FOURTHGRADEMATHEMATICS

UNIT2STANDARDS
DearParents,

Wewanttomakesurethatyouhaveanunderstandingofthemathematicsyourchildwillbelearningthisyear.
BelowyouwillfindthestandardswewillbelearninginUnitTwo.Eachstandardisinboldprintandunderlinedand
belowitisanexplanationwithstudentexamples.Yourchildisnotlearningmaththewaywedidwhenwewerein
school,sohopefullythiswillassistyouwhenyouhelpyourchildathome.Pleaseletyourteacherknowifyouhave
anyquestions

MGSE4.OA.1Interpretamultiplicationequationasacomparison,e.g.,interpret35=57asastatementthat35is
5timesasmanyas7and7timesasmanyas5.Representverbalstatementsofmultiplicativecomparisonsas
multiplicationequations.

A
multiplicativecomparison
isasituationinwhichonequantityismultipliedbyaspecifiednumbertogetanother
quantity(e.g.,
a
is
n
timesasmuchas
b
).Studentsshouldbeabletoidentifyandverbalizewhichquantityisbeing
multipliedandwhichnumbertellshowmanytimes.

Studentsshouldbegivenopportunitiestowriteandidentifyequationsandstatementsformultiplicative
comparisons.
Examples:
5x8=40:
Sallyisfiveyearsold.Hermomiseighttimesolder.HowoldisSallysMom?
5x5=25:
SallyhasfivetimesasmanypencilsasMary.IfSallyhas5pencils,howmanydoesMaryhave?

MGSE4.OA.2Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison,e.g.,byusingdrawings
andequationswithasymbolfortheunknownnumbertorepresenttheproblem,distinguishingmultiplicative
comparisonfromadditivecomparison.
Thisstandardcallsforstudentstotranslatecomparativesituationsintoequationswithanunknownandsolve.
Examples:
UnknownProduct:
Abluescarfcosts$3.Aredscarfcosts6timesasmuch.Howmuchdoestheredscarf
cost?
(3

6=p)
GroupSizeUnknown:
Abookcosts$18.Thatis3timesmorethanaDVD.HowmuchdoesaDVDcost?
(18
p=3or3

p=18)
NumberofGroupsUnknown:
Aredscarfcosts$18.Abluescarfcosts$6.Howmanytimesasmuchdoes
theredscarfcostcomparedtothebluescarf?
(186=por6

p=18)
Whendistinguishingmultiplicativecomparisonfromadditivecomparison,studentsshouldnotethefollowing.
Additivecomparisonsfocusonthedifferencebetweentwoquantities.
o Forexample,Debhas3applesandKarenhas5apples.HowmanymoreapplesdoesKarenhave?
o Asimplewaytorememberthisis,Howmanymore?
Multiplicativecomparisonsfocusoncomparingtwoquantitiesbyshowingthatonequantityisaspecified
numberoftimeslargerorsmallerthantheother.
o Forexample,Debran3miles.Karenran5timesasmanymilesasDeb.HowmanymilesdidKaren
run?
AsimplewaytorememberthisisHowmanytimesasmuch?orHowmanytimesasmany?

MGSE4.OA.3Solvemultistepwordproblemsposedwithwholenumbersandhavingwholenumberanswersusing
thefouroperations,includingproblemsinwhichremaindersmustbeinterpreted.Representtheseproblemsusing
equationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmental
computationandestimationstrategiesincludingrounding.

Thefocusinthisstandardistohavestudentsuseanddiscussvariousstrategies.Itreferstoestimationstrategies,
includingusingcompatiblenumbers(numbersthatsumto10or100)orrounding.Problemsshouldbestructuredso
thatallacceptableestimationstrategieswillarriveatareasonableanswer.

Example1:
Onavacation,yourfamilytravels267milesonthefirstday,194milesontheseconddayand34milesonthe
thirdday.Howmanymilesdidtheytraveltotal?

Sometypicalestimationstrategiesforthisproblemareshownbelow.
udent1
Student2
Student3
rstthoughtabout
Ifirstthoughtabout194.Itis
Irounded267to
7and34.Inoticed
reallycloseto200.Ialso
300.Irounded194
attheirsumisabout
have2hundredsin267.That
to200.Irounded34
0.ThenIknewthat
givesmeatotalof4
to30.WhenIadded
4iscloseto200.
hundreds.ThenIhave67in
300,200,and30,I
henIput300and
267andthe34.WhenIput
knowmyanswerwill
0together,Iget500.
67and34togetherthatis
beabout530.
reallycloseto100.WhenI
addthathundredtothe4
hundredsthatIalreadyhad,I
endupwith500.

Theassessmentofestimationstrategiesshouldonlyhaveonereasonableanswer(500or530),orarange(between
500and550).Problemswillbestructuredsothatallacceptableestimationstrategieswillarriveatareasonable
answer.

Example2:
Yourclassiscollectingbottledwaterforaserviceproject.Thegoalistocollect300bottlesofwater.Onthe
firstday,Maxbringsin3packswith6bottlesineachcontainer.Sarahwheelsin6packswith6bottlesineach
container.Abouthowmanybottlesofwaterstillneedtobecollected?

Student1
Student2
FirstImultiplied3and6whichequals
FirstImultiplied3and6whichequals
18.ThenImultiplied6and6whichis
18.ThenImultiplied6and6whichis
36.Iknow18plus36isabout50.
36.Iknow18isabout20and36is
Imtryingtogetto300.50plus
about40.40+20=60.30060=
another50is100.ThenIneed2
240,soweneedabout240more
morehundreds.Sowestillneed250
bottles.
bottles.

Thisstandardreferencesinterpretingremainders.Remaindersshouldbeputintocontextforinterpretation.
Waystoaddressremainders:
Remainasaleftover
Partitionedintofractionsordecimals
Discardedleavingonlythewholenumberanswer
Increasethewholenumberanswerupone
Roundtothenearestwholenumberforanapproximateresult

Example:
Writedifferentwordproblemsinvolving
44

6=?
wheretheanswersarebestrepresentedas:
ProblemA:7
ProblemB:7r2
ProblemC:8
ProblemD:7or8

ProblemE:72
/
6

Possiblesolutions:

Problem
A:7.
Maryhad44pencils.Sixpencilsfitintoeachofherpencilpouches.Howmanypouchesdidshefill?44
6=p;p=7r
2.Marycanfill7pouchescompletely.

Problem
B:7r2.
Maryhad44pencils.Sixpencilsfitintoeachofherpencilpouches.Howmanypouchescouldshefillandhowmany
pencilswouldshehaveleft?44
6=p;p=7r2;Marycanfill7pouchesandhave2leftover.

Problem
C:8.
Maryhad44pencils.Sixpencilsfitintoeachofherpencilpouches.Whatwouldthefewestnumberofpouchesshe
wouldneedinordertoholdallofherpencils?44
6=p;p=7r2;Marycanneeds8pouchestoholdallofthe
pencils.

Problem
D:7or8.
Maryhad44pencils.Shedividedthemequallyamongherfriendsbeforegivingoneoftheleftoverstoeachofher
friends.Howmanypencilscouldherfriendshavereceived?44
6=p;p=7r2;Someofherfriendsreceived7
pencils.Twofriendsreceived8pencils.

Problem
E:72
/
6.

Maryhad44pencilsandputsixpencilsineachpouch.WhatfractionrepresentsthenumberofpouchesthatMary

filled?44
6=p;p=
72
/
6
Example:
Thereare128studentsgoingonafieldtrip.Ifeachbusheld30students,howmanybusesareneeded?
(12830=b;
b=4R8;Theywillneed5busesbecause4busseswouldnotholdallofthestudents).
Studentsneedtorealizeinproblems,suchastheexampleabove,thatanextrabusisneededforthe8studentsthatare
leftover.Estimationskillsincludeidentifyingwhenestimationisappropriate,determiningthelevelofaccuracy
needed,selectingtheappropriatemethodofestimation,andverifyingsolutionsordeterminingthereasonablenessof
situationsusingvariousestimationstrategies.Estimationstrategiesinclude,butarenotlimitedtothefollowing.
Frontendestimationwithadjusting
(Usingthehighestplacevalueandestimatingfromthefrontend,
makingadjustmentstotheestimatebytakingintoaccounttheremainingamounts)

Clusteringaroundanaverage
(Whenthevaluesareclosetogetheranaveragevalueisselectedand
multipliedbythenumberofvaluestodetermineanestimate.)
Roundingandadjusting
(Studentsrounddownorroundupandthenadjusttheirestimatedependingonhow
muchtheroundingaffectedtheoriginalvalues.)
Usingfriendlyorcompatiblenumberssuchasfactors
(Studentsseektofitnumberstogether;e.g.,rounding
tofactorsandgroupingnumberstogetherthathaveroundsumslike100or1000.)
Usingbenchmarknumbersthatareeasytocompute
(Studentsselectclosewholenumbersforfractionsor
decimalstodetermineanestimate.)

MGSE4.OA.4Findallfactorpairsforawholenumberintherange1100.Recognizethatawholenumberisamultiple
ofeachofitsfactors.Determinewhetheragivenwholenumberintherange1100isamultipleofagiven
onedigitnumber.Determinewhetheragivenwholenumberintherange1100isprimeorcomposite.
Thisstandardrequiresstudentstodemonstrateunderstandingoffactorsandmultiplesofwholenumbers.This
standardalsoreferstoprimeandcompositenumbers.Primenumbershaveexactlytwofactors,thenumberoneand
theirownnumber.Forexample,thenumber17hasthefactorsof1and17.Compositenumbershavemorethantwo
factors.Forexample,8hasthefactors1,2,4,and8.

CommonMisconceptions
Acommonmisconceptionisthatthenumber1isprime,wheninfact;itisneitherprimenorcomposite.Another
commonmisconceptionisthatallprimenumbersareoddnumbers.Thisisnottrue,sincethenumber2hasonly2
factors,1and2,andisalsoanevennumber.
Whenlistingmultiplesofnumbers,studentsmaynotlistthenumberitself.Emphasizethatthesmallestmultipleis
thenumberitself.

Somestudentsmaythinkthatlargernumbershavemorefactors.Havingstudentsshareallfactorpairsandhowthey
foundthemwillclearupthismisconception.

Primevs.Composite:
Aprimenumberisanumbergreaterthan1thathasonly2factors,1anditself.
Compositenumbershavemorethan2factors.
Studentsinvestigatewhethernumbersareprimeorcompositeby
Buildingrectangles(arrays)withthegivenareaandfindingwhichnumbershavemorethantworectangles(e.g.,
7canbemadeintoonly2rectangles,17and71,thereforeitisaprimenumber).
Findingfactorsofthenumber.
Studentsshouldunderstandtheprocessoffindingfactorpairssotheycandothisforanynumber1100.
Example:
Factorpairsfor96:1and96,2and48,3and32,4and24,6and16,8and12.
Multiplescanbethoughtofastheresultofskipcountingbyeachofthefactors.Whenskipcounting,studentsshould
beabletoidentifythenumberoffactorscountede.g.,5,10,15,20(thereare4fivesin20).

Example:
Factorsof24:1,2,3,4,6,8,12,24
Multiples:1,2,3,4,5,,
24
2,4,6,8,10,12,14,16,18,20,22,
24
3,6,9,12,15,15,21,
24
4,8,12,16,20,
24
8,16,
24
12,
24

24
Todetermineifanumberbetween1100isamultipleofagivenonedigitnumber,somehelpfulhintsinclude
thefollowing:
Allevennumbersaremultiplesof2.
Allevennumbersthatcanbehalvedtwice(withawholenumberresult)aremultiplesof4.
Allnumbersendingin0or5aremultiplesof5.

MGSE4.OA.5Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthe
patternthatwerenotexplicitintheruleitself.
Forexample,giventheruleAdd3andthestartingnumber1,
generatetermsintheresultingsequenceandobservethatthetermsappeartoalternatebetweenoddandeven
numbers.Explaininformallywhythenumberswillcontinuetoalternateinthisway.
Patternsinvolvingnumbersorsymbolseitherrepeatorgrow.Studentsneedmultipleopportunitiescreatingand
extendingnumberandshapepatterns.Numericalpatternsallowstudentstoreinforcefactsanddevelopfluencywith
operations.

Patternsandrulesarerelated.Apatternisasequencethatrepeatsthesameprocessoverandover.Aruledictates
whatthatprocesswilllooklike.Studentsinvestigatedifferentpatternstofindrules,identifyfeaturesinthepatterns,
andjustifythereasonforthosefeatures.
Example
Pattern
Rule
Feature(s)
3,8,13,18,23,28,. Startwith3;add5 Thenumbersalternatelyendwitha3oran8
5,10,15,20,
Startwith5;add5 Thenumbersaremultiplesof5andendwitheither0or
5.Thenumbersthat3ndwith5areproductsof5andan
oddnumber.Thenumbersthatendin0areproductsof5
andanevennumber.

Afterstudentshaveidentifiedrulesandfeaturesfrompatterns,theyneedtogenerateanumericalorshapepattern
fromagivenrule.

Example:
Rule:
Startingat1,createapatternthatstartsat1andmultiplieseachnumberby3.Stopwhenyouhave6
numbers.
Studentswrite1,3,9,27,8,243.Studentsnoticethatallthenumbersareoddandthatthesumsofthedigitsofthe
2digitnumbersareeach9.Somestudentsmightinvestigatethisbeyond6numbers.Anotherfeaturetoinvestigate
isthepatternsinthedifferencesofthenumbers(31=2,93=6,279=18,etc.).

Thisstandardcallsforstudentstodescribefeaturesofanarithmeticnumberpatternorshapepatternbyidentifying
therule,andfeaturesthatarenotexplicitintherule.Atchartisatooltohelpstudentsseenumberpatterns.

Example:
Thereare4beansinthejar.Eachday3beansareadded.Howmanybeansareinthejarforeachofthefirst
5days?
Da
Operation
Bean
y
s
0
3

0+4
4
1
3

1+4
7
2
3

2+4
10
3
3

3+4
13
4
3

4+4
16
5
3

5+4
19

MGSE4.NBT.5Multiplyawholenumberofuptofourdigitsbyaonedigitwholenumber,andmultiplytwo
twodigitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplain
thecalculationbyusingequations,rectangulararrays,and/orareamodels.

Studentswhodevelopflexibilityinbreakingnumbersaparthaveabetterunderstandingoftheimportanceof
placevalueandthedistributivepropertyinmultidigitmultiplication.Studentsusebasetenblocks,area
models,partitioning,compensationstrategies,etc.whenmultiplyingwholenumbersandusewordsand
diagramstoexplaintheirthinking.Theyusethetermsfactorandproductwhencommunicatingtheir
reasoning.Multiplestrategiesenablestudentstodevelopfluencywithmultiplicationandtransferthat
understandingtodivision.
Useofthestandardalgorithmformultiplicationisanexpectationinthe5th

grade.
Thisstandardcallsforstudentstomultiplynumbersusingavarietyofstrategies.
Example:
Thereare25dozencookiesinthebakery.Whatisthetotalnumberofcookiesatthebakery?

Student1
Student2
Student3
25

12
25

12
25

12
Ibroke12upinto10
Ibroke25into5
Idoubled25andcut
and2.
groupsof5.
12inhalftoget50

25

10=250
5

12=60
6.
25

2=50
Ihave5groupsof5in
50

6=300
250+50=300
25.
60

5=300

Example:
Whatwouldanarrayareamodelof74x38looklike?

Examples:
Toillustrate154

6,studentsusebase10blocksorusedrawingstoshow154sixtimes.Seeing154sixtimeswilllead
themtounderstandthedistributiveproperty,
154

6=(100+50+4)

6
=(100

6)+(50

6)+(4

6)
=600+300+24=924.

Theareamodelbelowshowsthepartialproductsfor14x16=224.
Usingtheareamodel,studentsfirstverbalizetheirunderstanding:
10

10is100
4

10is40
10

6is60,and
4

6is24.

Studentsusedifferentstrategiestorecordthistypeofthinking.

Studentsexplainthisstrategyandtheonebelowwithbase10blocks,drawings,ornumbers.
25

24
400(20

20)
100(20

5)
80(4

20)

20
(4

5)
600

MGSE.4.NBT.6Findwholenumberquotientsandremainderswithuptofourdigitdividendsandonedigitdivisors,
usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplication
anddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

Infourthgrade,studentsbuildontheirthirdgradeworkwithdivisionwithin100.Studentsneedopportunitiesto
developtheirunderstandingsbyusingproblemsinandoutofcontext.
Example:
A4th

gradeteacherbought4newpencilboxes.Shehas260pencils.Shewantstoputthepencilsintheboxessothat
eachboxhasthesamenumberofpencils.Howmanypencilswilltherebeineachbox?
UsingBase10Blocks:
Studentsbuild260withbase10blocksanddistributetheminto4equalgroups.Some
studentsmayneedtotradethe2hundredsfortensbutothersmayeasilyrecognizethat200dividedby4is50.
UsingPlaceValue:
2604=(2004)+(604)

 UsingMultiplication:
4

50=200,4

10=40,4

5=20;50+10+5=65;so2604=65
Thisstandardcallsforstudentstoexploredivisionthroughvariousstrategies.

Example:
Thereare592studentsparticipatinginFieldDay.Theyareputintoteamsof8forthecompetition.Howmanyteams
getcreated?
Student1
Student2
Student3
592dividedby8
592dividedby8
Iwanttogetto592.
Thereare70eightsin560.
Iknowthat10eightsis80.
8

25=200
592560=32
IfItakeout50eightsthatis
8

25=200
Thereare4eightsin32.
400.
8

25=200
70+4=74
592

400=192
200+200+200=600
Icantakeout20moreeights
6008=592
whichis160.
Ihad75groupsof8andtook
192

160=32
oneaway,sothereare74
8goesinto32fourtimes.
teams.
Ihavenoneleft.Itookout50,

then20more,then4more.
Thats74.

Example:
UsinganOpenArrayorAreaModel
Afterdevelopinganunderstandingofusingarraystodivide,studentsbegintouseamoreabstractmodelfordivision.
Thismodelconnectstoarecordingprocessthatwillbeformalizedinthe5th

grade.
1. 1506

Studentsmakearectangleandwrite6ononeofitssides.Theyexpresstheirunderstandingthattheyneedtothinkof
therectangleasrepresentingatotalof150.
1. Studentsthink,6timeswhatnumberisanumbercloseto150?Theyrecognizethat6

10is60so
theyrecord10asafactorandpartitiontherectangleinto2rectanglesandlabeltheareaalignedtothe
factorof10with60.Theyexpressthattheyhaveonlyused60ofthe150sotheyhave90left.
2. Recognizingthatthereisanother60inwhatisleft,theyrepeattheprocessabove.Theyexpressthat
theyhaveused120ofthe150sotheyhave30left.
3. Knowingthat6

5is30,theywrite30inthebottomareaoftherectangleandrecord5asafactor.
4. Studentexpresstheircalculationsinvariousways:
a. 150

60
(6

10)150

6=10+10+5=25
90

60
(6

10)
30

30
(6

5)

b. 150

6=(60

6)+(60

6)+(30

6)=10+10+5=25

2. 1917

9
Astudentsdescriptionofhisorherthinkingmaybe:
Ineedtofindouthowmany9sarein1917.Iknowthat200x9is1800.SoifIuse
1800ofthe1917,Ihave117left.Iknowthat9x10is90.SoifIhave10more9s,Iwill
have27left.Icanmake3more9s.Ihave200nines,10ninesand3nines.SoImade
213nines.19179=213.

CommonMisconceptions
Oftenstudentsmixupwhento'carry'andwhento'borrow'.Alsostudentsoftendonotnoticetheneedofborrowing
andjusttakethesmallerdigitfromthelargerone.Emphasizeplacevalueandthemeaningofeachofthedigits.

MGSE4.MD.2
Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,
massesof
objects
,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthat
requireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurement
quantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale
.

MGSE4.MD.8Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposingtheminto
nonoverlappingrectanglesandaddingtheareasofthenonoverlappingparts,applyingthistechniquetosolvereal
worldproblems
.