Download Subject: Math

Subject: Math (2012-2013)
Grade Level: 4th
Unit Title: Multiplication & Division Concepts
Big Idea/Theme:
Understandings: What’s does it mean to multiply or divide?
Essential Questions:
 How can you use models to represent rational numbers?
 How can you use the models to explain multiplication?
 How are repeated addition and multiplication related?
 Why do you use division instead of repeated subtraction?
 How can estimation help you solve a math problem?
 When would you use multiplication to solve real world
problems?
Timeframe Needed for Completion: 5 weeks
Grading Period: 1st Marking Period
Curriculum Goals/Objectives (to be assessed at the end of the
unit/quarter)
Common Core Standards:
Use place value understanding and properties of
operations to perform multi-digit arithmetic.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit
whole number 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.
4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on
place value, the 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.
Use the four operations to solve problems.
4.OA.1 Interpret a multiplication equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7
and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.
Essential Skills/Vocabulary:
Skills
4.NBT.5 calls for students to multiply numbers using a variety of
strategies.
properties- rules about how numbers work
Example:
There are 25 dozen cookies Student 2
Student 3
in the bakery. What is the 25 x 12 I broke 25 up into 25 x 12
total number of cookies at 5 groups of 5 5 x 12 = 60 I doubled 25
the bakery? Student 1
I have 5 groups of 5 in 25 and cut 12 in
25 x12 I broke 12 up into 10 60 x 5 = 300
half to get 50 x
and 2 25 x 10 = 250 25 x 2
6
= 50 250 +50 = 300
50 x 6 = 300
4.NBT.6 calls for students to explore division through various
strategies.
Example:
There are 592 students participating in Field Day. They are put into
teams of 8 for the competition. How many teams get created?
Student 1
592 divided by 8 There are 70 8’s in 560 592 - 560 = 32 There are 4
8’s in 32 70 + 4 = 74
Student 2
I want to get to 592 8 x 25 = 200 8 x 25 = 200 8 x 25 = 200 200 + 200
+ 200 = 600 600 - 8 = 592 I had 75 groups of 8 and took one away,
so there are 74 teams
4.OA.1 Students should be given opportunities to write and identify
equations and statements for multiplicative comparisons.
Example:
5 x 8 = 40.
Sally is five years old. Her mom is eight times older. How old is Sally’s
Mom?
5 x 5 = 25
Sally has five times as many pencils as Mary. If Sally has 5
pencils, how many does Mary have?
Vocabulary:
 Product
 Properties
 Area model
 Equation
 Quotient
 Factor
 Multiple
 Array
 Commutative Property of Multiplication
 Associative Property of Multiplication
 Identity Property of Multiplication
 Distributive Property
 Dividend
 Divisor
 Fact Family
Materials Suggestions:
Envision math – Topics 3 – 5
Investigation math – Units 1, Unit 3,
Assessment Tasks:
Formative assessments: Illustrate and explain calculation by
Accelerated Math
K-5 Math Resources
Textbook materials
Examine View Generator
ClassScape
using equations, arrays, or area models.