suggested pacing 1 week
Teacher tips:
Students use pattern recognition to generate algebraic expressions for a given rule.
🌕 Students will generate and analyze geometric and numeric patterns. 4.OA.5 SMP.2 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
4th grade number talk guide printable & 3-5th grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies (Main focus is place value understanding)
Make Ten quick ten Decompose to make ten
Use/Bridge Ten decompose
Break apart by place value teen numbers Math Flips 2-digit
Chunking (break apart one number) Multiples of ten
Doubles/near Within 20
Subtraction Strategies
Removal No regrouping
Multiplication Strategies (Review basic facts)
foundational facts math flips x2,5,10 commutative
use doubles math flips x4,6,8 doubles math flips x3/x6
Division Strategies (Review basic facts)
use multiplication/known facts Math Flips basic facts division
Fraction Strategies
reasoning models
I can identify and create a shape pattern that follows a given rule.
I can identify and create a number pattern that follows a given rule.
Ready Teacher Toolbox Lesson 9: Number and Shape Patterns -Sessions 1-4
Assessment Tasks 4.OA.5 Frayer Model Assessment Proficiency Rubrics 4.OA.5 IAR sample questions
Math in Practice: 4.OA.C.5 Module 15 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 9 The Bead Machine
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
These are activities to give students mixed, spaced practice based on the big ideas for 4th grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.
*these are reviewing 3rd grade skills to start the year