NC.4.NBT.5

• Best of Times: Math Strategies that Multiply

• California Gold Rush: Multiplying and Dividing Using Three and Four Digit Numbers

• Minnie’s Diner: A Multiplying Menu

NC.4.NBT.6

• What is the relationship between multiplication and division? Provide examples to show your thinking.

• How does knowing 5 x 5 help you to solve 75 ÷ 5? Explain.

• How many different ways can you solve 84 ÷ 6?

• If the quotient is 15, what could your possible dividend and divisor be?

• How does changing the value of your divisor affect the quotient? (e.g., 350 ÷ 5 vs. 350 ÷ 50?)

• Using the digits 4, 9, 7, and 5, create a division sentence with the greatest possible quotient.

• Which division strategy (partial quotients, rectangular array, area model) do you think is best? Justify your answer.

NC.4.MD.3

• How could you go about finding 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 floorplan 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.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?

NC.4.NF.1

• What are 3 fractions equivalent to 3/4?

• How can 4/5 and 8/10 be equivalent if the numerator and denominator in each is different?

• Represent the value of 1 ½ in 3 different ways.

• Andy, Lee, and Val each ate ½ of pizza. The pizzas were the same size, but Andy ate one piece, Lee ate three slices, and Val ate four slices. How is this possible? (Andy cut his in halves, Lee cut his in sixths, and Val cut her pizza into eighths.)

• Show how 5/15 is equivalent to 1/3 rather than 1/5.

• Why is 3/5 the same as 6/10 when the two fractions have different numbers?

NC.4.NF.2

• Write three fractions between ½ and 1 whole.

• With a partner, list five fractions between 0 and ⅘?

• If two fractions have the same numerator, how will this help you compare the fractions? Explain.

• How do benchmark fractions help you compare fractions?

• If you were hungry and you offered your friend a choice between ⅗ of a cookie and 7/10 of a cookie, which fraction of a cookie would you hope she took? Explain.

• What strategies could you use to compare ¾ and 2/12?

• Think of a real-world example when ¾ would be smaller than ½. (Students should think of examples where the whole is different. For example, ¾ of a cupcake is less than ½ of an entire cake.