In math we're working on CCSS 4.OA.4:

We've been starting our math workshop with an activity we're calling Find the Oddball. Students must make a claim as to which number is the oddball in the set and site evidence supporting the claim. For example, here were some of the claims for yesterday's numbers:

We've also been playing a multiplication game with partners. It's super fun and a great way to practice multiplication fluency. This would be a wonderful way to practice facts with your child at home. You can print a copy of the game from here.

*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.*We've been starting our math workshop with an activity we're calling Find the Oddball. Students must make a claim as to which number is the oddball in the set and site evidence supporting the claim. For example, here were some of the claims for yesterday's numbers:

- 9 is the oddball because it's the only single digit number
- 16 is the oddball because it's the only even number
- 43 is the oddball because 9, 16 & 23 belong to a +- fact family
- 43 is the oddball because it's the only prime number
- 25 is the oddball because it's the only number that is a multiple of 5
- 9 is the oddball because it's the only number whose digits do not add up to 7 (16: 1+6, 25:2+5, 43:4+3)
- 43 because it's the only number that isn't a product of two of the same factors multiplied by each other (3x3=9, 4x4=16, 5x5=25)

We've also been playing a multiplication game with partners. It's super fun and a great way to practice multiplication fluency. This would be a wonderful way to practice facts with your child at home. You can print a copy of the game from here.