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Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!

Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Fourth Grade Daily Math Warm-Ups: FREE SAMPLE!
Subject
Grade Levels
Format
PDF (5 MB|10 pages)
Standards
 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
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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.

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