GR 4 Summer Resource PKT

MELLO FOURTM GRADERSI
2020-2021 has been an eventful year! Columbia County teachers across the county
have been working hard to provide the opportunities and experiences needed for
our students to grow and learn. We would like to continue to partner with families for
the continued success of our students. As students enter the well-deserved summer
break. it is a great time to reinforce those skills and concepts learned.
t You will find many activities, tasks. and projects to choose from to help your student
maintain their current academic skills while having fun! This will prepare them to
have a successful transition for the upcoming school year. Students are not
expected to complete all of the activities and tasks. We have provided options so
that your student and you can choose the best one for your family.
•
Reading:
The reading/writing summer learning packet is organized by activity. Most activities
have been designed to include combined reading and writing tasks, so one activity
may take more than a day to complete. �elpful checklists and graphic organizers are
included with each activity. Reading is the best way to become a better reader! For
that reason, a reading log is included in the packet. It has a set goal of 90 minutes
per week, but feel free to adjust that goal to meet your child's individual needs. A
writing calendar for June and July is included to encourage daily writing.
Math:
The math summer learning packet is organized by category. Within each category,
are math experiences on a variety of skills meant to reinforce the most critical
concepts from fourth grade and prepare students for fifth grade.
• Number of the Week: In this folder, you will find a calendar with daily activities
to reinforce critical number concepts. This activity is designed to be completed
daily to provide continued practice on foundational math skills. t
• Projects/Activities: You will find projects that may take a few days to complete
and some one page, quick review activities that can be completed in one sitting.
• Games/Fact Fluency: �ere is a variety of fact fluency resources that your
child can do to boost their fact acquisition for all operations (addition,
subtraction, multiplication. and division).
• Skills Practice: This is a resource packet that can be printed and worked on
throughout the summer. It consists of worksheets that review skills. There is
also an answer key.
• Digital Only: Activities that can be completed online.
,I I l
Write the
I 5
I
number in
876
Add10 Add r· Subtract 10 Round to
word &
Memorial 100 Subtract 100 the nearest
expanded
1'2
Day Add 1,000 hundred
6
form Subtract 6 "tens"
Write the
7 10 111
1 91
Add 10 Add S
number in
2,392
Round to
word & subtract10 the nearest
100 Double itl
expanded Subtract 100
l
ten
19
Add 1,000
13 - 16 1
I Round to 1s
form Subtract1,000
7
rrrerne
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1,91� ·
number in
word & Add 10 Add lS Subtract 10
expanded 100 Multiply by 2 - the nearest
Subtract 100 thousand
Add10 '22
,I
form Add 1,000 Subtract 1,000
meme
number in 1 Subtract10 "
1'.)'
Ji
Round to
the nearest
word &
expanded Add100 Subtract100 Double lt! thousand,
'2
form - Add1,000 subtract1,000 hundred, & ten
Write the
Add 10 Add' )-- � ' If_ ·- •
J
number in _ �-- _f
- .
100 Subtract 10 Round to the
word & Divide by 2 nearest
-
expanded Add1,000 Subtract100 hundred &
form Add10,000 subtract 1,000 �� ..r-- ttiousand
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Write the number Add 10
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Round to the
,
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I
Subtract 10
Add 100 nearest
4,530 in word &
expanded form Add 1,000
Add 10,000 I
Subtract 100
subtract 1,000
Divide by 2
hundred &
thousand
,.
list the 8, 10, 13, 17, - What is the B I 10

Llst the nod• What could be
5 6 7
1
Q
8 I multiples of 8 factors of 8
Is 8 a prime or
composite number?
What is the next
number In the
pattern?
perimeter of a
square If one
side is 8" long?
the dimensions of
a rectangle with
an area of 8?
12 List the 13
12, 24, 48, _
14 What is the
15
What could be
16 I 17
12�1
List the next 4 factors of 12 What is the next perimeter of a the dimensions of a
multiples of 12 Is 8 a prime or number in the square if one side rectangle with an
composite number? pattern? is 12" long? area of 12?
List the 20 16, 14, 12, 10, - What is the " What could be
16 I List the next 4

multiples of 16
I factors of 16
Is 8 a prime or
composite number?
What is the next
number in the
pattern?
perimeter of a
square If one side
is 16" long?
I the dimensions of a
rectangle with an
area of 16?
, ...
24, '28, 32, 36, - What Is the What could be
� 30
List the next 4 -, factors of 24 What is the next perimeter of a the dimensions of a
u,t the
multiples of 24 Is 8 a prime or number in the square if one side rectangle with an
composite number? I pattern? is 24" long? area of 24?
Name:
Calculating Vacation Costs

Destination ---------------------------
1 nc I ude total costs for each item:
Travel Costs ( Round Trip)
Gasoline: miles of trip/mpg x price of gas
Choice ___ _ ( ___ / ___ )x ___ =$ ___
Lodging: number of nights at motel x cost per night x number of rooms
Choice ____ __ _ _x _ _ x_
_ _ _ =$ ___ _
_
Meals: number of days x cost per day x number of persons

Choice ---- ____ x ___ x - - -
- =$ ----
Subtotal $ ----
Destination Resort Costs

Hotel: number of nights x cost per night x number of rooms
Choice ---- ____ x ___ x ----- =$ ----
Admissions: cost x number of persons

Choice _ ____ ___ _ _
_ x - - - =$ - --
Meals: number of days x cost per day x number of persons

Choice ____ ____ x ___ x ----- =$ ----
Subtotal $ ____
Adding both subtotals will equal the total cost of your vacation.
_____ + _____ = _____
Subtotal Subtotal Total
http:/ /www.scholastic.com
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Project Outline Sheet:

Going On Vacation
Situation:
Imagine that you've just won the coveted "Most Likely to Succeed in Math" award! Your
prize is $4,500.00, which must be applied to a vacation. Your teacher will provide you with
a list of choices. You, a parent, and two others will be traveling by car, and you must plan
all the expenses for your trip without exceeding $4,500.00.
Strategies:
1) Decide which place to visit.
2) Estimate the distance you'll travel, select the type of vehicle you will take. Consult the
data chart. A compact car gets better gas mileage, but may not be as comfortable. You
won't be as cramped in a mini-van, but the van gobbles gas. Based on what your vehicle
is capable of, estimate the fuel costs. Divide your distance round trip by miles per gallon.
Multiply the answer by the cost of a gallon of gas to get your total gas cost.
3) Assume you'll be able to travel 600 miles per day (60 mph for 10 hours), estimate how
long it will take you to arrive at your destination. For example, a 1,200-mile trip would
require two days of driving, and you would have to spend one night in a hotel.
4) Use the data chart to select items for your vacation. Include all lodging, food, ticket
prices, etc. Estimate costs and add these to your gasoline total. If your total expenses
exceed $4,500.00, you will need to reduce costs. If your total is below $4,500.00, you will
need to add items to come as close to the prize money as possible without going over.
Special Considerations:
• Do not include costs for souvenirs or extras. These items do not get deducted from
the prize money.
• Travel and lodging must be calculated for a round trip.
• You may need two hotel rooms, such as one for girls and one for boys, so make sure
to consider who is in the group. All boys or all girls can stay in one room.
• You have various choices and options. Study the data chart carefully and choose what
will give you an outstanding vacation.
• You may remain on vacation as long as the prize money is available.
• You must pay all expenses of the group of 4.
• Calculate costs on the Vacation Cost Sheet
• Be sure to total costs.
To Be Submitted for a Grade: Vacation Cost Sheet
Page 1
USCHOLASTIC
http://www.scholastic.com
,...
VACATION COST SHEET

On the Road
Gasoline: $2.40* per gallon
• Choice A - A small compact car gets 35 miles per gallon (mpg)
• Choice B - A family sedan gets 25 mpg
• Choice C - A mini-van gets 18 mpg
Meals:
• Choice A - $15 per day per person (eating fast food)
• Choice B - $25 per day per person (a good breakfast, fast food lunch, full meal
for dinner)
Lodging:
• Choice A - Superior Motel $79 per night
(indoor/outdoor pools, restaurant, cable TV, movies, gym)
• Choice B - Good Motel $49 per night
(outdoor pool, cable TV, restaurant nearby)
• Choice C - Average Motel $29 per night
(cable TV)
At the Resort:
Lodging:
• Choice A - Superior Hotel $250 per night
(huge pool, 4 restaurants, 24-hour snack shop, health club, shopping, arcade)
• Choice B - Good Hotel $190 per night
(mid-size pool, restaurant, health club)
• Choice C - Average Hotel $125 per night
(small pool, restaurant)
Admission to Theme Park:

• Choice A - 1-day pass: $35 per person
• Choice B - 2-day pass: $65 per person
• Choice C - 4-day pass: $115 per person
• Choice D - With a 4-day pass, a 5th day can be purchased for $25
• Choice E - Theatre tickets: $45 per person
Meal Plans:
• Choice A - $35 per person, per day. Includes lunch and dinner at selected restaurants
• Choice B - $55 per person, per day. Includes: 3 meals at any restaurant
* All prices for this exercise are based on estimates from 2005.
Page2
••scHOLASTIC
http://www.scholastic.com
Design Your Dream
Putt-Putt Golf Course
Overview: You have been hired to design a mini-golf course. You want your
course to be fun, yet challenging for those who to play. It can have
obstacles like mountains, bridges, lava lakes, windmills, etc.
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Your goal is to design a 5-hole putt-putt golf course with a variety of
challenging obstacles. It is mandatory that your golf course has the
designs in the chart below. Any other feature in your design is up to youl
At least 1 set of parallel OR perpendicular lines labeled per hole. The lines should be
1 labeled.
A minimum of 10 labeled antes within 1he course. You must all types of angles (acute,
2. obtuse, right, and straight . The angles must be labeled on the course.
A variety of 2-D shapes along the course that enhance or make the course more
3. challengingl You must have at least 1 of each 1ype of quadrilateral and triangle. The
1ype of polygon must be labeled on the course.
lf. The layout of 2 holes within the course needs to be symmetrical

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Draw a layout of the entire course (all 5 holes) to show how it ftows.
Label the holes your guests will know where to travel while playing.
Include sidewalks. bridges, fountains, etc.
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Cooking with Fractions
Have you ever wanted Chick-fil-A on a Sunday?
Well, now you can with this copycat Oreo milkshake reci
Reci�e:
• 'f Oreo cookies
• 1 ¼ cups vanilla ice cream
• 1/8 cup milk
• 1 teaspoon vanilla extract
• Whipped cream (optional)
• 1 maraschino cherry (optional)
Yields 1 serving
1. One scoop of ice cream is ¼ of a cup. How many scoops of ice cream would it
take to make this recipe?
/
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2. This recipe makes enough for 1 milkshake. How much milk would you need if you
wanted to make Lf milkshakes?
3. A half-gallon container of ice cream contains 8 cups of ice cream. If you used 3
¾ cups of ice cream to make milkshakes with on Monday and 1 ¼ cups of ice
cream to make milkshakes with on Tuesday, how many cups of ice cream would
be leftover?
Lf. A package of Oreos contains LfS cookies. If there are Lf cookies in each
milkshake, how many milkshakes can be made? How many cookies will be remain
unused?
s. These are the nutrition facts for 1 milkshake. Nutrition Facts

Updated: 8131 /2020
If I were to drink a milkshake everyday
Serving Size 414g
for a week, how many calories would
that be in total? Calories 610
When you finish this activity, qo make yourself a milkshake usinq this recipe!
Cooking with Fractions ANSWER KEY
Have you ever wanted Chick-fil-A on a Sunday?
Well, now you can with this copycat Oreo milkshake reci
Recipe:
• q Oreo cookies
• 1 ¼ cups vanilla ice cream
• 1/8 cup milk
• 1 teaspoon vanilla extract
• Whipped cream (optional)
• 1 maraschino cherry (optional)
Yields 1 serving
1. One scoop of ice cream is ¼ of a cup. 1--fow many scoops of ice cream would it
take to make this recipe?
.�
5 scoops of ice cream would be needed to make this recipe. /'
2. This recipe makes enough for 1 milkshake. 1--fow much milk would you need if you
wanted to make Lf milkshakes?
Lf/8 or 3' cup of milk would be needed to make lf milkshakes.
3. A half-gallon container of ice cream contains 8 cups of ice cream. If you used 3
¾ cups of ice cream to make milkshakes with on Monday and 1 ¼ cups of ice
cream to make milkshakes with on Tuesday, how many cups of ice cream would
be leftover?
3 cups of ice cream would be leftover.
Lf. A package of Oreos contains LfS cookies. If there are Lf cookies in each
milkshake, how many milkshakes can be made? 1--fow many cookies will be remain
unused?
11 milkshakes could be made.
1 cookie would be leftover. ··
5. These are the nutrition facts for 1 milkshake. N utnt1on Facts
Updated: 8/3112020
If I were to drink a milkshake everyday
Serving Size 414g
for a week, how many calories would
that be in total? Calories 610
Lf,270 calories total

scoring
with
Word Problems!
l The sports store 2. fv1c:lricis 'team L5 3. Egit km each
has 6 bro oF balls. go1ng oo an end oP had a can oF 3
If each bh has 2 the season pierie . IF terns balls. IF they
soccer batlsi 2 kci<. each tabte can hotd 8 got hto pairs to
balls, ord 5 baseballs, people1 how many play a game, how
how many balls are tables wil they reed many balls would
h the bh.s total? For 50 kk:ls m:1 1-f each pair get?
adutts?
Y. Rk:ky worked the 5. Adam's team won 6. Mike made $32

game corcessbn their track meet mowrg 1aVJnS. He
stard. He sold 3 ard scored 57 points spent $26 on a rew
soooo for $2 each. 5 total. Adam scored ball go.te.. How many
cardy bars For $1 Y8polnts m:i $2 basebatls could he
each, ard 2 everyore else buy wtth the morey
hamburgers f'or $3 scored 3 po· rts he has teFt?
each. How much each. How many
morey dk:1 Rcky other krls were
make h an? part oF the team?
7. Carolne pitched 8. The soccer team 9. While at the baH

the softball game. has 3 goales ard I Field Gery boug,t 3
She threw 20 back-up goalie. If packs oF bubble
strkes the First each gcxilie gets g..am. Each pack had
ming, � the secord. eq_.101 playing tine, 8 pier.es h tt. If
m:i 8 the thrd. How how many mrutes Cory gave KJ aVIO'{ ro
many strikes does wll each play h a 20 hts team ard he ate
she reed to throw n mrute game? 2 hmse1F, how many
the Fourth ming to peces does he have
reach 50 total? leFt?
I
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Answer Ke
scoring with
Word Problems!
I. The sports store 2. Mart:ts team is 3. Egit kk:is each
has 6 bns oF baits. gcing oo an errl oF hoo a can oF 3
If each bh has 2 the season pk)ic. If terns balls. If they
soccer balls, 2 kd each tabte can hotd 8 got nm pars to
balls, ard 5 baseballs, people, how many play a game. how
how many balls are tables wit they reed many balls would
h the bns total? For 50 kt.is ard H each par get?
adults?
5l.f balls Stables 12 balls

Y. Ricky worked the 5. Mom's team won 6. made $32
game concessbn their track meet mowi'YJ lawns. He
stard. He sold 3 ard scored 57 pants spent $26 on a rew
sodas for $2 each, 5 total. Adam scored ball rjOJe.. How many
cardy bars For $1 Y8pohts ard $2 baseoolls could he
each, oo:i 2 everyone else buy wrt1i the mcrey
hamburgers Por $3 scored 3 po· its he ha.5 1eFt?
each. How much each. How many
morey dk:I Rcky other kk::ls were
make hall? part of the team?
♦17 3 kids 3 balls
7 Carotre prtched 8. The soccer team 9. \Nhile at the ball
the softball game. has 3 goalies ard I Fteld Cc,:y bougit 3
She threw 20 back-up goalie. IF packs oF bubble
strikes the Frst each goalie gets gum. Each pack had
ming, 16 the secord, equal playing time, 8 pieces h it. IF
ard 8 the thrd. How how many mrutes Cory gave K) away to
many strikes does wll each play n a 20 hs team ard he ate
she need to throw h mrute game? 2 hmselF, how many
the Foorth ·� to peces does he have
react1_50 total? 1eft?
6 :::t,rikes 5 minutes 12 pieces
Our Solar System
Use the chart below to help you answer the questions.
�,
Planet Diameter (miles wide)
Mercur y 3,031
Venus 7,521
Earth 7,926
Mars 4,222 Diameter
Jupiter 88,729
Saturn 74,600
Uranus 32,600
Neptune 30,200
1. List the planets in order from least to greatest in size.
2. Part A: About how many miles wide is Mercury rounded to the nearest thousand?
Part B: About how many miles wide is Neptune rounded to the nearest thousand?
Part C: Using your estimations from Part A & B, how many times greater is the
estimated size of Neptune than the estimated size of Mercury?
3. I-low many more miles wide is Earth than Mercury and Mars combined?
tf. The diameter of the Sun is 865,370 miles. If you lined up all of the planets
side-by-side, would they be GREATER or LESS in width than the Sun? Explain how
you know.
STEM ACTIVITY: Magic Milk

Create y:our own •planet"' with ihis science experiment!
Supplies: Shallow dish, 1 cup of milk (whole milk is best), food coloring in a varieiy of colors, 1 tsp. dish soap, & Q-tips or
cotton balls, watercolor paper (cut into a circle)
lnstn,ctions:
I. Pour milk into ihe shallow dish until it is about 1 to 2 cm deep. The amount of milk required wiU vary based on the
;ize of your dish.
2. Add drops of food colouring to the milk.
3. Dip a Q-tip into the dish soap OR soak a cotton ball in dish soap.
4. Place the Q-tip or cotton ball into the middle of the prepared milk and watch the reaction. You can remove the
=1-tip after a few seconds and the reaction will continue. (Play & have funO
5. Use the watercolor paper you've cut into a circle and dip in the milk to create a design on the paper. Lay to dry &
fOU've got your planetl
Note: The paffern ofthe reaction and duration will va,y based on the fat content ofyour milk or cream. Experiment
with a variety to see howyour results change.
Our Solar System ANSWER KEY
Use the chart below to help you answer the questions.
Planet Diameter (miles wide)
Mercury 3,031
��
Venus 7,521
Earth 7,926
4,222 Diameter
Mars
Jupiter
Saturn
88,729
74,600
\
Uranus 32,600
Neptune 30,200
1. List the planets in order from least to greatest in size.

Mercury, Mars, Venus, Earth, Neptune, Uranus, Saturn, Jupiter
2. Part A: About how many miles wide is Mercury rounded to the nearest thousand?
3,000 miles wide
Part B: About how many miles wide is Neptune rounded to the nearest thousand?
30,000 miles wide
Part C: Using your estimations from Part A & B, how many times greater is the
estimated size of Neptune than the estimated size of Mercury?
Neptune is 10 times greater in size than Mercury.
3. I-low many more miles wide is Earth than Mercury and Mars combined?
Earth is 673 miles wider than Mercury and Mars combined.
lf. The diameter of the Sun is 865,370 miles. If you lined up all of the planets
side-by-side, would they be GREATER or LESS in width than the Sun? Explain how
you know.
If you lined up all the planets side-by-side, they would still be LESS in width
than the Sun's diameter. The total width of all the planets combined is
2l.f8,829 miles wide. The Sun is 616,Sl.fl miles wider than all the planets' widths
combined.
Addin & Subtractin Mixed Numbers Math Riddle
Directions: Solve each word problem. After each word problem. look at the key below to determine the letter that goes
with your answer choice. Then fill in that letter in the blank below that corresponds with the question # you are on.
-
You will type this letter in the gray box below the math riddle. After completing all the questions, the answer to the math
riddle should be revealed! If it doesn't make sense. it means you made an error!
Math Riddle: Why did the math book
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1) a• t
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b= i
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ymifillinthe
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riddle would be \
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5) a= d b=c c=m d= P
6) a= e b=J c= r d= s
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1 2 3 '-I 5 6 7
8) a=m b=j c=c d=r
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1. Jenny made 2 ¼ gallons of lemonade for her lemonade stand. 3. Heather was doing a craft project. She needed 8 6/10 yards of
Halfway through the afternoon, she ran out. She went back inside ribbon. She had 4 7/10 yards of ribbon. How much ribbon is she
and made another 1 ¾ gallons of lemonade. How much lemonade missing?
did she make In all? a. 4 9/10 Look in the chart on
a. 3 2/4 Look in the chart on b. 3 9/10 Answer: page 1.
page 1. Which letter matches
b. 4 Answer:
Which letter matches
C. 4 1/10 your answer for
c. 3 4/5 question 113?
your answer for d. 3 1/10
question #1?
d. 4 1/4
4. Ms. Bramble's class had an ice cream sundae party The kids ate
2. The apple orchard Is a great place to pick apples. Thomas picked 3 1 3/4 gallons of ice cream and there was 2 2/4 gallons left over.
2/5 buckets full of apples. His older brother picked 4 1/5 buckets How much ice cream was there In the beginning?
full. How much more did his brother pick than him?
a. 3 1/4
a. 4/5
b. 4 1/4 Look in the chart on
b. 1 1/5 Answer: page 1.
Look in the chart on c. 4 Which letter matches
C. 1 2/5 page 1.
Answer: d. 21/4 your answer for
d. 3/5 Which letter matches question 11'!?
your answer for
question 112?
5. Tyler went to Domino's pizza with his family and his best friend's
family. His family ate 3 2/6 pizza. His friend's family ate 2 1/6
pizza. How much more pizza did Tyler's family eat?
a. 1 1/6
c. 3 2/6 Answer: page 1.
d. 2 4/6 your answer for
question 115?
'
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6. Ian rode his bike to the mall which was 14/6 of a mile. He then 9. The Henderson family had a family reunion. They made Iced tea
rode his bike to his aunt's house which was 1 2/6 of a mile from for everyone to drink. They made 10 2/4 gallons. Only 2 ¾ gallons
the mall. Finally, he rode home from his aunt's house which was 2 were left over. How much iced tea did they drink in all?
1/6 miles. How far did he ride his bike In all? a. 8 Z/4 Look in the chart on
a. 4 1/6 Look in the chart on b. 7 3/4 page 1.
Answer:
b. 5 2/6 Answer: page 1. Which letter matches
Which letter matches C. 8 3/4 your answer for
c. 4 2/6 your answer for d. 7 2/4 question #9?
question 116?
d. 5 1/6
10 . Brenden uses a bucket to fill up the bathtub for his dog

7. Sarah was making a dress for her doll. She needed 204 Z/3 cm of Buddy's bath. He puts in 54/6 buckets and then Is called to lunch.
fabric. She had 213 1/3 cm of fabric. How much fabric would she When he gets back he puts in another 3 5/6 buckets. How many
have left over? buckets did he add to the bathtub?
a. 8 1/3 a. 8 5/6 Look in the chart on
b. 7 Z/3 Look in the chart on b. 9 1/6 Answer: page 1.
Answer: page 1. Which letter matches
c. 7 1/3 Which letter matches C. 9 2/6 your answer for
d. 8 Z/3 your answer for d. 9 3/6 question #10?
question #7?
8. Greta walked 5 ½ blocks to the grocery store near her house. She 11. Justin loves reading. He has already read 15 3/7 books. He
walked the same distance back. How many blocks did she walk in wants to read another4 5/7 books by Spring Break. How many
all? books will he have read In all?
a. 11 a. 19 3/7
b. 10 1/2 b. 20 1/ 7 Look in the chart on
Look in the chart on page 1.
c. 20 4/7 Answer:
c. 10 Answer: page 1. Which letter matches
Which letter matches d. 21 2/7 your answer for
d. 12 your answer for question t11?
question #8?
12. Gymnastics practice lasts 2 1/3 hours. If Haley goes for four 15. Peter was making pancakes. He needed 1 ¾ cups of flour for
days to practice. How many hours will she have practiced? one batch. He decides to make three batches. How much flour will
a. 9 1/3 he need?
b. 4 2/4 Look in the chart on a. 4 1/4 Look in the chart on
page 1. page 1.
c. 6 3/4 Answer:
Which letter matches b. 3 3/4 Answer:
d. 8 2/4 your answer for C. 5 1/4 your answer for
question #12? question #15?
d. 5 2/4
13. Randy is given the number 20 ¾ & is told that a mystery

number is 4 ¾ more than the given number. What is the mystery 16. A pet store is 5 miles from Mya's house. She has already
number? biked 3 1/5 miles. How many more miles does she need to bike to
a. 24 2/4 get there?
b. 23 1/4 a. 1 3/5
Look in the chart on b. 1 1/5 Look in the chart on
c. 25 2/4 page 1. page 1.
Answer: Answer:
d. 26 1/4 Which letter matches C. 1 4/5 Which letter matches
your answer for your answer for
question #13?
d. 2
question k16?
14. Nick is helping his sister with fractions. He draws pictures of

3 pizzas that are cut into 8 pieces. He tells her that she has 14/8 17. Janice makes cookies. 3/10 of the cookies are chocolate
pizza and needs to add 5/8 of a pizza to that. What should she chip, 4/10 are sugar, 2/10 are peanut butter, and 1/10 of them
get? are caramel cookies. How much of the cookies are chocolate chip
a. 11/8 and sugar?
b. 2 6/8 Look in the chart on a. 7/10 Look in the chart on
c. 2 7/8 Answer: page 1. b. 1 7/10 Answer:
page 1.
Which letter matches Which letter matches
d. 2 1/8 yout" answer for C. 8/10 your answer for
question #15? d. 1 8/10 question #17?
1a. Carl's mom made brownies for his birthday treat. She made two
batches of brownies. One recipe calls for 1 ½ teaspoons of vanilla
extract. How much vanilla will she need for the recipe?
a. 4 1/2
b. 3 Look in the chart on
c. 2 ½ Answer: page 1.
question #18?
19. Joshua was drawing Pokemon pictures. Last week, he drew 14 5/7 You're done! Be sure to fill in each
Pokemon. lf this week he draws another s 4/7 Pokemon, how
many Pokemon will he have drawn in all? letter in the riddle that matches
a. 20 2/7 your answer choice for every
b. 21 6/7
C. 22 1/7 question from the KEY ON PAGE
d. 19 3/7 Look in the chart on
page 1.
1!
Answet":
your answer for
question #19?
Does your answer make sense? If
not, determine which letter that
seems out of place. Revisit that
question and try to resolve!
Now that you've solved the riddle,

go share it with a friend or family
member!
Adding & Subtracting Mixed Numbers Riddle ANSWER KEY
1. B 11. B
2. A 12. A Riddle Answerj
3. B 13. C It had so many problems!
Ll. B 1£l. D
5. A 15. C
6. D 16. C
7. D 17. A
8. A 18. B
9. B 19. A
10. D
Factors & Multiples Mazes
Follow the maze using factors of 32. Draw a line marking the factors to
show your path. You may only move using vertical or horizontal lines.
Start 3 6 13
2 5 7 1Lf
Lf 1 11 15
9 8 16 32
12 0 10 Finish
Follow the maze using factors of '-18. Draw a line marking the factors to
Start 6 3 11
9 8 7 1Lf
5 Lf8 1 10
2 g· 16 Lf
12 15 10 Finish
Follow the maze using multiples of 7. Draw a line marking the multiples to
Start 1 15 17
7 5 20 1Lf
1Lf 21 28 32
17 27 35 Lf2
32 3Lf Lf3 Finish
Follow the maze using multiples of 9. Draw a line marking the multiples to
Start 9 18 28
1 3 27 36
2 Lf8 3Lf Lf5
26 32 Lf2 5Lf
36 Lf9 56 Finish
ANSWER KEY
Factors & Multiples Mazes Factors & Multiples Mazes

Follow the maze using� of 32. Draw a line marking the factot"S to Follow the maze using multiples of 7. Draw a line marking the multiples to
show your path. You may only move using vertical or horizontal lines. show your path. You may only move using vertical or horizontal lines.
tart 3 6 13 Start 1 15 17
2 5 7 1Lf 7 5 20 14
Lf 1 11 15 14 - 21 28 32
9 8 I 16 32 17 27 35 L-, 42
12 0 10 F'nish 32 34 43 Finish
Follow the maze using� of qs_ Draw a line marking the factors to Follow the maze using multiples of 9. Draw a line marking the multiples to
-
show your path. You may only move using vertical or horizontal lines. show your path. You may only move using vertical or horizontal lines.
Start_ 6 3 11 Start 9
-..W.., 28
9 8 7 1Lf 1 3 21 I -·- 36
5 48 1 10 2 '-18 3q 45
2 9 16 L-, 4 26 32 '-12 5'-¼
12 15 10 Finish 36 '-¼9 56 Finish
Math Mad Lib
)irections: Solve the problems below. Out to the side of each answer choice, a type of wore
is given. Come up with a word that fits that description & write it in the box. (Ex: noun =
biscuit, adjective = spicy, verb = run) When you finish this worksheet, you will use words you
came up with to make a silly Mad Lib, which is on the back of this paper.
1. Which number does NOT round 2. In the number 12,'i6LJ, how many times
to 1'¼,000 when rounded to the greater is the L.f in the hundreds place
nearest thousand? than the L.f in the ones place?
A. 13,705�noun A.1x�noun
B. 1L.f,521 �noun Word: B.10x�noun Word:
C.1L.f,023�noun C.100x�noun
D.1LJ,372 �noun D.1000x�noun
3. Parker ran 2 miles on Monday. Luke LJ.Which symbol correctly compares

ran 8 miles. I-low many times more miles the fractions below?
did Luke run than Parker?
% 0¾
A.LJ � verb
8.6 �verb A. > �type of clothing �------.
Word: 8. < � type of clothing Word=
C.10�verb
D.16�verb C. = �type of clothing
5. Which fraction is equivalent to%? 6.Which mixed number is equivalent to

8/5?
A. L.f/6 � animal
8.6/9 �animal A.1 L.f/5�place
C.6/8 � animal 8.1 3/5�place
D.L.f/12�animal Word: C.2 1/5 �place Word:
D. 1 2/5�place
8. There are L.f friends having a

sleepover.At the sleepover, they eat
pizza. Each friend eats ½ of a pizza?
A. LJ 315�adjective
I-low much pizza was eaten in all?
B.3 ¾ � adjective
C.9� adjective A. 1 3/5 pizzas� noun
D.3 L.f/5�adjective B.2 1/3 pizzas�noun
Word: Word:
C. 2 2/3 pizzas�noun
D.3 pizzas � noun
Math Mad Lib
)irections: Now that you've come up with all your words, have a family
member write the words in the story below. When done, read your
story out loud to your family! Try not to laugh!
**WARNING: YOU MUST READ TI-IIS IN YOUR BEST PIRATE VOICEII**
Yo-ho-ho! So, a pirate's life for thee? Well, first ye must learn to talk
like a pirate. l-lere's what ye do. Work on yer pirate phrases, such as
"Ahoy there, (1)_____ 1", "Shiver me (2)_____ 1", and
"Thar she (3) ______ 1" Once ye have the lingo down, it helps to
wear a (L.f)______ on your head and have a (5) ______
perched atop ye shoulder. As ye sails the high (6)_____
now ye be a (7) ______ pirate! Avast ye, if any scallywag tells
ye that yer not a pirate, just make them walk the (8)______
and they'll be shark bait! Aye, me hearty! I'll see you on the high seas!
JUST FOR FUN!

t
What s your pirate name?
were you orn 1n.

MAY-Poor
JAN�n• FEB-long MAR-Old APR-Hook JUNE-Jolly
JUL -Big AUG-SU-ly SEP-Stinky OCT -Rich NOV -G'°'J
CEC-One Eye
2 What is }'Ol.r favorite color?
3. What is the first letter of you- last name?
Shiver Me
A -Timber B- Roger C--Puider D -Cricket E -�ar Gold
F -,oorh
G - Dog H - Boot 1-ll.bber J--Pea-1 K -Rat L -8��
M -Ttv-oat N -Scll"vy O -Stlbby P-Jelly
Q �:PHon R -O'Fish
S- Skipps- T -Biscuit U -Bngadeer V -Patch W- Legs X - �Jlf
Y -Ba-nacle Z - Plank
Math Mad Lib ANSWER KEY
)irections: Solve the problems below. Out to the side of each answer choice, a type of wore
is given. Come up with a word that fits that description & write it in the box. (Ex: noun =
biscuit, adjective = spicy, verb = run) When you finish this worksheet, you will use words you
came up with to make a silly Mad Lib, which is on the back of this paper.
1. Which number does NOT round 2. In the number 12,Lf6Lf, how many times
to 1Lf,000 when rounded to the greater is the Lf in the hundreds place
nearest thousand? than the Lf in the ones place?
A.13,705-► noun A.1x-► noun

@Lf,521 -► noun Word: 8.10x-► noun Word:
C.1Lf,023-► noun C. 00x-► noun
D.1Lf,372 -► noun D.1000x-► noun
3. Parker ran 2 miles on Monday. Luke Lf.Which symbol correctly compares

ran 8 miles. How many times more miles the fractions below?
did Luke run than Parker?
3/s 0¾
-► verb
.6 -► verb > -► type of clothing .----------.
Word: < -► type of clothing Word=
C. 10-► verb
D.16-► verb C. = -► type of clothing
5.Which fraction is equivalent to¾? 6.Which mixed number is equivalent to

8/5?
A.Lf/6 -► animal
B.6/9 -► animal A.1 Lf/5-► place
C. /8 -► animal 8. 3/5-► place
D. Lf/12-► animal Word: C.2 1/5 -► place Word:
D.1 2/5-► place
8. There are Lf friends having a

sleepover.At the sleepover, they eat
pizza. E:ach friend eats ½ of a pizza?
A.Lf 3/5-► adjective
How much pizza was eaten in all?
8. % -► adjective
C.9-► adjective A.1 3/5 pizzas-► noun
D.3 Lf/5 -► adjective B. 2 1/3 pizzas -► noun
Wo rd: Word:
C. 2/3 pizzas -► noun
.3 pizzas -► noun
O\rectwns: There are 30 mult\p\1cat1on facts h\dden 11n th\s number search.
They may be positioned verttcally or honzontany. One of the facts ls already
c�rch?d for you\ Happy hunting,
=--
/' '\
11 1, 6 2 12 6 2 s · 4
9 1 1 1 9 11 3 3
II
88 99 12 1 12 54 22 , 1:) 12 20
5 8 40 5 9 6 54 3 11 33
5 6 30 8 5 40 12 8 96 8
12 8 ll 6 66 5 8 40 2 1
5 3 7 l1 6 5 30 9 7 12
60 24 1 2 2 ll 8 11 14 9
10 3 5 12 60 9 9 99 7 08
7 1 7 5 2 99 72 lO 12 120
MULTIPLICATION &- DIVISION JEDI TRAINING
DIRECTIONS: COMPLETE YOUR JEDI TRAINING BY FOLLOWING THE MAZE AND COMPLETING
THE PROBLEMS ALONG THE WAY! PAY ATTENTION TO THE OPERATION!
START SxS=
4x6= START 9+9=
9x3= lG+lO=
30+3:
3xl0= 60-rG=
2x8= 63+7=
2x9= 9+1:< I 164+8=
3x7= 4x4=
48+6=
2x5= 70+10=
21+3s
4x2= 30+5=
10><1=
2x2= 2G+4• I I 48+8=
lOxO= 50+10= I
2x7= I
I c c I 12+3=
2x3=
. ., 32+8• 4+2•
7x5= 3+1• 12+6s
6x6= 24+8: 2+lz
7x6= 6x10=
9x4= 7x7= 7x8=
6x9= I I BxlO= �.,..
14+7=
12+4=
I I I :7+9=
8x8= I I 36+4=
9x9= 56+7•
3x3::: 63+9=
DONE! DONE! .
1
Tl
I
t · �
-�
cy - 1 TAr��I c-" ;, -,Q"r f �)la�, �
r _,f) , _
)u:
Number of Players: 2
Materials Needed: A paperclip and pencil to
use as a spinner, sheet protector to put game inside
to reuse, scrap paper to show work
Directions:
1. Decide which player is ·x· and which is ·o·.
2. Player 1 spins the spinner to determine
the divisor.
3. Player 1 will choose any equation on the
Tic-Tac-Quo gameboard to solve. They
will plug the number their spinner landed on as
the divisor.
l.f. Player will solve the equation out on a piece of
scrap paper.
5. If the player gets it correct, they will mark thei
symbol (X or 0) on the gameboard on top of the
equation they solved.
6. Player 2 repeats steps 1-l.f.
7. Continue spinning and solving the division
problems based on the game board until
a player gets Tic-Tac-Quo (3 in a row - just like
Tlc-Tac-Toel)
I I I
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(Y)
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I I I
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C\I (Y) lO
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lO 0) (Y)
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I I I
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I I I
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:r
lO
r----
I'-- (Y)
� C\I (0
I I
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I I I
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ir-
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r---- (0 CX)
••
Bow1-A-Fact
•
•
•
• •
•• • ••• •• •• ••• • ••••••
•••
••• • • ••• ♦•• • •••
9
•• •• ••
f• :• f• 8 :• f• • •.!• • f• lo : ••
•• 7 • • •♦ • •• •♦ ••
••••• ••••
♦ • •
•••• •• ••• ••• •••• ••• •••• ••
• • ••
: 4 � : 5 � : 6 �
••••
•• •• •
• •• •• • ••
••• •• ••• • ••• ••
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I• •• I• •• I ••
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• • ♦ • ♦
•♦• •♦• •♦
•♦• •
•
f• 2. :♦• f• :♦•
How to Play: • • • 3 ♦
Equations:
♦ •
•••• ••••• •••• ••• •• ••••
•
1. &oll a die J times. &ecord • • • •

the J numbers. •• ••
•♦ • •
• 1. -------------------
2.. Write as many equations
using the J numbers that
I•
•♦
•
1 • ••
♦
l. ------------
•• • • •
equal 1-10. •• •
3. -----------
J. Cross out yaur answers
on the howling pins. 4. -----------
Numbers: 5. -----------
Can yau knock down all of the
pins to get a ST&IKE? _,_,&_ 6. ----------
If not, roll the die J more times 7. -----------
to try and knock down the
remaining pins. 8. ----------
9. -----------
Can yau known down the rest of
the pins to get a SP.A.RE? lo. __________
r-:� 1203 Ch.1�
] a 3 4 5 6 7 8 9 10
111 12. 13 14 15 i6 ]7 18 19 20
r · 21-, 22 23 24 25 26 27 28 29 30 Math Games with a
31 32 33 34 35 36 37 38 39 40
J 41 42 43 44 45 46 47 48 49 so Pair of Dice
sz
·· - -··-----
s1 I 5:3 54 55 5-!. 57 58 59 60
'• .•
·61 62. 63 64 65 66 67 68 69 70
! 71 72, 73 74
··~
75 76 77 78 79 80 I I
I 81 82 83 84
I
85 86 87 88 89 90
I 91 9a 93 94 95 96 97 98 99 100
101 1102 103 104 105 106 1·07 ]08 ]09 110
�
n1 112 U3 ll4 115 U6 117 118 119 120 �
Multiplication/Division Chart
X 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 9 10 11 12
7 8
2 2 4 6 8 10 12 14 16 18 20 22 24 Games to play at home
3 3 6 9 12 15 18 21 24 27 30 33 36
4 4 8 12 16 20 24 28 32 36 40 44 48 to practice math skills
5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72
7 7 14 21 28 35 42 49 56 63 70 n 84
8 8 16 24 32 40 48 56 64 72 80 88 96
9 9 18 27 36 45 54 63 72 81 90 99 108
10 10 20 30 40 50 60 70 80 90 100 110 120
11 11 22 33 44 55 66 n 88 99 110 121 132
12 12 24 36 48 60 72 84 96 108 120 132 144
Tips for playing math games with dice:
• Contain the dice! Put your dice in a small
plastic container. Kids shake the dice
Players 2
Pig
@
Materials: 2 dice, scratch paper to keep
and read the numbers through the score
plastic. How to Play: Be the first one to reach 100 points!
Players take turns rolling two dice and finding their
sum. On a turn, a player can keep rolling - be a PIG -
and add to their score. But beware - if a player rolls
a 1 on either dice, all points for that turn are lost.
Examples:
• You can use dice from board games you
Joe rolls Li (.••] so his is 5.
may already have in the house. Don't
r--1 r-1
forget to put them back when you are He keeps rolling, and gets l.!....!J l!....J for 6 points.
done. Now his running score is 11. He can stop at 11 or keep

• Most games can also be played with going.
fi:-1 r--1
numbered cards as well. He rolls one more time, l!:!J � for 9 points.
Now his score is 20. He decides to stop and keep 20
for his score that round.
fi:-11!!1
l!:!_J l!.JJ
8
Jane rolls for 11 points. She rolls one
•
more time and gets a ( • ] Since she rolled a
•
1, her score is O for that round.
Dice War Make 10
Players 2 Players 2
Materials: 2 Dice Materials: 1 or 2 dice, scratch pap�r
How to Play: Roll two dice and add the two One die version: One die is rolled. Players try
numbers to find a sum. The sum becomes your to find what number needs to be added to
score for that round. First player to 100 wins. make ten. The number needed to make ten
becomes the player's score for that round.
r-1 � 2+5=7
l!_J l.!:!J r:-1 is rolled, then a player would say 7 to
This game can also be played with subtraction

l!:_J make a 10 and their score is 7.
Two dice version: Two dice are rolled.

l!!l r-1 6-2=4
Players must add or subtract to make a ten.
l!..!J l!_J
and with multiplication
•• ••
[][] . two sixes are rolled. 6 + 6 =
12 so 12 - 2 = 10 so 2 is the
score.
r:-1 ,.--.,
l!:_J l!....!J 3 x4= 12 Use the Ten Frames on the next page for support.
Ten Frames Block Out
1:1:1:1:1·1 1•1 I I I I
Players 2
Materials: 2 dice, graph paper, colored pencil
1:1:1:1·1·1 �-1·1 111

or crayon for each player
How to Play: Roll 2 dice and draw a rectangle using
1:1:1·1·1·1 1·1·1·1 I l
the numbers rolled as the length and width on graph
paper. Continue until there is no room to draw any
more rectangles. Add the areas of all your rectangles
r·1·1·1·1 I
and the hiahest score wins.
1:1·1·1·1·1 --
1·1·1·1·1·1 I I --1I I
2x3 3x3
Sx2
1·1·1·1·1·1 ·1·1·1·1·1
4x3
--
-+J-�
- -·· ..
101 and Out Closest to 100
Players 2 Players 2
Materials: 1 die, scratch paper Materials: 2 dice, 120 chart (optional),

scratch paper
How to Play: Copy the game board below. Roll
the die six times. Each roll has to count. You How to Play: Roll two dice and create a 2-
can count the rolls as either ones or tens. digit number.
Keep a running totaf as you play. The closest
r-:-1
to 101 without going over wins.
1
2
1 or 10
2 or 20
4
5
4 or 40
5 or 50
� [Z]
This could make 53 or 35.
3 3 or 30 6 6 or 60 Now, mentally find the difference between the 2-
Player 1 digit number and 100. One way to find the difference
is to count up. For example, if a number rolled is 53,
� • � • � � • [Z] count up by 10s and then add the 1s to get to 100.
10 + 50 + 4 + 20 + 4 + 3 = +10 +10 +10 +10 +7
Total 91 53 --+ 63 --+ 73--+83--+ 93--+100

53 is 47 from 100
Player 2
r-:-1 r--1
(u] G][Z]�
For each round, the score is the difference from 100.
� l!....!J The player with a score closest to 100 after 5 rounds
50 + 6 + 10 + 30 + 2 + 4 = wins.
Total 102 so out Player 1 wins!
Trash Can Game Trash Can Game Mat
Players 2 Player 1 __
Materials: 1 die, scratch paper hundreds tens ones trash can
How to Play: Draw a game board like on the

facing page. Roll your die and pick where to
put your number. Once placed, a digit
_O_
Your number the greatest number
cannot be moved. You have four rolls to make with those digits
a number.
Now compare with a <, > or =.
Write the number you made and the greatest
number you can make with those digits. Then
compare them with a <, > or =. Player 2 __
hundreds tens ones trash can

Example:
[Z]
H T
[]
0
�
Trash can
_O_
Your number the greatest number
536 < 653 with those digits
Now compare with a <, > or =.

The player who creates the largest number
each round gets a point.
Fun for the Family
Five Card Games to Build Math Skills
1. Multiplication War
You'll need one deck of cards per student, with all the face cards taken out. To make the
game more challenging , you can also remove the 1's (aces) and 2's as well. Players
turn over the top card on their deck and the first person to multiply the numbers shown
and say the product out loud (not too loud though) is the winner and keeps both cards. If
there is a tie, cards go in the middle and the winner of the next round gets that pile too.
2. 30 More or Less
For this game, kids will need 1 - 2 decks of cards (your choice), with only the kings
removed. Aces are 1, Jacks are 11, and Queens are 12. One child is designated as
"More than 30" and the other is "Less than 30". Each player gets half of the cards and
then players flip over their top card.
Students multiply these cards together and if the product is below 30, the Less Than
Thirty child keeps the cards and if it is greater than 30, the More Than Thirty child keeps
it. If it is exactly 30, the cards are left in the middle and the next winner keeps those
cards as well. Play continues until the cards run out. The player with the most cards
wins.
3. Place Value Challenge
Use 1 - 2 decks of cards and take out all of the face cards and the 1 O's. Aces equal one.
Once the cards are shuffled and each child gets half, each child turns over the number
of cards that you specify... If you're working with hundreds, use 3 ... One thousands would
be 4 and so on. Players may arrange the cards to make whatever number their little
heart desires.
You can tell them that the greatest number wins but what I like to do is to use a "More or
Less coin" to determine the winner. These are simply made using a round plastic chip, a
checker with a sticker in the middle, or a foam circle. I write more on one side and less
on the other with a sharpie. That way no one knows the winner and gives up early.
When both players have their numbers ready, the kids flip the coin to see if the highest
or lowest number wins and keeps the cards. The one with the most cards at the end is
the winner.
4. Build a Number (Either a Humongous Number or a Smaller Number)
This is a different place value game because it really requires higher level, logical types
of thinking. Start by taking the face cards and 10's out of the deck(s). Aces equal one.
Kids can make simple place value mats on scratch paper with a dash for each place
value (if you're focusing on ten thousands, you need 5 dashes with a comma between
the hundreds and thousands). If you like the game and have time, you might want to
just make construction paper place value sets and laminate them.
To play the game, shuffle the cards and divide the deck in half for 2 players. Players
turn over one card at a time and place it on a dash on the place value mat. Once it is
placed, it can not be removed!!!
Here's where the thinking comes in. If you play the Build a Humongous Number game
and get a 9, you would want to put that as close to the beginning of the number as
possible and if you get a 2, you would want to put it near the end of the number... The
player with the biggest (or littlest, if you're playing that game) number wins.
Teaching decimals? This can easily become a decimal place value game. You can even
throw in a few joker cards for zeroes!
5. Race to 100!
Flip a card and add its value to your running total. First person to reach 100 without
going over wins! (Remove face cards for younger players; use these values for older
kids: Jack-11, Queen-12, King-13, Ace-0.) You could adapt the race to 1,000 or each
player turns over 2 cards, multiplies them, and add that to their running total to reach
500 or 1,000!
•i-Ready·
Grade 4 Mathematics
Student At-Home Activity Packet
This At-Home Activity Packet includes 23 sets of practice problems that align to
important math concepts your student has worked with so far this year.
We recommend that your student completes one page of practice problems each day.
Encourage your student to do the best they can with this content-the most
important thing is that they continue developing their mathematical fluency and skills.
See the Grade 4 Math

concepts covered in
this packet!
© 2020 Curriculum Associates, LLC. All rights reserved,

Grade 4 Math concepts covered in this packet
Concept Practice Fluency and Skills Practice
1 Understanding of Place Value .................................... 3
Understanding Place Value 2 Comparing Multi-Digit Numbers.............................. 5
3 Rounding Whole Numbers ......................................... 6
4 Using Strategies to Add ............................................... 7

Using the Standard Algorithm to Add Greater
5 8
Adding and Subtracting Numbers ............................................................................
Whole Numbers
6 Using Strategies to Subtract....................................... 10
Using the Standard Algorithm to Subtract
7 11
Greater Numbers ............................................................
8 Multiplication in Word Problems .............................. 12
9 Modeling Multi-Step Problems ................................. 13
Multiplying Whole 10 Solving Multi-Step Problems...................................... 14

Numbers Multiplying a Three-Digit Number by a One-
11 15
Digit Number ...................................................................
Multiplying a Four-Digit Number by a One-Digit
12 16
Number ..............................................................................
13 Multiplying by Two-Digit Numbers ......................... 17
14 Division in Word Problems .......................................... 19
15 Dividing with Arrays and Area Models ................... 20

Dividing Whole Numbers
16 Dividing with Estimation and Area Models .......... 21
17 Dividing Four-Digit Numbers..................................... 23
18 Understanding of Equivalent Fractions ................. 24

Understanding Fractions
19 Using Common Numerators and Denominators 25
Understanding of Fraction Addition and

20 26
Subtraction .......................................................................
21 Adding Fractions ............................................................ 28

Adding and Subtracting
Fractions
22 Subtracting Fractions.................................................... 29
23 Decomposing Fractions ............................................... 31
© 2020 Curriculum Associates, LLC. All rights reserved.

Name: __________
Set A
0 Write the number 78,215 in the place-value chart.

Hundred Ten I Thousands Hundreds Tens Ones
Thousands Thousands
--
I
Write 78,215 in expanded form and word form.
fJ Write the number 540,632 in the place-value chart.

Hundred
I
Ten I
j
-- -·- ---- �-----
Thousands Hundreds Tens Ones
Thousands �housands
I
Set B
II Show different ways to make 25,302.

---- thousands + ---- hundreds + ---- ones
---- hundreds + ---- ones
____ ones

---- hundred thousands + ---- thousands + ---- hundreds +
----�ns + ____ on�
___ _ thousands + ____ hundreds + ____ tens + ____ ones
---- hundreds + ---- tens + ---- ones
Oi-Ready· © 2020 Curriculum Associates, LLC. All rights reserved. 3

Name: __________
Set B continued

--- - ten thousands+ ---- thousands+ ---- hundreds+
____ tens + ____ ones
____ thousands+ ____ tens+ _ __

_ ones
____ hundreds+____ ones
II Write 841,620 in three different ways.
D Why do both of these show 27,974?

20,000+ 7,000+ 900+ 70+ 4 27 thousands+ 97 tens + 4 ones

Name: __________
Set A
Write the symbol that makes each statement true. Use >, <, or =.
a 23,230 ___ 2,323 a 33,oo3 ___ 33,o3o IJ 9,999 ___ 10,000
11 40,404 ___ 40,040 D s2,177 ___ s2,771 El 421,073 ___ 412,730
SetB
fJ Circle all the numbers that are less than 78,265.

78,000 79,000 70,000 80,000 78,200 78,300
El Circle all the numbers that are less than 45,763.

46,000 40,000 50,000 45,700 45,800 45,000
fJ Circle all the numbers that are greater than 108,427.

108,000 108,400 108,500 109,000 108,430 108,420
Im How did you solve problem 7?

Name: __________
Round each number to the nearest ten.
a 172 B 2,s72 II 101,372
Round each number to the nearest hundred.
D 180 m 1,1so fJ 56,180
El 980 fJ 1,980 mJ 56,980
Round each number to the nearest thousand.
■ 7,750 m 17,7so m 2s,7so m 7o,7so
Round each number to the nearest ten thousand.
m 65,321 Im 165,321 m 1ss,321 m 2os,321
DJ Round 307,451 to each place value given below.

to the nearest thousand: ---
to the nearest hundred: ---
to the nearest ten: ---

Name: __________
Add using different strategies.
a 4,ooo fJ 4,010 IJ 4,121

+ 6,215 + 6,215 + 6,215
a 3,ooo 11 2, 999 a 2,990

+ 6,871 + 6,871 + 6,871
D s,020 B 4,990 fJ 4,950

+ 1,491 + 1,491 + 1,491
Im What strategies did you use to solve the problems? Explain.
m Check your answer to problem 6 by solving it with a different strategy. Show your work.

Name: __________
Estimate the sum of each addition problem to check if the student's answer is
reasonable. If not, cross out the answer and write the correct answer.
Addition Problems Student Answers

8,997 )7;998_ Estimate: 9,000
+ 2,301 11,298 + 2.000
11.000
23,411 12,918
+ 35,507
72,418 113,709
+ 41,291
67,802 10,225
+ 3,443
5,188 6,112
+ 9,024

Name: ___________

21,822 97,155
+ 75,333
60,125 75,330
+ 69,205
4,899 108,209
5,224
+ 9,296
D How does estimating an addition problem help you know if an answer is reasonable?
fl Can an answer be incorrect even if it looks reasonable? Explain.
ei-Ready· © 2020 Curriculum Associates, LLC. All rights reserved. 9

Name: __________
Subtract.
a 4,003 a 2,000 11 3,007

3 - 1,999 7
4,003 2,000 3,007

13 - 1,990 27
4,003 2,000 3,007

- 103 - 1,985 - 307
4,003 2,000 3,007

- 1,103 - 1,500 - 1,307
4,003 2,000 3,007

- 2,103 - 1,490 - 2,307
II What strategy did you use to find the differences for problem 2? Explain.
El How could you check your answer to one of the problems using another strategy?

Name: __________
Estimate. Circle all the problems with differences between 30,000 and 60,000.
Then find the differences of only the circled problems.
D 9s,217 a 62,ss4 El 92,023

- 39,871 - 31,618 - 71,578
11 84,724 a 56,417 B 71,677

- 43,951 - 24,009 - 13,197
fJ 99,902 EJ s?,s91 fJ 90,434

- 33,227 - 46,280 - 51,533
1ID 7s,2s2 m 71,731 ID so,11s

- 40,983 - 61,320 - 18,306
m 86,496 m 59,176 m 89,971

- 54,101 - 17,222 - 11,499
Im Use estimation and addition to check one of your answers. Show your work.
lfJ How does checking with addition compare with checking using estimation?

Name: __________
Use a strategy of your choice to solve each problem.
8 The library has 5 mystery books on a shelf. fJ Paul runs 2 laps around the gym. Carrie
It has 4 times as many fiction books on runs 6 times as many laps as Paul. How
another shelf. How many fiction books are many laps does Carrie run?
on the shelf?
There are ____ fiction books on Carrie runs ____ laps.

the shelf.
IJ Violet has 3 markers. She has 6 times as II Owen draws 7 comics in April. He draws
many colored pencils as markers. How 3 times as many comics in May. How many
many colored pencils does she have? comics does Owen draw in May?
Violet has _ _
__ colored pencils. Owen draws ____ comics in May.
II Tasha used 8 tomatoes to make salsa. She II There are 7 pear trees on a farm. There are
used 4 times as many tomatoes to make 7 times as many apple trees as pear trees.
sauce. How many tomatoes did Tasha use How many apple trees are on the farm?
to make sauce?
Tasha used - - - tomatoes

- to There are ____ apple trees.
make sauce.
fl There are 9 school buses in the parking lot. EJ There are 8 vases at an art show. There are
There are 6 times as many cars as school 9 times as many paintings as vases at the
buses in the parking lot. How many cars art show. How many paintings are at the
are in the parking lot? art show?
There are ____ cars in the parking lot. There are ____ paintings at the
art show.
El Write and solve a word problem for this equation: 5 X 6 = ?

Name: __________
Write an equation to represent each problem. Show your work.
D The Lopez family goes to the movies. They fJ Grace earns $5 each time she walks her
buy 2 adult tickets for $6 each and 3 child neighbor's dog. She walks the dog 5 times
tickets for $4 each. Write an equation to in one week. Then she spends $7 on a
represent how much money the family book and $9 on a building set. Write an
spends on movie tickets, t. equation to represent how much money
Grace has left, m.
II During the basketball game, Mika makes II Will has 20 pounds of apples. He makes
3 baskets worth 2 points each, 2 baskets 2 batches of applesauce that use 4 pounds
worth 3 points each, and 2 free throws each, one batch of apple butter that uses
worth 1 point each. Write an equation to 6 pounds, and he uses 3 pounds to make
represent how many points Mika scores, p. juice. Write an equation to represent how
many pounds of apples Will has left, p.
D What strategies did you use to write an equation?
B Is there another way you could write one of your equations?

Could you write it as two equations? Explain.

Name: __________
Write and solve an equation for each problem. Show your work.
D Tasha spends 25 minutes reading on IJ Erik has 2 bags of bird seed. One bag has
Wednesday night. She spends 17 more 10 pounds of seed, and the other bag has
minutes reading on Thursday than she 8 pounds of seed. He fills 7 bird feeders
did on Wednesday. Write and solve an with 2 pounds each. Write and solve an
equation to find how many minutes Tasha equation to find how many pounds of bird
spent reading on Wednesday and seed are left.
Thursday nights.
Tasha spent ___ minutes reading. There are ___ pounds left.
II There are 15 boys and 19 girls in math club. II Frankie earns $5 each time he babysits
The tables in Mrs. Miller's classroom seat his little sister. He has saved $30.
4 students each. Write and solve an Frankie wants to save $52 to buy a new
equation to find how many tables skateboard. Write and solve an equation to
Mrs. Miller will need. find how many more times Frankie will
need to babysit.
Mrs. Miller will need ___ tables. Frankie will need to babysit ___
more times.
B How can you estimate to check one of your answers? Show your work.

Name: __________
Find the product.
0 500X4= ___ 501 X4= ___ 506X4= ----
fl 300X2= ___ 299X 2= ---- 298X2=__ _
IJ 400X3= --- 405X3= ___ 410X3= __ _
II 499X 6= ___ D 706X3= ___ D 195XS= ___
II What pattern do you notice in problem 2? How could it help you solve a problem
such as 297 x 2?
El Choose problem 4, 5, or 6. Explain how you could check your answer.

Name: __________
Estimate. Circle all the problems that will have products between 18,000 and 32,000.
Then find the exact products of only the problems you circled. Show your work.
a 8,491 X2 = ___ fJ 6,148X4= ___ IJ 7,062 X 5 = ___
II 4,362X 5 = --- D 1,789X8= ___ II 2,206X9 = ---
D 7,218X4= _ _
_ IJ 9,821 X3 = --- IJ 4,762X6 = ___
IDJ 6,739X6= ___ m 7,964X4= ___ lfJ 3,618X 7 = ___
IJ What strategies did you use to solve the problems? Explain.

Name: ___________
Estimate each multiplication problem to check if the student's answer is

Multiplication Problems Student Answers

14 X 17 L;380_ Estimate: 14 x 20 = 280
238
15 X 19 285
21 X 18 3,078
16 X 13 28
© 2020 Curriculum Associates, LLC. All rights reserved. 17

Name; __________

13 X 31 403
18 X 17 3,056
21 X 15 3,015
12 X 22 2,604
0 How does estimating a multiplication problem help you know if an answer is reasonable?

Name: __________
D There are 5 times as many tulips as rose fl Kelly has 2 times as many quarters as
bushes in a garden. There are 15 tulips. dimes. She has 18 quarters. How many
How many rose bushes are in the garden? dimes does she have?
There are ---- rose bushes in Kelly has ___ dimes.

the garden.
IJ There are 18 blueberries in a bowl. There II Amanda swims for 16 minutes. This is
are 3 times as many blueberries as 4 times as many minutes as Julio swims.
strawberries in the bowl. How many How many minutes does Julio swim?
strawberries are in the bowl?
There are ---- strawberries in Julio swims ---- minutes.

the bowl.
II A tile pattern has 6 times as many white II Leah has 3 times as many country songs as
squares as gray squares. There are 48 she has pop songs on her MP3 player. She
white tiles in the pattern. How many gray has 27 country songs. How many pop
tiles are there? songs does Leah have?
There are ____ gray tiles in Leah has ____ pop songs.
the pattern.
fJ Erik sees 42 stars in the sky on Tuesday II Lucas spends 72 minutes cleaning his
night. This is 7 times as many stars as he room. This is 8 times as long as it takes him
sees on Monday night. How many stars to wash the dishes. How long does it take
does Erik see on Monday night? Lucas to wash the dishes?
Erik sees ____ stars on Monday night. It takes Lucas ---- minutes to wash
the dishes.
fJ Write and solve a word problem for this equation: 6 x n = 54

Name: __________
The answers to problems 1-12 are mixed up at the bottom of the page. Cross out the
answers as you complete the problems.
a 606 7 2= ___ fJ 606 --;- 3= --- IJ 903 --;- 3= ---
II 408--;-8= ___ a 243--;-3= ___ a 721 7 7= ___
a 545 --;- 5 = ___ a 488 --;- 8 = ___
mJ 728 --;- 8 = ---
IJ What strategies did you use to solve the problems?
ID Explain how to use multiplication to check your answer to problem 10.
Answers
91 303 61 202 204 109
81 51 301 103 51 61

Name: __________
Check the student's answer by multiplying the quotient by the divisor and adding the
remainder. If an answer is incorrect, cross out the answer and write the correct quotient,
including the remainder.
Division Problems Student Answers

637 + 4 ffi-R..7_ Check: 149 x 4 = 596
159 R1 596 + 1 = 597
139 + 2 69R 1
188 + 5 38R2
344 + 6 57R3
458 + 9 58R8
222 + 7 31 RS
692 + 8 85R4
479 + 3 169R2

Name: ___________
D Write a word problem that could be solved by one of the problems.
fJ Can an answer be incorrect even if it looks reasonable? Explain.
�i-Ready· © 2020 Curriculum Associates, LLC. All rights reserved. 22

Name: __________
Estimate. Circle all the problems with quotients between 500 and 1,500.
Then find the exact quotients of only the problems you circled.
D 2,5os+4= _ __ fJ 7,058+9= --- B 2,126+9= ___
11 1,429+s = ___ B 3,5o6+9= ___ II 8,318+8= ___
a 7,645+2= ___ El 4,113+4 = ___ fJ 3,196+5= ---
DJ 5,018 +7 = --- m 8,127 +6= ___ m 6,1ss ---;- 3 = ___
OJ What strategies did you use to estimate the quotients? Explain.
IJ Check one of your answers by solving it with a different strategy. Show your work.
23
Oi-Ready· © 2020 Curriculum Associates, LLC. All rights reserved.
Name: _________ _
Write the missing numbers in the boxes to make each equation true.
Im Which strategies did you use to solve the problems? Explain why.

Name: __________
Compare the fractions. Write <, >, or =.
0101 fJi3 oi5 IJ_1Q2

4 8 s To
II 102
Q
23
100 az.01 8 4 a2-oi
12 6
12 oi
El __g_ .!
100 Q 2
•_l_Q_ 6 fJI0-2.-
8 12
mJ.!Q l12
77
m 5 o 100
4
6
m 9
10
0 90
100
IDIQl
3 6
Im Show a model you can use to check your answer to problem 12.

Name: __________
0 Label the number line and use it to show¾ + ¾-
II( I
0 4 8
4 4 4
Shade the area model to show¾ + ¾-
Write the sum.¾ + ¾ =
U Label the number line and use it to show 1° - l
,. I
Show 1° - ion the area model.
I I I I 11 I I I I
Write the difference. 1° - i =
i-Ready· © 2020 Curriculum Associates, LLC. All rights reserved. 26

Name: ___________
II What type of model do you like best for showing fraction addition and subtraction?
Explain why.
II Compare subtracting 1° - � to subtracting 10 - 4. How are they alike?

How are they different?

Name: __________
Write the missing numbers in the boxes to make each addition problem true.
GJ Write a number from 1-12 in each box so that the addition problem is true.
□12
+-5
□
=□
12

-.- - -. I - • ---.I - - -
·: �l:!��,��jng fr��,}.�os � Name: __________
Solve each problem.
D Sammy has� of his art project left to ti Marianne has i of a yard of green ribbon.
paint. He paints¾ of the project. What She uses ¾ of a yard for a craft project. How
fraction of the project is left to paint? much green ribbon is left?
B Yuna plans to run 1 mile. She has run II Alex and Brady are helping to pack books
1� of a mile so far. What fraction of a into a box. Together they pack 1� of the
mile does she have left to run? books. Alex packs ,i of the books. What
fraction of the books does Brady pack?

Name: __________
8 On Monday, Adam walks 1� of a mile to II Javier has i of a cup of flour. He uses¾ of a

the store and then ,6 of a mile to the cup in a recipe. How much flour does Javier
park. How far does he walk in all? have left?
II Shawna practices piano fort of an hour II Kailee has finished� of her math
and takes a break. Shawna then practices homework so far. What fraction of her
for¾ of an hour more. How long does math homework does she have left
Shawna practice in all? to finish?
IJ Explain one way to check your work to problem 2.
•i-Ready· © 2020 Curriculum Associates, LLC. All rights reserved. 30

Name: __________
Find three ways to decompose each fraction into a sum of other fractions with
the same denominator.
Dl=l+l+ ---
4 4 4
fJ Z=§.+
8 8 ---
l = l + --- Z=i+ ---
4 4 8 8
l=l+ - -- Z=.1+ ---
4 4 8 8
8§.5 = --- +l5 II i6 = --- +l6

§.=l+ + --- 5 _ 1
---+ +
5 5 6 6 --- ---
§.=l+l+ + --- i=l+l+
6 6 6 --- + ---+ ---
5 5 5
a -2._1 =
2 +u
5
• �=
10
+
10
9 _
+ + 3 3 + + 8_ 2 + 3 + + +
u-u u 10-10 10
9- + + 8- + +
rr- 10-
fJ Describe your strategy for finding the missing numbers.
ei-Ready· © 2020 Curriculum Associates, LLC. All rights reserved. 31

Teacher Packet
Oi-Ready·
Grade 4 Mathematics
Teacher At-Home Activity Packet
The At-Home Activity Packet includes 23 sets of practice problems that align to
important math concepts that have likely been taught this year.
Since pace varies from classroom to classroom, feel free to select the pages that align
with the topics your students have covered.
The At-Home Activity Packet includes instructions to the parent and can be printed
and sent home.
This At-Home Activity Packet-Teacher Guide includes all the same practice sets
as the Student version with the answers provided for your reference.
See the Grade 4 Math

concepts covered in
this packet!

Teacher Packet
Grade 4 Math concepts covered in this packet

Concept Practice Fluency and Skills Practice
1 Understanding of Place Value .................................... 3
Understanding Place Value 2 Comparing Multi-Digit Numbers .............................. 5
3 Rounding Whole Numbers ......................................... 6
4 Using Strategies to Add ............................................... 7

Using the Standard Algorithm to Add Greater
5 8
Adding and Subtracting Numbers ............................................................................
Whole Numbers Using Strategies to Subtract....................................... 10
6
Using the Standard Algorithm to Subtract
7 11
Greater Numbers ............................................................
8 Multiplication in Word Problems .............................. 12
9 Modeling Multi-Step Problems ................................. 13
Multiplying Whole 10 Solving Multi-Step Problems...................................... 14

Numbers Multiplying a Three-Digit Number by a One-
11 15
Digit Number ...................................................................
Multiplying a Four-Digit Number by a One-Digit
12 16
Number ..............................................................................
13 Multiplying by Two-Digit Numbers ......................... 17
14 Division in Word Problems.......................................... 19
15 Dividing with Arrays and Area Models ................... 20

Dividing Whole Numbers
16 Dividing with Estimation and Area Models .......... 21
17 Dividing Four-Digit Numbers..................................... 23
18 Understanding of Equivalent Fractions ................. 24

Understanding Fractions
19 Using Common Numerators and Denominators 2 5
Understanding of Fraction Addition and

20 26
Subtraction .......................................................................
21 Adding Fractions ............................................................ 28

Adding and Subtracting
Fractions
22 Subtracting Fractions.................................................... 29
23 Decomposing Fractions ............................................... 31

Teacher Packet
Set A
U Write the number 78,215 in the place-value chart.

Hundred I I
I
Ten
Thousands j Thousands
-- -- - - - ---
I 7 I 8 2 1 5

70,000 + 8,000 + 200 + 10 + 5; seventy-eight thousand, two hundred fifteen
B Write the number 540,632 in the place-value chart.

Hundred Ten
Thousands · Thousands
l
---
5
I 4 0 6 3 2

500,000 + 40,000 + 6 00 + 30 + 2; five hundred forty thousand,
six hundred thirty-two
Set B
B Show different ways to make 25,302.

25 thousands + 3 hundreds + ----
2 ones
253 2
hundreds + ---- ones
25,302 ones

7 hundred thousands + 8 thousands + ----
4 hundreds +
9 tens + 6 ones
708 thousands + ----

4 hundreds + ----
9 tens + ----
6 ones
7,084 hundreds + ----

9 tens + ----
6 ones

Teacher Packet
Set B continued

49 ten thousands + 2 thousands + __6__ hundreds +
2 tens + 3 ones
492 thousands + 62 tens + ----

3 ones
4,926 23
hundreds+ ---- ones
II Write 841,620 in three different ways.

Answers will vary. Possible answer: 800,000 + 40,000 + 1,000 + 600 + 20;
841 thousands + 620 ones; eight hundred forty-one thousand, six hundred twenty
fJ Why do both of these show 27,974?

20,000 + 7,000+ 900+ 70 + 4 27 thousands + 97 tens+ 4 ones
Answers will vary. Possible answer: If you add the expanded form,
it has a sum of 27,974. If you add 27,000 + 970 + 4, it also has a sum of 27,794.

Teacher Packet
Set A
Write the symbol that makes each statement true. Use >, <, or =.
D 23,230 __
>_ 2,323 fJ 33,003 _ <_
_ 33,030 IJ 9,999 __
<_ 10,000
II 40,404 __>_40,040 II s2,177 __<__ s2,771 11 421,073 __>_412,730
Set B
fl Circle all the numbers that are less than 78,265.

@) 79,000 � 80,000 78,300
El Circle all the numbers that are less than 45,763.

46,000 50,000 45,800
El Circle all the numbers that are greater than 108,427.

108,000 108,400 108,420
Im How did you solve problem 7?

Answers will vary.
Possible answer: I compared each number with 78,265. If the digits were the same
in the ten-thousands place, I compared the digit to the right. I repeated this until I
could tell if the number was less than 78,265.

Teacher Packet
Round each number to the nearest ten.
fJ 172 B 2,s72 IJ 101,372

70 170 2,57 0 1 01,37 0
Round each number to the nearest hundred.
a 180 D 1,180 fJ 56,180

200 1,2 00 56,2 00
B 980 IJ 1,980 Im 56,980

1,000 2,000 57,000
Round each number to the nearest thousand.
m 7,7so m 17,1so m 2s,7so m 7o,7so

8,000 18,000 26,000 71,000
Round each number to the nearest ten thousand.
m 65,321 m 16s,321 m 18s,321 m 2os,321

70,000 170,000 190,000 210,000
IPJ Round 307,451 to each place value given below.

to the nearest thousand: 3 07,000
to the nearest hundred: 3 07,500
to the nearest ten: 3 07,450

Teacher Packet
Add using different strategies.
D 4,ooo fJ 4,010 fJ 4,121

+ 6,215 + 6,215 + 6,215
10,215 10,225 10,336
11 3,ooo
+ 6,871
a + 2,6,871
999 II 2,990
+ 6,871
9,871 9,870 9,861
D s,020 11 4,990 El 4,9so

+ 1,491 + 1,491 + 1,491
6,511 6,481 6,441
Im What strategies did you use to solve the problems? Explain.

Answers will vary. Possible answer: In problem 5, I needed to add 1 less than 3,000.
So I added 3,000 and then subtracted 1.
m Check your answer to problem 6 by solving it with a different strategy. Show your work.
Answers will vary.
Oi-Ready· © 2020 Curriculum Associates, UC. All rights reserved. 7

Teacher Packet
Estimate the sum of each addition problem to check if the student's answer is

8,997 '37;998.._ Estimate: 9,000
+ 2,301 11,298 + 2,000
11,000
23,411 Estimate: 23,000

+ 35,507 58,918 + 36,000
59,000
72,418 113,709 Estimate: 70,000

+ 41,291 + 40,000
110,000
67,802 Estimate: 68,000

+ 3,443 71,245 + 3,000
71,000
5,188 �-Q____ Estimate: 5,000

+ 9,024 14,212 + 9,000
14,000

Teacher Packet

21,822 97,755 Estimate: 22,000
+ 75,333 + 75,000
97,000
60,125 Estimate: 60,000

+ 69,205 129,330 + 69,000
129,000
4,899 � Estimate: 5,000

5,224 19,419 5,000
+ 9,296 + 9,000
19,000
D How does estimating an addition problem help you know if an answer is reasonable?
Answers will vary. Possible answer: An estimate tells you an approximate answer.
If your answer is very different from the estimate, then your answer may be
incorrect.
fJ Can an answer be incorrect even if it looks reasonable? Explain.

Answers will vary. Possible answer: Yes; it may be incorrect in the tens or ones place.
The answer may be reasonable when compared with the estimate, but there may still
be an addition error in one of the places.

Teacher Packet
Subtract.
a 4,003 fJ 2,000 11 3,007

3 - 1,999 7
4,000 1 3,000
4,003 2,000 3,007

13 - 1,990 27
3,990 10 2,980
4,003 2,000 3,007

- 103 - 1,985 - 307
3,900 15 2,700
4,003 2,000 3,007

- 1,103 - 1,500 - 1,307
2,900 500 1,700
4,003 2,000 3,007

- 2,103 - 1,490 - 2,307
1,900 510 700
II What strategy did you use to find the differences for problem 2? Explain.
Answers will vary. Possible answer: I added on to the number being subtracted
to get to 2,000.
D How could you check your answer to one of the problems using another strategy?
Answers will vary.

Teacher Packet
Estimate. Circle all the problems with differences between 30,000 and 60,000.
Then find the differences of only the circled problems.
@ 9 s,21 7 @ 62,ss4 11 92,023
- 39,871 - 31,618 - 71,578

55,346 30,936
@ 84,724 @ 5 6,417 @ 71,677

- 43,95 1 - 24,009 - 13,197
40,773 32,408 58,480
a 99,902
- 33,227
® 87,591
- 46,280
@ 90,434
- 51,533
41,311 38,901
@ 78,282 m 71,731 @ 50,118

- 40,983 - 61,320 - 18,306
37,299 31,812
@ 86,496 @ 59,176 m 89,971

- 54,101 - 17,222 - 11,499
32,395 41,954
Im Use estimation and addition to check one of your answers. Show your work.
Answers will vary.
ID How does checking with addition compare with checking using estimation?
Answers will vary. Possible answer: Addition takes longer, but will catch wrong answers
that seem reasonable. Estimation only catches wrong answers that are unreasonable.
©Curriculum Associates, LLC Copying is permitted for classroom use.

Teacher Packet
D The library has 5 mystery books on a shelf. IJ Paul runs 2 laps around the gym. Carrie
It has 4 times as many fiction books on runs 6 times as many laps as Paul. How
another shelf. How many fiction books are many laps does Carrie run?
on the shelf?
There are 20 fiction books on Carrie runs __1 _2 _ laps.

the shelf.
II Violet has 3 markers. She has 6 times as II Owen draws 7 comics in April. He draws
many colored pencils as markers. How 3 times as many comics in May. How many
many colored pencils does she have? comics does Owen draw in May?
Violet has 18 colored pencils. Owen draws __

2_1 _ comics in May.
II Tasha used 8 tomatoes to make salsa. She II There are 7 pear trees on a farm. There are
used 4 times as many tomatoes to make 7 times as many apple trees as pear trees.
sauce. How many tomatoes did Tasha use How many apple trees are on the farm?
to make sauce?
Tasha used 32 tomatoes to There are 49 apple trees.

make sauce.
fl There are 9 school buses in the parking lot. II There are 8 vases at an art show. There are
There are 6 times as many cars as school 9 times as many paintings as vases at the
buses in the parking lot. How many cars art show. How many paintings are at the
are in the parking lot? art show?
There are 54 cars in the parking lot. There are __7_2_ paintings at the
art show.
EJ Write and solve a word problem for this equation: 5 x 6 = ?

Answers will vary. Possible answer: There are 6 brown hens. There are 5 times
as many white hens as brown hens. How many white hens are there?
There are 30 white hens.

Teacher Packet
Write an equation to represent each problem. Show your work. Possible equations shown.
D The Lopez family goes to the movies. They fJ Grace earns $5 each time she walks her
buy 2 adult tickets for $6 each and 3 child neighbor's dog. She walks the dog 5 times
tickets for $4 each. Write an equation to in one week. Then she spends $7 on a
represent how much money the family book and $9 on a building set. Write an
spends on movie tickets, t. equation to represent how much money
Grace has left, m.
t = (2 X 6) + (3 X 4) m = (5 X 5) - (7 + 9)
II During the basketball game, Mika makes II Will has 20 pounds of apples. He makes
3 baskets worth 2 points each, 2 baskets 2 batches of applesauce that use 4 pounds
worth 3 points each, and 2 free throws each, one batch of apple butter that uses
worth 1 point each. Write an equation to 6 pounds, and he uses 3 pounds to make
represent how many points Mika scores, p. juice. Write an equation to represent how
many pounds of apples Will has left, p.
p = (3 X 2) + (2 X 3) + (2 X 1} p = 20 - (2 X 4) - 6 - 3
II What strategies did you use to write an equation?

Answers will vary. Possible answer: I drew bar models.
II Is there another way you could write one of your equations?

Could you write it as two equations? Explain.
Answers will vary.

Teacher Packet
Write and solve an equation for each problem. Show your work. Possible equations shown.
D Tasha spends 25 minutes reading on 0 Erik has 2 bags of bird seed. One bag has
Wednesday night. She spends 17 more 10 pounds of seed, and the other bag has
minutes reading on Thursday than she 8 pounds of seed. He fills 7 bird feeders
did on Wednesday. Write and solve an with 2 pounds each. Write and solve an
equation to find how many minutes Tasha equation to find how many pounds of bird
spent reading on Wednesday and seed are left.
Thursday nights. b = (10 + 8) - (7 X 2)
r = 25 + (25 + 17) b = 18 -14
r = 25 + 42 b=4
r= 67
Tasha spent __6_7__ minutes reading. There are _ 4__

_ pounds left.
IJ There are 15 boys and 19 girls in math club. II Frankie earns $5 each time he babysits
The tables in Mrs. Miller's classroom seat his little sister. He has saved $30.
4 students each. Write and solve an Frankie wants to save $52 to buy a new
equation to find how many tables skateboard. Write and solve an equation to
Mrs. Miller will need. find how many more times Frankie will
t = (15 + 19) + 4 need to babysit.
t = 34 + 4 b = (52 - 30) + 5
34 + 4 = 8 R2 b = 22 + 5
22 + 5 = 4 R2
Mrs. Miller will need __9_ _ tables. Frankie will need to babysit _ s __
_
more times.
El How can you estimate to check one of your answers? Show your work.
Answers will vary.
©Curriculum Associates, LLC Copying is permitted for classroom use.

Teacher Packet
Find the product.
D 500 x 4 = 2, 000 501 X 4 = 2,004 506 X 4 = 2, 024
fl 300 X 2 = 60 0 299 X 2 = 5 98
298 X 2 = S96
IJ 400 X 3 = 1,200 405 X 3 = 1, 215 410 X 3 = 1, 23 0
II 499 X 6 = 2,994 a 706 X 3 = 2,118 D 195 X 5 = 975
fl What pattern do you notice in problem 2? How could it help you solve a problem
such as 297 x 2?
Answers will vary. Possible answer: Each product is 2 less than the previous product.
As one factor decreases by 1, the product decreases by 2 x 1, or 2. To find 297 x 2,
you could multiply 300 x 2 = 600, then subtract 3 x 2 from the product. You
subtract 3 x 2 because 297 is 3 less than 300.
II Choose problem 4, 5, or 6. Explain how you could check your answer.

Answers will vary.

Teacher Packet
Estimate. Circle all the problems that will have products between 18,000 and 32,000.
Then find the exact products of only the problems you circled. Show your work.
a 8,491 X 2 = ___ @6,148X4 = 24,592 87,062X5 = ___
@4,362X5 = 21,810
0 1,789X8= ___ @2,206X 9 = 19,854
@7,218X4 = 28, 872 ('§;9,821 X3 = 29,463 @4,762X6 = 28,572
IDJ 6,739X6 = ___ @7,964X4 = 31,856 @)3,618X7 = 25, 326
BJ What strategies did you use to solve the problems? Explain.

Answers will vary. Possible answer: I rounded the greater number to the nearest
thousand to estimate the product. Then I used place value to multiply.

Teacher Packet
Estimate each multiplication problem to check if the student's answer is


14 X 17 � Estimate: 14 x 20 = 280
238
15 X 19 285 Estimate: 15 x 20 = 300
21 X 18 � Estimate: 20 x 18 = 360
378
16 X 13 Estimate: 16 x 10 = 160
208

Teacher Packet

13 X 31 403 Estimate: 13 x 30 = 390
18 X 17 � Estimate: 20 x 20 = 400
306
21 X 15 Estimate: 20 x 15 = 300
315
12 X 22 Estimate: 12 x 20 = 240
264
D How does estimating a multiplication problem help you know if an answer is reasonable?
Answers will vary. Possible answer: If the answer is much greater or much less than
the estimate, it tells you to check your work.

Teacher Packet
D There are 5 times as many tulips as rose fJ Kelly has 2 times as many quarters as
bushes in a garden. There are 15 tulips. dimes. She has 18 quarters. How many
How many rose bushes are in the garden? dimes does she have?
There are 3 rose bushes in Kelly has __9_ _ dimes.

the garden.
El There are 18 blueberries in a bowl. There II Amanda swims for 16 minutes. This is
are 3 times as many blueberries as 4 times as many minutes as Julio swims.
strawberries in the bowl. How many How many minutes does Julio swim?
strawberries are in the bowl?
There are ----

6 strawberries in 4
Julio swims ---- minutes.
the bowl.
8 A tile pattern has 6 times as many white II Leah has 3 times as many country songs as
squares as gray squares. There are 48 she has pop songs on her MP3 player. She
white tiles in the pattern. How many gray has 27 country songs. How many pop
tiles are there? songs does Leah have?
There are 8 gray tiles in Leah has __9__ pop songs.

the pattern.
D Erik sees 42 stars in the sky on Tuesday II Lucas spends 72 minutes cleaning his
night. This is 7 times as many stars as he room. This is 8 times as long as it takes him
sees on Monday night. How many stars to wash the dishes. How long does it take
does Erik see on Monday night? Lucas to wash the dishes?
Erik sees __6__ stars on Monday night. It takes Lucas ----

9 minutes to wash
the dishes.
El Write and solve a word problem for this equation: 6 x n = 54

Answers will vary. Possible answer: Maggie has 6 times as many unicorn stickers as
robot stickers. She has 54 unicorn stickers. How many robot stickers does Maggie
have? Maggie has 9 robot stickers.

Teacher Packet
The answers to problems 1-12 are mixed up at the bottom of the page. Cross out the
answers as you complete the problems.
D 606--;- 2 = 303 a 606--;- 3 = 202

II 903 --;- 3 = 301
II 408--;- 8 = 51 a 243 --;- 3 = 81 II 721--;- 7 = 103
a 545--;- 5 = 109
IIiJ 728--;- 8 = 91 m 459 --;- 9 = s1 m 366--;- 6 = 6l
ID What strategies did you use to solve the problems?

Answers will vary. Possible answer: I used an area model strategy, breaking the
problem apart into smaller parts and using repeated subtraction.
IJ Explain how to use multiplication to check your answer to problem 10.

Possible answer: Multiply 90 x 8 = 720 and 8 x 1 = 8. Then add: 720 + 8 = 728
Answers
91 30 3 61 202 204 109
81 51 301 103 51 61

Teacher Packet
Check the student's answer by multiplying the quotient by the divisor and adding the
remainder. If an answer is incorrect, cross out the answer and write the correct quotient,
including the remainder.
Division Problems Student Answers

637-:- 4 ffi-R..l Check: 149 x 4 = 596
159R1 596 + 1 = 597
139 -:- 2 69R 1 Check: 69 x 2 = 138

138 + 1 139 =
188-:- S Check: 38 x 5 190 =

37R3 190 + 2 192 =
344-:- 6 Check: 57 x 6 = 342

57R2 342 + 3 = 345
458-:- 9 Check: 58 x 8 = 464

S0R8 464 + 8 472 =
222 -:- 7 31 R 5 Check: 31 x 7 = 217

217 + 5 222 =
692-:- 8 Check: 85 x 8 = 680

86R4 680 + 4 = 684
479 -:- 3 Check: 169 x 3 = 507

159R2 507 + 2 = 509

Teacher Packet
D Write a word problem that could be solved by one of the problems.

Answers will vary. Possible answer: Micah has 188 rocks in his collection. He
displays an equal amount of rocks on each of 5 shelves. How many rocks are on
each shelf? Are there any rocks left over?
U Can an answer be incorrect even if it looks reasonable? Explain.

Answers will vary. Possible answer: Yes. In these problems, the incorrect answers
were close to the correct answers. You had to multiply to check to know if an answer
was incorrect.
Oii-Ready· <&> 2020 Curriculum Associates, LLC. All rights reserved. 22

Teacher Packet
Estimate. Circle all the problems with quotients between 500 and 1,500.
Then find the exact quotients of only the problems you circled.
@2,sos ---;- 4 = 627 @7,058---:- 9= 784 R 2 B 2,726---:-9= ___
@7,429---:- S = 1,485 R 4 D 3,506---:-9= ___ @s,318---:- 8 = 1,039 R6
a 7,645 ---;- 2= ___ @4,113---;- 4 = 1,0 28 R 1 @3,196---;- 5 = 639 R 1
@)5,018---:- 7 = 716 R6 (i)s,127---:- 6 = 1,354 R 3 m 6,15s---;-3= ___
DJ What strategies did you use to estimate the quotients? Explain.

Answers will vary. Possible answer: I rounded each dividend to the nearest hundred.
Then used basic facts and place value to estimate the quotient.
DJ Check one of your answers by solving it with a different strategy. Show your work.
Answers will vary.

Teacher Packet
Write the missing numbers in the boxes to make each equation true.
Possible answers are shown.
...0 0
U-X-=-
8
2 �
16
IJ Which strategies did you use to solve the problems? Explain why.
Answers will vary. Possible answer: I looked at the numbers I was given. If I knew two
numbers for the numerators I could use multiplication facts to figure out the third
number, or apply the same strategy to the denominators. Then, since the second
fraction should have the same numerator and denominator, I can use that
information to fill in the other boxes.

Teacher Packet
Compare the fractions. Write <, >, or =.
DlG\l
4 \J 8
BI0i5
3 \::_)
f-'\
IJ _15 C,J 2
To
II 102 \.2_)
� 23
100
IJZG'\l
8 \J 4 EJ_z_12 0�6
\::_)
a G�
_!_Q_
12 6
El2LG\l
100 '-J 2
fJ l 0
8 \J --2._
12
mJl0
6 � 12 _l_ m s\:J4('2\ 77
100
m 9 C'\
90
ToC_J 100
BJIG\l
3 '-J 6
Im Show a model you can use to check your answer to problem 12.
Answers will vary. Possible model:
½I I I
15211111 i 1111111

Teacher Packet
D Label the number line and use it to show¾ + ¾-
I •
0 1 2 3 4 S 6 7 8
4 4 4 4 4 4 4 4 4
Shade the area model to show¾ + ¾- Possible shading is shown.
Write the sum. ¾ + ¾ = !
a Label the number line and use it to show 1° - l
• I
0 1 2 3 4 S 6 7 8 9 10
8 8 8 8 8 8 8 8 8 8
Show � - � on the area model. Possible answer:
I I I I 11 I I I I
Write the difference. 1° - i = i

Teacher Packet
II What type of model do you like best for showing fraction addition and subtraction?
Explain why.
Answers will vary. Possible answer: I liked using area models when the fractions
were small, but I thought it was easier to show numbers greater than 1 on a
number line.
II Compare subtracting 1° - i to subtracting 10 - 4. How are they alike?

How are they different?
Possible answer: They are alike because you are subtracting 4 units from 1 O units.
But with �o - �, the units are eighths, and with 10 - 4, the units are wholes.

Teacher Packet
Write the missing numbers in the boxes to make each addition problem true.
D -+-=-
1 4 W a [I]
[!]
1 4
6 6 6
u-+-=-8 8
n4 0
u-+-=-
6 0 6
Answers will vary. Possible answers:
ID Write a number from 1-12 in each box so that the addition problem is true.
Answers will vary.
0 5 [ii
-+-=-
1,21
Possible answer: 12 12

Teacher Packet
Solve each problem.
D Sammy has i of his art project left to fl Marianne has i of a yard of green ribbon.
paint. He paints¾ of the project. What She uses¾ of a yard for a craft project. How
fraction of the project is left to paint? much green ribbon is left?
¾ of the project }of a yard
El Yuna plans to run 1 mile. She has run II Alex and Brady are helping to pack books
1� of a mile so far. What fraction of a into a box. Together they pack 1� of the
mile does she have left to run? books. Alex packs ,i of the books. What
3 fraction of the books does Brady pack?
1 0 of
a mile
3
12
of the books
8i-ReadY' © 2020 Curriculum Associates, LLC. All rights reserved. 29

Teacher Packet
11 On Monday, Adam walks 1� of a mile to D Javier has i of a cup of flour. He uses¾ of a

the store and then 1� of a mile to the cup in a recipe. How much flour does Javier
park. How far does he walk in all? have left?
,70 of a mile 1of a cup
fl Shawna practices piano for i of an hour El Kailee has finished t of her math
and takes a break. Shawna then practices homework so far. What fraction of her
for¾ of an hour more. How long does math homework does she have left
Shawna practice in all? to finish?
1 hour ¾ of her math homework
IJ Explain one way to check your work to problem 2.

Answers will vary. Possible answer: I can add¾+¾ and check
that the sum is equal to f.

Teacher Packet
Find three ways to decompose each fraction into a sum of other fractions with
the same denominator.
01=..l+..l+
44 4
1
4 El z.8 = .§.+
8
1
8
1 2
1 =1 + 4 Z=i+ 8
4 4 8 8
2 3
- -+
3_1 4 7 =-
- 4+ 8
4-4 8 8
Answers will vary. Possible answers:
8.§.
5
=
3
5
--- +1
5
II i6 = ---
2
6 +1
6
2 2 2 2
.§.5 = l+ s + s
5 - - ---
-
5 =-
6 6
1
+ 6 + ---
6
1 1 1
6
-=-+-+
5
2
5
2
5
s + ---
s 6 + ---
6
a _2_=
12
12
4
+
5
12 El�
10
=
4
10 +
4
w
1 1 1 1 1 1
9 = 3 + 3 + 12 12 + 12 8 = 2 + 3 + 10 10 + 10
12 12 12 +
w w w +
3 3 3 3 3 2
9 - 12 12 12 8 - 10 10 + 10
12- + +
To- +
D Describe your strategy for finding the missing numbers.

Possible answer: I thought about ways to make the numerator from smaller numbers.
The denominator stays the same in each set of problems.

4X35 67X8 5X47
I
I
I
92X3 5X 14 I 21X8
6X54 4X96 54X7

Tic Ta.c Titnes
8X321 748X4 3X901
168X5 6X296 418X7

I
I
6Xl25 270X8 4X816

I
I I
I
Tic Tac Titnes
I
6X8,374 1,857X4 , 9X2,054
I!
i
II I
3,942X7 6X5,411 1,897 X5
3X8,074 1,932X6 1 4X6,714

I
'
32X48 16X74 I
I
91X58
I
I
47X62 13X45 83X71
64X37 55Xl7 36X94

Addin & Subtractin Mixed Numbers Math Riddle
Directions: Solve each word problem. After each word problem. look at the key below to determine the letter that goes
with your answer choice. Then fill in that letter in the blank below that corresponds with the question # you are on.
-
You will type this letter in the gray box below the math riddle. After completing all the questions. the answer to the math
riddle should be revealed! If it doesn't make sense. it means you made an error!
Math Riddle: Why did the math book

b= I c=o d= a
look so sad?
M�-\i'''"'
the 11nliWef' to 2) a= t b= h c= s d= f
•1 Is choice A.
then the lette.- 3) a= t b=h car d= i
you RII in the
.-idole WOYld be
4) a= 0 b=a c= s d=r
·l 5) a= d b=c c=m d=p ? ? ? ? ? ? ?
6) a• e b=J c=r d= s
7) a=y b= n C" a d=o

1 2 3 Lf 5 6 7
8) a= m b=J c::c d= r
? ? ? ?
9) a• s baa c•I d• k
10) a=r b=v c=a d= n 8 9 10 11

11) a=e b=y c=b d=e
12) a:p b=J c=d d=d ? ? ? ? ? ? ? ?
c= r
12 13
13) a=s b=I d=g
1Lf 15 16 17 18 19
.-��,
14) •= I b= b t= V d=o
[ ,{? + I � o,1/r = 1.
lSl a= I b= n c= b d• f
16) a= t b=s c= I d= u
17) •= e b=y c::.t d=i
18) a= I b= m c=w d=o
191 a= s b=I c=m d=n

1. Jenny made 2 ¼ gallons of lemonade for her lemonade stand. 3. Heather was doing a craft project. She needed 8 6/10 yards of
Halfway through the afternoon, she ran out. She went back inside ribbon. She had4 7/10 yards of ribbon. How much ribbon is she
and made another 1 ¾ gallons of lemonade. How much lemonade missing?
did she make in all? a. 4 9/10 Look in the chart on
a. 3 2/4 Look in the chart on b. 3 9/10 Answer: slide 1.
slide 1. Which letter matches
b. 4 Answer:
C. 4 1/10 your answer for
c. 3 4/5 your answer for d. 3 1/10 question 113?
question 111?
d. 4 1/4
4. Ms. Bramble's class had an ice cream sundae party The kids ate
2. The apple orchard is a great place to pick apples. Thomas picked 3 1 3/4 gallons of ice cream and there was 2 2/4 gallons left over.
2/S buckets full of apples. His older brother picked41/5 buckets How much ice cream was there in the beginning?
full. How much more did his brother pick than him? a. 3 1/4
a. 4/5 b. 4 1/4 Look in the chart on
b. 1 1/5 slide 1.
Look in the chart on C. 4 Answer:
C. 1 2/5 slide 1.
Answer:
d. 21/4 your answer for
d. 3/5 question �'l?
your answer for
question 112?
5. Tyler went to Domino's pizza with his family and his best friend's
family. His family ate 3 2/6 pizza. His friend's family ate 2 1/6
pizza. How much more pizza did Tyler's family eat?
a. 1 1/6
c. 3 2/6 Answer: slide 1.
question 115?
6. Ian rode his bike to the mall which was 14/6 of a mile. He then 9. The Henderson family had a family reunion. They made iced tea
rode his bike to his aunt's house which was 12/6 of a mile from for everyone to drink. They made 10 2/4 gallons. Only 2 ¾ gallons
the mall. Finally, he rode home from his aunt's house which was 2 were left over. How much feed tea did they drink in all?
1/6 miles. How far did he ride his bike In all? a. 8 2/4 Look in the chart on
a. 4 1/6 Look in the chart on b. 7 3/4 slide 1.
Answer:
b. 5 2/6 slide 1. Which letter matches
Answer:
Which letter matches c. 8 3/4 your answer for
C. 4 2/6 your answer for d. 7 2/4 question #9?
question *6?
d. 5 1/6
10. Brenden uses a bucket to fill up the bathtub for his dog
7. Sarah was making a dress for her doll. She needed 204 2/3 cm of Buddy's bath. He puts in 5 4/6 buckets and then Is called to lunch.
fabric. She had 213 1/3 cm of fabric. How much fabric would she When he gets back he puts In another 3 5/6 buckets. How many
have left over? buckets did he add to the bathtub?
a. 8 1/3 a. 8 5/6 Look in the chart on
b. 7 2/3 Look in the chart on b. 9 1/6 Answer:
slide!.
slide 1. Which letter matches
c. 7 1/3 Answer:
Which letter matches c. 9 2/6 your answer for
d. 8 2/3 your answer for d. 9 3/6 question #10?
question #7?
8. Greta walked 5 ½ blocks to the grocery store near her house. She 11. Justin loves reading. He has already read 15 3/7 books. He
walked the same distance back. How many blocks did she walk in wants to read another4 5/7 books by Spring Break. How many
all? books will he have read In all?
a. 11 a. 19 3/7
b. 10 1/2 b. 20 1/7 Look in the chart on
Look in the chart on slide 1.
c. 20 4/7 Answer:
c. 10 Answer: slide!. Which letter matches
Which letter matches d. 21 2/7 your answer for
d. 12 your answer for question *11?
question *8?
12. Gymnastics practice lasts 2 1/3 hours. If Haley goes for four 15. Peter was making pancakes. He needed 1 ¾ cups of flour for
days to practice. How many hours will she have practiced? one batch. He decides to make three batches. How much flour will
a. 9 1/3 he need?
b. 4 2/4 Look in the chart on a. 4 1/4 Look in the chart on
slide 1. slide 1.
c. 6 3/4 Answer:
Which letter matches b. 3 3/4 Answer:
d. 8 2/4 your answer for C. 5 1/4 your answer for
question #12? question #15?
d.. 5 2/4
13. Randy is given the number 20 ¾ she is told that a mystery

number is 4 ¾ more than the given number. What is the mystery 16. A pet store is 5 miles from Mya's house. She has already
number? biked 3 1/5 mites. How many more miles does she need to bike to
a. 24 2/4 get there?
b. 23 1/4 a. 1 3/5
c. 25 2/4 Look in the chart on b. 1 1/5 Look in the chart on
Answer: slide 1. slide 1.
d. 26 1/4 Which letter matches C. 1 4/5 Answer:
your answer for
question #13?
d. 2 your answer for
question *16?
14. Nick Is helping his sister with fractions. He draws pictures of

3 pizzas that are cut Into 8 pieces. He tells her that she has 1 4/8 17. Janice makes cookies. 3/10 of the cookies are chocolate
pizza and needs to add 5/8 of a pizza to that. What should she chip, 4/10 are sugar, 2/10 are peanut butter, and 1/10 of them
get? are caramel cookies. How much of the cookies are chocolate chip
a. 11/8 and sugar?
b. 2 6/8 Look in the chart on a. 7/10 Look in the chart on
C. 2 7/8 Answer: slide 1. b. 1 7/10 Answer: slide 1.
Which letter matches Which letter matches
d. 2 1/8 your answer for C. 8/10 your answer for
question #15? d. 1 8/10 question #17?
1s. Carl's mom made brownies for his birthday treat. She made two
batches of brownies. One recipe calls for 1 ½ teaspoons of vanilla
extract. How much vanilla will she need for the recipe?
a. 4 1/2
b. 3 Look in the chart on
c. 2 ½ Answer: slide 1.
question #18?
19, Joshua was drawing Pokemon pictures. Last week, he drew 14 5/7 You're done! Be sure to fill in each
Pokemon. If this week he draws another 5 4/7 Pokemon, how
many Pokemon will he have drawn in all? letter in the riddle that matches
a. 20 2/7 your answer choice for every
b. 21 6/7
C. 22 1/7 question from the KEY ON SLIDE
d. 19 3/7 Look in the chart on
slide 1.
1!
Answer:
your answer for
question #19?
Does your answer make sense? If
not, determine which letter that
seems out of place. Revisit that
question and try to resolve!
Now that you've solved the riddle,

go share it with a friend or family
member!
Adding & Subtracting Mixed Numbers Riddle ANSWER KEY
1. B 11. B
2. A 12. A Riddle Answer.
3. B 13. C It had so many problems!
Lf. B 1Lf. D
5. A 15. C
6. D 16. C
7. D 17. A
8. A 18. B
9. B 19. A
10. D
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Write 3 goals 1 I was running

down the hill
2 How do you
Plan a day trip
to the zoo.
you have for keep cool Think
when on a hot about what you
this
suddenly... day? need to bring.
summer.
6 fick a summer 7 Write a letter to 8 Write a funny 9 Write a riddle \0 What are your
favorite types
11 '\ 2
ord and create a classmate story about about your
telling them about favorite of books to
n acrostic poem a cat or dog
your summer summer read and why?
sing descriptive that can talk.
ords to explain it. so far. Don't activity?
forget to ask them
some questions.
I What do your 17 What are you 18 19
3 esearch and
1 rind 3-5 facts 14
• Ill I,,_ -
about being
-·-· 1
15 Describe the 16 want to learn going to do to
a character in best present bout in 5th celebrate your
bout Flag Day. you dad for Father's
your favorite rade? Explain
rite a paragraph have ever given Day?
video game. or received. hy.
n what you Describe your
learned. adventures.
I
You wake up 24- 2.5 26
22 23
201 21 If you could rite a fiction and find all your I can't stop
retend you are plan your family tory about a stuff missing. laughing when
cloud. What summer vacation, Write a mystery I think about...
ould you look where would you story about what
ike and describe go and why? happen.
our day.
27' If you were in

I
2'5 Describe how 29 What do you 30
you would like to hope you
charge and your change the world will do in
parents broke a when you grow July?
rule, how would up.
you handle it?
Write 3 facts that you Do you like fire
remember learning in works? Why might
J some small children
SS about the American
and animals not like
fireworks?
4 B 9 10
I woke up this morni g Something that I The happiest moment lfl could rename 10
1 The strangest dream I I
and realized I was would like to learn in my life was when... different crayon color
ever had was...
they would be...
invisible! I couldn't to do is ...
wait to... because...
f3 14 1 16 I 17
11 I u you could only
one food for the rest
12-Describe something
Go on a walk around
your neighborhood (or
115
If I could visit one What are some
that makes you feel of the planets it of your family
of your life what would ard). Can you draw
better when you are would be •.. because... traditions ?
1
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it be? Can you think sad. and label a food chain

of some creative ways from things
to cook it? that you observe?
18' I Research 20 21 22 23 2lf

19
and find 3-5 If you could have You open your closet
Are bo�'S and girls Write a poem about
facts about one either 3 arms or really different from door and find a magic your most prized
endangered species. 3 legs, which would one another'! Why or portal to ... possession.
Write a paragraph on you choose and why? why not?
what you )earned.
I
2.5 \ Write about a time26 27 29 29
Research one place in
30 I
Describe a common
31
you What is your favorite Do you prefer sports or the world that you food , such as pizza
stood up for something quality about video games? Write a would really like to or a hamburger, to
you believed in. What yourself? paragraph stating visit and write a someone who has
did you do? reasons for your opinion paragraph about it. never heard of it
before.
4th Grade Summer Reading List
Title Author Lexile

Percy Jackson Series Rick Riordan 630-740
Who was/Who is Series Various 600-870

https://www.whowasbookseries.com/
Harry Potter Series J. K. Rowling 880-1030
Ramona the Brave Beverly Cleary 820
Mr. Popper's Penguins Richard & Florence Atwater 910
Community Builders: Milton Hershey Charnan Simon 760
A True Book ™ -Westward Expansion: Life in the Teresa Domnauer 890

West
Captain Underpants Series Dav Pilkey 660-850
I Survived Series Lauren Tarshis 590-620
Ranger in Time Series (similar concept to Kate Messner 600-750

Magic Treehouse, but higher level)
The Tale of Despereaux (or other books by Kate Dicamillo 520-700

this author)
James and the Giant Peach Ronald Dahl 870
Shiloh Phyllis Reynolds 890
Porch Lies: Tales of Slicksters, Tricksters, and Patricia McKissack 790

other Wily Characters
Homesick: My Own Story Jean Fritz and Margot Tomes 860
Diary of a Wimpy Kid Series Jeff Kinney 900-1050
Love That Dog Sharon Creech 1010
Lunch Money Andrew Clements 840
For other great books that 4th graders love, click on this website:
https://www.greatschools.org/gk/?s=4th%20grade%20books
Summer Reading Log
Each week, read and log your minutes on this log. Read a minimum of 90 minutes a
week.
D9R D�s,1:ipti�m Qf wba:t �QU 1:1gd (ex. Because of

WiM Dixie pgs. 2-25)
Summer Reading Log
Summer Fun Opinion Activity
ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
1. Read the two articles: Catch A Wave and Sidewalk Surfing
2. Grammar Task:
• Circle all prepositional phrases
• Think about verb tenses: past, present, and future tense verbs. Use a highlighter or
crayon. Color past tense verbs yellow. Color present tense verbs red. Color future tense
verbs blue.
• Draw a box around the plural nouns.
3. Answer the comprehension questions.
4. Writing Task:
Your family is going on vacation and has the time to do one of the two activities: Extreme
Skateboarding or Surfing. Write an opinion piece that persuades your parents which activity to
choose for some family fun! You may use the opinion writing checklist and graphic organizer to
help you.
Opinion Writing Checklist
I can introduce a topic and clearly state my

opinion.
I can organize my ideas into paragraphs
with reasons to support my purpose.
I can provide reasons for my opinion and
support them with facts.
I can provide at least two-three pieces of
evidence to support my analysis, reflection,
and research. (paraphrase or direct quote)
I can use linking (transition) words to
connect my ideas.
I can provide a conclusion related to my
opinion.
I can use correct grammar, capitalization,
punctuation, and complete sentences.
Opinion Writing Graphic Organizer
Introduction to Topic:
My opinion:
Reason 1 to support Reason 2 to support Reason 3 to support

opinion: opinion: opinion:
Evidence: Evidence: Evidence:
Cl�s�ng and restate

I opinion: ____________________________
.
SummerReads: Bikes & Boards - Sidewalk Surfing
by Andrew Funk
This text is provided courtesy of Elfrieda H. Hiebert and TextProject.
© 2006 by Jon Hansen.
Photo: A skateboard competitor performs a jump at the Sprite Urban Games in London, England, July 2006.
No one knows exactly who had the idea of putting wheels on a board and going for a ride on
it. It is known that it was surfers who first rode skateboards. They called it "sidewalk surfing."
Skateboarding became popular in the 1970s. During that time, California had a serious lack of
water. Many people took the water out of their swimming pools. The dry pools were deep
enough so that skateboarders could do aerial tricks in them. But the steep, straight walls of
the pools led to many injuries.
Skateboarders began hearing about huge water pipes that were not in use. The curved sides
of the pipes made it possible to still perform aerial tricks but did not lead to as many injuries.
People began to build similar shapes out of wood and called them half-pipes.
Early skateboards were flat and thick like small surfboards. They had wheels made of clay or
rubber that did not grip the riding surface well. Once clay and rubber were replaced with
plastic wheels, skating became very popular. Skateboards are still usually made of wood. But
now the nose and tail of skateboards have small rises. By stepping quickly on one or other of
the rises, a skater can control the board during jumps and tricks.
One reason for the popularity of skateboarding is that many different tricks can be performed
with a skateboard. The most basic trick is called the "ollie," named after Alan "Ollie" Gelfland
who first performed it. The skater kicks down on the tail of the board and jumps up at the
same time. It looks like the board is flying in the air.
ReadWorks.org
© 2010 Elfrieda H. Hiebert. Some rights reserved. Used by Permission
SummerReads: Bikes & Boards - Catch a Wave
by Andrew Funk
This text is provided courtesy of Elfrieda H. Hiebert and TextProject.
© 2007 by Mike Baird.
Father and son surf lesson at Morro Bay, California, December 2007.
Almost 250 years ago, the first Europeans who visited islands in the Pacific Ocean saw local
islanders riding on waves. The riders started from shore with a wooden board. They used the
board to paddle out into the ocean. When they got past the point where the waves were
breaking, they turned and faced the shore. Then, they lay on the board and paddled toward
shore. When a wave broke, they stopped paddling and let the board move with the wave. At
this point, some riders got to their feet and stood for the rest of the ride. When the wave died
away, the board stopped moving. Riders would then turn their boards, paddle back out into
the ocean, and begin all over again. Because this action took place in the ocean surf, the
activity became known as surfing.
People know about surfing around the world but that doesn't mean that people can surf
everywhere. The waves have to be the right size. The breaking wave has to be big enough to
support a surfer on a board. The wave also has to be long enough so that the surfer can ride
it for some distance. Big, long waves are rare in the freshwater of most lakes. That means
that almost all surfing happens in the saltwater of oceans.
The best waves for surfing also depend on the slope and shape of the ocean floor next to the
beach and on wind patterns. In the United States, the best surfing places are in Hawaii,
California, and Florida.
ReadWorks.org
© 2010 Elfrieda H. Hiebert. Some rights reserved. Used by Permission
Comprehension Questions
Write your answer in complete sentences, restating the question as part of your answer.
1. Who first came up with the term "sidewalk surfing" ?
2. How did California's weather affect the increasing popularity of skateboarding?
3. How did improvements made to early skateboards make it easier to do jumps and tricks?
4. Why is the size of a wave important to successful surfing?
5. What do you think the first Europeans who observed surfers in the Pacific Ocean 250 years
ago thought ?
ELAGSE4RL9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil)
and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Choose 2 stories from your HMH reading book or from Epic in your Classlink account. Then compare and contrast
the themes, topics (good vs. evil), and pattern of events in the stories, myths, or traditional literature.
Title: Title:
Write a compare and contrast essay on these two stories. Use information from your Venn diagram.
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woman with a tear-strained face, wearing a tattered dress. I explained that the fairy
godmother would be gone for a few days and that I was her assistant. But she looked so
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sad that I invited her in for a glass oflemonade to cheer her up. As soon as she sat down,
she started to cry. I sat beside her and gave her a handkerchiefto dry her eyes.
��ar Assistant: First wipe away your tears. Then tell me what's bothering you.
,....,.. ...... Narrator: I said in a soothing voice. The young woman took a few breaths before
The Fairy Godmother's speaking.
Assistant Ella: My name is Ella, but my stepmother and stepsisters call me Cinder-Ella, because my
apron is always covered with cinders from cleaning the fireplace. They are mean to me
by Bruce Lansky and make me clean the house, cook, sew, and run errands all day while they have fun.
Now I have to make them new gowns for the royal ball. But I want to go too.
From Girls to the Rescue Book #1
Narrator: She started to cry again. I could guess where this was leading.
With the fairy godmother on vacation, the fairy
godmother's assistant must use clever ways to help Ella, Assistant: I'm very sorry to hear that.
a king, and two squabbling princes.
Narrator: I responded.
For more information on Classroom Theater,� Assistant: I suppose you came to ask the fairy godmother to get you to the ball. Is that it?
Characters in Order of Appearance Narrator: She nodded.
Narrator (or Fairy Godmother's Assistant)
Fairy Godmother's Assistant Assistant: I wish I could help you, but I make lemonade not magic.
Fairy Godmother
Ella Narrator: Ella began to cry again.
King
Prince Herman Ella: Can't you do anything?
Prince Sherman
Assistant: There's not much I can do. It's really up to you.
Narrator: When you need help, don't you wish a fairy godmother would suddenly appear Narrator: She dried her eyes again with the handkerchiefand stared at me in amazement.
to make things right? Well, don't hold your breath. She doesn't do that kind of thing
anymore. (She's getting on in years, you know.) So ifyou want some help-she still fixes Ella: Up to me?
anything from broken windows to broken hearts-you'll have to visit her little cottage in the
Bavarian woods and wait your tum, just like everyone else. And when you knock on the Narrator: she queried.
door, I'll let you in and make you comfortable. I'll even serve you a nice cold glass of
Assistant: It's really very simple.
lemonade. You see, I'm the fairy godmother's assistant.
My job used to be quite simple, really, until the fairy godmother announced she would be Narrator: I said.
taking a much-needed vacation. I was scared stiff! What would I say to people who came Assistant: Ifyou want to go to the ball, go. And don't let anything or anyone stand in your
for help? I didn't know any magic. I couldn't have turned a pumpkin into a glittering coach way.
ifmy life depended on it. I remember exactly what she told me as she was leaving.
Ella: But how can I go to the ball without an evening gown?
Fairy Godmother: Don't worry.
Assistant: Don't look at me.
Narrator: the fairy godmother told me.
Narrator: I responded.
Godmother: You're very sensible. I'm sure you'll find a way to handle whatever comes
up. And besides, I'll only be gone for a few days. Assistant: You're the seamstress. Ifyou can make beautiful gowns for your two
stepsisters, why not make another for yourself?
Narrator: To be honest, I didn't get much sleep that night. I kept wondering how I could
possibly fill her shoes. I got up the next morning and went to the kitchen to make a fresh Narrator: Ella pondered this for awhile, then shook her head.
pitcher oflemonade. When I heard a knock on the door, I opened it and found a young
Ella: But I can't afford to buy silk or velvet. How can I make a gown without any fabric? Assistant: Ask him to be careful not to step on your toes.
Assistant: Are there any velvet curtains in your house? Or silk bed sheets? Narrator: I joked. Ella laughed so hard, she had to use the handkerchief again. Sensing
she was close to deciding in favor of going to the ball, I gave her one more push.
Narrator: Her worried look slowly turned into a smile.
Assistant: What have you got to lose?
Ella: There sure are!
Ella: Nothing.
Narrator: she gushed. But her smile was shortlived. Another question had flashed into
her mind. Narrator: Ella exclaimed, smiling from ear to ear.
Ella: But what about dancing slippers? I don't have any. Ella: Nothing at all.
Assistant: Then don't wear any. Narrator: She stood up to shake my hand.
Narrator: I advised. Ella couldn't believe her ears. Ella: Thank you for all your help. I've got to go now. I've got so many things to do!
Ella: You mean I should go to the royal ball barefooted? Narrator: Before she left, I offered her some final advice.
Assistant: What choice do you have, unless you want to wear those ugly boots you're Assistant: If you don't want your stepmother and stepsisters to know you've been to the
wearing? ball, be sure to leave by twelve o'clock sharp. That way you'll be back in bed by the time
they get home.
Ella: How am I supposed to get to the ball?
Narrator: I was quite pleased with myself for helping Ella. Relaxing for a moment with a
Narrator: she asked. This young woman certainly could think up problems! glass of lemonade, I wondered if the fairy godmother with all her magic could have done a
better job. I spent a good part of the day congratulating myself and feeling thankful I'd
Ella: The royal palace is almost a mile from my house. gotten through my first visitor without messing up.
Narrator: I knew Ella wouldn't like my answer. After dinner I was surprised by a knock at the door. When I opened it up, I discovered a
distinguished-looking elderly gentleman. He looked ever-so-much like the king, as
Assistant: I suppose you'll just have to walk. pictured on every postage stamp in Bavaria, except that this man looked older, frailer, ad
far more worried. He must have been trying to keep his visit a secret; no guards or
Narrator: A big frown appeared on her face. This wasn't the kind of help she had hoped
footmen were with him. I curtsied deeply as soon as I let him in.
to get from her fairy godmother.
King: Enough of that.
Ella: But they'll never let me in ifl don't arrive in a fancy, horse-drawn carriage.
Narrator: he blustered.
Narrator: she whined.
King: I must see the fairy godmother at once!
Assistant: You're right.
Assistant: I'm sorry, Your Highness.
Narrator: I agreed.
Narrator: I explained.
Assistant: They may not let you in through the main gate, but I don't think there's anyone
guarding the door to kitchen. Do you? Assistant: She's away. Can I help you?
Ella: I guess not. King: Perhaps.
Narrator: she said tentatively. Narrator: he replied.
Ella: At least, I hope not! King: Do you know where she keeps her magic potions?
Narrator: Ella seemed uncomfortable with my answers. She'd never done anything so Assistant: If you tell me which potion you'd like, I'll be happy to look.
daring before. I wasn't surprised when I heard another "but."
Narrator: I said in as helpful a voice as I could muster. The king looked embarrassed.
Ella: But if a prince asks me to dance, what should I say?
King: Well, actually, I'm looking for a potion that would enable me to, well ... live King: the longer I put off making a decision, the worse it will get. I suppose I'll have to
forever. make the best ofmy situation for as long as I can. You've been more helpful than you can
imagine. I'm glad the fairy godmother was away.
Narrator: I offered the king a comfortable chair, excused myself, and went to the cabinet
where the fairy godmother kept her potions. In a short time I returned with a handful of Narrator: With more energy than he'd displayed since he arrived, he got up from his chair
bottles. and announced,
Assistant: I've found a potion to keep your breath fresh longer, and one to make your King: I must be on my way.
suntan last longer. But I can't find anything to help you live longer, not even for a day.
Narrator: He smiled as though a great burden had been lifted from his back. He headed
Narrator: His royal highness was definitely not overjoyed by this news. for the door, opened it, and was almost gone when he turned and said,
King: In that case, I'll wait here till the fairy godmother returns. You see, I'm not feeling King: I want you to forget that I was ever here ... or did I mention that already?
well, and the royal doctors haven't been much use.
Narrator: He reached into his pocket and pulled out a bag of gold coins, which he handed
Assistant: I'm sorry to hear that, Your Highness. What seems to be the problem? me. He didn't see me collapse into the armchair and pull out a handkerchiefto wipe my
face. This had been a most unusual day, and I was anxious to relax in a tub full ofhot
King: My back, for one thing. It's killing me. And I can't sleep at night because ofterrible water and bubbles. (I'd found an excellent bubble bath in the fairy godmother's potion
gas pains, not to mention splitting headaches. My eyesight's growing dim. I'm deaf in one cabinet.) The next morning was uneventful. I'd slept well and was ready for anything.
ear. I'm growing forgetful... or did I mention that already? But worst ofall, my twin sons Then , around noon, "anything" happened. Who do you think knocked at the fairy
are driving me crazy! Aside from that, I'm fine-just fine. godmother's door just as I was starting to think about lunch? Prince Sherman and Prince
Herman! The first thing I noticed when I let them in was how angry they looked. They
Narrator: There was no mistaking his sarcastic tone. were arguing about something on the doorstep, and they continued to argue as I opened
the door.
Assistant: I think you must be terribly uncomfortable, Your Highness. But why would
you want to live forever? Surely your health will continue to get worse as you grow older. Sherman: I want the horses and the stables so I can play polo.
In a few years, you'll be confined to bed. Would you enjoy living forever in bed?
Narrator: said Prince Sherman. (I could tell he was Sherman because he had a large "S"
King: I never thought ofit that way. monogrammed on his tunic.)
Narrator: he admitted thoughtfully. Herman: No way.
King: But at least ifl lived forever, I wouldn't have to worry about how to divide the Narrator: replied Prince Herman. (He was the one with a large "H" monogrammed on his
kingdom between my sons, Prince Sherman and Prince Herman. They're identical twins, tunic.
you know. Even I can't tell them apart. You see, no matter how I divide it, one or both of
them will be angry with me. Their squabbling is driving me crazy ... or did I mention that Herman: I like to ride, too.
already?
Assistant: Excuse me, Your Highnesses.
Narrator: he asked absent-mindedly.
Narrator: I said as I curtsied.
Assistant: Your memory serves you well.
Assistant: I'm afraid the fairy godmother isn't here. I'm her assistant.
Narrator: I answered diplomatically.
Sherman: That's all right.
Assistant: But I wonder, iftwo sons' squabbling is driving you crazy, how will you like it
when you have eight grandchildren arguing over how to divide the kingdom? Or thirty Narrator: said Prince Sherman.
two great-grandchildren? Or a hundred-and-twenty-eight great-great-grandchildren? If
you're not crazy yet, that should do it. Sherman: Our father, the king, sent us to see you.
Narrator: The king appeared lost in thought. Narrator: I couldn't believe my ears.
King: Come to think ofit, Assistant: He sent you to see me?
Narrator: he answered, Herman: That's right.
Narrator: said Prince Herman.

Herman: You see, he told us he's very sick and doesn't have long to live. And he said Sherman and Herman: Nah!
we'd have to figure out how to divide up the kingdom ourselves.
Narrator: they said simultaneously.
Sherman: And...
Assistant: Or you could share the throne and rule together.
Narrator: Prince Sherman continued,
Sherman: Impossible!
Sherman: he said if we couldn't figure it out, to come and see you. Which is why we're
here. Narrator: exclaimed Prince Sherman.
Assistant: What do you expect me to do? Herman: Disastrous!
Narrator: I asked. Narrator: proclaimed Prince Herman.
Assistant: You know, I'm just the fairy godmother's assistant. I don't do magic. Sherman: We can't agree about anything.
Herman: We know all that. Narrator: added Prince Sherman. He paused.
Narrator: said Prince Herman. Sherman: Well, almost anything. We both agree that's a stupid idea.
Herman: But father said that what you do is better than magic. Assistant: Then there is only one other option.
Narrator: I was surprised ... no, stunned... no, shocked! Narrator: Again I paused for dramatic effect.
Assistant: 1-1- I'm fl-flattered. Assistant: Prince Sherman, you divide the kingdom as evenly as you can. Prince Herman,
you choose which half you want.
Narrator: I stammered, not knowing what else to say.
Narrator: Prince Sherman looked at Prince Herman. Prince Herman looked at Prince
Sherman and Herman: So we'd like you to divide up the kingdom for us. Sherman. They smiled. Then they looked at me. Still smiling, they both reached into their
pockets, pulled out bags of gold coins, and handed them to me at the same time. Then they
Narrator: they said in unison. walked out the door with their arms on each other's shoulders. They barely made it
through the door.
Assistant: I don't suppose I can refuse a royal command.
Assistant: I can't believe it!
Narrator: I said hesitantly.
Narrator: I said to no one in particular as soon as I'd collapsed into the armchair again.
Sherman: What do you mean? Thank goodness there were no more visitors that day. I'd had all the excitement I could
handle.
Narrator: asked Prince Sherman suspiciously.
That night over dinner, I wondered whether Ella ever went to the royal ball. The next day I
Assistant: You see, ifl decide how to divide the royal kingdom, then you'll both be mad found out. Just before noon she knocked on the front door. She was carrying a satchel and
at me, because I can't possibly make you both happy. But I do have a few suggestions. looking tired but happy. I was about to ask, "How was the ball?" but she started talking
before I could say a word.
Sherman and Herman: Such as?
Ella: The ball was great! The music! The food! The dancing! Everything! I would never
Narrator: they demanded. I cleared my throat to create some drama.
have gone without your help!
Assistant: Ahem. Narrator: she gushed.
Sherman and Herman: Yes?
Assistant: Thanks.
Narrator: they asked, waiting for a brilliant pronouncement. Narrator: I replied.
Assistant: Well, you could both renounce the throne and let your cousin Fritz rule. Assistant: But I can't take any credit. You did it all yourself. By the way, what's in your
Narrator: The twins looked at each other, wondering whether the other would seriously satchel?
consider such a proposal.
1. Locate the cast of characters. How many characters does this play
Ella: All my belongings. have?
Narrator: Ella replied.
2. What is the setting of drama(play)? Does it state the setting or do you
- ------------------
Ella: After attending the royal ball, I really couldn't go back to living with my stepmother
and stepsisters. So I decided to move to town and open up a dressmaker's shop. I really am
a good seamstress, you know. I just came by to thank you and to tell you the latest news
need to infer?
from court. Last night, the king announced he was stepping down from the throne so he
could travel. He turned the throne over to Prince Herman-all except the stables.
Apparently, Prince Sherman had decided to devote himself to polo.
Narrator: As she was leaving, I said, 3. Give one example of dialogue from the play. _ _ _ _
____
Assistant: I'd like to be your first customer. I'll be in to see you for a fitting next week.
Ella: Thanks.
4. What is the purpose of the narrator in the drama? _______
Narrator: she said.
Ella: Maybe we can go to the royal ball together next year.
Assistant: I'd love to. 5. Find one example of stage directions. Explain how this helps the
Narrator: I replied. characters in the drama. ------------------
Assistant: But next year we'll go in style. We'll rent a coach for the evening. And we'll
both wear dancing slippers, too.
Narrator: Ella walked out the door laughing. The fairy godmother returned the next day.
She didn't seem surprised when I told her all the things that had occurred while she was
away.
Godmother: I told you when I left that you could handle whatever came up.
Narrator: she said. I wonder if those were magic words.
© 1995 by Bruce Lansky. Adapted from the story "Fairy Godmother's Assistant" in fiiI:1£
to the Rescue, Book #1. published by Meadowbrook Press. This Classroom Theater
version of "Fairy Godmother's Assistant" is © 2000 by Meadowbrook Press.
Permission is given for individual school classes to perform this play and to make as many
copies of the play as arc needed for the students' use. All other reproduction and
performance is prohibited under penalty of law.
Click here to learn more about Bruce Lansky,
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: If the� are reading a F1C't1on book Qak them.... :
:
•• •■
Who Clre the mc:iin che1ractera cmd wi'lcrt. trcsiU can �ou infer abo\lt them?
How heave the characters changed during the book?
•
•• •
Whcrt- questions do !fOU have as !:f OU ore rec:idin9?
la the ator!f written in first or third person point of view?
•• :
Whcrt. is the chrt.hor 1s purpose? Persuade, loform or Entertcain?
•
•• •
Whcrt. is the problem in the .stor!:f? How do �ou think it will be .solved?
•• Whcrt. do !:fOU pr-e-dict will hc:Jppen next?
Could the stor!:I hdppen in rec:aJ life?
:
•
•• •
•
How are !:fOll .,imilQr to the chc,racteris? How cu·e �ou different?
•• Whcrt is the theme of the book? Whcrt. leuon did the ch<Jrc:Jcters learn?
•
•
Write a iummClr!:f of tne stor!f u.sing Somebod!:f , Wanted, 8ut, So, Then...
•• Whcrt. was �our fcivorite part c:md Wh!:f ? :
•• ••
Did !:fOU like the ending? lf not, now would �ou change it? Write �o\lr owo ending.
�····················································�
�·····················································•
•• lf the� are rectding <I NonF ,on
- •IC._.
I book Cl3k them....
:
: Whcrt do !IOU think �ou will learn frorn this book? :
• Whcrt. do !:fOU alredd!:f know <1bout tf'\i3 topic? •
: WhClt questions do 90\1 h<1ve Cl3 �ou are rec:iding? •
•
•
Whcrt i., the mciin idea of the text?
WhClt is the C1uthor 1 1· p1Arpose? PeNUJdde. Inform or Entertain?
•
•
•
■ •
■ Whcrt. text features were used in this text? How did the!f help !fOIJr underatcanding?
• Whcrt did !fO\.I ledrn from this text? :
: Do !IOU have <11'!:f queations ctt'ter ree1din9 ttlis? •
■ Were there cm!I ,mknown words in this text? How did !:fOU find out their meaning? •
• ■
Wh�re cotAld �ou find more informatioo on this topic? •
: Write Cl Bummcir!f of this text- remember to include the m<1in ideC1 and supporting ■
•.........................•............•.............. �•
• detcsils. •
I
•
them to write about what the� read!
•
■ • • • • •
•. � ... . ,� ;;:";
- w· ----��"':�-. ·-· ,. .·
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____:.s.=_____
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•
Student A Reads Student_
----�--- ________ •
I - B Reads
•
-------- - ------
1 1•
: •!• 20 minutes per day. •!• 5 minutes per da_y. •••
♦ _ _
_ r school year.
• •!• 3,600 minutes eer school year. •:• 900 minutes pe ♦•♦
I
♦
: I •:• 1,800,000 words per year. •!• 282,000 words- p_ er year.

_ ♦•♦
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•!• Scores in the 90th percentile on
��
•!• Scores in the percentile on 5()th •!• Scores in the
'v
I 0th percentile on
.•
• •
• standardized tests. standardized tests. • standardized tests.
: H they start reading for 20 minutes per night in Kindergarten, by the end of 6th grade, Student A will have read for the :
• equivalent of 60 school days, StudeotB will have read for 12 school days, and Student C will have read for 3. ••
•
- entJu "' •
9
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Read the following story and then complete the prompt writing task.
Benjamin Franklin
Benjamin Franklin was born in 1706 in Boston, Massachusetts. He was always filled with
ideas and loved to read. His family couldn't afford to keep him in school, however, so he went to
work in his brother's print shop when he was 12 years old. When Franklin was 22, he set up his
own print shop in Philadelphia, Pennsylvania. Beginning in1729, he wrote and published
thePennsylvania Gazette newspaper. From 1732 to 1757, he printed Poor Richard's Almanac
once a year. The almanac provided weather forecasts, household tips, and other helpful
information. Poor Richard's Almanac was very popular because it also included stories and
words of wisdom. Franklin is remembered for many well-known sayings, such as "Well done is
better than well said."
From the time he was a boy, Franklin spent his time inventing things that would make life
easier. When he was 11, he had an idea that would help him swim faster. He made "fins" for his
hands from pieces of thin wood. The wood was cut in oval shapes and had holes for his thumbs.
He also strapped wood planks to his feet, but those slowed him down. Franklin continued to
love swimming throughout his lifetime. He encouraged others to exercise in water. Because of
his involvement with the sport, Franklin was inducted into the International Swimming Hall of
Fame in 1968, which was 178 years after his death. Franklin also created Philadelphia's first fire
department and its first police department. He then went on to organize the first hospital and the
first library in the United States.
As Franklin aged, he developed vision problems. Sometimes he needed to wear
eyeglasses to see things that were far away. At other times, he needed glasses to help him see
or read things that were very close or small. Franklin used two different pairs of glasses for
these issues, and he grew tired of switching between them. In a very clever move, he cut the
lenses of each pair in half. He used the halves to make two new pairs of bifocal glasses. The
bottom halves helped him see things nearby.The top halves helped him see things that were far
away. Today, people with vision issues can wear glasses or contact lenses based on Franklin's
design.
Benjamin Franklin is best known for his role in the creation of the United States. He
helped write the Declaration of Independence and the U.S. Constitution, and he signed both.
Franklin continued to serve as a U.S. government for the rest of his life. When Franklin died in
1790, 20,000 people attended his funeral.
Writing Task
Write an essay that tells your opinion about Benjamin Franklin. Are his
achievements and inventions still important today? Why or why not?
Use information from your graphic organizer and the biography.
Writer's Checklist
Introduce the topic and organize information
Use information from the two passages
Develop the topic with facts, definitions, details, quotations, or other information and examples related to
the topic
Identify the passages by title or number when using details or facts directly from the passages.
Develop your ideas clearly and use your own words, except when quoting directly from the passages
Use clear language and vocabulary
Provides a conclusion
Check your work for correct usage, grammar, spelling, capitalization, and punctuation
Now write your informational essay on your answer document. Refer to the
Writer's Checklist as you write and proofread your writing.
Name: Date:
,-----------------------------------------------------------------
: Topic=-------------��------------
1
: Introduction (hook):
'------------------------------
'-----------------------------------------------------------------
I
Paragraph 1 Topic: Paragraph 2 Topic: Paragraph 3 Topic: Paragraph 4

Topic:
Evidence: Evidence: Evidence: Evidence:
Explain: Explain: Explain: Explain:
Conclusion:
Read the following story.
Figure out where to place your cylinder garden. You ca,i

posltlon It on top of solI or on a h_..made surface. such
� CDl'£rete. Try tc flr.:l an at'l!a that wlll receive .it /e.l!.t six
to eight hours of sunlight and Is dose to a source of water.
Research wgetallles that 11� II grow lilrlng the season

you are In. If you are gardening at school. look for
varieties that� C.111 h.l!vest within a school quarter or
:i..'llesll!r-30 to 90 days. Se.ire� fol CORl)act varieties
that can grow ·n a small space. The vegetables that
are suitable for cylinder gardening are beans. c.arrot.s.
1iwlre Is a cheap .1nd easy w.y to grow food at sc.nool-even If lllere
parsley. peas, or tomatoes.
.
are no ftower IN!ds! Cyilnder gardening uses containers that can be
placed almost anywher�. You oon't need any g.lf�nlng exJH!rlence,
Cut off the bottom of the bucket and discard It. Then
and the preoar�on Is simple. Why not give It a try?
cut tr.e rest of the bucket ln half. You will need tc ask
�li adult to flelp you. Now you have two cyllnders.
- {Noll!: If you are plaoog the bucket on concrete, 1t ls
You will need: better not w cut It but as\: an adult to C!rlll aalnq
At '�ast DIii! S-g.llon (23-literi holes In the botlX)m.)
• Potting SD
bucb!t of the l)W Ll5ed to
lrilffljlOrt food (yoo COil a ,15( I • Vegetable seeos Put the cylinders In oosltloo.
local ,eta;.rant 1':I ,UDply dl!a'I
buckets., • Feniizer
Fill tnem with potting soil and mix In some fertilizer.
Plant yoll' seeds, following Ille lnstructlons on the

pacbge fof spa,ctr,g. anr.i water gently.
Monltnf the seedlings as the, grow. keeping tiloem moist

wtth water and addlng fertlllzer regulilf!v. Thin out th;i
se�llngs If they are crushed togelller
Growing Food is an example of a technical text. Think about why the author chose to write the article this way. When reading
informational text the author uses text structure to help the reader understand the topic. The main types of text structure include
sequence/chronological order, cause and effect, compare and contrast, problem and solution, and description.
Read the following story.
1. What text structure does the author use in the text Growing Food? ____________
2. Why does the author use this text structure?
3. How does this help the reader understand the information?
4. What evidence can you use to support the text structure you chose?
Feotu res of the
�ocean Floor� by Connie Rather
1 Picture this: You're in a submarine seamount ocean ridge

right next to a continent. Looking
down, you see a part of the ocean
floor called the continental shelf.
Now, head out to sea. The ocean floor
drops away to form the continental continental shelf ocean
continent trench
slope. You might pass through a Features of the Ocean Floor
range of seamounts, or volcanoes
rising from the ocean floor. In time, you'll reach the abyssal plain,
a dark realm with deep valleys called trenches. Finally, you might
encounter long, snakelike ocean ridges that rise from the ocean floor.
They connect to form a long chain of underwater mountains around
the planet.
2 The deepest ocean trench in
Highest and Deepest the world is the Mariana Trench
Places on Earth
8 -,---------, in the Pacific. It is one of the most
Study the diagrams as
7 -+----------f difficult places to reach on Earth.
you reread the text.
It is so deep that if Mount Everest, Circle the title of each
6
one of the tallest mountains in diagram. Think of how
5 -+-"""""--+-�--#---I the world, were picked up and put the title connects the
at the bottom of the trench, the diagram to the text.
mountain would still be covered

with water!
Oi-Ready © 2020 Curriculum Associates, LLC. All rights reserved. Grade 4 • Packet 2, Section 2 39
How do the text and diagrams work together to provide
information about the ocean floor?
Thi le Look for information,

data, or details in the
Use information about the abyssal plain and the Mariana Trench to
diagrams that the text
complete the chart below. Identify what you learned from the text and does not provide.
what you learned from each diagram.
What the Text Says What the Diagram Shows J

-- J
abyssal plain "Features of the Ocean Floor"
Mariana Trench "Highest and Deepest Places on Earth"
► Talk
EJ Share your chart with a partner. What information came from the
text, the "Features of the Ocean Floor" diagram, and the "Highest
and Deepest Places on Earth" graph? Why do you think the author
presented certain information visually rather than in words?
W i e
hi Make sure to
Short Response How do the diagram, graph, and text work clearly state where
together to give you information about the Mariana Trench? Use your evidence comes
evidence from each to support your response. Use the space from, the text or a
provided on page 41 to write your response. diagram.
Write Use the space below to write your answer to the question on page 40.
Features of the
�ocean Floor� HINT Make sure to
clearly state where
Short Response How do the diagram, graph, and text work
your evidence comes
together to give you information about the Mariana Trench?
from, the text or a
Use evidence from each to support your response. diagram.
Don't forget to check

your writing .
.. _____.,,,,.,_,, ___.__._._.._
1 The ocean has three main zones. These zones are distinguished by the
amount of sunlight they receive.
2 In the sunlight zone, the sun's rays penetrate from the surface
to a depth of 650 feet. The light lets plants grow here, and these plants
provide food for animals. Here you will find sea mammals and schools
of fish.
3 The twilight zone stretches from 650 feet to 3,300 feet below the
ocean surface. There is almost no sunlight, so no plants grow. Animals
that live here wait for dead plants and animals to drift down from the
sunlit zone. The animals here have ways of surviving difficult conditions.
Many can produce their own light, which helps them search for food.
4 Below 3,300 feet, the midnight zone lies in complete darkness.
There is very little food, the water is cold, and the water pressure is
enormous. Some animals at this level are soft, so the pressure doesn't
affect them as much. Many are blind or have no eyes, but they can feel
the smallest movement of food that might brush up against them.
0 ft
650ft l:rl,J'lj .,_;:,�·�
Reader Habits
3,300 ft What do you learn about
the zones from the text?
From the diagram?
Reread the article.
Underline details shared
by the text and diagram.
Oi-Ready © 2020 Curriculum Associates, LLC. All rights reserved. Grade 4, Packet 2, Section 2 42
Tliiin 'I Use what you learned from reading the science article to respond
to the following questions.
D This question has two parts. Answer Part A. Then answer Part B. Visuals often help
you "see" what is
Part A explained in a science
Which ocean animals listed in the diagram are most likely to live text. Think about how
among creatures that have soft bodies and no eyes? the visuals support
the topic.
A red shrimp and anglerfish
B viperfish and lantern fish
C tuna and whales
D red shrimp and tuna
Part B
Circle one detail in the diagram on page 42 that supports the
answer to Part A.
Which fact about the twilight zone is given in both the passage and
the diagram? Write it on the lines.
---------------------------
► Tai
Describe at least one type of information you can find in the diagram
that the passage does not give you. How does the diagram help you
better understand the differences in the three zones?
1 rit
Short Response Compare and contrast information about the Reread the
ocean zones that is provided by the text and the diagram. Use at least text for details that
explain what is shown
one detail from both the passage and the diagram to support your
in the diagram.
response. Use the space provided on page 44 to write your answer.
i� Write Use the space below to write your answer to the question on page 43.
Ol DOWN, DOWN, DOWN

' Short Response Compare and contrast information about Reread the text
for details that explain
the ocean zones that is provided by the text and the diagram.
what is shown in the
Use at least one detail from both the passage and the diagram diagram.
to support your response.
---------------------------------
--- --------------------------
Check Your Writing

0 Did you read the prompt carefully?
D Did you put the prompt in your own words?
D Did you use the best evidence from the text to support your ideas?
D Are your ideas clearly organized?
0 Did you write in clear and complete sentences?
D Did you check your spelling and punctuation?
by Oliver Herford, The Book of Humorous Verse
1 The saddest fish that swims the briny ocean,

The Catfish I bewail.
I cannot even think without emotion
Of his distressful tail.
5 When with my pencil once I tried to draw one,
(I dare not show it here)
Mayhap it is because I never saw one,
The picture looked so queer.
I vision him half feline 1 and half fishy,
10 A paradox in twins,
Unmixable as vitriol and vichy2-
A thing of fur and fins.
A feline Tantalus, forever chasing
His fishy self to rend;
15 His finny self forever self-effacing
In circles without end.
This tale may have a Moral running through it
As Aesop had in his; . ----- - . - ::-
If so, dear reader, you are welcome to it, Clos� Reader Habijts
- � - - -
20 If you know what it is! How does the poet

describe the catfish?
Reread the poem.
Underline words and
phrases that explain
how he imagines a catfish
to look.
1
feline: catlike
2
vitriol and vichy: an acid and an old word for mineral water; they are dangerous to mix
&i-Ready © 2020 Curriculum Associates, LLC. All rights reserved. Grade 4 • Packet 1, Section 2 37
Tti 'c .:: Use what you learned from reading the lyric poem to respond to
the following questions.
In the poem, one word has this definition: "to cry out in sadness or If a phrase mentions a
pain." Underline the word that best fits the definition in the following character from
lines from "The Catfish." mythology, you may
need to look beyond
The saddest fish that swims the briny ocean, the text to find
The Catfish I bewail, information about it.
I cannot even think without emotion
Of his distressful tail.
Read these lines from the poem.

I vision him half feline and half fishy,
A paradox in twins,
Unmixable as vitriol and vichy-
What is the meaning of paradox as it is used in the poem?
A a creature with parts that don't seem to go together
B a furry fish with a brother that looks just like him
C a scaly cat that is confused and spins around
D a make-believe animal that has two different heads
► Talk
Reread lines 13-14. Tantalus is a criminal in a Greek myth. He is
punished by keeping delicious food and drink forever just out of his
reach. Why does the poet describe the catfish as a "feline Tantalus"?
Use the chart on page 39 to organize your ideas about the poem.
► �; Wri e
· Short Response Use details from the poem and your discussion to 1-:INT Think of what
explain why the poet calls the catfish a "feline Tantalus." Use the space you know about a
cat's usual reaction to
provided on page 39 to write your response.
a fish.
Use the chart below to organize your ideas.
Unknown Context Possible Clues

Word in Poem Meaning
Wr · te Use the space below to write your answer to the question on page 38.
· Short Response Use details from the poem and your H�Nl Think of what
discussion to explain why the poet calls the catfish a "feline you know about a
cat's usual reaction to
Tantalus."
a fish.
How Do You Know What Makes a Good Summary?
A good summary of a reading passage depends on the kind of passage you are reading.
If you are reading fiction, usually you will read about a character who has a problem.
Your summary should tell about the character, the problem, and the solution.
If you are reading nonfiction, your summary should tell about the main idea of
the passage as well as the main points contained in the paragraphs.
Read this passage about Native American sign language. Think about
what would make a good summary.
Long ago, Native Americans developed a system of sign language.

All tribes understood these signs. The signs were a helpful way to understand
each other since not all tribes shared the same spoken language.
Many Native Americans today still use the ancient form of sign language.
Though it is no longer needed, it is an important link to their past.
1. Let's narrow down the main idea and the important points in this
nonfiction passage.
Look at the chart below. It shows the main idea and three important points
about the main idea.
2. Use the main idea and important points to finish the one-sentence summary
of the passage in the box at the bottom.
Main Idea
Native Americans developed a system of sign language
long ago that all Native Americans could understand.
Important Point Important Point Important Point

Not all Native Americans Sign language helped Many Native Americans use
shared the same spoken members of all tribes the ancient system today
language. understand each other. as a link to their past.
•
Summary
Long ago, Native Americans developed a system of sign language that all tribes understood,
a system used today
Summarizing *
Learn About the Strategy �
A summary is a short statement that tells the main points or
important ideas of a reading passage. When you retell the
important ideas in one sentence, you are summarizing.
WHAT • A summary is not stated in a reading passage. To create a summary,
TO you must think about and retell the most important ideas.
KNOW • A good summary of fiction tells about the main character,
the problem, and the solution.
• A good summary of nonfiction tells about the main idea of the
passage, as well as the main ideas contained in the paragraphs.
Read this article about spiders. As you read, think about the
most important ideas in the article. Then think about what
you might tell someone who asks what the article is about.
Spiders spin webs that are sticky. They do this

so that flies and other insects will become trapped
in the web. Once a fly is trapped on the sticky
threads, it cannot break free. But how do spiders
walk on their own webs without getting trapped?
Spiders make several kinds of silk to build a
web. One kind of silk is the sticky kind. Spiders use
the sticky silk to catch insects. Another kind of silk
is not sticky. Spiders use this silk to make the strong
supporting threads of the web. Spiders know to
walk only on the threads that aren't sticky.
The most important ideas in the article are:

Spiders do not get trapped in their webs, but insects do.
Spiders use two kinds of silk to build their webs-one kind is sticky,
the other is not.
Spiders know not to walk on the sticky threads of their webs.
Here is what you might tell someone who asks what the article is about:
Insects get trapped on the sticky threads of spiders' webs, but spiders do not get
trapped in their webs because they know to walk on the threads that aren't sticky.
• Summarizing
Read this story about a girl named Keiko. As you read, think about the
main character's problem and its solution. Then answer the questions.
Monster of the Deep

Keiko was lying in bed. She had just finished reading in her encyclopedia
about the giant squid. This fierce creature exists way down deep in the dark,
cold sea. The giant squid grows up to 70 feet long and weighs hundreds
of pounds. Its eyes are the size of dinner plates. It has ten arms and a beak
like a parrot. Sightings of giant squid are extremely rare. Giant squid are not
found in the parts of the ocean where people often swim or go boating. Keiko
shuddered at the thought of meeting one. Keiko was still thinking about the
giant squid when she drifted off to sleep.
Keiko found herself in a boat enjoying a day on the ocean when a
giant tentacle, or arm, reached overboard. The tentacle was covered with
rows of suckers. Keiko had read that the suckers hold the squid's food
as the tentacles carry it to the mouth. She didn't want to be a meal for
a giant squid. Keiko screamed and moved away from the giant arm, but
it kept moving and calling out her name. Keiko woke up shaking and
sweating and saw her mom standing next to the bed. "What a nightmare!
That's the last time I read about a scary animal before I go to sleep!"
®
1. What is Keiko's main problem in the story?
She was almost eaten by
a giant squid.
®
2. What is the best summary of the story?
A girl goes to bed after reading
a book about a scary animal.
@ She woke up in the middle @ A girl was enjoying a day on the
© of the night.
She had a nightmare after
reading about a scary animal. ©
ocean when a giant squid reached
overboard and frightened her.
After a girl has a nightmare, she
@ She could not go back to sleep decides never to read a scary book
after having a nightmare. before going to bed.
@ A girl falls asleep while reading
a book and then wakes up in
the middle of the night.
Work with a Partner
• Talk about your answers to the questions.

• Tell why you chose your answers.
• Then talk about what you have learned so far about summarizing.
Summarizing *
A summary is a short statement that tells the main points
or important ideas of a reading passage.
• A good summary of fiction tells about the main character's
REVIEW
problem and its solution.
• A good summary of nonfiction includes the main ideas
of the selection.
Read this newspaper article about a new park. As you read, ask yourself,
''What does a good summary of nonfiction include?" Then answer the questions.
Crane Park Officially Opens

By Jules Reed
Crane Park opened today Michael talks about ways ballparks, a track, and
to a huge crowd of excited to meet life's problems. a playground. There
children and adults. This Although he is only fifteen is also a swimming area.
new park is located in the years old, Michael inspires Refreshment stands, picnic
southern part of town, near people of all ages. areas, and kayaks are all
Turtle Pond. Crane Park has something available for rent.
Mayor Sims was on hand for everyone. There are three
to help dedicate the park
Crane Park honors Michael
Crane, a young ballplayer
who has a rare bone disease.
Michael can no longer play
baseball. He does, however,
spend lots of time with
children and young adults.
3. What is the main idea of the article? 4. What is the best summary of the article?
® A new park opens to honor a young ® A young boy can no longer
baseball player. play baseball because of a rare
® A park has something for everyone. bone disease.
© A young baseball player has a rare ® A new park honors a young boy
bone disease. with a rare bone disease who
is an inspiration to many.
@ A mayor helps dedicate a new park.
© A mayor helps dedicate a park
to a young ballplayer.
@ Many people are excited about
the opening of a new park.
• Summarizing
Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.
3. What is the main idea of the article? 4. What is the best summary of the article?
e A new park opens to honor a young ® A young boy can no longer
baseball player. play baseball because of a rare
This answer is correct because it bone disease.
tells what the article is mostly about. This answer is not correct because
Most of the facts and details in the it states only one important detail
article support this main idea. from the article. A good summary of
nonfiction includes the main ideas of
@ A park has something for everyone. the passage.
This answer is not correct because
it does not tell what the article is e A new park honors a young boy
mostly about. This answer tells only with a rare bone disease who
about one detail that supports the is an inspiration to many.
main idea. This answer is correct because it
includes the most important ideas in
© A young baseball player has a rare the article. This answer summarizes
bone disease. the main points of what the article
This answer is not correct because it is about.
does not tell what the article is mostly
about. This answer tells only a detail © A mayor helps dedicate a park
that supports the main idea. to a young ballplayer.
This answer is not correct because it
@ A mayor helps dedicate a new park. does not tell enough about the most
This answer is not correct because it important ideas in the article, as a
does not tell what the whole article is good summary of nonfiction should.
mostly about. This answer tells one
detail that supports the main idea. @ Many people are excited about
the opening of a new park.
This answer is not correct because
it tells only about one detail from
the article. A good summary of
nonfiction should include the
main ideas of the whole passage.
Summarizing *
Build on What You Have Learned
�
• A good summary of fiction often tells about the theme,
MORE or message, of the story.
TO • A good summary of nonfiction answers who, what, when)
KNOW
where, why, and how questions.
Read this article about the railroad. Then answer the questions.
In the 1500s, wagons were often pushed or pulled on wooden rails. The rails
guided the wheels of the wagons. Horses had to pull, or men had to push, the
wagons along the rails. Wagons such as these were used to carry ore from mines.
These early rail systems were called wagon-ways. They didn't go far. They were
also private. The public could not use them.
In 1803, the first public wagon-way opened in England. The wagons on it
carried only goods. In 1807, the first wagon-way for passengers opened. People
paid money to ride on the wagons that were pulled by horses.
A new invention soon brought changes. The first steam locomotive was built
in Britain in 1804. It ran on the rails of wagon-ways. It was used to haul freight at
coal mines and ironworks. The early locomotive had few uses. However, better
locomotives were always being invented. Better rails were, too.
In 1825, a steam railway opened in England. It carried both freight and people.
The first railroad across western North America was completed in 1869. It helped
open the American West to settlers. By 1900, rail systems had spread throughout
the world, and the railroad was born.
5. What is the article mostly about? 7. Early rail systems were called
® early wagon-ways ® railroads.
® the history of the railroad ® locomotives.
© the first steam locomotives © wagon-ways.
@ the mining of ore and coal @ wagons.
6. What happened in 1825? 8. What is a good summary of the article?
® The first steam locomotive was built. ® Horses no longer had to push or pull
@ The first wagon-way for passengers wagons after the steam locomotive
opened. was invented.
© Rail systems had spread throughout ® Steam locomotives had few uses until
the world. the 1800s.
@ A new steam railway opened © Wagon-ways and steam locomotives
in England. led to the development of the railroad.
@ The history of the railroad can be
traced back to the 1500s .
• Summarizing
Read this story about two sisters. Then answer the questions.
Julia didn't want to go home. She couldn't face her sister, Anna.
Julia had borrowed Anna's favorite blouse without asking. Now it was ruined.
When Julia got home, she tried to hide from Anna as long as possible.
But when Anna came into Julia's bedroom to borrow a pencil, Julia could hide
no longer. She swallowed hard and blurted out the truth without taking a breath.
"I ruined your favorite blouse at school today. Jason Holbrook spilled ketchup
on me at lunch. Lydia tried to help me get it out, but we only made the stain
worse. Please forgive me," Julia begged.
Anna didn't say a word. She just listened to her younger sister.
Julia continued. "I'm sorry. I shouldn't have
borrowed your blouse without asking. But I'm going
to make it up to you. I'll use my baby-sitting money
to buy you a new blouse, any one you want."
"I wish you hadn't borrowed something of mine
without asking," said Anna. "But at least you told me
the truth." Anna then smiled and said, 'J\nd I'll take
you up on your offer to buy me a new blouse."
9. Who is the main character in the story? 11. How did Julia first try to solve
@ Julia her problem?
@ Jason @ by telling her sister she was sorry
© Anna @ by hiding from her sister
@ Lydia © by trying to get the stain out of
her sister's blouse
10. What is the main problem in the story? @ by offering to buy her sister
@ A girl hides a favorite blouse from a new blouse
her sister.
12. Which of these is a good summary
@ A girl does not want to go home.
of the story?
© A girl is unhappy with her
younger sister. @ A girl is afraid to tell her sister
the truth about what happened
@ A girl ruins her sister's favorite at school.
blouse.
@ A girl ruins her sister's blouse,
but offers to make it up by
buying her a new one.
© A girl borrows her sister's favorite
blouse without asking permission.
*
@ A girl tries to hide the fact that she
ruined her sister's favorite blouse.
Summarizing
• A test question about summarizing may ask you to choose the
best summary of a reading passage. When you answer questions
about summarizing, first determine if the reading passage is
TEST fiction or nonfiction. Then think about what is included in
TIPS a good summary of fiction or of nonfiction.
• The answer to a test question about summarizing will not be
directly stated in the reading passage. You must think about the
most important ideas to find the best summary.
Read this folktale about Wmd and Thunder. Then answer questions about
the folktale. Choose the best answer for Numbers 13 and 14.
The Quarrel Between Wind and Thunder

Wind believed that he worked harder than anyone else. "I am the one who
keeps the earth in good order. I do all of the work."
Thunder heard this and was instantly upset. "No you don't," said Thunder.
"I keep the earth in good order. I do all of the work." Thunder didn't want anything
more to do with Wind. So he went far away.
"I don't need you," called Wind. "I do all of the work anyway. I keep the earth
in good order. I make the plants grow."
Wind wanted to show how powerful he was. He began to blow and blow,
and then he blew some more. He kept blowing, but no plants grew. The earth
slowly turned brown. The soil was parched, and everything was drying up.
Wind now knew that what he had said was not true. So he went to Thunder.
"I cannot do all the work by myself. The earth needs us both."
Thunder came back. He let out a rumble, and then another and another.
Soon rain began to fall to the earth. The earth slowly turned green once again.
Wind tagged along behind Thunder, happy to blow among the tall grasses again.
This is how Wind and Thunder came to work together to take care of the earth.
13. What is the main problem in the folktale? 14. What is a good summary of the folktale?
® Wind does not work as hard ® Wind realizes that Thunder does all
as Thunder. of the work after all.
@ Wind thinks he keeps the earth in @ Wind and Thunder have an argument
good order all by himself. that is never settled.
© Thunder doesn't want anything more © Wind learns that he needs Thunder
to do with Wind. to keep the earth in good order.
@ The earth turns brown and everything @ Wind learns that Thunder is more
dries up. powerful than he is.
• Summarizing
Read this tall tale about a sailor. Then answer questions about the tall tale.
Choose the best answer for Numbers 15 and 16.
Old Stormalong
Alfred Bulltop Stormalong was famous for his big ways. By age 12, he stood
36 feet tall and had the hunger of 600 men. He ate ostrich eggs for breakfast
and drank gallons of soup for lunch. For dinner, he'd eat enough shark to fill
a warehouse.
Stormalong was too big to fit in any buildings in his town. So he chose the
ocean as his home. "The sailor's life is the only one for me," said he.
Stormalong went to Boston Harbor and climbed aboard the Lady of the Sea.
It was the biggest clipper ship in the Atlantic Ocean. He spent several years
sailing the high seas on the sleek, wind-driven vessel. But he was never truly
happy. Every night, he had to sleep in a rowboat by himself. The hammocks
on the Lady were too small for the giant.
In good time, a ship was finally built that was just right for Stormalong.
The Courser was the biggest clipper ship in the world. Her sails were so tall
that they could touch the sun and the moon. It took 32 seamen just to pilot
the wheel. Stormalong, though, could turn the wheel with just his pinkie.
One day, a fierce hurricane pushed the Courser toward some islands in the
Caribbean Sea. Stormalong steered the ship clear of the islands, but then the
storm grew fiercer. It drove the mighty Courser toward the Isthmus of Panama.
The vessel ran right across the land, digging a deep ditch from the Atlantic Ocean
on one side to the Pacific Ocean on the other side. That opening is now called
the Panama Canal.
Stormalong lived to a ripe old age. Then one fine morning, Old Stormalong
drew his last breath of ocean air and was gone. The men of the Courser buried
the sailor by the shore. There he would always feel the salt spray of the sea.
15. What is the tall tale mostly about? 16. Which of these is a good summary
@ a man who enjoys a life at sea of the tall tale?
@ a man who steers his ship through @ A man accidentally creates the
a hurricane Panama Canal with his ship.
© a man who is so large that he chooses @ A giant man spends a life of adventure
the sea as his home at sea, the only place big enough
for him.
@ a man who drinks gallons of soup
for lunch © A man who stands 36 feet tall cannot
fit in any buildings in his town.
@ A man who dies at sea is buried by
*
the shore so he'll always feel the spray
of the sea.
Summarizing
Read the following story and then complete the prompt writing task.
The Test
Billy knew that he was in trouble...big trouble. Ms. Keaton, his teacher, had seen him
cheating on his test. She hadn't said anything yet, but Billy knew that she'd seen him peek at
the little piece of paper hidden in his hand. He chewed on his pencil for a minute and thought.
He had to get rid of the paper. But how?
"Billy, if you are finished with your test, would you please come up here?" Billy nodded.
His heart was pounding so hard that he couldn't speak. He bent down to tie one of his shoes.
Could he stuff the paper in his shoe? No, Ms. Keaton was watching him...waiting for him.
Billy glanced out the window. It was a beautiful spring day. But he wouldn't be going out
for recess. He'd probably never get to go out for recess again. He swallowed hard. If only he
had studied last night, instead of watching that TV show! Then, on the bus this morning, he
decided to write down a few science facts on a piece of paper and hide it in the palm of his
hand. IT had been a crazy idea, and now he was going to pay for it.
Billy walked up slowly to Ms. Keaton's desk. In a flash, he had an idea! As he stood by
her desk, he could open his hand so that the paper fell into her wastebasket. Later, he could try
to get it back again. It was a great idea!
Ms. Keaton smiled at Billy. "Since you finished first," she said, "I thought you might like to
help me set up our science experiment."
Billy was stunned. What luck! Ms. Keaton hadn;t seen his little piece of paper. Now all he
had to do was get it into the wastebasket. As he nodded, he opened his hand. The paper
fluttered down. A sudden breeze from the open window pushed it as it fell. It floated down to Ms.
Keaton's feet.
"Billy, you dropped this," said Ms. Keaton. She picked it up. Then she looked at it more
closely.
Extended Constructed-Response
Write an ending to the story that starts with: "What exactly is this?"
Ms. Keaton asked. looking worried.
Continue the story with the prompt and explain how the story will continue.
Be sure that your story ending flows naturally from the rest of the story. Use dialogue and descriptions
in your story.
Narrative Writer's Checklist
I can establish a situation and introduce a narrator and/or characters.
I can use dialogue and rich descriptions to develop interesting experiences to show how
characters feel and show their responses to events.
I can use details from the original story.
I can organize my work to make a story unfold naturally.
I can use a variety of transition words.
I can use concrete words, phrases, and sensory details.

(feelings, descriptions using five senses)
I can provide a conclusion that follows from the narrated experiences or events.
I can use correct grammar, punctuation, capitalization, and complete sentences.
I can write in complete sentences. I have a subject and predicate.
I can use correct punctuation.
Now write your narrative on your answer document. Refer to the Writer's Checklist as you write
and proofread your narrative.

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MELLO FOURTM GRADERSI

list the 8, 10, 13, 17, - What is the B I 10

16 I List the next 4

Calculating Vacation Costs

Meals: number of days x cost per day x number of persons

Destination Resort Costs

Admissions: cost x number of persons

Meals: number of days x cost per day x number of persons

Project Outline Sheet:

To Be Submitted for a Grade: Vacation Cost Sheet

VACATION COST SHEET

Admission to Theme Park:

lf. The layout of 2 holes within the course needs to be symmetrical

s. These are the nutrition facts for 1 milkshake. Nutrition Facts

Lf,270 calories total

Y. Rk:ky worked the 5. Adam's team won 6. Mike made $32

7. Carolne pitched 8. The soccer team 9. While at the baH

5l.f balls Stables 12 balls

Mars 4,222 Diameter

1. List the planets in order from least to greatest in size.

STEM ACTIVITY: Magic Milk

1. List the planets in order from least to greatest in size.

Math Riddle: Why did the math book

7) a=v b= n c=a d=o

9) a= s b=a c=I d=k

10) a=r b=v c= a d= n 8 9 10 11

12) a=p b=J t= d d=d

171 •= e b= y c= t d=i �/\

10 . Brenden uses a bucket to fill up the bathtub for his dog

13. Randy is given the number 20 ¾ & is told that a mystery

14. Nick is helping his sister with fractions. He draws pictures of

Now that you've solved the riddle,

Factors & Multiples Mazes Factors & Multiples Mazes

3. Parker ran 2 miles on Monday. Luke LJ.Which symbol correctly compares

5. Which fraction is equivalent to%? 6.Which mixed number is equivalent to

8. There are L.f friends having a

"Ahoy there, (1)_____ 1", "Shiver me (2)_____ 1", and

wear a (L.f)______ on your head and have a (5) ______

perched atop ye shoulder. As ye sails the high (6)_____

now ye be a (7) ______ pirate! Avast ye, if any scallywag tells

JUST FOR FUN!

were you orn 1n.

A.13,705-► noun A.1x-► noun

3. Parker ran 2 miles on Monday. Luke Lf.Which symbol correctly compares

5.Which fraction is equivalent to¾? 6.Which mixed number is equivalent to

8. There are Lf friends having a

1. &oll a die J times. &ecord • • • •

done. Now his running score is 11. He can stop at 11 or keep

Materials: 2 Dice Materials: 1 or 2 dice, scratch pap�r

This game can also be played with subtraction

Two dice version: Two dice are rolled.

Materials: 2 dice, graph paper, colored pencil

1:1:1:1·1·1 �-1·1 111

How to Play: Roll 2 dice and draw a rectangle using

Materials: 1 die, scratch paper Materials: 2 dice, 120 chart (optional),

Total 91 53 --+ 63 --+ 73--+83--+ 93--+100

Materials: 1 die, scratch paper hundreds tens ones trash can

How to Play: Draw a game board like on the

hundreds tens ones trash can

Now compare with a <, > or =.

3. Place Value Challenge

See the Grade 4 Math

© 2020 Curriculum Associates, LLC. All rights reserved,

"Ahoy there, (1)_ 1", "Shiver me (2)_ 1", and

wear a (L.f) on your head and have a (5)

___ _ thousands + hundreds + tens + ones

thousands+ tens+ _ __

hundreds+ ones

a 23,230 _ 2,323 a 33,oo3 _ 33,o3o IJ 9,999 ___ 10,000

11 40,404 _ 40,040 D s2,177 _ s2,771 El 421,073 ___ 412,730

There are fiction books on Carrie runs laps.