This page provides samples of 4th grade geometry activities suitable for use in math centers, small group, or whole class settings. All activities are designed to elicit a range of responses and provide opportunities for students to communicate their reasoning and mathematical thinking. Download the sample activities under each standard or purchase the 4th Grade Math Centers eBook and have all the Number, Geometry, Measurement and Data Centers you’ll need for the entire school year in one convenient digital file.

**Numbers of the Week**** **Use as morning work or homework.

**4.OA.A.1 **Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.**Sample Activity:**Multiplication a

**4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.Sample Activities:Word Problems: Interpreting RemaindersMath Read Aloud Task Card:A Remainder of One**

**4.OA.B.4 **Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Sample Activities:**Exploring Multiples****Prime or Composite?**

Factor Riddles

Game: How Many Factors?

**4.OA.C.5 **Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.**Sample Activity:****Square Numbers**

Number Patterns

Patterns in Products

Patterns in Squares

Patterns in Rectangles

**4.NBT.A.1 **Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700÷70=10 by applying concepts of place value and division.**Sample Activity:**Comparing Digits

**4.NBT.A.2 **Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.**Sample Activities:**Place Value Triangle

Numeral, Word and Expanded Form

**4.NBT.A.3** Use place value understanding to round multi-digit whole numbers to any place.**Sample Activities:What's the Nearest Hundred? (4-digit)**

Roll and Round:

Nearest Ten (3-digit)

**4.NBT.B.4 **Fluently add and subtract multi-digit whole numbers using the standard algorithm.**Sample Activities:**

**4.NBT.B.5 **Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models**Sample Activities:Use Partial Products to Multiply (v. 1-3)Multiplication Strategy: Doubling and HalvingDouble and Halve (v. 1)Make the Largest Product (3 x 1-digit)Multiplication Race (1 x 3-digit)**

Use an Area Model to Multiply (v. 1-3)

Estimate Products by Rounding

Multiply by 10s, 100s and 1000s

Decompose a Factor

Make the Largest Product (4 x 1-digit)

Make the Smallest Product (3 x 1-digit)

Write and Solve: Multiplication

**4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.Sample Activities:Division Strategy: Partial Quotients (v. 1)Division Strategy: Partition the Dividend (v. 1)Estimate the Quotient (v. 1)**

**4.NF.A.1 **Explain
why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using
visual fraction models, with attention to how the number and size of the
parts differ even though the two fractions themselves are the same
size. Use this principle to recognize and generate equivalent fractions.**Sample Activity:**

**4.NF.A.2 **Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.**Sample Activities:**

Birthday Fractions

Who Ate More?**Also included in** 4th Grade Math Centers:**Snack Time****Comparing Fractions to a Benchmark**** **

**4.NF.B.3** Understand a fraction a/b with a>1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.**Sample Activities:****Adding Like Fractions****Subtracting Like Fractions**

Sample Activities:

Pizza Share

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

**4.NF.B.4 **Apply and extend previous understandings of multiplication to multiply a fraction by a whole number:

a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product of 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).**Sample Activity:**

Multiply a Unit Fraction by a Whole Number

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) =(nxa)/b).**Sample Activity:**

c. Solve word problems involving multiplication of a fraction by a whole number, e.g. by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Word Problems: Multiply a Mixed Number by a Whole Number

**4.NF.C.5 **Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.**Sample Activity:**

Game: Sums of One**Also included in** 4th Grade Math Centers:**Adding Fractions with Denominators 10 & 100****4.NF.C.6 **Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.**Sample Activity:**

Fractions and Decimals**4.NF.C.7 **Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.**Sample Activity:**

Comparing Decimals**Also included in** 4th Grade Math Centers:**Decimal Sort**