Mathematics Grade 4
Strand: OPERATIONS AND ALGEBRAIC THINKING (4.OA)
Use the four operations with whole numbers (addition, subtraction, multiplication, and division) to solve problems (Standards 4.OA.1–3)
. Gain familiarity with factors and multiples (Standard 4.OA.4)
. Generate and analyze numeric and shape patterns (Standard 4.OA.5)
Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
This activity gives students a chart showing how the price of carnival tickets has increased over the years. They must answer questions using the table data. The purpose of this task is for students to solve multi-step problems in a context involving a concept that supports financial literacy, namely inflation.
Grade 4 Mathematics Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction
In this 25-day module of Grade 4, students extend their work with whole numbers. They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1). They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).
Grade 4 Mathematics Module 3: Multi-Digit Multiplication and Division
In this 43-day module, students use place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students' ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends.
Grade 4 Mathematics Module 7: Exploring Measurement with Multiplication
In this 20-day module, students build their competencies in measurement as they relate multiplication to the conversion of measurement units. Throughout the module, students will explore multiple strategies for solving measurement problems involving unit conversion.
Grade 4 Unit 1: Whole Numbers, Place Value, and Rounding (Georgia Standards)
In this unit students will read numbers correctly through the millions, write numbers correctly through millions in standard form, write numbers correctly through millions in expanded form, identify the place value name for multi-digit whole numbers, identify the place value locations for multi-digit whole numbers, round multi-digit whole numbers to any place, fluently solve multi-digit addition and subtraction problems using the standard algorithm and solve multi-step problems using the four operations
Grade 4 Unit 2: Multiplication and Division of Whole Numbers (Georgia Standards)
In this unit students will solve multi-step problems using the four operations, use estimation to solve multiplication and division problems, find factors and multiples, identify prime and composite numbers and generate patterns.
Students are given this task: "Karl's rectangular vegetable garden is 20 feet by 45 feet, and Makenna's is 25 feet by 40 feet. Whose garden is larger in area?" The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area.
Operations and Algebraic Thinking - Fourth Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Fourth Grade Mathematics - Operations and Algebraic Thinking (4.OA)
Order of Operations Four
This applet pits two players against each other in solving expressions using the four basic operations.
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 -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
- Jennifer Throndsen .
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