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4th Grade
Math
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Courmet
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Ready-to-use resources for differentiated instruction

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Ready-to-use resources for differentiated instruction
Can Your Students Apply What They Dont Know?
Our curriculum teaches all component parts of basic skills

Reading, Math, Science and Social Studies
Elementary - Adult Ed
Correlated to state and national standards
Our Appetizers are: . . . . . . . . . Samples 1-2
Short daily warm-ups on transparencies
Continual skills review
Interactive test-taking reinforcements
Our Main Dishes are: . . . . . . . Samples 3-23
Comprehensive in-depth skills lessons
Effective, motivating activities
Tools for skills application
Lessons that identify skills components and
reassemble them for student comprehension Title I
Our Desserts/Doggie Bags are:
Your key to parent involvement
Thought-provoking games/activities that
allow students to apply skills comprehension
* Reading and Math materials available in Spanish*
Our Science Buffet is:
Earth, Environmental, and Physical Sciences
Application of Scientic Process
www.gourmetlearning.com
Intervention
Programs
Title
ESL
Simplies
Teachers
Work
Using
Proven
Instructional
Models
Family
Literacy
Courmet
Learning

Gourmet Learning
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DOMAIN: CONCEPTS
Objective 1: Demonstrate an understanding of number concepts
A Translate whole numbers/decimals
B Compare/order whole numbers
C Use whole number place value
D Round whole numbers (nearest ten/hundred and thousand)
E Recognize decimal place value (tenths and hundredths)
F Use odds, evens, skip counting
G Recognize/compare fractions
H Equivalent fractions
Objective 2: Demonstrate an understanding of mathematical relations, functions, other
algebraic concepts
A Use whole number properties/inverse operations
B Determine missing elements in patterns
C Use number line representations for whole numbers, decimals, and fractions
D Identify ordered pairs on a coordinate grid
Objective 3: Demonstrate an understanding of geometric properties/relationships
A Recognize and describe two and three dimensional figures
B Identify symmetrical shapes and lines of symmetry and congruence
C Identify translations, rotations, reflections
D Classify triangles by properties
Objective 4: Demonstrate an understanding of measurement concepts using
metric/customary units
A Use measurement units of time
B Use measurement of elapsed time
C Use metric units of measurement using length
D Application of measurement concepts using customary units of measurement
E Conversions and customary units of capacity
F Conversion and use of metric units of measurement using weight
G Customary and metric measurement used to find perimeter
H Use of customary and metric units of measurement to find area
OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 4 MATHEMATICS
Gourmet Curriculum Press, Inc.

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DOMAIN: CONCEPTS
Objective 5: Demonstrate an understanding of probability/statistics
A Determine possible outcomes in a given situation
B Counting arrangements
C Analyze data/interpret graphs
DOMAIN: OPERATIONS
Objective 6: Use operation of addition to solve problems
A Rename thousands, hundreds, tens, and ones
B Addition of money
C Addition of decimals
D Addition of fractions
Objective 7: Use operation of subtraction to solve problems
A Subtraction of whole numbers with regrouping of hundreds, tens, and ones
B Subtraction using comparison strategy to show how many more
C Subtraction with regrouping numbers with decimals (tenths, hundredths)
Objective 8: Use operation of multiplication to solve problems
A Multiply whole numbers
B Multiply two digit whole numbers by 2 digit whole numbers
Objective 9: Use operations of division to solve problems
A Divide whole numbers using pictorial models
B Divide basic division facts with/without remainders
C Use of division word problems with/without remainders
D Use of division word problems with/without remainders to include money
OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 4 MATHEMATICS
Gourmet Curriculum Press, Inc.

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DOMAIN: PROBLEM SOLVING
Objective 10: Estimate solutions to problem situations
A Determine when estimation or exact calculation should be used in a given
situation
B Front-end strategies
C Estimation strategy of rounding in addition, subtraction, and multiplication
D Estimation strategies for using compatible numbers
E Estimation strategies for using clustering
Objective 11: Determine solution strategies/analyze or solve problems
A Formulate strategies/solve problems using basic operations with whole
numbers/decimals (decimals; addition/subtraction)
B Determine strategies for solving problems using the basic operation of
multiplication and division
C Formulate strategies using additional information
D Formulate strategies for solving problems with missing information
E Formulate strategies for solving problems using perimeter and area
F Determine strategies for solving multi-step problems
Objective 12: Solve Problems using mathematical representation
A Formulate an equation from a problem solving situation
B Analyze/interpret graphs and charts by using information derived to
solve problems
Objective 13: Evaluate reasonableness of solutions to problems
A Evaluate reasonableness of a given situation
B Determine the reasonableness of a given situation using strategies
C Determine a reasonable range for a group of numbers
OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 4 MATHEMATICS
Gourmet Curriculum Press, Inc.

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Serves: 4th grade Appetizers II
66
OBJECTIVE 4 F
A newborn baby weighed 6 lbs. If you were to
rewrite the babys weight in pounds and ounces which
of the following would be correct?
a. 6 pounds and 0 ounces
b. 6 pounds and 4 ounces
c. 6 pounds and 8 ounces
d. 6 pounds and 10 ounces
3 inches
4
3
2
1
0
0 1 2 3 4 5 6 7
Which of the following ordered pair of numbers represents
the locations of the animals?
OBJECTIVE 2 D

OBJECTIVE 2 D
x y animal x y animal x y animal x y animal
a. b. c. d.
1 0
3 2
6 1
1 1
2 3
1 6
1 1
2 3
6 1
1 0
3 3
6 7

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SAMPLE 1
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Serves: 4th grade Appetizers
77
OBJECTIVES 8 B and 11 B
OBJECTIVE 8 A
R.C.s teacher asked him to show the class an
array that would represent the product 12. Which of
the following arrays would not be correct?
Erics Toy Model Shop normally keeps an
inventory of his top 15 popular types of models at
about 37 per model. However, around special
holidays, they increase their inventory by 10 times
the normal amount. How many top 15 models are
in stock during special holidays? Explain what
steps must be taken in order to determine the
answer to this problem and show your answer.
a. b. c. d.
OBJECTIVE 1 G
Mrs. Terry made all of the pies for the family reunion.
She made 3 coconut custard pies. She cut each of the pies
into 6 slices. Two slices of the pie mysteriously
disappeared. Which fraction shows the number of
servings that were left?
a. 1
c.
b.
d.
2
6
12
6
16
6
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SAMPLE 2
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Main Dish Sample
Objective: Problem Solving
Lesson 1 - Formulate Strategies
Using Addition/Subtraction
Enrichment
Final Test
Journal Topics
Reasonableness Problems
(T) Transparency
Ready-to-use resources for differentiated instruction
Grade 4 Problem Solving
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Main Dish - Objective 11
PROBLEM SOLVING
Lesson 1 - Formulate Strategies Using
Addition/Subtraction
Lesson 2 - Formulate Strategies Using
Multiplicaton/Division
Lesson 3 - Formulate Strategies Using Additional
Information
Lesson 4 - Formulate Strategies Using Missing Information
Lesson 5 - Formulate Strategies Using Perimeter/Area
Lesson 6 - Formulate Strategies For Multi-step Problems
Final Test
Journal Topics
Reasonableness Problems
Ready-to-use resources for differentiated instruction
Grade 4 Problem Solving
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Introductory Lesson Problem Solving
1 ( T )
Definition:
Problem Solving is the process an individual goes
through to find a resolution to a situation that
he/she has little or no prior experience in solving.
Statement of Importance:
In order for students to understand problem solving,
they must create a plan for comprehending and
logically solving problems. A goal of education should
be to strive to provide students with strategies, tools,
and basic skills to be competent problem solvers in all
aspects of everyday life.
At the close of the
lesson, students will be
using problem solving
skills to aid them with
solving mathematical
problems presented in
word format.
Focus Activity:
Ask:
Can anyone give the answer to the
problem, 8 + 4?
Ask: What is the solution to the
following problem?
1,298 14
For students older than 6, the first
example is rather simple and
requires few problem solving skills.
For the same students, the second
example is challenging and requires
extensive knowledge about a type of
mathematics unknown to them. This
is an example of problem solving. It
requires a plan and prior knowledge
to arrive at a solution.
Objective:
SAMPLE 5 Gourmet Curriculum Press, Inc.

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Lesson 1
Facts
Question
Problem
Problem Solving
INITIAL INSTRUCTIONS:
Problem Solving - Addition/Subtraction
R - Read the problem carefully. Picture in your mind what is happening
in the problem. Understand the question.
P - Plan a strategy for solving the problem. Decide what operation to use.
S - Solve the problem. Use a picture, diagram, or chart if it will help.
C - Check your work. Is your answer reasonable? Is the arithmetic done
correctly? Does the answer match the question?
Using the problem from page 7, take the students through the REAL
PROBLEM SOLVING CHAMP steps.
Be a REAL PROBLEM SOLVING CHAMP
Read the problem carefully. What are you picturing in your mind?
12 turtles on a rock. 5 turtles leaving the rock to go into the water.
What is the question?
How many turtles are left?
What facts are given that go with the question?
12 turtles on a rock. 5 turtles jump into the water.
What facts do not go with the question?
3 fish went swimming by.
Plan your strategy. What operation will you use, and why?
Subtraction, because the problem calls for separating the turtles, and
the alert word left is used.

Solve the problem. What different ways could we use to find the answer?
Draw a picture of 12 turtles on a rock. Cross out 5 because they go into
the water. Draw a picture of the turtles that are left.
Use the subtraction fact of 12 - 5.
Check your work. Does 7 turtles sound like a reasonable answer?
Does the answer match the question?
7 turtles left on the rock is a reasonable answer, because taking away or
separating results in a smaller number than the starting total. It matches
the question, because how many turtles left on the rock was asked.
6
Objective: Students will use problem solving skills in addition and subtraction
Students will follow the same procedure using the problems on page 9.
SAMPLE 7 Gourmet Curriculum Press, Inc.

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Answer
Focus ActivityFiling Your Flight Plan
Problem-solving Process
Problem
Question
Facts
Sandbag
Lesson 1 Problem Solving
Filing Your Flight Plan
1.Look at the facts.
2.Identify alert words (if available).
3.Write the question you are to solve in the box.
4.Identify facts and determine importance.
5.Additional/missing information placed in sandbags.
6.Solve your problem.
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Answer
INITIAL INSTRUCTION: Filing Your Flight Plan
Problem
Question
Facts
Sandbag
Lesson 1 Problem Solving
Filing Your Flight Plan
1.Look at the facts.
2.Identify alert words (if available).
3.Write the question you are to solve in the box.
4.Identify facts and determine importance.
5.Additional/missing information placed in sandbags.
6.Solve your problem.
There are 12 turtles sunning on a
rock. 3 sh went swimming by. 5
turtles jump into the water. How
many turtles are left on the rock?
How many turtles are left on
the rock?
12 turtles sunning
on a rock.
5 turtles jump into
the water.
7 turtles
Remember:
Addition
Puts together;
Finds the total;
Combines
Remember:
Subtraction
Takes away;
Separates
Addition Alert
Words:
nd the sum
nd the total
in all
add
together
plus
Addition Alert
Words:
how many
how much
total distance
perimeter
how far
Subtraction
Alert Words:
how many more
how much
greater
difference
minus
less
Subtraction Alert
Words:
how many left
subtract
words that have er
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Lesson 1
Facts
Question
Problem
Problem Solving
Gourmet Curriculum Press, Inc.

Objective: Students will use problem solving skills in addition and subtraction
9 ( T )
Hint:
Identify the question: How many cars as of 9:30 a.m. are in the parking
lot?
Facts: 97 cars by 9:00 a.m.
35 more cars by 9:30 a.m.
Any alert words? how many
Any additional information? No.
Operation: Addition
Answer: 132 cars
Problem #2
Last year, the library checked out a total of 2,598 books.
This year, the library checked out 3,194 books. How many
more books were checked out this year than last year?
Problem #3
If the library checked out 75 magazines and 35 more
reference books than magazines, what was the total
amount of reference books checked out?
Problem #4
A pound of hamburger meat cost 25 in 1940. A pound of
hamburger meat costs $1.49 in 1998. How much more does
hamburger meat cost per pound in 1998?
INITIAL INSTRUCTION:
Problem Solving - Addition/Subtraction
Using the balloon on page 8, have the students complete the problems following the
same procedures. (Teacher should walk students through each problem. See Hint)
Problem #1
97 cars entered the parking lot by 9:00 a.m. 35 more cars had entered the
parking lot by 9:30 a.m. How many cars as of 9:30 a.m. are in the
parking lot?
SAMPLE 10
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Lesson 1
Facts
Question
Problem
Problem Solving
1. 32 people came to watch the baseball game on time. 12 people came
late. How many came in all?
2. A soda costs 50. A candy bar costs 45. How much do they cost
altogether?
3. 241 flowers were in a field. 135 of them were picked. How many
flowers were left?
4. Sue bought 16 pencils and 5 erasers. Find the total number of things
she bought.
5. Mr. Jones drove 132 miles on Tuesday. On Friday, he drove 342
miles. How much farther did he drive on Friday than on Tuesday?
6. Sam is 60 inches tall, and Pam is 63 inches tall. What is the difference
in their heights?
7. 67 fourth graders brought their lunch to school, and 44 fourth
graders bought a lunch in the cafeteria. How many more students
brought a lunch than bought one?
8. I saw 26 birds, 5 lions, and 12 snakes at the zoo. What is the sum of
animals I saw at the zoo?
CHECKING FOR UNDERSTANDING:
Problem Solving - Addition/Subtraction
R - Read the problem carefully. Picture in your mind what is happening
in the problem. Understand the question.
P - Plan a strategy for solving the problem. Decide what operation to use.
S - Solve the problem. Use a picture, diagram, or chart if it will help.
C - Check your work. Is your answer reasonable? Is the arithmetic done correctly?
Does the answer match the question?
Directions:
Students will identify whether the problem being read is an addition or
subtraction problem. (See problems below.)
When the teacher gives a signal, the students will hold up an addition or
subtraction sign. (page 11) These should be made on the same color paper so
that students having difficultly dont wait on a certain color to be held up.
If students seem to be having difficulty, use the transparency provided.
Be a REAL PROBLEM SOLVING CHAMP
10 ( T ) Gourmet Curriculum Press, Inc.

Objective: Students will use problem solving skills in addition and subtraction
SAMPLE 11
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Problem Solving Cooperative Learning

Group size: four students; each student is assigned a
number 1 - 4
Materials: worksheet given to each group
Before class: Make copies of worksheet (page 13) for
each group.
Directions:
Student #1 writes a sentence that goes with one of
the facts given, then passes the sheet to student #2.
Student #2 reads what student #1 wrote, then adds
another sentence that goes with another fact.
When finished, student #2 passes the sheet to
student #3.
Student #3 reads what has been written so far, then
writes the final question. At that time, he/she passes
it on to student #4
Student #4 reads and identifies the facts and then
solves the problem. Student #4 reads the completed
problem and gives the answer orally to the group.
The group decides if the problem is written correctly.
They must also check to see if the answer is
reasonable.
For the second set of facts, Student #2 begins, then #3,
and #4 continue, and #1 ends by solving and reading
the problem.
Continue this pattern until all have had an opportunity
to do each step.
See worksheet on page 13.
We recommend this activity be done weekly.
Additional numbers may be added, operation signs
omitted, etc., as students progress throughout the year.
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Objective: Students will use problem solving skills in addition and subtraction
SAMPLE 12 Gourmet Curriculum Press, Inc.

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Problem Solving Cooperative Learning
Example: Facts are 6 + 8
Student #1 writes: There are 6 paper cups.
Student #2 writes: Sam brings 8 more paper cups.
Student #3 writes: How many cups are there in all?
Student #4 writes: 14 cups
Worksheet for Cooperative Learning
Problem # 1 Facts are 22 - 4
#1
#2
#3
#4
Problem # 2 Facts are 35 + 62
#1
#2
#3
#4
Problem # 3 Facts are 100 - 32
#1
#2
#3
#4
Problem # 4 Facts are 37 + 76
#1
#2
#3
#4
13 ( T )
Objective: Students will use problem solving skills in addition and subtraction
SAMPLE 13 Gourmet Curriculum Press, Inc.

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Game
Facts
Question
Problem
Problem Solving
And the Answer Is?
Before class:
Make enough copies of game cards (see pages 15 & 16) so each
group has a set. Place these on index cards.
Write a light + or - sign on the back so cards will be self checking.
Laminate and then cut out.
Make enough copies of the game board (see page 17) for each
group. These should be placed on heavy tag board and laminated.
Group size: four students
Materials: game board and set of cards per group
Directions:
The cards are placed face up.
The person with the most letters in his/her first and last name goes first. Game
play is counter clockwise.
After reading the top card, the player announces the operation that would be
used to solve the problem. By turning the card over, his/her answer can be
verified.
If correct, player follows directions at bottom of the card. If incorrect, player loses
a turn.
Game Play:
Each player has a token for game play.
First player picks a card out of the stack. Upon completing the problem, he/she
will follow the directions placed on the game card.
Players are to follow the arrows that designate game path.
When players get to the last column, they are to travel in a southwesterly
direction in order to reach the bottom column of the question mark. Players will
follow the arrows home.
Players must have the exact number to reach home.
Gourmet Curriculum Press, Inc.

Objective: Students will use problem solving skills in addition and subtraction
14 SAMPLE 14
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Problem Solving Game
Card #9
Julie has 13 stuffed animals, 5
board games, and 2 jump ropes.
How many toys does Julie
have?
Move 4 spaces.
Cards for And the Answer Is?
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Card #4
We drove 220 miles on Monday
and 135 miles on Tuesday. What
was the total number of miles
covered on the two days?
Move 1 space.
Card #5
What is the difference between
125 and 37?
Move 2 spaces.
Card #10
I must study for 30 minutes. So
far, I have studied for 22
minutes. How many minutes are
left for me to study?
Move 3 spaces.
Card #8
Of the 64 crayons in the box, 15
are broken. How many crayons
are not broken?
Move 3 spaces.
Card #6
Tom studied for 45 minutes. Tim
studied for 58 minutes. What is
the difference in the number of
minutes they studied?
Move 3 spaces.
Objective: Students will use problem solving skills in addition and subtraction
Card #1
Students checked out 12 books
from the library in March and 32
books in April. How many
books were checked out in all?
Move 3 spaces.
Card #2
We baked 12 cakes for the fair
and 21 pies. How many items
did we bake altogether?
Move 1 space.
Card #3
I can hold my breath for 46
seconds, but my sister can hold her
breath for 60 seconds. How much
longer can my sister hold her
breath?
Move 4 spaces.
Card #7
I used 68 red sequins and 84 blue
sequins on my art project. What
was the total number of sequins
used?
Move 4 spaces.
SAMPLE 15 Gourmet Curriculum Press, Inc.

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To Home
Game Board Problem Solving
Home
To Home
HOME
CARDS
Stop!
Go to
column
on the right.
Start
Lose a
turn.
Bad Luck!
Go back to
Start! ! !
Good Luck!
Go ahead 4
spaces.
To Home
Oops! Go
back 3
spaces
Good Luck!
Free Draw.
Objective: Students will use problem solving skills in addition and subtraction
Gourmet Curriculum Press, Inc.
17 SAMPLE 16
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Problem Solving Practice #1
Directions: Read each problem carefully. Decide which answer
best completes the question. Show your work.
Problem #1
Bluebottle flies can smell meat up to 4
miles away. It is 11 miles away from
its dinner. How many more miles will
the fly have to travel before it smells
its dinner?

a. 7 miles b. 15 miles
c. 44 miles d. answer not given
Problem #2
The African giant snail grows up to 15
inches in length. One was caught and
measured. Its length was 8 inches.
How many more inches will it need to
grow before its full-grown?
a. 23 inches b. 15 inches
c. 7 inches d. 2 inches
Problem #3
The zoo keeper needed to weigh the
monkeys that had arrived a month
ago. He wanted to make sure they
were gaining weight. Their total
weight when they arrived had been
184 lbs. When he weighed them
again, their total weight had increased
by 19 lbs. What is the total weight of
monkeys now?
a. add 184 and 184
b. subtract 19 from 184
c. subtract 184 from 19
d. add 19 and 184
Problem #4
Inez went shopping. She bought a
new pair of shoes for $23.95 and a
new skirt for $29.95. Which method
could be used to determine how
much she spent?

a. add $23.95 and $29.95
b. add $23.95 and $28.96
c. subtract $23.95 from $29.95
d. subtract $29.95 from $23.95
Problem #5
Tio and his friend were counting the
number of points their team had
made during the season. Tio counted
the first 5 games and his friend
counted the last 5 games. Tio counted
17 and his friend counted 21. Which
method could be used to find the
total number of points their team
scored for the season?
a. add 5 and 5 and 17 and 21
b. subtract 17 from 21
c. add 21 and 5
d. answer not given
Problem #6
A ribbon worm is one of the worlds
longest sea creatures. It measures 180
ft long. The giant squid is 55 ft long.
What is the difference in length
between these two sea creatures?
a. 230 ft b. 125 ft
c. 88 ft d. answer not given
18 ( T ) SAMPLE 17 Gourmet Curriculum Press, Inc.

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Problem Solving Application #1

Directions: Read each problem carefully. Decide which answer
best completes the question. Show your work.
Problem #1
326 people attended the circus on
Friday and 553 people came on
Saturday. Which method would be
used to determine how many people
came to the circus altogether?

a. add 326 and 553
b. subtract 326 from 553
c. add 362 and 553
d. answer not given
Problem #2
When practicing for the show, Rodney
the Rocket Man shot out of the cannon
and landed 118 feet away. During the
real circus performance, Rodney flew
through the air for 126 feet. How much
farther did Rodney fly during the circus
than he did at practice?
a. 254 feet b. 244 feet
c. 9 feet d. 8 feet
Problem #3
56 bags of cotton candy were sold on
Friday, and 99 bags were sold on
Saturday. Which method would be
used to determine the total number of
bags of cotton candy sold on both
days?
a. add 56 and 56 bags
b. subtract 99 from 56 bags
c. subtract 56 from 99 bags
d. add 56 and 99 bags
Problem #4
Larry the Lion Tamer has 14 lions in
the cage. 5 of the lions can jump
through a fiery hoop. How many
lions cannot jump through the hoop?

a. 19 lions
b. 9 lions
c. 6 lions
d. answer not given
Problem #5
The circus has two baby elephants.
One weighs 350 pounds, and one
weighs 257 pounds. Which method
would you use to determine how
many more pounds the heavier baby
elephant weighs?
a. add 350 and 275
b. subtract 257 from 350
c. subtract 350 from 275
d. answer not given
Problem #6
The strong man can lift 75 pounds
with his left hand and 80 pounds with
his right hand. How many pounds
can he lift in all?
a. 5 lbs
b. 155 lbs
c. 160 lbs
d. answer not given
19 SAMPLE 18 Gourmet Curriculum Press, Inc.

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Problem Solving Enrichment
Objective: Students will practice skills in problem solving
CUT IT OUT

Group size: two students
Materials: worksheet per group, scissors, glue
Before class: Make enough copies of worksheets
(pages 76 & 77) for each group.
Directions:
Each group will read story problem # 1.
When they decide which sentence does not belong in the
problem, they will cut it out and place it on strip #1 in
problem #3.
The group will also need to identify the operation
needed to solve the problem.
This same procedure will continue with problem #2.
The information not needed will be added to problem
#3, strip #2.
If problems #1 and #2 have been completed
correctly, problem #3 will be a workable problem.
Problems #6 and #9 are to be answered in the
same way using the information that has been
glued down to form a new word problem.
Teacher note:
Challenge: Have groups develop their own
problems that will fit the format of this page.
Exchange with other groups and work the
problems the groups have created.
75 SAMPLE 19 Gourmet Curriculum Press, Inc.

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Problem Solving Enrichment
Worksheet for Enrichment:
Problem #1
I baked 3 apple pies on Sunday.
On Tuesday I baked 2 blueberry pies.
I baked 4 pecan pies on Thursday.
How many pies did I bake that did not have apples in them?
+ - x
Problem #2
I bake 12 sugar cookies every Wednesday.
There are 4 Sundays in one month.
There are 4 Wednesdays in one month.
How many sugar cookies do I bake in one month?
+ - x
Problem #3
1.
2.
3. How many apple pies do I bake in one month?
+ - x
Problem #4
Sue drove 50 miles to Austin to go shopping.
She visited 7 stores.
She bought 2 hats at each store for her hat collection.
How many items did she buy?
+ - x
76
Objective: Students will practice skills in problem solving
SAMPLE 20 Gourmet Curriculum Press, Inc.

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Problem Solving Final Test

Directions: Read each problem carefully. Decide which answer
best completes the question. Show your work.
Problem #5
There was an old woman who lived in
a shoe. She had so many children, so
she decided to put an equal group into
each room so it would be easier to
count them. She put her 64 children
into 8 rooms. What method could be
used to determine the number of
children in each room?
a. divide 64 by 8
b. add 64 and 8
c. subtract 8 from 64
d. multiply 64 times 8
79
Problem #7
When Mrs. Abbey was redecorating
her room, she wanted to put carpet
in her reading center. She went to
the store and bought some carpet
squares. She chose two different
colors. One was a light color, and the
other was a darker color. Find the
shaded area of the figure below to
determine how many squares were a
darker color.
a. 10 squares
b. 9 squares
c. 6 squares
d. 4 squares
Problem #6
Ms. McDonalds class wanted to plant
a spring garden in the middle section
of their school. They wanted to put
string around it so that other students
would not step on their plants. Look
at the drawing and determine how
many feet of string they will need to
put around their garden.

a. 35 ft b. 30 ft
c. 15 ft d. 3 ft
9 ft
6 ft
Problem #8
Mr. Garcia has a nursery. He was
having a big Labor Day sale. He
discounted all of his shrubs $5.50
each. If you were to have purchased
4 shrubs from Mr. Garcia during his
sale, how much money would you
have saved?
a. $11.00
b. $22.00
c. $30.00
d. answer not given
SAMPLE 21 Gourmet Curriculum Press, Inc.

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Journal Writing Problem Solving
81 ( T )
August/September:
1. Write two word problems about
going back to school. Leave out
important information in the first
problem, and put in extra information
in the second problem. Find a
classmate to solve your problems by
deciding what information is missing
in problem 1 and deciding what the
extra information is in problem 2.
2. Draw a rectangle that is 12 square
units across and 6 square units down.
Shade some of the units to make a
pattern. Have a neighbor tell you the
area of your shaded square units.
3. The operation used is Subtract 15
from 32. Write a word problem where
this operation would work.
October:
1. Draw a triangle that will be a map
with three streets. Label your map with
street names. Design a Halloween
problem and question related to your
street names. (For example: Little
Larry traveled 25 yards down Witch
Way to go trick-or-treating, could be the
first sentence.) Write one correct
answer choice and one incorrect
answer choice. Share your problem
with a neighbor and have him/her
determine which answer is correct.
2. Write a word problem that includes
these words: pumpkin, scarecrow, owl,
haystack. Put in one sentence that
includes a number fact not needed to
solve the problem. Let a classmate
read and solve your problem.
November:
1. The strategy to use when solving
your problem is Multiply 30 times
15. Now write a word problem that
requires that strategy.
2. Use the following facts to create a
word problem. Pick only two of the
facts to be used to solve your problem.
The other two facts are extra
information. Have a classmate read
and solve your word problem. 10
pumpkins, 5 turkeys, 18 ears of corn, 7
days.
December:
1. Draw a rectangle that is 20 square
units across and 15 square units down.
Shade some of the units to make a
pattern. Have a neighbor find the area
of the unshaded squares.
SAMPLE 22 Gourmet Curriculum Press, Inc.

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Problem #8
Which sentence most reasonably tells
how to find the area in square units
of a square garden and the shaded
wooden fence around it?
a. Count only the unshaded
squares.
b. Count only the shaded squares.
c. Count only the squares in the
corner.
d. Count all the squares in the
diagram.
Problem Solving Reasonableness - 4th
Directions: Read each problem carefully. Decide which answer
best completes the question. Show your work.
Problem #6
Josh saved 582 aluminum cans, and
Keva saved 642 cans. They went to 2
different recycling centers with their
cans. Which is the most reasonable
method which can be used to find how
many cans Josh and Keva had
together?
a. add 582 and 642
b. subtract 2 from 582
c. multiply 642 times 2
d. add 582 and 642 and 2
84
Problem #5
Chicken is selling at a local super
market for 78 cents a pound. Mrs.
Bertolucci buys 7 pounds. Which is the
most reasonable method which can be
used to find out how much she pays
for the chicken?
a. add 78 and 7
b. subtract 7 from 78
c. divide 78 by 7
d. multiply 78 times 7
Determine or Solve Problems Using
Geometric Concepts
(#7 - #12 )
Which answer is a reasonable solution
to find the area in square units of a
shaded walkway around a
rectangular house?
a. Count only the unshaded
squares.
b. Count only the shaded squares.
c. Count only the squares along
the sides.
d. Count all the squares in the
diagram.
Problem #7
SAMPLE 23
Gourmet Curriculum Press, Inc.

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