180 days of math grade 4

180 D ays of M ath for Fourth G rade • w ith CD SEP 50807 $19 99 Provide quick and purposeful daily practice to build mastery in mathematics Reinforce grade level skills and enhance students’ mathemat[.]

practice pages follow a consistent format, and each key mathematical

skill or concept is addressed daily Use the included diagnostic tools to

record evidence of student learning, assess student and class progress,

and identify students’ intervention or enrichment needs.

The mathematical skills targeted in this book include:

 Addition and Subtraction

 Multiplication and Division

 Fractions, Decimals, and Percents

 Number Sense and Place Value

 Algebra and Algebraic Thinking

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that neither the author nor the publisher has received any compensation, and you may be in violation of

state and federal law.

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Developed by

Jodene Smith

Shell Education

5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-0807-5

©2011 Shell Education Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only The reproduction of any part

for an entire school or school system is strictly prohibited No part of this publication may be transmitted, stored, or recorded

in any form without written permission from the publisher.

Introduction and Research

The Need for Practice

In order to be successful in today’s mathematics classroom, students must deeply understand

both concepts and procedures so that they can discuss and demonstrate their understanding

Demonstrating understanding is a process that must be continually practiced in order for

students to be successful According to Marzano (2010, 83), “practice has always been, and

will always be, a necessary ingredient to learning procedural knowledge at a level at which

students execute it independently ” Practice is especially important to help students apply

their concrete, conceptual understanding to a particular procedural skill

Understanding Assessment

In addition to providing opportunities for frequent practice, teachers must be able to assess

students’ understanding of mathematical procedures, terms, concepts, and reasoning

(Kilpatrick, Swafford, and Findell 2001) This is important so that teachers can adequately

address students’ misconceptions, build on their current understanding, and challenge them

appropriately

Assessment is a long-term process that often involves careful analysis of student responses

from a lesson discussion, project, practice sheet, or test When analyzing the data, it is

important for teachers to reflect on how their teaching practices may have influenced

students’ responses and to identify those areas where additional instruction may be required

In short, the data gathered from assessments should be used to inform instruction: slow

down, speed up, or reteach This type of assessment is called formative assessment and is

used to provide a seamless connection between instruction and assessment (McIntosh 1997)

Every fourth-grade practice page provides 10 questions, each tied to a specific mathematical

concept Students are provided the opportunity for regular practice in each mathematical

concept, allowing them to build confidence through these quick, standards-based activities

1 Addition or Subtraction Understands meanings of operations such as addition and subtraction and how they relate to one another

2 Fractions, Decimals, Multiplication or

Percents

Understands various meanings of multiplication;

Recognizes and generates equivalent forms of fractions, decimals, and percents

3

Division

Understands various meanings of division; Understands meanings of operations and how they relate to one another; Computes fluently and makes reasonable estimates

4

5 Place Value or Number Sense Understands representations of numbers, relationships among numbers, and number systems; Understands

place-value structure of the base-ten number system

6 Algebra and Algebraic Thinking Understands patterns, relations, and functions; Represents and analyzes patterns and functions, using

words, tables, and graphs

7

Measurement

Applies appropriate techniques and formulas to determine measurements; Understands measurable attributes of objects and the units, systems, and processes of measurement

8

9 Geometry or Data Analysis Uses visualization and spacial reasoning to solve problems; Analyzes properties of two- and

three-dimensional geometric shapes

10 Mathematical Reasoning Word/Logic Problem or Solves problems that arise in mathematics and in other contexts

Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM) NCTM does not endorse the content or validity of these alignments.

What is Lou’s mass?

– 8

#50807—180 Days of Math for Fourth Grade © Shell Education

Each question ties student

practice to a specific

mathematics concept

Using the Scoring Guide

Use the scoring guide along the side of each practice page to check answers and see at a

glance which skills may need more reinforcement

Fill in the appropriate circle for each problem to indicate correct (Y) or incorrect (N)

responses You might wish to indicate only incorrect responses to focus on those skills (For

example, if students consistently miss numbers 2 and 6, they may need additional help with

those concepts as outlined in the table on page 4 ) Use the answer key at the back of the book

to score the problems, or you may call out answers to have students self-score or peer-score

their work

for the whole class, or the Student Item Analysis (page 8, or studentitem pdf) for individual

students These charts are also provided as both Microsoft Word® files (pageitem doc and

studentitem doc) and as Microsoft Excel® files (pageitem xls and studentitem xls) Teachers

can input data into the electronic files directly on the computer or they can print the pages

and analyze students’ work using paper and pencil

To complete the Practice Page Item Analysis:

• Write or type students’ names in the far-left column Depending on the number of

students, more than one copy of the form may be needed or you may need to add rows

• The question numbers are included across the top of the chart Each item correlates

with the matching question number from the practice page

• For each student, record an X in the column if the student has the item incorrect If the

item is correct, leave the item blank

• If you are using the Excel file, totals will be automatically generated If you are using the

Word file or if you have printed the PDF, you will need to compute the totals Count the

Xs in each row and column and fill in the correct boxes

To complete the Student Item Analysis:

• Write or type the student’s name on the top row This form tracks the ongoing progress

of each student, so one copy per student is necessary

• The question numbers are included across the top of the chart Each item correlates

with the matching question number from the practice page

• For each day, record an X in the column if the student has the item incorrect If the item

is correct, leave the item blank

• If you are using the Excel file, totals will be automatically generated If you are using the

Word file or if you have printed the PDF, you will need to compute the totals Count the

Xs in each row and column and fill in the correct boxes

1 X X 8/10

Total

The results of the diagnostic analysis may show that the entire class is struggling with a

particular concept or group of concepts If these concepts have been taught in the past, this

indicates that further instruction or reteaching is necessary If these concepts have not been

taught in the past, this data is a great pre-assessment and demonstrates that students do

not have a working knowledge of the concepts Thus, careful planning for the length of the

unit(s) or lesson(s) must be considered, and extra frontloading may be required

Small-Group or Individual Support

The results of the diagnostic analysis may show that an individual or small group of students

is struggling with a particular concept or group of concepts If these concepts have been

taught in the past, this indicates that further instruction or reteaching is necessary Consider

pulling aside these students while others are working independently to instruct further on

the concept(s) Teachers can also use the results to help identify individuals or groups of

proficient students who are ready for enrichment or above-grade level instruction These

students may benefit from independent learning contracts or more challenging activities

Students may also benefit from extra practice using games or computer-based resources

Teacher Resource CD

The Teacher Resource CD provides the following resources:

• NCTM Correlations Chart

• Reproducible PDFs of each practice page

• Directions for completing the diagnostic Item Analysis forms

• Practice Page Item Analysis PDF, Word document, and Excel spreadsheet

• Student Item Analysis PDF, Word document, and Excel spreadsheet

standards based In this effort, we have correlated all of our products to the academic

standards of all 50 states, the District of Columbia, and the Department of Defense

Dependent Schools, as well as to the Common Core Standards

How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website

at http://www.shelleducation.com and follow the on-screen directions If you require

assistance in printing correlation reports, please contact Customer Service at

1-877-777-3450

Purpose and Intent of Standards

The No Child Left Behind legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve While many states had already adopted academic standards prior to NCLB, the legislation set requirements to

ensure the standards were detailed and comprehensive

Standards are designed to focus instruction and guide adoption of curricula Standards

are statements that describe the criteria necessary for students to meet specific academic

goals They define the knowledge, skills, and content students should acquire at each level

Standards are also used to develop standardized tests to evaluate students’ academic progress Teachers are required to demonstrate how their lessons meet state standards State standards are used in development of all of our products, so educators can be assured they meet the

academic requirements of each state

2939

10. _ 101 _of_20_=_2,_so_103 _of_20_=_

_ $2.00_+_ $1.25

5 89

¥ 4_ 5

_x_ 8

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

8. _ pints_=_1_quart

9. _ Circle_the_solids_that_have_a_rectangular_top_view

A B C D

10. _ Complete_the_chart. Round_

the_number_423

Tens Hundreds

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

1 2 5

4 5

Tue 1 8 15 22 29

Wed 2 9 16 23 30

Thu 3 10 17 24 31

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

2 nd Trimester

3 rd Trimester Troy soccer basketball baseballJessica golf basketball track

2939

4 5

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

8. _ Circle_the_most_likely_height_

of_a_door

6_inches6_feet6_centimeters

4 5

0 3

x 8_ 6

_x_ 5

10. _ What_fraction_must_be_

added_to_¾_of_a_pizza_to_

make_1_whole_pizza?_

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

4 5

4 5

+ 15 minutes

9. _ Sports Played Each Year

1 st _Trimester 2 nd _Trimester 3 rd _Trimester

2 15

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

7 6 5 4 3 2 1 _ A_ B_ C_ D_ E_ F_ G_ H

1 2 5

2939

4 5

2 6

x 3

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

8. _ Which_months_make_up_the_third_quarter_of_the_year?

Tue 1 8 15 22 29

Wed 2 9 16 23

Thu 3 10 17 24

Fri 4 11 18 25

Sat 5 12 19 26

Sun

6 13 20 27

4 5

4 5

8. _ Each_cube_has_3-cm_sides. What_is_the_volume_of_the_

model? _

_

9. _ Total Rainfall

60 50 40 30 20 10

1 16

32 4

9. _ A_regular_pentagon_has:

angles sides_

axes_of_symmetry

10. _ Jill's_soccer_practice_lasted_

from_3:25_p.m._until_6:15_p.m. How_long_was_practice?_

Number of Awards

Who_won_exactly_6_awards? _

Z

10. _ Write_two_odd_numbers_that_

total_the_even_number_50.

9. _ Sports Played Each Year

1 st _Trimester 2 nd _Trimester 3 rd _Trimester

4 5

8. _ What_day_is_8_days_before_

Saturday? _

9. _ Circle_the_solids_that_have_a_rectangular_front_view

A B C D

10. _ Draw_the_shape_that_must_

be_added_so_the_pattern_is_

complete

9. _ Does_this_shape_tessellate?

10. _ 14_of_24_is_6,_so_34_of_24_=_

2939_ $2.50

_–_ $1.25

4 5

4 5

1 15

45 5

4 5

the_rest. How_much_does_

he_save_each_week? _

9. _ Sports Played Each Year

1 st _Trimester 2 nd _Trimester 3 rd _Trimester

9. _ This_prism_has: _

faces edges vertices

10. _ Double_32,_then_subtract_12.

sleep_in_until_7:28_A.M.,_how_

10. _ One_bag_of_peas_has_a_

mass_of_175_grams. What_

is_the_mass_of_4_bags? _

4 5

4 5

10. _ Color_half_of_the_area_so_

that_both_the_colored_and_

uncolored_parts_have_the_

same_shape

4 5

2 75

x 6

9. _ Total Rainfall

60 50 40 30 20 10

1 2 5

4 5

4 5

8. _ _gallon(s)_=_

2 quarts

9. _ Sports Played Each Year

1 st _Trimester 2 nd _Trimester 3 rd _Trimester

7. _ Joe's_mass_is_half_the_mass_of_Sam,_whose_mass_is_46_

10. _ Subtract_7_tens_and_0_

ones_from_the_number_83.

9. _ This_prism_has:

_ faces_ edges_ A for_a_base

start

can_Beth_jump? _

_

4 5

40

8. _ 12_yard_= _inches

9. _ A_regular_hexagon_has:

angles sides axes_of_symmetry

10. _ 101 _of_40_=_4,_so_103 _of_40_=_

_

4_cm

8. _ 4_days_= _hours

9. _ Circle_the_solids_that_have_a_triangular_top_view

10. _ A_post_was_189_cm_tall.

Alan_cut_off_36_cm. How_tall_is_it_now?

4 5

the_rest. How_much_does_

he_save_each_month? _

_

7_days7_months7_meters

6_cm

8. _ 2_yards_= _inches

9. _ Is_a_hexagon_a_plane_shape_or_a_solid?