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Are you looking for premium quality math resources that are uniquely aligned to the TEKS Math Standards for 4th Grade? Perhaps you are hopeful to find the perfect math stations to add to your centers this year? Let NUMBEROCK’s professionally edited task card bundle be your one-stop solution to confidently covering all 40+ math standards this year.

Continue reading more to see why our highly-rated task card sets are becoming a trusted teaching tool that Texas teachers are relying upon in their classrooms, OR take a look at the preview above by clicking on the green “Preview” button directly above this description.

**Bundle Discount: ** 35%

**⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂**

**The Differentiation Advantage**

This set of task cards has been organized in a way that allows for seamless differentiation. Cards #1-10 are the least difficult in each set and can be given to any students who might be struggling to gain confidence. Cards #11-20 are just slightly more challenging, while the last 10 questions require a bit more critical thinking being primarily long-form word problems.

*Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.

**The Engagement Advantage**

Most of the illustrations on our task cards come directly from our musical math animations that can be seen on YouTube or, alternatively, completely ad-free on our website,**numberock.com**

We highly recommend supplementing these task cards with our math videos. Doing so will provide an unprecedented level of engagement as your students remember the music, which stimulates their memory, and then see the characters they have been watching on their printables and activities.

We’ve also added a smattering of (wholesome) humor into the wording of the questions. All that being said, I’m highly confident that the engagement levels in your classroom are going to surpass even your highest expectations.

**The Price Advantage**

With other 4th Grade task card sets and resource bundles of equally considerable depth going for $200-$300.00, we’re excited to help bring the cost of high-quality resources down, and in the process, make them more accessible. In short, our task card bundles are double the quality of what is out there at less than half the price!

**Methodology - How We Designed the Problems**

Each question is aligned to the Texas Essential Knowledge and Skills (TEKS) state standards, and are specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released State of Texas Assessments of Academic Readiness (STAAR) Math Tests. The questions can be used for guided practice and independent practice.

**⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂**

**COMPONENTS **

✔ Complete Set For Each 4th Grade Standard

✔ Double-Checked Answer Keys

✔ Creatively Designed Recording Sheets

✔ 1230 Full Page Images (JPGs)

✔ Printable Title Pages/Labels

✔ I Can Statements For Every Standard

✔ FAQ:

**⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂**

**SUGGESTED USES:**

✔ Stations for Your Math Centers

✔ Differentiation (Questions 1-10, 11-20, and 21-30 in each set are uniquely grouped by difficulty)

✔ Independent practice

✔ Whole Group with Smartboard/Projector Use

✔ Skills Practice

✔ Assessments

✔ Review / Intervention

✔ SBAC and PARCC Test Prep

✔ Fast Finishers / Enrichment

✔ Scaffolding Students Up To Rest of Class

✔ Scavenger Hunts / Scoot

✔ Adding Select Card Images (JPG Images) to Assign in Google Classroom

✔ Enhancing your Nearpod Lesson

✔ Adding Images to Your Boom Cards Activities and Adding Interactive Features

✔ Flipped Classrooms

**⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂⚪⧂**

**Included in this task card bundle are the following TEKS Standards:**

* Click on any green link to jump to that individual resource's page.*

**NUMERICAL RELATIONSHIPS & DECIMAL PLACE VALUE BUNDLE ★ 4.2A - 4.2H ★ 8 Standards**

**TEK 4.2A Task Cards (Illustrated)**

The student is expected to interpret the value of each place‐value position as 10 times the position to the right and as one‐tenth of the value of the place to its left.

**Learning Goal**:

*I understand that moving one place value to the left increases a numbers value by 10 times more than the place value to the right of it."*

**TEK 4.2B Task Cards (Illustrated)**

The student is expected to represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals.

**Learning Goal**:

*I can write out numbers in expanded for, even if the number is as high as 1 billion. For example, I can write the number 365 as 300 + 60 + 5."*

**TEK 4.2C Task Cards (Illustrated)**

The student is expected to compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =.

**Learning Goal**:

*I can take a set of numbers and put them in order from smallrest to largest, or vice versa, with numbers as high as 1 billion!*

**TEK 4.2D Task Cards (Illustrated)**

The student is expected to round whole numbers to a given place value through the hundred thousands place.

**Learning Goal**:

*I can round numbers as high as a million, which helps me estimate how rich I’m going to be. :-P*

**TEK 4.2E Task Cards (Illustrated)**

The student is expected to represent decimals, including tenths and hundredths, using concrete and visual models and money.

**Learning Goal**:

*I can show what a decimal represents in the real world by using models and dealing with change and money.*

**TEK 4.2F Task Cards (Illustrated)**

The student is expected to compare and order decimals using concrete and visual models to the hundredths.

**Learning Goal**:

*I can compare decimals to the hundreths place and represent what I’m doing using pictures and base ten blocks.*

**TEK 4.2G Task Cards (Illustrated)**

The student is expected to relate decimals to fractions that name tenths and hundredths.

**Learning Goal**:

*I can convert decimals up to the hundreths place into fractions.*

**TEK 4.2H Task Cards (Illustrated)**

The student is expected to determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

**Learning Goal**:

*I can figure out the value of a decimal by looking at its placement on a number line.*

**FRACTIONS BUNDLE ★ 4.3A- 4.3G ★ 7 Standards.**

**TEK 4.3A Task Cards (Illustrated)**

The student is expected to represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b does not equal 0, including when a equals b.

**Learning Goal**:

*I can show others what a fraction is by breaking it down into it’s smallest part and summing that smallest part together until it equals the fraction I want to represent.*

**TEK 4.3B Task Cards (Illustrated)**

The student is expected to decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.

**Learning Goal**:

*I can break down fractions into their component parts and represent them in things like number sentences, pie graphs, and picture models.*

**TEK 4.3C Task Cards (Illustrated)**

The student is expected to determine if two given fractions are equivalent using a variety of methods.

**Learning Goal**:

*I can determine if two fractions are equivalent using different methods.*

**TEK 4.3D Task Cards (Illustrated)**

The student is expected to compare two fractions with different numerators and different denominators and represent comparisons using the symbols <, >, or =.

**Learning Goal**:

*I can compare fractions using the symbols, >, =, or < to show which of any two fractions is bigger or smaller.*

**TEK 4.3E Task Cards (Illustrated)**

The student is expected to solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.

**Learning Goal**:

*I can add and subtract fractions with the same denominators in different ways.*

**TEK 4.3F Task Cards (Illustrated)**

The student is expected to evaluate reasonableness of sums and differences of fractions using benchmark fractions 0, 1⁄4, 1⁄2, 3⁄4 , and 1, referring to the same whole.

**Learning Goal**:

*I can add and subtract fractions to come up with a good guess of their sums and differences by making estimates of their values.*

**TEK 4.3G Task Cards (Illustrated)**

The student is expected to represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

**Learning Goal**:

*I can locate fractions and decimals as distances from zero on the number line.*

**BASIC OPERATIONS BUNDLE ★ 4.4A- 4.4H ★ 8 Standards**

**TEK 4.4A Task Cards (Illustrated)**

The student is expected to add and subtract whole numbers and decimals to the hundredths place using the standard algorithm.

**Learning Goal:**

*I can add and subtract whole numbers and decimals to the hundredths place using the good ol’ fashioned way.*

**TEK 4.4B Task Cards (Illustrated)**

The student is expected to determine products of a number and 10 or 100 using properties of operations and place value understandings.

**Learning Goal:**

*I can multiply a number by 10 or 100 and figure out the product using various methods.*

**TEK 4.4C Task Cards (Illustrated)**

The student is expected to represent the product of 2 two‐digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15.

**Learning Goal:**

*I can find the product of 2 two-digit numbers using arrays, area models or equations.*

**TEK 4.4D Task Cards (Illustrated)**

The student is expected to use strategies and algorithms, including the standard algorithm, to multiply up to a four‐ digit number by a one‐digit number and to multiply a two‐digit number by a two‐digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

**Learning Goal:**

*I can find the product of a 4-digit number by a 1-digit number as well as the product of any two 2-digit numbers.*

**TEK 4.4E Task Cards (Illustrated)**

The student is expected to represent the quotient of up to a four‐digit whole number divided by a one‐digit whole number using arrays, area models, or equations.

**Learning Goal:**

*I can use arrays, area models, and equations to represent division of whole numbers.*

**TEK 4.4F Task Cards (Illustrated)**

The student is expected to use strategies and algorithms, including the standard algorithm, to divide up to a four‐ digit dividend by a one‐digit divisor.

**Learning Goal:**

*I can divide a whole number with up to a 4-digit dividend by a whole number with a 1-digit divisor using different methods and strategies.*

**TEK 4.4G Task Cards (Illustrated)**

The student is expected to round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers.

**Learning Goal:**

*I can estimate sums, differences, products and quotients of whole numbers by rounding to the nearest 10, 100, or 1,000.*

**TEK 4.4H Task Cards (Illustrated)**

The student is expected to solve with fluency one‐ and two‐step problems involving multiplication and division, including interpreting remainders.

**Learning Goal:**

*I can solve one-step problems and two-step problems involving multiplication and division.*

**ALGEBRAIC REASONING BUNDLE ★ 4.5A - 4.5D ★ 4 Standards**

**TEK 4.5A Task Cards (Illustrated)**

The student is expected to represent multi‐step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity.

**Learning Goal:**

* I can represent problems involving addition, subtraction, multiplication, and division with strip diagrams and equations.*

**TEK 4.5B Task Cards (Illustrated)**

The student is expected to represent problems using an input‐output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.

**Learning Goal:**

* I can use input/output tables and number expressions to create number patterns following a given rule.*

**TEK 4.5C Task Cards (Illustrated)**

The student is expected to use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w).

**Learning Goal:**

* I can write the formulas for area and perimeter of rectangles using models.*

**TEK 4.5D Task Cards (Illustrated)**

The student is expected to solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

**Learning Goal:**

* I can solve word problems involving the perimeter and area of rectangles.*

**GEOMETRY BUNDLE ★ 4.6A - 4.6D ★ 4 Standards**

**TEK 4.6A Task Cards (Illustrated)**

The student is expected to identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.

**Learning Goal:**

* I can represent problems involving addition, subtraction, multiplication, and division with strip diagrams and equations.*

**TEK 4.6B Task Cards (Illustrated)**

The student is expected to identify and draw one or more lines of symmetry, if they exist, for a two‐dimensional figure.

**Learning Goal:**

* I can identify and draw the lines of symmetry of two-dimensional shapes.*

**TEK 4.6C Task Cards (Illustrated)**

The student is expected to apply knowledge of right angles to identify acute, right, and obtuse triangles.

**Learning Goal:**

* I can identify any triangle I’m looking at as acute, obtuse, or right if I measure, or am given, the size of its 3 angles.*

**TEK 4.6D Task Cards (Illustrated)**

The student is expected to classify two‐dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

**Learning Goal:**

*I can classify two-dimensional shapes by their sides and/or by their angles.*

**ANGLES & MEASUREMENT BUNDLE ★ 4.7A - 4.7E ★ 5 Standards**

**TEK 4.7A Task Cards (Illustrated)**

The student is expected to illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers.

**Learning Goal:**

* I can undertand how the degrees of an angle can be measured in terms of how much of a circle that angle cuts out.*

**TEK 4.7B Task Cards (Illustrated)**

The student is expected to illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers.

**Learning Goal:**

* I can understand that if I cut a circle into 360 slices, that each slice equals 1 degree of that circle.*

**TEK 4.7C Task Cards (Illustrated)**

The student is expected to determine the approximate measures of angles in degrees to the nearest whole number using a protractor.

**Learning Goal:**

*I can find the measure of an angle using a protractor.*

**TEK 4.7D Task Cards (Illustrated)**

The student is expected todraw an angle with a given measure.

**Learning Goal:**

*I can use my understanding of measuring angles to draw them with a specific measure.*

**TEK 4.7E Task Cards (Illustrated)**

The student is expected to determine the measure of an unknown angle formed by two non‐overlapping adjacent angles given one or both angle measures.

**Learning Goal:**

*I can find the measure of an unknown angle if I know the measure of the angle which is adjacent (next) to it.*

**MEASUREMENT & DATA BUNDLE ★ 4.8A - 4.9B ★ 5 Standards**

**TEK 4.8A Task Cards (Illustrated)**

The student is expected to illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers.

**Learning Goal:**

* I can decide what unit of measurement to use depending on if I need to measure an object’s length, weight, or its capacity.*

**TEK 4.8B Task Cards (Illustrated)**

The student is expected to illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers.

**Learning Goal:**

*I can convert both metric measurements and customary measurements from smaller units to larger units and vice versa.*

**TEK 4.8C Task Cards (Illustrated)**

The student is expected to determine the approximate measures of angles in degrees to the nearest whole number using a protractor.

**Learning Goal:**

*I can apply my understanding of measurement to real-world problems that deal with length, time, liquid volume, mass and money.*

**TEK 4.9A Task Cards (Illustrated)**

The student is expected todraw an angle with a given measure.

**Learning Goal:**

*I can organize and display a given set of data using dot plots and stem-and-leaf plots.*

**TEK 4.9B Task Cards (Illustrated)**

The student is expected to determine the measure of an unknown angle formed by two non‐overlapping adjacent angles given one or both angle measures.

**Learning Goal:**

*I can understand data organized into tables, dot plots & stem-and-leaf plots and then use that data to solve math problems.*

Continue reading more to see why our highly-rated task card sets are becoming a trusted teaching tool that Texas teachers are relying upon in their classrooms, OR take a look at the preview above by clicking on the green “Preview” button directly above this description.

This set of task cards has been organized in a way that allows for seamless differentiation. Cards #1-10 are the least difficult in each set and can be given to any students who might be struggling to gain confidence. Cards #11-20 are just slightly more challenging, while the last 10 questions require a bit more critical thinking being primarily long-form word problems.

*Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.

Most of the illustrations on our task cards come directly from our musical math animations that can be seen on YouTube or, alternatively, completely ad-free on our website,

We highly recommend supplementing these task cards with our math videos. Doing so will provide an unprecedented level of engagement as your students remember the music, which stimulates their memory, and then see the characters they have been watching on their printables and activities.

We’ve also added a smattering of (wholesome) humor into the wording of the questions. All that being said, I’m highly confident that the engagement levels in your classroom are going to surpass even your highest expectations.

With other 4th Grade task card sets and resource bundles of equally considerable depth going for $200-$300.00, we’re excited to help bring the cost of high-quality resources down, and in the process, make them more accessible. In short, our task card bundles are double the quality of what is out there at less than half the price!

Each question is aligned to the Texas Essential Knowledge and Skills (TEKS) state standards, and are specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released State of Texas Assessments of Academic Readiness (STAAR) Math Tests. The questions can be used for guided practice and independent practice.

✔ Complete Set For Each 4th Grade Standard

✔ Double-Checked Answer Keys

✔ Creatively Designed Recording Sheets

✔ 1230 Full Page Images (JPGs)

✔ Printable Title Pages/Labels

✔ I Can Statements For Every Standard

✔ FAQ:

✔ Stations for Your Math Centers

✔ Differentiation (Questions 1-10, 11-20, and 21-30 in each set are uniquely grouped by difficulty)

✔ Independent practice

✔ Whole Group with Smartboard/Projector Use

✔ Skills Practice

✔ Assessments

✔ Review / Intervention

✔ SBAC and PARCC Test Prep

✔ Fast Finishers / Enrichment

✔ Scaffolding Students Up To Rest of Class

✔ Scavenger Hunts / Scoot

✔ Adding Select Card Images (JPG Images) to Assign in Google Classroom

✔ Enhancing your Nearpod Lesson

✔ Adding Images to Your Boom Cards Activities and Adding Interactive Features

✔ Flipped Classrooms

The student is expected to interpret the value of each place‐value position as 10 times the position to the right and as one‐tenth of the value of the place to its left.

The student is expected to represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals.

The student is expected to compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =.

The student is expected to round whole numbers to a given place value through the hundred thousands place.

The student is expected to represent decimals, including tenths and hundredths, using concrete and visual models and money.

The student is expected to compare and order decimals using concrete and visual models to the hundredths.

The student is expected to relate decimals to fractions that name tenths and hundredths.

The student is expected to determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

The student is expected to represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b does not equal 0, including when a equals b.

The student is expected to decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.

The student is expected to determine if two given fractions are equivalent using a variety of methods.

The student is expected to compare two fractions with different numerators and different denominators and represent comparisons using the symbols <, >, or =.

The student is expected to solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.

The student is expected to evaluate reasonableness of sums and differences of fractions using benchmark fractions 0, 1⁄4, 1⁄2, 3⁄4 , and 1, referring to the same whole.

The student is expected to represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

The student is expected to add and subtract whole numbers and decimals to the hundredths place using the standard algorithm.

The student is expected to determine products of a number and 10 or 100 using properties of operations and place value understandings.

The student is expected to represent the product of 2 two‐digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15.

The student is expected to use strategies and algorithms, including the standard algorithm, to multiply up to a four‐ digit number by a one‐digit number and to multiply a two‐digit number by a two‐digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

The student is expected to represent the quotient of up to a four‐digit whole number divided by a one‐digit whole number using arrays, area models, or equations.

The student is expected to use strategies and algorithms, including the standard algorithm, to divide up to a four‐ digit dividend by a one‐digit divisor.

The student is expected to round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers.

The student is expected to solve with fluency one‐ and two‐step problems involving multiplication and division, including interpreting remainders.

The student is expected to represent multi‐step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity.

The student is expected to represent problems using an input‐output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.

The student is expected to use models to determine the formulas for the perimeter of a rectangle (l+w+l+w or 2l+2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w).

The student is expected to solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

The student is expected to identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.

The student is expected to identify and draw one or more lines of symmetry, if they exist, for a two‐dimensional figure.

The student is expected to apply knowledge of right angles to identify acute, right, and obtuse triangles.

The student is expected to classify two‐dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

The student is expected to illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers.

The student is expected to illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers.

The student is expected to determine the approximate measures of angles in degrees to the nearest whole number using a protractor.

The student is expected todraw an angle with a given measure.

The student is expected to determine the measure of an unknown angle formed by two non‐overlapping adjacent angles given one or both angle measures.

The student is expected to illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers.

The student is expected to illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers.

The student is expected to determine the approximate measures of angles in degrees to the nearest whole number using a protractor.

The student is expected todraw an angle with a given measure.

The student is expected to determine the measure of an unknown angle formed by two non‐overlapping adjacent angles given one or both angle measures.

Total Pages

1230 Illustrated Task Cards

Answer Key

Included

Teaching Duration

1 Year

2,175 Followers

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