4 th & 5 th Grade Anchor Charts The following is a collection of anchor charts to support teaching all of the important benchmarks and skills in 4 th Grade Mathematics.

Solve 5600 ÷ 7 = ______ Use the zeros strategy instead of trying to use long division! Think about the basic multiplication fact 7 x what number will = 56 then add your zeros!

If the denominator is 4 think about what quarters (as in the coin) are worth. Example: ¼ means 1 quarter which is 0.25 or 25 cents or 25%. If the denominator is 4 think about what quarters (as in the coin) are worth. Example: ¼ means 1 quarter which is 0.25 or 25 cents or 25%. If the denominator is 10 then the numerator can go INTO that tenths place! Example: 4/10 means put a 4 in the tenths place – 0.4 or 40% The same strategy for 4/100 which is put a 4 into the hundredths place value – 0.04 or 4% If the denominator is 10 then the numerator can go INTO that tenths place! Example: 4/10 means put a 4 in the tenths place – 0.4 or 40% The same strategy for 4/100 which is put a 4 into the hundredths place value – 0.04 or 4%

The larger the denominator, the smaller the pieces in the model become! This is because we are cutting up the whole part of 1 into more and more pieces.

Show how to use repeated addition for solving multiplication using… 14 x 4 = ? Just add 14 four times and get your product! Show how to use repeated addition for solving multiplication using… 14 x 4 = ? Just add 14 four times and get your product!

Draw 5 big circles and place 4 small circles inside EACH of the big circles. After this step, count up the total number of small circles and you have found your answer (product)! What did you get for your answer? Draw 5 big circles and place 4 small circles inside EACH of the big circles. After this step, count up the total number of small circles and you have found your answer (product)! What did you get for your answer? We can use this for division also because multiplication and division are inverse operations! 5 x 4 = 20 AND 20 ÷ 4 = 5 We can use this for division also because multiplication and division are inverse operations! 5 x 4 = 20 AND 20 ÷ 4 = 5 The difference is in the question and how the words (each or per) are used in a statement or a question. EXAMPLES: A class has 5 bags of basketballs with 4 basketballs in EACH bag. What is the total number of basketballs the class has? (each is in a statement so we multiply because we are targeting a larger number or a “total”) OR The class has 20 basketballs and wants to split the basketballs into 5 bags. How many basketballs can go in EACH bag? (each is in the question and we are targeting a smaller number from the total) The difference is in the question and how the words (each or per) are used in a statement or a question. EXAMPLES: A class has 5 bags of basketballs with 4 basketballs in EACH bag. What is the total number of basketballs the class has? (each is in a statement so we multiply because we are targeting a larger number or a “total”) OR The class has 20 basketballs and wants to split the basketballs into 5 bags. How many basketballs can go in EACH bag? (each is in the question and we are targeting a smaller number from the total)

Pick your favorite way to remember the place values up to the millions place! EXAMPLE: “Old Tom Hates Tiny Muffins” Ones/Tens/Hundreds/Thousands/Millions *Remember the thousands and millions place has tens and hundreds also!!! Pick your favorite way to remember the place values up to the millions place! EXAMPLE: “Old Tom Hates Tiny Muffins” Ones/Tens/Hundreds/Thousands/Millions *Remember the thousands and millions place has tens and hundreds also!!!

Name the perpendicular lines using the appropriate letters and symbol. AND Name the parallel lines using the appropriate letters and symbol. Name the perpendicular lines using the appropriate letters and symbol. AND Name the parallel lines using the appropriate letters and symbol.

Write these numbers two different ways…(Example: 1,200 is one thousand and two hundred OR twelve hundred) 1,400 1,700 1,900 Write these numbers two different ways…(Example: 1,200 is one thousand and two hundred OR twelve hundred) 1,400 1,700 1,900

Try it on your own now! Break apart the number 182 using expanded form (see below) and then multiply each value by 4. This is the same as 182 x 4. This means: 100 x 4 = ? 80 x 4 = ? 2 x 4 = ? Then ADD all the parts to get your whole product! Try it on your own now! Break apart the number 182 using expanded form (see below) and then multiply each value by 4. This is the same as 182 x 4. This means: 100 x 4 = ? 80 x 4 = ? 2 x 4 = ? Then ADD all the parts to get your whole product!