Think Math Leveled Problem Solving Grade 4 Chapters 4-7.

Think MathLeveled Problem Solving

Grade 4

Chapters 4-7

Chapter 4 Lesson 1

1. If there are 2 friends how can the clock face be divided to make the spinner fair? Explain.

2. If there are 3 friends, how can the clock face be divided to make it fair? Explain.

3. What is the smallest number of friends for whom a fair spinner can not be made if each section has to be the same number of hours? Explain

Chapter 4 Lesson 2

1. One of the spinners is fair for 4 players. What type of angle is at the center of the spinner for each player?

2. One of the spinners is fair for 3 players. What type of angle is at the center of the spinner for each player?

3. What is the least number of players for which each angle would be acute?

Chapter 4 Lesson 3

1. One of the angles is larger than a right angle. What type of triangle is it? Explain.

2. All three angles are the same size. What type of triangle is it? Explain.

3. None of the angles is greater than a right angle. What type of triangle could it be? Explain.

Chapter 4 Lesson 4

1. Gina’s rectangle is not a square. Name the type of triangles she makes.

2. If Gina’s rectangle is a square, what type of triangles does she make? Explain.

3. Can each triangle be equilateral? Explain.

Chapter 4 Lesson 5

1. How could he divide the square into four congruent sections? Explain.

2. How could he divide the square by making perpendicular line segments? Explain.

3. How could he divide the square so that the 4 sections would not be squares, rectangles, or triangles? Explain.

Chapter 4 Lesson 6

1. By drawing one line segment, how can Steven make two obtuse triangles? Explain.

2. By drawing one line segment inside the figure, how can Steven divide it into two trapezoids? Explain.

3. By drawing one line segment inside the figure, how can Steven divide it into two parallelograms? Explain.

Chapter 4 Lesson 7

1. Yolanda’s figure has no right angles. What figure is it?

2. Jerry’s figure has right angles, but all the sides are not the same length. What figure is it?

3. Marta’s figure has right angles. What figure could it be?

Chapter 4 Lesson 8

1. The figure had no lines of symmetry. Describe the figure Tania drew.

2. If the figure had exactly two lines of symmetry, what could she have drawn?

3. What parallelogram could she have drawn that would have had exactly four lines of symmetry?

Chapter 4 Lesson 9

1. She rotates the triangle around the midpoint of one of its sides. She forms a rectangle that is not a square (by combining the original triangle and the rotated triangle). Describe Halley’s triangle.

2. She rotates the triangle around the midpoint of one of its sides. She forms a square (by combining the original triangle and the rotated triangle). Describe Halley’s triangle.

3. She draws a right scalene triangle and rotates it around the midpoint of one of its sides. She combines the image with the original to form a quadrilateral. Describe the quadrilateral that Halley formed.

Chapter 5 Lesson 1

1. Henry’s kitchen floor has twice the area of his bathroom floor. The bathroom floor has 9 tiles. If he uses the same kind of tiles, how many tiles will the kitchen floor need? Explain.

2. Henry’s kitchen floor is a square. Will it be possible for him to tile the kitchen with 17 tiles? Explain

3. Henry’s kitchen floor is a square. He uses 9 tiles along one side. How many tiles will he need for the entire floor? Explain.

Chapter 5 Lesson 1

1. Henry’s kitchen floor has twice the area of his bathroom floor. The bathroom floor has 9 tiles. If he uses the same kind of tiles how many tiles will the kitchen floor need? Explain.

2. Henry's kitchen floor is a square. Will it be possible for him to tile the kitchen with 17 tiles? Explain.

3. Henry’s kitchen floor is a square. He uses 9 tiles along one side. How many tiles will he need for the entire floor? Explain.

Chapter 5 Lesson 2

1. One figure is a rectangle. Describe and draw the rectangle.

2. The figures are not congruent. Sketch the figures and describe them.

3. One figure is the reflection of the other figure. If the two figures are combined to make a single figure, can it be a square? Explain.

Chapter 5 Lesson 3

1. The length and width of the garden are whole numbers of feet. How many different shapes of the garden are possible?

2. The garden is divided into 4 equal sections. One section is used for tomatoes. What is the area of the garden that is not used for tomatoes?

3. A triangle whose area is ½ square foot is cut from each corner of the garden. What is the remaining area? Explain.

Chapter 5 Lesson 4

1. What is the area of Dorie’s kitchen floor? Explain.

2. The base of the refrigerator and dishwasher are each squares with sides 2 feet long. If Dorie does not cover those areas, how many tiles will she need to cover the rest of the floor?

3. A kitchen counter is in the shape of a right triangle with legs measuring 3 feet and 4 feet. If Dorie does not cover the counter area, how many square feet of tile will she need to cover the kitchen floor?

Chapter 5 Lesson 5

1. The small table is 4 feet long and 4 feet wide. What is the area of the large table? Explain.

2. What is the area of the small table? Explain.

3. Kevin has a rectangular piece of plywood that measures 3 feet by 7 feet. If he lays it on the large table so all of it rests on the table how much of the table will be uncovered?

Chapter 5 Lesson 6

1. If Eric’s garden is a square, what is the length of each side? Explain.

2. If Eric’s garden is 3 times as long as it is wide, what is its area? Explain.

3. What are the dimensions of the garden with the greatest possible area that Eric can make? Explain.

Chapter 5 Lesson 7

1. If I make a rectangle that is 20 feet long by 9 feet wide, how much fencing will I need to buy?

2. If the yard is a rectangle with a length 5 times the width, how many feet of fencing will I need to buy? Explain

3. What is the least number of feet of fencing I will need to buy if the length of each side is a whole number? Explain

Chapter 6 Lesson 1

1. Anita has 6 friends who will help. How many brownies should each friend bring? Explain.

2. Anita has 3 friends who will help. How many brownies should each friend bring? Explain

3. Anita has more than 10 friends who will help. Each friend will bring more than 3 brownies. How many brownies will each friend bring?

Chapter 6 Lesson 2

1. How many tiles would be in a room that has 7 tiles along one wall and 80 along the other? Explain

2. How many tiles would be in a room that has 70 tiles along one wall and 80 along the other? Explain.

3. How many tiles would be in a room that has 700 tiles along one wall and 8 along the other? Explain.

Chapter 6 Lesson 3

1. They each pick from 8 different trees. How many trees do they pick from in all? Explain.

2. They each pick from 18 different trees. How many trees do they pick from in all? Explain

3. All but 1 friend pick from 15 different trees. How many trees do they pick from in all? Explain.

Chapter 6 Lesson 4

1. If he makes 10 rows, how many tiles does he use altogether? Explain.

2. If he makes 18 rows, how many tiles does he use altogether? Explain.

3. He makes 32 rows, but 1 row is missing 4 tiles. How many tiles does he use altogether? Explain.

Chapter 6 Lesson 5

1. He breaks 19 into two parts, one part being 10. What is the other part of 19? Explain.

2. He breaks 16 into (10 + 6) and 10 into (10 + 9). What products does he add? Explain.

3. How many parking spaces are in the parking lot? Explain.

Chapter 6 Lesson 6

1. What is the product? Explain

2. One of the partial products is 400. What is the other one? Explain.

3. One of the partial products is 320. What is the other one? Explain.

Chapter 6 Lesson 7

1. What is the ones digit of the missing factor? Explain.

2. What is the tens digit of the missing factor? Explain.

3. What is the product of the two numbers? Explain.

Chapter 6 Lesson 8

1. If she estimates the product with 50 x 90, will her estimate be greater than or less than the actual product? Explain

2. Which estimate of the product is better, 50 x 90 or 40 x 80? Explain.

3. Jenna used 50 x 90 to estimate the product. How much different from the actual product was her estimate?

Chapter 6 Lesson 9

1. One dog weighs 12 pounds. How many ounces is that? Explain.

2. Four dogs each weigh 26 pounds. What is their total weight in ounces? Explain.

3. One dog weighs 118 pounds 8 ounces. How many ounces is that? Explain.

Chapter 7 Lesson 1

1. If Martha paints 3/7 of the board red, how many parts will be red? Explain.

2. Martha wants to paint the greatest number of parts that is less than half of the board. What is the greatest fraction of the board she can paint? Explain.

3. Martha wants to paint exactly half the board. Describe how many parts of the board she should paint. Explain.

Chapter 7 Lesson 2

1. Write a fraction that represents how full the second bin is. Explain.

2. Write a fraction that represents the portion of the second bin that must have basketballs added to create a full bin. Explain.

3. The school ordered 12 more basketballs and 2 more bins. When all the basketballs are put into bins, how many bins of basketballs will there be? Explain.

Chapter 7 Lesson 3

1. How much would 5 rods cost? Explain.

2. How much would 3 yellow rods cost? Explain.

3. What two non-orange rods together would cost exactly 75 cents? List all possibilities. Explain.

Chapter 7 Lesson 4

1. How many white rods would she need to cover the floor? Explain.

2. What is the fewest number of rods she could use to cover the floor? List the possibilities.

3. Red rods cost $1.60 each. How much would it cost to cover the floor with red rods? Explain.

Chapter 7 Lesson 5

1. The board was 8 feet long. Mr. Abel cut 10 pieces How many pieces placed end to end would it take to make 4 feet? Explain.

2. The board was 6 feet long. Mr. Abel cut 12 pieces. How many pieces placed end to end would it take to make 2 feet? Explain.

3. Mr. Abel placed 1/3 of the pieces end to end to make a piece that was 32 inches long. In feet, how long was the original board? Explain.

Chapter 7 Lesson 6

1. Carly has $42. What is the most she wants to spend in one store? Explain

2. Carly can spend up to $35.50 in one store. How much does she have in all? Explain

3. After shopping, Carly had $300.00 left. If she began with $52.00 did she spend less than half her money? Explain

Chapter 7 Lesson 7

1. If the heights of the animals were 1/6 ft, 2/3 ft, and ½ ft, in what order did she line them up?

2. If the heights of the animals were 2/3 ft, 1/8 ft, and 1/3 ft, in what order did she line them up?

3. If the heights of the animals were11/12 ft, 3/8, and 2/3 ft, in what order did she line them up?

Chapter 7 Lesson 8

1. Mr. Ramos used 3 eggs to make an omelet. Write two equivalent fractions to show the part of the 12 eggs that were left.

2. Mr. Ramos used 2 eggs to make an omelet and 2 eggs to make a cake. Write three equivalent fractions to show the part of the 12 eggs that were left.

3. After Mr. Ramos used 3 eggs in a cake and some more in an omelet 1/6 of the 12 eggs were left. How many eggs did he use in the omelet? Explain

Chapter 7 Lesson 9

1. Conner walked 2/3 of the distance to Annie’s house. How many blocks did he walk? Explain.

2. Conner walked ¾ of the distance to Annie’s house. How many more blocks did he have to walk to get to her house? Explain.

3. Conner walked to Annie’s house. Then he walked home. What fraction of the round-trip had he walked when he was halfway home? Explain.

Chapter 7 Lesson 10

1. Write the lengths of the pencils in order from shortest to longest.

2. Is the total length of the 4 pencils less than or greater than 20 in.? Explain.

3. Which two pencils together have a combined length that is closest to 9 in.? Explain.

Chapter 7 Lesson 11

1. If 3 slices are eaten, how many more slices must be eaten so that ½ of the pizza remains? Explain.

2. If ½ of the pizza is eaten, what is the greatest number of slices that could be eaten so that some pizza would remain? Explain.

3. The friends cut each slice in half. When everyone had finished eating 1/16 of the pizza remained. How many of the smaller slices were eaten?