Strand: NUMBER AND OPERATIONS IN BASE TEN (4.NBT)

Generalize place value understanding for multi-digit whole numbers by analyzing patterns, writing whole numbers in a variety of ways, making comparisons, and rounding (Standards 4.NBT.1–3). Use place value understanding and properties of operations to perform multidigit addition, subtraction, multiplication, and division using a one-digit divisor (Standards 4.NBT.4–6). Expectations in this strand are limited to whole numbers less than or equal to 1,000,000.

Standard 4.NBT.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.

• Arithmetic Four
In this game for two players, students solve problems involving whole number and integer addition, subtraction, multiplication, and division.
• Clock Arithmetic
In this activity students experiment with clock arithmetic and use long division skills.
• Mental Division Strategy
The task presents the scenario where Jillian says "I know that 20 times 7 is 140 and if I take away 2 sevens that leaves 126. So 126 Ã· 7 = 18." Students must then respond to this statement by answering if she's correct, drawing a picture showing her reasoning and using that method to solve another problem.
• Order of Operations Four
This applet pits two players against each other in solving expressions using the four basic operations.
• Reasoning About Division
The Common Core allows students to get a better understanding of Math concepts and skills, including division. This Teaching Channel video shows how you can teach reasoning about division in your classroom. (7 min.)
• Spy Game
Encrypted spy messages are the starting point for this lesson plan on modular arithmetic.
• Thousands and Millions of Fourth Graders
Students are given facts about the number of fourth graders in different places and asked to make calculations comparing the numbers. The purpose of this task is to help students understand the multiplicative relationship between commonly used large numbers (thousands and millions) by using their understanding of place value.
• To Regroup or Not to Regroup
This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Shannon Ference and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .
Email:  diana.suddreth@schools.utah.gov

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.