Practicing the Bridges in Mathematics Grade 4 Home Connections Answer Key **Unit 2 Module 4 **will help students analyze their level of preparation.

## Bridges in Mathematics Grade 4 Home Connections Answer Key Unit 2 Module 4

**Bridges in Mathematics Grade 4 Home Connections Unit 2 Module 4 Session 1 Answer Key**

**Multiplying & Dividing**

Question 1.

Fill in the missing numbers.

Answer:

a) When we multiply 8 with 4 we get 32

b) When we multiply 6 with 5 we get 30

c) When we multiply 7 with 7 we get 49

d) When we multiply 6 with 8 we get 48

e) When we multiply 6 with 6 we get 36

f) When we multiply 8 with 7 we get 56

To get the missing number we have to divide 56 ÷ 8 = 7

So, the missing number is 7

g) When we multiply 9 with 7 we get 63

To get the missing number we have to divide 63 ÷ 9 = 7

So, the missing number is 7

h) When we multiply 5 with 5 we get 25

To get the missing number we have to divide 25 ÷ 5 = 5

So, the missing number is 5

i) When we multiply 7 with 6 we get 42

To get the missing number we have to divide 42 ÷ 6 = 7

So, the missing number is 7

j) When we multiply 8 with 9 we get 72

To get the missing number we have to divide 72 ÷ 8 = 9

So, the missing number is 9

Question 2.

Complete the multiplication tables below.

ex

a.

Answer:

Explanation :

the given table is the multiple of 10

a) 10×5 = 50

b) 10×2 = 20

c) 10×9 = 90

d) 10×3 = 30

e) 10×8 = 80

f) 10×6 = 60

g) 10×7 = 70

h) 10×4 = 40

b.

Answer:

Explanation :

the given table is the multiple of 5

a) 5×5 = 25

b) 5×2 = 10

c) 5×9 = 45

d) 5×3 = 15

e) 5×8 = 40

f) 5×6 = 30

g) 5×7 = 35

h) 5×4 = 20

c.

Answer:

Explanation :

the given table is the multiple of 9

a) 9×5 = 45

b) 9×2 = 18

c) 9×9 = 81

d) 9×3 = 27

e) 9×8 = 72

f) 9×6 = 54

g) 9×7 =63

h) 9×4 = 36

Question 3.

Use what you know about multiplying by 10 to help solve these problems.

Answer:

a) When we multiply 12 with 10 we get 120

When you multiply a number by 10, the digits move one digit places to the left.

b) When we multiply 12 with 5 we get 60

c) When we multiply 12 with 9 we get 108

d) When we multiply 18 with 10 we get 180

When you multiply a number by 10, the digits move one digit places to the left.

e) When we multiply 18 with 5 we get 90

f) When we multiply 18 with 10 we get 180

When you multiply a number by 10, the digits move one digit places to the left.

Question 4.

Mrs. Larsen was making gift bags for the 6 students in her reading group. She was putting little erasers in the bags. She had a bag of 20 erasers. How many erasers did each student get? Show all your work.

Answer:

Mrs. Larsen was making gift bags for the 6 students in her reading group.

She was putting little erasers in the bags. She had a bag of 20 erasers.

To find how many erasers did each student get we have to divide total number of erasers by total number of students

as shown below :

20 ÷ 6 = 3.33

Question 5.

a. The teacher wanted his class to work in groups of 4. After he divided them into groups, there were 6 groups of 4 and 1 group of 3. How many students were in the class? Show all your work.

Answer:

The teacher wanted his class to work in groups of 4. After he divided them into groups, there were 6 groups of 4 and 1 group of 3.

To get How many students were in the class we have to do as shown below :

(6×4) +3= 27 students will be there in the class

b. If the teacher wanted all the groups to be exactly the same size, how many students should be in each group? How many small groups would there be? Show all your work.

Answer:

If the teacher wanted all the groups to be exactly the same size then we have to divide each group by 3

27 ÷ 3 = 9

There will be 9 small groups

**Bridges in Mathematics Grade 4 Home Connections Unit 2 Module 4 Session 4 Answer Key**

**Multiplication & Division Puzzles**

Question 1.

Fill in the missing numbers.

Answer:

Explanation :

a) To get the missing number we have to divide 42 ÷ 7 = 6

So, the missing number is 6

b) To get the missing number we have to divide 18 ÷ 6 = 3

So, the missing number is 3

c) To get the missing number we have to divide 81 ÷ 9 = 9

So, the missing number is 9

d) To get the missing number we have to divide 24 ÷ 3 = 8

So, the missing number is 8

e) To get the missing number we have to divide 40 ÷ 8 = 5

So, the missing number is 5

f) To get the missing number we have to divide 10 ÷ 5 = 2

So, the missing number is 2

g) To get the missing number we have to divide 45 ÷ 9 = 5

So, the missing number is 5

h) To get the missing number we have to divide 32 ÷ 8 = 4

So, the missing number is 4

i) To get the missing number we have to divide 36 ÷ 6 = 6

So, the missing number is 6

j) To get the missing number we have to divide 27 ÷ 3 = 9

So, the missing number is 9

Question 2.

Use multiplication and division to find the secret path through each maze. The starting and ending points are marked for you. You can only move one space up, down, over, or diagonally each time. Write four equations to explain the path through the maze.

ex

3 × 4 = 12

12 ÷ 2 = 6

6 × 6 = 36

36 ÷ 9 = 4

a.

Answer:

81 ÷ 9 = 9

9 × 4 = 36

36 ÷ 6 = 6

6 × 7 = 42

b.

Answer:

1 × 2 = 2

2 × 9 = 18

18 ÷ 3 = 6

6 ÷ 3 = 2

Question 3.

Complete the division table below.

Answer:

Explanation :

a) 60 ÷ 6 = 10

b) 24 ÷ 6 = 4

c) 12 ÷ 6 = 2

d) 18 ÷ 6 = 3

e) 54 ÷ 6 = 9

f) 540 ÷ 6 = 90

g) 180 ÷ 6 = 30

h) 120 ÷ 6 = 20

Question 4.

Ryan bought 4 dozen eggs. His recipe for cookies calls for 3 eggs in each batch. How- many batches of cookies can he make with the eggs he bought?

Answer:

There are 4 dozen eggs which means if 1 dozen contain 12 eggs then 4 dozens will be 12 × 4 = 48

one batch requires 3 eggs, which means one dozen will make 4 batches , And we have 4 dozen eggs , so, 4×4= 16

Therefore there are 16 batches of cookies can he make with the eggs he bought

Question 5.**CHALLENGE** Write a story problem to match the equation 36 ÷ 5 = 7 R1.

Answer:

A total of 36 oranges is to be shared by all the students in a class. The class contains 3 boys and 2 girls. Calculate the number of oranges that will go to each student and the Number of oranges left if they are to divide it equally.

**Bridges in Mathematics Grade 4 Home Connections Unit 2 Module 4 Session 5 Answer Key**

**Moolah on My Mind**

Note to Families

For this Home Connection, you’ll play a game called Moolah on My Mind with your child. We have played the game in school, and your child can help you learn to play. You can also follow the directions below. The game is designed to provide practice multiplying large numbers using coin values, which are easier for many students to work with right now.

You’ll need two pencils and a paperclip to play Moolah on My Mind. Use your pencil and the paperclip as a spinner.

Instructions for Moolah on My Mind

1. Take turns spinning one of the number spinners with a partner. The player with the highest number goes first.

2. Spin both number spinners and the coin spinner.

3. Write an expression in the first column to show the results of your spins. You’ll add the two numbers and multiply by the value of the coin.

4. Multiply to find out how much money you collected and write that amount in the second column. Write it again in the last column so you can keep a running total of your money.

5. Take turns with your partner. Help each other make sure that you are adding your money accurately. In other words, be sure each other’s running totals are correct.

6. When both players have taken 10 turns, the game is over and the player with the most money wins.

7. Play another round if you like, using the optional record sheets.

**Moolah on My Mind Spinner**

**Moolah on My Mind Record Sheet**

**Moolah on My Mind Record Sheet (optional second game)**

## FAQs

### How long are bridges math lessons? ›

**Bridges Math**

- Number Corner should be 20 minutes per day.
- Bridges Activities should be 60 minutes per day.
- K-2 = 90 minutes math instruction x day.
- 3-5 = 75 minutes + 15 minutes Flextime Instruction x day.
- All copies for Student Booklets come from Document Production Center.

**What are bridges in math? ›**

Bridges in Mathematics is **a comprehensive PK–5 curriculum that equips teachers to fully address state standards in a rigorous, engaging, and accessible manner**. Students gain a deep understanding of concepts, proficiency with key skills, and the ability to solve complex problems.

**Is bridges maths curriculum Common Core? ›**

Bridges in Mathematics is **a comprehensive PK–5 curriculum that equips teachers to fully implement the Common Core State Standards for Mathematics** in a manner that is rigorous, coherent, engaging, and accessible to all learners.

**What is the hardest math class in school? ›**

What is the Hardest Math Class in High School? In most cases, you'll find that **AP Calculus BC or IB Math HL** is the most difficult math course your school offers. Note that AP Calculus BC covers the material in AP Calculus AB but also continues the curriculum, addressing more challenging and advanced concepts.

**Should I take 3 years of math? ›**

**If you're applying to highly selective colleges, schools will generally want to see three or more years of math that include algebra and geometry**. Keep in mind that this is a minimum, and four years of math makes for a stronger college application. The strongest applicants will have taken calculus.

**What is a bridge question answer? ›**

Bridge: A bridge is **a device that separates two or more network segments within one logical network**.

**What is bridge short answer? ›**

: **a structure carrying a pathway or roadway over a depression or obstacle** (such as a river) a bridge connecting the island to the mainland.

**What is the bridge answer? ›**

Answer: A bridge is **a structure to cross an open space or gap**. Bridges are mostly useful for crossing rivers, valleys, or roads by vehicles but people have also used bridges for a long time for walking. ...

**Is bridges math good? ›**

Bridges is **one of the few elementary math programs that achieved EdReport's highest rating**.

**Is Common Core math hard? ›**

The good old days of memorizing math formulas or multiplication tables are gone. Instead, Common Core math requires students to show how they reason their way to the right answer. As a result, **many parents say homework is far more complicated than it used to be**.

### Who developed bridges math? ›

...

Mathematical bridge | |
---|---|

Material | Wood, on stone abutments. |

No. of spans | One |

History | |

Designer | William Etheridge |

**What is the most failed course in high school? ›**

Can you name the most frequently failed high school course? It's a subject that students have called “difficult,” “challenging,” and, at times, “torture.” Yes. It's a **math class**.

**Is Math 55 real? ›**

Math 55 is a two-semester long first-year undergraduate mathematics course at Harvard University, founded by Lynn Loomis and Shlomo Sternberg. The official titles of the course are Honors Abstract Algebra (Math 55a) and **Honors Real and Complex Analysis (Math 55b)**.

**Should I take 3 years of math in high school? ›**

**Most colleges want students to have at least 3 years of high school math**, though more selective colleges prefer 4 years. Prioritize taking several of the following courses: Algebra 1. Geometry.

**What age is best to learn math? ›**

Numerous studies show that learning mathematics is best during **the first 4 years of a child's life**. This means that during this peak period, learning mathematics is much easier and quicker for young children.

**What age should you start math? ›**

Early Elementary Math

**Between the ages of 5 and 7**, your child will start working on simple addition and subtraction problems and basic fractions. Money and time will suddenly have concrete meanings. Counting by ones transitions into skip counting by twos, tens and fives.

**Is the bridge easy? ›**

Is bridge difficult? **Bridge game rules start out simple but get progressively more complicated**. There are several things to consider, such as bridge bidding, scoring, other bridge game rules that might confound beginners or even intermediate players.

**Why do we need bridges short answer? ›**

Bridges have a special place in transportation infrastructure due its direct relationship with other places. These structures have the purpose **to carry on the traffic loads of the highway, crossing any obstacle and perform an effective communication between two destinations**.

**Why bridges are made answer? ›**

Bridges are usually made **to make the travelling across different terrains easier**. Here, the bridge was made for people to cross the river.

**How long is a bridge? ›**

How Long Should a Bridge Be in a Song? The typical length of a song bridge is **4 or 8 bars**. A bridge is also known as the “middle 8” because this section usually occurs in the middle of songs for 8 bars. However, the duration depends on your songwriting needs.

### What is a bridge for Class 4? ›

A cement bridge is made up of bricks, cements and iron rods. But a bamboo bridge is made of bamboo sticks, ropes and poles. Hence, a cement bridge is stronger than a bamboo bridge and more people can cross a cement bridge at a time.

**What is a bridge essay? ›**

The bridge is **the transition between the hook and the thesis statement**. It can be written in different ways depending on what type of essay is being created. The bridge generally comes in two basic forms: background information or context summary.

**How do you solve bridge problems? ›**

Leonard Euler's Solution to the Konigsberg Bridge Problem - Examples. However, **3 + 2 + 2 + 2 = 9, which is more than 8, so the journey is impossible**. In addition, 4 + 2 + 2 + 2 + 3 + 3 = 16, which equals the number of bridges, plus one, which means the journey is, in fact, possible.

**What is the hardest math test? ›**

In this article, I shall be talking about the toughest math exam in the world, The **William Lowell Putnam Mathematical Competition**. It is an annual mathematics competition that takes place in the United States and Canada on the first Saturday of December every year.

**What is most difficult math? ›**

Today's mathematicians would probably agree that the **Riemann Hypothesis** is the most significant open problem in all of math. It's one of the seven Millennium Prize Problems, with $1 million reward for its solution.

**Can U Get good at math? ›**

Many people believe one is born with the talent to be good at math while others are just not. However, many studies have proved there's no inherent mathematical ability; **everyone can become proficient in math if they put in the effort and time**.

**How long should a maths lesson be? ›**

Time taken for explicit teaching will vary depending upon the complexity of the concept you are teaching, but usually **fifteen minutes** is ideal; even adults will have trouble actively concentrating on someone explaining detail for longer than this!

**How long do math u see lessons take? ›**

Typically, students do one lesson per week and spend **10–35 minutes on the lower levels (Primer through Zeta) daily and up to 45 minutes daily on the upper levels (Pre-Algebra through Calculus)**. Again, since mastery is the goal, go at your own pace—these are just guidelines.

**What is the hardest math course in the world? ›**

"**Math 55**" has gained a reputation as the toughest undergraduate math class at Harvard—and by that assessment, maybe in the world. The course is one many students dread, while some sign up out of pure curiosity, to see what all the fuss is about.