MAFS.4.NBT.1.1 Differentiated Task Cards

MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
MAFS.4.NBT.1.1 Differentiated Task Cards
Grade Levels
File Type
PDF (3 MB|28 pages)
Standards
$6.00
Digital Download
$6.00
Digital Download
  • Product Description
  • Standards
This product includes three color-coordinated sets of 30 cards. The first set (red), contains problems that require students to multiply and divide numbers by 10, 100, 1,000, and 10,000. It is meant to help students increase their procedural fluency. The second set (blue), increases the rigor by having students solve similar problems that could be answered with more than one correct answer. This allows students to have engaging math discourse. The third set (green), gives students the opportunity to practice problems written a formats similar to the FSA. The formats included in this set include multi-select, matching, and open response.
Log in to see state-specific standards (only available in the US).
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.
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.
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Total Pages
28 pages
Answer Key
N/A
Teaching Duration
N/A
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