Smart to the Core: Grade 4 - BEST - Sample by Educational Bootcamp

SMART TO THE CORE

Educational Bootcamp

www.educationalbootcamp.com jandj@educationalbootcamp.com

GRADE 4

Tel. 305-423-1999

EDUCATIONAL BOOTCAMP

sample book

STUDENT BOOKLET Student’s Name

GRADE 4

BEST Smart to the Core Grade 4 Sample Booklet

THIS BOOKLET INCLUDES: •

4 sample lessons from Smart to the Core Student Booklet

MATH BOOTCAMP® - BEST Smart to the Core Sample Booklet - GRADE 4 (FLORIDA) Copyright© 2023 by Educational Bootcamp. First Edition. All rights reserved. Publisher: J&J Educational Boot Camp, Inc. Content Development: Educational Bootcamp J&J Educational Boot Camp, Inc. www.educationalbootcamp.com jandj@educationalbootcamp.com No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp. Educational Bootcamp and Math Bootcamp are registered trademarks of J&J Educational Boot Camp, Inc. Printed in the United States of America

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TABLE OF CONTENTS MISSION

FL CODE

MISSION 1 Understanding Place Value MISSION 2 Reading and Writing Multi-Digit Numbers MISSION 3 Plotting and Ordering Multi-Digit Numbers MISSION 4 Rounding Numbers to the Nearest 10,100, or 1,000 MISSION 5 Plotting, Ordering, and Comparing Decimals MISSION 6 Multiplying Two Whole Numbers

BENCHMARKS FOR EXCELLENT STUDENT THINKING

PAGES

NUMBER SENSE AND OPERATIONS Express how the value of a digit in a multi-digit whole number MA.4.NSO.1.1 changes if the digit moves one place to the left or right.

1-8

MA.4.NSO.1.2

Read and write multi-digit whole numbers from 0 to 1,000,000 using standard form, expanded form and word form.

9 - 16

MA.4.NSO.1.3

Plot, order and compare multi-digit whole numbers up to 1,000,000.

17 - 24

MA.4.NSO.1.4

Round whole numbers from 0 to 10,000 to the nearest 10, 100 or 1,000.

25 – 32

MA.4.NSO.1.5

MA.4.NSO.2.3 MA.4.NSO.2.2

MISSION 7 Dividing Whole Numbers and Recalling Division Facts

MA.4.NSO.2.4

MA.4.NSO.2.1 MISSION 8 Using Estimation, Rounding, and Place Value

MA.4.NSO.2.5

MISSION 9 Finding One-Tenth/ Hundredth More or Less MISSION 10 Modeling and Expressing Fractions MISSION 11 Using Decimal Notations to Represent Fractions MISSION 12 Finding Equivalent Fractions

MA.4.NSO.2.6

MA.4.FR.1.1

MA.4.FR.1.2

MA.4.FR.1.3

Plot, order, and compare decimals up to the hundredths. 33 - 40 Multiply two whole numbers, each up to two digits, including using a standard algorithm with procedural fluency.

Multiply two whole numbers, up to three digits by up to two digits, with procedural reliability. Divide a whole number up to four digits by a one-digit whole number with procedural reliability. Represent remainders as fractional parts of the divisor.

41 - 48

49 - 56

Recall multiplication facts with factors up to 12 and related division facts with automaticity. Explore the multiplication and division of multi-digit whole numbers using estimation, rounding and place value. Identify the number that is one-tenth more, one-tenth less, one-hundredth more and one-hundredth less than a given number. FRACTIONS Model and express a fraction, including mixed numbers and fractions greater than one, with the denominator 10 as an equivalent fraction with the denominator 100. Use decimal notation to represent fractions with denominators of 10 or 100, including mixed numbers and fractions greater than 1, and use fractional notation with denominators of 10 or 100 to represent decimals. Identify and generate equivalent fractions, including fractions greater than one. Describe how the numerator and denominator are affected when the equivalent fraction is created.

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57 - 64

65 - 72

73 - 80

81 - 88

89 - 96

TABLE OF CONTENTS MISSION

FL CODE

MISSION 13 Plotting, Ordering, and Comparing Fractions MISSION 14 Decomposing Fractions

MISSION 15 Adding and Subtracting Fractions with Like Denominators MISSION 16 Adding Fractions with Denominators of 10 and 100

MA.4.FR.1.4

MA.4.FR.2.1

MA.4.FR.2.2

MA.4.FR.2.3

BENCHMARKS FOR EXCELLENT STUDENT THINKING Plot, order and compare fractions, including mixed numbers and fractions greater than one, with different numerators and different denominators. Decompose a fraction, including mixed numbers and fractions greater than one, into a sum of fractions with the same denominator in multiple ways. Demonstrate each decomposition with objects, drawings and equations. Add and subtract fractions with like denominators, including mixed numbers and fractions greater than one, with procedural reliability. Explore the addition of a fraction with denominator of 10 to a fraction with denominator of 100 using equivalent fractions.

PAGES 97 - 104

105 - 112

113 - 120

121 – 128

ALGEBRAIC REASONING

MISSION 17 Solving Real-World Problems with Remainders MISSION 18 Adding and Subtracting Real-World Problems Involving Fractions MISSION 19 Multiplying Real-World Problems Involving Fractions

MISSION 20 Translating Expressions MISSION 21 Using Equations to Determine Unknown Whole Numbers MISSION 22 Identifying Factor Pairs, Prime, and Composite Numbers MISSION 23 Understanding Rules Describing Patterns as an Expression

MA.4.AR.1.1

Solve real-world problems involving multiplication and division of whole numbers including problems in which remainders must be interpreted within the context.

129 - 136

MA.4.AR.1.2

Solve real-world problems involving addition and subtraction of fractions with like denominators, including mixed numbers and fractions greater than one.

137 - 144

MA.4.AR.1.3

Solve real-world problems involving multiplication of a fraction by a whole number or a whole number by a fraction.

145 - 152

MA.4.FR.2.4

MA.4.AR.2.1

Extend previous understanding of multiplication to explore the multiplication of a fraction by a whole number or a whole number by a fraction. Determine and explain whether an equation involving any of the four operations with whole numbers is true or false.

153 - 160

MA.4.AR.2.2

Given a mathematical or real-world context, write an equation involving multiplication or division to determine the unknown whole number with the unknown in any position.

161 - 168

MA.4.AR.3.1

Determine factor pairs for a whole number from 0 to 144. Determine whether a whole number from 0 to 144 is prime, composite or neither.

169 - 176

MA.4.AR.3.2

Generate, describe and extend a numerical pattern that follows a given rule.

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177 - 184

TABLE OF CONTENTS MISSION

FL CODE

MISSION 24 Using Tools for Measuring MISSION 25 Making Metric Conversions

MA.4.M.1.1 MA.4.M.1.2

MISSION 26 Solving Two-Step Problems Involving Distances and Intervals MISSION 27 Solving Problems Involving Money and Decimal Notations

MA.4.M.2.1

BENCHMARKS FOR EXCELLENT STUDENT THINKING MEASUREMENT Select and use appropriate tools to measure attributes of objects. Convert within a single system of measurement using the units: yards, feet, inches; kilometers, meters, centimeters, millimeters; pounds, ounces; kilograms, grams; gallons, quarts, pints, cups; liter, milliliter; and hours, minutes, seconds. Solve two-step real-world problems involving distances and intervals of time using any combination of the four operations.

MA.4.M.2.2

Solve one- and two-step addition and subtraction real-world problems involving money using decimal notation.

MA.4.NSO.2.7

Explore the addition and subtraction of multi-digit numbers with decimals to the hundredths.

GEOMETRIC REASONING Informally explore angles as an attribute of two-dimensional figures. Identify and classify angles as acute, right, obtuse, MA.4.GR.1.1 straight or reflex. Estimate angle measures. Using a protractor, measure angles in MA.4.GR.1.2 whole-number degrees and draw angles of specified measure in whole-number degrees. Demonstrate that angle measure is additive.

MISSION 28 Classifying Angles MISSION 29 Estimating Angle Measures MISSION 30 Solving Real-World Problems Involving Angle Measures

MA.4.GR.1.3

PAGES 185 - 192 193 - 200

201 - 208

209 - 216

217 - 224 225 - 232

Solve real-world and mathematical problems involving unknown whole-number angle measures. Write an equation to represent the unknown.

233 - 240

MISSION 31 Solving Perimeter and Area of a Rectangle

MA.4.GR.2.1

Solve perimeter and area mathematical and real-world problems, including problems with unknown sides, for rectangles with whole-number side lengths.

241 - 248

MISSION 32 Solving Problems Involving Rectangles

MA.4.GR.2.2

Solve problems involving rectangles with the same perimeter and different areas or with the same area and different perimeters.

249 - 256

MISSION 33 Creating Tables, Stem-and-Leaf, and Line Plots MISSION 34 Plotting and Labeling Ordered Pairs MISSION 35 Interpreting Tables, Graphs, and Line Plots

DATA ANALYSIS & PROBABILITY Collect and represent numerical data, including fractional MA.4.DP.1.1 values, using tables, stem-and-leaf plots or line plots.

MA.4.DP.1.2

MA.4.DP.1.3

Determine the mode, median or range to interpret numerical data including fractional values, represented with tables, stem-and-leaf plots or line plots.

257 - 264

265 - 272

Solve real-world problems involving numerical data.

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273 - 280

PLOTTING AND ORDERING MULTI-DIGIT NUMBERS

MA.4.NSO.1.3 Plot, order and compare multi-digit whole numbers up to 1,000,000. To plot numbers on a number line, create a chart and place each multi-digit number in its appropriate position based on its value. The rightmost digit (ones place) represents the position closest to zero, while the leftmost digit (up to millions place) represents the position farthest from zero. Example: Plot the numbers 3,613 and 3,126 on the number line. It can be seen that the number 3,126 is closer to zero than 3,613. Therefore, 3,126 < 3,613, and 3,613 is farther from zero than 3,126, so 3,613 > 3,126.

3,126

1,000

2,000

3,613

3,000

To order numbers, look at the numbers on the number line. Arrange them from least to greatest or greatest to least, depending on the specific task or question. This involves comparing the leftmost digits first and then the rightmost digits if needed. Example: Arrange the numbers 26,543 , 26,382 , 26,602 in ascending and descending order. Comparing place value in ascending order (least to greatest): 26,382 , 26,543 , 26,602 Comparing place value in descending order (greatest to least): 26,602, 26,543, 26,382 When comparing two multi-digit numbers, begin by examining their leftmost digits. If these digits differ, the number with the larger leftmost digit is greater. If they are the same, proceed to the next leftmost digit and continue until the first difference. The number with the larger digit in that place value is greater. To express the relationship between two numbers, use symbols such as "<" (less than), ">" (greater than), or "=" (equal to).

Example: Compare 482,852 and 423,809 In these numbers, the hundred thousands and hundreds place values are equal, but the other place values are different. Therefore, use the second greatest place value to compare, which is ten thousands place. It is clear that 482,852 > 423,809, or 423,809 < 482,852. 5 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Plot the numbers on the number line.

1,360 610 43,682

1,000

1,500

2,000

2,500

3,000

3,500

4,000

230

330

430

530

630

730

830

10,000

20,000

30,000

40,000

50,000

60,000

70,000

587,600

587,700

74 587,918

587,300

587,400 587,500

587,800 587,900

DIRECTIONS: Arrange the numbers in ascending order.

NUMBERS

ASCENDING ORDER

431, 262, 972 849,812 , 347,882 , 982,320 6,283 , 6,210 , 6,256 72,293 , 76,293 , 70,293 38 , 18, 98 DIRECTIONS: Compare the numbers using relational symbols (>,<,=).

52,395

51,422

3,894

3,847

388,823

387,848

871

861

4,865

4,870

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DIRECTIONS: Plot the numbers on the number line.

4,250 729 61,370 25 115,600

4,050

4,100

4,150

4,200

4,250

4,300

4,350

680

690

700

710

720

730

740

61,000

61,500

62,000

62,500

63,000

63,500

64,000

115,500

116,000

114,000

114,500 115,000

116,500 117,000

DIRECTIONS: Arrange the numbers in descending order.

Numbers

Descending Order

639, 749, 269 384,173 , 128,423 , 328,187 3,578 , 8,238 , 7,239 86,438 , 39,429 , 49,834 84 , 98, 28 DIRECTIONS: Compare the numbers using relational symbols (>,<,=).

18,783

38,932

4,098

4,287

238,902

327,278

890

843

7,824

7,924

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1 Which of these numbers is the smallest? 520,345

524,035

523,045

525,035

2 Which of the following sets of numbers is listed in ascending order? 302,558,

302,658,

302,458

302,458,

302,558,

302,658

302,558,

302,458,

302,658

302,658,

302,558,

302,458

3 Select the symbol that makes the following statement true?

204,358 ? 203,458 >

None of the above.

4 Four numbers are plotted on the number line. They are represented by the letters P, Q, R, and S. P 12,480

12,490

12,500

12,510

12,520

Which letter represents a number greater than 12,510? P

5 Which of these statements is true? 101,732 > 110,732

110,732 < 101,732

101,732 = 110,732

110,732 > 101,732

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12,530

DIRECTIONS: Plot the numbers on the number line.

3,298 789 13,384 30 973,821

1,000

1,500

2,000

2,500

3,000

3,500

4,000

200

300

400

500

600

700

800

10,000

11,000

12,000

13,000

14,000

15,000

16,000

973,800

973,850 973,900

973,950

974,000

974,050 974,100

DIRECTIONS: Arrange the numbers in ascending order.

Numbers

Ascending Order

287, 273, 243 242,895 , 243,900 , 243,809 2,623 , 2,987 , 2,832 93,873 , 82,734 , 98,892 51 , 31 , 91 DIRECTIONS: Compare the numbers using relational symbols (>,<,=).

98,874

98,292

5,672

5,632

987,981

988,981

348

346

5,834

5,634

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1 Four students are collecting empty bottles for recycling. The table shows the number of empty bottles each student collected. Who collected the most empty bottles? Anne

Gerry

Noel

William

STUDENT Anne Gerry Noel William

BOTTLES 2,345 2,386 2,408 2,318

2 The table shows the land areas, in square miles, of four towns. Which town has the smallest land area? Bellwood

Greenville

Mirage

Tinseltown

TOWN Bellwood Greenville Mirage Tinseltown

LAND AREA 23,458 mi2 23,845 mi2 23,548 mi2 23,485 mi2

3 A car dealer is having a sale on all its cars. The table shows the selling price for four types of cars. Which car has the most expensive selling price?

Hatchback

Minivan

Sedan

SUV

CAR Hatchback Minivan Sedan SUV

PRICE $38,950 $83,590 $38,590 $83,950

4 Which of these numbers is the greatest? 113,548

113,438

115,348

115,438

5 Which of these statements is true? 804,306 > 804,360

804,360 = 804,306 804,360 < 804,306 804,306 < 804,360 10 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

1 Which of these numbers is the greatest? 52,980

52,890

52,908

52,809

2 Which of the following sets of numbers is listed in descending order? 19,705,

17,750,

17,905

17,905,

19,705,

17,750

19,705,

17,905,

17,750

17,905,

17,750,

19,705

3 Select the symbol that would make the following statement true?

354,279 ? 370,132 >

None of the above.

4 Four numbers are plotted on the number line. They are represented by the letters P, Q, R, and S.

240,315

240,320

240,325

240,330

240,335

Which letter represents a number less than 240,325? P

5 Which of these statements is true? 760,215 < 706,215

706,215 < 760,215

706,215 = 760,215

706,215 > 760,215

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240,340

6 Four students are competing in a spelling bee. The table shows the number of points scored by each student. Who has the highest score? Emma

Gary

Tim

Rosy

STUDENT Emma Gary Tim Rosy

WORDS 3,569 3,289 3,498 3,581

7 The table shows the populations of four cities. Which city has the smallest population? New York City

Shanghai

London

Tokyo

TOWN POPULATION New York City 54,279 Shanghai 54,729 London 54,297 Tokyo 54,927

8 A furniture store is having a sale on different types of sofas. The table shows the discounted prices for four types of sofas. Which sofa has the lowest discounted price? Sectional sofa

Chesterfield sofa

Sleeper sofa

Reclining sofa

SOFA DISCOUNTED PRICE Sectional sofa $4,950 Chesterfield sofa $4,905 Sleeper sofa $2,905 Reclining sofa $3,950

9 Which of these numbers is the greatest? 738,290

810,209

387,923

809,923

10 Which of these statements is true? 719,017 > 720,010

720,010 = 719,017 719,017 < 720,010 720,010 < 719,017 12 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

ADDING & SUBTRACTING FRACTIONS WITH LIKE DENOMINATORS MA.4.FR.2.2 Add and subtract fractions with like denominators, including mixed numbers and fractions greater than one, with procedural reliability. Add and subtract fractions with like denominators.

Example:

2 + 5= ? 3 4

STEP 1: Identify the denominators of the fractions you are working with. Denominators are the bottom numbers of the fractions that represent the total number of equal parts in a whole. STEP 2: Perform the desired operation (addition or subtraction) on the numerators of the fractions. In addition, add the numerators together. In subtraction, subtract the second numerator from the first numerator.

STEP 4: Keep the common denominator unchanged. STEP 5: If the resulting fraction is an improper fraction, simplify it by reducing it to its simplest form if necessary. Find the greatest common divisor (GCD) of the numerator and denominator, and divide both by the GCD. STEP 7: If you have a mixed number, convert the improper fraction to a mixed number by dividing the numerator by the denominator. The whole number part will be the whole number in the mixed number, and the remainder will be the numerator of the proper fraction.

2 3 5 + = 7 7 7 6 9 3 ─ = 11 11 11

NOTE: The final answer should be written as a simplified mixed number unless otherwise requested as an improper number.

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DIRECTIONS: Add the fractions below.

1 2 + = 6 6

1 1 + 1 = 3 3

2 1 + = 4 4

3 4 + = 2 2

1 1 +1 = 6 6

2 1 + 2 = 5 5

DIRECTIONS: Subtract the fractions below.

6 4 ─ = 8 8

3 1 ─1 = 7 7

8 1 ─ = 12 12

2 1 ─ 1 = 6 6

3 2 ─ = 5 5

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3 1 ─1 = 4 4

DIRECTIONS: Add the fractions below.

2 1 + = 7 7

2 3 + 2 = 8 8

3 1 + = 6 6

3 6 + = 8 8

6 2 +1 = 9 9

1 3 +2 = 5 5

DIRECTIONS: Subtract the fractions below.

3 2 ─ = 5 5

4 2 ─1 = 6 6

7 5 ─ = 8 8

3 1 ─ 1 = 4 4

6 4 ─ = 9 9

2 1 ─ 1 = 3 3

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1 Use the models to subtract the fractions.

− 5 8

3 8

1 8

7 8

5 38

1 34

5 10 12 and 12

8 11 12 and 12

Use the strip model to add the fractions. 1 4 1 4

1 4 1 4

2 13 4 + 14= 1 24

5 28

3 Four fractions are given below. 5 8 10 11 12 , 12 , 12 , 12 7? Which pair of fractions has a sum of 1 12 8 10 12 and 12

10 and 11 12 12

4 Use the strip model to subtract the fractions. 1 5

1 5

3 5

1 5

22 5

− 1 45 =

1 5

2 5

1 5

3 5

2 5

5 5 Ben spent 3 8 days building a picket fence and another 1 7 8 days painting it. How many days did Ben spend working on the fence? 43 8

42 8

55 8

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54 8

DIRECTIONS: Add the fractions below.

2 1 + = 9 9

1 3 + 2 = 5 5

5 1 + = 11 11

4 1 + 2 = 7 7

6 4 + = 9 9

1 5 + 1 = 9 9

DIRECTIONS: Subtract the fractions below.

9 7 ─ = 9 9

4 2 ─ 2 = 6 6

7 1 ─ = 10 10

4 3 ─ 1 = 5 5

7 5 ─ = 7 7

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5 3 ─ 3 = 9 9

1 Find the sum. 3 + 2 8 8 5 16

6 16

6 8

5 8

2 What is the sum of 6 tenths and 3 tenths? 9 tenths

18 tenths

9 twentieths

18 twentieths

3 5 pint of oil. Frank added 2 pint of oil into the bucket. How much oil is in A bucket contains 12 12 the bucket now? 7 20 pint 7 12 pint

10 pint 20 10 12 pint

4 Find the difference. 11 6 12 12

−

5 12

6 12

5 6

6 6

5 What is the difference of 3 fourths and 1 fourth?

2 eighths

3 eighths

2 fourths

4 fourths

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1 9 2 A dressmaker had 10 yard of fabric. She used 10 yard to make a skirt. How many yards of fabric was left?

18 yard 20

7 yard 20

18 yard 10

7 yard 10

2 Use the models to find the difference in the fractions they represent.

8 12

3 8

2 24

5 12

3 Four fractions are given below. 4 5 9 11 3, 3, 3, 3 Which pair of fractions has a difference of 2 3 ? 9 3 and

4 3

11 3 and

9 3

5 3 and

4 3

11 3 and

4 Use the strip model to add the fractions. 1 5 1 5

1 5 1 5

2 14 5 + 15=

33 5

26 5

16 5

31 5

11 3

31 3

Use the strip model to subtract the fractions. 1 3

1 3

22 3

1 3

32 3

− 2 13 =

1 3

21 3

1 3

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5 3

6 Find the sum. 4 + 5 9 9 9 18

10 18

7 9

7 What is the sum of 7 tenths and 4 tenths? 9 tenths

11 tenths

11 twentieths

12 twentieths

8 Julia is baking a cake. She has a bowl that contains 58 cups of flour. She decides to add 28 cup more flour from the bag. How much flour is in the bowl now? 9 8 cup of flour

8 8 cup of flour

7 8 cup of flour

6 8 cup of flour

9 Rachel is making a fruit salad. She used a bowl, but only wanted it filled up to 56 of its capacity. 3 She mixed 4 of the bowl with fruits. How much space in the bowl is left to meet Rachel’s requirements? 1 12

5 12

1 6

1 4

10 Sarah is making a fruit smoothie. She used 2 fifths of a bottle of orange juice. If she had 3 fifths of the bottle of orange juice in the kitchen before making the smoothie, how much orange juice does she have left after making the smoothie? 4 fifths

3 fifths

2 fifths

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ESTIMATING ANGLE MEASURES MA.4.GR.1.2 Estimate angle measures. Using a protractor, measure angles in whole-number degrees and draw angles of specified measure in whole-number degrees. Demonstrate that angle measure is additive. Drawing and measuring angles using protractor.

Step 1: To draw an angle using a protractor, first draw the baseline of the angle. Step 2: Place the protractor on the baseline so that the vertex of the line and the protractor overlap, as shown in the diagram below. Step 3: Check the type of the angle, whether it is acute, obtuse, reflex, right or straight. Step 4: Use the inner scale if drawing the angle anti-clockwise. Or use the outer scale if drawing the angle clockwise. Step 5: Put the point where the angle measure is at 120°, as shown in the picture. Step 6: Draw the straight line from the point to the angle's vertex on the baseline. Similarly, the already drawn angle is measured. If the angle measure is reflex, then a circle protractor is helpful to draw the angle by following the above steps. If a semicircular protractor is available, to draw a reflex angle, say 245°, draw the baseline. The baseline will be of 180°. Now turn the protractor upside down and draw the remaining 245°, which is 65°. Match the point with the vertex of the angle. The drawn angle will be 245° because 180° + 65° = 245°.

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DIRECTIONS: Measure the following angles using a protractor.

DIRECTIONS:

Find the value of each unknown using the given angle measure.

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DIRECTIONS: Measure the following angles using a protractor.

DIRECTIONS:

Find the value of each unknown using the given angle measure.

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1 What is the measure of the angle below? Use a protractor. 78°

67°

113°

47°

2 Which of the following measures is the angle below closest to? 45°

65°

90°

120°

3 Which two angles can be added together to make a right angle? 42°

58°

22°

18°

48°

4 Billy and Max are looking at the angle below. Billy thinks the angle below measures 157°, but Max thinks it measures 23°. Who is correct? Billy is correct because the angle is obtuse. Max is correct because the angle is acute. Both are correct because the angle crosses both measurements on the protractor.

Neither is correct because the angle measures 180°.

5 What is the measure of the angle below? 138°

66° 114°

180°

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DIRECTIONS: Measure the following angles using a protractor.

DIRECTIONS: Find the value of each unknown using the given angle measure.

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1 What is the sum of the angles shown? 54°

34°

16°

18°

42° 52°

2 What is the measure of the angle below? 60° 50° 105°

55°

3 Use a protractor to find the measure of the angle below. 107° 83° 94° 72°

4 A 171° angle is closest in measure to a straight

right

acute

round

angle.

5 Ferris measures angles for a project in his woodshop class. He needs to combine two angles to form a 75° angle. He has already created one angle that measures 34°. What must the measure of the next angle be? 31°

47°

27°

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1 What is the measure of the angle below? Use a protractor. 100° 110° 120° 123°

2 Which two angles can be added to equal 180°? 110°

70°

60°

100°

90°

3 What is the measure of the angle?

50° 120° 125° 130°

4 What is the sum of the angles shown? 60° 65° 25° 40°

55° 70°

5 What is the measure of the angle?

60° 65° 50° 70° 27 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

6 Which of the following makes the statement below correct? A 110o angle is closest in measure to a(n) _______ angle. acute

obtuse

right

straight

7 What is the sum of the angles shown? 80° 95° 65°

30°

105° 117°

8 What is the measure of the angle below?

79° 65° 23° 102°

9 What is the measure of the angle below? 72° 45° 83° 75°

10 Farrah is building a wooden box for her woodworking project. She needs to cut two angles to form a 90° corner. She has already cut one angle that measures 45°. What should be the measure of the next angle? 35°

45°

55°

65° 28 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

CREATE TABLES, STEM-AND-LEAF, AND LINE PLOTS MA.4.DP.1.1 Collect and represent numerical data, including fractional values, using tables, stem-and-leaf plots or line plots. A table can be used to represent data in an ordered format. Example: The heights (in centimeters) of nine grade 4 students are as follows: 98 cm, 102 cm, 88 cm, 95 cm, 99 cm, 89 cm, 100 cm, 91 cm, 96 cm The above data can be represented in a table, with student numbers ranging from 1 to 9, where 1 represents the shortest height.

Student

Height

100 102

A stem-and-leaf plot is a visual representation of numerical data that allows for a quick and easy understanding of the distribution and shape of the data. The stem is the tens digit of the value, and the leaf is the ones digit of the value.

Example: The scores obtained by 18 students on a math test are as follows: 51, 71, 65, 87, 71, 67, 76, 69, 55, 57, 71, 57, 64, 64, 75, 76, 83, and 84 A line plot is used to represent data where values appear multiple times. This visual representation makes it easier to understand the frequency of different values. Example: The weight of bags in kg carried by number a of students is shown in the line plot below.

29 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Represent data based on each scenario. A shop ordered 4 saws, 7 hammers, 11 screwdrivers, and 20 bolts. Represent the data in a table.

Kids at a party had cookies for dessert. 5 kids ate 1 cookie, 3 kids ate 2 cookies, 1 kid ate 4 cookies and 4 kids ate 7 cookies. Represent the data in a line plot with number of kids being the dots or x’s.

Visitors at a zoo have the opportunity to sign up for seasonal passes. These are the number of people who signed up each day for eleven days: 25, 34, 41, 20, 41, 47, 39, 35, 21, 49, 22. Represent the data in a stem-and-leaf plot.

30 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Represent data based on each scenario.

A teacher was documenting the different grades obtained by students on a math test. The grades were as follows: A, B, C, A, B, B, D, C, A, A, A, C, A, C, A, C, A, C Represent the data in a table.

Max was taking stock of the candy in the 5 jars of his candy shop. The number of candies in the jars were as follows: Jar 1 = 1 candy, Jar 2 = 4 candies, Jar 3 = 0 candies, Jar 4 = 5 candies, Jar 5 = 2 candies. Represent the data in a line plot using dots or x’s.

Lilia counted the number of kids who rode their bikes to school each day for eleven days. Her data was as follows: 6, 11, 23, 6, 1, 16, 32, 36, 18, 37, 39 Represent the data in a stem-and-leaf plot.

31 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

1 Listed on the right are the lengths of Hank’s 3 1 feet, 2 garden hoses. Which line plot correctly 3 1 feet, 2 represents the data? ● ● 3

● ● 3

● ● ● ●

4 1 feet, 5 1 feet, 3 1 feet, 4 1 feet, 3 feet, 2 2 2 2 5 1 feet, 4 1 feet, 3 1 feet, 3 feet, 4 1 feet, 2 2 2 2

● ●

4 5 Length (in feet) ● ● ● ●

● ● ● ●

● ●

● ● ● ●

● ●

4 5 Length (in feet)

● ●

4 5 Length (in feet)

● ● ● ●

● ●

4 5 Length (in feet)

2 Listed on the right are the 1 amounts of water the 2 gallons, 4 students in Gemma’s class drank last week. 2 1 gallons, 4 Which table correctly 1 represents the data? 3 gallons, 4

1 gallons, 4 3 1 gallons, 4 3 2 gallons, 4 3

1 1 3 gallons, 2 gallons, 2 gallons, 4 2 4 2 1 gallons, 2 1 gallons, 2 1 gallons, 2 4 4 1 3 3 3 gallons, 2 gallons, 2 gallons 4 4 4 2

Amount Water 1 2 4 gallons 1 2 2 gallons 3 2 4 gallons 1 3 4 gallons

Tally

Amount Water 1 2 4 gallons 1 2 2 gallons 3 2 4 gallons 1 3 4 gallons

Tally

Amount Water 1 2 4 gallons 1 2 2 gallons 3 2 4 gallons 1 3 4 gallons

Tally

Amount Water 1 2 4 gallons 1 2 2 gallons 3 2 4 gallons 1 3 4 gallons

Tally

32 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

DIRECTIONS: Represent data based on each scenario.

Amanda asked the students in her class what pets they owned. The following is the list of the pets: Cat, Dog, Bird, Cat, Dog, Dog, Fish, Bird, Dog, Dog, Fish, Cat, Fish, Dog, Cat, Fish, Bird. Represent the data in a table.

Liam is taking inventory of the shoes his store had in stock. Here is the list of shoe sizes he found on the shelves: 3, 4, 3, 7, 5, 6, 3, 7, 6, 5, 3, 3, 9, 9, 5, 4, 8, 4, 9, 9, 6, 6, 6. Represent the data in a line plot.

Steven counted the number of birds that came to his bird feeder each day for eleven days. Here is the data he collected: 26, 41, 33, 16, 19, 36, 12, 26, 48, 27, 19. Represent the data in a stem-and-leaf plot.

33 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

1 Robert measured how thick his favorite books were and listed the data below. 1 3 3 1 1 1 1 3 1 2 3 1 2 , 4 , 4 , 14 , 14 , 1 3 , 1 2 , 1 4 , 2 2 , 2 3 , 24 , 3 4 Which of the following stem-and-leaf plots represent the data he collected? STEM LEAF 0 2 3 344 1 1 1 111 23 3 44 4 2 1 2 234 3 1 4

STEM LEAF 0 1/2 3/4 3/4 1 1/4 1/4 1/3 2 1/2 2/3 3/4 3 1/4

STEM LEAF 0 2 3 4 1 1 2 34 2 1 2 34 3 1 4

STEM LEAF 0 1/2 3/4 1 1/4 1/3 2 1/2 2/3 3 1/4

/2 3/4

/2 3/4 3 /4

2 Jonah tracked how much he walked each day and listed the data below. 1 4 1 2 3 2 miles, 1 miles, 1 miles, 1 miles, 1 miles, 1 miles, 5 5 5 5 5 5 1 4 miles, 1 2 miles, 1 2 miles, 1 3 miles, 1 1 miles, 1 4 miles, 5 5 5 5 5 5 2 1 4 4 3 1 miles, 1 miles, 1 miles, 1 miles, 1 miles 5 5 5 5 5 1

Which of the following could be the table that correctly represents the data? Distance Walked Frequency 1 1 5 miles

12 5 miles

3 1 5 miles

4 1 5 miles

Distance Walked Frequency

Distance Walked Frequency 1 1 5 miles 3 1 2 miles 4 5 3 1 miles 4 5 4 1 5 miles 5

Distance Walked Frequency

1 1 5 miles

12 5 miles

3 1 5 miles

4 1 5 miles

34 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

1 Glenn went fishing and recorded the weight of each fish he caught. 2 1 pounds, 3 1 pounds, 3 pounds, 1 1 pounds, 2 1 pounds, 2 1 pounds, 2 pounds, 2 2 2 2 2 3 1 pounds, 1 1 pounds, 2 1 pounds, 3 1 pounds, 3 pounds, 1 1 pounds, 1 1 pounds 2 2 2 2 2 2 Which of the following correctly represents the data in a line plot? ● ● ● ● ● ● ●

● ● ● ● ● ● ●

1 2 3 Weight (in pounds)

● ● ● ● ●

● ● ● ● ● ● ● ● ●

1 2 3 Weight (in pounds)

● ● ● ● ●

● ● ● ● ● ● ● ● ●

1 2 3 Weight (in pounds)

● ● ● ● ●

● ● ● ●

● ● ● ● ●

1 2 3 Weight (in pounds)

2 The list below reports the number of times the students ate fries last month. 3 times, 5 times, 3 times, 4 times, 3 times, 6 times, 5 times

3 times, 4 times, 3 times, 5 times, 5 times, 4 times, 6 times Which of the following tables represents the data? Fries Eaten Quantity 3 times 4 4 times 2 5 times 3 6 times 4

Fries Eaten Quantity 3 times 2 4 times 3 5 times 4 6 times 5

Fries Eaten Quantity 3 times 2 4 times 4 5 times 5 6 times 3

Fries Eaten Quantity 3 times 5 4 times 3 5 times 4 6 times 2

3 Mr. Ramon recorded the scores his students received on their recent math test.

Student Scores: 66, 68, 70, 72, 73, 75, 79, 81, 82, 82, 85, 87, 90, 93, 93, 94, 96 If Mr. Ramon created a stem-and-leaf plot to organize the scores of his students, which of the following could be the stem-and-leaf plot that he made?

STEM LEAF 6 6 8 7 0 2 3 5 9 8 1 2 2 5 7 9 0 3 3 4 6

STEM LEAF 6 6 8 7 0 2 3 5 9 8 1 2 5 7 9 0 3 4 6

STEM LEAF 6 66 88 7 70 72 73 75 79 8 81 82 82 85 87 9 90 93 93 94 96

35 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

STEM LEAF 6 66 88 7 70 72 73 75 79 8 81 82 85 87 9 90 93 94 96

4 Below are the lengths of different grasshopper species. 2 in., 4 in., 2 in., 1 in., 2 in., 4 in., 1 in.,

2 in.,

3 in.,

1 in.

Which of these line plots could represent the data above? ● ● ● ● ● ● ● ● ● ● 1 2 3 4 5 6 Length (in inches)

● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

● ● ● ● ● ● ● ● ● ●

1 2 3 4 5 6 Length (in inches)

5 Rose conducted a survey to ask the students in her class how many books each of them had borrowed from the library last week. Their responses are given below. 1 book, 3 books, 1 book, 2 books, 1 book, 3 books, 1 book 3 books, 1 book, 2 books, 1 book, 4 books, 3 books, 2 books Rose created a tally table to organize the data she collected. Which of the following could be the table that she made? Number of Tally Books

Number of Tally Books

1 book

2 books

3 books

4 books

6 An appliance store recorded the number of blenders it sold each month, listed below are the number of blenders it sold each month. 4, 3, 4, 5, 4, 6, 4, 3, 4, 3, 5, 3 The appliance store organized the data into a table. Which of the following could be the table?

Number of Frequency Blenders 3 blenders 4 4 blenders 5 5 blenders 2 6 blenders 1

Number of Frequency Blenders 3 blenders 1 4 blenders 2 5 blenders 4 6 blenders 5

Number of Frequency Blenders 3 blenders 3 4 blenders 4 5 blenders 5 6 blenders 6

36 I Math Bootcamp® I BEST Smart to the Core Sample Booklet I Copying is strictly prohibited

Number of Frequency Blenders 3 blenders 5 4 blenders 4 5 blenders 2 6 blenders 1

sample book

GRADE 4

Tel. 305-423-1999

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Educational Bootcamp

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EDUCATIONAL BOOTCAMP

STUDENT BOOKLET Student’s Name

GRADE 4