4th Grade

CCSC Standard
WiiSports Resort
Archery or Table Tennis Return
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Have students form groups of 3 or 4 to compete as a team in a race to Find the Factors. After demonstrating the game controls, explain that students will each be asked determine the factors for a given score in Table Tennis Return. Each correctly factored number will earn the table a point and bonus points will be awarded for identifying if the original number is prime or composite. Before starting the game, distribute a blank sheet of paper to each student and have the class fold their papers into quarters. This will provide opportunity to factor eight scores (four per side). After listing all the factor pairs, the student should write and circle the letter “P” for “prime” or “C” for composite in the box. Students may seek the support of the groupmates, but must not communicate with other groups. After factoring several scores, begin each new round by asking students to predict if the score is divisible by a given number before determining the factors. Ask questions such as, “Is this score divisible by 3? By 9? Is it possible for a number to be divisible by both 3 and 9? Have students list all of the number’s factors from least to greatest. If one number (ie. 30) contains all of the factors of a second number (ie. 15), ask students if the second number is therefore a factor of the first. How do you knowthat (given number) must be a factor of (second number)?

Training: Tennis: Returning Balls
Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
- Each student completes one round of the Tennis Returning Balls (until miss).
- While the student participates, have the class tally when he/she hits the ball with a forehand (arm out) stroke and a backhand (arm bent) stoke.
- Record the student's score from the round and review tally totals for forehand and backhand strokes.
- Have a second student participate and record the tallies and score by the end of the round.
- Create word problems as a class and have the students solve each problem using a letter standing for the unknown quantity.
- Example:
Tim returned 42 balls, using a backhand stroke 11 times. Becca returned 37 balls, using a backhand stroke 15 times. How many total forehand strokes did they both use?

x = number of Tim's forehand strokes
42 - 11 = x

y = number of Becca's forehand strokes
37 - 15 = y

x + y = total forehand strokes
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Draw points, line segments, rays, angles (right acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Students take turn batting balls - perhaps set a number of bats before they must switch.

Draw a basic baseball diamond on the whiteboard, as the player hits the ball the children estimate the trajectory of the ball (including foul balls).

1 - estimate (or measure) the angle the ball makes with the left hand line of the diamond (to 3rd base), calculate corresponding angle to make 90º, (to 1st base).

2 - children could draw the trajectories of two balls (including foul balls) and then classify, estimate and measure angles.

Children can:
a) classify the types of angles
b) following estimates, children use a protractor to measure the angles

Worksheet with a series of blank baseball diamonds would help.