Students will be able to  understand multiplication as a comparison and solve problems using multiplicative comparison, including writing equations.   They will be able to build an understanding of multiples and factors and investigate the concepts of prime and composite numbers.

suggested pacing 2-3 weeks

Teacher Tips

• Prime and composite are new concepts for students

• Prior to 4th grade students have been exposed to multiplication as repeated addition and grouping so multiplicative comparison in 4th grade is a new concept

sample pretest

Essential Learning Outcomes (ELO)

⊡ Students will accurately apply the use of factors, multiples, and prime/composite numbers.   4.OA.4  SMP.2   SMP.7 

∎Students will reason abstractly and quantitatively while using place value understanding and properties of operations to perform whole number multi-digit arithmetic. 4.OA.1 4.OA.2   SMP.2  SMP.3    SMP.4    SMP.5   SMP.6     SMP.7 

Learning targets

• • I can find all factor pairs for whole numbers from 1 to 100. 4.OA.B.4

  • I can find all multiples up to 100 of a single digit number. 4.OA.B.4

  • I can determine if a whole number from 1 to 100 is a multiple of a given single digit number. 4.OA.B.4

  • I can determine if a given whole number from 1 to 100 is a prime or composite number. 4.OA.B.4

• I can interpret a multiplication equation as a comparison. 4.OA.A.1 ( the equal sign means ‘same as’ )

• I can multiply to solve word problems involving multiplicative comparisons. 4.OA.A.2

• I can divide to solve comparison word problems. 4.OA.A.2

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

4th grade number talk guide printable  &   3-5th grade number talks 

Add/Subt  &  Mult/Div Strategies 

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Addition Strategies (Review)

Break apart by place value  3-digit

Chunking (break apart one number)  Tens and hundreds

Friendly number   two away    

Compensation  add/subt 2       

Doubles/near   2 & 3-digit numbers

Subtraction Strategies (Review)

Count up/think addition  3-digit numbers

Removal    2-digit regroup

Adjust to create easier problem   Adjust subtrahend

Keep constant distance/difference  3-digit numbers

Multiplication Strategies  

  friendly number  coin values

  break apart factors  Basic facts

  double & half  Basic facts

Division Strategies  (Review)

  use multiplication/known facts  Math Flips basic facts division

Fraction Strategies (work on Fractions at least one day a week)

reasoning    benchmark fractions on number line

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 7: Multiplication and Division in Word Problems-Sessions 1-4 

Assessment Tasks   4.OA.2    Frayer Model Assessment           Proficiency Rubrics  4.OA.2                      IAR sample questions

CAN DO/Additional Resources:

Math in Practice:  4.OA.A.1 -2      Module 1      Math in Practice lesson slides and Essential Question Guide     MIP Resource folder

Word problems are difficult for many students.  The goal is to support students engaging in the context of the problem and going beyond looking for keywords and numbers.  Here is a resource that will support applying close reading with math:    Numberless Word Problems             Multiplication and Division Problem Types   (intro multiplication as comparison)

Open Middle tasks                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB    Lesson 7 Mystery Marbles  

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities

Prior knowledge

3 OA 1   Tic Tac Toe Array p. 5    Raging Rectangles p.8

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 4th grade math.

Area/Perimeter (3rd)

• Decomposing Irregular Figures 

• Perimeters of 18

• MLC Math at Home problem solving & games

Fractions- Visual Models (3rd)

• Capturing Hexagons

• Fractions with Cuisenaire Rods 

Spiral Practice

These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.   Please select pages carefully based on your students' needs. 

You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response.   It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.

Patterns