4th Grade Number Activities
This page provides examples of 4th Grade Number Activities aligned with the Common Core State Standards. All activities are suitable for use in Math Centers, small group or whole class settings and are designed to elicit a range of responses and provide opportunities for students to communicate their reasoning and mathematical thinking. All files for the 4th Grade Number Activities listed are in PDF format and can be accessed using Adobe Reader.
4th GRADE NUMBER ACTIVITIES: OPERATIONS AND ALGEBRAIC THINKING
Numbers of the Week Use as morning work or for homework!
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35
= 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as
many as 5. Represent verbal statements of multiplicative comparisons as
4.OA2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
4.OA3 Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations, including
problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
Math Read Aloud Task Card:
Gain familiarity with factors and multiples
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Generate and analyze patterns
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
4th GRADE NUMBER ACTIVITIES: NUMBER AND OPERATIONS IN BASE TEN
Generalize place value understanding for multi-digit whole numbers
4.NBT1 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.
Place Value Problems
Place Value Chart
4.NBT2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to perform multi-digit arithmetic
4.NBT4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Adding and Subtracting Multi-Digit Numbers
Addition and Subtraction Number Stories
4.NBT5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models
Model Multiplication with Base 10 Blocks
Estimate Products by Rounding
Multiply by 10s, 100s and 1,000s
Using Partial Products and Area Models
Multiplication Strategy: Partial Products (ver. 1)
Multiplication Strategy: Partial Products (ver. 2)
Breaking Apart a Factor
Multiplication Strategy: Doubling and Halving
Multiplication Race (1 x 3 digit)
Multiplication Race (2 x 2 digit)
Multiplication Number Story
Make the Largest Product (ver. 1)
Make the Largest Product (ver. 2)
Make the Largest Product (ver. 3)
Make the Smallest Product (ver. 1)
Make the Smallest Product (ver. 2)
Make the Smallest Product (ver. 3)
4.NBT6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division
4th GRADE NUMBER ACTIVITIES: NUMBER AND OPERATIONS - FRACTIONS
Extend understanding of fraction equivalence and ordering
4.NF1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
two fractions with different numerators and different denominators,
e.g. by creating common denominators or numerators, or by comparing to a
benchmark fraction such as ½. Recognize that comparisons are valid only
when the two fractions refer to the same whole. Record the results of
comparisons with comparisons with symbols >, =, or <. and justify
the conclusions, e.g., by using a visual fraction model.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
4.NF3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Math Read Aloud Task Card:
Decompose a fraction into a sum of fraction with the same denominator
in more than one way, recording each decomposition by an equation.
Justify decompositions, e.g., by using a visual fraction model.
Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Mixed Number Word Problems (like denominators)
Adding Mixed Numbers
Subtracting Mixed Numbers
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Fraction Word Problems (like denominator)
Addition Word Problems with Fractions
Subtraction Word Problems with Fractions
4.NF4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number:
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product of 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
Models for Fraction Multiplication
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (nxa)/b).
Multiply a Whole Number by a Fraction
c. Solve word problems involving multiplication of a fraction by a whole number, e.g. by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand decimal notation for fractions, and compare decimal fractions
4.NF5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Sums of 1
Equivalent Fractions with a Denominator of 100 Problems
4.NF6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.