4th Grade COMMON CORE SAMPLE STANDARDS

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4th Grade COMMON CORE STANDARDS

E L P

M A

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TEA­CHER EDITION Published by

AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads

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Thanks for requesting a sample of our new Common Core Teacher Editions. We welcome the opportunity to partner with you in building successful math students.

This booklet is a sample Common Core Standards Teacher Edition for Grade 4 (Table of Contents and first 10 lessons). As other grade level samples become available, you will be able to download them from our website: www.excelmath.com/downloads/state_stds.html Here are some highlights of our new Common Core Teacher Editions:

1. The Table of Contents will indicate Lessons that go further than Common Core (CCS) concepts. There is a star next to lessons that are “an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states.” With this information, teachers can choose to teach the concept or skip it.

2. For each Lesson Plan (each day) we are changing the “Objective” to “Common Core Objective” (see lesson # 1). On days where lessons are not directly related to CCS, we will offer instruction for the teacher to alter what they do for the Lesson of the Day so they can still teach a Common Core concept. The Objective on those days will look like this (see Lesson #5):

Objective Students will distinguish between combinations and probability and will interpret information given in pie graphs. Common Core Alternative Activity #12 Perimeter and Area (on page A24 in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Guided Practice. There is no Homework on 5th day lessons.    -3. Within Guided Practice when a non CCS concept is one of the practice problems, we will indicate it with the star again. (See Answer Key for Lesson #5, Guided Practice Boxes C and D)

4. On Test Days (see Test #2) we indicate with a star non CCS concepts being assessed.

We are in the very early stages of creating these CCS Teacher Editions. When each one is released, we will have an announcement on our website. Our goal is to have as many grades ready by the fall 2013 as possible (focusing on grades 2-5 first, and then grades K-1 and 6). The student sheets are now ready to ship. In the meantime, you can find updates plus additional downloads on our website (manipulatives, Mental Math, placement tests in English and Spanish, and lots more): www.excelmath.com/tools.html Please give us a call at 1-866-866-7026 (between 8:30 - 4:00 Monday through Friday West Coast time) if you have questions about these new Excel Math Common Core Editions. Cordially,

The Excel Math Team

Grade 4 Lesson Concepts by lesson & page number Lesson # Pg

Lesson Concept

1 2 Recognizing thousands, hundreds, tens and ones places; solving multi-step story problems using addition and subtraction; adding 4 four-digit numbers with regrouping and subtracting two three-digit numbers 2 4 Subtracting two three-digit numbers with regrouping 3 6 Recognizing any number less than 1,000 4 8 Solving word problems using deductive reasoning 5 10 Calculating probability, interpreting pie graphs 12 Test 1 & Create a Problem 1 – The Walking Club 6 14 Filling in missing numbers in sequences counting by 1, 2, 3, 4, 5, or 10 7 16 Recognizing any number less than 10,000 8 18 Recognizing the symbols and terms < less than, > greater than; arranging 4 four-digit numbers in order from least to greatest and from greatest to least 9 20 Learning change equivalents up to $1.00 for dimes, nickels & pennies; recognizing coins 10 22 Determining if there is sufficient information to answer the question; determining what information is needed to answer a question 24 Test 2 & Create a Problem 2 – Getting to Know Each Other 11 26 Recognizing the dollar symbol and decimal point; recognizing money number words; regrouping with money amounts when adding or subtracting 12 28 Learning the multiplication facts with products up through 20 and products with 5 (up to 45), 10 (up to 90), 11 (up to 99) or 12 ( up to 48) as a factor; multiplying a one-digit times a two or three-digit number; multiplying money amounts 13 30 Recognizing addition and subtraction fact families; bridging 20 or 30 when adding 14 32 Filling in a missing number in an equation; determining the value of a letter that has been substituted for a number 15 34 Recognizing squares, circles, triangles and rectangles; recognizing numerator and denominator; determining the fractional part of a group of items when modeled or given in words, sometimes including extraneous information or the word “not” 36 Test 3 & Create a Problem 3 – Planning a Family Reunion Picnic 16 38 Learning that the whole is the sum of its parts; learning change equivalents up to $1.00 for quarters and half-dollars 17 40 Computing half of a group; recognizing odd and even numbers less than 100 18 42 Telling time to the minute; recognizing quarter past or to the hour, half past the hour; calculating minutes before hour; learning 60 minutes = 1 hour; calculating elapsed time 19 44 Computing the date within one week; learning 7 days = 1 week; learning abbreviations for days and months 20 46 Interpreting bar graphs and picture graphs 48 Test 4 & Create a Problem 4 – The Day of the Family Picnic 21 50 Learning division facts with dividends up through 20 and dividends with 5 as a factor 22 52 Selecting the correct operation; recognizing numbers greater than 1,000 23 54 Filling in missing numbers in sequences counting by 6, 7, 8, or 9 24 56 Learning multiplication facts with products up to 30; recognizing multiplication and division fact families; learning the terminology for multiplication and division 25 58 Completing patterns in a chart 60 Test 5 & Create a Problem 5 – Planning a Walk-a-Thon = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. www.excelmath.com

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Lesson Concepts by lesson & page number

Lesson # Pg

Lesson Concept

26 62 Solving word problems using mental multiplication of coins; calculating change using fewest coins 27 64 Dividing one-digit divisor into two-digit dividend with two-digit quotient, no regrouping or remainders 28 66 Dividing a one-digit divisor into a three-digit dividend with a three digit quotient, no regrouping or remainders 29 68 Estimating standard measurements 30 70 Recognizing lines of symmetry; reading measuring devices 72 Test 6 & Create a Problem 6 – The Walk and Roll-a-thon 31 74 Solving word problems involving multiplication and division 32 76 Multiplying with two-digit multiplier without zero in the ones place in the multiplier and without regrouping 33 78 Learning division facts with remainders with dividends up through 20; solving word problems involving division with remainders 34 80 Filling in missing numbers in equations with parentheses; learning the order of operations when solving an equation; replacing letters with numbers in an equation 35 82 Changing a number sentence from ≠ to =; finding the value of an unknown by performing the same operation on both sides of an equation 84 First Quarter Test 36 86 Subtracting four-digit numbers; learning multiplication facts with products to 50 37 88 Measuring line segments to the nearest half inch, quarter inch and half centimeter; learning the equivalents for feet, inches and yards 38 90 Learning terminology of parallel, intersecting and perpendicular 39 92 Learning terminology of plane figure, polygon, quadrilateral, parallelogram, diagonal 40 94 Recognizing three-dimensional figures - sphere, cube, cone, cylinder, rectangular, square and triangular pyramid and rectangular prism; learning terminology of flat and curved faces, vertices and edges 96 Test 7 & Create a Problem 7 – Field Trip to the Zoo 41 98 Solving word problems using reasoning 42 100 Dividing one-digit divisor into three-digit dividend with two-digit quotient, no regrouping or remainders 43 102 Dividing one-digit divisor into three-digit dividend with two-digit quotient, no regrouping or remainders 44 104 Using Venn Diagrams to understand the union and intersection of sets 45 106 Rounding to the nearest ten; estimating range for an answer; estimating answers for addition, subtraction and multiplication word problems using rounding 108 Test 8 & Create a Problem 8 – The Speed of Animals 46 110 Recognizing ordinal number words up to 100 47 112 Multiplying two two-digit numbers with zero in the ones place in the multiplier, no regrouping 48 114 Filling in missing numbers in sequences involving three-digit numbers 49 116 Learning multiplication facts with products to 81; learning division facts with dividends to 30 and dividends that are multiples of 10 (to 90), 11 (to 99) or 12 (to 48) 50 118 Recognizing numbers less than a million given in words, expanded notation/place value 120 Test 9 & Create a Problem 9 – The Spiny-Tailed Iguana = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. www.excelmath.com

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Lesson Concepts by lesson & page number Lesson # Pg

Lesson Concept

51 122 Recognizing multiples 52 124 Dividing one-digit divisor into three-digit dividend with two-digit quotient; regrouping and remainders 53 126 Dividing one-digit divisor into three-digit dividend with two-digit quotient; regrouping and remainders 54 128 Computing 1/2 to 1/9 of a group 55 130 Rounding to the nearest hundred or thousand; using rounding in order to estimate; rounding to the nearest dollar 132 Test 10 & Create a Problem 10 – Dolphins 56 134 Calculating ratios of 2 to 1 and 3 to 1 57 136 Calculating elapsed time (hours) involving AM and PM 58 138 Recognizing patterns; learning the terminology of pentagon, hexagon, and octagon; determining figures that do or do not belong in a set 59 140 Dividing a two-digit divisor into a dividend less than 100, no remainders 60 142 Recognizing when figures are similar or congruent; recognizing flips, turns and slides 144 Test 11& Create a Problem 11 – Dangerous Sharks 61 146 Recognizing sets of odd and even numbers; dividing money by a one-digit divisor 62 148 Multiplying two two-digit numbers, regrouping only with the ones or the tens place 63 150 Measurement equivalents for meters, kilometers, kilograms, dozen; converting foot & inch totals to inches; determing if measurement is longer/shorter or heavier/ lighter 64 152 Calculating perimeters; learning length abbreviations 65 154 Determining coordinate points 156 Test 12 Create a Problem 12 – Harmless Sharks 66 158 Learning the equivalent for one year in weeks and the number of days in each month 67 160 Adding and subtracting fractions 68 162 Calculating the area of a rectangle 69 164 Estimating answers to word problems rounding to the nearest hundred or thousand; using rounding to establish a range 70 166 Learning division facts with remainders with dividends up to 30 and dividends with 5 as factor; measuring angles; learning the sum of the angles for rectangle and triangle 168 Second Quarter Test 71 170 Recognizing the parts of a circle 72 172 Selecting correct equation; learning Commutative Property of Addition & Multiplication 73 174 Learning division facts with dividends up through 50; learning multiplication facts with products up through 81 and products less than 100 with 12 as a factor; converting measurements using division 74 176 True /not true number sentences; selecting correct symbol for number sentence 75 178 Determining equivalent fractions using models or money 180 Test 13 & Create a Problem 13 – Bones in Our Body 76 182 Adding and subtracting fractions with like denominators 77 184 Solving word problems by listing possibilities 78 186 Recognizing right, obtuse and acute angles 79 188 Comparing fractions 80 190 Interpreting information given in a line graph 192 Test 14 & Create a Problem 14 – Giraffes = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. www.excelmath.com ©2013 AnsMar Publishers, Inc. i.39

Lesson Concepts by lesson & page number Lesson # Pg

Lesson Concept

81 194 Adding and subtracting mixed numbers 82 196 Dividing a one-digit divisor into a four-digit dividend with a three-digit quotient 83 198 Dividing a one-digit divisor into a four-digit dividend with a three-digit quotient 84 200 Multiplying two two-digit numbers, regrouping twice 85 202 Recognizing tenths and hundredths places; recognizing decimal number words 204 Test 15 & Create a Problem 15 – More Skeletons 86 206 Adding and subtracting decimal numbers 87 208 Learning division facts with dividends up to 81 & dividends less than 100 with 12 as a factor; using trial and error to replace letters with numbers in an equation; learning the equivalents of gallons, pounds, tons 88 210 Changing an improper fraction to a mixed number 89 212 Dividing with a two-digit divisor and a dividend less than 100 with remainders 90 214 Determining the question, given the information and the answer; learning equivalent for one year in days; estimating which answer is most reasonable 216 Test 16 & Create a Problem 16 – Whales 91 218 Determining the lowest common multiple; learning multiplication facts with products with 11 (up to 121) and 12 (up to 144) as a factor; learning division facts with remainders with dividends to 50 92 220 Calculating distance, time and speed in word problems 93 222 Determining factors 94 224 Determining prime numbers and prime factors 95 226 Calculating the volume of a rectangular prism with one or more layers of cubes; determining the improper fraction with the greatest or least value in a set of fractions 228 Test 17 & Create a Problem 17 – Bicycle Racing 96 230 Solving word problems involving area and perimeter; calculating diameter, given radius 97 232 Measuring vertical or horizontal lines by subtracting x or y-coordinates 98 234 Recognizing equilateral, isosceles and scalene triangles 99 236 Calculating equivalent fractions using multiplication 100 238 Comparing decimal numbers in true / not true and less than / greater than problems 240 Test 18 & Create a Problem 18 – Tour de Vacation 101 242 Recognizing the pattern in a sequence of figures or pattern of shading 102 244 Recognizing numbers through trillions; recognizing three-digit odd & even numbers 103 246 Filling in missing numbers in sequences counting by 11 or 12 104 248 Rounding to the nearest whole number 105 250 Calculating the volume of a rectangular prism using the formula L x W x H; putting decimal numbers in order from least to greatest and greatest to least 252 Third Quarter Test 106 254 Determining the greatest common factor 107 256 Dividing decimal numbers by a whole number 108 258 Distributive Property of Multiplication, Associative Property of Multiplication & Addition 109 260 Dividing dollars by dollars 110 262 Calculating equivalent fractions using division 264 Test 19 & Create a Problem 19 – Super Plumber

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. www.excelmath.com

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Lesson Concepts by lesson & page number Lesson #

Pg

Lesson Concept

111 266 Calculating elapsed time in minutes across the 12 on a clock 112 268 Converting improper fractions as part of mixed numbers 113 270 Filling in missing numbers in sequences counting by varying amounts 114 272 Selecting the fraction that best represents a shaded region 115 274 Calculating a decimal answer in division when adding zeroes to right of the dividend 276 Test 20 & Create a Problem 20 - Preparing the Baseball Diamond 116 278 Multiplying a three-digit number by a two-digit number; multiplying money amounts with a two-digit multiplier 117 280 Filling in missing numbers in a sequence of decimal numbers 118 282 Converting mixed numbers to decimal numbers by setting up equivalent fractions 119 284 Comparing two or more sets of data using bar or line graphs 120 286 Calculating area and perimeter given coordinates on a coordinate grid 288 Test 21 & Create a Problem 21 – A Day of Roller Skating 121 290 Reading maps drawn to scale 122 292 Calculating averages 123 294 Calculating averages; Learning abbreviations for quarts, gallons, kilograms, grams, pounds and ounces; 124 296 Learning the equivalent for one year in days; learning about leap year 125 298 Comparing fractions in less than / greater than and true / not true number sentences by setting up equivalent fractions 300 Test 22 & Create a Problem 22 – The Tree House 126 302 Recognizing Roman Numerals I, V, X, L, C, D, M 127 304 Converting fractions to percent by setting up equivalent fractions 128 306 Continued - Converting fractions to percent by setting up equivalent fractions 129 308 Estimating answers to problems involving nine-digit numbers 130 310 Determining if coordinate points are on a given line 312 Test 23 & Create a Problem 23 – A Day at the County Fair 131 314 Recognizing thousandth place; rounding decimal numbers nearest tenth or hundredth 132 316 Associating 360 degrees in a circle with one-quarter, one-half, three-quarter & full turns 133 318 Comparing positive and negative numbers 134 320 Determining equation that represents a problem and the one that solves the problem 135 322 Determining if a number, greater than 20, is a prime number 324 Test 24 & Create a Problem 24 – Dance Class 136 326 Selecting the percent that represents a shaded region 137 328 Selecting the decimal that represents a shaded region 138 330 Dividing a two-digit divisor into a three-digit dividend with a two-digit quotient 139 332 Calculating cost per unit 140 334 Determining negative numbers using coordinate points 336 Fourth Quarter Test 141 338 Computing products involving two decimal numbers 142 340 Continued - Computing products involving two decimal numbers 143 342 Solving word problems involving percent 144 344 Learning the terminology of rhombus and trapezoid 145 346 Arranging fractions, decimals, and mixed numbers on a number line 348 Year End Test 1 = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. www.excelmath.com

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Lesson Concepts by lesson & page number Lesson #

Pg

Lesson Concept

146 147 148 149 150 151 152 153 154 155

350 Multiplying a three-digit number times a three-digit number 352 Calculating the area of a parallelogram 354 Converting fractions to decimals using division 356 Calculating the surface area of a rectangular prism 358 Calculating the mean, mode and median 360 Year End Test 2 362 Dividing a two-digit divisor into a three-digit dividend with a one-digit quotient 364 Determining the rule that creates a pattern 366 Multiplying fractions 368 Multiplying fractions and whole numbers 370 Calculating the area of a triangle

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. www.excelmath.com

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4th Grade Lesson Plans and Answer Keys

Lesson 1 Common Core Objective

Write problems #13 and #14 on the board. Show the class how to rewrite each problem in vertical form.

Students will add 4 four-digit numbers with regrouping.

Explain the CheckAnswer on the right side of the Lesson Sheet. If you have a Fourth Grade Projectable Lesson CD (see page i16) or an overhead projector or document camera, it will be easier to point out the CheckAnswer process.

Students will write 4-digit numbers showing place value.

Students will subtract three-digit numbers. Students will solve multi-step word problems.

We assume students can add and subtract with regrouping and understand the terms addend (a number added) and subtrahend (a number subtracted). Briefly review these concepts. Use the extra addition and subtraction problems on the right side of Lessons 2 and 3 if the class needs extra practice. If students have difficulty with regrouping or addition and subtraction basic facts, spend some time during the next few weeks working on these concepts.

Preparation

No special preparation is required.

Lesson Plan

The first 20 or so lessons in each grade are primarily review from the previous grade. If your students have difficulty during these lessons, slow down. Teach the Lesson and do half of the Guided Practice. The next day, do the rest of Guided Practice.

Problems connected with the lesson are numbered, while Homework and Guided Practice sections have letters.

Draw 4 horizontal lines on the board to represent the ones to thousands places. Put a comma between the hundreds and thousands place.

Stretch 1

Most lessons have a Stretch—a problem of the day that stretches thinking skills. Write the problem on the board in the morning. Reward students who find an answer before you reveal the solution at the end of the day. There may be multiple solutions.

Distribute the Lesson Sheets. Go through problems #1 – #4. Have a student come forward to fill in the four places while another writes an addition problem as shown on the Lesson. On problems #3 - #4, point out the zero serves as a place holder. This lesson illustrates the concept of cardinal numbers.

Tim, Shari, Karen and Juan all got to school before 8:30 in the morning. Tim was not second or last. Shari arrived earlier than Juan. Karen was the first to get to school. What is the order that they arrived at school?

Do problems #5 – #12 together with the class. As they do the word problems they should write the equation they used to find the answer. Answers should be labeled. Read through the word problems with them, following your time of teaching the concepts in the Lesson.

Answer: Karen, Shari, Tim, Juan

2

Lesson 1

Name

Date

Ones, tens, hundreds, thousands place; 4 four-digit numbers in addition, with regrouping and 2 three-digit numbers in subtraction; multi-step story problems

9

10 1 1

2,4 3 5 20 184 + 233

Just as ten ones are equal to one ten and ten tens are equal to one hundred, ten hundreds are equal to one thousand. A comma is used to separate the hundreds place from the thousands place. Write the numbers that are represented. Check each one with addition. 1

2 hundreds, 4 ones and 1 thousand

200 4 + 1,0 0 0 1,2 0 4

1,2 0 4 3

3 tens, 1 hundred and 2 thousands 2,130

5

2

1 ,4 32 4

1 00 30 + 2,00 0 2 ,1 30

Craig walked 4 miles on Monday and 3 miles on Wednesday. How many total miles did he walk on the 2 days? 4 + 3 = 7 Brian picked 21 apples Monday and 15 on Tuesday. Twelve of the apples were bad so he threw them away. How many apples does he have left? 21 + 15 36

36 - 12 24

24 apples

145 + 2 147

346 - 32 = - 32 314

513 3 510

57 - 36 = - 36 21

Pamela swims 2 miles and runs 5 miles a day. She also drives 4 miles to work everyday. How much farther does she run than swim after 2 days? 3+3=6 6 miles farther Vanessa had 52 pennies. She gave 14 of them to a friend and then found 6 more. How many pennies does she have now? 4 12

52 - 14 38

1

38 + 6 44

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987-36=

CheckAnswer

CheckAnswer

A 377

12 3 +42 57

14 - 8 = 6

368 - 48 320

6 fish

57 + 320 377

B 748

460 - 60 400

245 +103

400 + 348 748

348

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Name

12 12 + 40 + 2 = + 2 54

5-2=3

230

- 36 951

4001

Guided Practice 1 962 -620 342

504

To check your work, add the answers to your problems and compare the result to the CheckAnswer that is provided. If the two numbers are equal, your answers are correct and you may go on to the next problem. If the sum of your answers does not equal the CheckAnswer, then go back and check your work. If you are unable to find your mistake, raise your hand to ask for help.

Rachel caught 5 fish on Friday, 6 on Saturday and 3 on Sunday. Emily caught 8 fewer fish than Rachel. How many fish did Emily catch?

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850 -620

14

25 4

1,902

Ann has 2 dogs, 7 cats and 3 birds. How many more cats than dogs does she have? 7 - 2 = 5

5 6 + 3 14

6,397

13

5 more cats 8

906 -402

Change horizontal problems to vertical form in order to calculate the answer.

50 8 + 2,000 2,058

2,05 8 6

1,3 4 3 8 720 + 4,3 2 6

2,872

12

1

2 5 + 4 + 1,8 7 3 =

5 tens, 8 ones and 2 thousands

7 miles 7

2 30 400 + 1,000 1,432

1 thousand, 3 tens, 4 hundreds and 2 ones

11 1

A 999

342 147 + 510 999 D 389

314 21 + 54 389

3 tens, 2 hundreds and 1 thousand

1,230

1 thousand, 4 hundreds and 5 ones

1,405

2 ones, 1 hundred, 3 tens and 4 thousands

4,132

243 - 3 = - 3 240

586 - 246 = - 246 340

32 4 3 2 + 4 + 2,4 1 3 = 2,449

Lee baked 28 cookies. He gave 16 of them away. How many cookies does he have left? 28 - 16 12

4 more cats

E

3,029

240 340 + 2,449 3,029

1 1 1

31 242 1,8 0 5 + 427 2,505

entries one week before the event. In the last week, 7 canceled and 20 entered late. How many people ran in the race?

12 cookies Rosa has 5 cats. Anna has 9 cats. How many more cats does Anna have than Rosa?

1,230 1,405 + 4,132 6,767

59 -29 30

G 18 Dan organized a 10 km run. He had 348

6 + 12 18

9 - 5 = 4 44 pennies

B 6,767

348 - 7 341

341 + 20 361 361 people

48 Megan has 3 towels. She bought 8 new ones. When she got home she discovered that two of her new towels were torn, so she returned them. How many towels does she have now? 44 + 4 3 + 8 = 11 11 - 2 = 9 48 9 towels

I

4002

3

457 - 42 415

1

1,3 0 3 6 42 + 2,1 3 7 3,488

C 589

103 + 41 144

1 1 1

1,3 5 0 823 75 + 1,4 4 4 3,692

30 415 + 144 589 F 9,685

2,505 3,488 + 3,692 9,685

John read 15 pages of his book on Monday and 13 pages on Tuesday. How many pages did he read on Tuesday?

H 374

361 + 13 374

13 pages Marian made 6 greeting cards, 4 paper airplanes and 5 paper snowflakes. How many things did she make?

J 24

6 + 4 + 5 = 15

9 + 15 24

15 things

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Lesson 2 Common Core Objective

Problems #2 – #9 do not appear on the students’ Lesson Sheets. Please read these problems aloud, so your students get practice setting up problems themselves. We will ask you to do this about once every 10-15 lessons.

Students will subtract three-digit numbers with regrouping.

Preparation

For each student: Hundreds Exchange Board and Ones, Tens and Hundreds Pieces (masters on pages M14 - M16).

For each problem #2 – #9, give the students the minuend and have them display the number with their pieces on their exchange boards. Next, write the number on the board that they are to subtract from the minuend.

Lesson Plan

Start with Lesson problem #1. Ask students to represent each number several different ways on their exchange board. For example, 320 might be shown as:

Without using pencil and paper, they are to regroup the pieces on their exchange boards so that they can subtract. Ask “Why it is important to start with the ones place?” (They may need to regroup more than once.)

3 hundreds + 2 tens = 320; 2 hundreds + 12 tens = 320; 2 hundred + 11 tens + 10 ones = 320 Write the following notation on the board for each representation. 2 12

Have them use their pieces to add the subtrahend back to their answer to see if their answer is correct. Ask a student to come forward and write the problem on the board showing regrouping notation.

2 11 10

320=/ 3/ 20=/ 32 / 0/

Additional problems are provided on the right of the page if your students need more practice regrouping.

Show with addition problems that all 3 of these representations are the same number. Ask “If you want to subtract 146 from the number that has been represented, which choices would be the easiest to use? Why?” (The third choice because there are both tens and ones from which to subtract.)

Stretch 2

Marie, Sue, Rhonda and Clara are different heights. Sue is taller than Clara. Rhonda is not taller than Sue. Marie is not the tallest or the shortest. Clara is not the shortest. Arrange the names in order from tallest to shortest.

Ask a student to come forward and write a problem on the board using regrouping notation. Show how they can confirm the answer by adding their answer (difference) to the number subtracted (subtrahend). The sum that they get will equal the original minuend if their answer is correct.

Answer: Sue, Marie, Clara, Rhonda

4

Lesson 2

Name

Guided Practice

Date

Subtracting 2 three-digit numbers with regrouping.

1 1

Check your answers to each of these problems. 1

2

11 2 1 10

4

9 10

7

5

1 1

9 11

301 6 295

42 + 258 300

3 14

-

403 - 267 136

146 +174 320

300 - 42 258

8

1

2 15

Basic Fact Practice 13 18 - 8 - 9 5 9

1 1

2 12

1 1

6

10 0 16

1

9

+

2 17

9 - 6 3

15 - 8 7

12 - 6 6

10 - 4 6

11 - 8 3

11 - 6 5

13 - 6 7

17 - 9 8

8 - 7 1

14 - 8 6

12 - 9 3

7 + 6 13

8 + 9 17

3 + 7 10

9 + 5 14

8 + 4 12

5 + 5 10

5 + 8 13

7 + 9 16

325 + 21 346

120 +323 443

140 346 + 443 929 H 2,055

1 1

1 9 10

200 -106 94

3 9 13

403 - 78 325

Eight children were playing. Five of them went home. How many children were left?

1,636 94 + 325 2,055

C 9,664 1

1

1 1 1

1,3 1 5 302 825 + 2,2 5 6 4,698

211 1,3 6 4 253 + 2,4 3 2 4,260

5 14

864 -158 706

4,698 706 + 4,260 9,664

D 3,898

1 1

20 148 2,3 7 6 + 452 2,996

9 4 10 14

504 -109 395

3 15

395 2,996 + 507 3,898

945 -438 507

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3 children Noah lost 2 teeth this year and 4 last year. His friend Isaac lost the same number of teeth. How many teeth did they lose in all?

F 602

1

47 3 +12 62

148 6 142

1 1

K 290 9 3 10 12

402 -127 275

12 birds Every day Jade drives 5 miles to work, 8 miles while working and then 5 miles home. How far does she drive every 2 days? 5 8 + 5 18

1

18 + 18 36

273 +125 398

31 3 1 + 2 6 2 + 1,2 0 7 = + 262 1 1,500 517 - 57 = 23 - 57 5 460 23 + 14 + 5 = 42

Eighteen birds were in a tree. Twelve of them flew away. How many birds flew away?

8 - 5 = 3

2 + 4 = 6 6 + 6 = 12

190 233 + 4,555 4,978

Name E 929

12 teeth

500 -267 233

4003

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486 -296 190

1

11 - 4 7

402 943 1,0 3 6 + 2,1 7 4 4,555

9 4 10 10

3 18

194 + 182 376

376 - 194 182

14 - 7 7

67 1,3 3 2 232 + 5 1,636

B 4,978

388 28 416

8 + 327 335

-

Guided Practice 2

408 5,707 + 224 6,339

1 1 1

1 1

416 - 388 28

6 + 295 301

12 - 4 8

241 -101 140

10 5 0 13

613 -389 224

1

128 + 504 632

632 - 128 504

267 + 136 403

335 8 327

56 + 390 446

446 56 390

203 125 1,0 5 3 + 4,3 2 6 5,707

3 3 9 13

1 1

320 -146 174

A 6,339

1 1

12 133 7 +256 408

When regrouping with subtraction, be sure to show your work. A subtraction problem can be checked by adding your answer (the difference) to the number that was subtracted (the subtrahend). If your subtraction answer is correct, the result will equal the number you started with (the minuend).

36 miles

3 12 + 275 290

62 142 + 398 602 I

2 tens, 3 ones and 4 thousands

4,023

2 thousands and 1 one

2,001

2,002

1,500 460 + 42 2,002

on them and 4 with birds. Kylie has the same number of kites as Chloe. How many kites do they have in all? 2 + 4 = 6 6 + 6 = 12 12 kites

4004

5

234 4,023 + 2,001 6,258 1 1

12 4 2 13

677 -420 257

533 -287 246

Ted has 6 white boats and 8 blue boats. How many more blue boats than white boats does he have? 8 - 6 = 2

26 miles

M 48 Chloe has 2 kites with hearts

12 + 36 48

234

Lola ran 11 miles on Monday and 15 miles on Friday. How many miles did she run in all? 11 + 15 26

G 6,258

4 ones, 3 tens and 2 hundreds

2,4 0 0 5 168 + 62 2,635

1 10

320 -119 201

Jenna had 60 baseball cards. She traded 15 cards to Mary for 3 cards of top players. How many cards does Jenna have now? 5 10

45 + 3 48

257 246 + 2,635 3,138 L 229

2 more blue boats

60 - 15 45

J 3,138

48 cards

26 2 + 201 229 N 60

12 + 48 60

© Copyright 2013 AnsMar Publishers, Inc.

Lesson 3 Common Core Objective

Ask if the answer came out in the same order that it was given. (No.)

Students will recognize any number word less than 1,000.

No matter what order the places are given, when the number is written or represented, the hundreds are on the left, the tens are in the center and the ones are on the right for a three-digit number. Ask them what the number is. (506.)

Preparation

For each student: Hundreds Exchange Board and Ones, Tens and Hundreds Pieces (masters on pages M14 - M16).

Lesson Plan

Show that these two examples can also be written:

Have the students represent 3 hundreds, 4 tens and 2 ones with their place value pieces on their exchange boards. Write the following problem:

300 40 + 2

100 100 100 10 10 10 10 1 + 1

and

6 + 500

Ask if they agree and why. Go through #1 – #9 with the class. Have the students explain in their own words the importance of the zeros.

Stretch 3

This process will be a prelude to expanded notation. Add the numbers and write the answer. Explain that since you have 3 hundreds, 100 is written three times. 10 is written 4 times. 1 is written 2 times. Ask them what the number is. (342)

Write an addition problem of single digit numbers that add to 23 without using a 1, 5 or 8. Answer: 9 + 7 + 4 + 3 = 23

Next, tell them to represent 6 ones and 5 hundreds on their boards. Write the following problem: 100 100 100 100 100 1 1 1 1 1 + 1

6

Lesson 3

Name

Guided Practice

Date

Recognizing any number word less than 1,000 1

3

2

401

four hundred one

4

500

five hundred

216

two hundred sixteen

9 1 10 10

107

one hundred seven

130

191 534 + 3,147 3,872 B 6,969

1 1

508

7

241

two hundred forty-one

8

305

three hundred five

9

700

seven hundred 105

one hundred five

Basic Fact Practice 7 8 + 8 + 4 15 12

42 1,2 0 3 385 + 4,1 2 6 5,756

320

5 + 9 14

2 + 9 11

9 + 7 16

6 + 7 13

2 + 8 10

6 + 5 11

8 + 8 16

5 + 6 11

4 + 8 12

5 + 7 12

6 + 9 15

6 + 4 10

8 + 5 13

10 - 9 1

15 - 7 8

12 - 8 4

9 - 4 5

11 - 9 2

13 - 7 6

16 - 8 8

14 - 6 8

1

1 1

2,3 0 4 32 217 + 1,2 2 3 3,776

52 1,5 1 6 73 + 3,2 3 1 4,872

10 3 0 10

410 -297 113

1

904 -538 366

D 4,282 10

2 tens and 1 thousand

E 4,695

2,350

1

28 462 - 367 = 1 - 367 28 + 80 + 1 = 95 109 254 + 9 = + 9 263

5 289 +134 428

95 109 + 263 467

Lucy caught 6 frogs. Sophia caught 5 frogs. How many more frogs did Lucy catch than Sophia?

562 -292 270

11 6 1 15

K 198 2 16

362 -192 170

Rusty got up to bat 32 times. He struck out 6 times and walked 9 times. How many hits did he get? 6 + 9 = 15

I

310 4 1,2 3 6 + 84 1,634

725 -488 237

1 more frog

Victoria had 12 blouses. She gave 5 of them away and purchased 3 new blouses. How many blouses does she have now?

1 0 blouses

467 -264 203

1 1

1 1

2 12

32 - 15 17

F 680

two hundred three

203

207 203 + 270 680

four hundred sixty

460

one hundred twelve

112

G 775

4 16

H 467

6 - 5 = 1

12 - 5 = 7 7 + 3 = 10

123 + 84 207

2,350 1,020 + 1,325 4,695

1,020

15 3 5 12

2 7 stamps

© Copyright 2013 AnsMar Publishers, Inc.

Name

2 tens, 5 ones, 3 hundreds 1,325 and 1 thousand

Roger has 12 stamps. Pete has 15 stamps. How many stamps do they have in all?

366 3,496 + 420 4,282

703 -283 420

4005

Guided Practice 3

113 4,872 + 3,776 8,761

1

4 731 623 + 2,1 3 8 3,496

9 8 10 14

www.excelmath.com

2 thousands, 3 hundreds and 5 tens

5,756 706 + 507 6,969

3 15

945 -438 507

C 8,761

105 211 + 320 636

9 + 4 13

www.excelmath.com

6 13

973 -267 706

1 636

211

two hundred eleven

three hundred twenty

12 + 15 27

732 -198 534

one hundred thirty five hundred eight

6

13 624 72 + 2,4 3 8 3,147

12 6 2 12

200 9 191

Write the words for each number. 5

A 3,872

1 1 1

27 1 + 170 198 M 27

2,299

428 237 + 1,634 2,299

There are 27 children in Tony's class. Today 4 of them are absent. How many children are present today? 27 - 4 23

5 14

464 - 309 = - 309 155

20 - 5 15

1 7 hits 4006

7

2+3=5 1 5 waves

6 6 + 121 + 29 = + 29 156

Maria has 16 books. Nancy has 6 books. How many more books does Maria have than Nancy? 16 - 6 10

2 3 children

1 10

J 535

2 12

232 - 8 = - 8 224

Andrew tried to catch 20 waves when he went surfing. He fell 3 times and missed the wave twice. How many waves did he ride?

10 + 17 27

203 460 + 112 775

16 3 6 10

470 - 81 389

1 0 more books Grace's shelf was 34 inches long. She cut 3 inches off each end. How long is the shelf now? 2 14

34 - 6 28

3+3=6

224 156 + 155 535 L 422

23 10 + 389 422 N

43

15 + 28 43

2 8 inches © Copyright 2013 AnsMar Publishers, Inc.

Lesson 4 Common Core Objective

Let a volunteer explain the equation: 5-3=2 Karen has two more apples than Diego.

Students will solve additive comparison and multiplicative comparison word problems.

Next write the following word problem on the board: Karina can pick three times as many peaches in 20 minutes as her brother Tim. Karina can pick 42 peaches in 20 minutes. Altogether, how many peaches can they pick in 20 minutes? Use a tape diagram to show how many peaches each person picked. Karina = 42 peaches (42 = 3 x Tim)

Students will use deductive reasoning to solve word problems.

Preparation

No special preparation is required.

Lesson Plan

Go through #1 and #2 with the class. For each of these problems there is a sentence that reveals the position of the students.

Karina = 42 peaches

In the first problem, it is the second sentence. Since Haley finished between the other two, she must have been second. The third sentence states that Jared wasn’t first, so he must have been third.

Tim

Tim = 42 ÷ 3 = 12 42 (K) + 12 (Tim) = their total = 54 Multiplicative comparisons focus on comparing two quantities by showing that one quantity is a specified number of times larger or smaller than the other. A simple way to remember this is “How many times as much?”

In the second problem, the second sentence says Cameron is older than Alexander. Draw a vertical line above Cameron that is higher than one over Alexander.

The letter on the right side of the paper should be signed by each student’s parent or guardian.

In the third sentence we read that Thomas is younger than Alexander. Therefore, the line over Thomas should be shorter than the one over Alexander. Thomas’ line is the shortest, so Thomas is the youngest. Ask the students who the oldest is.

Stretch 4

Draw the following squares on the board or form them with toothpicks, crayons, pencils, etc. Ask students to remove 1 line to form 3 squares. The “X” on the diagram indicates the line that needs to be removed.

If you have time, let your students try an additive comparison (and a multiplicative comparison). Write this word problem on the board:

X

Diego has 3 apples and Karen has 5 apples. How many more apples does Karen have? 8

Lesson 4

Name

1

Homework

Date

Using deductive reasoning to solve a story problem

Dear Parents,

Haley, Jared and Aaron ran in a race. Haley finished between Jared and Aaron. Jared wasn't first. In what order did they finish the race?

You can help your child by getting involved with homework. You may not always have time to help, but just showing an interest may really motivate your child.

From the second sentence we know that Haley came in second.

Haley

The problems on the back of this lesson sheet were done in class. The children check their work by adding the answers of two or more problems then comparing the result to the CheckAnswer that we provide above and to the right of the problem. A 392

From the third sentence we know that Jared wasn't first, so he must have been last. Therefore, Aaron must have been first.

Aaron

Haley

Jared

Sometimes we find children will add the answers incorrectly rather than ask for help. If parents and teachers work together, we can help the child learn the value of asking for help now, rather than being satisfied with a wrong answer.

Alexander, Cameron and Thomas are brothers. Cameron is older than Alexander. Thomas is younger than Alexander. Who is the youngest?

2

Drawing lines is a helpful way to keep track of the comparisons. From the second sentence we know that Cameron is older than Alexander, so his line is longer than Alexander's.

Alexander

Thomas

Homework is available four nights a week, and will be located on the lesson sheet where this letter appears starting with Lesson 6. Whenever you have the time, please check to see that the answers on your child's homework are added correctly and the calculations are shown. With your assistance, I look forward to a successful year in mathematics. Please contact me if you need any clarification of our math program.

Cameron

From the third sentence we know that Thomas is younger than Alexander, so his line is shorter than Alexander's.

Sincerely, I have read this letter and I will do my best to help at home.

Alexander

Thomas

Cameron

_________________________________________________ Parent's signature

Thomas is the youngest. 4007

www.excelmath.com

Guided Practice 4

Name A 874

7 10

9 4 10 10

8 12

804 -524 280

392 -277 115

500 - 21 479

280 115 + 479 874

two hundred thirty three hundred six

121

1

1 1

14 +289 303

Tex had 9 comic books. He gave 4 of them to his sister. How many comic books does he have left?

1

27 +134 161

5 comic books Julian planted 40 new trees behind his house. Eight were oaks, 9 were elms and the rest were maples. How many maple trees did he plant? 3 10

40 - 17 23

www.excelmath.com

23 maples

+ 10 22

2,2 0 9 6 472 + 52 2,739

3 11

205 8 197

334 303 + 161 798

Timothy colored 12 pictures. Hans colored 10 pictures. How many pictures did they color in all? 12

9 - 4 = 5

8 + 9 17

1 1

9 1 10 15

341 -139 202

G 1,084 1

847 108 +102 1,057

5 22 + 1,057 1,084

22 pictures Tyler went 400 miles in 3 days. On the third day he drove 120 miles. On the second day he drove 230 miles. How far did he drive on the first day? 120 + 230 350

3 10

400 - 350 50

I

73

23 + 50 73

E 3,138

197 202 + 2,739 3,138

1 1

4008

9

Sue 6.

Jean 7.

567 -458 109

2 thousands

2,000

3 ones, 1 thousand and 2 hundreds

1,203

Erin, Sue and Jean each sang at a concert. Erin sang longer than Sue. Jean sang longer than Erin. Who sang the least?

Erin 5.

5 17

403 - 24 379

8 tens, 4 ones, 2 hundreds and 3 thousands 3,284

Cindy rowed 14 miles in a canoe. Sandra rowed 19 miles. How many more miles did Sandra row than Cindy? 19 - 14 5 5 more miles

50 miles

9 3 10 13

4,6 9 2 + 248 4,940

230 306 + 121 657

306

one hundred twenty-one

C 5,428

B 657

230

D 798

271 + 63 334

© Copyright 2013 AnsMar Publishers, Inc.

Stephanie is 74 inches tall. Lois is 68 inches tall. How much taller is Stephanie than Lois?

F 6,487

3,284 2,000 + 1,203 6,487 H 604 1 1

153 268 +172 593

6 14

74 - 68 6

4,940 379 + 109 5,428

5 6 + 593 604

6 inches taller

Roberto has 6 dogs. Bill has 4 dogs. How many dogs does Roberto have?

J 109 2 10

307 -210 97

6 6 + 97 109

6 dogs © Copyright 2013 AnsMar Publishers, Inc.

Lesson 5 Objective

Students will distinguish between combinations and probability and will interpret information given in pie graphs.

Common Core Alternative

Activity #12 Perimeter and Area (problems #1-3 on page A24 in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Guided Practice. There is no Homework on 5th day lessons.

Preparation

For the entire class: A package of jellybeans

Lesson Plan

Combinations are the variety of ways that different objects can be placed into sets. Probability is the likelihood that a certain combination will appear under random conditions. Start by listing possible combinations. Don’t worry about the order of the items. As we teach combinations, we consider a scoop of vanilla ON TOP the same as a scoop ON THE BOTTOM. Distribute the lesson sheets and do the first 5 problems together. Ask the class if they think there are any more possible combinations of what Caleb might wear. (No.) Are there more possible ways to combine 3 kinds of ice cream? (No.) Once they understand combinations, move to probability. Probability is the number of times a particular set will randomly occur out of the total number of combinations. A pie graph visually shows how a quantity of items is related to other items, so it is useful when describing probability. Pour your jellybeans onto a piece of paper.

Group identical colors together. Mark the center and draw a circle around the outside. Draw straight lines from the center to the circle, separating each color. Write down the color and number of jellybeans in each section. Put all the jellybeans in a bag and ask, “If I close my eyes and take out a jellybean, which is the most likely color? Least likely?” Discuss probability. The “chances” of one color being chosen are compared to the “chances” for another color. The probability of choosing a red jellybean is described as the number of red jellybeans OUT OF the total number of jellybeans. (Later, we will show this as a fraction, such as 1/12.) Write the numbers for each of the colors your jellybeans on the board. The color with the most beans has the highest probability of being chosen. The one with the fewest has the lowest probability. Even the highest probability does not mean that an item will definitely be chosen. Go to the pie chart on the Lesson Sheet. The probability that Olivia would take out ANY jellybean is 10 out of 10 (certain). A yellow jellybean has the highest probability with 4 out of 10 chances. The probability of getting a purple jellybean is 0 out of 10 (impossible) because there are no purple jellybeans. Finish the problems together.

Stretch 5

Ann and Jerry have 12 dogs. Ann has 6 more dogs than Jerry. How many dogs do they each have? Answer: Find 2 numbers with sum of 12 (1st clue) and difference of 6 (2nd clue). Ann has 9 dogs. Jerry has 3 dogs.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 10

Lesson 5

Name

Date

Calculating combinations and probability; information given in circle (pie) graphs

We use the word probability to describe how likely it is that a person will choose one combination instead of another. The choice must be random, or made by accident, like pulling from a bag without looking or putting on your socks in the dark.

Caleb can wear a green or white shirt, and white or black shorts. How many different combinations can he make?

Olivia had a bag of red, green, black and yellow jellybeans. She poured them out on a piece of paper, arranged them by color in a circle, and drew lines between the colors. She could tell she had more yellow jellybeans without even counting.

green shirt + white shorts - GW green shirt + black shorts - GB

10 Bag of Jellybeans What is the sum of all the jellybeans? Y After counting the jellybeans, she put them back in the bag. G Y G If she takes one out without looking (at random), the probability it will be B Y

white shirt + white shorts - WW white shirt + black shorts - WB If he chooses to wear a white shirt and black shorts, that 1

2

Caleb noticed that 2 out of _____ 4 _____

Y

combinations include white shorts.

1 of the _____ 4 is _____ combinations.

strawberry

vanilla

B

2 out of _____. 10 green is ____

10 3 out of ______. black is _____

1 out of ______. 10 red is _____

4 out of ______. 10 yellow is _____

If she randomly (without looking) takes one out, which color has

Melanie wants an ice cream cone with two scoops. She can choose chocolate, strawberry and vanilla ice cream. What different combinations can be made? In this example, we do not care which flavor is on the top or bottom.

chocolate

B

R

6

CC

SS

CS

SV

0 out of 10

CV

VV

impossible

3

4

5

A combination with two scoops of vanilla is

A combination of two scoops of cherry is

A combination of both chocolate and vanilla is

5. impossible.

5. possible.

5. possible.

6. possible.

6. impossible.

6. impossible.

7. the only choice.

7. the only choice.

7. the only choice.

1 out of 10

2 out of 10

3 out of 10

highly unlikely

Guided Practice 5 1,1 0 1 20 236 + 102 1,459

unlikely

6 out of 10

equally likely

7 out of 10

6.

9 out of 10

10 out of 10

highly likely

likely

certain

8

Use the scale above to determine what possibilities could fit in each category. For example, What is the probability of choosing a black or green jellybean?

9

When could you use these words: more likely, equally likely, less likely? For example, which words describe the probability of choosing a black or green jellybean compared to choosing a red or yellow?

3 + 2 = 5, so 5 out of 10

both are 5 out of 10, so it is equally likely © Copyright 2013 AnsMar Publishers, Inc.

P 1

D 2

J 3

B 535

22 23 +23 68

1,459 360 + 4,339 6,158 C 114

1 11

321 -216 105

4 5 + 105 114

Sierra invited 14 friends to her party. Three had other plans and 2 canceled at the last minute because they got sick. How many people were at Sierra's party? 2+3=5

14 - 5 = 9

9 + Sierra = 10 5.

8 out of 10

A 6,158

12 4,0 0 2 201 + 124 4,339

780 -420 360

On which animal is the arrow most likely to stop?

Blake 3.

Damon 4.

Paul 5.

Prizes at the School Carnival pies

10 people 9 5 10 10

600 - 13 587

cookies

muffins

cupcakes If the carnival selected baked items at random to give as prizes, which would you be least likely to receive? cupcake

muffin

pie

cookie

3.

4.

5.

6.

www.excelmath.com

5 out of 10

Name

Blake, Damon and Paul met at the gym after school. Blake arrived last. Damon didn't arrive first. Who arrived first?

4.

4 out of 10

the lowest probability (least chance) of being selected? red

4009

www.excelmath.com

3.

7

the best chance (highest probability) of being selected? yellow

9 4 10 12

E 695

five thousand, one hundred sixty-seven 5,167

5 587 + 103 695

4 hundreds, 7 tens and 1 thousand

502 -399 103

1,470 4010

23 14 + 2 39

325 +103 428

68 39 + 428 535 D 1,975

6 4

4

3

5

3

1

65 741 730 +423 1,959

5 4

The arrow is least likely

10 6 + 1,959 1,975

6 to stop on a ______.

2 thousands 2,000

three hundred one

F 8,938

5,167 1,470 2,000 + 301 8,938

301 © Copyright 2013 AnsMar Publishers, Inc.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 11

Test 1 & Create A Problem 1 Test 1

Create A Problem Introduction

Record students’ identification numbers and the number of problems missed. Use tally marks to record how many students missed a particular question. This will help you review problems missed by a number of students.

This page may be used as a continuation of the test if your students are comfortable with reading and solving word problems.

Our back-of-test problems help students integrate math and writing skills. The stories are designed so your students can observe, analyze and participate in the stories. Several consecutive stories may be related, so they might occasionally need to think back to what they did a week ago.

This test covers concepts that have been introduced on Lessons 1 – 3. You can use Score Distribution and Error Analysis charts provided on pages i20-i22 in the front of this book and on our website to track student results: www.excelmath.com/downloads.html

If you think students might need some assistance in working with a large block of text and finding many numbers to extract, do this as a separate activity.

This table shows which test question covers which concept and where it was first taught. Q#

Create A Problem 1

Numerical values in the stories are shown in bold type. Students should review the story, filling in the numbers in the blanks at the bottom of the story before answering the questions.

Lesson Concept

1

1

Add 4-digit numbers

2

1

Add 4-digit numbers

3

1

Add 3-digit numbers

4

1

Add 2-digit numbers

5

1

Add 4-digit numbers

6

2

Subtract 3-digit numbers

7

1

Subtract 3-digit numbers

8

2

Subtract 3-digit numbers

9

2

Subtract 3-digit numbers

10

1

Subtract 3-digit numbers

11

1

Writing numbers given in 1000s, 100s, 10s and 1s

12

1

Writing numbers given in 1000s, 100s, 10s and 1s

13

1

Writing numbers given in 1000s, 100s, 10s and 1s

14

3

3-digit number words

15

3

3-digit number words

16

1

1-step story problem, add or subtract

17

3

3-digit number words

18

3

3-digit number words

19

1

1-step story problem, add or subtract

20

1

1-step story problem, add or subtract

Encourage students to show their work for the word problems. Let them share how they solved each problem so they can begin to understand that there may be different ways to correctly solve some problems. The question(s) they write should be about the people in the story who are walking together – not about walking in general. Sample problems are provided for most stories so you can give the students an indication of the kind of things they might ask. The questions and problems will become more difficult as the year progresses.

12

© Copyright 2013 AnsMar Publishers, Inc.

103 + 124 227

227 pounds

Heather weighs 103 pounds. Jeremiah weighs 124 pounds. How much do they weigh together?

www.excelmath.com

21 more ants

19

169 - 148 21

Carlos has 148 ants on his ant farm. Sydney has 169 ants on her ant farm. How many more ants does Sydney have than Carlos?

4011

20

one hundred eleven _________________________________________________________ 111

seven hundred two _________________________________________________________

204

two hundred four

702

18

11

14

5,203

3 ones, 2 hundreds and 5 thousands

597 62 535 624 - 385 239

Write the words for each number.

467

four hundred sixty-seven 15

12

248

867 - 370 497 8 7

4 tens, 2 hundreds and 8 ones

9

45 + 84 129 258 + 95 353 21 33 1,5 2 7 + 713 2,294 2 3,0 1 2 246 + 184 3,444

6

17

11 board games

16

Frank has 6 puzzles, 7 video games and 11 board games. How many board games does he have?

4,000

4 thousands

845 8 837

13

10

672 - 21 = - 21 651

5 4 8 + 3 1 + 1,3 8 7 = 31 + 1,387 1,966

Date 5

# 4 3

Name

2

Test 1

1

Create a Problem 1

Name The Walking Club

Alissa decided to join a walking club. She and seven friends went walking every day after school for exercise. Each week they took a different route so they could see a variety of areas in their city. The first week they walked two miles each day. The club leader chose a

How much taller is the oak tree in the park than the maple tree in Alissa's yard? 50 - 40 10

How many bridges did they walk over each day?

10 feet taller

5 bridges

How many dogs were in the second park once Susan arrived with her two dogs?

How many dogs and puppies did they meet in the parks? 4 3 8 + 3 18

path that connected three different parks. They crossed five small bridges and took a rest break under a fifty-foot high oak tree. There were many things for them to see and talk about. One day Susan brought her two dogs. At the first park there were four other dogs. At the second park there were three dogs. In the third park there were eight dogs plus three

2 + 3 5

puppies. It was hard for the walkers to keep up their pace because Susan's dogs wanted to play with the puppies. The club leader asked Susan to leave her dogs at home next time.

5 dogs

When they had finished walking, Alissa and two friends

How many people went walking? 7 + 1 = 8

18 dogs and puppies

1 23 10 5 + 8 23

8 people How many parks did they walk through?

2 26

5 18 + 3 26 3 parks

Write a story problem from the information in the story and answer your question.

went into her backyard. They drank ice water and rested under a forty-foot high maple tree.

How many dogs did Susan see?

4 + 3 + 8 = 15 dogs

Read the story. Circle the numbers and write them in the spaces below. 7 Alissa's friends ____

2 Miles each day ____

3 Number of parks _____

5 Size of oak tree _________ 50 feet Number of bridges ____

2 Susan's dogs ____

4 3 8 Dogs in first park ____ Dogs in second park ____ Dogs in third park ____ 3 Puppies in the third park ____ www.excelmath.com

40 feet Size of the maple tree __________ 4012

13

© Copyright 2013 AnsMar Publishers, Inc.

Lesson 6 Common Core Objective

For Guided Practice I, ask the students to print the number on the line that indicates the fruit in the largest section, if you have not taught probability. Do the same for Guided Practice J. Then ask the students to count how many sections on the spinner have G for the first blank and how many total sections are on the spinner for the second.

Students will complete number sequences when counting by 1, 2, 3, 4, 5 or 10.

Preparation

For the entire class: Number Chart (master on page M10)

Lesson Plan

Before distributing the Lesson Sheets, read aloud the 4 numbers in problem #1. Ask the class if you are counting in a decreasing or increasing direction. Draw an arrow pointing down.

Use the Guided Practice portion of your math lesson to ask students to “explain their thinking.” Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson.

Read the numbers again and have the students put a counter on each number on their number charts. Ask them by what number they are counting.

For additional practice with addition, subtraction, multiplication and division (or a combination of all four), refer students to our Online Timed Basic Fact Practice: www.excelmath.com/practice.html

Write on the board counting by 10. Next, have the class count by ten to identify the next number in the sequence. For problem #2, after they have chosen arrow up or down, have the students move their 4 counters so that they are on the new numbers. Then ask if the set is counting by 10 again. (No.)

Stretch 6

Using the digits 1 - 9 only once, make up three addition problems, each made up of 3 one-digit numbers with equal sums. Answer:

Write on the board, counting by ___. Have the class tell you the missing number. (5)

1 + 5 + 9 = 15

Distribute the Lesson Sheets and go through #3 – #6 with the class. Ask students to discover the differences between the numbers in each sequence.

2 + 7 + 6 = 15 3 + 4 + 8 = 15

Ask if the differences are the same in each sequence. What will be the next two numbers in the sequence? 14

Lesson 6

Name

Homework

Date

Completing a missing number series, counting by 1, 2, 3, 4, 5, 10 For each number sequence, indicate by what number the sequence is counting and then fill in the missing numbers. 1

2

46 ) ( 86 , 76 , 66 , 56 , ______

3 ones, 2 tens and 1 thousand

60 , 65 , 70 , 75 , 80 , 85 ) ( ______

five thousand, one hundred two

1,023

A 6,531

four hundred six

5,102

1,023 5,102 + 406 6,531

406

-10 -10 -10 -10

counting 3

10 by _______

counting 4

59 ) ( 67 , 65 , 63 , 61 , ______ counting

5

up down

up down

counting

6

counting

up down

Wilbur hiked 37 miles. Connie hiked 29 miles. How much farther did Wilbur hike than Connie?

5 by _______

48 , 52 , 56, 60 , 64 ) ( ______

2 by _______

40 ( 3 6 , 3 7 , 3 8 , 3 9 , ___)

up down

up down

8 miles farther

1 by _______

counting

up down

3 by _______

Basic Fact Practice

13 - 8 5

18 - 9 9

11 - 4 7

9 - 6 3

15 - 8 7

12 - 6 6

10 - 4 6

11 - 8 3

10 - 7 3

15 - 9 6

12 - 7 5

17 - 8 9

10 - 5 5

8 - 6 2

16 - 9 7

14 - 9 5

7 + 6 13

8 + 9 17

3 + 7 10

9 + 5 14

8 + 4 12

5 + 5 10

5 + 8 13

7 + 9 16

Guided Practice 6

Jada invited 18 friends to a party. Five had other plans and two were sick. By the day of the party, three of the kids who had said no, were able to come. How many kids were at the party?

A 682

1 thousand, 2 ones, 3 hundreds and 4 tens

336 213 + 133 682

4 hundreds

1

259 - 46 213

7-3=4

9 2 10 10

2,7 5 1 35 +492 3,278

3 10

53 + 104 157

77 - 65 12

12.

G 476

6 more

1

157 12 + 307 476

7 - 3 = 4

13.

4 hours longer I

12 0 2 14

134 - 69 65

41 314 + 4,183 4,538

15 3 5 10

460 -383 77

33 35 , 37 , 39 , 41 , _____ 43 ) ( _____, +2

three hundred fifty-two

352

one hundred three

103

two hundred

200

Amy raked leaves for 3 hours on Monday and for 7 hours on Tuesday. How much longer did she rake leaves on Tuesday than on Monday?

12 more times

What fruit will the arrow most likely stop on?

11.

562 -248 314

232 71 + 4 307

E 4,538

1

3,4 1 2 2 731 + 38 4,183

5 12

406 -365 41

Lisa jumped 65 times on the trampoline. Reggie jumped 77 times. How many more times did Reggie jump than Lisa?

www.excelmath.com

D 21

15 + 6 21

4 12

52 - 46 6

85 , _____ 81 , 77 , 73 , 69 , 65 ) ( _____

1,342 400 + 6,205 7,947

6,205 1

282 3,278 + 122 3,682

300 -178 122

157 miles

B 7,947

400

2 hundreds, 5 ones and 6 thousands

Bob rode his bike 53 miles. Paula rode her bike for 104 miles. How far did they ride in all?

10.

18 203 + 276 497

© Copyright 2013 AnsMar Publishers, Inc.

1,342

D 3,682 2 11

Ramona did 46 jumping-jacks. Opal did 52 jumping-jacks. Janet did 47 jumping-jacks. How many more did Opal do than Ramona?

19 includes Jada - 4 15 15 kids

2+5=7

231 + 45 276

-4

129 + 4 133

1 1

314 - 32 282

857 -654 203

Name

12

432 - 96 336

C 497

4013

www.excelmath.com

3 2 12

37 - 29 8

Mr. Park went on a hike. He saw 8 deer. That was 7 fewer than the number of rabbits he saw. He saw 3 more hawks than rabbits. How many hawks did he see? 15 8 + 7 = 15 rabbits + 3 18 18 hawks

5 4 ___, 51 48, 45, 42, 39) ( ___,

8 384 + 2,357 2,749

32 4 3 2 + 4 + 2,3 2 1 = 2,357

2 17

4 by _______

B 2,749

10 3 0 12

412 - 28 = - 28 384

152

Karin's Box of Crayons

10 65 + 77 152

G G B

4014

R

Y

R

G B B

R

R R

B

Philip has 7 screwdrivers, 3 hammers and 5 saws. How many tools does he have in all? 7 3 + 5 15 15 tools

2. red

3. yellow

352 103 + 200 655 H 391 1

123 8 +241 372

4. green

The probability of choosing a green crayon is _______ out of _______. 3 13

4 15 + 372 391

JJ

18

2 3 + 13 18

© Copyright 2013 AnsMar Publishers, Inc.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 15

85 81 33 + 43 242 F 655

If Karin takes a crayon out of the box without red crayon has the highest looking, a ______ probability of being selected. 1. blue

C 242

Lesson 7 Common Core Objective

Stretch 7

Students will recognize any number word less than 10,000 and will apply their understanding of place value.

Draw the grid shown below on the board, without the numbers. Tell the students that they are to use the digits 0 – 9, but they can only use a digit once.

Preparation

They should arrange the digits so that the sums of the rows and the columns all add to 14.

For each student: a lined piece of paper

Lesson Plan

Before distributing the Lesson Sheets, tell the students that you are going to write a number on the board but do not say the number out loud. Use problems #1 – #8 as your examples.

9

0

1 4

Students should rewrite the number on their papers, then write the number in terms of place value and then write the number words. For example,

5 7

8

2

There may be more than one solution. Before they start, ask them if they will be able to use all ten digits? (No, because there are 10 digits but places only for 8.)

2,005 and 2 thousands and 5 ones and two thousand, five When most have finished, have one student who has done the problem correctly write the answer on the board. When the students are finished, let them do #2 – #8 on their own. For Guided Practice G, ask the students to print the number on the line that is in the largest section on the spinner, if you have not taught probability.

16

Lesson 7

Name

Homework

Date

Recognizing any number word less than 10,000 When writing numbers, always remember the importance of zero. Also, the comma separates the thousands place from the hundreds place. 1

3

two thousand, five

2,005

one thousand, forty

1,040

2

4

one thousand, four hundred six

1,406

six thousand, fifteen

6,015

293 + 42 = + 42 335

5,0 1 0

five thousand, ten

6

4,3 0 0

four thousand, three hundred

7

3,0 0 2

three thousand, two

8

1,6 0 4

one thousand, six hundred four

one thousand, eleven two thousand, seven Basic Fact Practice

Mateo has 45 marbles. Seventeen of them are blue. How many blue marbles does he have?

1,011

three thousand, one hundred eight

2,007

3,108

11 - 4 7

9 - 6 3

15 - 8 7

12 - 6 6

10 - 8 2

11 - 8 3

12 - 4 8

14 - 7 7

11 - 6 5

13 - 6 7

17 - 9 8

8 - 7 1

14 - 8 6

12 - 9 3

7 + 6 13

8 + 9 17

3 + 7 10

9 + 5 14

8 + 4 12

5 + 5 10

5 + 8 13

7 + 9 16

B 2,311

1 1 1

62 1,4 1 3 295 + 305 2,075

4 10

250 - 31 219

1,053

Guided Practice 7

C 3,783

1,053 730 + 2,000 3,783

730

2 thousands

2,000

David was born in 1989. His brother was 4 years old when he was born. How old will David be when his brother is 9 years old?

D 373 2 12

1 15

325 -217 108

325 - 65 260

9-4=5

5 260 + 108 373

5 years old 4015

www.excelmath.com

17 2,075 + 219 2,311

seven hundred thirty

5 tens, 1 thousand and 3 ones

1,011 2,007 + 3,108 6,126

18 - 9 9

335 17 + 151 503

17 blue marbles

1 6,126

13 - 8 5

© Copyright 2013 AnsMar Publishers, Inc.

Name

one thousand, four hundred eleven

1,411

three thousand, two hundred seven

3,207

one thousand, fifty-two

1,052

A 5,670

1,411 3,207 + 1,052 5,670 D

6 more subscriptions

240 -134 106

5 +625 630

221 106 + 630 957

52 42 , 32, 22, 12, 2 ) ( ______ , ______

4

The arrow will most likely

-10

9 5 10 11

10 2 + 74 86

601 -527 74

2 . stop on the _____

Fifteen children were playing. Five of them went home. How many children are still playing? 15 - 5 10 10 children

10 5 52 + 42 109

-5

G 86

2

3 tens, 4 hundreds and 1 thousand

1,430

5 ones, 2 thousands and 4 tens

2,045

2 hundreds, 3 tens and 1 thousand

1,230

E 109

3 5

Ben sold 12 magazine subscriptions and Sally sold 18. How many more subscriptions did Sally sell? 18 - 12 6

18 +203 221

18

10 3 + 5 18

( 81, 76, 71, 66 ) 5 counting down by _____

10 green shirts

1

3 10

10 , ______ 5 ) ( 30, 25, 20, 15, ______

( 94, 91, 88, 85 ) 3 counting down by _____

Juan has 24 shirts. Ten of them are green. How many green shirts does he have?

B 957 1

( 47, 57, 67, 77 ) 10 counting up by _____

www.excelmath.com

62 - 45 = - 45 17

30 + 121 = + 121 151

Write the words for each number. 5

A 503

5 12

1

Alex's sister is 9 months old. Ian's sister is 17 months old. How much older is Ian's sister than Alex's sister? 17 - 9 = 8 8 months

6 10

702 -592 110

4016

1,430 2,045 + 1,230 4,705 F 3,453

1 1

2,4 3 3 2 562 + 40 3,037

12 2 10

304 - 82 222

2 2 12

432 -238 194

Oscar is 59 inches tall. Barry is 52 inches tall. How much taller is Oscar than Barry? 59 -52 7

222 194 + 3,037 3,453 H 7,029

1 1

4,3 6 9 + 2,6 4 5 7,014

8 7 + 7,014 7,029

7 inches taller

126 Charles lost 6 kilograms over 4 months. Two months later when he weighed himself, the scale read 82 kilograms. This meant he had 6 gained 4 kilograms in 2 months. What had 10 he weighed 6 months earlier? 7 12 + 110 1 82 78 126 - 4 + 6 78 84 84 kilograms I

C 4,705

Pierre had 18 candy bars. He sold 14 of them. How many candy bars does he have left? 18 - 14 4

J 88

84 + 4 88

4 candy bars

© Copyright 2013 AnsMar Publishers, Inc.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 17

Lesson 8 Common Core Objective

Have the students explain how they know the order is correct. (The values in the thousands place are looked at first and compared, then the hundreds and so on down to the ones.) Do this 3 or 4 times.

Students will use the symbols “”. Students will arrange 4 four-digit numbers in order.

Preparation

Next, give 3 or 4 more examples, but this time they are to put the numbers in order from greatest to least.

Lesson Plan

Explain that this Lesson Sheet’s questions will ask, for example, which number is second. They are to select the number that is second in the correct order, not second in the original set.

No special preparation is required.

Before distributing the Lesson Sheets, write 2,801 and 2,534 on the board. Ask a student to come forward and put notations between the numbers—two dots next to the larger number and one dot next to the smaller number.

2,801

Go through #1 – #7 with the class.

2,534

Stretch 8

Next, connect the one dot to each of the two dots.

2,801

2,534

2,801

Three consecutive numbers that add to 6 are 1, 2 and 3 (1 + 2 + 3 = 6). What three consecutive numbers add to 141?

2,534

What you have now is a sideways “V.” The point of the “V” points to the smaller (in value) of the two numbers.

Answer: 46, 47 and 48 (46 + 47 + 48 = 141)

The number sentence is read “2,801 is greater than 2,534.” Repeat the above process with 7 or 8 pairs of numbers. If they are having trouble with the symbols, have them repeat the process with the dots. Have one of the students give you 3 fourdigit numbers that are less than 10,000. Write them on the board but not in order from least to greatest. Ask a student to come forward and rewrite the numbers in order from least to greatest.

18

Lesson 8

Name

Homework

Date

The symbols "" (greater than); putting 4 four-digit numbers in order The symbols "" (greater than) are used to compare two numbers. Each symbol points to the smaller of the two numbers.

546 - 34 = - 34 1 512 26 26 + 258 + 3 = + 3 287

Draw the correct symbol between each pair of numbers. 1

4,351

<

2

4,308

2,165

<

3

6,125

<

4,434

4,443

Put each set of numbers in order from least to greatest. 4

5

( 6,469; 6,649; 6,369; 6,138 )

6,138 ________ 6,369 ________ 6,469 _______ 6,649 ________

Three friends met after school. Joyce didn't arrive first. Linda was last. Who was the first to arrive?

( 5,843; 5,814; 5,238; 5,641 )

5,238 ________ 5,641 5,814 5,843 ________ ________ _______

Put each set of numbers in order from greatest to least. 6

7

( 5,219; 5,285; 5,261; 5,291 )

5,291 ________ 5,285 ________ 5,261 _______ 5,219 ________ Put the numbers in order from greatest to least. ( 3,257; 3,527; 3,152; 3,275 ) 3,527 _______ 3,275 _______ 3,257 _______ 3,152 _______ 3,527 Which number is first? ___________ Basic Fact Practice

( 3,424; 3,224; 3,442; 3,242 )

7 + 8 15

5 + 9 14

9 + 2 11

5 + 7 12

6 + 9 15

9 + 7 16

7 + 6 13

10 - 9 1

15 - 7 8

12 - 8 4

9 - 4 5

11 - 9 2

13 - 7 6

16 - 8 8

14 - 6 8

Guided Practice 8 3 hundreds, 6 ones and 2 thousands

2,001

4 tens, 2 hundreds and 1 one

241 1

0 15

154 - 62 92

5 2,1 4 6 145 + 102 2,398

Put the numbers in order from least to greatest.

210 - 23 187

Travis slept for 8 hours. Lenard slept for 6 hours. How many hours did they sleep in all? 8 + 6 = 14

326 -106 220

17 14 + 220 251

14 hours D 796 1 10

4 18

420 -313 107

584 - 90 494

195 trains

2,306 2,001 + 241 4,548

143 + 24 167

D 2,802

312 92 + 2,398 2,802

195 107 + 494 796

10 1 0 11

211 -146 65

The first three places in a race were taken by white, red, and green cars. The white car finished behind the red car and the green car finished second. Which car finished first? R G W 1 2 3

one thousand, fourteen 1,014 ___________

G 6,481

3,235 2,232 + 1,014 6,481 I

1 1

348 715 +236 1,299

1

2,391

1 1

364 448 +276 1,088

-3

65 2,665 + 1,106 3,836

1,0 9 2 + 14 1,106

4 1,299 + 1,088 2,391

60 62 + 36 158

36 ) ( 51, 48, 45, 42, 39, _____

E 3,836

2 2,1 3 1 72 + 460 2,665

Select the number from the given set to fill in the blank.

+2

167 611 + 55 833

1

2,232 2,242 > __________

3,235 second? _______

213 -158 55

one thousand, four hundred sixty-five

1,465

three thousand, two

3,002

one thousand, two hundred one

1,201

F 5,668

1,465 3,002 + 1,201 5,668

Eve has 3 t-shirts, They are white, pink and blue. She has a blue skirt and a white skirt. If she chooses a pink t-shirt and a blue skirt, that is

Martha bought 15 liters of gas. Al bought 28 liters of gas. How many more liters did Al buy than Martha?

WB

28 - 15 13

PB

BB

WW

PW

BW

1 out of ____ 6 possible combinations. ____ Andy read for two hours, played on the computer for an hour and then read for three hours before he went to bed. How many more hours did he read than play on the computer?

green 5.

2 + 3 = 5

5 - 1 = 4

4 more hours 4018

C 158

60 , _____ 62 ) ( 52, 54, 56, 58, _____

1 0 13

1

409 +202 611

( 2,243; 2,325; 2,232; 2,307 )

Which number is

B 833

10

( 3,325; 3,235; 3,203; 3,352 )

red 4.

C 251

© Copyright 2013 AnsMar Publishers, Inc.

A 4,548

3,203 _______ 3,235 _______ 3,325 _______ 3,352 _______

www.excelmath.com

6 more lawns

1

187 + 8 195

23 + 6 29

14-8=6

Mr. Wells had 210 model trains. He sold 23 trains in one year and bought 8 trains over two years. How many trains does he have now? 10 1 0 10

B 29

Name 2,306

1 one and 2 thousands

white 3.

L Linda 24.

512 47 + 287 846

Art mowed 8 lawns on Tuesday and 14 lawns on Thursday. How many more lawns did he mow on Thursday than on Tuesday?

4017

www.excelmath.com

1 1

J Mark 23.

3,442 ________ 3,424 ________ 3,242 _______ 3,224 Kate baby-sat 6 kids on ________ Monday, 4 kids on Tuesday Select the number from the 1 5,558 and 7 kids on Wednesday. How many kids did she given set to fill in the blank baby-sit in all? 6 ( 2,031; 3,202; 2,310; 3,210 ) 4 3,527 + 7 +2,031 2,031 17 2,149 > _________ 17 kids 5,558

8 + 4 12

234 + 78 312

M Joyce 22.

A 846

32 32 + 10 + 5 = + 5 47

13 more liters

There were 19 bees in a hive. Nine of them flew away. How many bees did not fly away? 19 - 9 10

H 20

1 6 + 13 20 J 370

10 3 0 15

415 - 59 356

4 10 + 356 370

10 bees © Copyright 2013 AnsMar Publishers, Inc.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 19

Lesson 9 Common Core Objective

Stretch 9

Students will learn change equivalents up to $1.00 for dimes, nickels and pennies.

Write on the board: KA + B = KC

Students will recognize coins.

and

Preparation

C-A=B

For each student: Coins (master on page M5)

Tell the students that each of these number statements have been written in code.

Lesson Plan

Go through problems #1 – #8 with the students and have them count by fives or tens to discover how many nickels or dimes there are in each amount.

Each letter represents a digit, 0 - 9. What are the two number statements in numerical form? Is there more than one answer?

Next do problems #9 – #11 together. For problems #12 and #13, the students are to identify the coins that will add to the given amount and then write an addition problem to verify their choices.

Answer: 13 + 2 = 15 and 5 - 3 = 2 There is more than one answer.

For Guided Practice I, ask the students to circle the color of the fewest type of balls in the bag, if you have not taught probability. For Homework A, ask the students to print the number on the line that is in the largest section on the spinner.

20

Lesson 9

Name

Homework

Date

Learning change equivalents up to $1.00 with pennies, nickels, and dimes; recognizing coins

C

How many nickels are equal to 15¢? Since one nickel is equal to 5¢, you can count by 5s to solve the problem: 5, 10, 15. The answer is 3. 3 nickels 15¢ = _____ Count by 5s to answer each question. 1

2

6 nickels 30¢ = _____

3

13 nickels 65¢ = _____

B

5

7 dimes 70¢ = ____

6

4 dimes 40¢ = _____

9

12

8

10 dimes $1.00 = ______

Dante had a quarter. He bought a stamp that cost 15¢. How much was his change? 25¢ - 15¢ 10¢ 10¢

10



55¢ - 51¢ 4¢

Cross off the coins that add to 15¢.

x x

11

13

8 dimes 80¢ = _____

48 - 28 20

Evan bought a yo-yo that cost 22¢. He gave the clerk a quarter. How much was his change? 25¢ - 22¢ 3¢ 3¢

15¢

Faith 6.

25¢ 10¢ + 5¢ 40¢

3 12

29 + 8 37

40¢

42 - 37 5

A

4,2 1 5 2 294 + 138 4,649

1 16

426 8 418

( 44, 46, 48, 50 )

10 4 0 10

1 11

215 - 45 170

510 -145 365

4,207

7 4,207 + 4,032 8,246

3 tens, 2 ones and 4 thousands

Kaya 7.

4,032

4+4=8

D 672 10 4 0 10

510 -145 365

342 - 40 302

5 302 + 365 672

5 stickers

B 741

206 170 + 365 741

one thousand, twenty

1,020

four thousand, eight

4,008

two thousand, one hundred thirty-four

2,134

250 + 31 281

3,123 Which number is fourth? ________ Luis has 10 balls in a bag. Three are green, 2 are blue, 1 is white and 4 are red. If he randomly takes a ball out of the bag, which color is he least likely to pick? red 40.

-2

107 3,059 + 281 3,447

3,143 ________ 3,134 ________ 3,132 ________ 3,123 ________

C 7,162

1,020 4,008 + 2,134 7,162 F 1,518

79 , ______ 77 ) ( 87, 85, 83, 81, ______

( 3,134; 3,143; 3,123; 3,132 )

blue 30.

C 8,246

2 hundreds, 7 ones and 4 thousands

E 159

D 3,447

1

Put the numbers in order from greatest to least.

white 20.

633 -427 206

3 4 + 2 9

2 counting up by _____ 2 2,8 1 5 207 + 35 3,059

20 418 + 4,649 5,087

© Copyright 2013 AnsMar Publishers, Inc.

9 2 13

( 91, 87, 83, 79 ) 4 counting down by _____

1

B 5,087

1 1

20 bugs

Hannah 5.

4 612 + 304 920

Name

( 49, 52, 55, 58 ) 3 counting up by _____

www.excelmath.com

6.

4019

Guided Practice 9

green 10.

304

C

4.

Jason had 42 stickers. He gave 4 to each of his 2 brothers and some to his sister. He now has 29 stickers. How many stickers did he give his sister?

www.excelmath.com

42 +65 107

three hundred four

B

Hannah, Kaya and Faith braided each other's hair. Hannah took longer than Kaya. Faith took longer than Hannah. Who took the least time? K F H

Cross off the coins that add to 40¢.

x x x

10¢ + 5¢ 15¢

A

Kim caught 48 bugs. He let 28 of them go. How many bugs does he have left?

20 nickels $1.00 = ______

A pen costs 51¢. Laura gave the clerk 55¢. How much was her change?

612

2.

100¢ can also be written as $1.00. Now that you know this, you can see that 7

six hundred twelve

8 nickels 40¢ = _____

Since one dime is equal to 10¢, count by 10s to answer each question. 4

A

A 920

On which area will the spinner most likely land?

3 ( 43, 33, 23, 13, ______ ) -10

4 14

543 -293 = -293 250 1

14 14 + 296 = 310 Patty wrote 137 words in her essay. Robin wrote 349 words. How many more words did Robin write than Patty? 349 - 137 212 212 more words

I

232

20 + 212 232

409 - 93 316

Select the number from the given set to fill in the blank.

G 3,683

3,123 250 + 310 3,683

3 10

79 77 + 3 159

1

814 243 +102 1,159

4 14 +25 43

316 1,159 + 43 1,518 H 5,768

1 thousand, 4 ones and 2 hundreds

1,204

(2,345; 2,432; 2,323; 2,423) 2,432 2,424 < __________ Cross off the coins that add to 45¢.

xx x

4020

10¢ 10¢ + 25¢ 45¢ 45¢

2,432 1,204 + 2,132 5,768

3 tens, 2 thousands, 1 2,132 hundred and 2 ones A toy cost 15¢. Toby gave the clerk a quarter. How much was his change? 25¢ - 15¢ 10¢

4 13

53¢ - 19¢ 34¢

J 89¢

45¢ 10¢ + 34¢ 89¢

10¢ © Copyright 2013 AnsMar Publishers, Inc.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 21

Lesson 10 Common Core Objective

a. how long he sailed will not help with trying to determine how far he sailed.

Students will evaluate information given in a word problem.

b. how far he sailed will help determine the answer.

Students will identify what information is needed to complete a word problem.

c. when he started to sail will not help with trying to determine how far he sailed.

Preparation

No special preparation is required.

The correct choice is b. Show students the equation that solves the problem.

Lesson Plan

When these problems appear on their Lesson Sheets, they should try to write the equation that would be used to answer the question. This demonstrates that they understand the concept. Writing the equation may be very difficult for some of your students. Each time the problems appear, you might want to do the writing of the equation portion together.

Distribute the Lesson Sheets. Do #1– #3 together. Read each problem with them and ask what information they need in order to answer the question. If there is not enough information have them select “not enough information.” Ask the students what information they need to answer the question. For the example, they need to know how many brothers Isabel and Fred have. That information was not given for Isabel.

Stretch 10

Draw the chart below across the top of the board.

If there is enough information, they should select “enough information” and if possible write an equation with the solution.

Jan. Feb. Mar. Apr. May Jun. 31 28 31 30 31 30

Go through #1 – #3 with the class. On their worksheets, a number will be provided next to the choices to be used to add the CheckAnswer.

Jul. Aug. Sep. Oct. Nov. Dec. 31 31 30 31 30 31 Explain that the numbers under each month are the days in the months that year. Bill’s birthday is the 95th day of the year. What is the date of his birthday?

For #4 – #7, read each problem and then have them evaluate each choice to see if it will provide the information that is needed to answer the question.

Answer: 95 - 31(Jan) - 28(Feb) - 31(Mar) = 5, April 5

For example, on problem #4:

22

Lesson 10

Name

Date

Evaluating information to see if it is sufficient to answer the question; Identifying what information is needed to answer the question in a story problem For each of the problems below, determine if you have enough information to answer the question.

Read each problem, evaluate the choices and then write an equation showing how your choice is correct. Ed sailed on his boat every day for a week. What information is needed to find out how far he sailed in all?

4

Fred has 2 sisters and a brother. Isabel has sisters and brothers. How many more brothers does Isabel have than Fred? A. enough information

B. not enough information

The correct choice is b.

The answer is B, because the problem does not state how many brothers Isabel has. 1

(how far he sailed each day) x 7 = how far he sailed for the week

B. not enough information

(Morgan's points) - 5 = the points her friend received

a. the number of crackers in a box

B. not enough information

a. how much he paid for the movies

B. not enough information

4021

Guided Practice 10 six thousand, two

Miguel ate 3 carrots and 5 grapes. He also ate some cherries. How many more cherries than carrots did he eat? We are not told how many cherries he ate. 3. not enough information

Cross off the coins that add to 46¢.

25¢ 10¢ 10¢ + 1¢ 46¢

1,634

Select the number from the given set to fill in the blank. (2,136; 3,216; 1,231; 2,333) 3,216 2,334 < ________

© Copyright 2013 AnsMar Publishers, Inc.

B 134

A 8,666

57 _____) 47 (97, 87, 77, 67, _____,

6,002 1,030 + 1,634 8,666 C 3,236

3 3,216 + 17 3,236

30¢ 3 dimes = _______

Danny rides his bike 7 miles through town, 13 miles on the dirt road and 10 miles through the forest. If he has a flat tire during his trip, in which location is he most likely to get it?

Pedro bought 2 pencils that each cost 35¢. He gave the cashier 75¢. How much was his change? 1

75¢ - 70¢ 5¢

town 2. E 81¢

46¢ 30¢ + 5¢ 81¢

(46, 42, 38, 34, _____ 30 ) -4

-10

17 nickels 85¢ = _____

35¢ + 35¢ 70¢ 46¢

www.excelmath.com

3 tens, 4 ones, 6 hundreds and 1 thousand

1,030

X X X X

c. how many movies are cartoons

Name one thousand, thirty

6,002

2. enough information

b. the total number of movies

(the total number of movies) - 24 = the number of movies in the other box

The answer is A because we are told how many hits Seth had and from that number we can determine the answer. www.excelmath.com

63¢ + 80¢ = $1.43 c. the amount of money he gave the cashier

Brad has two boxes of movies. In one box he has 24 movies. What information is needed to find out how many movies are in the other box?

7

Seth and Matt were playing baseball. Seth had five hits. Matt had four more hits than Seth. How many hits did Matt have?

A. enough information

b. the difference in price between the crackers and the juice box

(the amount of money he gave the clerk) - $1.43 = his change

The answer is B because we are not told how long it took Amber to ride her bike to school. 3

Antonio bought a box of animal crackers for 63¢ and a juice box for 80¢. What information is needed to find out how much change he will get back?

6

Patrick rode his bike to school. It took him 13 minutes to get there. Amber also rode her bike to school. How many more minutes did it take Amber to get school?

A. enough information

c. Morgan's points

b. words her friend got wrong

a. total number of points on the test

The answer is A because we are told how many glasses they each drank. 2

Morgan scored 5 more points than her friend on a spelling test. What information is needed to find out the points her friend received?

5

Maya drank 4 glasses of water after her workout. Ryan drank 2 glasses. How many more glasses of water does Ryan need to drink to catch up with Maya?

A. enough information

c. when he started to sail

b. how far he sailed each day

a. how long he sailed each time

forest 4.

dirt road 6.

There are 3 cities on a map. Carlyle is south of Walton. Walton is between Belton and Carlyle. Which city is the most southern?

Walton 5.

Savannah plays soccer. She usually scores two goals for every game she plays. What information do you need to estimate how many goals she scored last season?

Carlyle 6.

6 6 + 277 289

F 3,768

3,883 ________ 3,383 ________ 3,338 ________ 3,383 second? ________

23

645 -368 277

(3,383; 3,883; 3,338)

6. number of minutes she played 7. number of goals the others scored

4022

13 5 3 15

Put the numbers in order from greatest to least.

Which number is



D 289

Belton 7.

(number of games) x 2 = total goals

8. number of games she played

57 47 + 30 134

10 3 0 16

8 3,383 + 377 3,768

416 - 39 = - 39 377 © Copyright 2013 AnsMar Publishers, Inc.

Test 2 & Create A Problem 2 Test 2

For Problem 15, if your students have not yet been taught probability, have them circle the letter in the smallest space on the spinner. Then for problem 17, have them print the number of birds on the first blank line and the total number of pets on the second blank line.

This table shows which test question covers which concept and where it was first taught.

Record students’ identification numbers, and the number of problems missed. Use tally marks to record how many students missed a particular question. This will help you review problems missed by a number of students.

This test covers concepts that have been introduced on Lessons 1 – 5. You can use Score Distribution and Error Analysis charts provided on pages i20-i22 and on our website to track student results: www.excelmath.com/downloads.html

Q#

Lesson

1

1

Concept Add 3-digit numbers

2

1

Add 2-digit numbers

3

1

Add 2-digit numbers

4

1

Add 4-digit numbers

5

1

Add 3-digit numbers

6

2

Subtract 3-digit numbers

7

2

Subtract 3-digit numbers

8

2

Subtract 3-digit numbers

9

2

Subtract 3-digit numbers

10

1

Subtract 3-digit numbers

11

1

Writing numbers given in 1000s,100s,10s,1s

12

3

3-digit number words

13

4

Story problem - deductive reasoning

14

1

2-step story problem, add or subtract

15

5

Probability

16

1

1-step story problem, add or subtract

17

5

Probability

18

4

Story problem - deductive reasoning

19

1

1-step story problem, add or subtract

20

1

2-step story problem, add or subtract

Create A Problem 2

Our back-of-test problems help students integrate math and writing skills. The stories are designed so your students can observe, analyze and participate in the stories. Several consecutive stories may be related, so they might occasionally need to think back to what they did a week ago. This page may be used as a continuation of the test if your students are comfortable with reading and solving word problems. If you think they might need some assistance in working with a large block of text and finding many numbers to extract, do this as a separate activity. In this story, the question they write should be about the people who are in the walking club, and not walking or cousins in general.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 24

© Copyright 2013 AnsMar Publishers, Inc.

5 more books 7 animals

www.excelmath.com

4 + 3 = 7

19

17

Camilla has 2 rabbits, 4 hamsters, 3 ponies and a donkey. She named the rabbits and the donkey and her sister named the others. How many animals did Camilla's sister name?

20

4023

7 + 4 = 11

11 - 6 = 5

Ramón read six books during the month of May. In June, he read seven history books and four fiction books. How many more books did he read in June than in May?

James Paige Alexia

J A P

Three friends met Friday for a movie. James was the last to arrive. Paige arrived before Alexia. Who was the first person to arrive? 18

Carl has 3 cats, 2 dogs, 4 birds and a hampster in his room. If one of his pets made a sudden noise, the probability that it was a bird is 3 2 4 4 out of _____. 10 _____ + 1 10

M . stop on the ____

B

15

E

M

D

Dominic

Name

Getting to Know Each Other Alissa's walking club went three miles per day on their second week, four miles a day the third week and five miles a day the fourth week. Besides getting good exercise, they talked a lot and learned about each other. Alissa told Marianne about her seven cousins. Two of them are boys. Her cousin Ken is on a swim team. Alissa saw Ken compete fourteen times last year.

If the club keeps the same pattern, how many miles will they walk each day during the sixth week?

How many more minutes How many of Will's each day does Nancy Jane cousins are boys? practice the piano than give piano lessons? 45 - 30 11 - 5 = 6 15 week 1 2 3 4 5 6 miles 2, 3, 4, 5, 6, 7 7 miles

15 minutes more

If Alissa gets a call from one of her cousins, the probability that it is from a girl is

If Ken competed in 25 meets last year, how many of them did Alissa miss? 25 - 14 11

At the last swim meet, he won two races. In the final race Ken came in second. The boy who finished ahead of him was only two seconds faster. Marianne said she and her brother Will have eleven cousins. Five of the cousins are girls and six are boys. They all live in the same town. Nancy Jane is Marianne's oldest cousin. She has

7 - 2 = 5

been playing piano for three years. She practices 45 minutes every day, after her walking exercise. Last month she played in four different recitals. She gives Will piano lessons for 30 minutes a day. Read the story, circle the numbers and write them in the correct spaces below. 3 Daily miles the second week____

4 Daily miles the third week _____

5 Daily miles the fourth week ____

7 cousins Alissa has ____

2 Alissa's boy cousins ____

14 times Alissa saw Ken compete ____

2 seconds Ken lost the race by ____

11 Will's cousins ____

5 Will's girl cousins ____

3 years Nancy Jane has played piano ____

45 minutes Nancy Jane practices ____

30 minute piano lessons Will has _____

www.excelmath.com

least likely to

The arrow is

Nick Josh

J 3 N 2

13

D 1

2,040

11

Victor saw 6 rabbits in the park on Monday, 7 on Tuesday and 12 on Wednesday. How many rabbits did he see on Monday and Wednesday? 6 + 12 18 18 rabbits 16

$5 .0 0

$4 + $1 = $5

14

Josh, Nick and Dominic were painting pictures. Josh finished last. Nick didn't finish first. Who finished second?

12

4 tens and 2 thousands

$2 + $2 = $4

Terri bought 2 pens that cost $2 each. She got $1 in change. How much money did she give the clerk?

609

six hundred nine

973 - 61 = - 61 912 9

512 87 425 563 - 173 390 260 39 221 6

+

358 28 386

7

27 + 52 79

8

-

64 + 65 129 3 2 1

760 - 152 608

10

243 + 49 = + 49 292 4

21 3,2 1 4 255 + 68 3,558

5

Date #

Name Test 2

Create a Problem 2

5 out of ______. 7 _____

11 meets

1 28 7 15 + 6 28

6 boys How many cousins 2 29 does Marianne have? 5. not enough information 6. enough information

5 7 11 + 6 29

Write a story problem from the information in the story and answer your question. How many minutes does Nancy Jane practice the piano each week?

45 min x 7 = 315 minutes

4024

© Copyright 2013 AnsMar Publishers, Inc.

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 4 but may be required by some states. 25