Download Demo Lessons-4th

th
4
Grade
Subtraction using the standard algorithm
4.NBT.4
Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
Possible Objectives


Add multi-digit whole numbers using the
standard algorithm.
Subtract multi-digit whole numbers using the
standard algorithm.

Today we will subtract multi-digit whole numbers using the
standard algorithm.
562 – 115
381 - 114
Today we will subtract
multi-digit whole
numbers using the
standard algorithm.
Multi-digit whole numbers-numbers made up of three or more
place values.
Standard algorithm-a set of predefined steps that gives the
correct result in every case when the steps are carried out
correctly.
Today we will subtract
multi-digit whole
numbers using the
standard algorithm.
234 - 121
Steps:
1. Read the problem and write
it vertically, if needed.
2. Subtract the ones place.
3. Subtract the tens place.
4. Subtract the hundreds place.
Today we will subtract
multi-digit whole
numbers using the
standard algorithm.
235 - 124
346 - 236
Steps:
1. Read the problem and write
it vertically, if needed.
2. Subtract the ones place.
3. Subtract the tens place.
4. Subtract the hundreds place.
Today we will subtract
multi-digit whole
numbers using the
standard algorithm.
231 - 124
Steps:
1. Read the problem and write
it vertically, if needed.
2. Subtract the ones place.
3. Subtract the tens place.
4. Subtract the hundreds place.
Today we will subtract
multi-digit whole
numbers using the
standard algorithm.
531 - 115
436 - 263
Steps:
1. Read the problem and write
it vertically, if needed.
2. Subtract the ones place.
3. Subtract the tens place.
4. Subtract the hundreds place.
Today we will subtract
multi-digit whole
numbers using the
standard algorithm.
Continue with variations that require
exchanging/decomposing more than
once. (over multiple place values)
Multiplication using area model
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.



Multiply whole numbers using an area model.
Multiply whole numbers using strategies based on place
value.
Multiply whole numbers using the properties of operations.

Today we will multiply whole numbers using an
area model.
8X7
5x7
9x3
4 x 10
Today we will multiply whole
numbers using an area model.
Area model of multiplication-a pictorial way of representing
multiplication.
 The length and width of a rectangle represent factors.
 The area of the rectangle represents their product.
Example:
7
4
28
Today we will multiply whole
numbers using an area model.
Area model of multiplication-a pictorial way of representing
multiplication.
 The length and width of a rectangle represent factors.
 The area of the rectangle represents their product.
Non-example:
4x7
Today we will multiply whole
numbers using an area model.
Steps:
1. Read the problem.
2. Build the length and width factors.
3. Fill in the area.
4. (record the “draw” on graph paper)
5. Record the solution.
34 x 8
34
x8
Today we will multiply whole
numbers using an area model.
Steps:
1. Read the problem.
2. Build the length and width factors.
3. Fill in the area.
4. (record the “draw” on graph paper)
5. Record the solution.
14 x 7
14
x7
28 x 3
28
x3
Today we will multiply whole
numbers using an area model.
Steps:
1. Read the problem.
2. Build the length and width factors.
3. Fill in the area.
4. (record the “draw” on graph paper)
5. Record the solution.
25 x 17
25
x17
Today we will multiply whole
numbers using an area model.
Steps:
1. Read the problem.
2. Build the length and width factors.
3. Fill in the area.
4. (record the “draw” on graph paper)
5. Record the solution.
14 x 16
14
x16
26 x 18
26
x18
Today we will multiply whole
numbers using an area model.
One-digit whole number by two-, three-, and
four-digit whole numbers, and two-digit by
two-digit whole numbers using:

Area models

Rectangular arrays

Strategies based on place value

Properties of operations
Generating equivalent fractions using an area model
4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by
using visual fraction models, with attention to how the number and size
of the parts differ even though the two fractions themselves are the
same size. Use this principle to recognize and generate equivalent
fractions.
*denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, 100
*visual fraction models include area models, number lines, and set models
Possible Objectives






Explain why fractions are equivalent using an
area model.
Explain why fractions are equivalent using a
number line.
Explain why fractions are equivalent using a
set model.
Generate equivalent fractions using an area
model.
Generate equivalent fractions using a number
line.
Generate equivalent fractions using a set
model.

Today we will generate equivalent fractions using an area
model.
1
and
3
2
6
6
3
and
8
4
2
and
4
3
8
2
3
and
3
4
Today we will generate
equivalent fractions using
an area model.
Area model-the shaded portion of a rectangle
that represents the fractional amount.
Example:
Today we will generate
equivalent fractions using
an area model.
Steps:
1. Partition the rectangle into an equal number of parts, based on the
denominator.
2. Shade the number of parts based on the numerator.
3. Generate an equivalent fraction.
Today we will generate
equivalent fractions using
an area model.
Steps:
1. Partition the rectangle into an equal number of parts, based on the
denominator.
2. Shade the number of parts based on the numerator.
3. Generate an equivalent fraction.
Today we will generate
equivalent fractions using
an area model.