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4th Grade Multi-Step Word Problem of the Day Story Problems- BTS Freebie

Tessa Maguire
14.3k Followers
Grade Levels
3rd - 4th
Standards
Resource Type
Formats Included
  • PDF
Pages
10 pages
Tessa Maguire
14.3k Followers

Description

Students are not truly able to master the math standards until they're able to apply them in real world contexts. Build your students' success with word problems and the fourth grade math standards with a Problem of the Day.

These 4th grade multi-step story problems contain rigorous, real-world applications of the math standards and are guided and independent practice activities with varying levels of difficulty. With daily, on-going practice with the standards spiraled throughout the year, students build their understanding of they types of word problems on state assessments and build their strategies, comfort, and mastery of the standards.

These free 10 pages are the perfect jumpstart to your Problem of the Day with review of the 3rd grade standards.

The other 4th Grade Word Problems of the Day:

Sept | Oct | Nov | Dec | Jan | Feb

OTHER 4th GRADE PRODUCTS:

4th Grade Math Performance Task Assessments

What's the Proof? Part A & Part B Questions

African-American Heroes: Responding to Inferential Questions

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Copyright © Tessa Maguire.

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Total Pages
10 pages
Answer Key
Not Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
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.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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