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4th Grade Word Problems Math Spiral Review Digital With Videos Distance Learning

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Products in this Bundle (5)

    Bonus

    POWER PROBLEMS VIDEOS

    Also included in

    1. The POWER Math Ultimate Bundle is everything you need for a successful year of math instruction! The resources found in this bundle were designed with the philosophy in mind that math should be POWERful. POWER stands for purposeful opportunities with engagement and rigor. You and your students deser
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    Description

    This purchase includes rigorous word problems that promote conceptual understanding for all the 4th grade math standards. The bundle FREEBIE incudes ready to go interactive videos!

    **DOWNLOAD THE BONUS FILE OF THIS BUNDLE TO ACCESS POWER PROBLEMS VIDEOS!!**

    Standards & Topics Covered

    Number and Operation in Base Ten

    ➥ 4.NB.1 - Place Value Concepts

    ➥ 4.NBT.2 - Number Form, Word Form, Expanded Form, and Comparing of whole numbers

    ➥ 4.NBT.3 - Rounding multi-digit whole numbers

    ➥ 4.NBT.4 - Adding & Subtracting Whole Numbers

    ➥ 4.NBT.5 - Multiplying whole numbers

    ➥ 4.NBT.6 - Dividing whole numbers

    Operations & Algebraic Thinking

    ➥ 4.OA.1 - Interpreting multiplication equations

    ➥ 4.OA.2 - Multiplying and dividing word problems

    ➥ 4.OA.3 - Solving multistep word problems, including interpreting remainders

    ➥ 4.OA.4 - Factors and multiples, Identifying prime and composite numbers within 100

    ➥ 4.OA.5 - Patterns

    Number and Operation - Fractions

    ➥ 4.NF.1 - Equivalent fractions

    ➥ 4.NF.2 - Comparing fractions

    ➥ 4.NF.3 - Adding and subtracting fractions with like denominators, decomposing fractions, adding and subtracting mixed numbers with like denominators

    ➥ 4.NF. 4 - Multiplying a fraction by a whole number

    ➥ 4.NF.5 - Adding and subtracting fractions with denominators of 10 and 100

    ➥ 4.NF.6 - Decimal notation for fractions with denominators of 10 and 100

    ➥ 4.NF.7 - Comparing decimals to hundredths

    Measurement and Data

    ➥ 4.MD.1 - Measurement and converting measurement with the customary and metric systems of length, weight, mass, liquid volume, and time

    ➥ 4.MD.2 - Solving measurement word problems

    ➥ 4.MD.3 - Area and perimeter of rectangles

    ➥ 4.MD.4 - Line plots

    ➥ 4.MD.5 - Angles within a circle

    ➥ 4.MD.6 - Measuring angles with a protractor

    ➥ 4.MD.7 - Additive angle measurement, decomposing angles

    Geometry

    ➥ 4.G.1 - Identifying points, lines, line segments, rays, angles, perpendicular and parallel lines in 2D shapes

    ➥ 4.G.2 - Classifying 2D figures, types of triangles

    ➥ 4.G.3 - Symmetry

    WHAT ARE P.O.W.E.R PROBLEMS?

    PURPOSEFUL - These problems are meant to keep students focused, while strengthening initiative and perseverance.

    OPPORTUNITIES - These prompts can be used in a variety of ways. P.O.W.E.R problems can be used to introduce a lesson, spiral review, or as formative assessments.

    WITH

    ENGAGEMENT - Problems are real world applicable and designed to hook students with interest and presentation. Complexity of problems promotes problem solving skills.

    RIGOR - Tasks are specifically designed to challenge students and assess conceptual understanding of curriculum versus procedural understanding. Students will need to apply more than just a “formula.”

    WHY USE P.O.W.E.R PROBLEMS?

    BUILD STAMINA WITHIN YOUR STUDENTS!

    P.O.W.E.R problems are designed to challenge your students with their open ended presentation. Majority of problems that come from textbooks and workbooks assess procedural understanding of curriculum. Some textbooks even provide step by step instructions where the textbook is thinking for the students and taking away that “productive struggle” for children. When we rob students of that event, we rob them of their ability to reason, problem solve, and see beyond a standard algorithm. P.O.W.E.R problems are meant to show students that there are different ways to answer one question in math. With these tasks students take ownership and are part of the problem solving process versus filling in blanks in a textbook.

    HOW TO USE POWER PROBLEMS:

    YOUR KIDS. YOUR CHOICE. FLEXIBILITY.

    TO INTRODUCE A LESSON - P.O.W.E.R problems can be used to introduce a new skill. In this case your students will experience a “productive struggle.” Their problem solving skills and prior knowledge will kick in. Often times most of my students will have the incorrect answer or no answer at all. I then have someone explain their method/reasoning and allow my students to critique their peer’s answer. This makes for great accountable talk discussions. If I see that most students do not have an answer I will assist the class in getting to a specific point and then allow them to finish independently.

    SPIRAL REVIEW - Avoid your students forgetting standards, by using P.O.W.E.R problems to spiral review previously taught lessons.

    FORMATIVE ASSESSMENTS - You can use these problems to assess mastery and levels of understanding.

    Total Pages
    170 pages
    Answer Key
    Included
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    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.

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