# 4th Grade - Math Homework - 4th Nine Weeks        Subject
Resource Type
File Type

PDF

(13 MB|43 pages)
Product Rating
4.0
(3 Ratings)
Standards
• Product Description
• StandardsNEW
Take a look at this 4TH GRADE MATH HOMEWORK resource that addresses the major components of the math classroom like problem solving, fact fluency practice, and data/graphing practice. It addresses the TEKS and CCSS! It’s not too overwhelming or time consuming. One week is one page copied front to back. Each week of homework builds on the week before, and this product spirals! It’s no prep for you, just copy and go! What are you waiting for?! Check out the preview to see more!

Product Features Include:
The 4th NINE WEEKS OF HOMEWORK (Homework numbers 28-36)
• a helpful Teacher Guide that tells you what each Homework covers
• problem solving practice
• fact fluency practice (students practice in many different ways)
• graphing practice (a different graph every week)
• QR Codes are embedded within the homework which link to helpful videos that
discuss new concepts and challenging questions (this is my favorite feature)
• each homework is 1 page copied front to back
• this product spirals
• students build their skills as they work through each week of the homework

The 4th Nine Weeks Homework addresses the following skills:
☆ Place value practice-numbers up to 1,000,000,000
☆ Facts Practice up to 12 X 12, practice includes all 4 operations ❪➕➖✖➗❫
☆ Data/graphing practice
☆ Problem solving practice including all 4 operations ❪➕➖✖➗❫
☆ Place value practice including decimals to the tenths and hundredths place
☆ Practice using different models and representations-this includes all 4 operations ❪➕➖✖➗❫
☆ Practicing algorithms- this includes all 4 operations ❪➕➖✖➗❫
☆ Fractions practice
☆ Geometry practice
☆ Measurement Practice
☆ Personal Financial Literacy practice

You'll save if you purchase the ENTIRE YEAR, but if you're not ready you can purchase each 9 week set!

Related Products
4th Grade Math Homework - Entire Year - 36 Weeks
4th Grade Math Homework-2nd Nine Weeks
4th Grade Math Homework-3rd Nine Weeks
4th Grade - Math Homework - 4th Nine Weeks
4th Grade Math Homework - Week 1 Freebie

This product was designed to be 4th grade math homework, but it can be used in so many other ways for your upper elementary students (3rd-5th graders).

Other Ways to Use This Product:
• during whole group instruction
• during small group instruction
• during guided math
• independent work
• to reteach skills
• small group work
• extra practice to address a specific skill
• for students who finish their work early

Why You Will Love This Product:
★ Just copy and go! Copy front to back to make 1 sheet of math homework for the week.
★ Parents will love the consistency of this homework. It’s predictable, and parents and students know what format to expect every week.
★ Students won’t feel overwhelmed with only 1 sheet of math homework.
★ Parents will love the helpful video tutorials. These videos are included for the more challenging questions and help with new concepts. They can be accessed through any QR reader (most are free).

If you purchase this product and find a mistake PLEASE message me through TPT and I'll thank you, and correct the mistake right away.

THANK YOU for stopping by!
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
43 pages
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Teaching Duration
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