Unit 4 Overview:

Within this unit, students recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. They explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. They use whole-number exponents to denote powers of 10. Students convert among different-sized standard measurements units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. Concentrate on the metric conversions in this unit. Performing operations with multi-digit whole numbers takes place within this unit as students fluently multiply multi-digit whole numbers using the standard algorithm. Students also find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. They illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Students need to use order of operations to write and solve expressions and equations.

1. Students will recognize that in any multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. (NBT.A.1)
2. Students will explain patterns in the number of zeros of the product when multiplying a number by powers of 10 and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (NBT.A.2)
3. Students will fluently multiply multi digit whole numbers using the standard algorithm. (NBT.B.5)
4. Students will add, subtract, and multiply decimals to hundredths using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (GLS is for all 4 operations) (Addition & Subtraction have already been mastered) (NBT.B.7)
5. Students will use their understanding of multiplication to help them apply the strategy of partial quotient to divide whole numbers up to four-digit dividend and two-digit divisor and apply this concept to a real world context with quotients that are in the form of whole numbers and fractions. (NBT.B.6, NBT.B.5, NF.B.3) **Note: NF.B.3 in this unit is focused on the remainder of a division problem not the division of fractions.**
6. Students will use their knowledge of converting the metric system to support their understanding of our base ten system for solving multiplication and division problems. (MD.A.1, NBT.A.2, NBT.B.5 and NBT.B.6)