain why it is your favorite animal.

6. How many people are in your family? Draw a picture of your family. Then describe what each family member looks like. You can also describe their personalities.

7. Draw a picture of your favorite thing to do outside. Write about your favorite outside activity using descriptive details and explain why it is your favorite thing to do outside.

8. Draw a picture of one of your friends. Write about your friend and why you like your friend. Be sure to describe what your friend looks like and include details to explain why you like your friend.

9. Write about a time when you had to wait for something. What was it? How long did you have

to wait? How did you feel? 10. Draw a picture and write about a time you helped your family. What did you do? How did you

feel?

11. If you lived in an ocean, what might your house look like? Who would your friends be? Draw a picture and write a story about your life in the ocean.

12. Write a thank-you note to someone who has helped you. Include details about what they did and how it made you feel. Be sure to send the person the thank-you letter. Everyone likes to be thanked!

13. Write about something that you have never done but you would like to try. Include details

about the activity. What is it? Would you need special training? Is it expensive?

14. What is an invention you wish someone would make? What would it do? Why do you think it would be useful? Do you think you could create it someday?

15. Write about something that is very special to you and that you always like to have with you.

What is it? What does it look like? Who gave it to you? Why is it special to you?

16. How would your parents describe you? Are you quiet or talkative, shy or outgoing? What would they say about the kind of person you are?

17. Tell how you use math in your life. What does it help you to do?

18. Tell about your best experiences with math.

19. Draw a picture of a mathematician and describe what a mathematician does.

20. When you make mistakes, what do you do first - make corrections or ask questions? Why or why not?

21. What are your three personal goals for math or another subject?

22. Create a timeline of what you’ve learned in math since kindergarten.

23. If you pretended to be a shape, which shape would you be and why?

24. Invent a new shape. Name it, draw it, and tell how it is used.

25. Make a list of how you have used math today. Example: read an alarm clock with numbers

Tool E2-7a

©2015 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool E2-7a

Foundational Writing Skills Step Up to Writing • Grades 3–5

Name: ____________________________________ Date: ______________

Neat Cursive Handwriting: Lowercase Letters

Directions: Trace each gray letter below. Then practice writing it on the lines.

a b c d e f g h i j k l m n o p q r s t u v w x y z

Tool E2-7b

©2015 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool E2-7b


Name: ____________________________________ Date: ______________

Neat Cursive Handwriting: Capital Letters

Directions: Trace each gray letter below. Then practice writing it on the lines.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Tool E2-7c

©2015 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool E2-7c


Name: ____________________________________ Date: ______________

Methods for Improving Cursive Handwriting 1. Capital letters reach up. They almost touch the top line.

Stretch capital letters upward until they almost reach the line above.

2. Some lowercase letters also reach up. They almost touch the top line.These lowercase letters reach up: b, d, f, h, k, l, t.

3. Some letters reach down below the line. These capital letters reach down: J, Y, Z. These lowercase letters reach down: f, g, j, p, q, y, z.

4. Lowercase letters are about half the size of capital letters.

These lowercase letters should be about the same size. They should only reach up about halfway.

A B C D

b d f h k l t

J Y Zf g j p q y z

a c e i m n o r s u v w x

Tool E2-7d

©2015 Voyager Sopris Learning, Inc. All rights reserved.Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool E2-7d


Name: ____________________________________ Date: ______________

Methods for Improving Cursive Handwriting (continued)

5. With practice, you will develop your own smooth style of writing. Practice writing cursive letters in a relaxed, natural way.

The quick brown fox jumps over the lazy dog.

GRADE 4 Cover Page · You can access your account through Clever. ... Hundreds Number Chart . Blank...

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