I-CANyons Parent Toolkit for Fourth Grade Mathematics
Operations and Algebraic Thinking: I CAN...
StandardUse the four operations with whole numbers to solve various word problems
|
Core StandardOA 4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
OA 4.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. OA 4.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |
In Other Words...Some word problems involve students understanding what actually occurs when we multiply and divide. For example: If I have 2 sandwiches and are sharing with 3 friends, what fraction of a sandwich will each friend recieve? Students should explain that we have 2 total sandwiches and that we need to DIVIDE them among 3 people (2 ÷ 3)- this create the fraction 2/3. Students also are able to solve word problems involving all four operations- add, subtract, multiply and divide. These problems may also involve letters representing an unknown number. For example, if I have 42 marbles and I want to split them up equally between 6 friends. Write and solve an equation for how many marbles each friend will get. Example answer: 42 ÷ 6 = m , where "m" stands for how many marbles each friend gets. Word problems may also require more than one step and have more than one answer. For example, If John has $25 and wants to by 3 cookies for 75 cents each. How much will he spend? How much change will he get back if he pays with a $5 bill? This problem has multiple parts and more than one answer.
|
If MasteredIf mastered, have students use the Thinking Blocks website to practice more advanced multiplication and division word problems.
Thinking Blocks Website |
If Not Yet MasteredIf Not Yet MasteredBegin by going over basic strategies for beginning to solve word problems such as: underlining or circling key information in the problem, identifying what you are solving for, and deciding the operation(s) (add, subtract, multiply, or divide) to use. Have your student show their work and explain their thinking. When a solution has been found, encourage your child to check their answer for reasonableness (does it make sense?) and to see if it actually answers the question that is asked. Also remember to label your answer. If the answer is 3- then 3 what? 3 dollars, 3 apples, etc. You may want your student to watch some of these StudyJam Videos on Problem Solving as well:
StudyJams Videos |
StandardIdentify and use factors and multiples for whole numbers 1-100
|
Core StandardOA 4.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
|
In Other Words...Given a number (1-100), students should be able to identify its factors. For example, "What are the factors of 16?" Answer: 1, 16, 4, 2, and 8. Also, students should be able to identify that 16 is a multiple of the numbers 1, 2, 4, 8, and 16. Students should also have knowledge of the definitions of 'prime' and 'composite' and be able to give examples. For example, I know 3 is prime because it's only factors are 3 and itself. I know 6 is composite because it has several factors other than 1 and itself- all of its factors are 1, 6, 3 and 2.
|
If MasteredIf mastered, you can have them practice and extend their knowledge using the Product Game found at Illuminations Website
|
If Not Yet MasteredFactors are the numbers that are multiplied together to make the final number. For example, 3 and 5 are factors of 15, as well as 1 and 15. Practice building fluency with multiplication facts so students can find the factor pairs for numbers 1-100 through their understanding of multiplication. One free site students can use to master their basic multiplication facts is available at ExtraMath
|
StandardCreate or continue number patterns that follow given rules
|
Core StandardOA 4.5 Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself. |
In Other Words...For example, given the rule “Add 3” and the starting number 1, your child should be able to continue the pattern and explain the pattern.
|
If MasteredIf your child has mastered this, then have them come up with their own patterns and rules to challenge themselves or you. You could even extend this into algebra patterns.
Another option is to have your child play the game "Light the Lights". This game extends upon their knowledge of patterns and rules and will have them applying their knowledge at a higher level. The game can be found at: nrich.math.org Click here for a description of how to play the game. |
If Not Yet MasteredYou may want to reintroduce the idea of patterns by using simpler picture or shape patterns first. When moving into number patterns, start with smaller/easier numbers and patterns that the students will be somewhat familiar with. For example, the pattern starts with 0, 2, and 4. What is the pattern/rule? You may want to prompt the student by giving them hints about what operation is involved (addition, subtraction, division, multiplication).
Play the game "Stop That Creature" with your child. Provided guided practice to help them to identify the pattern and the rule for the numbers produced in the table. |
