Dear 4th Grade Families,
We would like to provide you with additional support and resources to help your child at home with math
during 3rd quarter. As you know, we have transitioned to the Common Core Math Standards. We hope this
letter is helpful in supporting your child in math at home. Please don’t hesitate to contact your child’s teacher
with questions.
What are the “Common Core Standards?”
They are standards designed to create clear, consistent expectations for what all students should learn at each
grade level to prepare them for college and career. These standards help ensure that all students are receiving
a high quality education consistently, from school to school and state to state. These MATH standards stress
conceptual understanding. This ‘new’ way of teaching and learning builds a strong foundation for our
students.
Resources
*Google/YouTube – search the standard number (ex. 4.NF.3) in Google or YouTube to locate videos, examples,
worksheets, etc.
*Websites:
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http://www.corestandards.org
http://illustrativemathematics.org/
http://learnzillion.com/
http://www.khanacademy.org/
http://www.azed.gov/standards-practices/mathematics-standards/
*Help your child memorize basic facts (addition, subtraction, multiplication, division)
*Discuss/explain and “do” real life math
What is your 4th Grade student learning in 3rd quarter?
Operations and Algebraic Thinking
*Your child can solve word problems. (4.OA.3)
*Your child can list factors and identify prime and composite numbers. (4.OA.4)
Example: List all the factors for 12
1,2,3,4,6,12 or 1x12, 2x6, 3x4
12 is a composite number because it has more than 2 factors.
17 is a prime number because it only has 2 factors: 1 and 17
*Your child can identify and continue a pattern. (4.OA.5)
2, 6, 10,14, ___, ___, ___
2,6,10,14,18,22,26
Numbers and Operations in Base Ten
*Your child can multiply 2-digit x 2-digit numbers. (4.NBT.5)
Multiplication Strategies
Grid Strategy
Write the factors as tens and ones. Multiply each part: 30x50=1500, 50x 9=450,
2x30=60, 2x9=18. Add across: 1500+450=1950 and 60+18=78 Add: 1950+78=2028
39 x 52
X
50
2
30
1500
9
450
60
18
Product
Partial Product Strategy
39
30 + 9
52
50 + 2
18
2x9
60
2 x 30
450
50 x 9
+ 1500
50 x 30
x
2028
= 1950
= + 78
= 2028
* Your child can find whole number quotients and remainders with up to 4-digit dividends and 1-digit
divisors using various strategies. (4.NBT.6)
Division Strategies
Division By Drawing a Picture Strategy
= 100
.=1
= 10
742 ÷ 3 =
..
___________________________________________________________
1. Divide the hundreds
Each group gets two 100’s and there
is one 100 left. Trade it in for ten 10s.
=
Add the four 10s from 742 to
get a total of 14 tens.
________________________________________________________________________________________
2. Divide the tens
Each group gets four 10s and there are two
10s left. Trade them in for twenty 1s.
=
..........
. . . . . . . . . . ..
Add the two 1s from 742 to get a total of
twenty-two 1s.
________________________________________________________________________________________
3. Divide the ones
Each group gets seven 1s and there is one
left over. Remainder 1
…….
…….
…….
742 ÷ 3 = 247 R 1
Multiplication Strategy
Dad will put an equal number of nails into each of the 3 new storage boxes he bought. He has
742 nails. How many nails will be in each storage box? Are there any nails leftover?
Hints:
Use multiplication facts that you know to solve the problem.
Try to use multiples of 10 or 100 when possible to be efficient.
If something works, repeat it if possible.
Here are 2 different ways to solve using the multiplication strategy.
Amount
given to
each
group
Amount of the total
that has been shared
Number of groups
equally (divided)
742 ÷ 3 = ? I know 3 x 200 = 600, So I still have 142, and
3 x 40 = 120 So I still have 22 left and
3 x 7 = 21 So I still have 1 left which is not
enough for another group of 3
247
There will be 247 nails in each box
with 1 nail leftover
742 ÷ 3 = ? I know 3 x 100 = 300,
3 x 100 = 300
3 x 20 = 60
3 x 20 = 60
3 x 5 = 15
3x 2= 6
247
So I still have 442, and
So I still have 142, and
So I still have 82, and
So I still have 22, and
So I still have 7, and
So I still have 1 left
which is not enough
for another group of 3
There will be 247 nails in each box with 1 nail leftover
742
- 600
142
- 120
22
- 21
1
742
- 300
442
- 300
142
- 60
82
- 60
22
- 15
7
6
1
Area Model Strategy
Example:
There are 742 oranges that need to be divided equally into 3 baskets. How many
oranges will be in each basket?
I know that 3 x 100 = 300
So I have 442 left
3
3
300
100
I can take 3 x 100 again
So I have 142 left
3
100
100
300
300
742
I know 3 x 40 = 120
So I have 22 left
3
100
100
40
300
300
120
120
40
I know 3 x 7 = 21
So I have 1 left over
3
300
100
100
40
300
7
120
21
21
1 extra orange
40
Since 100 + 100 + 40 + 7 = 247, then 742 ÷ 3 = 247 R 1
Place Value Strategy:
220 ÷ 4 = ( 200 ÷ 4 ) + ( 20 ÷ 4 )
= 50 + 5
= 55
846 ÷ 2 = (800 ÷2) + (40÷2) + (6÷2)
= 400 + 20 + 3
= 423
Subtraction Strategy:
Bag 771 apples so there are 3 apples in one bag. How many bags are needed?
Method 1 - slower
Apples
771
- 300
Bags
100 bags
Method 2 - quicker
Apples
771
- 600
471
- 300
100 bags
171
- 30
10 bags
141
- 30
10 bags
21
- 21
111
- 30
10 bags
0
81
- 30
10 bags
51
- 30
10 bags
21
- 21
7 bags
171
- 150
Bags
771 − 300 − 300 − 30 ...
100 bags 100 bags 10 bags ...
200 bags
50 bags
7 bags
0
Measurement and Data
Your child can convert from a larger unit to a smaller unit within either the US customary or metric
measurement systems. (4.MD.1)
See attached Units of Measures References Sheet
Examples:
3 meters = _____ centimeters
3 meters = 300 centimeters
2 gallons = _____ quarts
2 gallons = 8 quarts
*Your child can use or create a line plot to solve problems involving fractional amounts. (4.MD.4)
Length of Paper Fish in Inches
X
X
1
3
4
X
X
X
X
X
2
2
1. How many fish measured 2
1
4
X
X
X
2
1
2
X
X
X
X
X
X
X
2
3
4
3
3
1
4
1
inches in length? ___________fish
2
2. How many paper fish were measured in all? __________ fish
3. How many fish measured 2
1
inches or less? _________ fish
4
1
2
4. If you laid all the 2 inch fish end to end, what would their total length be?
_______ inches
Answers
1. How many fish measured 2
1
inches in length? __3___fish
2
2. How many paper fish were measured in all? ___17___ fish
3. How many fish measured 2
1
2
1
inches or less? __7__ fish
4
4. If you laid all the 2 inch fish end to end, what would their total length be?
__6 3/2_ inches