spiral math homework 4th grade

4th Grade Daily Math Spiral Review [DIGITAL]

• GRADE LEVELS: 4th Grade
• SUBJECTS: Math

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• FILE TYPE: ()
• TEACHING DURATION 1 Year
• ANSWER KEYS: Self-Grading

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For this item, the cost for one user (you) is $ 19.99 .  If you plan to share this product with other teachers in your school, please add the number of additional users' licenses that you need to purchase. Each additional license costs only $ 19.99 .

Description

This is the digital version of the paper-based 4th Grade Daily Math Spiral Review . This resource is designed to be used daily for up to 36 weeks. Each week of this review consists of four Google Form quizzes, one for each day Monday-Thursday. On Fridays, you can assess student learning with these 4th Grade Math Digital Weekly Quizzes , which align perfectly with the content covered during the week.

• 36 Weeks of Daily Spiral Review
• Each week has 4 Google Forms Quizzes; One for each day — Monday, Tuesday, Wednesday, and Thursday
• Automatic Grading
• Instant Data Collection
• Instant Data Analysis
• 100% Editable
• 100% Paperless

This 4th-grade daily spiral review is one of the easiest ways to make sure you are covering all the important math standards that your students need to know. This resource can be used as MORNING WORK, HOMEWORK, or as a CENTER ACTIVITY. With this spiral review, you will easily be able to PREVIEW and REVIEW all year long!

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Why you will love this spiral review:, how does this differ from other spiral reviews, stay connected with teacher thrive.

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Please read: This is a nonrefundable digital download. Please read the description carefully and examine the preview file before purchasing.

© Copyright 2019 M. Tallman. All rights reserved. Only the original purchaser or licensee is granted permission to shared these resources with his/her students. The original purchaser or licensee is prohibited from sharing any part of this resource with non-student users (e.g., other educators, institutions, or organizations). You may not store or share these files on Google Drives that allow access to those who have not purchased a license. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and publicly placing it on the Internet is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Intern

• Total Pages 144 Google Forms
• Answer Key Self-Grading
• Teaching Duration 1 Year

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Questions and answers of the customers

• Q Is this a full curriculum or more of a supplement? A This resource is designed to be used daily for up to 36 weeks. It can be used as morning work, homework, or as a center activity. With this spiral review, you will easily be able to preview and review all year long.

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4th Grade Spiral Review Fall

Here is your FREE 4th grade spiral review. Spiral review is available as editable PowerPoint files (members only), PDFs, and Google forms.

• Week 1 Place Value and 3rd Grade review (pdf)
• Week 2 Place Value to the Billions (pdf)
• Week 3 Decimal Place Value to the Hundredths (pdf)
• The first 4 weeks digital spiral review: 
• Digital Place Value Spiral Review (includes help with using Google forms and links for spiral review quizzes.)

Want FULL access to our entire math resource library? Including a year’s worth of spiral review, math mazes, slides, themed-reviews, and so much more!

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4th Grade Math Worksheets Free and Printable

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If you’re a teacher or a parent looking for high-quality 4th grade math worksheets, look no further. This compilation of 4th grade printable math worksheets that will have your learners engaged and practicing valuable skills.

These are printable downloads with questions AND answer keys provided. Each set of worksheets also includes spiral review problems, so they are perfect for practice, review, test prep, and homework!

Every, single 4th grade math standard is covered for the year with these packets. Help your students gain valuable practice for multiplication, division, fractions, rounding, order of operations, factors, and SO MUCH MORE. Everything you need, including answer keys, is included. Just print and go!

FREE 4th Grade Math Worksheets Packet:

FREE Subtraction with Regrouping Worksheets

Start here with this free packet on subtraction with regrouping.  You will see the easy to follow format and the focus on skills on each page.  Additionally, you will see how the spiral review keeps old concepts in front of students all year long.

This same format is followed on all of the 4th Grade Math sets which makes them easy for students to do independently.  Below you will find sets for all fourth grade skills and standards.  Chose one, two or grab the bundle with all of them and save!

Printable 4th Grade Math Packets:

• Place Value
• Comparing Numbers
• Rounding Numbers
• Number Form (Expanded, Word, Standard)
• Addition with Regrouping
• Subtraction with Regrouping
• Multiplication by 1-Digit Numbers
• Multiplication (2 Digits x 2 Digits)
• Division (1 Digit Divisors)
• Word Problems
• Multistep Word Problems
• Factor Pairs
• Prime and Composite Numbers
• Equivalent Fractions
• Comparing Fractions
• Fraction Addition
• Fraction Subtraction
• Multiplying Fractions by Whole Numbers
• Fractions and Decimal Equivalency
• Decimal Comparison
• Measurement Conversion (Customary)
• Measurement Conversion (Metric)
• Measurement Word Problems
• Area and Perimeter
• Angle Measurement
• Angles and Triangles (Classification)
• Lines, Line Segments, and Rays
• Save 50% by buying the 4th Grade Math Packets Bundle for the Year!

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Looking for more great ideas for teaching math?

Here’s some other blog posts filled with great ideas for engaging your students in math activities that will help them learn!

• Creating Engaging Math Centers
• Go Math Resources
• Classifying Triangles
• Classifying Polygons
• Teaching Fractions with Penguins 
• rd Grade Math Worksheets and Printables
• 5th Grade Math Worksheets and Printables

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Spiral Review Math Activities, Tips & Ideas for Elementary Teachers in 2024

Before I get into what spiral review math is and how to implement it in your elementary classroom, let’s go back in time for a minute…

SCREEEEEEEECH!!! That’s the sound heard in many classrooms as teachers are forced to hit the brakes on teaching. No more engaging lessons and creative activities. Unfortunately, it’s time to spend WEEKS preparing for whatever test their state or district has decided their students must take.

This was the problem I faced each year in my third grade classroom. It was also something I was hearing was an issue in classrooms all over the country. 

To make things worse, I found that students weren’t retaining their learning. My students would demonstrate proficiency in a skill or concept at the time it was formally taught. However, they would often show misconceptions when we would review for the standardized tests in the spring. This was true for both math and ELA.

I desperately needed a solution and am thrilled to say I found one: SPIRAL REVIEW!

I created and used both a spiral review math and ELA resource. You can learn more about these below!

This blog post will answer the following questions:

• What is the spiral learning method?
• Why is spiral review important?
• What is spiral review math?
• What is a spiral review?
• When can I implement spiral review during the school day?
• How do I implement spiral review in my classroom?
• What is a spiral math curriculum?
• How do I do a spiral mathematics curriculum?

What is Spiral Review?

Spiral review is the idea that, after introducing and teaching a foundational concept or skill, students continue to practice it regularly throughout the school year in order to maintain what they have learned.  It is also known as the spiral learning method, spiral approach or spiral instruction . It is an integral part of every 1st, 2nd, 3rd, 4th, and 5th grade classroom.

Why is Spiral Review Important?

Spiral review is important because of the following reasons:

• Spiral review gives students the opportunity to practice key concepts and skills regularly, which helps them maintain foundational skills throughout the school year that they need for higher level learning opportunities.
• If a student does not achieve proficiency with a concept or skill when it is first taught, they have many more opportunities to strengthen their understanding and reach mastery.
• Spiral review empowers teachers to quickly assess students to see where they are currently performing. Then teachers can use this information to provide purposeful data-driven instruction that meets the individual needs of her students. 
• It promotes confidence amongst students because they are familiar with the content.
• Math spiral review serves as the perfect center, because students can work on it independently.
• It reduces the amount of class time required for test prep, since students get continued practice throughout the school year.

What is Spiral Review Math?

Spiral review math is the concept of using spiral review for math concepts and skills. This math spiral approach can be done through the format of whole group instruction, small group instruction, partner work, independent practice, morning work, or homework. Spiral math offers students the regular opportunity to practice and reinforce previously-taught math concepts and skills.

What is a Spiral Review Activity?

A spiral review is an activity that invites students to practice previously-taught concepts and skills. Spiral activities can take many different forms. For example, a spiral learning activity can look like a worksheet, an iPad app, an interactive white board lesson, hands-on learning experience, morning work task, small group lesson, whole group lesson, or homework assignment.

5 Ideas for Using Spiral Review in Your Classroom

Here are 5 ways you can implement spiral review learning in your classroom:

1. Morning Work

Consider setting up a daily routine in your classroom where your students work on a spiral review task right after they finish unpacking their things. It’s a quiet independent activity that helps students start the day on the right foot (while you take attendance, lunch count, and check for notes without interruptions).

2. Calendar Time

Perhaps you could implement a spiral review routine during your calendar time, which lends itself especially well to reviewing math skills.

3. Small Group Instruction

Think about starting the first 2 or last 2 minutes of your guided reading or guided math group with a quick review to help students get settled after a transition and get the practice they need.

Whether it is part of your Daily 5, Daily 3, math workshop rotations, or something else – use your centers to reinforce and provide practice opportunities to your students through fun and engaging games or other printable resources.

5. Homework

Send home a spiral review worksheet each night so students get the practice they need. Both parents and students love consistent homework, because it takes all of the guesswork out of it!

5 Tips for Implementing Spiral Review in Your Classroom

Here are 5 tips for implementing spiral review learning:

• Incorporate content area word walls into your classroom design. Use these boards to play games which will enable your students to regularly access important vocabulary and will help them to internalize it.
• Designate a container to house any pages you had copied during a unit and planned to have your students complete, but didn’t get around to doing. Use these pages when you have spare minutes to fill, as independent work during math workshop, or when you are planning for a substitute teacher.
• Have your students design games as a culminating project to a unit. Make these games available throughout the remainder of the year for additional practice. As an added benefit, this is a fabulous activity for your students seeking enrichment and early finishers.
• As you find online games that are great for reinforcing specific concepts, write them down on popsicle sticks and place them into a cup. Start or end your time in the computer lab by randomly picking a stick and having your students spend some time playing that game.
• If you are teaching a lesson and are interrupted by the phone or a visitor, instruct your students to “turn and talk” to a neighbor about everything they remember about (fill in the blank). You’ll want to practice this a few times, but once the expectations are established it’ll be a great way to make productive use of time that would otherwise be wasted.

What is a Spiral Math Curriculum?

A spiral math curriculum is a curriculum where math concepts and skills are repeatedly revisited throughout the school year. A formal curriculum program that uses this spiral approach is EveryDay Math. Instead of teaching a focused unit on a given topic, a curriculum like EveryDay Math cycles through a series of concepts and skills throughout a period of time.

Some teachers report that this spiral review math method has some weaknesses. For example, teachers have said that some of their students are not able to master concepts and skills because as soon as they start to get it, a spiral curriculum has them jump to the next topic. An additional complaint is that their instruction sometimes feels jumbled and it’s hard to get into a rhythm. 

So what do we do? 

We know that spiral review math is important, but we also can understand how some students, especially those with special needs and those who speak English as a second language, can struggle with jumping from one topic to the next. Luckily, there’s good news!

You can utilize the spiral math curriculum philosophy without committing to it fully. The Guided Math Workshop approach lets you do just that! Read the next section for a specific example for how to implement spiral math curriculum using the Guided Math Workshop framework.

How do you do a Spiral Math Curriculum?

As I mentioned in the section above, you can implement a spiral math curriculum as a component of your math block using the Guided Math Workshop framework. Specifically, math spiral review doesn’t have to be the core of your instruction, rather just one part of it.

If you are new to Guided Math Workshop, then here’s a quick overview of the structure of the math block. There is a mini lesson, followed by rotations, and then a closing. There are four rotations that are presented using the acronym MATH. M stands for math facts. A stands for at your seat. T stands for teacher’s choice. H stands for hands on.

Example of How to Implement Spiral Review Curriculum

Let’s use a third grade unit on fractions as an example.

Towards the beginning of the unit, the mini lesson is watching a BrainPop video on fractions. The M center is students practicing math facts using the Xtra Math app on iPads. At the A center, we’ll see students practicing the 1st and 2nd grade standards related to fractions (partitioning shapes into equal shares/parts). Another option is having students practice the concepts and skills from the previous unit through a review packet. The T center is a differentiated guided math lesson on fractions based on student performance on the unit’s pre-assessment. Instruction would look differently for each group. The H center involves students practicing the 1st and 2nd grade standards related to fractions by partitioning play dough into equal shares and drawing pictures of their creations. Finally, the closing is a quick formative assessment where students share one thing they learned about fractions that day.

In this example, you can see that students learned through a spiral approach during the M, A, and H center. The Guided Math Workshop framework provides focused instruction, while also giving students the opportunity to practice previously-taught concepts and skills. This spiral curriculum method gives you the best of both worlds.

Spiral Review Math Resources

Check out the spiral review math resources for your grade level below.

Math Resources for 1st-5th Grade Teachers

If you need printable and digital math resources for your classroom, then check out my time and money-saving math collections below!

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We hope this information about spiral review math is helpful and would love for you to try these math resources with your students (including a math spiral review resource). They offer elementary students opportunities to practice grade level concepts and skills in fun and engaging ways. You can download worksheets specific to your grade level (along with lots of other math freebies) in our free printable math resources bundle using this link: free printable math activities for elementary teachers .

Check out these other math resources!

• 1st Grade Math Resources
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4th Grade Math Homework - 4th Grade Spiral Math Review Worksheets

Subject: Mathematics

Age range: 9 - 10

Resource type: Worksheet/Activity

Last updated

22 February 2018

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Teaching with Jennifer Findley

Upper Elementary Teaching Blog

How To Make Spiral Review Work for You and Your Students

Spiral review is truly the most powerful thing I do in my classroom to help my students master skills, retain skills, and make connections between the topics they are learning. In this post, I will break down all the ways I make spiral review work for me to help it work for you and your students.

Why Use Spiral Review?

Recently, I had a conversation with a teacher about pacing. She was asking me how I was able to get all of my standards taught every year, even with struggling students. My initial thought was, “I just do it.” But, I realized that was not helpful, so I thought a bit more about what made me okay with moving through the standards and knowing that my students would be okay. I finally realized it was spiral reviewing in ALL subjects.

By using spiral review, I am able to confidently move on after teaching a standard that my students still need more practice with. I know I will hit that standard again and again throughout the year. And sometimes coming back to a difficult standard two weeks or two months later makes all of the difference.

Spiral review also helps the students retain all the information they have learned form week to week and month to month. They learn to make connections and store information for later use.

Read on to learn some ways to make spiral review the most effective it can be for all of your students.

How to Make Spiral Review Work for Your Class

1. make sure it is a true review..

Here are some ways to ensure it is a true review:

1.) Create it yourself based on what you know your students have been taught and what you know they need to review.

2.) Use domain-specific reviews after you have taught a specific domain. For example, I created four weeks’ worth of review for the Number and Operations: Base Ten domain of the 5th Grade Common Core standards. Each standard is reviewed daily, and then I also have a Friday assessment that aligns perfectly with the review.  I wait until after I have taught all seven standards, and then the next four weeks, we use this for our spiral review.

You can see this spiral review and assessment (it includes an editable version!) by clicking here.  Links to the Fraction Domain and Measurement Domain are in the description (bundle coming soon!).

3.) Use skill-specific reviews for the big skills in your curriculum. I use these “of the day” math review printables regularly to spiral some of our key math skills. The versatility of these printables allows me to use them for math centers, morning work, homework, independent work, or even during a small group re-teaching lesson.

Here are some examples of the ones I use and love:

Decimal of the Day ( see it in my TeachersPayTeachers store by clicking here ):

Area of the Day ( see it in my TeachersPayTeachers store by clicking here ):

Number of the Day ( see it in my TeachersPayTeachers store by clicking here ):

Click here to see all of my “Of the Day” printables, including FOUR free sets!

2. Ensure your students  have an entry point to all of the problems or a reference to use.

Here are some ways to help with this:

1.) Have anchor charts posted or available for reference.

2.) Create interactive student notebooks that serve as references for your students.

I have this expectation in my room:

If you are working on review, then your interactive notebook is out on your desk ready for if/when you need it.

3.) Differentiate as needed. This doesn’t have to be difficult or time-consuming. You can simply cross out a problem or two, write in a quick note or tip, or even pull a small group to do the review together.

3. Think beyond morning work and homework.

Spiral review can (and should, in many cases) also be incorporated in:

• math centers
• reading centers
• small group lessons
• guided reading lessons (more about how I organize this in Tip #4)

Definitely think outside the box and look for opportunities in your schedule and instruction to regularly work in spiral review.

4. Stay organized.

Being organized will help ensure you consistently review some of your power standards (standards that are assessed more, standards that your students struggle with, or standards that really lay the foundation for other skills).

Here is one *easy* way I ensure I regularly spiral my reading standards through guided reading lessons.

I use these forms (one for literature and one for informational) to keep track of when we discuss our reading standards through our guided reading groups. I have five dates for each standard because it was nice and even that way, but I definitely review some skills more than others. And some are embedded in every lesson (word meanings for example), but I mark the date for times when I really focus on that skill.

Click here to download the Guided Reading Standards Tracking form.

Here is another form that I use after giving unit or quarterly assessments. With this form, I am able to keep track of which standards need to be spiraled after large assessments (and which need to be re-taught).

Click here to learn more about my data tracking forms and grab this form, as well as several others.

5. Not just for math!

Spiral review and math just seem to go hand-in-hand. However, I use spiral review in all content areas. Here is how:

Science and Social Studies: My homework is the spiral review. I just type up and give 2-3 questions each day, and we quickly go over them before instruction. Tip: I use interactive notebooks in my classroom, so when I am making my homework, I grab my INB and type my questions directly from there. This way I know all of my students have the answer if they don’t automatically recall it.

In addition to using homework to spiral review science and social studies, I also regularly fill extra time and transitions with questions from previous lessons in science and social studies. I typically start every lesson with a quick review from recent lessons or lessons that at not so recent to keep them fresh.

Reading : I spiral my reading standards two ways. First, I spiral my reading standards through guided reading, as I mentioned above. I use the checklist I mentioned in Tip #4 to ensure I am consistently bringing up the standards throughout the year as they fit with our reading books.

The other way that I spiral my reading standards is through my reading review pages . I have fiction and informational reading review printables that review the “big” reading skills (theme, point of view, and text structures, to name a few). I usually use 1-2 weeks after we have learned a skill, and then save the other two weeks for later on in the year to bring those skills back up. This can be used for homework, reading practice, small group instruction, daily reading review, and even literacy centers.

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4th and 5th Grade Reading Review

Language : I do my language review a bit differently, since my language instruction time is so limited. I spiral review my language through language centers once a week and then 20 days before my state assessment ( I use this resource to spiral my standards ). Click here to see the language centers I use to consistently practice and review 5th grade language skills.

Other grammar needs that are not addressed in my language standards are regularly spiraled through writing workshop via writing mini-lessons, writing conferences, and revising and editing lessons.

6. Make sure all students have ample time to complete the review.

This was a mistake that I made for a couple of years because I was so focused on staying on schedule and getting everything in. I realized I wasn’t allowing my reluctant students time to actually complete the review, and they were definitely taking advantage of that. They knew that I would go ahead and start going over review with or without them. Here is what I do now:

• Review is started as homework the night before or immediately when we start a new subject, and I teach my reluctant students that if they think they will not have time to get it done in the 10-15 minutes I give them, then they need to get a jump start on it (by taking it home, starting it when they finish another task, or just hustling to get started). Note: Any students who legitimately struggle (without or without an IEP) are given fewer problems to complete.
• Teach the students how to skip a tricky or time-consuming one to get the most done in the time given. This doubles as a good test prep strategy, too.
• Teach the students how to use their resources to complete the review.
• While I am circulating, I zone in on my struggling or reluctant students and ensure they have entry points for the problems, are using their resources, or are skipping ones they truly need help on.

Here are how I define the terms used in this section:

Struggling Students : Students who legitimately struggle with the skill, either because of a learning disability or another issue.

Reluctant Students : Students who are fully capable of completing grade level work but don’t have the drive, grit, or perseverance to get the work done quickly.

7. Review previous grade level standards when you get to related grade level standards.

Now, this may not work for every teacher and every student, but I want to share a different perspective with you. A lot of 5th grade teachers have their first month’s review be 4th grade skills, and so do I, but I do it a bit differently.

I don’t review all of the fourth grade standards at once in one fell swoop. At the beginning of the year, I review place value, multiplication, division, and word problems, because those are closely related to the standards I will be teaching first. Then, right before we start decimals, I throw in the 4th grade decimal skills as review. I do the same for fractions, measurement, and geometry.

I have found this to be much more effective because it is related to my content, and it is reviewing the skills they will directly need for the next few weeks’ lessons. This helps make the connection between the review and the current learning.

How do you use spiral review in your classroom? Do you have any tips to share to maximizing the effectiveness of review? Let us know in the comments!

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Reader interactions.

March 28, 2018 at 9:25 pm

Hi Jennifer, I am loving your blog! I was just wondering when you say you use Language Review once per week, would you put one of each activity from your Language Bundle and have groups all working on Language Centers once per week? I am new to fifth grade and working on centers and guided reading. I was thinking of including a Language Center in my rotation but was just looking to see how you do this. Thanks for all of the helpful info here!!

November 8, 2018 at 4:21 pm

I absolutely love the worksheets that are titled, Math Review. I am in need of a 4th and 5th grade workbook that I can you with the children I tutor. I have looked all over your website and can find everything but the Math Review sheets. Please help and I’d love to order them asap.

Thank you so much!

Lori Taylor

November 8, 2018 at 4:23 pm

I absolutely love the worksheets that are titled, Math Review. I am in need of a 4th and 5th grade workbook that I can you with the children I tutor. I have looked all over your website and can find everything but the Math Review sheets. Please help and I’d love to order them asap. They’re wonderful!

Example: Worksheet 1 has Algebraic Thinking, Base Ten Numbers, Fractions, Measurement and Data and Geometry.

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4th Grade Math Spiral Homework

Week 1 Day 1 Name __________________________________ 1. Is the number 38 an even number or odd number? 2. Compare 5/6 and 3/6 by drawing models to prove Explain how you know. your thinking. So, 5/6 is _____ 3/6. 416 – 274 = _________ 4. Draw a model of 20 ÷ 4. 3. Show work here. Check (verify) using addition. Write a word problem for 20 ÷ 4. Week 1 Day 2 Use two different strategies (ways) to find the product of 8 and 7. Write in expanded form: 7,893 strategy 1 strategy 2 1. 2. _____________________________________ Write in standard form: five thousand, four hundred eight ___________________________________ Write in standard form: 2000 + 30 + 7 ___________________________________ So, 8 x 7 = _________ Ms. Roberts’ students want to collect 1000 cans for 3. recycling this month. If they already have 562 4. Label the following numbers on the number line. cans, how many more cans are needed by the end of 2/3 0 1/3 1 3/3 the month to reach their goal? Ms. Roberts’ class needs to collect ______ more cans. Compare the fractions using >, <, =. 1/3 _____0 1 _____ 3/3 2/3 _____ 3/3 Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 1 Day 3 Name _________________________________ 2. 1. Do you remember from 3rd grade? Think “equal groups of”. Compare using <, >, or =. 534 ______543 8 x 12______12 x 8 3 x 7 = ________ 30 x 7 = __________ 9803 ______ 9083 13,162 _____ 13,612 4 x 6 = ________ 4 x 60 = __________ 2010 _____2100 7 x 6 _____ 8 x 5 8 x 2 = ________ 80 x 2 = __________ Find the difference and check using addition. Write two multiplication facts related to: 504 – 176 = ________ 8 = 24 ÷ 3 3. solve check (verify) 4. --------------------------------------- Write the following in standard form: 90,000 + 7,000 + 200 + 8 ____________________ Week 1 Day 4 Do you remember from 3rd grade? 1. On Monday 841 books were checked out from the media 2. center. 579 books were checked out on Tuesday. How 250 is how many times less than 2500? many books were checked out from the media center over the two days? A. 1 B. 10 C. 100 D. 1000 350 is how many times greater than 7? A. 5 B. 10 C. 50 D. 100 __________ books were checked out over the two days. See #1 for more information. 3. Write 3,737 in expanded form. 4. By the end of the week, students had checked __________________________________________ out 2907 books. How many total books were What number is 1000 more than 3,737? _________ checked out on Wednesday, Thursday and Friday? What number is 1000 less than 3,737? __________ A total of __________ books were checked out over Wednesday, Thursday, and Friday. Circle the numbers below that round to 400. 382 423 349 409 451 Write another number that could round to 400. ________________ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 2 Day 1 Name __________________________________ 1. Is the number 247 an even number or odd number? 2. Compare 3/3 and 1 by drawing models to prove Explain how you know. your thinking. So, 3/3 is _____ 1. 3. 2528 + 4387 = _________ 4. Draw a model of 15 ÷ 3. Draw a model of 15 ÷ 5. solve check (verify) your answer Write a word problem for 15 ÷ 3. Week 2 Day 2 Use two different strategies to find the product of 3 and 9. Write in expanded form: 6656 strategy 1 strategy 2 1. 2. _____________________________________ Write in standard form: seven thousand, six hundred thirty-nine _______________________________________ Write in standard form: So, 3 x 9 = __________ 3000 + 900 + 4 ___________________________________ 3. Mr. Asztalos’ class has collected 1273 pennies for 4. Label the following numbers on the number line. 3/4 0 2/4 1 1/4 the Penny War. Ms. Jenkins’ class has collected 359 more pennies than Mr. Asztalos’ class. How many pennies has Ms. Jenkins’ class collected? Compare the fractions using >, <, =. 3/4 _____0 1 _____ 3/4 2/4 _____ 3/4 Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 2 Day 3 Name _________________________________ 2. 1. From 3rd grade. Think, “equal groups of”. Compare using <, >, or =. 671 ______617 3 x 4 ______6 x 2 2 x 8 = ________ 20 x 8 = __________ 7177 ______ 7717 24,052 _____ 24,502 3 x 5 = ________ 3 x 50 = __________ 3208 _____3280 3 x 9 _____ 4 x 8 9 x 3 = ________ 90 x 3 = __________ 4 x 1 = ________ 4 x 100 = _________ (7 + 2) + 5 ______ 7 + (2 + 5) 3. Find the difference and check using addition. 4. Write two multiplication facts related to: 5 = 35 ÷ 7 607 – 239 = ________ solve check (verify) ------------------------------------------ Write the following in standard form: 5 ten thousands, 8 thousands, 7 hundred, 38 ones ____________________ Yes, Ms. King really meant 38 ones. What do you need to do? Week 2 Day 4 80 is how many times less than 8000? 1. The theater sold 9527 tickets this week. Last week 2. A. 1 B. 10 C. 100 D. 1000 they sold 2049 more than this week. How many tickets were sold last week? 420 is how many times greater than 6? A. 7 B. 17 C. 70 D. 700 3. Write 50,246 in expanded form. 4. Solve for x. Use what you know about addition ________________________________________ and subtraction to find the value of x. x + 4083 = 7145 x = _______ What number is 1000 more than 50,246? _________ Using the numbers above, create a part, part, whole What number is 1000 less than 50,246? __________ model for the equation. Circle the numbers below that round to 500. 460 542 483 438 527 551 450 Write another number that rounds to 500. ________________ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 3 Day 1 Name __________________________________ 1. Is the number 51 a multiple of three? Explain how 2. Compare 4/4 and 1/4 by drawing models to prove you know. your thinking. So, 4/4 is _____ 1/4. 3. 7343 + 896 = _________ 4. Draw a model of 18 ÷ 6. Draw a model of 18 ÷ 3. solve verify (check) using addition. (yes, addition) Write a word problem for 18 ÷ 6. Week 3 Day 2 Use two different strategies to find the product of 6 and 8. Write in expanded form: 4901 2. strategy 1 strategy 2 1. ____________________________________ Write in standard form: eight thousand, five hundred sixteen _______________________________________ Write in standard form: 70 + 8 + 3000 + 400 ___________________________________ So, 6 x 8 = ______ Ms. Reimer’s class decided to sort their pennies 4. Label the following numbers on the number line. 3. by decades. They recorded the data below. 2/5 0 1/5 4/5 3/5 1 Create a new table that lists the decades in order of greatest to least number of pennies. # of decade # of pennies pennies decade Compare the fractions using >, <, =. 2389 1960s 2841 1 _____3/5 0 _____ 4/5 5/5 _____ 1 1970s 2485 1980s 5178 1990s 7517 2000s 5710 2010s Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 3 Day 3 Name _________________________________ 1. 2. Compare using <, >, or =. From 3rd grade. Think, “equal groups of”. 828 ______882 5 x 9 ______6 x 8 5 x 8 = ________ 50 x 8 = __________ 5535 ______ 5355 23,016 _____ 22,160 6 x 5 = ________ 6 x 50 = __________ 1406 _____1460 24 ÷ 4 _____ 3 x 2 7 x 4 = ________ 70 x 4 = __________ 8 x 1 = ________ 8 x 100 = _________ 12 x 8 ______ (10 x 8) + (2 x 8) Write two multiplication facts related to: 3. Find the difference and check. 4. 9 = 54 ÷ 6 913 – 329 = ________ solve check (verify) ----------------------------------------------- What is the VALUE of each underlined digit? 42,387 _________________________________ 394,291 ________________________________ 403,566 ________________________________ 3,127,739 _______________________________ Week 3 Day 4 Study the number 4,444. How many times 1. See Tuesday #3 for needed information. greater is the 4 in the hundreds place than the So far, Ms. Reimer’s class has collected 26,120 pennies. 2. 4 in the ones place? While sorting, they found another 289 pennies that were minted before 1960. Now what is the total number of A. 1 B. 10 C. 100 D. 1000 pennies the students collected? 2700 is how many times greater than 90? A. 3 B. 13 C. 30 D. 300 4. See Thursday #1 for needed information. Ms. Reimer’s students set a goal of collecting 30,000 pennies by September 15th. How many more pennies do they need to reach their goal? 3. Round 54,321 to the nearest: ten _____________________________ hundred _________________________ thousand ________________________ ten thousand _____________________ What pattern do you notice? Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 4 Day 1 Name __________________________________ 2. What is 387 less than 700? 1. Is the number 52 a multiple of four? Explain how you know. Find the sum of 10,238 and 6094. Draw a model of 21 ÷ 3. Draw a model of 21 ÷ 7. 3. Show work here. Check your answer using 4. a strategy you have learned. Write a word problem for 21 ÷ 7. Week 4 Day 2 Show two strategies (ways) to find the product of 20 and 7. Write in expanded form: 5716 strategy 1 strategy 2 1. 2. ____________________________________ Write in standard form: sixteen thousand, four hundred five _______________________________________ Write in standard form: 200 + 7 + 3000 + 50 + 20,000 ___________________________________ So, 20 x 7 = ______ 3. Miguel and Anna put all their pennies together to 4. Create a number line to show how you would use it to round 6,789 to the nearest hundred. buy a birthday present for their dad. Miguel had 848 pennies. Together they had a total of 1554 pennies. How many pennies did Anna have? Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 4 Day 3 Name _________________________________ 1. 2. Compare using <, >, or =. Write a multiplication equation to represent: 983 ______938 36 is 12 times as many as 3. 12 x 7 ______10 x 9 6467 ______ 6764 28,240 _____ 27,900 2101 _____2011 72 ÷ 9 _____ 4 x 2 9 x 13 ______ (9 x 1) + (9 x 3) 3. Find the difference and check using addition. 4. Write two division facts related to: 8 x 7 = 56 10,459 – 8364 = ________ solve check ------------------------------------------------------ What is the VALUE of each underlined digit? 42,387 _________________________________ 394,291 ________________________________ 403,566 ________________________________ 3,127,749 _______________________________ Week 4 Day 4 Study the number 4444. How many times less 1. Leila has three times as many trading cards as Kayla. If is the 4 in the tens place than the 4 in the Leila has 84 cards, how many cards does Kayla have? 2. thousands place? Use the model below to find the answer. How else could you find the answer? A. 1 B. 10 C. 100 D. 1000 Leila = 84 64 is how many times greater than 8? Kayla = ? A. 1/8 B. 4 C. 8 D. 80 4. How can you use what you know about multiplication facts to find the quotient for: 91 ÷ 7? 3. Round 47,699 to the nearest: ten ___________________________ hundred ________________________ thousand _______________________ ten thousand _____________________ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. ©Debbie King Week 5 Day 1 Name __________________________________ 2. What is 9871 more than 7819? 1. Is the number 46 a multiple of six? Explain how you know. Use the standard algorithm to find the Draw a model of 12 ÷ 6. Draw a model of 12 ÷ 2. difference between 49,157 and 36,748. 3. Show work here. Check your answer using 4. a strategy you have learned. Write a word problem for 12 ÷ 2. Week 5 Day 2 Show two strategies to find the quotient for 96 ÷ 4. Write in expanded form: 13,408 strategy 1 strategy 2 1. 2. ____________________________________ Write in standard form: twenty-two thousand, seven hundred sixty-three _______________________________________ Write in standard form: So, 96 ÷ 4= ______ 500 + 60 + 20,000 + 8 + 9,000 ___________________________________ 3. Sara is training for the Peachtree Road Race. If 4. Create a number line to show how you could use it to round 756 to the nearest ten. she ran 23 miles on Monday, 21 miles on each of the next two days, 22 miles on Thursday, and 29 miles on Friday, ABOUT how many miles did she run in five days? a. 90 b. 100 c. 110 d. 120 Week 5 Day 3 Name ____________________________ 1. 2. Compare using <, >, or =. Write a multiplication equation to represent: 16 is 8 times as many as 2. 371 ______317 12x6 ______10x8 __________________ 5283 ______ 5382 17,530 _____ 17,503 Write a division equation for: 3232 _____3223 121÷11 _____ 5x2 72 shared equally among 9. ___________________ 7 x 24 ______ (20 x 7) + (4 x 7) Use the standard algorithm to find the sum Write two multiplication facts related to: 3. and then check your work. 4. 63 ÷ 9 = 7 8,368 + 12,077 = ________ What is the VALUE of each underlined digit? 50,891 ________________________________ sum check 830,194 _______________________________ 372,185 ________________________________ 8,297,015 _______________________________ Week 5 Day 4 Study the number 43,471. How many times greater is the four in the ten thousands place 1. Ms. Martinez’s students are determined to donate more 2. as compared to the four in the hundreds place? pennies to the food bank than any other 4th grade class. Their goal is to have 8000 pennies by the end of Think: As a digit moves from the hundreds September. They have been keeping track of the place to the ten thousands place, it increases number of pennies they have donated so far. They know in value ____________ times. they need 2683 more pennies to reach their goal. How many pennies has Ms. Martinez’s class donated so far? How many times less is 90 than 900? A. 1/10 B. 1 C. 10 D. 100 4. How can you use what you know about multiplication to find the quotient of: 77 ÷ 8? 3. Round 39,754 to the nearest: ten ___________________ hundred _______________ thousand ______________ ten thousand ____________ Week 6 Day 1 Name __________________________________ 2. What is 4372 less than 9050? 1. Is the number 78 a multiple of three? Explain how you know. Use the standard algorithm to find the sum of Use the grid below to find the product of 72 and 45. 27,463 and 9,555. 40 5 3. Show work here. Check your answer using 4. the opposite operation. 70 2 The product of 72 and 45 = _________ Week 6 Day 2 2. Show two strategies to find the quotient for 57 ÷ 5. Solve using mental math. strategy 1 strategy 2 1. 20 x 10 = _________ 20 x 100 = _________ 80 x 10 = _________ 80 x 100 = _________ 50 x 10 =_________ 50 x 100 = _________ What do you notice? So, 57 ÷ 5 = ______ 3. 4. Create a number line to show how you would use it to round 8742 to the nearest thousand. Sara is still training for the Peachtree Road Race. She ran 18 miles on Monday, half of Monday’s amount on Tuesday, 20 miles on Thursday and 25 miles on Friday. If she ran a total of 91 miles over the five weekdays, how many miles did she run on Wednesday? a. 10 b. 13 c. 19 d. 21 Week 6 Day 3 Name ____________________________ 1. 2. Compare using <, >, or =. Write a multiplication equation to represent: 9 times as many as 6 is 54. 17,382 ______17,328 8 x 6 ______4 x 12 __________________ 405,060 ______ 460,500 72 ÷ 6 _____ 3 x 4 Write a division equation for: 70 shared equally among 10. 95 hundreds____ 9500 50 tens _____ 50 ___________________ 34 x 8 ______ (3 x 8) + (4 x 8) 3. Use the standard algorithm to find the difference 4. Write two multiplication facts related to: between 27,463 and 9555 then check your work. 51 ÷ 3 = 17 difference check What is the PLACE NAME for each digit? 50,891 ________________________________ 835,194 ________________________________ 372,589 ________________________________ 5,297,018 _______________________________ Week 6 Day 4 Study the number 50,452. How many times less is the five in the tens place as compared to 1. The Tasty Bakery can display 25 cupcakes per tray. If 2. the five in the ten thousands place? _______ the bakery bakes 242 cupcakes, which is the best estimate for the number of trays needed to display all Think: As a digit moves from the ten thousands place to of the cupcakes? the tens place, the value of the digit…? a. 8 b. 9 c. 10 d. 11 How many times greater is 16 than 4? A. 2 B. 4 C. 8 D. 64 4. How can you use what you know about multiplication to find the answer to: 92 ÷ 9? Think: How could thinking about quarters and dollars help you figure out the answer? 3. Round 4,705,399 to the nearest: million ___________________ hundred thousand _______________ ten thousand ______________ thousand ____________ Weekly Homework Name __________________________________ Week 7 Day 1 2. Study the number 361,342. How many times less 1. Is the number 330 a multiple of ten? is the three in the hundreds place as compared to Explain how you know. the three in the hundred thousands place? Think: As a digit moves from the hundred thousands place to the hundreds place, the value of the digit… Use the standard algorithm to find the sum of Use the grid below to find the product of 4386 and 7457. 54 and 73. 3. 4. 50 4 Show work here. Check your answer using the opposite operation. 70 3 The product of 54 and 73 = _________ Week 7 Day 2 Show two strategies to find the quotient for 84 ÷ 7. Solve using mental math. 2. strategy 1 strategy 2 1. 18 x 10 = _________ 18 x 100 = _________ 13 x 10 = _________ 13 x 100 = _________ 24 x 10 = _________ 24 x 100 = _________ What do you notice? 3. Jessica has 9 stamps. Kenji has 3 times as many So, 84 ÷ 7 = ______ stamps as Jessica. How many fewer stamps does Create a number line to show how you would Jessica have than Kenji? (This might be a great time to 4. use it to round 5463 to the nearest hundred. draw a diagram to find the solution. I’ll even get you started.) Weekly Homework 2. Name ____________________________ Week 7 Day 3 Write a multiplication equation for: 4 times as many as 7 is 28 1. Write three million, sixteen thousand, four hundred __________________ seventy-two in standard form: __________________ Write 31,692 in expanded form. Compare each using >, <, or =. Write a division equation for: a. 24 ÷ 6 ____ 32 ÷ 8 48 shared equally among 8 is 6 b. 32,805 ____ 32,850 ___________________ c. 14 x 3 ____ 13 x 4 Write two multiplication equations related to: Use the standard algorithm to find the difference 4. 96 ÷ 16 = 6 3. between 8,519 and 4,932 then check your work. ------------------------------------------------------------ difference check Round each number to the underlined place. 46,313 __________________________ 517,001 __________________________ 1,214,508 ___________________________ Week 7 Day 4 2. How many times greater is 7000 than 70? 1. For the Fall Festival, Rosa donated 15 cases of water. Each case has 36 bottles. How many bottles of water did Rosa donate? Think about: 7,275. How many times do you move to the left when moving from the tens place to the thousands place? 4. How can you use what you know about multiplication to find the answer to: 172 ÷ 8? Use two different strategies to find the product of 34 and 55. 3. strategy 1 strategy 2 Weekly Homework Name __________________________________ Week 8 Day 1 2. Study the number 4,602,792. 1. Is the number 143 a multiple of three? How many times more is the two in the thousands place as Explain how you know. compared to the two in the ones place? ________ times Think: As a digit moves from the ones place to the thousands place, the value of the digit increases by ___________. As a digit moves from the thousands place to the ones place, the value of the digit decreases by _______________. Use the standard algorithm to find the sum of Use the grid below to find the product of 345 and 21. 63,831 and 24,592. 3. 4. Show work here. Check your answer using 300 40 5 the opposite operation. 20 1 The product of 345 and 21 = _________ Week 8 Day 2 Use two strategies to find the quotient of 135 ÷ 4. Mental math – using patterns How could knowing 4 x 10, 4 x 20 and 4 x 30 help you 1. 27 x 10 = _________ 27 x 100 = _________ 2. strategy 1 find the quotient? strategy 2 23 x 10 = _________ 23 x 100 = _________ 25 x 10 = _________ 25 x 100 = _________ What do you notice? 3. 5 baseball hats cost as much as 3 t-shirts. Each So, 135 ÷ 4 = ______ hat costs $9. What is the cost of each t-shirt? 4. Create a number line to show how you would (This might be a great time to draw a diagram to find the use it to round 6715 to the nearest thousand. solution. I’ll even get you started.) When rounding the above number to the nearest thousand, it can only be 6000 or 7000. So, 6715 rounded to the nearest thousand is ___________ because ___________________ ______________________________________________ Weekly Homework Name ____________________________ Week 8 Day 3 2. 1. Write seventy-two million, six hundred forty-three Write a multiplication equation for: thousand, nine in standard form: 63 is 9 times more than 7. ___________________________ __________________ Write 47,005 in expanded form. Write a division equation for: 9 is 54 shared equally among 6. Compare each using >, <, or =. a. 435 ____ (4 x 100) + (3 x 10) + (5 x 1) ___________________ b. 15 x 4 ____ 16 x 3 Write two multiplication equations related to: Use the standard algorithm to find the difference 4. 90 ÷ 18 = 5 3. between 36,721 and 15,389 then check your work. ----------------------------------------------------------- difference check Round each number to the underlined place. 52,813 _______________________________ 215,517 ________________________________ 301,156 ________________________________ Week 8 Day 4 Uncle Henry bought some pencils at the store. The pencils were shared equally among his 4 nieces. 1. 4787 + 4877 + 487 + 4878 = _________ 2. When James added the above amounts, he got 19,412. What mistake did James most likely make when adding? Use  to stand for the total number of pencils Uncle Henry bought. Which expression could be used to find out how many pencils each niece received? a. 4 -  b. 4 ÷  c.  x 4 d.  ÷ 4 What is the correct sum? ____________________ How can you use what you know about multiplication to find the quotient for: 546 ÷ 6? Study the model below. Use two different strategies to find the product of 76 and 54. 4. 90 + 1 6 540 6 546 3. strategy 1 strategy 2 So 546 ÷ 6 = ________ Now, you try. Draw a model and use what you know about multiplication to find the quotient for 728 ÷ 8. So, 728 ÷ 8 = ___________ Weekly Homework Name _______________________________ Week 9 Day 1 Study the number 939,592. How many times less is the 1. Is the number 632 a multiple of four? 2. nine in the thousands place as compared to the nine in Explain how you know. the hundred thousands place? __________ times. Think: As a digit moves from the hundred thousands place to the thousands place, the value of the digit decreases by ________________. As a digit moves from thousands place to the hundred thousand place, the value of the digit increases by _________________. Use the standard algorithm to find the difference Use the grid below to find the product of 706 and 58. between 36,183 and 29,295. 3. Check your answer using 4. 700 0 6 Show work here. the opposite operation. 50 8 The product of 706 and 58 = _________ Week 9 Day 2 2. Show two ways to find the quotient for 256 ÷ 6. How could knowing 6 x 10, 6 x 20, 6 x 30, 6 x 40 Mental math – using patterns. help you find the quotient? 1. strategy 1 strategy 2 331 x 10 = ________ 331 x 100 = _________ 453 x 10 = ________ 453 x 100 = _________ 276 x 10 = ________ 276 x 100 = _________ What do you notice? 3. So, 256 ÷ 6 = _________ Find the sum. 6035 5063 6530 5603 4. Create a number line to show how you would Jacie got 22,231 as her sum. use it to round 9872 to the nearest ten. What mistake did she most likely make? What is the correct sum? ________________ When rounding the above number to the nearest ten the answer can only be ________ or ________. So, 9872 rounded to the nearest ten is __________ because ______ ______________________________________________ Weekly Homework Name ____________________________ Week 9 Day 3 2. A high school football stadium holds 4329 fans. On 1. Write 29,501 in expanded form. Thursday only 972 tickets were still available for Friday Compare each using >, <, or =. night’s game. How many tickets had been sold by a. 381 ____ (3 x 1) + (8 x 1) + (1 x 1) Thursday? ____________ b. 903,472 ____ 903,274 Use the diagram below to show your thinking. c. 18 x 5 ____ 22 x 4 d. 3/4 _____ 1/2 football stadium holds 4329 fans 3. Use the standard algorithm to find How many sold? 972 still available the sum of 36,183 and 29,295. sum check 4. Ms. Chamberlin made some cookies. If she shared the cookies equally among six friends, which expression could be used to show how many cookies each friend received?  = the total number of cookies she made. a. 6 +  b. 6 ÷  c.  x 6 d.  ÷ 6 Week 9 Day 4 8 9 10 List the factors for each number below. 1. Circle the composite numbers. 2. 28: 1 23 4 5 6 7 42: 11 12 13 14 15 16 17 18 19 20 19: 21 22 23 24 25 26 27 28 29 30 How can you use what you know about multiplication to find the quotient for: 546 ÷ 6? Study the model below. What patterns do you notice? 4. Use two different strategies to find the product of 472 and 33. So 546 ÷ 6 = ________ Now, you try. Draw a model can use what you know 3. strategy 1 strategy 2 about multiplication to find the quotient for 364 ÷ 8. So, 364 ÷ 8 = ___________ Weekly Homework Name _______________________________ Week 10 Day 1 Study the number 939,592. How many times less is the 1. Is the number 632 a multiple of four? 2. nine in the thousands place as compared to the nine in Explain how you know. the hundred thousands place? __________ times. Think: As a digit moves from the hundred thousands place to the thousands place, the value of the digit decreases by ________________. As a digit moves from thousands place to the hundred thousand place, the value of the digit increases by _________________. Use the standard algorithm to find the difference Use the grid below to find the product of 7346 and 8. between 36,183 and 29,295. 3. Check your answer using 4. 7000 300 40 6 Show work here. the opposite operation. 8 The product of 7346 and 8 = _________ Week 10 Day 2 2. Show two ways to find the quotient for 256 ÷ 6. How could knowing 6 x 10, 6 x 20, 6 x 30, 6 x 40 Mental math – using patterns. help you find the quotient? 1. strategy 1 strategy 2 331 x 10 = ________ 331 x 100 = _________ 453 x 10 = ________ 453 x 100 = _________ 276 x 10 = ________ 276 x 100 = _________ What do you notice? 3. Find the sum. 6035 5063 6530 5603 So, 256 ÷ 6 = _________ Jacie got 22,231 as her sum. 4. Create a number line to show how you would What mistake did she most likely make? use it to round 9872 to the nearest ten. The correct sum = __________________ When rounding the above number to the nearest ten the answer can only be ______ or ______. So, 9872 rounded to the nearest ten is _________ because _______________ ______________________________________________ Weekly Homework Name ____________________________ Week 10 Day 3 2. A high school football stadium holds 4329 fans. On 1. Write 29,501 in expanded form. Thursday only 972 tickets were still available for Friday Compare each using >, <, or =. night’s game. How many tickets had been sold by a. 381 ____ (3 x 1) + (8 x 1) + (1 x 1) Thursday? ____________ b. 903,472 ____ 903,274 Use the diagram below to show your thinking. c. 18 x 5 ____ 22 x 4 d. 3/4 _____ 1/2 football stadium holds 4329 fans 3. Use the standard algorithm to find How many sold? 972 still available the sum of 36,183 and 29,295. sum check 4. Ms. Noell made some cookies. If she shared the cookies equally among six friends, which expression could be used to show how many cookies each friend received?  stands for the total number of cookies she made. a. 6 +  b. 6 ÷  c.  x 6 d.  ÷ 6 Week 10 Day 4 List the factors for each number below. 1. Circle the composite numbers. 2. 28: 1 2 3 4 5 6 7 8 9 10 42: 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 19: What patterns do you notice? How can you use what you know about multiplication to find the Use two different strategies to find the product of quotient for: 546 ÷ 6? Study the model below. 472 and 33. 4. 3. strategy 1 strategy 2 So 546 ÷ 6 = ________ Now, you try. Draw a model can use what you know about multiplication to find the quotient for 364 ÷ 8. So, 364 ÷ 8 = ___________ Weekly Homework Name _________________________________ Week 11 Day 1 Study the number 785,365. How many times 1. Is the number 526 a multiple of six? 2. more is the five in the thousands place as Explain how you know. compared to the five in the ones place? Think: As a digit moves from the ones place to the thousands place, the value of the digit increases by ________________. Use the standard algorithm to find the difference Use the grid below to find the product of 389 and 7. between 29,093 and 18,327. 3. Show work here. Check your answer using 4. the opposite operation. 300 80 9 7 The product of 389 and 7 = _________ Week 11 Day 2 Show two strategies to find the quotient for 189 ÷ 7. Solve using mental math. How does knowing 7 x 10 or 7 x 20 help you find the quotient? 1. 456 x 10 = _______ 456 x 100 = ________ 2. strategy 1 strategy 2 354 x 10 = _______ 354 x 100 = ________ 726 x 10 = _______ 726 x 100 = ________ What do you notice? Estimate first by rounding to the nearest thousand, So, 189 ÷ 7 = _________ 3. then find the exact sum for 38,983 and 5942. 4. Create a number line to show how you would estimated sum exact sum use it to round 14,603 to the nearest thousand. When rounding the above number to the nearest thousand the answer can only be ___________ or ___________. So, 14,603 rounded to the nearest thousand is ___________ because________________________________________ _____________________________________________ Weekly Homework Name _________________________________ Week 11 Day 3 2. Brian’s grandmother made 350 cookies for the bake sale. 1. Write fourteen thousand, nine hundred nine Each scout is responsible for selling the same amount of in standard form. cookies. If there are 50 scouts, how many cookies will each girl need to sell? Draw a model to show your thinking. Compare each using >, <, or =. a. 276 ____ (2x 100) + (87x 0) + (6 x 1) 4. Olivia buys a box of 8 markers. She already has b. 38,383 ____ 38,338 c. 19 x 6 ____ 17 x 7 some markers. Which expression shows how many d. 2/3 ____ 23 markers she now has? Use the standard algorithm to find the sum of 3. 29,093 and 18,327. sum check a. 8 + △ b. 8 x △ c. 8 - △ d. 8 ÷ △ Week 11 Day 4 At the regional cheerleading competition last weekend, the concession stand sold 1751 sodas on 1. Compare the fractions using the model below. 2. Saturday and 2015 sodas on Sunday. 2/3 _______ 3/4 About how many fewer sodas were sold on Saturday than Sunday? a. 200 b. 264 c. 300 d. 364 How can you use what you know about multiplication to find the quotient for: 546 ÷ 6? Study the model below. Thomas wants to buy 5 packs of baseball cards. Each 4. pack costs $1.79. He only has $9. What is the quickest way for Thomas to figure out if he has enough money to So 546 ÷ 6 = ________ Now, you try. Draw a model to use what you know 3. buy all five packs? about multiplication to find the quotient for 273 ÷ 5. a. round $1.79 and add five b. round $1.79 and add it five times c. round $1.79 and multiply by five d. round $1.79 and subtract it from nine So, 273 ÷ 5 = ___________ Weekly Homework Name ____________________________________ Week 12 Day 1 Use the standard algorithm to find 1. Is the number 218 a multiple 2of. three? 2. the difference between 34,567 and 26,543. Explain how you know. What are the next two multiples of three? __________ ___________ . Mental math – using patterns 4. 4. Study the number 7,074,375. How many times less 3. is the seven in the tens place as compared to the 567 x 10 = _______ 567 x 100 = __________ seven in the ten thousands place? _____________ times 289 x 10 = _______ 289 x 100 = __________ Think: As a digit moves from the ten thousands 803 x 10 = _______ 803 x 100 = __________ place to the tens place, the value of the digit _________________ by _______________. What do you notice? 2. Estimate by rounding to nearest ten thousand. Then, find the exact difference. Week 12 Day 2 Estimate first by rounding to the nearest ten thousand; 375,678 and 79,235 then find exact sum. 1. 375,678 and 79,235 estimated sum: exact sum: estimated difference: exact difference: Compare each using >, <, or =. 4. Use the grid to multiply: 58 x 33 a. 472 _____ (4x 100) + (7 x 10) + (2 x 1) The product of 58 and 33 = _______________ 3. b. 47,474____ 47, 447 4. c. 15 x 5 ____ 14 x 6 d. 1/4 _____ 14 Compare the fractions using the model below. 4/5 _______ 3/4 Weekly Homework Name ____________________________________ Week 12 Day 3 Juan read three times as many pages as Charlie on Brian’s grandmother made 272 cookies for the USO’s bake 2. Tuesday. Juan read 180 pages. How many pages did 1. sale. If she puts 8 cookies in each bag, how many bags will Charlie read? Draw a bar to represent Charlie’s she need for all the cookies? _______ pages and solve. Juan 8 272 180 pages How does knowing and using 8x30 help you find the answer Charlie to the above problem? 3. The estimated current population of Georgia is 4. Circle the composite numbers. 31 32 33 34 35 36 37 38 9,919,945. Round this number to the nearest: thousand ______________________________ 39 40 41 42 43 44 45 ten thousand __________________________ 46 47 48 49 50 51 52 53 hundred thousand ______________________ million________________________________ What patterns do you notice about composite numbers? List the factors for 12 and 15. 12 ________________________ 15____________________________ What factors are common (found in both) to 12 and 15?_______________ Week 12 Day 4 The number of car washes at Ace Car Wash when When Oscar multiplied 26 and 32 he got 58 as the 2. rounded to the nearest hundred was 1,400. What could be the actual (exact) number of car washes? 1. product. What mistake did Oscar most likely make? Use the grid model below to find the correct product. a. 1,472 car washes b. 1,349 car washes c. 1,389 car washes d. 1,451 car washes The product of 26 and 32 = _______________ 4. Label 1/2 and 3/4 on the number line. 3. Wyatt studied the pattern: 6, 12, 18, 24, 30, 36 01 and created a table to show the rule for the pattern. What does the 4 in 3/4 tell you? Complete his table and state the rule. What does the 3 in 3/4 tell you? input (x) output (y) The rule is: 1 6 Compare ½ and ¾ using >, < or =. 2 12 3 18 ½ ______ ¾ Weekly Homework Name ____________________________________ Week 13 Day 1 Find the difference between 56,732 and 23,765 1. Is 189 a multiple of 3? __2_.__ 2. using the standard algorithm. Explain how you know. In the model below ¾ is shaded. 4. Compare 3/4 and 3/8 by using the models below. ¾ is equal to the sum of ¼ + ¼ + ¼. Three-fourths means “three one-fourths”. 3. 1/4 1/4 1/4 1/4 4. Create a model and write a number sentence for 2/6. Two-sixths means __________________________. 3/4 ____ 3/8 because ____________________ _____________________________________ Week 13 Day 2 __ At the regional band competition last weekend, the concession Use the area model to divide 225 ÷ 5. 1. stand sold 1,781 sodas on Saturday and 2,015 sodas on Sunday. 2. 10 10 10 10 5 Which of the following is the best estimate of the number of sodas sold on Saturday and Sunday? 5 50 50 50 50 25 a. 3000 b. 3800 c. 4800 d. 5000 Compare each using >, <, or =. ___a_.___9_0_8_______(_9_x_1_0_0_) _+_(_8_x_1. ) b. 4/8 ____ 1/2 c. 12 x 5 ____ 13 x 4 So, 225 ÷ 5 = _______ 3. d. 2/5 _____ 5/2 4. 4. Use a strategy (not the standard algorithm) to multiply: 42 and 34 Use the models below to create an equivalent fraction for 3/4. 3/4 = ________ The product of 42 and 34 = _______________ Weekly Homework Name ____________________________________ Week 13 Day 3 Charlie wanted to make an input/output table 9 softballs are packaged in each box. How many boxes will 2. that shows the rule: s = m x 3 + 1. Complete 1. it take to package 216 softballs? _______2_.__ Use an Charlie’s table using the rule. area model (see # 2 from Tuesday) to find the solution. ms 9 0 1 2 3 4 3. 4. The estimated current population of Lawrenceville is Circle the prime numbers. 29,868. Round this number to the nearest: 31 32 33 34 35 36 37 38 hundred ______________________________ 39 40 41 42 43 44 45 thousand __________________________ 46 47 48 49 50 51 52 53 ten thousand ______________________ List the factors for 12 and 18. 12 ________________________ 18____________________________ What factors do the numbers have in common (found in both)?_____________________________ Week 13 Day 4 Elisha used 2/5 cup of flour, 2/4 cup of sugar and 2/3 cup of butter for a recipe. Which ingredient Find the product of 9 and 24. Use the grid to show 2. did she use the most? Use the bar models to 1. one way to find the product. show which ingredient was used the most. The product of 9 and 24 = _____________. She used _________________ the most. 1 3. Aden buys a bamboo plant for $14.39, a peace 4. Label 1/3 and 5/6 on the number line. lily for $8.95 and two rose bushes for $9.25 each. Using friendly numbers, about how much money did 0 he spend? What does the 5 in 5/6 tell you? a. $31 What does the 6 in 5/6 tell you? b. $35 1/3 is ______ than 5/6. (use >, < or =) c. $40 d. $45 If Aden paid with an hundred dollar bill, about how much change will he receive? Weekly Homework Name ____________________________________ Week 14 Day 1 Find the difference between 83,338 and 29,992 1. A fractiotnherenpurmeesreanttosraadnidvitshioendpernoobmleinma.t2oTr.hme eliannesbetween using the standard algorithm. “out of” or “divided by” or “shared equally among”. 2. ¾ means 3 out of 4 OR 3 ÷ 4. So, 2/3 means ____ out of ____ or _____ ÷ ______ . In the model below ¾ is shaded. 4. Compare 2/3 and 2/5 by using the models below. 3. ¾ is equal to the sum of ¼ + ¼ + ¼. Three-fourths means “three one-fourths”. 1/4 1/4 1/4 1/4 4. Create a model and write a number sentence for 2/3. Two-thirds means __________________________. 2/3 ____ 2/5 because ____________________ _____________________________________ Week 14 Day 2 2. Complete the area model to divide 168 ÷ 7. 10 The Empire State Building is 1,252 feet tall. A mile 1. measures 5,280 feet. About how much shorter is the Empire State Building than a mile? a. 2000 feet b. 4000 feet 7 70 70 14 14 c. 4028 feet d. 6000 feet ___________________________. So, 168 ÷ 7 = _________ Compare each using >, <, or =. 4. Use a strategy (not the standard algorithm) 3. to multiply: 44 and 29. a. 108,854 _____ 108,845 4. b. 5/5 ____ 1 c. 23 x 6 ____ 21 x 7 d. 4/3 _____ 3/4 Use the models below to create an equivalent fraction for 2/3. 2/3 = ________ The product = _______________ Weekly Homework Name ____________________________________ Week 14 Day 3 2. Charlie wanted to make an input/output table that 8 baseballs are packaged in each carton. How many shows the rule: m = s ÷ 4 - 1. 1. cartons will it take to package 376 base2b. alls? Complete Charlie’s table using the rule. Use the area model below to find the solution. ms 24 8 12 20 So, it will take ____________ cartons. 4 40 3. 4. Circle the composite numbers. 1 2 3 4 5 6 7 8 9 10 The estimated current population of Gwinnett 11 12 13 14 15 16 17 18 19 20 County is 842,046. Round this number to the 21 22 23 24 25 26 27 28 29 30 nearest: hundred ______________________________ thousand __________________________ ten thousand ______________________ hundred thousand ________________________ List the factors for 9 and 36. 9 _____________________ 36__________________________________ What factors do the numbers have in common?_______________ Week 14 Day 4 Jaide used 3/5 cup of milk 3/4 cup of sugar and 1/2 cup of butter for a recipe. Which ingredient did she use the 1. Find the product of 27 and 49. Use the grid to 2. most? Use the bar models to show which ingredient she show one way to find the product. used the least. The product of 27 and 49 is _____________. She used _________________ the least. 3. Leisha has saved $36 from babysitting jobs. 4. Label 2/3 and 3/4 on the number line. She wants an iPod that cost $99. How much more money does she need to earn to buy the iPod? 01 Write an equation for this problem and then solve. What does the 2 in 2/3 represent? Use x to represent the amount she still needs to What does the 3 in 2/3 represent? earn. 2/3 ____3/4. (use >, <, or =) Week 3 Day 1 Name __________________________________ 1. Is the number 51 a multiple of three? Explain how 2. Compare 4/4 and 1/4 by drawing models to prove you know. your thinking. So, 4/4 is _____ 1/4. 3. 7343 + 896 = _________ 4. Draw a model of 18 ÷ 6. Draw a model of 18 ÷ 3. solve verify (check) using addition. (yes, addition) Write a word problem for 18 ÷ 6. Week 3 Day 2 Use two different strategies to find the product of 6 and 8. Write in expanded form: 4901 2. strategy 1 strategy 2 1. ____________________________________ Write in standard form: eight thousand, five hundred sixteen _______________________________________ Write in standard form: 70 + 8 + 3000 + 400 ___________________________________ Ms. Reimer’s class decided to sort their pennies So, 6 x 8 = ______ 3. by decades. They recorded the data below. 4. Label the following numbers on the number line. Create a new table that lists the decades in 2/5 0 1/5 4/5 3/5 1 order of greatest to least number of pennies. Compare the fractions using >, <, =. # of decade # of pennies 1 _____3/5 0 _____ 4/5 5/5 _____ 1 pennies decade 2389 1960s 2841 1970s 2485 1980s 5178 1990s 7517 2000s 5710 2010s Week 3 Day 3 Name _________________________________ 1. 2. Compare using <, >, or =. From 3rd grade. Think, “equal groups of”. 828 ______882 5 x 9 ______6 x 8 5 x 8 = ________ 50 x 8 = __________ 5535 ______ 5355 23,016 _____ 22,160 6 x 5 = ________ 6 x 50 = __________ 1406 _____1460 24 ÷ 4 _____ 3 x 2 7 x 4 = ________ 70 x 4 = __________ 8 x 1 = ________ 8 x 100 = _________ 12 x 8 ______ (10 x 8) + (2 x 8) Write two multiplication facts related to: 3. Find the difference and check. 4. 9 = 54 ÷ 6 913 – 329 = ________ solve check (verify) ----------------------------------------------- What is the VALUE of each underlined digit? 42,387 _________________________________ 394,291 ________________________________ 403,566 ________________________________ 3,127,739 _______________________________ Week 3 Day 4 Study the number 4,444. How many times 1. See Tuesday #3 for needed information. greater is the 4 in the hundreds place than the So far, Ms. Reimer’s class has collected 26,120 pennies. 2. 4 in the ones place? While sorting, they found another 289 pennies that were minted before 1960. Now what is the total number of A. 1 B. 10 C. 100 D. 1000 pennies the students collected? 2700 is how many times greater than 90? A. 3 B. 13 C. 30 D. 300 4. See Thursday #1 for needed information. Ms. Reimer’s students set a goal of collecting 30,000 pennies by September 15th. How many more pennies do they need to reach their goal? 3. Round 54,321 to the nearest: ten _____________________________ hundred _________________________ thousand ________________________ ten thousand _____________________ What pattern do you notice? Week 18 Day 1 Name ____________________________________ Ms. King is ordering Witzzle Pro t-shirts for the team. Is 48 ÷ 6 equivalent to 480 ÷ 60? ________ 1. Each shirt will cost the school $4.862. . She needs to 2. Why or why not? order 24 shirts. About how much will the school spend for the shirts? Is the exact cost of the t-shirts more than or less than your estimated cost? ______________ Why? Be ready to explain. 3. 7⅜ + 2⅜ = ____ 9⅞ - 4⅜ = __4_._ Compare 2/3 and 6/9 by using the models below. 4. 2/3 ____ 6/9 because _____________________ _______________________________________ Draw a model of 9/4. Then, rename 9/4 as a mixed number. Week 18 Day 2 567 oranges are packed in barrels for shipping to the processing plant. Each barrel holds 33 oranges. How Use information from Monday, #1 if needed. 2. many barrels are needed to ship all the oranges? 1. The t-shirt company decides to help Baggett by reducing Complete the diagram to find the answer. the cost of the shirts. For each 6 shirts ordered, the printer 567 will credit the school three dollars. How much money is this saving Baggett? 10 1 33 330 33 Now, the t-shirts will cost about _______________. _______barrels are needed to ship all the oranges because __________________________________ Use the model below to solve: 6/6 – 3/6 = ________ __________________________________________ 3. __________________________________________ 4. Compare using >, < or =. 6/8 ______5/6 Prove it using the models below. Use the model below to solve: 6/6 + 3/6 = ________ 1/6 1/6 1/6 1/6 1/6 1/6 1/6 1/6 1/6 1/6 1/6 1/6 List all the prime numbers <47 but > 23. ____________________________________________________ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. Week 18 Day 3 Name ____________________________________ The gas tank in Mr. Payne’s car holds 20 gallons. He Use two different strategies to find 1. hpuasrc5hagsaelslognassoffogr a$s2r.9em0 paienringgallionnt,hheo2twa. nkm.uIcfhhweill he 2. the product of 38 and 86. pay to fill the tank? Think, 10 gallons would cost _________. 5 gallons would cost _________. So, 15 gallons would cost ___________. Use what you DO know how to do to figure out what you may NOT know how to do. 3. Write fractions greater than: 1/2, 3/4 and 5/8. Each fraction you create must have a different denominator than the denominator given. Use the models below to show your thinking. _____ > 1/2 _____ > 3/4 _____ > 5/8 ______ > 1/2 ______ > 3/4 ______ > 5/8 Week 18 Day 4 59 x 27 = _______ 1. Find the product of 37 and 63. 2. Find each product below. Then add the products to check your answer above. 50 x 20 = _____ 50 x 7 = ______ 9 x 20 = ______ 9 x 7 = _______ The product of 37 and 63 is _____________. 3. Complete the diagram to find the quotient for: 4. Label 1/2, 3/4 and 3/2 on the number line. 2 383 ÷ 12 = _______ 10 ___ ___ __ 01 12 120 _____ _____ 12 Using >, <, or = compare: 3/4 ______3/2 How many equal groups of 12? _______ 3/2 ______1 How many are leftover? ______ 1/2 ______3/4 What is the leftover amount called? ______________ Draw a model of 4. Then rename it as an improper fraction. 4 = _______ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. Week 19 Day 1 Name ____________________________________ Ms. Martinez wants to cover her bulletin board 2. Equivalent or Not Equivalent? 1. with red and white paper. She cover2s. 1/4 of the = or ≠ board with red paper and 2/4 with white paper. How much of the bulletin board is covered with 360 x 90 _____ 36 x 900 paper? 36 ÷ 9 _____ 360 ÷ 9 3. 6 + 5 = ____ 6 - 5 = ____4. 4. Compare 3/8 and 3/4 by completing the models below. 3/8 ____ 3/4 because _____________________ _______________________________________ Draw a model of 15/6. Then, rename 15/6 as a mixed number. Week 19 Day 2 Complete the model below. Use information from Monday, #1 if needed. 2. 402 posters are packed in tubes for shipping to movie theaters. Each tube holds 25 posters. 1. How much of the bulletin board is NOT covered with paper? How many tubes are needed to ship all the Prove your answer by drawing a model. posters? _________ tubes 402 10 1 25 250 25 3. Use the model below to solve: 10/8 – 7/8 r = ______ 4. Use the model below to solve: 10/8 + 3/8 10/8 – 7/8 = _______ 10/8 + 3/8 = _____ or ______ List all the prime numbers >51 but < 73. ____________________________________________________ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. Week 19 Day 3 Name ____________________________________ 2. Use the distributive property to find the product of 27 and 54. Use the models below to show 20/6. 1. 3. Joshua spent 2/6 of an hour reading and 3/6 of an hour studying for a science quiz. How long did Joshua spend on homework? _____ + _____ = _____ of an hour How many minutes did he spend on homework? 2/6 of hour = ____minutes and 3/6 of hour = ____ minutes. So, he spent _____minutes on homework. Week 19 Day 4 63 x 38 = _________ 2. Find the product of 746 and 9. 1. 2. Find each product below. Then add the products to check your answer above. 60 x 30 = _____ 60 x 8 = ______ The product of 746 and 9 is _____________. 3 x 30 = ______ 3 x 8 = _______ Complete the model to find the quotient. 4. Label 7/2, 5/6 and 2 on the number line. 3. 158 ÷ 11 = _________ 01 2 3 4 10 1 11 How many equal groups of 11? _______ Using >, <, or = compare: How many are leftover? ______ What is the leftover amount called? ______________ 7/2 ____5/6 5/6 _____2 2 ______7/2 Draw a model of 2. Then rename it as an improper fraction. 2 = _____ Created by Debbie King, 2012 Do not save or share electronically or copy/print for others. Weekly Homework Name ____________________________________ Week 22 Day 1 Diana used 8 color tiles. 3/8 of the tiles were blue. Rachel is finally organizing her holiday photos taken 2. 2/8 were red. The rest of the tiles were green. What 1. while in Virginia. She has a very old cam2.era (maybe a fraction of the tiles was green? Use the model below new digital camera will be a Valentine’s gift) and used 9 to show your thinking. rolls of film. Each roll of film produces 36 pictures. The albums she wants to use hold 100 photos. How many albums will she need to buy to organize all the photos? 3. 17+ 8 = ____ 17 - 8 = ____ 4. ___________ of the tiles were green. (Did you write your answer as a fraction?) 4. Compare 6/8 and 3/4 by completing the models below. 6/8 ____ 3/4 because _____________________ _______________________________________ Draw a model of 9/5 _______. Then, rename it as a mixed number. Week 22 Day 1 84 students were placed into teams of 6. How many teams were there? Rachel inspired Morgan to organize her 317 summer 1. vacation photos in a photo album. She places 5 photos on 2. 84 the cover and 6 photos on each page inside the album. Which expression could be used to determine how many 6 pages she will need? a. 317 + 5 – 6 b. (317 – 5) x 6 c. (317 – 5) ÷ 6 d. (317 ÷ 5) ÷ 6 There were _________ teams. 3. Use the model below to solve:  +  = _______ 4. Create a model below to solve:  -   -  = _______ List all composite numbers > 0 but < 18. ________________________________________________________ Weekly Homework Name ____________________________________ Week 22 Day 3 2. Use any strategy you have learned to divide 648 by 4. 1. Draw a model to show four and two eighths. Write four and two eighths as an improper fraction. _____________ 3. Think: 6 x 1/3 means: six one-thirds or 6 groups of 1/3. 4. Closer to 0, ½ or 1? I can think about it as: 1/3 + 1/3 + 1/3 + 1/3 + 1/3 + 1/3.  = _____  = _____  = ______ The product is 6/3 or 2. Your turn now. Be ready to defend your answer by “constructing a viable 2 x  means _________________________ argument.” Think…what math tool could you use to prove your The product is __________ or _______. thinking? (Standards for Mathematical Practice #3 and #4) Week 22 Day 4 2. Which expression is shown in the model below? 63 x 27 = _________ 1. 2. Using mental math, find each partial product. Then add the partial products to find the product of 63 and 27. 60 x 20 = ________ 60 x 7 = ________ a. ⅕ + 10 b. 10 – ⅕ 3 x 20 = _________ 3 x 7 = _________ c. ⅕ x 10 d. 10 ÷ ⅕ Be ready to “construct a viable argument”. 4. Label 4/3, 3 and 1 on the number line. 3. (SMP #3) 0123 4 Shara is sorting 476 coats donated to the Red Cross. She separates the coats into 7 different piles. If each pile has an equal amount of coats, how many coats are in each pile? Using >, <, or = compare: 4/3 _____ 3 3_____1 1______ 4/3 Draw a model of 3 Then, rename it as an improper fraction. Weekly Homework Name ____________________________________ Week 23 Day 1 1. Three classes have earned ice-cream 2c.elebrations! 2. Study the model. Then write an equivalent fraction 100% of the students in these three classes are in the for each fraction. Follow the example: 100 Club! Two classes have 26 students each. The third class has 23 students. How many packages of 3/10 = 30/100 bowls will be needed to serve all students? 9/10 = ________ 50/100 = ________ (each package contains 8 bowls) a. 6 b. 9 c. 10 d. 12 2/10 = ________ 90/100 = ________ How do you know the fraction pairs are equivalent? 3. 7+ 4= ____ 7- 4= ____ 4. Compare 3/8 and 3/5 by completing the models below. Draw a model of 2. 3/8 ____ 3/5 because _____________________ Then, rename it as an improper number. _______________________________________ Week 23 Day 2 Use an area model to find the solution. Ms. Roberts bought a CD for $15.90 and a book for 2. 168 students were placed into teams of 10. 1. $7. She now has $8.92 in her purse. How much How many teams were there? money did she have before making the purchase? 168 10 Use the model below to solve: 5/6 + 4/6 r = ________ 3. Create a model below to solve: 4. 5/6 - 4/6 = _____ The sum can be named as _____ or _____ The difference can be named as ____ or ____. Why was one fraction bar used in this problem, but two bars were used in problem #3? Be ready to explain. List all prime numbers < 59 but > 29. ________________________________________________________ Weekly Homework Name ____________________________________ Week 23 Day 3 2. Suzanne spent 3 hours working on a quilt on Friday 1. Draw a model of three and three-fifths. and another 7 hours on Saturday. By Sunday evening she had spent a total of 15 hours on the quilt. How much time did she spend quilting on Sunday? Three and three-fifths = _______. (improper fraction) 3. Closer to 0 or 1?  = _____  = _____  = _____ Be ready to defend your answer by “constructing a viable argument.” Think…what math tool could you use to prove your thinking? (Standards for Mathematical Practice #3 and #4) Week 23 Day 4 Use the grid model to find the product of 348 and 56. Which expression could be used to check: 2. 1. 480 ÷ 9 a. 9 x 480 b. 53 x 9 + 3 d. 9 ÷ 480 c. 53 x 9 - 3 Which property of multiplication are you using when using a grid model to organize your work? Which expression is shown in the model below? A. associative property B. commutative property 3. C. distributive property D. multiplicative property 4. a. 5 +  b. 5 x  5 678 c.  ÷ 5 d. 5 -  Label 17/3, 8/1, and 5 on the number line above. Then use the number line to compare. (>, <, =) Be ready to “construct a viable argument”. 17/3 _____ 8/1 8/1_____5 5______ 17/3 Rename each mixed number as a sum of the parts and as an improper fraction. Example: 5 = 40/8 + 3/8 = 43/8 2 = _______________________ 3 = _______________________ 4 = ______________________ Weekly Homework Name ____________________________________ Week 24 Day 1 2. Study the model. Then write an equivalent fraction 1. 14 people can ride in one of the boats2a. t Water for each fraction. Follow the example: World. If there are 85 boats, how many people can ride at one time? 7/10 = 70/100 3/10 = ________ 30/100 = ________ 5/10 = ________ 50/100 = ________ 3. 3 + 1 = ____ 3 - 1 = ____ How do you know the fraction pairs are equivalent? 4. Compare 6/9 and 2/3 by completing the models below. 11 6/9 ____ 2/3 because _____________________ _______________________________________ Draw a model of 6 . Then, rename it as a mixed number. 2. Create an area model to find the solution. 180 donuts are packed in boxes by the dozen.(dozen = 12) Week 24 Day 2 How many boxes are needed to pack the donuts? 1. Circle the best buy 180 when comparing cost of one ream of paper. 12 10 reams of paper for $42 or 5 reams of paper for $25 Why? There are 4 more gray marbles than red marbles in a How does knowing multiplication facts help you find the quotient? Ream means a package of 500 sheets of paper all of the same size. Create a model below to solve: 3. box. Which expression shows the number of gray marbles if  represents the red marbles? 4. 15/8 – 7/8 = _____ A. gray = 4 x  B. gray =  ÷ 4 C. gray = 4 +  D. gray =  - 4 The difference can be named as ____ or ____. Why are two fraction bars needed? List all odd, composite numbers > 12 but <35. ______________________________________________ Weekly Homework Name ____________________________________ Week 24 Day 3 2. Compare by using >, <, or =. Study the model below. A) 3.18 _____ 33 B) .07 ____ .7 1. What are two ways to name this amount? C) .4 _____ .40 D) .19 ____ 19 ________ or __________ 3. Draw a model of: 3 x . So, 3 x  = _______ What math tool would be helpful to use in determining the answer? 4. Closer to 0 or 1?  = _____  = _____  = _____ Are three circles needed to model this problem? Be ready to defend your answer by “constructing a viable argument.” Think…what math tool could you use to prove your thinking? (Standards for Mathematical Practice #3 and #4) Week 24 Day 4 2. Place the following numbers on the number line: Which expression has the same quotient as 2050 ÷ 50? 21 6 3 5 3 4 1 1. a. 205 ÷ 5 b. 205 ÷ 50 c. 2050 ÷ 5 d. 2050 ÷ 500 ___________________________________________________________ Which expression has the same product as 750 x 20? a. 75 x 2 b. 750 x 2 c. 7500 x 20 d. 75 x 200 3. Ms. Young ordered 20 pencils from Ace Pencil Shop to 4. The Peele Toy Company has 6 factories located in the sell in the school store. ¼ of the pencils are red and the northeastern United States. Eighty-seven people work at rest are blue. each factory. Which of the following is the CLOSEST ESTIMATE of the number of people working for the How many red pencils did she receive? Peele Toy Company? a. 480 b. 522 c. 540 d. 560 How many blue pencils did she receive? Would the exact answer be less than or greater than your estimated answer? ________________ Why? Weekly Homework Name ____________________________________ Week 25 Day 1 Use any strategy you have learned this year to 1. Write as a decimal. 2. 2. divide 108 into 6 equal groups. 3/10 _______ 3/100 _______ Write as a fraction. 0.4 ________ 0.04 __________ 5 + 2 = ____ 5 - 2 = ____ 3. 4. Compare 4/6 and 4/5 by completing the models below. 4/6 ____ 4/5 because _____________________ _______________________________________ Rename each fraction with an equivalent fraction. 1/6 = ______ 6/8 = ______ 2/5 = _____ Week 25 Day 2 Create an area model to find the solution. 1. Add the following numbers to the number line below: 2. 146 brownies are packed in boxes of 10. How many .9 1.5 .09 boxes are needed to pack all the brownies? ________ 012 146 Compare using >, < or =. 10 .9 _____ 0 0_____ 1.5 1 _____.9 .09 _____.9 2 _____.9 1.5 _____ 2 r = _______ 3. Use the base ten model Use the base ten models 4. Create a model below to solve: to show: .27 to show: 1.7 1 - = _____ The difference can be named as ____ or ____. Why are two circles needed? Weekly Homework Name ____________________________________ Week 25 Day 3 2. Compare by using >, <, or =. 1. Draw a model of: 9/4. A) .50 _____ .5 B) .85 ____ 85 9/4 = _______ (mixed number) 3. Complete the model to show  of 3. C) .30 _____ .03 D) .17 ____ 1.7 4. Jorge shipped 26 boxes of light bulbs to the Snellville Wal-Mart. Each box contained 148 light bulbs. How many light bulbs did Wal-Mart receive? So,  x 3 = _______. Week 25 Day 4 Dana volunteered to make fruit punch for the 2. family reunion picnic. Her recipe calls for ¾ cup Which expression has the same quotient as 36 ÷ 4? of sugar for each gallon of punch. She needs to 1. a. 36 ÷ 40 b. 360 ÷ 40 make 5 gallons of punch. How much sugar will c. 360 ÷ 4 d. 3600 ÷ 40 she use in making the punch? Find each product. 68 x 100 = _________ 680 x 10 = _________ 68 x 1000 = ________ 680 x 100 = _________ What do you notice? 3. Use either = or ≠ to complete each statement. 4. Which expression could be used to check: 149 ÷ 7 (5 x 20) + (5 x 3)____ 5 x 23 a. (20 x 7) + 7 = 149 b. (21 x 7) + 9 = 149 502.8 ____ 500 + 2 + 8 c. (20 x 7) + 9 = 149 d. (21 x 9) + 7 = 149 482 ÷ 6 _____ (48 ÷ 6) + (2 ÷ 6) 36 So, 149 ÷ 7 = _________ 4 ______ 8 Rename each as a mixed number. 11/6 ______ 8/3 ______ List the first ten prime numbers. ________________________________________________________________ Weekly Homework Name ____________________________________ Week 26 Day 1 Use any strategy or model you have learned to 1. Write as a decimal. 2. 2. divide 119 by 7. 8/10 _______ 80/100 _______ 4. Compare 3/6 and 3/4 by completing the models below. 24/10 _______ 24/100 _______ Write as a fraction OR mixed number. 0.3 ________ 0.03 __________ 3.9 _________ .13 ___________ 3. 5 + 3 = ____ 5 - 3 = ____ 3/6 ____ 3/4 because _____________________ ______________________________________ Rename each fraction with an equivalent fraction. 2/4 = ______ 3/4 = ______ 1/4 = ______ 5/15 = _____ Week 26 Day 2 There are 188 students in 4th grade. There are 22 1. Place the following numbers on the number line below: 2. more girls than boys. How many boys are in the 4th .8 0 .5 1 .08 grade? How many girls? Remember: Write your answer statements first, then solve. Compare using >, < or =. .8 _____ 0 0_____ .5 1 _____.8 .5 _____ .08 .08 _____.8 .8 _____.5 3. Use the base ten Use the base ten models to 4. Create a model below to solve: model show: 3.4  + 1 = _____ to show: .83 The sum can be named as ____ or ____. Weekly Homework Name ____________________________________ Week 26 Day 3 1. Draw a model of: 12/3. 2. Compare by using >, <, or =. 12/3 = __________. A) .60 _____ .06 B) 3.5 ____ 0.35 Complete the model to 4 x 2/3. 3. C) 4/6 _____ 8/12 D) 3/7 ____ 3/5 4. Use two different strategies to show: 305 x 27 = _____ So, 4 x 2/3 = _______ Why did Mrs. King create only three bars divided into thirds and not four bars? Week 26 Day 4 Try using a bar model to find the solution to the following math riddle. 1. Label each of the angles below as acute, right, or obtuse. 2. The sum of 2 numbers is 36. The first number is twice the second number. What is the 2nd number? Remember to begin with an answer statement. A BC D 4. Which fraction is equivalent to 3/9? A. 9/3 B. 1/3 C. 1/9 D. 6/27 Angle A ___________ Angle B____________ Which fraction is NOT equivalent to 12/20? Angle C ___________ A. 2/10 B. 6/10 C. 3/5 D. 24/40 Angle D ___________ Compare using >, < or =. Use either = or ≠ to complete each statement. 3.8 _____ .38 38 _____ 38.0 .03 _____.30 3. Do you notice any properties? (6 + 9) + 11 ____ (6 + 9) + (6 +11) (12 x 14) – (12 x 13) _____ 12 x 1 543 + 973 _____ (500+900) + (40 + 70) + 6 7 x 23 _____ (7 x 2) + (7 x 3) 4 x (5 x 8) _______(4 x 5) x (4 x 8) 48 ÷ 12 ______ ( 24 ÷ 12) + (24 ÷ 12) Rename each as an improper fraction. 8 ______ 9 ______ List the first ten composite numbers. ________________________________________________________ Weekly Homework Name ____________________________________ Week 27 Day 1 Use any strategy or model you have learned 1. Write as a decimal. 2. 2. to divide 9046 divided by 8. 3/10 _______ 30/100 _______ 4. Compare 3/6 and 4/8 by completing the models below. 9/10 _______ 9/100 _______ Write as a fraction or mixed number. 7.3 ________ 1.05 __________ .04 _________ .17 ___________ 3. 6 + 2 = ____ 6 - 2 = ____ 3/6 ____ 4/8 because _____________________ ______________________________________ Rename each fraction with an equivalent fraction. 7/8 = ______ 2/3 = ______ 4/5 = _____ Week 27 Day 2 2. Create an area model to find the solution. 1. Place the following numbers on the number line below: Tennis balls are packed in boxes of 12. How many .05 1 .25 0 1.5 .5 boxes are needed to pack all 160 tennis balls? 160 Compare using >, < or =. 12 1.5 _____ .5 1_____ .25 .25 _____1.5 .05 _____.25 .25 _____.5 0 _____ .25 r = _________ So, ________ boxes are needed. 3. 4. Create a model below to solve: Use the base ten model Use the base ten models to show: .29 2 - 1 = _____ to show: 1.5 The sum can be named as ____ or ____. Weekly Homework Name ____________________________________ Week 27 Day 3 2. Which is the best estimated product of: 87 and 54 1. Draw a model of: 4/1. A. 4000 B. 4500 C. 4698 D. 5400 Complete the model to 3 x 4/5. 3. How can this information be used to determine if the exact answer is reasonable? 4. Find the product of 4287 and 6. So, 3 x 4/5 = _______ as a mixed number but can Explain how division or addition could be used to also be named as _______ as an improper fraction. check your answer. Week 27 Day 4 Try using a bar model to find the solution. 1. Label each of the angles below as acute, right, or 2. Remember to begin by writing an answer statement first. obtuse. The distance around the neighborhood track is 0.6 miles. If Shana walked around the track 3 times, AB how far did she walk? C D Angle A ___________ Angle B____________ Angle C ___________ Angle D ___________ Write 5 equivalent fractions for: 4. Which fraction(s) listed below is(are) NOT equal to the shaded part of the rectangle? 3.  = ______ ______ ______ ______ ______ Tybee Surf School has registered 56 boys and girls for June camps. 18 more boys have registered than girls. How many boys have registered? How many girls? Begin by writing an answer statement first. A. 4/5 B. 6/10 C. 16/20 D. 1/5 Rename each as a mixed number. 41/4 ______ 9/2 ______ 17/3_____ List the next ten prime numbers after 23. ________________________________________________________ Weekly Homework Name ____________________________________ Week 28 Day 1 Use two different strategies to find the quotient for 1. Write as a decimal. 2. 2. 238 divided by 9. strategy 1 strategy 2 36/10 _______ 70/100 _______ 2/10 _______ 2/100 _______ Write as a fraction or mixed number. 8.4 ________ 2.09 __________ .05 _________ .19 ___________ 3. 5 + 1 = ____ 5 - 1 = ____ Michael bought some potatoes. He used 8 pounds to make 4. potato salad. He gave his brother 4 pounds. He has 5 pounds left. How many pounds of potatoes did Michael buy? Begin by writing an answer statement then solve. Week 28 Day 2 Create an area model to find the solution. A flower shop ordered 140 roses for a wedding. Nine 1. Place the following numbers on the number line below: 2. roses are to be placed in each vase. How many vases 2, 1, , 1, 0 will be needed? Will there be any roses not used? Use what you know about fractions and the number line above to compare using >, < or =. _____ 0 1_____ 1 2 _____1 1 _____ 1_____2 0 _____  So, ________ vases are needed. 3. What decimal is shown by the model below? _______ 4. Create a model below to solve: 1 -  = _____ The difference can be named as ____ or ____. Weekly Homework Name ____________________________________ Week 28 Day 3 2. Which is the best estimated product of 72 and 38? Draw a model of: 13/3. A. 2100 B. 2736 C. 2800 D. 3200 1. How can this information be used to determine if your exact answer 13/3 can also be named as ____________. is reasonable in problem #4? 3. Complete the model to 7 x 1/4. 4. Find the product of 72 and 38 using two strategies. strategy 1 strategy 2 So, 7 x 1/4 = _______ (as a mixed number) and _______ (as an improper fraction). How could repeated addition be used to find the product? Week 28 Day 4 2. Which of the following shows one way to find the product of 4 and 2/5? Label each of the angles below as acute, right, or 1. obtuse. A. 4/5 + 4/5 B. 2/5 + 2/5 + 2/5 + 2/5 AB C. 2/5 x 2/5 x 2/5 x 2/5 D. (4 x 2/5) + (4 x 2/5) C 4. For each figure below, draw the lines of D symmetry. Record the number each has. Angle A ___________ __________ __________ Angle B____________ Angle C ___________ Angle D ___________ Write 5 equivalent fractions for: 3.  = ______ ______ ______ ______ ______ Edina has 6 baskets of apples. Each basket is  full of apples. How many full baskets of apples does she have? Draw a model to show your thinking. ___________ ____________ Circle all the fractions equal to 1/2. How can you tell by studying the numerator and denominator? 5/10 4/8 4/12 3/6 10/16 25/50 10/30 2/4 6/15 If the numerator is equal to ______________ of the denominator, the fraction is equal to 1/2. Weekly Homework Name ____________________________________ Week 29 Day 1 Show two ways to divide 208 divided by 6. 1. Write as a decimal. 2. 2. strategy 1 strategy 2 17/10 _______ 25/100 _______ 6/10 _______ 8/100 _______ Write as a fraction or mixed number. 7.3 ________ 1.78 __________ .01 _________ .1 ___________ 3. 3 + 2 = _____ 3 - 2 = ______ 4. Monica fills 8 plastic cups with orange juice. Each cup holds  cup of juice. She has 1 cups of orange juice leftover. How much orange juice did she have before she began filling the 12 plastic cups? Rename each fraction with an equivalent fraction.  = ________  = ________  = ________  = ________ Week 29 Day 2 2. A bakery made 2572 sugar cookies for the troops Place the following numbers on the number line below: overseas. To keep the cookies from breaking, only 8 1. cookies are packed in each box. How many boxes will be needed to ship all the cookies to the troops? .5 1 1.5 .25 0 .75 1.25 Compare using >, < or =. .5_____ 1.5 1.5_____ .25 .25 _____2 0 _____ .5 .75 _____2 1.25_____1.5 What number did you add to your number line that wasn’t in the list ________ boxes will be needed to ship all the cookies. that helped you figure out where to place numbers > 1? 3. What decimal is shown by the shaded area? _______ 4. Create a model below to solve: Add .27 to the model. 3 - 1 = ______ or ______ What amount does it now show? __________ Weekly Homework Name ____________________________________ Week 29 Day 3 2. Which is the best estimated product of: 63 and 27? Draw a model of: 10/6. A. 1800 B. 1701 C. 1700 D. 1500 1. How can this information be used to determine if your answer is 10/6 can also be named as ____________. reasonable in problem 4? 3. Complete the model to show 3 groups of 2/5. 4. Find the product of the factors in problem #2. So, 3 x 2/5 = _______ (as a mixed number) and 2. Selena estimates that each guest invited to her _______ (as an improper fraction). party will eat 3/4 cup of popcorn. If 6 people attend the party (including Selena) how much popcorn does How could repeated addition be used to find the Selena estimate will be eaten? Begin by writing an product? answer statement then solve. Week 29 Day 4 Use the drawing and clues below to label the streets. 1. -Lane Street intersects Smith Court. 4. For each figure below, draw the lines of -Smith Court is perpendicular to Lane Street. symmetry. Record the number each has. -Orange Avenue and Lane Street are parallel to each other. 3. AB C DE 1. I have 4 right angles and 4 congruent sides. _____ __________ __________ 2. I have 3 acute angles. _____ 3. I have 1 right angle. ______ 4. I have 2 pairs of parallel sides and no right angles. ___ ___________ ____________ 5. I have exactly 1 pair of parallel sides. ______ Circle all the fractions equal to 1/4. How can you tell by studying the numerator and denominator? 4/16 4/8 3/12 3/8 5/20 5/24 10/20 10/40 8/32 If the numerator is equal to ______________ of the denominator, the fraction is equal to 1/4.

• Write numbers to 1,000,000,000 in number form, word form, and expanded form. Identify the place value of a given number. Determine 100 more and 100 less of the given number. Determine the number multiplied by 10, 100, and 1,000. Round the number to nearest thousand, ten thousand, and hundred thousand.
• Compare two numbers to 100,000,000 using , =.
• Compare decimal numbers using , =.
• Compare and order fractions and decimals from least to greatest. Convert fractions to decimals and decimals to fractions.
• Represent a fraction or decimal on a grid or number line. Write the fraction or decimals in word form.
• Story problems involving fractions, time, money, ratios, and decimals.
• Decompose fractions in different ways.
• Compare fractions using , =, add them, and represent them pictorially.
• Addition and subtraction of whole numbers.
• Evaluate the decimal expression. Represent the answer in expanded form.
• Evaluate the expression. Represent the problem using arrays or area models.
• Evaluate the expression. Use multiplication or division, remainders possible.
• Solve numerical and pictorial patterns.
• Greatest Common Factor.
• Least Common Multiple.
• Solve word problems using multiplication and division.
• Area and perimeter.
• Identify measure of an unknown angle. Identify points, lines, segments, rays, angles, perpendicular and parallel lines. Identify right, acute, obtuse, and reflexive. Identify triangles.
• Identify 3 dimensional and 2 dimensional figures.
• Identify measurements and ratios of different units.
• Story problems involving fractions, time, money, ratios, decimals, multiplication, division, addition, subtraction, measurement units, geometry.
• Represent data using a frequency table, dot plot or stem and leaf.
• 4.2ABD, 4.4BG
• 4.2EGH, 4.3G
• 4.4DEFH, 4.5A

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Grade 4 Math Daily Spiral Review for Math Homework or Math Morning Work October

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Introducing the Daily Spiral Review for 4th Grade Math!  This comprehensive resource is designed to help students review and reinforce key math concepts on a daily basis during the month of October. The pack includes a variety of activities and problems that cover a wide range of topics, such as fractions, decimals, measurement, and geometry.

With this Daily Spiral Review for 4th Grade Math, students will have the practice they need to master important math skills and excel in their studies. The review is designed to be completed on a daily basis as morning work or homework, ensuring that students stay engaged and motivated while building their math skills.

Included in this grade 4 math spiral review for October:

· 25 Days with 6 problems each day

· 2 Print versions (1 per page and 2 per page)

· 1 Digital version (Google slides)

The spiral review format ensures that students are regularly reviewing previously learned material, keeping the information fresh in their minds. The problems are designed to be challenging yet approachable.

Try using this daily spiral review for:

4th Grade Math Skills Covered:

The Daily Spiral Review is a great way to supplement classroom instruction and improve students’ confidence in math. Try it today and see the difference it can make!

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Math Tech Connections

engaging printable & digital math lessons for upper elementary teachers

July 4, 2019 3 Comments

Spiral Math Review for Upper Elementary Grades

This all sounds like something a good teacher would do.

The problem?

If you are an upper elementary teacher, you know that end of year state testing is coming. You worry you won’t cover every topic, but you don’t want to rush . You want to make sure students understand the math concepts and not just memorize rules.

Sound familiar?

I taught third grade for six years, so I know that it can get very stressful. Well, there’s a solution!

Spiral Review.

I created the morning work I wish I had. One that does the following:

• Reviews math standards from the previous grade
• Spiral reviews ALL current grade level standards
• Previews next year’s grade level standards
• Grades 3-5 include daily cursive and grammar practice

The first few weeks of school are so important. This is when you’re getting to know your students, setting up classroom expectations, learning routines, and so much more.  

For these reasons, I wanted to take a few weeks to review math standards from the previous grade. This would give students confidence and gives you more time to complete your morning duties.

By the time students get to math standards for the current grade, they will have built a strong morning routine.  

SPIRAL REVIEW

Each week includes questions from a variety of topics. They follow a similar format, but gradually increase in difficulty. This allows for students to again build confidence. You may decide to use the Friday page as a quiz grade.

The last few weeks include questions that cover next year’s math standards. I make sure to include problems that will help students work on their math fact fluency.

Bonus Items!

I’ve included back-to-school activities for the first week of school. These pages are perfect for the first week of school.  

I also included an end of the year book for students to complete!

Download a FREE Sample!

Click the images below to download a FREE sample of the morning work.

View the Bundles!

Interested in the complete bundles? Click the links below to check them out!

• 2nd Grade Morning Work Bundle  
• 3rd Grade Morning Work Bundle
• 4th Grade Morning Work Bundle
• 5th Grade Morning Work Bundle

Ways to Use

• Morning Work
• Math Centers
• Math Warm-ups

PAPERLESS Version

Super news! I have taken all of the math problems from my morning work and made them into Google Forms!

Now you can add spiral review to a computer math center. This resource is self-checking. That’s right – no grading required! Click on each image to view in detail. Make sure you click  preivew to download a FREE week!

What’s next?

Spiral reviewing is important. It increases retention and gives students extra practice which leads to mastery. Combine morning work with guided math instruction and your students are sure to show amazing growth! Learn how you can get started with guided math by reading this blog post .

Free Download!

Digital Math Manipulatives

Use this fun, digital interactive activity to review place value with your students.

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Reader Interactions

July 4, 2019 at 6:07 pm

Would love an Australian version of this!

April 12, 2021 at 9:53 am

Anything for 6th grade?

April 16, 2021 at 1:51 pm

Where can I purchase this 3rd Grade Morning Work, I especially like that the cursive writing in included in this and I’d like to purchase it.

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My name is Mariela! I am the teacher and founder of Math Tech Connections. I started creating resources for my own students when I saw that teaching from the textbook wasn't working. Students need engaging, hands-on activities! My goal is save you time with quality, standard-aligned resources that make math fun. With over 1,000 resources and 60,000+ teacher reviews, I am certain you will find the right resource for your next lesson. Be sure to join our email list for tips and weekly freebies. :)

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4th Grade Math Homework Quarter 2 Spiral Review

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Here's another 9 weeks of engaging, thoughtful 4th grade math homework sets. Quarter 2 includes a SPIRAL review of all Quarter 1 skills, and starts work with long division, prime and composite numbers, factors and multiples, and so much more.

Kids (and their parents) love this homework - check out the reviews!

My students love these homework sets, and we're seeing nearly 100% completion rates--much better than ever before. I hope your students will LOVE them too!

★★ UNIQUE FEATURES OF THIS HOMEWORK: ★★

★ The Spiral Review -- new content is introduced each week, but previous content is also reviewed in a seamless manner. Constant review adds up to a more holistic approach to teaching math and better test scores. No more forgetting what they learned in September. Your students will be practicing the concepts all.year.long!

★ The Variety of Problem Types -- my homework sets offer lots of different kinds of problems--puzzles, error analysis, rigorous problem solving, specific strategy work, coloring, facts practice, drawing pictures, compare/contrast, and open-ended questions. My motto: keep kids thinking.

★ The Themes -- Every week has a new theme. Why is this important? Because themes keep the math relevant and related to real life. Kids are more motivated to do the math because the content is interesting and authentic. Themes also allow me to use related graphics (which are always fun) and sometimes weave in a story.

AND, if that's not enough, themes also allow me to weave in some social studies and science content -- interesting stuff!

★ The Word Problems -- our students need to be able to APPLY their math skills. They need to work with word problems all.year.long. And when these word problems have real-life contexts, it's a win-win ! Students are naturally drawn into the story and interested in solving it. The problems are easier at first and gradually get more challenging as the year progresses.

★ Weekly Packet or Individual Pages? -- you decide. We send home weekly packets, with the cover sheet attached. We're finding that our kids like completing the "packet" and enjoy seeing the themed pages all together. Each student has a homework folder that includes the Tracking Sheet where they get to color in each day they complete. We have not experienced a lot of lost packets (but if they do lose them, we're prepared with fresh sets.) Also, the pages are formatted to accommodate a 3-hole punch, if you use homework notebooks. But, this resource is VERSATILE. You can certainly send home INDIVIDUAL pages, too.

Homework shouldn’t be boring – give your students homework they’ll want to do all.year.long.

TAKE A LOOK ------> Download FREE Samples ⭐HERE or click on PREVIEW above.

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QUARTER 2 FEATURES:

• 9 Weekly Sets of homework

• 4 days each week (Monday – Thursday)

• A new theme each week.

• {Optional} Homework Cover Sheets that match the theme for each week.

• {Optional} motivational Homework Tracker page where students color each day they complete. You can tie this in to any homework reward system you may already have in place.

• Answer Keys for each day.

• An editable PowerPoint Template for each day.

Please download the PREVIEW for more information.

These are some of the skills covered in each quarter. This is a SUGGESTED sequence. Since most of the themes are generic, you could opt to use the pages in a different order.

• Review of Key 3rd Grade Concepts

• Multiplicative Comparisons (4.OA.1)

• Mult. Comparison Word Problems (4.OA.2)

• Multi-Step Word Problems –

Using Add/Sub only (4.OA.3)

• Digit is 10x Place to its Right (4.NBT.1)

• Place Value to 1,000,000 (4.NBT.2)

• Compare Multi-Digit Numbers (4.NBT.2)

• Rounding Multi-Digit to any Place (4.NBT.3)

• Add/Sub Multi-Digit w/Algorithm (4.NBT.4)

• Spiral Review of Quarter 1, AND

4 Operations (4.OA.3)

• Factors/Multiples 1-100 (4.OA.4)

• Prime & Composite 1-100 (4.OA.4)

• Multiply 4-Digit x 1-Digit (4.NBT.5)

• Begin Long Division w/1-Dig. Divisor (4.NBT.6)

• Measurement Conversions (4.MD.1)

• Measurement Word Problems (4.MD.2)

• Area & Per. Formulas Rectangles (4.MD.3)

• Spiral Review of Quarters 1 & 2, AND

• Recognize/Generate Equiv Fractions (4.NF.1)

• Compare Fractions (4.NF.2)

• Add/Sub Fractions Like Denoms. (4.NF.3)

• Decompose Fractions (4.NF.3)

• Add/Sub Mixed Numbers (4.NF.3)

• Fraction Word Problems (4.NF.3&4)

• Multiply Fraction x Whole Number (4.NF.4)

• Line Plots w/Fractions (4.MD.4)

• Angles (4.MD.5)

• Draw/Identify Points, Lines, Angles (4.G.1)

• Symmetry (4.G.3)

• Spiral Review of Quarters 1, 2, 3 AND

• Number/Shape Patterns w/Rules (4.OA.5)

• Multiply 2-Digit x 2-Digit (4.NBT.5)

• Long Division w/Remainders (4.NBT.6)

• Fractions w/Denoms of 10, 100 (4.NF.5)

• Decimals—Tenths, Hundredths (4.NF.6)

• Compare Decimals to Hundredths (4.NF.7)

• Measure Angles (4.MD.6)

• Angles as Additive (4.MD.7)

• Classify 2-D shapes; Right Triangles (4.G.2)

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