4th Grade Math Unit 4

Big Idea:

Represent and solve division problems with fluency.

Student Expectations:

Priority TEKS

4.4(F) [Supporting] use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

4.4(H) [Readiness] solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

4.5(B) [Readiness] represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence

Focus TEKS

4.4(E) [Supporting] represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations

Ongoing TEKS

4.5(A) [Readiness] represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

4.4(D) [Supporting] use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

4.4(H) [Readiness] solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

4.4(B) [Supporting] determine products of a number and 10 or 100 using properties of operations and place value understandings

4.1(A) [Tools to Know] apply mathematics to problems arising in everyday life, society, and the workplace;

4.1(B) [Tools to Know] use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

4.1(D) [Ways to Show] communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

4.1(E) [Ways to Show] create and use representations to organize, record, and communicate mathematical ideas;

4.1(F) [Ways to Show] analyze mathematical relationships to connect and communicate mathematical ideas; and

4.1(G) [Ways to Show] display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Student Learning Targets:

• I will determine the relationship between the input number and the output number in a table.
• I will use numerical expressions to represent a number pattern in an input-output table.
• I will solve problems using input-output tables.
• I will solve one and two-step word problems involving division.
• I will describe the meaning of the remainder in a division problem.
• I will find the quotient of a four-digit whole number divided by a one-digit divisor using different strategies.
• I will develop a plan to solve multi-step problem.
• I will describe the steps I used to solve a long division problem.
• I will describe the relationship between the dividend and the divisor.

Essential Questions:

• How did you identify the pattern in the given table?
• How does a remainder affect the answer?
• What strategy did you use to solve the division problem?
• How does the numerical expression change when moving either direction in a table?

Extra Information:

Adopted Textbook: Pearson - enVision Math

District Grading Policy

Texas Gateway Online Resource Center