Mathematics Grade 4
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.
In this game for two players, students solve problems involving whole number and integer addition, subtraction, multiplication, and division.
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.
IXL Game: Mixed operations: Addition, subtraction, multiplication, and division word problems
This game helps fourth graders understand how to read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
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.
Number and Operations in Base Ten - 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 - Number and Operations in Base Ten (4.NBT)
Order of Operations Four
This applet pits two players against each other in solving expressions using the four basic operations.
Ordering 4-digit Numbers
This task includes three-digit numbers with large hundreds digits and four-digit numbers with small thousands digits so that students must infer the presence of a 0 in the thousands place in order to compare. It also includes numbers with strategically placed zeros and an unusual request to order them from greatest to least in addition to the more traditional least to greatest.
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.)
Rounding on the Number Line
This task helps students understand the concept of rounding by using the number line to illustrate how to find the closest benchmark numbers.
Rounding to the Nearest 100 and 1000
Part (a) of this task fits squarely within third grade when students "use place value understanding to round whole numbers to the nearest 10 or 100". Part (b) is a first step in rounding beyond tens and hundreds.
Rounding to the Nearest 1000
The purpose of this task is for students to estimate the position of numbers less than 10,000 on the number line, to practice rounding, and to make the connection between rounding and location on the number line.
Sample Assessment Task: Numbers of Stadium Seats
This sample three-part assessment task calls for students to demonstrate reasoning skills and a deep conceptual knowledge of place value in atypical ways.
Use the navigation at the upper right of this page to access the task.
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.
Threatened and Endangered
Given facts about two endangered and threatened animals students are asked a question requiring them to understand multiplying and dividing whole numbers by powers of 10.
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.
What's My Number?
The purpose of this task is for students to reason about base-ten numbers on the number line in a way that will require them to use what they know about place value.
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 .
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