4th Grade Math Game Bingo Activities SUPER BUNDLE 17 DIGITAL RESOURCES

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Grade Levels

3rd - 5th

Subjects

Math, Fractions, Order of Operations

Resource Type

Activities, Games

Standards

CCSSMP1

CCSSMP2

CCSSMP4

CCSSMP6

CCSSMP7

Formats Included

Zip
Google Apps™

Pages

31 Slides Each

$24.00

List Price:

$32.00

Bundle Price:

$30.00

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$8.00

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$24.00

List Price:

$32.00

Bundle Price:

$30.00

You Save:

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Includes Google Apps™

This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

Products in this Bundle (17)

showing 1-5 of 17 products

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Standards

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Description

Add this Math Bingo Game to your fourth grade math lessons! This digital resource will be a hit with your 4th grade students!

Engage your fourth-grade students in a fun and interactive math activity with these Bingo games! These Google Slides activities allow students to practice their math skills in an enjoyable and engaging way. This resource is a great addition to any math lesson plan!

This Bundle gives you 17 different Bingo games to play to make math much more fun!!

This bundle includes:

1) Add Three Digit Numbers

2) Add Four Digit Numbers

3) Subtract Three Digit Numbers

4) Subtract Four Digit Numbers

5) Multiply One Digit by Three Digit Numbers

6) Multiply One Digit by Four Digit Numbers

7) Multiply Two Digit by Three Digit Numbers

8) Multiply Two Digit by Four Digit Numbers

9) Single Digit Division (No Remainder)

10) Single Digit Division (With Remainder)

11) Three Digit divided by One Digit (With Remainder)

12) Four Digit divided by One Digit (With Remainder)

13) Order Of Operations: Add and Subtract

14) Order Of Operations: Add, Subtract, and Multiply

15) Order Of Operations: Add, Subtract, Multiply, and Divide

16) Fractions: Add and Subtraction Mixed Numbers (Like Denominators)

17) Add and Subtract Decimals

- NO PREP NEEDED! These games are all set-up for you!

Make solving math equations really fun with these Interactive Bingo Activities!

Each Bingo game contains 25 equations to be solved. (Use as many as you need to!)

Your students draw their own Bingo board on paper. (4 x 4 is what I suggest, but you can do what you think is best!) Students fill up their board with the answers, shown to them, (but they don't know the equations!) The Bingo game reveals the equations, which the students solve! A Google Sheets file is included here with a list of all the equations and answers, to help keep you organized.

As the math equations appear on the Bingo balls, students have to solve the equation. They check their boards to see if they have the correct answer. If they do, they mark their boards just like a regular bingo game!

Full instructions are included with this product to help you get ready to play!

NOTE: The product you purchase here is a PDF, which comes with a link to the Google Slides file of the Interactive Activity and the Google Sheets so you can copy the files into your own Google Drive. This allows you to fully edit the files, in case you feel like adding anything!

For More Math Bingo Activities, Click Here:

Math Bingo Activities!

FOR MORE CREATIVE AND ENGAGING RESOURCES, CHECK OUT THE TPT STORE:

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WE SOMETIMES DO FUN GIVEAWAYS AND PROMOTIONS, SO COME FOLLOW ALONG!

Please feel free to reach out if you ever have any comments or questions about anything. I am always happy to help in any way that I can!

THANK YOU SO MUCH FOR YOUR SUPPORT! IT IS GREATLY APPRECIATED!

Teachers make the best creators!

Total Pages

31 Slides Each

Answer Key

N/A

Teaching Duration

N/A

Last updated 8 months ago

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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