independent+activities

** First week ideas for CCPS Mathematics Grade 4 ** If you know that 87 x 2 = 174, how can you solve 87 x 4? Jarod wants to know the product of 7 x 9, He knows 7 x 10 = 70. How can he figure out 7x9? Why do you only look at the ones place to decide if a number is odd? Write a story that matches 8 x 3.
 * Jump Start **
 * __ Independent work __**
 * Math Journals –**

Cameron has 36 gummy bears. How many different ways could he put them in equal groups? 12 children are playing games at a pool party. How can they make fair teams? Show all of the possibilities. There are 24 students in our math class. How could the desks be arranged in small groups of equal number of desks? Use math tools to represent 8 x 7. Record your representations and solutions. (Make available cubes, Digi-Blocks, array trays, dry erase boards, etc.) Provide a multiplication chart with factors mixed up and students will supply products to complete chart.
 * 3rd Grade review problems – **
 * (contributed by 4th grade math CCSS classroom teachers) **

Give students cm grid paper and tell them that this represents the classroom. Draw arrays to represent the student desks, teacher desk, bookshelves, etc. Label arrays with a number sentence. Ex. I rode the Westminster Whippersnapper at the carnival. It had 8 cars and 6 people could ride in each car. How many people could ride the car at one time? Provide rich, multi-step problems for students to solve: Examples: Zach’s dad made 3 dozen cookies. Zach wants to share them equally with 3 friends. How many cookies will Zach and each friend get? Marta’s bedroom needs a new rug. Rugs cost $6.00 per square foot. If her room measures 12 ft. x 12 ft., how much would the rug cost? Could you buy a different-shaped rug? Why or why not? What dimensions would you buy and how much would it cost? Draw all of the possible arrays for a product of 36 (or any other number).
 * For students who demonstrate fluency with multiplication facts for 0, 1, 2, 5, 10, have them determine how many more facts they still need to learn.
 * Have students write a multiplication or division story problem about an activity that they did over the summer.