Grade 4
Tips for Helping at Home
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Questions to ask:
What is it that you don’t understand (have
the student be specific)?
What about putting things in order?
Could you try it with simpler numbers?
Can you guess and check?
Does this make sense?
What can you do to explain your answer to
show others what you are thinking?
Does your answer seem reasonable?
•
We will be sending home some games involving
hundreds and thousands that your child can
teach you.
•
Any time you need to estimate or deal with large
numbers at home, try to involve your child in the
process.
•
Find ways to count or estimate large numbers of
things found at home: tiles on the floor or pieces
of cereal in a bowl or
in the whole box.
Mathematical Emphasis
Investigation 1—Working with 100
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Finding and counting by factors of 100
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Recognizing factor pairs
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Using landmarks to find differences between numbers
under 100
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Making conjectures about factors of 100
Investigation 2—Exploring Multiples of 100
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Using knowledge about the factors of 100 to ex-
plore multiples of 100
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Relating knowledge of factors to division situations and
to standard division notation
•
Adding and subtracting multiples of 10 to numbers in the
hundreds
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Solving addition and subtraction problems by reasoning
from known relationships
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Communicating strategies orally and on paper through
use of words, pictures, and numbers
Investigation 3—How much is 1000?
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Reading and writing numbers to 1000
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Locating numbers in sequence to 1000
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Getting a sense of the magnitude of multiples of 100 up
to 1000
•
Identifying and using important landmarks up to 1000,
including the factors of 1000 and multiples of those fac-
tors
•
Developing strategies for adding and subtracting num-
bers in the hundreds
•
Estimating quantities up to 1000
Websites
http://cms.everett.k12.wa.us/math
http://www.shodor.org/interactivate/
activities/agame/
The Number System
The focus of this book is exploring our number sys-
tem through activities involving hundreds and thou-
sands.
Students make a book of the numbers 1 to 1000 by
using ten blank 100 charts. They decide what num-
bers to put on each page so that they can locate any
number up to 1000 easily.
Students use a variety of methods to complete this
task—write the first and last number on each page,
or all the multiples of ten, or a few numbers per row.
Vocabulary
Expanded form:
a number that is stretched
out to show all the place value parts. For ex-
ample: 234,259 would be written as 200,000 +
30,000 + 4,000 +200 +50 +9
Word form
: a number written out in words.
For example, two hundred thirty four thou-
sand, two hundred, fifty eight.
Landmark numbers
: numbers that are famil-
iar landing places, that make for simple calcu-
lations, and to which other numbers can be
related.
Number line:
a picture or diagram showing
numbers as points on a line.
Glossary
http://www.amathsdictionaryforkids.com/
Close to 1000
Materials
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One deck of Numeral Cards
•
Close to 1000 score sheet for each player
Players:
2 or 3
How to Play
1. Deal out eight Numeral Cards to each player
2. Use any six cards to make two numbers. For
example, a 6 a 5, and a 2 could make 652, 625,
526,562, 256, or 265. Wild Cards can be used
as any numeral. Try to make numbers that,
when added, give you a total that is close to
1000.
3. Write these numbers and their total on the Close
to 1000 Score Sheet. For example, 652 + 347 =
999.
4. Find your score. Your score is the difference
between your total and 1000.
5. Put the cards you used in a discard pile. Keep
the two cards you didn’t use for the next round.
6. For the next round, deal six new cards to each
player. Make more numbers that come close to
1000. When you run out of cards, mix up the
discard pile and use them again.
7. After five rounds, total your scores. Lowest score
wins!
Scoring Variation
Write the score with plus and minus signs to show
the direction of your total away from 1000. For ex-
ample: If your total is 999, your score is –1. I f your
total is 1005, your score is + 5. The total of these two
scores would be + 4. Your goal is to get a total score
for five rounds that is close to 0.
Russell, S. Investigations in Number, Data, and Space:
Landmarks in the Thousands. Dale Seymour, 1998.
