Beruflich Dokumente
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Unit #4
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Enduring Understandings:
In the multiplication expression A x B, A can defined as a scaling factor.
A situation that can be represented by multiplication has an element that represents the scalar and
an element that represents the quantity to which the scalar applies.
A scalar definition of multiplication is useful in representing and solving problems beyond whole
number multiplication and division.
Using proper terminology and understanding the division algorithm provide the basics for
understanding how numbers such as the quotient and the remainder are used in a division
situation.
The right distributive property of division over addition allows computing flexibly and justifying
computations with whole numbers, but there is no left distributive property of division over
addition.
Properties of operations on whole numbers justify written and mental computational algorithms,
standard and invented.
In a rectangular array, one of the factors tells about the rows/number of units wide the figure is
and the other factor tells about the number of square units in each row/the width of the figure.
Either factor (the number of rows or number of square units in each row) can be worked with
separately to determine the area of a portion of the figure.
Section Explanation: In this section, students will be able to demonstrate multiplication and division
using the area model. An explicit connection between the area model and the area formula should be
made within this unit. The connection between the area model and traditional algorithm should be made.
Standards
Instructional Notes
4.MD.A.3
Fourth graders use multiplication, spatially
Apply the area and perimeter formulas for
structuring arrays, and area model, to
rectangles in real world and mathematical
generate the formula for the area of a
problems. For example, find the width of a
rectangle A = l x w. The formula is a
rectangular room given the area of the flooring and
generalization of the understanding, that,
the length, by viewing the area formula as a
given a unit of length, a rectangle whose
multiplication equation with an unknown factor.
sides have length w units and l units, can be
partitioned into w rows of unit squares with l
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4.NBT.B.5
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.
Tie to MP4, MP6, and MP7
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Knowledge
A=lxw
Define factor and product.
The area model develops a
visual of multiplication.
Academic Vocabulary
Rectangular array
Area model
Area
Formula
Factor
Product
Suggested Resources:
Engage NY: https://www.engageny.org/resource/grade-4-mathematics-module-3
North Carolina Task 4.NBT.B.5 Tasks 1- 3: http://3-5cctask.ncdpi.wikispaces.net/4.NBT.4-4.NBT.6
Georgia Unit: http://ccgpsmathematicsk-5.wikispaces.com/4th+Grade
Inside Mathematics: http://www.insidemathematics.org/common-core-resources/mathematicalcontent-standards/standards-by-grade/4th-grade
Illustrative Mathematics: https://www.illustrativemathematics.org/content-standards/4/NBT/B/5
Learn Zillion: https://learnzillion.com/resources/57239-4th-grade-numbers-and-operations-in-basetenl
Learn Zillion: https://learnzillion.com/resources/57241-4th-grade-measurement-and-data
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PARCC (4.MD.A.3)
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Section Explanation: In this section, students will be able to demonstrate division up to four-digit
dividends and one-digit divisors using the equations, rectangular arrays and area models. Students will
demonstrate the relationship between multiplication and division. Application of all four operations will
be made in multi-step word problems.
Standards
Instructional Notes
4.NBT.B.6
In fourth grade, students build on their third
grade work with division within 100. Students
Find whole-number quotients and remainders with
need opportunities to develop their
up to four-digit dividends and one-digit divisors,
understandings by using problems in and out
using strategies based on place value, the
of context.
properties of operations, and/or the relationship
between multiplication and division. Illustrate and
explain the calculation by using equations,
rectangular arrays, and/or area models.
Tie in MP4 and MP7
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90
- 60 (6 x 10)
30
-30 (6 x 5)
Division with a remainder: Amber baked 25
cookies. She wants to share the cookies
evenly among four friends. How many
cookies will each friend receive? We know
that if we divide 25 into four equal groups we
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Knowledge
Define division and
remainders.
Multiplication and division
are inverse operations.
Estimation and mental
computation can help
check the reasonableness
of answers.
Academic Vocabulary
Division
Quotient
Divisor
Dividend
Remainder
Rounding
Estimation
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Assessment Samples:
Smarter Balance (4.OA.A.3)
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PARCC (4.OA.A.3)
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Professional Resources:
NCTM Essential Understanding Series
Common Core Progressions Documents - http://ime.math.arizona.edu/progressions/
TN Core http://tncore.org/math/instructional_resources.aspx
Illustrative Mathematics https://www.illustrativemathematics.org/blueprints