Daily Math Warm-Ups - Fourth Grade Math Warm Ups - FREE SAMPLE WEEK

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The Teacher Studio
16.9k Followers
Grade Levels
4th
Subjects
Resource Type
Standards
Formats Included
  • PDF
  • Google Apps™
Pages
10 pages
The Teacher Studio
16.9k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

Try this free week of 4th grade math warm-ups! Get your students "activated" and engaged within the first few minutes of math class. This math warm-up resource promotes deep thinking and covers all of the 4th grade math standards. It gives you a sense of what is available in my YEAR-LONG BUNDLE of 180 math warm ups--ready for you to use all year long!


This FREE SAMPLE resource includes

  • 5 thought-provoking problems to get students talking about math (full resource has 45 per quarter and the bundle has 180 for the year)
  • Tons of teaching tips and suggestions
  • Full alignment to the Standards for Mathematical Practice AND the 4th grade math content standards
  • Multiple format options including full-page projectable slides to use with the entire class or quarter-page printables if you want students gluing them into notebooks as well as digital slides.
  • No answer key included as the questions typically have multiple solutions. However, teaching tips for the different problem types ARE included to help you guide students through their thinking.
  • The full resources also have a digital component, accountable talk stem poster options, and MORE!

Save with the ENTIRE YEAR BUNDLE (CLICK HERE)! and see even more of these great problems and teaching ideas!

Have everything you need to get students working and thinking about math at your fingertips.

Why these warm-ups work!

  • They are short, engaging, and different from what they see in the rest of math class.
  • This process builds math community and culture and helps create a climate of risk-taking and collaboration.
  • The problems address all fourth grade math concepts in different formats. The math gets more sophisticated as the year progresses.
  • Because they are not tied to any set curriculum sequence, they serve as an informal "spiral review", perfect for addressing skills all year long.
  • Students start math class with real thinking rather than procedures.
  • Transition times are reduced and on-task behavior increases.
  • Students feel good about math and improve their skills!
  • Consistent, daily use helps YOU be more prepared and helps students learn how to tackle a variety of problems.

Why use a daily math warm up? Research shows that the first ten minutes of your math lesson will set the tone for the rest of the class. Students must be "activated" and engaged so that they are ready to learn. Using high-level math warm-ups at the start of each lesson will accomplish this goal.  

My Math Warm-Up Routine

  1. I have my problem for the day ready--either ready to project, ready to glue into notebooks, or ready to send via Google Classroom.  I mix these up to keep things interesting.
  2. Students get just a few minutes to work, and it varies by problem.  Some students will finish, while others may not.  I work hard to build the culture so students understand that the solution is secondary to the process.
  3. After we have enough math to talk about, it's math talk time!  Sometimes I have students turn and talk in their desk groups or with a partner, sometimes I have a few students share under the document camera, and sometimes I have whole-class discussions about the problem and solution strategies.
  4. If I feel it's important, I may jump in and do some clarification of misconceptions or do some reteaching.
  5. I summarize key takeaways from the warm-up before we head into our main math work for the day!

Grab the entire year's worth of warm ups and CLICK HERE!

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Looking for other quality resources to promote deep thinking?

Try these OPEN ENDED MATH CHALLENGES!

Or these real world, PROJECT BASED LEARNING TASKS

Or these 25 MATH CONCEPT SORTS, perfect for getting students talking about math and uncovering misconceptions!

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All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
10 pages
Answer Key
Does not apply
Teaching Duration
1 Week
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Standards

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

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