A note about multiplication and division algorithms: According to the progressions of the Common Core State Standards, fourth graders are not expected to use the standard algorithms for multiplication or division. Students will learn the algorithm for multi-digit multiplication in 5th grade and the long division algorithm in 6th grade. In 4th grade, students learn to use methods like partial products and the area model for multiplication, and to use a place value chart and disks or digits for division. You can learn more about these methods here and by viewing some of the videos here. We encourage you to hold off on teaching your child multiplication and division algorithms at this point, as research has shown that once students learn the steps of an algorithm they become disinterested in understanding WHY the algorithm works, which diminishes their number sense.
- Challenge your child (and the rest of the family!) to skip-counting contests, going forward and backward, by threes, fours, sixes, sevens, eights, and nines (e.g., 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 27, 24, 21, 18, 15, 12, 9, 6, 3, 0). Take turns saying the numbers. First, you give a number. Then your child gives a number. Help each other to stay on track!
- Create a game to practice multiplication facts with your child. Each of you will need ten index cards or small pieces of paper. Number the cards so each of you has one card for each digit (0–9). Place the cards facedown in a pile. One player picks up two cards. The other player has to multiply the numbers shown on the two cards. Switch roles. See how many problems you can complete in one minute.
- See the Grade 3 Multiplication & Division page for more ideas on practicing multiplication facts.
- Write five multiplication expressions of a one-digit number times a two-, three-, or four-digit number. Before your child solves each expression, prompt him to roll a die to determine which method to use: 1 means partial products, 2 means area model, 3 means his choice, 4 means your choice, 5 means you have to solve, 6 means he can use a calculator.
- Provide your child with many opportunities to interpret remainders. For example, give scenarios such as the following: Arielle wants to buy juice boxes for her classmates. The juice boxes come in packages of 6. If there are 19 students in Arielle’s class, how many packages of juice boxes will she need to buy? (4) Will there be any juice boxes left? (Yes) How many? (5)
- Play a game of Remainder or No Remainder with your child: 1. Say a division expression like 11 ÷ 5. 2. Prompt your child to respond with “Remainder!” or “No remainder!” 3. Continue with a sequence such as 9 ÷ 3 (No remainder!), 10 ÷ 3 (Remainder!), 25 ÷ 3 (Remainder!), 24 ÷ 3 (No remainder!), and 37 ÷ 5 (Remainder!). See how many problems your child can answer in one minute.