math expressions grade 4 homework

Math Expressions Grade 4 Worksheets

Math expressions grade 4 worksheets help students in understanding different expressions used in algebra. This topic is the key to solving several broad-ranging topics such as number theory, geometry, and other analysis using algebraic expressions to unlock the answers to various problems.

Benefits of Grade 4 Math Expressions Worksheets

By practicing several questions related to the topic, a student will be sure to master the subject. A math expression worksheet constitutes applying various arithmetic operations, word problems, geometric interpretations, etc. These 4th grade math worksheets are very interactive and contain visual simulations that provide a good understanding of the topic. Math expressions grade 4 worksheets come with answer keys that contain detailed stepwise solution of all the questions.

Printable PDFs for 4th Grade Math Expressions Worksheets

Math Expressions Worksheet for Grade 4
Math Equations Worksheet 4th Grade
Math Equations for Grade 4 Worksheet
Mathematical Expressions Worksheet for Grade 4

Explore more topics at Cuemath's Math Worksheets .

Common Core Grade 4 Math (Worksheets, Homework, Lesson Plans)

Looking for video lessons that will help you in your Common Core Grade 4 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 4 students?

The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into seven modules.

Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 4 Common Core Math Video Lessons, Math Worksheets and Games for all grades

Grade 4 Homework, Lesson Plans And Worksheets

Module 1 Topics and Objectives
Standard: 4.NBT.1, 4.NBT.2, 4.OA.1 Days: 4 : Interpret a multiplication equation as a comparison. ( ) : Recognize a digit represents 10 times the value of what it represents in the place to its right. ( ) : Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units. ( ) : Read and write multi-digit numbers using base ten numerals, number names, and expanded form. ( )
Standard: 4.NBT.2 Days: 2 : Compare numbers based on meanings of the digits, using >, <, or = to record the comparison. ( ) : Find 1, 10, and 100 thousand more and less than a given number. ( )
Standard: 4.NBT.3 Days: 4 : Round multi-digit numbers to the thousands place using the vertical number line. ( ) : Round multi-digit numbers to any place using the vertical number line. ( ) : Use place value understanding to round multi-digit numbers to any place value. ( ) : Use place value understanding to round multi-digit numbers to any place value using real world applications. ( )
: Topics A-C (review content 1 day, assessment ½ day, return ½ day, remediation or further applications 1 day)
Standard: 4. OA.3, 4.NBT.4, 4.NBT.1, 4.NBT.2 Days: 2 : Use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm and apply the algorithm to solve word problems using tape diagrams. ( ) : Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams and assess the reasonableness of answers using rounding. ( )
Standard: 4.OA.3, 4.NBT.4, 4.NBT.1, 4.OA.2 Days: 4 : Use place value understanding to decompose to smaller units once using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. ( ) : Use place value understanding to decompose to smaller units up to 3 times using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. ( ) : Use place value understanding to fluently decompose to smaller units multiple times in any place using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. ( ) : Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams and assess the reasonableness of answers using rounding. ( )
Standard: 4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.4 Days: 3 : Solve additive compare word problems modeled with tape diagrams. ( ) : Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding. ( ) : Create and solve multi-step word problems from given tape diagrams and equations. ( )
: Topics A-F (review content 1 day, assessment ½ day, return ½ day, remediation or further application 1 day)

Module 2 Topics and Objectives
Standard: 4.MD.1, 4.MD.2 Days: 3 : Express metric length measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric length. ( ) : Express metric mass measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric mass. ( ) : Express metric capacity measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric capacity. ( )
Standard: 4.MD.1, 4.MD.2 Days: 2 : Know and relate metric units to place value units in order to express measurements in different units. ( ) : Use addition and subtraction to solve multi-step word problems involving length, mass, and capacity. ( )
: Topics A-B (assessment ½ day, return ½ day, remediation or further applications 1 day)

Module 3 Topics and Objectives
Standard: 4.OA.1, 4.OA.2, 4.MD.3, 4.OA.3 Days: 3 : Investigate and use the formulas for area and perimeter of rectangles. ( ) : Solve multiplicative comparison word problems by applying the area and perimeter formulas. ( ) : Demonstrate understanding of area and perimeter formulas by solving multi-step real world problems. ( )
Standard: 4.NBT.5, 4.OA.1, 4.OA.2, 4.NBT.1 Days: 3 : Interpret and represent patterns when multiplying by 10, 100, and 1,000 in arrays and numerically. ( ) : Multiply multiples of 10, 100, and 1,000 by single digits, recognizing patterns. ( ) : Multiply two-digit multiples of 10 by two-digit multiples of 10 with the area model. ( )
Standard: 4.NBT.5, 4.OA.2, 4.NBT.1 Days: 5 : Use place value disks to represent two-digit by one-digit multiplication. ( ) : Extend the use of place value disks to represent three- and four-digit by one-digit multiplication. ( ) , : Multiply three- and four-digit numbers by one-digit numbers applying the standard algorithm. ( ) ( ) : Connect the area model and the partial products method to the standard algorithm. ( )
Standard: 4.OA.1, 4.OA.2, 4.OA.3, 4.NBT.5 Days: 2 : Solve two-step word problems, including multiplicative comparison. ( ) : Use multiplication, addition, or subtraction to solve multi-step word problems. ( )
: Topics A-D (review content 1 day, assessment ½ day, return ½ day, remediation or further applications 1 day)
Standard: 4.NBT.6, 4.OA.3 Days: 8 Solve division word problems with remainders. ( ) : Understand and solve division problems with a remainder using the array and area models. ( ) : Understand and solve two-digit dividend division problems with a remainder in the ones place by using number disks. ( ) : Represent and solve division problems requiring decomposing a remainder in the tens. ( ) : Find whole number quotients and remainders. ( ) : Explain remainders by using place value understanding and models. ( ) : Solve division problems without remainders using the area model. ( ) : Solve division problems with remainders using the area model. ( )
Standard: 4.OA.4 Days: 4 : Find factor pairs for numbers to 100 and use understanding of factors to define prime and composite. ( ) : Use division and the associative property to test for factors and observe patterns. ( ) : Determine whether a whole number is a multiple of another number. ( ) : Explore properties of prime and composite numbers to 100 by using multiples. ( )
Standard: 4.OA.3, 4.NBT.6, 4.NBT.1 Days: 8 : Divide multiples of 10, 100, and 1,000 by single-digit numbers. ( ) : Represent and solve division problems with up to a three-digit dividend numerically and with number disks requiring decomposing a remainder in the hundreds place. ( ) : Represent and solve three-digit dividend division with divisors of 2, 3, 4, and 5 numerically. ( ) : Represent numerically four-digit dividend division with divisors of 2, 3, 4, and 5, decomposing a remainder up to three times. ( ) : Solve division problems with a zero in the dividend or with a zero in the quotient. ( ) : Interpret division word problems as either or . ( ) : Interpret and find whole number quotients and remainders to solve one-step division word problems with larger divisors of 6, 7, 8, and 9. ( ) : Explain the connection of the area model of division to the long division algorithm for three- and four-digit dividends. ( )
Standard: 4.NBT.5, 4.OA.3, 4.MD.3 Days: 5 : Multiply two-digit multiples of 10 by two-digit numbers using a place value chart. ( ) : Multiply two-digit multiples of 10 by two-digit numbers using the area model. ( ) : Multiply two-digit by two-digit numbers using four partial products. ( ) , : Transition from four partial products to the standard algorithm for two-digit by two-digit multiplication. ( ) ( )
: Topics A-H (review 1 day, assessment ½ day, return ½ day, remediation or further application 1 day)

Module 4 Topics and Objectives
Standard: 4.G.1 Days: 4 : Identify and draw points, lines, line segments, rays, and angles and recognize them in various contexts and familiar figures. ( ) : Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles. ( ) : Identify, define, and draw perpendicular lines. ( ) : Identify, define, and draw parallel lines. ( )
Standard: 4.MD.5, 4.MD.6 Days: 4 : Use a circular protractor to understand a 1-degree angle as 1/360 of a turn. Explore benchmark angles using the protractor. ( ) : Use varied protractors to distinguish angle measure from length measurement. ( ) : Measure and draw angles. Sketch given angle measures and verify with a protractor. ( ) : Identify and measure angles as turns and recognize them in various contexts. ( )
: Topics A-B (assessment ½ day, return ½ day, remediation or further applications 1 day)
Standard: 4.MD.7 Days: 3 : Decompose angles using pattern blocks. ( ) , : Use the addition of adjacent angle measures to solve problems using a symbol for the unknown angle measure. ( ) ( )
Standard: 4.G.1, 4.G.2, 4.G.3 Days: 5 : Recognize lines of symmetry for given two-dimensional figures; identify line-symmetric figures and draw lines of symmetry. ( ) : Analyze and classify triangles based on side length, angle measure, or both. ( ) : Define and construct triangles from given criteria. Explore symmetry in triangles. ( ) : Classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size. ( ) : Reason about attributes to construct quadrilaterals on square or triangular grid paper. ( )
: Topics A-D (assessment ½ day, return ½ day, remediation or further application 1 day)

Module 5 Topics and Objectives
Standard: 4.NF.3, 4.NF.4 Days: 6 , : Decompose fractions as a sum of unit fractions using tape diagrams. ( ) ( ) : Decompose non-unit fractions and represent them as a whole number times a unit fraction using tape diagrams. ( ) : Decompose fractions into sums of smaller unit fractions using tape diagrams. ( ) : Decompose unit fractions using area models to show equivalence. ( ) : Decompose fractions using area models to show equivalence. ( )
Standard: 4.NF.1, 4.NF.3 Days: 5 , :Use the area model and multiplication to show the equivalence of two fractions. ( ) ( ) , : Use the area model and division to show the equivalence of two fractions. ( ) ( ) : Explain fraction equivalence using a tape diagram and the number line, and relate that to the use of multiplication and division. ( )
Standard: 4.NF.2 Days: 4 , : Reason using benchmarks to compare two fractions on the number line. ( ) ( ) , : Find common units or number of units to compare two fractions. ( ) ( )
Standard: 4.NF.3, 4.NF.1, 4.MD.2 Days: 6 : Use visual models to add and subtract two fractions with the same units. ( ) : Use visual models to add and subtract two fractions with the same units, including subtracting from one whole. ( ) : Add and subtract more than two fractions. ( ) : Solve word problems involving addition and subtraction of fractions. ( ) , : Use visual models to add two fractions with related units using the denominators 2, 3, 4, 5, 6, 8, 10, and 12. ( ) ( )
: Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day)
Standard: 4.NF.1, 4.NF.2, 4.NF.3, 4.NBT.6, NF.4, 4.MD.4 Days: 7 : Add a fraction less than 1 to, or subtract a fraction less than 1 from, a whole number using decomposition and visual models. ( ) : Add and multiply unit fractions to build fractions greater than 1 using visual models. ( ) , : Decompose and compose fractions greater than 1 to express them in various forms. ( ) ( ) : Compare fractions greater than 1 by reasoning using benchmark fractions. ( ) : Compare fractions greater than 1 by creating common numerators or denominators. ( ) : Solve word problems with line plots. ( )
Standard: 4.NF.3, 4.MD.4, 4.MD.2 Days: 6 Estimate sums and differences using benchmark numbers. ( ) : Add a mixed number and a fraction. ( ) : Add mixed numbers. ( ) : Subtract a fraction from a mixed number ( ) : Subtract a mixed number from a mixed number. ( ) : Subtract mixed numbers. ( )
Standard: 4.NF.4, 4.MD.4, 4.OA.2, 4.MD.2 Days: 6 , : Represent the multiplication of n times a/b as (n x a)/b using the associative property and visual models. ( ) ( ) , : Find the product of a whole number and a mixed number using the distributive property. ( )( ) : Solve multiplicative comparison word problems involving fractions. ( ) : Solve word problems involving the multiplication of a whole number and a fraction including those involving line plots. ( )
Standard: 4.OA.5 Days: 1 : Find and use a pattern to calculate the sum of all fractional parts between 0 and 1. Share and critique peer strategies. ( )
: Topics A-H (assessment ½ day, return ½ day, remediation or further applications 1 day)

Module 6 Topics and Objectives
Standard: 4.NF.6, 4.NBT.1, 4.MD.1 Days: 3 : Use metric measurement to model the decomposition of one whole into tenths. ( ) : Use metric measurement and area models to represent tenths as fractions greater than 1 and decimal numbers. ( ) : Represent mixed numbers with units of tens, ones, and tenths with number disks, on the number line, and in expanded form. ( )
Standard: 4.NF.5, 4.NF.6, 4.NBT.1, 4.NF.1, 4.NF.7, 4.MD.1 Days: 5 : Use meters to model the decomposition of one whole into hundredths. Represent and count hundredths. ( ) : Model the equivalence of tenths and hundredths using the area model and number disks. ( ) : Use the area model and number line to represent mixed numbers with units of ones, tenths, and hundredths in fraction and decimal forms. ( ) : Model mixed numbers with units of hundreds, tens, ones, tenths, and hundredths in expanded form and on the place value chart. ( ) : Use understanding of fraction equivalence to investigate decimal numbers on the place value chart expressed in different units. ( )
: Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day)
Standard: 4.NF.7, 4.MD.1, 4.MD.2 Days: 3 : Use the place value chart and metric measurement to compare decimals and answer comparison questions. ( ) : Use area models and the number line to compare decimal numbers, and record comparisons using <, >, and =. ( ) : Compare and order mixed numbers in various forms. ( )
Standard: 4.NF.5, 4.NF.6, 4.NF.3, 4.MD.1 Days: 3 : Apply understanding of fraction equivalence to add tenths and hundredths. ( ) : Add decimal numbers by converting to fraction form. ( ) : Solve word problems involving the addition of measurements in decimal form. ( )
Standard: 4.MD.2, 4.NF.5, 4.NF.6 Days: 2 : Express money amounts given in various forms as decimal numbers. ( ) : Solve word problems involving money. ( )
: Topics A-E (assessment 1 day, return ½ day, remediation or further applications ½ day)

Module 7 Topics and Objectives
Standard: 4.OA.1, 4.OA.2, 4.MD.1, 4.NBT.5, 4.MD.2 Days: 5 , : Create conversion tables for length, weight, and capacity units using measurement tools, and use the tables to solve problems. ( ) : Create conversion tables for units of time, and use the tables to solve problems. ( ) : Solve multiplicative comparison word problems using measurement conversion tables. ( ) : Share and critique peer strategies. ( )
Standard: 4.OA.2, 4.OA.3, 4.MD.1, 4.MD.2, 4.NBT.5, 4.NBT.6 Days: 6 : Solve Problems involving mixed units of capacity. ( ) : Solve problems involving mixed units of length. ( ) : Solve problems involving mixed units of weight. ( ) : Solve problem involving mixed units of time. ( ) , : Solve multi-step measurement word problems. ( )
Standard: 4.OA.3, 4.MD.1, 4.MD.2, 4.NBT.5, 4.NBT.6 Days: 3 , : Use measurement tools to convert mixed number measurements to smaller units. ( ) : Solve multi-step word problems involving converting mixed number measurements to a single unit. ( )
: Topics A-C (assessment 1 day, ½ day return, remediation or further application ½ day)
Days: 4 , : Create and determine the area of composite figures. ( ) : Practice and solidify Grade 4 fluency. : Practice and solidify Grade 4 vocabulary.

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Math Expressions 4, Volume 2 with Online Resources

Math expressions 4, volume 2, by houghton mifflin harcourt, published date: 08-19-2024.

Math Expressions 4, Volume 2 is a educational Book By Houghton Mifflin Harcourt.

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Math Expressions

Build deep understanding with this essential inquiry-based mathematics curriculum.

Mastering math starts with knowing the numbers. We get students started on the right path in Pre-K, but that's just the beginning. It's also about looking beyond numbers to understand how and why they work, and learning to ask the questions that lead to a thoughtful, informed approach to solving problems.

Based on research funded by the National Science Foundation (NSF), Math Expressions is a proven Pre-Kâ6 curriculum that helps children make sense of math by exploring, discussing, and demonstrating their understanding of key concepts. In busy, active lessons, students learn how to look deeper and choose their own path to the answersâskills that will take them far beyond the math classroom.

Looking deeper produces exceptional results

A Yearlong Study of Success

Students from eight schools across four states showed "statistically significant" improvement.

When children understand math, they're not relying on memorization. They're relying on themselves. Dr. Karen Fuson's comprehensively researched approach to teaching math is based on the way children actually learn and is used across the country because it raises student achievement.

How to think about math

The deep conceptual understanding that's the hallmark of the program leads to strong skills fluency and the ability to make generalizations within and among mathematical strands. As students grow and learn to think critically, teachers develop their own richer understanding of math through detailed instruction and embedded support.

Math Expressions is based on NSF-funded research.

Contextual Learning Students develop an understanding of mathematics through real-world situations and visual supports.

Multiple Strategies Students learn multiple ways to solve problems, including algorithms based on reasoning.

Manageable Instruction Teaching materials embody a "learn-while-teaching" style.

Math Expressions in Spanish

Built on a Solid Foundation of Research

For twenty-five years, Dr. Karen Fuson, Professor Emerita of Education and Psychology at Northwestern University, researched effective methods of teaching and learning mathematics. Results from her research indicated students using the approaches featured in Math Expressions achieved at a higher rate than students using other programs.

Instruction that Supports Language Development

ExpresioÃ±es en matemÃ¡ticas instruction starts at the studentsâ level and continually elicits their thinking; provides visual and linguistic supports to move them rapidly to understanding; and ends with extended fluency practice and application while continuing the emphasis on understanding and explaining.

Available in Both Print and Digital
Consumable Student Book with cut out vocabulary cards, paper manipulatives, fluency checks, a glossary, and more
Homework and Remembering Book that includes daily lesson homework and mixed daily review
Digital Student Access with virtual manipulative tools, online assessments, adaptive homework support, and more
Extensive suite of print and digital teacher resources: Teacher Edition, assessment guide, reteach, practice and enrichment activity masters, Math Activity Center with gameboards, math readers, and activity cards.

Student Experience

Student technology builds understanding, practice, and problem solving.

Award-Winning Matific delivers friendly and entertaining animated characters who help build confidence that inspires mastery and fluency with encouraging instructions and motivational feedback as students improve, make progress, and earn rewards.
Games in the online Math Activity Center develop fluency in math facts and operations.
Students build concrete and pictorial relationships with digital manipulatives.

Lessons build understanding through active inquiry.

Coherence Students make connections between key topics both within and across grades.

Discourse Math Talk gives students the chance to ask questions and use their MathBoards to explain and justify their solutions.

Practice The online Student Activity Book gives young learners the tools to explore and deepen their understanding of key math concepts.

Making teachers' lives easier by changing the learning landscape

Hear what Dr. Fuson thinks about early learning in mathematics and how it can help close the equity gap.

Early Learning Resources

Classroom Structures Support Understanding and Math Talk

Students use colorful manipulatives and shape puzzle mats to develop a deep understanding of number and geometry concepts.
Fun games and puzzle cards engage students and get them excited about mathematics.
Daily routines include learning the count word sequence and relating to number symbols and quantities through patterns, fingers, and actions.
Students take turns as student leaders, building confidence over time.

Research tells us that students who start kindergarten with a high level of math understanding do better in both math and reading after kindergarten. With that in mind, we developed Math Expressions Early Learning Resources to provide early learners with the understanding they need to confidently take the first and subsequent steps of their mathematics journey.

Grounded in Research Students will benefit from teaching-learning paths and structured, repetitive experiences as recommended in “Mathematics Learning in Early Childhood: Paths toward Excellence and Equity.”

Rated as Strong by ESSA Early Learning Resources is based on the same ESSA strong foundation and research as the rest of Math Expressions , making it an ideal transitional program for pre-kindergarten early learners.

Focused on Numbers and Geometry Research guidelines led to a strong focus on numbers and geometry, content areas that are particularly important in early math instruction.

Hands-On Playful activities help children see, discuss, and use mathematical structures, building understanding and fluency gradually and systematically.

Teacher Experience

Math Expressions facilitates learning while teaching.

Professional development, classroom demonstration, and daily routine videos are at point of use in the Teacher Edition.
Lessons include teaching and inquiry notes, visual models, and suggestions for Math Talk.
Mathematical processes, practices, and learning progressions are featured in every lesson.
Formative assessment reporting helps group students for instruction and identifies appropriate differentiation resources.

Differentiated support to encourage all students.

Differentiated Instruction The Math Activity Center supports every child with Practice, Re-teach, and Challenge resources for each lesson.

Adaptive Practice Customize instruction with the Personal Math Trainer ® Powered by Knewton™, an online personalized learning and assessment system with real-time reporting and adaptive practice.

Math Expressions classrooms are collaborative

Hear from a teacher about how Math Talk engages his class.

Delivering powerful and informative educational technology, Matific personalizes learning paths to support adaptive engagement for active learning.

Wrapped in a fun journey of discovery, a carefully curated and rigorous 5-point pedagogy designed by educational experts from leading universities is fully aligned into a robust curriculum of topics and skills.
Multimedia activities bring learning to life with real-world problems through student agency and adventure driven by challenging responsiveness and rewards.
Easy to assign digital and printable activities provide teachers formative feedback and real-time insight to inform instruction and monitor progress.

Consumable Student Book with cut-out vocabulary cards, paper manipulatives, fluency checks, a glossary, and more
Extensive suite of print and digital teacher resources: Teacher Edition, assessment guide, reteach, practice and enrichment activity masters, Math Activity Center with gameboards, math readers, and activity cards

Instructional Content

The instruction keeps students constantly moving forward while providing teachers with explicit support. Learn more about Dr. Fuson's approach through the samplers below.

2018 Program Sampler

CCSS Program Sampler

Early Learning Sampler

Deepen mathematical understanding

Students develop an understanding of the concepts behind the math and build connections between concrete, pictorial, and abstract relationships.

Develop critical-thinking skills

Students learn to ask questions and use the answers to devise thoughtful, informed approaches to solving problems.

Enhance teacher effectiveness

Teachers use the program's extensive, lesson-by-lesson support to supplement and deepen their own mathematical understanding.

Increase student participation

Math Talk classrooms create lively, collaborative environments where children share their ideas and solutions and listen respectfully to the ideas of their classmates.

Improve student performance

Students learn to effectively communicate their mathematical understanding verbally and in writing.

Research & Results

The research driving Math Expressions gives students a full understanding of concepts behind the math and the tools to effectively express what they've learned. Learn more about what's behind the program and its impact on students across the country.

"All-Green" Rating from EdReports

Math Expressions Grades K-5 has been rated as Meets Expectations at Gateways 1, 2, and 3 by EdReports.

Strong ESSA Rating

Math Expressions received a Strong ESSA rating based on the distinctive amount and quality of professional learning teachers receive.

Read the Overview --> ESSA Evidence Criteria for Math Expressions

Foundational and Efficacy Research

Math Expressions is based on the results of the NSF-funded Children's Math Worlds research project, a 10-year study led by Dr. Fuson.

Math Expressions : Research Evidence Base

Report Type : Research Evidence Base
Grade Level : Elementary, Middle

US Department of Education Institute of Education Sciences (IES): Achievement Effects of Four Early Elementary School Math Curricula: Finding for First and Second Graders (Year 2)

Report Type : Efficacy Study, Publication from External Organization, Study Conducted by Third Party
Grade Level : Elementary
District Urbanicity : Urban, Suburban

Math Expressions : Impact Study, Grades 2 and 4

Report Type : Efficacy Study, Study Conducted by Third Party
Region : Midwest, West
District Urbanicity : Suburban, Rural

Problem Solving in Math Expressions

A Math Talk Community

CCSS Number and Operations in Base Ten (NBT)

About the Author

Dr. Karen Fuson, is a leading voice in math education today

Dr. Karen Fuson , Professor Emerita at Northwestern University, has studied how children understand math ideas for more than 50 years. She designs teaching materials based on how children learn and understand, along with working in schools to help teachers support every child.

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Unit 1: Place value

Unit 2: addition, subtraction, and estimation, unit 3: multiply by 1-digit numbers, unit 4: multiply by 2-digit numbers, unit 5: division, unit 6: factors, multiples and patterns, unit 7: equivalent fractions and comparing fractions, unit 8: add and subtract fractions, unit 9: multiply fractions, unit 10: understand decimals, unit 11: plane figures, unit 12: measuring angles, unit 13: area and perimeter, unit 14: units of measurement.

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Math Expressions Homework & Remembering Collection Grade 4

Grade(s): Grade 4

Material Type: STUDENT RESOURCE MATLS (SRM)

Format: Kit

ISBN-13/EAN: 9780544602205

ISBN-10: 054460220X

Product Code: 1616596

National/State: NATIONAL

Program Name: Math Expressions

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$Math Expressions Answer Key$

Math Expressions Grade 4 Unit 8 Lesson 2 Answer Key Measuring Angles

Solve the questions in Math Expressions Grade 4 Homework and Remembering Answer Key Unit 8 Lesson 2 Answer Key Measuring Angles to attempt the exam with higher confidence. https://mathexpressionsanswerkey.com/math-expressions-grade-4-unit-8-lesson-2-answer-key/

Math Expressions Common Core Grade 4 Unit 8 Lesson 2 Answer Key Measuring Angles

Math Expressions Grade 4 Unit 8 Lesson 2 Homework

Use a protractor to find the measure of each angle.

$Math Expressions Grade 4 Unit 8 Lesson 2 Answer Key$

Explanation: To measure an angle with a protractor: Place the midpoint of the protractor on the VERTEX of the angle M, the angle is ∠LMN = 90°

$Math Expressions Grade 4 Unit 8 Lesson 2 Homework and Remembering Answer Key 4$

Explanation: To measure an angle with a protractor: Place the midpoint of the protractor on the VERTEX of the angle Q, the angle is ∠RQP = 100°

Draw each angle.

Question 5. an angle with measure 75° Answer: Acute Angle Explanation: An acute angle is a type of angle that measures less than 90°

Question 6. an angle with measure 150° Answer: Obtuse Angle Explanation: An angle that measures greater than 90° is known as the obtuse angle.

Question 7. On a protractor there are two scales. Read one scale to find 44°. What is the measure on the other scale? Answer: 136° Explanation: