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Math Tricks: Always a 4

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This podcast is part of the series: Math Tricks


Creator: Mrs. Knowles Class

Speaker: Trinity



Scottsboro Junior High School, Scottsboro, AL


This podcast was created to motivate students with a math trick that they can share with friends and family. Students are practicing several math concepts while they preform the trick. Pi the Math Guy, will lead your students through the steps. A transcript and a handout of the steps are included. Don't forget to check out the next episode for a new fun math trick.

Length: 1:16

Content Areas: Math

Alabama Course of Study Alignments and/or Professional Development Standard Alignments:

[MA2013] (3) 3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3-OA3]
[MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3-OA4]
[MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. [3-OA7]
[MA2013] (3) 8: Solve two-step word problems using the four operations. 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. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) [3-OA8]
[MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3-NBT2]
[MA2013] (4) 1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4-OA1]
[MA2013] (4) 9: Fluently add and subtract multi-digit whole numbers using the standard algorithm. [4-NBT4]
[MA2013] (4) 10: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]


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