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Fourth Grade Math Centers Bundle

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400 pages
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    Math Center Teacher Tips and Tricks


    This 4th grade bundle includes hands-on and engaging math centers for the entire year!!! You will be getting a total of 90 math centers!

    Each set of centers has the same format, so students will learn the expectations and procedures and then be able to complete centers for the entire year without many new directions.


    I also have this resource in a digital version! Click HERE to check it out.

    The centers are engaging and include sorts, task cards, color coding, math writing, matching, etc. Each set of centers has a recording book that students use for all 10 centers in that unit.

    **Would you like to learn how I use these math centers? Click HERE to view a free video on how to implement math centers.**

    Centers are included in color and black line for your convenience.

    JUST ADDED! This bundle now includes a 40 page document with math center tips, schedules, posters and labels!


    Centers Included:

    Back to School

    1. Math journaling

    2. Word problem task cards

    3. Addition & Subtraction (with regrouping)

    4. Rounding to the Nearest 10 & 100

    5. Area and Perimeter

    6. Graphs (Bar Graph and Picture Graph)

    7. Multiplication Chart Patterns

    8. Missing Factors

    9. Clocks to the Nearest Minute

    10. Comparing and Equivalent Fractions

    Place Value

    1. Math journaling

    2. Mystery Number task cards

    3. Rounding to the nearest 100

    4. Rounding to the Nearest 1,000

    5. Making Numbers (greatest and least value)

    6. Expanded form

    7. Comparing Numbers

    8. Multiplying and dividing my 10

    9. Digit Value

    10. Writing the mystery number problem


    1. Math journaling

    2. Word Problems (2 digit x 2 digit and 3 digit x 1 digit)

    3. Prime or Composite?

    4. Multiples

    5. Mystery Numbers (using factors)

    6. Comparisons (Ex: 144 is 12 times as many as___)

    7. Vocabulary

    8. Area Models (You can substitute a different strategy if needed.)

    9. Multiple Digit Equations

    10. Write your own word problem


    1. Math journaling

    2. Word Problems

    3. Remainder Sort

    4. True or False? (Are the equations correct. Includes equations with and without remainders.)

    5. Multiplication or Division? (Word problem task cards.)

    6. Quotient Sort

    7. Vocabulary

    8. Missing Factor Multiplication Equations

    9. Long Division Equations (without remainders)

    10. Write your own word problem (given a certain dividend and quotient)


    1. Math journaling

    2. Word Problems (Addition, Subtraction and Multiplying a Fraction by a Whole Number)

    3. Comparing Fractions to One-Half

    4. Matching fractions with Tenths to their Equivalent Hundredths Fraction

    5. Mystery Fraction Word Problems

    6. Equivalent Fraction Sort

    7. Vocabulary

    8. Multiplying Fractions by Whole Numbers

    9. Rolling Fractions (Converting Improper Fractions to Mixed Numbers)

    10. Write your own word problem (given a certain answer)


    1. Math journaling (Explaining the difference between a whole number and decimal)

    2. Word Problems (Addition and subtraction to the hundredth)

    3. Roll a Problem (Value of a decimal and addition of decimals)

    4. Rounding to the nearest whole number

    5. Making Numbers (making the largest and smallest value with decimals)

    6. Expanded Form

    7. Color Coding (comparing fractions and decimals to one-half)

    8. Comparing decimals

    9. Value of digits

    10. Word Form


    1. Math journaling (Area and Perimeter of a Square)

    2. Word Problems (Real World Area and Perimeter Problems)

    3. Roll a Problem (Drawing Shapes with a Given Area and Perimiter)

    4. Drawing Shapes with a Given Area

    5. Vocabulary Match

    6. Solving for Area and Perimeter Task Cards

    7. Color Coding (units of measurement)

    8. Measurement Conversions (standard and metric)

    9. Elapsed Time

    10. Write the Problem (Area and Perimeter)


    1. Measuring Angles and Classifying as Acute, Right or Obtuse (Color code)

    2. Sorting Attributes or Triangles and Squares (Color code)

    3. Lines of Symmetry

    4. Drawing (lines, angles, parallel lines and perpendicular lines)

    5. Additive Angles

    6. Shape Attributes

    7. Grouping Shapes by Attributes

    8. Drawing Angles with a Given Measurement

    9. Vocabulary Sort

    10. Math Journal (symmetry)

    Test Prep

    1. Equivalent Fractions (Color Code)

    2. Prime or Composite Sort

    3. Addition and Subtraction of Decimals

    4. Word Problems

    5. Measuring Angles

    6. Area and Perimeter

    7. Multiplication (2 and 3 digit)

    8. Division

    9. Vocabulary Sort

    10. Math Journal (Decimals)

    Looking for these centers for another grade level?

    Second Grade

    Third Grade

    Fifth Grade

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    Huge Math Interactive Notebook Bundle

    Total Pages
    400 pages
    Answer Key
    Teaching Duration
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    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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