Common Core Grade 4 Math (Worksheets, Homework, Lesson Plans)
Looking for video lessons that will help you in your Common Core Grade 4 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 4 students?
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into seven modules.
Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 4 Common Core Math Video Lessons, Math Worksheets and Games for all grades
Grade 4 Homework, Lesson Plans And Worksheets
| Module 1 Topics and Objectives |
|---|
| Standard: 4.NBT.1, 4.NBT.2, 4.OA.1 Days: 4 : Interpret a multiplication equation as a comparison. ( ) : Recognize a digit represents 10 times the value of what it represents in the place to its right. ( ) : Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units. ( ) : Read and write multi-digit numbers using base ten numerals, number names, and expanded form. ( ) |
| Standard: 4.NBT.2 Days: 2 : Compare numbers based on meanings of the digits, using >, <, or = to record the comparison. ( ) : Find 1, 10, and 100 thousand more and less than a given number. ( ) |
| Standard: 4.NBT.3 Days: 4 : Round multi-digit numbers to the thousands place using the vertical number line. ( ) : Round multi-digit numbers to any place using the vertical number line. ( ) : Use place value understanding to round multi-digit numbers to any place value. ( ) : Use place value understanding to round multi-digit numbers to any place value using real world applications. ( ) |
| : Topics A-C (review content 1 day, assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Standard: 4. OA.3, 4.NBT.4, 4.NBT.1, 4.NBT.2 Days: 2 : Use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm and apply the algorithm to solve word problems using tape diagrams. ( ) : Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams and assess the reasonableness of answers using rounding. ( ) |
| Standard: 4.OA.3, 4.NBT.4, 4.NBT.1, 4.OA.2 Days: 4 : Use place value understanding to decompose to smaller units once using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. ( ) : Use place value understanding to decompose to smaller units up to 3 times using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. ( ) : Use place value understanding to fluently decompose to smaller units multiple times in any place using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. ( ) : Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams and assess the reasonableness of answers using rounding. ( ) |
| Standard: 4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.4 Days: 3 : Solve additive compare word problems modeled with tape diagrams. ( ) : Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding. ( ) : Create and solve multi-step word problems from given tape diagrams and equations. ( ) |
| : Topics A-F (review content 1 day, assessment ½ day, return ½ day, remediation or further application 1 day) |
| Module 2 Topics and Objectives |
|---|
| Standard: 4.MD.1, 4.MD.2 Days: 3 : Express metric length measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric length. ( ) : Express metric mass measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric mass. ( ) : Express metric capacity measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric capacity. ( ) |
| Standard: 4.MD.1, 4.MD.2 Days: 2 : Know and relate metric units to place value units in order to express measurements in different units. ( ) : Use addition and subtraction to solve multi-step word problems involving length, mass, and capacity. ( ) |
| : Topics A-B (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Module 3 Topics and Objectives |
|---|
| Standard: 4.OA.1, 4.OA.2, 4.MD.3, 4.OA.3 Days: 3 : Investigate and use the formulas for area and perimeter of rectangles. ( ) : Solve multiplicative comparison word problems by applying the area and perimeter formulas. ( ) : Demonstrate understanding of area and perimeter formulas by solving multi-step real world problems. ( ) |
| Standard: 4.NBT.5, 4.OA.1, 4.OA.2, 4.NBT.1 Days: 3 : Interpret and represent patterns when multiplying by 10, 100, and 1,000 in arrays and numerically. ( ) : Multiply multiples of 10, 100, and 1,000 by single digits, recognizing patterns. ( ) : Multiply two-digit multiples of 10 by two-digit multiples of 10 with the area model. ( ) |
| Standard: 4.NBT.5, 4.OA.2, 4.NBT.1 Days: 5 : Use place value disks to represent two-digit by one-digit multiplication. ( ) : Extend the use of place value disks to represent three- and four-digit by one-digit multiplication. ( ) , : Multiply three- and four-digit numbers by one-digit numbers applying the standard algorithm. ( ) ( ) : Connect the area model and the partial products method to the standard algorithm. ( ) |
| Standard: 4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.5 Days: 2 : Solve two-step word problems, including multiplicative comparison. ( ) : Use multiplication, addition, or subtraction to solve multi-step word problems. ( ) |
| : Topics A-D (review content 1 day, assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Standard: 4.NBT.6, 4.OA.3 Days: 8 Solve division word problems with remainders. ( ) : Understand and solve division problems with a remainder using the array and area models. ( ) : Understand and solve two-digit dividend division problems with a remainder in the ones place by using number disks. ( ) : Represent and solve division problems requiring decomposing a remainder in the tens. ( ) : Find whole number quotients and remainders. ( ) : Explain remainders by using place value understanding and models. ( ) : Solve division problems without remainders using the area model. ( ) : Solve division problems with remainders using the area model. ( ) |
| Standard: 4.OA.4 Days: 4 : Find factor pairs for numbers to 100 and use understanding of factors to define prime and composite. ( ) : Use division and the associative property to test for factors and observe patterns. ( ) : Determine whether a whole number is a multiple of another number. ( ) : Explore properties of prime and composite numbers to 100 by using multiples. ( ) |
| Standard: 4.OA.3, 4.NBT.6, 4.NBT.1 Days: 8 : Divide multiples of 10, 100, and 1,000 by single-digit numbers. ( ) : Represent and solve division problems with up to a three-digit dividend numerically and with number disks requiring decomposing a remainder in the hundreds place. ( ) : Represent and solve three-digit dividend division with divisors of 2, 3, 4, and 5 numerically. ( ) : Represent numerically four-digit dividend division with divisors of 2, 3, 4, and 5, decomposing a remainder up to three times. ( ) : Solve division problems with a zero in the dividend or with a zero in the quotient. ( ) : Interpret division word problems as either or . ( ) : Interpret and find whole number quotients and remainders to solve one-step division word problems with larger divisors of 6, 7, 8, and 9. ( ) : Explain the connection of the area model of division to the long division algorithm for three- and four-digit dividends. ( ) |
| Standard: 4.NBT.5, 4.OA.3, 4.MD.3 Days: 5 : Multiply two-digit multiples of 10 by two-digit numbers using a place value chart. ( ) : Multiply two-digit multiples of 10 by two-digit numbers using the area model. ( ) : Multiply two-digit by two-digit numbers using four partial products. ( ) , : Transition from four partial products to the standard algorithm for two-digit by two-digit multiplication. ( ) ( ) |
| : Topics A-H (review 1 day, assessment ½ day, return ½ day, remediation or further application 1 day) |
| Module 4 Topics and Objectives |
|---|
| Standard: 4.G.1 Days: 4 : Identify and draw points, lines, line segments, rays, and angles and recognize them in various contexts and familiar figures. ( ) : Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles. ( ) : Identify, define, and draw perpendicular lines. ( ) : Identify, define, and draw parallel lines. ( ) |
| Standard: 4.MD.5, 4.MD.6 Days: 4 : Use a circular protractor to understand a 1-degree angle as 1/360 of a turn. Explore benchmark angles using the protractor. ( ) : Use varied protractors to distinguish angle measure from length measurement. ( ) : Measure and draw angles. Sketch given angle measures and verify with a protractor. ( ) : Identify and measure angles as turns and recognize them in various contexts. ( ) |
| : Topics A-B (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Standard: 4.MD.7 Days: 3 : Decompose angles using pattern blocks. ( ) , : Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. ( ) ( ) |
| Standard: 4.G.1, 4.G.2, 4.G.3 Days: 5 : Recognize lines of symmetry for given two-dimensional figures; identify line-symmetric figures and draw lines of symmetry. ( ) : Analyze and classify triangles based on side length, angle measure, or both. ( ) : Define and construct triangles from given criteria. Explore symmetry in triangles. ( ) : Classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. ( ) : Reason about attributes to construct quadrilaterals on square or triangular grid paper. ( ) |
| : Topics A-D (assessment ½ day, return ½ day, remediation or further application 1 day) |
| Module 5 Topics and Objectives |
|---|
| Standard: 4.NF.3, 4.NF.4 Days: 6 , : Decompose fractions as a sum of unit fractions using tape diagrams. ( ) ( ) : Decompose non-unit fractions and represent them as a whole number times a unit fraction using tape diagrams. ( ) : Decompose fractions into sums of smaller unit fractions using tape diagrams. ( ) : Decompose unit fractions using area models to show equivalence. ( ) : Decompose fractions using area models to show equivalence. ( ) |
| Standard: 4.NF.1, 4.NF.3 Days: 5 , :Use the area model and multiplication to show the equivalence of two fractions. ( ) ( ) , : Use the area model and division to show the equivalence of two fractions. ( ) ( ) : Explain fraction equivalence using a tape diagram and the number line, and relate that to the use of multiplication and division. ( ) |
| Standard: 4.NF.2 Days: 4 , : Reason using benchmarks to compare two fractions on the number line. ( ) ( ) , : Find common units or number of units to compare two fractions. ( ) ( ) |
| Standard: 4.NF.3, 4.NF.1, 4.MD.2 Days: 6 : Use visual models to add and subtract two fractions with the same units. ( ) : Use visual models to add and subtract two fractions with the same units, including subtracting from one whole. ( ) : Add and subtract more than two fractions. ( ) : Solve word problems involving addition and subtraction of fractions. ( ) , : Use visual models to add two fractions with related units using the denominators 2, 3, 4, 5, 6, 8, 10, and 12. ( ) ( ) |
| : Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Standard: 4.NF.1, 4.NF.2, 4.NF.3, 4.NBT.6, NF.4, 4.MD.4 Days: 7 : Add a fraction less than 1 to, or subtract a fraction less than 1 from, a whole number using decomposition and visual models. ( ) : Add and multiply unit fractions to build fractions greater than 1 using visual models. ( ) , : Decompose and compose fractions greater than 1 to express them in various forms. ( ) ( ) : Compare fractions greater than 1 by reasoning using benchmark fractions. ( ) : Compare fractions greater than 1 by creating common numerators or denominators. ( ) : Solve word problems with line plots. ( ) |
| Standard: 4.NF.3, 4.MD.4, 4.MD.2 Days: 6 Estimate sums and differences using benchmark numbers. ( ) : Add a mixed number and a fraction. ( ) : Add mixed numbers. ( ) : Subtract a fraction from a mixed number ( ) : Subtract a mixed number from a mixed number. ( ) : Subtract mixed numbers. ( ) |
| Standard: 4.NF.4, 4.MD.4, 4.OA.2, 4.MD.2 Days: 6 , : Represent the multiplication of n times a/b as (n x a)/b using the associative property and visual models. ( ) ( ) , : Find the product of a whole number and a mixed number using the distributive property. ( )( ) : Solve multiplicative comparison word problems involving fractions. ( ) : Solve word problems involving the multiplication of a whole number and a fraction including those involving line plots. ( ) |
| Standard: 4.OA.5 Days: 1 : Find and use a pattern to calculate the sum of all fractional parts between 0 and 1. Share and critique peer strategies. ( ) |
| : Topics A-H (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Module 6 Topics and Objectives |
|---|
| Standard: 4.NF.6, 4.NBT.1, 4.MD.1 Days: 3 : Use metric measurement to model the decomposition of one whole into tenths. ( ) : Use metric measurement and area models to represent tenths as fractions greater than 1 and decimal numbers. ( ) : Represent mixed numbers with units of tens, ones, and tenths with number disks, on the number line, and in expanded form. ( ) |
| Standard: 4.NF.5, 4.NF.6, 4.NBT.1, 4.NF.1, 4.NF.7, 4.MD.1 Days: 5 : Use meters to model the decomposition of one whole into hundredths. Represent and count hundredths. ( ) : Model the equivalence of tenths and hundredths using the area model and number disks. ( ) : Use the area model and number line to represent mixed numbers with units of ones, tenths, and hundredths in fraction and decimal forms. ( ) : Model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in expanded form and on the place value chart. ( ) : Use understanding of fraction equivalence to investigate decimal numbers on the place value chart expressed in different units. ( ) |
| : Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Standard: 4.NF.7, 4.MD.1, 4.MD.2 Days: 3 : Use the place value chart and metric measurement to compare decimals and answer comparison questions. ( ) : Use area models and the number line to compare decimal numbers, and record comparisons using <, >, and =. ( ) : Compare and order mixed numbers in various forms. ( ) |
| Standard: 4.NF.5, 4.NF.6, 4.NF.3, 4.MD.1 Days: 3 : Apply understanding of fraction equivalence to add tenths and hundredths. ( ) : Add decimal numbers by converting to fraction form. ( ) : Solve word problems involving the addition of measurements in decimal form. ( ) |
| Standard: 4.MD.2, 4.NF.5, 4.NF.6 Days: 2 : Express money amounts given in various forms as decimal numbers. ( ) : Solve word problems involving money. ( ) |
| : Topics A-E (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Module 7 Topics and Objectives |
|---|
| Standard: 4.OA.1, 4.OA.2, 4.MD.1, 4.NBT.5, 4.MD.2 Days: 5 , : Create conversion tables for length, weight, and capacity units using measurement tools, and use the tables to solve problems. ( ) : Create conversion tables for units of time, and use the tables to solve problems. ( ) : Solve multiplicative comparison word problems using measurement conversion tables. ( ) : Share and critique peer strategies. ( ) |
| Standard: 4.OA.2, 4.OA.3, 4.MD.1, 4.MD.2, 4.NBT.5, 4.NBT.6 Days: 6 : Solve Problems involving mixed units of capacity. ( ) : Solve problems involving mixed units of length. ( ) : Solve problems involving mixed units of weight. ( ) : Solve problem involving mixed units of time. ( ) , : Solve multi-step measurement word problems. ( ) |
| Standard: 4.OA.3, 4.MD.1, 4.MD.2, 4.NBT.5, 4.NBT.6 Days: 3 , : Use measurement tools to convert mixed number measurements to smaller units. ( ) : Solve multi-step word problems involving converting mixed number measurements to a single unit. ( ) |
| : Topics A-C (assessment 1 day, ½ day return, remediation or further application ½ day) |
| Days: 4 , : Create and determine the area of composite figures. ( ) : Practice and solidify Grade 4 fluency. : Practice and solidify Grade 4 vocabulary. |
We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.
#1 State Test Prep Blended & Online Programs
- 888-309-8227
- 732-384-0146
HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 4 Online Resources
Textbook: HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 4 ISBN: 9780547587837
Use the table below to find videos, mobile apps, worksheets and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 4 book.
Place Value and Operations with Whole Numbers
Place value, addition, and subtraction to one million.
Domains Number and Operations in Base Ten
Common Core Standards CC.4.NBT.1, CC.4.NBT.2, CC.4.NBT.3, CC.4.NBT.4
Model Place Value Relationships
Read and write numbers, compare and order numbers, round numbers, add whole numbers, subtract whole numbers, comparison problems with addition and subtraction, multiply by 1-digit numbers.
Domains Operations and Algebraic Thinking
Common Core Standards CC.4.OA.1, CC.4.OA.2, CC.4.OA.3, CC.4.NBT.5
Multiplication Comparisons
Comparison problems, multiply tens, hundreds, and thousands, estimate products, multiply using the distributive property, multiply using expanded form, multiply using partial products, multiply using mental math, multistep multiplication problems, multiply 2-digit numbers with regrouping, multiply 3-digit and 4-digit numbers with regrouping, solve multistep problems using equations, multiply 2-digit numbers.
Domains Operations and Algebraic Thinking Number and Operations in Base Ten
Common Core Standards CC.4.OA.3, CC.4.NBT.5
Multiply by Tens
Area models and partial products, multiply with regrouping, choose a multiplication method, divide by 1-digit numbers.
Domains Operations and Algebraic Thinking Numbers and Operations in Base Ten
Common Core Standards CC.4.OA.3, CC.4.NBT.6
Estimate Quotients Using Multiples
Interpret remainders, divide tens, hundreds, and thousands, estimate quotients using compatible numbers, division and the distributive property, divide using repeated subtraction, divide using partial quotients, model division with regrouping, place the first digit, multistep division problems, factors, multiples, and patterns.
Common Core Standards CC.4.OA.4, CC.4.OA.5
Model Factors
Factors and divisibility, common factors, factors and multiples, prime and composite numbers, number patterns, fractions and decimals, fractions equivalent and comparison.
Domains Number and Operations-Fractions
Common Core Standards CC.4.NF.1, CC.4.NF.2
Equivalent Fractions
Generate equivalent fractions, simplest form, common denominators, find equivalent fractions, compare fractions using benchmarks, compare fractions, compare and order fractions, add and subtract fractions.
Domains Numbers and Operations-Fractions
Common Core Standards CC.4.NF.3a, CC.4.NF.3b, CC.4.NF.3c, CC.4.NF.3d
Add and Subtract Parts of a Whole
Write fractions as sums, add fractions using models, subtract fractions using models, subtraction with renaming, fractions and properties of addition, multistep fraction problems, multiply fractions by whole numbers.
Domains Numbers and Operations – Fractions
Common Core Standards CC.4.NF.4a, CC.4.NF.4b, CC.4.NF.4c
Multiples of Unit Fractions
Multiples of fractions, multiply a fraction by a whole number using models, multiply a fraction or mixed numbers by a whole number, comparison problems with fractions, related fractions and decimals.
Domains Numbers and Operations – Fractions Measurement and Data
Common Core Standards CC.4.NF.5, CC.4.NF.6, CC.4.NF.7, CC.4.MD.2
Relate Tenths with Decimals
Relate hundredths with decimals, equivalent fractions with decimals, relate fractions, decimals, and money, add fractional parts of 10 and 100, compare decimals, geometry, measurement, and data, two-dimensional figures.
Domains Operations and Algebraic Thinking Geometry
Common Core Standards CC.4.OA.5, CC.4.G.1, CC.4.G.2, CC.4.G.3
Lines, Rays, and Angles
Classify triangles, parallel lines and perpendicular lines, classify quadrilaterals, line symmetry, find and draw lines of symmetry, shape patterns.
Domains Measurement and Data
Common Core Standards CC.4.MD.5a, CC.4.MD.5b, CC.4.MD.6, CC.4.MD.7
Angles and Fractional Parts of a Circle
Measure and draw angles, join and separate angles, unknown angles measure, related size of measurement units.
Common Core Standards CC.4.MD.1, CC.4.MD.2, CC.4.MD.4
Measurement Benchmarks
Customary units of length, customary units of weight, customary units of liquid volume, metric units of volume, metric units of mass and liquid volume, units of time, elapsed time, mixed measure, patterns in measurement units, algebra: perimeter and area.
Common Core Standards CC.4.MD.3
Area of Combined Rectangles
Find unknown measures, find the area.
- Call us toll-free
- FAQs – Frequently Asked Questions
- Contact Lumos Learning – Proven Study Programs by Expert Teachers
Follow us: Lumos Learning -->
- 2024 © Lumos Learning
- Privacy Policy - Terms of Service - Disclaimers
PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc... Read More
PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc., the Partnership for the Assessment of Readiness for College and Careers, nor any state of the Union. Neither PARCC, Inc., nor The Partnership for the Assessment of Readiness for College and Careers, nor any member state has endorsed this product. No portion of any fees or charges paid for any products or services Lumos Learning offers will be paid or inure to the benefit of PARCC, Inc., or any state of the Union
SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not aff... Read More
SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not affiliated to Lumos Learning. The Regents of the University of California – Smarter Balanced Assessment Consortium, was not involved in the production of, and does not endorse these products or this site.
ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC, was not... Read More
ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC,was not involved in the production of, and does not endorse these products or this site.
Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the... Read More
Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the production of, and does not endorse these products or this site.
Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the... Read More
Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the production of, and does not endorse these products or this site.
Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved... Read More
Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved in the production of, and does not endorse these products or this site.
Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the prod... Read More
Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the production of, and does not endorse these products or this site.
Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved... Read More
Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved in the production of, and does not endorse these products or this site.
Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved... Read More
Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved in the production of, and does not endorse these products or this site.
Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved... Read More
Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved in the production of, and does not endorse these products or this site.
Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved... Read More
Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved in the production of, and does not endorse these products or this site.
Report an Error
- Texas Go Math
- Big Ideas Math
- Engageny Math
- McGraw Hill My Math
- enVision Math
- 180 Days of Math
- Math in Focus Answer Key
- Math Expressions Answer Key
- Privacy Policy
Eureka Math Grade 4 Module 5 Lesson 3 Answer Key
Engage ny eureka math 4th grade module 5 lesson 3 answer key, eureka math grade 4 module 5 lesson 3 problem set answer key.
Answer: 3/4 = 1/4 + 1/4 + 1/4. 3/4 = 3 x 1/4.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 3/4 = 1/4 + 1/4 + 1/4. 3/4 = 1/4 + 1 /4 + 1/4. 3/4 = 3 x 1/4.
Answer: 2/5 = 1/5 + 1/5. 2/5 = 2 x 1/5.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 2/5 = 1/5 + 1/5. 2/5 = 1/5 + 1 /5. 2/5 = 2 x 1/5.
Answer: 5/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6. 5/6 = 5 x 1/6.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 5/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6. 5/6 = 1/6 + 2 /6 + 1/6 + 1/6. 5/6 = 5/6 x 1/6.
Answer: 6/8 = 1/8 + 1/8 + 1/8 + 1/8 + 1/8 +1/8. 6/8 = 6/8 x 1/8.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 6/8 = 1/8 + 1/8 + 1/8 + 1/8 + 1/8 +1/8. 6/8 = 1/8 + 2 /8 + 2/8 + 1/8. 6/8 = 6/8 x 1/8.
Answer: 1 = 1/4 + 1/4 + 1/4 + 1/4. 1/4 = 1 x 1/4.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 1 = 1/4 + 1/4 + 1/4 + 1/4. 1 = 1/4 + 2/4 + 1/4. 1/4 = 1 x 1/4.
Answer: 1 = 1/5 + 1/5 + 1/5 + 1/5 + 1/5. 1= 1 x 1/5.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 1 = 1/5 + 1/5 + 1/5 + 1/5 + 1/5. 1 = 1/5 + 2/5 + 1/5. 1 = 1 x 1/5.
Answer: 1 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6 + 1/6. 1/6 = 1 x 1/6.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 1 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6 + 1/6. 1 = 1/6 x 1. 1/6 = 1 x 1/6.
Question 3. Draw a tape diagram, and record the given fraction’s decomposition into unit fractions as a multiplication sentence. a. \(\frac{4}{5}\)
Answer: 4/5 = 1/5 + 1/5 + 1/5 + 1/5 + 1/5. 4/5 = 4 x 1/5.
b. \(\frac{5}{8}\)
Answer: 5/8 = 1/8 + 1/8 + 1/8 + 1/8 + 1/8. 5/8 = 5 x 1/8.
c. \(\frac{7}{9}\)
Answer: 7/9 = 1/9 + 1/9 + 1/9 + 1/9 + 1/9 + 1/9 + 1/9. 7/9 = 7 x 1/9.
d. \(\frac{7}{4}\)
Answer: 7/4 = 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4 + 1/4. 7/4 = 7 x 1/4.
e. \(\frac{7}{6}\)
Answer: 7/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6 + 1/6 + 1/6. 7/6 = 7 x 1/6.
Eureka Math Grade 4 Module 5 Lesson 3 Exit Ticket Answer Key
Answer: 2/3 = 1/3 + 1/3. 2/3 = 2 x 1/3.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 2/3 = 1/3 + 1/3. 2/3 = 2 x 1/3.
Answer: 1 = 1/5 + 1/5 + 1/5 + 1/5 + 1/5. 1 = 1 x 1/5.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 1 = 1/5 + 1/5. 1 = 1 x 1/5.
Question 2. Draw a tape diagram, and record the given fraction’s decomposition into unit fractions as a multiplication sentence. \(\frac{6}{9}\)
Answer: 6/9 = 1/9 + 1/9 + 1/9 + 1/9 + 1/9 + 1/9. 6/9 = 6 x 1/9.
Eureka Math Grade 4 Module 5 Lesson 3 Homework Answer Key
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 3/4 = 1/4 + 1/4 + 1/4. 3/4 = 1/4 + 2/4. 3/4 = 3 x 1/4.
Answer: 4/5 = 1/5 + 1/5 + 1/5 + 1/5. 4/5 = 4 x 1/5.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 4/5 = 1/5 + 1/5 + 1/5 + 1/5. 4/5 = 1/5 + 2/5 + 1/5. 4/5 = 4 x 1/5.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 5/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6. 5/6 = 1/6 + 2/6 + 2/6 5/6 = 5 x 1/6.
Answer: 1 = 1/4 + 1/4 + 1/4 + 1/4. 1 = 1 x 1/4.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 1 = 1/4 + 2/4 + 1/4. 1 = 1 x 1/4.
Answer: 1 = 1/8 + 1/8 + 1/8 + 1/8. 1 = 1 x 1/8.
Explanation: In the above-given question, given that, write the equivalent multiplication sentence. 1 = 1/8 + 1/8 + 1/8 + 1/8. 1 = 1/8 + 2/8 + 1/8. 1 = 1 x 1/8.
Question 3. Draw a tape diagram, and record the given fraction’s decomposition into unit fractions as a multiplication sentence. a. \(\frac{3}{5}\)
Answer: 3/5 = 1/5 + 1/5 + 1/5. 3/5 = 3 x 1/5.
b. \(\frac{3}{8}\)
Answer: 3/8 = 1/8 + 1/8 + 1/8. 3/8 = 3 x 1/8.
c. \(\frac{5}{9}\)
Answer: 5/9 = 1/9 + 1/9 + 1/9 + 1/9 + 1/9. 5/9 = 5 x 1/9.
d. \(\frac{8}{5}\)
Answer: 8/5 = 1/5 + 1/5 + 1/5 + 1/5 + 1/5. 8/5 = 8 x 1/5.
e. \(\frac{12}{4}\)
Answer: 12/4 = 1/4 + 2/4+ 3/4 + 4/4 + 1/4. 12/4 = 12 x 1/4.
Leave a Comment Cancel Reply
You must be logged in to post a comment.
IMAGES
VIDEO
COMMENTS
The source for the homework pages is the full module PDF, available for free here:https://www.engageny.org/resource/grade-3-mathematics-module-4
Engage NY Eureka Math 4th Grade Module 4 Lesson 3 Answer Key Eureka Math Grade 4 Module 4 Lesson 3 Problem Set Answer Key. Question 1. On each object, trace at least one pair of lines that appear to be perpendicular. Answer: When two distinct lines intersect each other at 90 degrees those lines are called perpendicular lines. Explanation:
Go Math! Practice Book (TE), G5. Name Round Decimals Write the place value of the underlined digit. Round each number to the place of the underlined digit. Lesson 3.4 COMMON CORE STANDARD CC.5.NBT.4 Understand the place value system. 3.
3 Circle the digital clock that shows the same time as this analog clock. 4 Taylor's mom said he and his brother could go to a movie while she went shopping. She dropped them off at the theater at 1:45 and said she would be back at 4:00 to get
Lesson 10 Subtracting 3-Digit Numbers 30 Lesson 12 Subtracting 4-Digit Numbers 32 Lesson 13 Solving Addition and Subtraction Problems 34 Multiplication and Division Facts . . . . . . . . . . . . . . . . . . . Lesson 1 Using Doubles to Multiply 36 Lesson 2 Multiplying by 1, by 0, and by 10 38 Lesson 3 Using Skip Counting to Multiply 40 Lesson 4 ...
Lesson 3: Hands On: Use the Distributive Property to Multiply; Lesson 4: Multiply by a Two-Digit Number; Lesson 5: Solve Multi-Step Word Problems; Chapter 6: Divide by a One-Digit Number. Lesson 1: Divide Multiples of 10, 100, and 1,000; Lesson 2: Estimate Quotients; Lesson 3: Hands On: Use Place Value to Divide; Lesson 4: Divide with Remainders
e lengths with the num. er of tiles on a side. 9/30/134.A.4. hts reserved. commoncore.orgThis work is licensed under a Creative Commo. CO. MON CORE MATHEMATICS CURRICULUMLesson 4. omework 3•44. Each square unit below is 1 square inch. Claire. ys that the side length of the rectangl. below is 3inch.
Grade 4 Homework, Lesson Plans And Worksheets. Module 1 Topics and Objectives; A. Place Value of Multi-Digit Whole Numbers Standard: 4.NBT.1, 4.NBT.2, 4.OA.1 ... Lesson 17: Practice and solidify Grade 4 fluency. Lesson 18: Practice and solidify Grade 4 vocabulary. Total Number of Instructional Days: 20:
Textbook: HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 4 ISBN: 9780547587837 Use the table below to find videos, mobile apps, worksheets and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 4 book. Place Value and Operations with Whole Numbers Place … Continue reading →
Lesson 3 Homework Practice Area of Composite Figures Find the area of each figure. Round to the nearest tenth if necessary. 1. 5 mi 12 mi 8 mi 18 mi 2. 5.9 cm 3.6 cm 1.1 cm 4.8 cm 3. 5 ft 4 ft 4. 8 m 6 m 10 m 6 m 20 m 5. 8 yd 9 yd 6. 4 in. 12 in. 7 in. 9 in. In each diagram, one square unit represents 10 square centimeters.
3 Write each fraction or mixed number as a decimal number. ex 5 3 10 ex 12 4 100 ex 3 17 100 a 7 10 b 3 5 100 c 4 100 d 4 38 100 e 1 9 100 f 9 10 4 Use a greater than (>), less than (<), or equal sign to show the relationship between the decimal numbers below. ex 1.09 1.9 a 1.12 1.2 b 3.5 3.48 c 23.81 23.85 d 4.50 4.5 e 3.06 3.65 < hundredths ...
Khanmigo is now free for all US educators! Plan lessons, develop exit tickets, and so much more with our AI teaching assistant.
Lesson 3 : Demonstrate understanding of area and perimeter formulas by solving multi-step real-world problems. 4•3A Story of Units G4-M3-Lesson 3 Solve the following problems. Use pictures, numbers, or words to show your work. 1. A calendar is 2 times as long and 3 times as wide as a business card. The business card is 2 inches long and 1 ...
N (2 × 3) + (2 × 8) = 22 ft. N 4 + 8 = 12 ft. 3 Mr. Hunter is trying to find the distance from one end of his whiteboard to the other. Mr. Hunter is measuring: whiteboard N the whiteboard's area N the whiteboard's length N the whiteboard's perimeter 4 Which of these situations is about perimeter?
Solve each equation. Check your solution. Define a variable, write an equation, and solve to find each number. 13. Fourteen less than five times a number is three times the number. 14. Twelve more than seven times a number equals the number less six. Write an equation to find the value of x so that each pair of polygons has the same perimeter.
Eureka Math Grade 4 Module 5 Lesson 3 Homework Answer Key. Question 1. Decompose each fraction modeled by a tape diagram as a sum of unit fractions. Write the equivalent multiplication sentence. The first one has been done for you. a. b. Answer: 3/4 = 1/4 + 1/4 + 1/4. 3/4 = 3 x 1/4. Explanation: In the above-given question, given that,
Graph each equation. 7. y = 5x + 1. 8. y = x + 2. 9. y = 3x + 3. 10. TELEPHONE A cell phone company charges $40 per month plus $2 for each minute of time used out of the service area. Write the equation that describes the amount y that a cell phone user would pay if they used the phone for x minutes out of the service area. Graph the function.
Lesson 3 Homework Practice Two-Way Tables For Exercises 1-6, use the Venn diagram at the right and the information below. The Venn diagram compares the roller coasters at an ... 3. Find the relative frequencies from the 4. Interpret the relative frequencies you table in Exercise 1 by row.
Illustrative Mathematics Grade 8 Open Up Resources OURUnit 3 Lesson 4More resources available at: mathhelp.cusd.com
Lesson 3 Homework Practice Probability of Compound Events For each situation, find the sample space using a tree diagram. 1. choosing blue, green, or yellow wall paint with white, beige, or gray curtains 2. choosing a lunch consisting of a soup, salad, and sandwich from the menu shown in the table Soup Salad Sandwich Tortellini Caesar Roast Beef
Lesson 4 Quadrilaterals Practice Describe the attributes of each quadrilateral. Then classify the quadrilateral. 1. 2. 3. Circle the quadrilateral(s) that do not have all the attributes of a parallelogram. rectangle rhombus square trapezoid Homework Helper A tour bus is shown at the right. Describe the attributes of the quadrilateral outlined ...
You can expect to see homework that provides practice with division. 10 dividend divisor quotient 54—quotient divisor dividend Tips Counting Back on a Number Line ... Which multiplication sentence does 4. the array show? (Lesson 3.5) 0000000 0000000 0000000 0000000 5. Which describes the number sentence? (Lesson 1.1) @ odd + odd = odd 28 32 6.
This Go Math video Lesson 3.4 covers the topic of rounding decimals to the nearest whole number, tenths and hundredths place. The instruction is presented in...