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165 MB|300 Self-Graded Word Problems

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This year go green, have more fun mastering standards, and all while letting Google's powerful engine do the tedious task of grading for you! You'll find it's never been easier to breathe new life into your teaching of the **4.NF (Fractions: Numbers and Operations)** standards as you enjoy your newfound freedom by eliminating prep-work and grading.

We cordially invite you to take a look at the PREVIEW above by clicking on the green button above this description to see how this product will save you paper, ink, time & energy!

*Bundle comes with a bonus file that makes it easy to find what you are looking for within the bundle.*

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**Components**

**30 differentiated sets** of math problems composed of a **300 self-graded digital task cards** that cover all standards in the 4.NF unit/domain. This set of Google Classroom-ready, self-graded assessments and practice questions cover the following standards:

★**4.NF.1 Equivalent Fractions**

★**4.NF.2 Comparing Fractions**

★**4.NF.3a Add and Subtract Fractions**

★**4.NF.3b Decomposing Fractions**

★**4.NF.3c Add and Subtract Mixed Numbers**

★**4.NF.3d Multiplying Fractions by Mixed Numbers**

★**4.NF.4 Experssing Equivalent Fractions**

★**4.NF.5 Fractions & Decimals**

★**4.NF.6 Fractions as Decimals**

★**4.NF.7 Comparing Decimals**

**SAVE an Additional 20% by Scoring Digital Task Cards For Every 4th Grade Math Standard**

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**The Differentiation Advantage***

There are 30 questions written for each standard. Those 30 questions have been spread out into 3 groups of 10 questions. Here's what you should expect, in terms of academic rigor, from each group of 10:

1. The first quiz in each standard is composed of 10 questions. These questions are intended to cover the basic fundamentals of the standard they are aligned to. The intention here is to build confidence in your students so that they don't become discouraged.

2. The next 10 questions, being slightly more challenging, are a mix of word problems and problems which target standard-specific expectations of the student.

3. The last 10 questions are higher-order thinking word problems that require more real-world application than the first 2 groups of 10.

**Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.*

**The Efficiency Advantage**

With these self-graded task cards you'll be able to completely eliminate prep-work and grading while allowing your students to get instant feedback and scoring upon completion of their practice problems / assessments. With all the extra time you'll be saving, you can spend more time reviewing which concepts may need intervention, or enjoy having more personal time to catch your breath and decompress. In short, you'll have more time to do whatever it is you love to do inside or outside the classroom!

**Methodology - How We Designed the Problems**

Each question is aligned to the (CCSS) Common Core state standards, and is specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released state-sanctioned math tests. The questions can be used for guided practice and independent practice. See more suggested uses below.

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**Suggested Classroom Uses:**

★ Digital stations for your math centers

★ Easy & rewarding integration of technology into the classroom

★ Differentiated practice

★ Individual practice

★ Assessments

★ Review / Intervention

★ Easily identify trouble spots/concepts

★ SBAC and PARCC Test Prep

★ Fast Finishers / Enrichment

★ Scaffolding struggling students up to rest of class

★ Saving teacher time

★ Increasing classroom efficiency

★ Perfect station activity for the flipped classroom

★ Making math more fun and interactive

★ Self-graded activities

★ No prep activities

★ SUPERIOR alternative to Nearpod / Boom Cards (as no yearly fees)

... and MORE

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**Jump to Specific Standards In This Bundle:**

*Follow the green-colored text links below if you only need specific standards.*

**SAVE an Additional 20% by Scoring Digital Task Cards For Every 4th Grade Math Standard**

**4.NF.1 Equivalent Fractions**

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

**Learning Goal:**

I can multiply a numerator and a denominator by the same number and the value of the fraction will remain the same.

**4.NF.2 Comparing Fractions**

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

**Learning Goal:**

I can compare and order fractions from largest to smallest when they have the same denominator. I can also compare fractions when they don’t have the same denominator as long as I can adjust the denominator on one of the fractions by using my knowledge of equivalent fractions.

**4.NF.3a Add and Subtract Fractions**

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

**Learning Goal:**

I can use visual models to compose (build) & decompose (break down) a fraction from and into its component parts.

**4.NF.3b Decomposing Fractions**

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

**Learning Goal:**

I can break down fractions into their component parts and represent them in things like number sentences, pie graphs, and picture models.

**4.NF.3c Add and Subtract Mixed Numbers**

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

**Learning Goal:**

I can add & subtract mixed numbers with like denominators.

**4.NF.3d Multiplying Fractions by Mixed Numbers**

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

**Learning Goal:**

I can add and subtract fractions with the same denominators in different ways and show what I’m doing by using pie graphs, pictures, and other models.

**4.NF.4 Experssing Equivalent Fractions**

1. 4.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

2. 4.NF.4a - Understand a fraction a/b as a multiple of 1/b.

3. 4.NF.4b - Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.

4. 4.NF.4c - Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

**Learning Goal:**

I can multiply a fraction by a whole number.

**4.NF.5 Fractions & Decimals**

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

**Learning Goal:**

I can take a fraction with a denominator of 10 and express it as an equivalent fraction with a denominator of 100 in order to add it to another fraction with a denominator of 100.

**4.NF.6 Fractions as Decimals**

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

**Learning Goal:**

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

**4.NF.7 Comparing Decimals**

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

**Learning Goal:**

I can identify a symmetrical figure and draw lines across them so that when they are folded along those lines, the two halves will perfectly overlap.

We cordially invite you to take a look at the PREVIEW above by clicking on the green button above this description to see how this product will save you paper, ink, time & energy!

⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂

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There are 30 questions written for each standard. Those 30 questions have been spread out into 3 groups of 10 questions. Here's what you should expect, in terms of academic rigor, from each group of 10:

1. The first quiz in each standard is composed of 10 questions. These questions are intended to cover the basic fundamentals of the standard they are aligned to. The intention here is to build confidence in your students so that they don't become discouraged.

2. The next 10 questions, being slightly more challenging, are a mix of word problems and problems which target standard-specific expectations of the student.

3. The last 10 questions are higher-order thinking word problems that require more real-world application than the first 2 groups of 10.

With these self-graded task cards you'll be able to completely eliminate prep-work and grading while allowing your students to get instant feedback and scoring upon completion of their practice problems / assessments. With all the extra time you'll be saving, you can spend more time reviewing which concepts may need intervention, or enjoy having more personal time to catch your breath and decompress. In short, you'll have more time to do whatever it is you love to do inside or outside the classroom!

Each question is aligned to the (CCSS) Common Core state standards, and is specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released state-sanctioned math tests. The questions can be used for guided practice and independent practice. See more suggested uses below.

⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂

★ Digital stations for your math centers

★ Easy & rewarding integration of technology into the classroom

★ Differentiated practice

★ Individual practice

★ Assessments

★ Review / Intervention

★ Easily identify trouble spots/concepts

★ SBAC and PARCC Test Prep

★ Fast Finishers / Enrichment

★ Scaffolding struggling students up to rest of class

★ Saving teacher time

★ Increasing classroom efficiency

★ Perfect station activity for the flipped classroom

★ Making math more fun and interactive

★ Self-graded activities

★ No prep activities

★ SUPERIOR alternative to Nearpod / Boom Cards (as no yearly fees)

... and MORE

⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

I can multiply a numerator and a denominator by the same number and the value of the fraction will remain the same.

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

I can compare and order fractions from largest to smallest when they have the same denominator. I can also compare fractions when they don’t have the same denominator as long as I can adjust the denominator on one of the fractions by using my knowledge of equivalent fractions.

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

I can use visual models to compose (build) & decompose (break down) a fraction from and into its component parts.

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.

I can break down fractions into their component parts and represent them in things like number sentences, pie graphs, and picture models.

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

I can add & subtract mixed numbers with like denominators.

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

I can add and subtract fractions with the same denominators in different ways and show what I’m doing by using pie graphs, pictures, and other models.

1. 4.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

2. 4.NF.4a - Understand a fraction a/b as a multiple of 1/b.

3. 4.NF.4b - Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.

4. 4.NF.4c - Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

I can multiply a fraction by a whole number.

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

I can take a fraction with a denominator of 10 and express it as an equivalent fraction with a denominator of 100 in order to add it to another fraction with a denominator of 100.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

I can identify a symmetrical figure and draw lines across them so that when they are folded along those lines, the two halves will perfectly overlap.

Total Pages

300 Self-Graded Word Problems

Answer Key

Included

Teaching Duration

3 Weeks

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