MAKE THE BIGGEST NUMBER
Name: ________________________
4th Grade Math Menu
March 30th – April 3rd
Fact Fluency
Practice multiplication facts. Below are a few games/activities that students can do to practice their multiplication facts.
Online
Games/Activities
NEW GAME: Criss Cross: This game requires a deck of cards and two dice. Take a deck of cards and remove the Jacks, Kings and Queens. The game is played with the Ace=1 through 10. Student will flip over one card from the deck. This card determines the game board that will be created. Example: If a 5 was flipped, the game board would look as follows: Note: 1 x any number is not possible so the game board needs to start with 2 x the number on the card.
10 15 20 25 30 35 40 45 50 55 60
Player number one rolls the dice, adds them together and multiplies the sum by the number on the card. This final number (product) is the number the player crosses off their game board.
If the number has already been crossed off, then that player misses a turn. The first player to cross off all the numbers on their game board wins.
Multiplication War: Remove the Jacks, Kings and Queens from a regular deck of cards. Deal an equal number of cards to each player. Players place cards face down in a pile. At the count of three, both players flip over their first card. The first person to say the product of the 2 cards receives both cards and puts them in a separate pile. If both players say the answer at the same time, the cards are put in the middle of the table. The next player to win the "flip" gets the cards in the middle of the table in addition to the cards just played. The winner is the person with the most cards at the end of play.
Multi-Breaker: Each player rolls two dice. The players multiply their two numbers together. The player with the greatest product receives 2 points. In the event of a tie, (both players have the same product) a tiebreaker must be played. Each player rolls the dice again to get a new product. The first player to roll a product greater than the “tie” wins 4 points. Play continue until one player scores 50 points.
Vocabulary
Let us focus on fraction vocabulary words for this week! Use the games/activities below to practice the words below.
Fraction - A number that names a part of a whole or part of a group.
Unit Fraction – A fraction that has a numerator of 1.
Numerator – The number or expression written above the line in a fraction. It shows how many parts.
Denominator – The quantity below the line in a fraction. It tells how many equal parts in a whole.
Mixed Number – A number that has a whole number and a fractional part.
Improper Fraction – A fraction whose numerator is greater than or equal to its denominator.
Benchmark Fraction – Common fractions that you can judge other numbers against. Usually 0, ½ and 1.
Equivalent – having the same value, worth or meaning.
Games/Activities
You’re On a Roll: Pick a vocabulary word. The student rolls the die. The number rolled on the die determines how the student interacts with the word based on the list below. Continue with each word. Can be played multiple times.
If your roll a…
1. Give the definition of the term
2. Draw a picture/example
3. Connect to another word
4. Connect to the real world
5. Use the term in a sentence
6. Free Choice
Fryer Model Cards: For each vocabulary word, create a Frayer Model Card using the template below:
|Word |Picture / Example |
|Student Definition |Use in a Sentence |
New Math Instruction
This week’s focus is comparing fractions and equivalent fractions.
Fractions
TEKS
4.3C(S) Determine if two given fractions are equivalent using a variety of methods
4.3D(R) Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
TEKS TALK
4th graders have been learning about fractions since 2nd grade. In 3rd grade, they learned how to compare two fractions with the same numerator or denominator and they learned to identify equivalent fractions using models or number lines.
For 4th grade, we expand students understanding of comparing fractions. 4th graders can compare any fractions. Strategies for comparing fractions:
• Most of the time, students will not have to create common denominators when comparing fractions because they can use one of the other strategies. Have students move through the list and only create common denominators when necessary.
• Do NOT teach students to compare fractions using the “Butterfly Method”
• As students compare fractions, they will normally find fractions that are equivalent.
• Students can create equivalent fractions by multiplying the numerator and denominator by the same number.
INSTRUCTIONAL VIDEOS
Scan the QR code to access a video about teaching comparing fractions and equivalent fractions to your child.
Creating Equivalent Fractions:
Comparing Fractions using Benchmarks:
Choose at least three (3) of the fraction activities to complete this week.
|Choose, Text and Explain |Zero, One-Half, or One |Cooking Time |
|Look at the four fractions below. | | |
| |Take a look at the fractions below. Which fractions are |Help your mom or dad cook using a recipe that involves |
| |closer to 0, ½ or 1? How do you know? |fractions. Talk to your parents about the fractions in |
| | |the recipe. Can you order the fractions from least to |
|Choose which fraction you think is the largest. |[pic] |greatest? |
| | | |
|Explain how you know that the fraction you choose is the |Write two fractions you know are close to 0. |Explain what strategies you used to order the fractions. |
|largest fraction. | | |
| |Write two fractions that are close to ½. | |
|Test your choice using any model you choose such as a | | |
|pictorial model, number line, or benchmark fraction. |Write two fractions that are close to 1. | |
|Pizza Dilemma |Equivalent Fraction Bingo |Open Middle Benchmark Fractions |
| | | |
|Anita and Carl love pizza. Anita bakes a rectangular |Play a few games of Equivalent Fraction Bingo. |Use the digits 1 to 9, no more than once, to create three|
|pizza for herself. Anita bakes a rectangular pizza for | |fractions that are as close to zero, one half and one as |
|Carl. The rectangular pizzas are the same size. Anita | |possible. |
|cuts her pizza into four equal parts and eats three | | |
|pieces. Carl cuts his pizza into eight equal parts and | | |
|eats four pieces. Anita and Carl have some pizza left to | | |
|eat later. | | |
| | | |
|Anita thinks they both have the same amount of pizza left| | |
|to eat later. Is Anita correct? | | |
| | | |
|If Anita and Carl put their leftover pizza pieces | | |
|together, how much of one pizza would they have? | | |
| | | |
|Show all your mathematical thinking. | | |
Choose at least two (2) of the spiral review activities to complete this week.
|Problem Solving |Dill’Er Up: 3-Act Task |
|A principal wants to order a bulletin board to put in the hallway by the office. The |(Capacity & Elapsed Time) |
|principal wants the bulletin board to have a rectangle shape and a total area of | |
|forty-eight square feet. |Complete the 3-Act Task at this link: |
| | |
|What are the possible bulletin board sizes the principal could order to put in the | |
|hallway? | |
| | |
|Which bulletin board would you recommend that the principal order to put in the | |
|hallway? | |
| | |
|Show all of your mathematical thinking. | |
|Relationships in Tables |Writing in Math |
| | |
|Listen to the input/output song at: |If you were a quadrilateral, what are some things you could be? Think about shapes you |
| |see all around you. Be creative! |
| | |
|What is the rule and numerical expression of the table below? | |
| | |
|Position | |
|Numerical Expression | |
|Value | |
| | |
|1 | |
| | |
|8 | |
| | |
|3 | |
| | |
|24 | |
| | |
|4 | |
| | |
|32 | |
| | |
|7 | |
| | |
|56 | |
| | |
| | |
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