Teaching Resource Pack
Number Talks Teaching Resource Pack – Grade 4
A collection of number talks teaching resources that support meaningful and highly engaging conversations in the mathematics classroom.
Number talks are a daily, math activity that allow students to have meaningful and highly engaging conversations about mathematics. Incorporating these short, tenminute daily exercises into your classroom routine not only help students develop mental math and flexible thinking about numbers and operations, but also provide opportunities for them to investigate and apply mathematical connections and relationships.
This teaching resource pack supports number talks in the classroom with a range of task cards, a set of hand signal posters, and sentence starters for students to use in their conversations.
This teaching resource pack includes:
 Number Talks – Number Sense Task Cards
 Number Talks – Decimal Representation Task Cards
 Number Talks – Double Digit Multiplication Task Cards
 Number Talks – Division Strategies Task Cards
 Number Talks – Fractional Reasoning Task Cards
 Number Talks – Perimeter and Area Task Cards
 Number Talks – Data Analysis Task Cards
 Number Talks – Hand Signal Poster Pack
 Number Talks – Sentence Starters Poster Pack
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Common Core State Standards alignment

CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division....

CCSS.MATH.CONTENT.4.NBT.A.2
Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons....

CCSS.MATH.CONTENT.4.NBT.A.3
Use place value understanding to round multidigit whole numbers to any place....

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multidigit whole numbers using the standard algorithm....

CCSS.MATH.CONTENT.4.NBT.B.5
Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangul...

CCSS.MATH.CONTENT.4.NBT.B.6
Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explai...

CCSS.MATH.CONTENT.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to ...

CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions ref...

CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b....

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/...

CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)....

CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram....

CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusion...

CCSS.MATH.CONTENT.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation wi...
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