NC.4.MD.4

• Compare and Contrast two types of graphs. Give multiple ways they are alike and different.

• Explain when using a particular type of graph would be most beneficial and with which type of data does it best support.

NC.4.OA.4

• There are 24 chairs in the art room. What are the different ways that the chairs can be arranged into equal groups if you want at least 2 groups and want at least 2 chairs in each group? 

  1. How do you know that you have found every arrangement? Explain your reasoning. Include division equations to support your answers.

• There are 48 chairs in the multi-purpose room. What are the different ways that the chairs can be arranged into equal groups if you want at least 2 groups and want at least 2 chairs in each group?

  1. How do you know that you have found every arrangement? Explain your reasoning. Include division equations to support your answers.

• What relationship do you notice about the size of the groups if the chairs were arranged in 4 groups in both Part 1 and Part 2?

• What about if the chairs were arranged in 8 groups? Explain why you think this relationship exists.

NC.4.OA.1

• Martin and Kate used star stickers in a picture of the night sky. Kate used four times as many stars as Martin. How many stars could they have each used? Is there another possible answer?

• A plant was 2 inches tall on Day 1. It was measured at 10 inches on Day 12. How can you describe the relationship between the two quantities using multiplicative reasoning?

• Mark’s recipe calls for three times as many potatoes as carrots. If Mark uses two cups of carrots, how many cups of potatoes will he use?

• Anna is 8 years old. Her mom is five times older than she is and her grandmother is eight times older than Anna. What multiplication sentences can be written to represent the relationship between Anna’s age and her mom’s age? Between Anna’s age and her grandmother’s age? How old are Anna’s mother and grandmother?

• What multiplication equation could you write to match the picture of the pencils?

• What could a story problem, using multiplicative comparison, be for the equation 3 x 8?

• Kim had 4 taco shells. Her sister Shelly brought three times as many taco shells. (So 12 plus Kim’s 4 = 16.) Seven family members will eat tacos. If Kim gives everyone the same number of taco shells, how many will each person get?

• A shirt costs $15. A pair of sneakers costs four times as much. How much does the pair of sneakers cost? A hat is half as much as the sneakers, so how much does the hat cost? If Ken buys one hat, one pair of sneakers, and two shirts, how much has he spent?

• Mr. Hill has 17 marbles in his classroom. Ms. Rice has twice as many marbles as Mr. Hill. Mr. Hill borrowed all of Ms. Rice’s marbles so his students can play a game. Each student needs 4 marbles to play the game. How many students will be able to play the game?

• Kamari builds a tower that is 18 inches high. Kamari’s tower is three times taller than his brother’s tower. How tall is his brother’s tower? Show a model, draw a picture, or write an equation to support your answer.

NC.4.MD.3

• How could you find the area of your rectangular classroom? What information do you need and what steps would you take to solve?

• A rectangular figure has a perimeter of 35cm. What could the lengths of the sides be? Give two possibilities.

• The floor-plan of a building has an area 1200 square feet. How many rooms could the building have, and what would the area of each room be?

• A construction worker laid 54 square feet of hardwood in the rectangular family room of a new house. What could possible perimeters of the room be?

• The areas of two shapes are each 40 square inches, but the perimeters are very different. Sketch the two shapes and calculate the perimeters.

• Imagine a rectangle with an area of 28 square centimeters. If the length of the rectangle is 3 centimeters shorter than the width, find the dimensions of the rectangle.

• A rectangle has a length of 3 cm and a width of 2 cm, with an area of 6 sq.cm. Double the length and width. What is the area of this rectangle? How does that affect the area? Try doubling the side lengths again and describe the pattern you see.

NC.4.NBT.1

• How would adding a 0 to the end of a number affect the value of the digits?

• How do you think place value connects to other math operations?

• Jill created a number using 15 base ten blocks. Using the same number of blocks, what other numbers could Jill make?

• How many different ways can you use base ten blocks to show 293?

NC.4.NBT.4

• What two addends could equal a sum of 146? (e.g., 67, 298, 1,130, etc.)

• What two numbers could you subtract to make a difference of 94? What could the two numbers be when regrouping is required? What could the two numbers be if no regrouping is required?

• How many different ways can you solve 39+84? 73-25? What is similar/different between these strategies and the standard algorithm?

• Do you think the standard algorithm is more efficient than other strategies? Why or why not?

• What is the relationship between the standard algorithm and place value?

• Using two 3-digit numbers, create two different addition equations with a sum between 300 and 400.

• Using the digits 3, 5, 1, 8, 2 and 6, create a subtraction equation with the largest possible difference.

• List 3 addends whose sum is between 2000 and 3000 (also good for enrichment).

• Write an addition problem that has a sum of 3,697. Use two four-digit numbers.

• Tell how you know that when you add 4,789 and 4,216 it will be less than 10,000.

NC.4.OA.3

• There are 583 students in Suzy’s school. 99 third grade students left the school on a field trip. There are about 20 students in each class. How many classrooms are being used today? Explain your answer.

• The school bought apples to give to students. They have 30 boxes with 8 apples in each box and they have 20 boxes with 10 apples in each box. Each student needs 3 apples for the week. How many students can the school feed?

• Why is it important to consider the remainder when answering a problem? Give a real-life example of when it is important to drop the remainder? Give a real-life example of when you need to round the remainder.

• Zoe is having a wedding. She has 178 guests attending. The party location can set up tables with 10 at each table OR tables with 8 at each table. How many tables will Zoe need under each situation?

• Write a division problem that has 15 R2 as the quotient.

• Barry’s family donated 11 cases of tomato soup to the local food kitchen. Each case has 12 cans of soup. The shelter already has 16 cans of tomato soup. How many cans of tomato soup does the food kitchen have now? The food kitchen uses 20 cans of tomato soup each week. How many weeks will go by before the food kitchen needs more tomato soup?