Draw (Visual Model)
Write (Equation & Sentence)
11
A restaurant uses 18 eggs for each large batch of pancakes. If the restaurant has 14 cartons of eggs, and each carton holds 12 eggs, how many batches of pancakes can they make?
Draw (Visual Model)
Write (Equation & Sentence)
12
There are 100 students in the 4th grade. On Friday, 45/100 of the students wore blue shirts and 0.3 of the students wore red shirts. What fraction of the 100 students wore either a blue or red shirt?
Draw (Visual Model)
Write (Equation & Sentence)
13
A movie theater has 348 seats. The seats are divided into 6 equal sections. If 4 of the sections are completely full, how many people are sitting in those 4 sections?
Draw (Visual Model)
Write (Equation & Sentence)
14
Sarah is measuring ingredients for a cake. She uses 2/6 cup of sugar and 3/6 cup of flour. She says she has used more than one-half of a cup of total ingredients. Is she correct? Show your work using fractions.
Draw (Visual Model)
Write (Equation & Sentence)
15
A car wash cleans 14 cars every hour. The car wash is open from 8:00 AM to 5:00 PM. Each car wash costs $12. How much money does the car wash make in one day?
Draw (Visual Model)
Write (Equation & Sentence)
Misconception
Students often find the area (L x W) instead of perimeter, or they only add the length and width once (14 + 42) instead of all four sides.
TEKS 4.4H
Model: Equal groups. Draw 8 boxes, each labeled 36. Then show the total being divided into bags of 6.
Facilitation Script: "First, we need the total number of balls. Let's draw our boxes. Now, if we are putting them into bags of 6, what operation helps us find how many bags we need?"
Misconception
Students may divide 36 by 6 first (finding bags per box) and then forget to multiply by 8 boxes, or they may add 8 + 36 + 6.
TEKS 4.3E
Model: Number line or tape diagram partitioned into 8 parts. Shade 3 parts (OJ), 2 parts (PJ), and label the rest (CJ) to reach 7 total.
Facilitation Script: "We know the total is 7/8. Let's draw our whole gallon bar and mark off 7/8. Now, mark off what we already have. What's left?"
Misconception
Students may add 3/8 + 2/8 + 7/8, not realizing 7/8 is the total.
TEKS 4.4H
Model: Array or Area Model. 24 x 15 to find total capacity. Then a subtraction bar showing total minus 287.
Facilitation Script: "We have rows and seats per row. What does that tell us about the total capacity? Let's use an area model to multiply. Now, remove the sold seats."
Misconception
Calculation errors in 2-digit by 2-digit multiplication. Remind students to check their partial products.
TEKS 4.4H
Model: Subtraction bar (128 - 44). Then a set of equal groups showing the division of the remainder (84 ÷ 7).
Facilitation Script: "Start with the total. If we use some for pies, do we have more or less? Now take that 'leftover' amount and put it into groups of 7."
Misconception
Students may try to divide the initial 128 by 7, forgetting that 44 apples were already used for pies.
TEKS 4.2G / 4.3E
Model: Place value chart. 0.65 (6 tenths, 5 hundredths) and 3/10 (3 tenths). Line them up.
Facilitation Script: "Julia has 0.65. David has 3/10. Let's write David's as a decimal first. Where does the 3 go? Now, add them using place value."
Misconception
Common 'misalignment' error: Students add 0.65 + 0.03 instead of 0.65 + 0.30, resulting in 0.68.
TEKS 4.4H
Model: Branching tree or nested tape diagrams. (156 x 8) per day, then (Result x 5) for the week.
Facilitation Script: "How many cars in one hour? How many hours in a day? Let's find one day first. Now, we have 5 days. What do we do next?"
Misconception
Students may only calculate one day (1,248) and stop there, or they may add 156 + 8 + 5.
TEKS 4.3E
Model: Tape diagram representing 1 whole (labeled 12/12). Subdivide and shade 5/12 and 4/12. Find the unshaded gap.
Facilitation Script: "What does '1 full mile' look like in twelfths? Yes, 12/12. Let's take away what she already ran. How many steps is this?"
Misconception
Students often add 5/12 + 4/12 and think 9/12 is the answer, missing the final 'how much further' step.
TEKS 4.4H
Model: 14 boxes of 12 (14 x 12). Then taking that total and creating groups of 18.
Facilitation Script: "How many eggs do we have total? Draw the cartons. Now, we use 18 for every batch. How many 18s can we fit into our total?"
Misconception
Difficulty with long division. If students struggle, encourage them to use an 'Easy Multiples' list (18, 36, 54, 72...).
TEKS 4.2G / 4.3E
Model: 100-grid. Shade 45 squares. Then shade 3 rows (0.3 = 30/100). Count the total shaded.
Facilitation Script: "0.3 is 3 tenths. How many hundredths is that? Let's color it in. Now how many squares are colored altogether?"
Misconception
Thinking 0.3 is the same as 3/100. Remind them that tenths are columns, not just single squares.
TEKS 4.4H
Model: Tape diagram split into 6 units. Total = 348. Shade 4 units. Solve for 1 unit (348 ÷ 6), then multiply by 4.
Facilitation Script: "If 6 sections have 348 seats, how much is in just one section? Good. Now, how many people are in 4 of those sections?"
Misconception
Students may divide 348 by 4 instead of 6, or they may stop after dividing by 6.
TEKS 4.3E
Model: Fraction bars. Compare 5/6 (2/6 + 3/6) to a benchmark bar showing 1/2 (or 3/6).
Facilitation Script: "What is 2/6 plus 3/6? Now, how much is 'one-half' in sixths? Is Sarah's total more than that? Write your comparison sentence."
Misconception
Difficulty converting 1/2 to 3/6. Use the visual model to show they cover the same area.
TEKS 4.4H
Model: Timeline or bar showing 9 hours (8am to 5pm). Each hour box labeled '14 cars'. Then multiply total cars by $12.
Facilitation Script: "First, we need the hours. Count from 8:00 to 5:00. Now, how many cars total in those hours? Finally, if each car pays $12, what's the total?"
Misconception
Miscalculating the elapsed time (thinking 5 - 8 is 3 hours) or making errors in the final 2-digit multiplication (126 x 12).
STAAR Prep 4.2G
13
A movie theater has 348 seats. The seats are divided into 6 equal sections. If 4 of the sections are completely full, how many people are sitting in those 4 sections?
STAAR Prep 4.4H
14
Sarah is measuring ingredients for a cake. She uses 2/6 cup of sugar and 3/6 cup of flour. She says she has used more than one-half of a cup of total ingredients. Is she correct? Show your work using fractions.
STAAR Prep 4.3E
15
A car wash cleans 14 cars every hour. The car wash is open from 8:00 AM to 5:00 PM. Each car wash costs $12. How much money does the car wash make in one day?
STAAR Prep 4.4H
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