# 4th Grade - Analyzing What's Important Or Not

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 Grade Level: 4th Skill: Reasoning Topic: Analyzing What's Important or Not Goal: Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Skill Description: Analyze problems to find relationships, eliminate unnecessary information, and ensure that you are putting important information in the correct order to solve correctly. Also, determine patterns in mathematical problems.

## Building Blocks/Prerequisites

### Sample Problems

(1)

Write an expression for the word problem:

A class had 30 students. Three new students arrived and then five students left to go to a new school.

(2)

Time:

Leslie gets home from school at 3:30 pm. She spends 3 hours completing her homework, 1 hour to do her chores, and 2 hours to have dinner and watch television. What time will she finish?

(3)

Sequence:

At the children’s retreat there was a schedule, but Jonathan wants to find some free time to tour the camp site. When will Jonathan have a break in his schedule?

Daily Schedule

 Time Activity 7:30- 8:00 Wake up and get ready 8:00 – 9:00 Breakfast 9:00 – 11:00 Session 12:00 – 1:00 Lunch 1:00 – 3:00 Session 3:00- 4:00 Activity

(He will have a break from 11:00 – 12:00)

(4)

Find the equivalent measurement:

8 ft. = ____in.

(96 in.)

(5)

Continue the pattern:

3,7,11, ___, ___, ___

(15, 19, 23)

### Learning Tips

 (1) Equivalent Measurements Linear Units 1 foot = 12 inches 1 yard = 3 feet 1 mile = 5,280 feet 1 mile = 1,760 yards Capacity Equivalents 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts (2) Use a line graph to represent morning and night/AM PM ‹--׀----------------------------------------׀--------------------------------------׀---› 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Midnight AM noon PM From 12 midnight to 12 noon = AM From 12 noon to 12 midnight = PM Units of time 60 seconds = 1 minute 60 minutes = 1 hour 24 hours = 1 day (3) Practice skip counting using a number line in order to help your child find patterns in a list of numbers. When you are using a number line, it will be best to color code the numbers (counting by 2s (place a blue dot above each number)), (4) Practice word and expressions: Write a group of scenarios on an index card and matching expressions or equations to represent the scenario on another index card. Mix the cards and have the child match the equations with the scenarios (5) Write out daily schedule and organize time. Have your child write out their daily schedule and ask questions about the time (adding times, subtracting time, free time, etc.)

### Extra Help Problems

(1)

Write an expression for the word problem:

There are 20 balls in the box. 7 are red, 6 are blue and the rest are green.

(20 = 7 + 6 + n)

(2)

Write an expression for the word problem:

The teacher had 25 pencils, 8 were broken and thrown away. Then, she added 2 packages of 10 pencils.

(25 – 8) + (2 x 10)

(3)

Write an expression for the word problem:

Rosie collected 34 seashells. She gave away half of them and found 7 more.

(34 – 17) + 7

(4)

Write an expression for the word problem:

Alex had \$9.42. He bought lunch for \$5.00, and then gave his brother two quarters.

(\$9.42 – 5.00) - ) - \$0.50

(5)

Write an expression for the word problem:

Joe walked 7 dogs for 5 days. He earned \$3.00 for each dog. How much money did Joe earn?

(7 + 5) x \$3.00

(6)

How many seconds are in 3 minutes? _____

(180 seconds)

(7)

Write the time:

20 minutes before seven = _______

(6:40)

(8)

Write the time:

13 minutes after 8

(8:13)

(9)

Write the time using AM and PM:

When do you wake up?

9:00 ___

(am)

(10)

Write the time using AM and PM:

Joey eats dinner at 6:15 ___.

(11)

How many minutes are in 4 hours? _______

(240 minutes)

(12)

Write the unit to measure the time:

Go on a road trip to another state: __________

(days)

(13)

At the children’s retreat there was a schedule, but Jonathan wants to find some free time to tour the camp site. How much time is Jonathan on a schedule?

Daily Schedule

 Time Activity 7:30- 8:00 Wake up and get ready 8:00 – 9:00 Breakfast 9:00 – 11:00 Session 12:00 – 1:00 Lunch 1:00 – 3:00 Session 3:00- 4:00 Activity

(7 hours and 30 minutes)

(14)

How much time will it take Jonathan from waking up to finishing breakfast?

Daily Schedule

 Time Activity 7:30- 8:00 Wake up and get ready 8:00 – 9:00 Breakfast 9:00 – 11:00 Session 12:00 – 1:00 Lunch 1:00 – 3:00 Session 3:00- 4:00 Activity

(1 hour and 30 minutes)

(15)

At the children’s retreat there was a schedule. If Jonathan stays on the retreat for 3 days how much time will he spend on a schedule?

Daily Schedule

 Time Activity 7:30- 8:00 Wake up and get ready 8:00 – 9:00 Breakfast 9:00 – 11:00 Session I 12:00 – 1:00 Lunch 1:00 – 3:00 Session II 3:00- 4:00 Activity

(22 hours and 30 minutes)

(16)

Find the equivalent measurement:

9 yd. = ____ft

(27 ft.)

(17)

Find the equivalent measurement:

48 in. = ____ft.

(4 ft)

(18)

Find the equivalent measurement:

4 mi = ____ yd.

(7,040 yd)

(19)

Compare the measurements:

144 in O 5 yd

(144 in < 5 yd)

(20)

Compare the measurements:

9 ft O 108 in

( 9 ft = 108 in)

(21)

Use logical reasoning to solve the problem:

In the race Greg came in first, Jane came last, James came before Jane, and Alex was right after Greg and before James. What is the order that they finished the race?

(Greg, Alex, James, Jane)

(22)

Continue the pattern:

Mary is playing a game with her friends, they call out a number and she answers back, using a pattern. When they say 6, she says 54. When they say 8 she says 72. What is the pattern being used? __________

(Multiply by 9)

(23)

Continue the pattern:

8,24,72, ___, ___, ___

(216, 648, 1,944)

(24)

What is the pattern:

8,24,72, ___, ___, ___

(Multiply the number by 3)

(25)

Continue the pattern:

Multiply the number by 2 and add 7.

6, 19, 45, ___, ____

(97, 201)

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