Summer Math Packet 4th Grade - Trumbull Public Schools · Critical Math Concepts for Grades 3 and 4 In Grade 3, instructional time should focus on four critical areas: (1) developing

Student’s Name:

Summer Math PacketFor Students Entering 4th Grade

Dear Parents,

00‘S ~S ~S

Online practice:

Students

• https://xtramath.orp/#/horne/index

• http://www.cjreatancimath.com/surnmer

• http://www.funbrain.corn

How-to videos:

• Khan Academy• Learn Zillion

This is your child’s Summer Math Packet which has beendesigned to keep students’ math skills sharp during theschool vacation. The problems in this packet have beenchosen to reinforce math concepts and skills learned ingrade 3. Completion of this work will prepare your child forgrade 4 mathematics in the fall.

This math packet includes the following two components:• Basic fact practice• Problem solving

Please monitor your child’s progress to ensure the work iscompleted on a weekly basis, not the day before schoolbegins in September. While completing the problems,students need to show all mathematical thinking and writeanswers clearly.

Completed packets are due on Friday, September 2. andshould be handed in to your child’s new homeroomteacher. Your math specialist will record the names ofthose students who completed the packet.

Don’t forget: simple board games such as Chess,Checkers, Yahtzee, and Monopoly, and card games likeSetback, Crazy Eights, and IJno are fun ways to promotemathematical thinking.

Your support in helping your child retain his/her math skillsis essential! Have a safe and wonderful summer.

Sincerely.

Mary Santilli and the Math Specialist Team

Parent Signature:

Critical Math Concepts for Grades 3 and 4

In Grade 3, instructional time should focus on four critical areas: (1) developing

understanding of multiplication and division and strategies for multiplication and

division within 100; (2) developing understanding of fractions, especially unit

fractions (fractions with numerator 1); (3) developing understanding of the

structure of rectangular arrays and of area; and (4) describing and analyzing

two-dimensional shapes.

In Grade 4, instructional time should focus on three critical areas: (1) developing

understanding and fluency with multi-digit multiplication, and developing

understanding of dividing to find quotients involving multi-digit dividends; (2)

developing an understanding of fraction equivalence, addition and subtraction

of fractions with like denominators, and multiplication of fractions by whole

numbers; (3) understanding that geometric figures can be analyzed and

classified based on their properties, such as having parallel sides, perpendicular

sides, particular angle measures, and symmetry.

Name:__________________________ 0 0

Summer Math Packet for Students Entering 4th

PART 1: Multiplication & Division

Solve each problem. Show the equation you used to find your answer. Remember to label youranswer.

1.) Emily had 42 pencils to share with her 6 friends equally. How many pencils would shegive to each one of her friends?

2.) In 1610, Galileo discovered 4 moons orbiting Jupiter. By 1979, scientists had discoveredthat Jupiter has 4 times as many moons as Galileo saw. How many moons did Jupiterhave in 1979?

3.) Joey, Jake, & John each have 9 marbles. How many marbles do they have altogether?

4.) Zach is putting his books away on a bookcase. There are 5 she yes on the bookcase. Zachhas 30 books. How many books should Zach put on each shelf so that each shelf has anequal number of books?

June 2016 Entering Grade 4

5.) Sophia has 36 stickers and she wants to give 4 stickers to each of her friends. How manyfriends receive stickers?

6.) There are 2 columns of 6 stickers on each sheet. I want to give 3 stickers to eachstudent. With how many students could I evenly divide the stickers on 5 sheets? Howwould you solve this problem? Explain.

7.) A tray of muffins contain 6 cups of blueberries. How many cups of blueberries are in 9trays?

8.) Meg has 48 beads. Each bracelet has 8 beads. How many bracelets does she have?


Part 2: Fractions

9.) Draw and shade a picture to show the fractional amount of in the box.

10.) Write 2 equivalent fractions for one half.

11.) Compare using >, <, or =

1/3 ______ 1/61/4 ______ 1/23/8 _______ 3/4

12.) Write the fractions 1/4 and 3/4 on the number line.

—I0 1

13.) Divide the whole into 8 equal parts. Then label each part with its unit fraction.


14.) Michelle & Greg went out for pizza. Each of them ordered an individual pizza. Michelleate 1/4 of her pizza & Greg ate 1/2 of his pizza. Who had more leftovers for lunch thenext day?

15.) A park is 1/2 playground equipment and 1/4 tennis courts, what fractional part wouldrepresent the part that is reserved for picnic tables? Draw & label your model.

16.) Order from least to greatest: 3/8, 3/4 and 1/4

Part 3: Geometry

17:) Draw an example of each type of angle using a ruler.

Less than a Right Angle Right Angle More than a Right Angle

18.) Name the polygon.

Polygon name:



Polygon name:


Polygon name:

21.) Jennifer made shapes out of colored paper. Circle the shape that has only one set ofparallel sides?

/ /June 2016 Entering Grade 4

Part 4: Area and Perimeter

22.) Find the area & perimeter of the figure. Remember labels.

Scm

Scm

Area ___________________________ Perimeter ___________________________

23.) Using a ruler, draw a rectangle with the dimensions of 4cm by 6cm. Then find the areaof the rectangle you drew.

24.) Using a ruler, draw a rectangle with dimensions of 5 cm by 8 cm. Then find theperimeter of the rectangle you drew.


25.) Draw a figure with an area of 24 square units. Label the dimensions.

•••nin•nnn•nn

•n••nnn•nn•••i

26.) Draw a figure that has a perimeter of 18 units. Label the dimensions

n•••n••••nnnin

••in•nnn••nn••

27.) Kate’s playroom measures 6 feet by 9 feet. What is the area of the playroom?

Perimeter

28.) Find the perimeter & area of the figure.

Area


PART 5: Measurement

29.) Which would be the best unit of measure to use to find the amount of water needed tofill a bathtub?

a.) cups b.) milliliter c.) gallons d.) pounds

30.) Which unit of measure would you use to find the length of a football field?

a.) yard b.) centimeter c. foot d. kilometer

31.) Which unit of measure would you use to find the weight of a paperclip?

a.) ton b.) gram c. pound d. liter

Part 6: Addition and Subtraction

Show your work and solve.

32.) Laura traveled 492 miles to get to her vacation house. After that, she traveled 463 miles.How many miles did she travel in all?

33.) Melanie drove 814 miles to Florida. Kim drove 326 miles to Florida. How many moremiles did Melanie drive than Kim?

34.) The school store had 853 pencils. They sold 495 pencils. How many pencils do they haveleft to sell?


35.) 549 + 715=

36.) 726—352=_

37.) 143+76+105=


Part 7: Place Value

38.) Today’s Number is 2, 374

Write this number in expanded form

Round this number to the nearest thousand.

Round this number to the nearest hundred.

39.) Compare using>, <,=.

956 965

2,047 ________ 2,140

40.) Put the numbers in order from least to greatest.

1,259 925 1,027 143


Students Entering Grade 4

00‘S ‘S ‘S ‘S

BASIC FACT

PRACTICE

Solve the following multiplication problems.

2 5 2 9 4 8 0 8 5x6 x7 x8 x9 x4 x7 x8 x9 x4 x3

6 3 1 8 6 8 7 9 3 8x8 x7 x7 xl x4 xa x7 x5 x6 x7

6 9 7 6 9 5 4 6 7 9x3 x9 x8 x7 x8 x7 x6 xO x4 x3

8 9 7 7 5 9 8 4 8 9x2 xá x9 x3 xa x7 x9 x4 x3 x2

Entering Grade 46/2016


1 5 2 5 6 6 4 7 3 8x4 x8 x9 x7 x2 x8 xl x5 x9 x7

4 3 6 5 9 6 7 8 9 9x8 xo x7 x4 x7 x5 x4 ~x5 x8 x9

6 8 9 0 5 8 4 4 6 6x9 x4 x5 x8 xO x8 x9 x7 xa x3

5 7 9 7 4 7 3 5 7 9x6 x9 x4 x7 xa x8 x7 x3 x6 x3



7 4 2 8 9 7 5 9 a 9x3 x9 x9 x8 x9 x8 x3 x7 x6 x6

5 8 4 3 0 a 7 8 a ax9 x2 x8 xa x9 x2 x7 x3 xl x7

8 7 9 7 8 9 5 5 5 7xi x2 xO x9 xa x8 xó x7 x8 x5

5 9 7 a 9 1 8 4 a 8x2 x4 xo x9 x3 x4 x5 x7 x5 x4


Solve the following division problems.

15 ÷ 5 =

12 ÷ 2 =

3÷3=

20 ÷ 4 =

6÷3=

8~4=

10 ÷ 2 =

14+ 7 =

9÷3=

4+2 =



20÷5=

18 ÷ 2 =

16 ÷ 4 =

15 ÷ 3 =

21 ÷ 7 =

20 ÷ 10 =

5÷5=

14+ 2 =

24+ 6 =

16+ 8 =



36 ÷6 =

24 ÷ S =

25 ÷ S =

18 ÷ 9 =

12 ÷ 3 =

20 ÷ 10 =

24 ÷ 4 =

20 ÷ 2 =

40 ÷ 10 =

8~8=


I Division Relative to Multiplication Name:

Determine which number correctly answers both equations. Answers

Ex) 24÷6= ____ 1) 72÷8= 2) 15÷5=

I-f x~=24 x8=72 x5=15 Ex. _________

2. _________________

3) 30÷5= 4) 20÷5= 5) 45÷5=

x5=30 ~5=2O x5=45

4. ________________

6) 8÷8= 7) 56÷7= 8) 21÷3=

x7=56 x3=216. _________________

7. _________________

9) 42÷6= 10) 40÷8= 11) 5÷5= 8. ____________

x6=42 x8=40 x5=59. _________________

10. _________________

12) 9÷1= 13) 12÷3= 14) 2÷1= IL ___________

xl=9 x3=12 xI=2

12. _________________

13. _________________

15) 36÷9= 16) 18÷6= _____ 17) 28÷7= 14 ____________

x9=36 x6=18 x7=23

15. _________________

16. _________________

18) 7÷1= 19) 63÷7= 20) 6÷1=

xl=7 x7=63 xl=6 17. _________

IS. ___________________

19. _________________

20. _________________

C 1-10 95 90 85 80 75 70 65 60 55 50Math ~vww ConirnonCoreSheets corn 2 11-20 45 40 35 30 25 20 15 10 5 0

Understanding Multiplying by 10’s Name:

Determine the answer for the following problems. Answers

1) 1f8x6=48 then8xôo= _________ i.

2) 1f5x3=15 , then5Ox3 ___________ 2.

3) 1f8 x 1=8 then8 x 10= _____________ 3.

4) IfS x648 then 80x6 ____________ 4,

5) 1f3x2=6 then3x20= ___________ 5.

6) jf9x5=45 then9Ox5= ___________ 6.

7) If9xl=9 then9xlO __________ 7.

8) if? ~6=42 , then7Ox6= ____________ 8.

9) If 6 x I = 6 then 6 x 10 = ______________ 9.

10) 1f8x8=64 then 80x8 ____________ to.

11) Jf7x4=28 then? x40= ___________ It.

12) 1f3x2=6 then30x2 ____________ 12.

13) 1f2x9=1S then2x9O= ____________ 13.

14) 1f6x4=24 , then60x4 ____________ 14.

15) 1f4x4=l6 then4x4O ____________ 15.

16) 1f2x816 then20x8 ____________ 16.

17) 1f5x4=20 then5x40= ____________ 17.

18) IfI x7=7 then iOx? ____________ 18.

19) 1f4x936 then4x9O ___________ 19.

20) 1f4x9=36 then40x9 ___________ 20.

C -to 95 90 85 80 75 70 65 60 55 50Math www.CommonCoreSlicets.com 1 11-20 45 40 35 30 25 20 15 10 5 0

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Summer Math Packet 4th Grade - Trumbull Public Schools · Critical Math Concepts for Grades 3 and 4 In Grade 3, instructional time should focus on four critical areas: (1) developing