4th Grade Answer Key

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End-of-Year Resources
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2 PRACTICE
MATH
BOARD
1. The Thousand Bolts factory has an order for
3,140 bolts. How can it pack the order using the
1 box = 1,000 bolts
▶
fewest packages?
3 boxes, 1 case, 4 bags 1 case = 100 bolts Share and Show • Guided Practice
1 bag = 10 bolts
For Exercises 1–3, help students understand
2. Suppose the bolt factory has only cases and bags. that they need to find ways to pack bolts
How can it pack the order for 3,140 bolts? according to the amount each container can
Possible answer: 31 cases, 4 bags hold to make 3,140 bolts.
3. Suppose the bolt factory has only boxes and bags. • Why is it helpful to know different ways to
How can it pack the order for 3,140 bolts? represent the same number? Possible answer:
Possible answer: 3 boxes, 14 bags you can use different combinations of tens, hundreds,
or thousands, depending on the situation.
On
On Your
Your Own
Own
Complete the packing chart. Use the fewest packages ▶ On Your Own • Independent Practice
possible. When there is a zero, use the next smaller For Exercises 4–8, students will represent
size package. numbers using the fewest crates, boxes, cases,
Number of Crates (Ten Boxes Cases Bags Single Bolts bags, and single bolts. Point out that the chart
Bolts Ordered Thousands) (Thousands) (Hundreds) (Tens) (Ones)
includes the headings ten thousands,
4. 5,267 0 5 2 6 7 thousands, hundreds, tens, and ones.
5. 2,709 0 2 7 0 9 • Why do you think the chart has two
6. 5,619 0 5 6 1 9 different headings in the columns? Possible
answer: ten thousands, thousands, hundreds, tens,
7. 8,416 0 0 84 1 6
and ones are reminders for the number of bolts in
8. 3,967 0 0 39 0 67 each container.
© Houghton Mifflin Harcourt Publishing Company
• If there are zero boxes of 1,000 to pack

Problem
Problem Solving
Solving 8,416 bolts, what happens to the number
of cases of 100 you’ll need? Explain. Possible
9. The Thousand Bolts factory used 9 boxes, 9 cases, and answer: you need more cases of 100; 8 thousands is the
10 bags to fill an order. How many bolts did they pack?
same as 80 hundreds, so use 80 hundreds.
10,000 bolts
▶ Problem Solving Math Processes and Practices
GR2
UNLOCK THE PROBLEM For Exercise 9, refer
students to the Remember box for the number
3_MNLEAN398283_GRL01.indd 2 2/18/14 11:08 PM of bolts each type of container can hold.
3 SUMMARIZE
Math Processes and Practices
Essential Question
How can you represent numbers to ten
thousand in different ways? Possible answer:
use different combinations of thousands, hundreds,
tens, or ones.
Math Journal WRITE Math

Describe three different ways to represent the
number 2,350.
Getting Ready for Grade 4 Lesson 1 PG49

Getting Ready for Grade 4 DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A This lesson builds on using numbers to
1,000 presented in Grade 2 and prepares
students for reading and writing numbers
LESSON 2 through hundred thousands taught in
Name
Grade 4. Lesson 2
Read and Write Read and Write Numbers to

Ten Thousands
Numbers to Ten
Essential Question What are some ways you can read and write numbers?
Unlock
Unlock the
the Problem
Problem
Thousands The ABC Block Factory receives an order

for blocks. The base-ten blocks show the
• How many blocks were ordered?
number of blocks ordered. 2,513

LESSON AT A GLANCE
Lesson Objective AT A GLANCE

LESSON The location of a digit in
a number tells its value.
Use place value to read and write numbers to ten
thousand. Each worker on the team checks the order by expressing the
number in a different way. What way does each worker use?
Essential Question
Read and write numbers.
What are some ways you can read and write numbers?
Word form is a way to write a number using words.
Vocabulary
expanded form, standard form, word form Sam gets the order and reads the number to Mary: two
thousand, five hundred thirteen
Materials Expanded form is a way to write a number by showing the
MathBoard value of each digit.
Mary uses the value of each digit to record the number of
iTools: Base-Ten Blocks blocks that will be in each type of package:
HMH Mega Math 2,000 + 500 + 10 + 3
Standard form is a way to write a number using the digits
0 to 9, with each digit having a place value.
When the order is complete, Kyle writes the total

number of blocks on the packing slip: 2,513
1 TEACH and TALK • iTools word

So, Sam says the number using ___
expanded form,
Math
Talk
Mathematical Practices
form, Mary uses ___ Explain how to find the
▶ standard form. value of the underlined

Unlock the Problem and Kyle uses ___ digit in 7,521.

Getting Ready for Grade 4 GR3
Tell students that they will learn different ways
to read and write numbers using digits, words,
and symbols. Have students read the problem. 3_MNLEAN398283_GRL02.indd 3 2/18/14 11:08 PM
GR: Practice, p. GRP2 GR: Reteach, p. GRR2

Discuss the model and the different ways to

CorrectionKey=A
CorrectionKey=A
read and write the number 2,513. Name

Lesson 2 Name
Lesson 2
Reteach
• What is two thousand, five hundred Read and Write Numbers to

Ten Thousands
Read and Write Numbers
to Ten Thousands
thirteen in standard form? 2,513 Write the number in standard form.

2,635
1. 2,000 + 600 + 30 + 5 ____
• How would you write two thousand, five 5,360

2. five thousand, three hundred sixty ____
8,899
hundred thirteen in expanded form? 3. 8,000 + 800 + 90 + 9 ____
1,051
4. one thousand, fifty-one ____
Ten Thousands Thousands Hundreds
2, 3
Tens
5
Ones
4
2,000 + 500 + 10 + 3 5. three thousand, six hundred nine ____ 3,609 standard form is a way to write numbers using digits. Think: 2 thousands
Possible answers Expanded form is a way to write the number by 3 hundreds 5 tens
• Explain how the expanded form of 2,513 Write the value of the underlined digit two ways. 4 ones. So, the standard
are given for showing the value of each digit.
form is written 2,354.
6. 5,896 7. 4,492 Exercises 6–11. 2 thousands 3 hundreds 5 tens 4 ones
is related to the standard form. Possible 8 hundreds; 80 tens 9 tens; 90 ones 2,000
2,000 1
300
300 1
50
50 1
4
4
explanation: the value of each digit in standard form is 8. 1,350 9. 3,413 Word form is a way to write the number using words.
two thousand, three hundred fifty-four
1 thousand; 10 hundreds 4 hundreds; 40 tens
2,000; 500; 10; and 3. The expanded form is a way to 10. Rename 4,180 as hundreds and tens. 11. Rename 7,168 as tens and ones. Write the number shown in expanded form.
write 2,513 by showing the value of each digit. So, the 41

_ hundreds _ tens 8 716 tens ___
_____ 8 ones
1. Ten Thousands Thousands Hundreds
1, 8
Tens
9
Ones
4
expanded form is 2,000 + 500 + 10 + 3. 1,000 1 800 1 90 1 4

Problem
Problem Solving
Solving
Write the number in standard form.
12. The population of a town is 13. The number of tourists who visited 2. 8,000 1 500 1 30 1 4 8,534
4,951 people. What is the value a national park in one day was nine
of the digit 4 in the number? thousand, four hundred twelve. Write 3. five thousand, seven hundred sixty-two 5,762
this number in two other ways.
Possible answers: 9,412;
Write the value of the underlined digit two ways. Possible answers
4. 7,318 5. 1,095are given.
Possible answer: 4,000 9,000 + 400 + 10 + 2
7,000; 70 hundreds 1,000; 10 hundreds
Reteach GRR2 Grade 3
Getting Ready for Grade 4 GRP2 © Houghton Mifflin Harcourt Publishing Company
*GR – Getting Ready Lessons and Resources (www.thinkcentral.com)

3_MNLEAN398283_GRONL02.indd 2 2/18/14 11:52 PM
PG50 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Use Math Talk to focus on students’
1. Write the number shown in expanded form. understanding of how to find the value of a
TEN THOUSANDS THOUSANDS HUNDREDS TENS ONES digit in numbers to ten thousand.
7, 5 9 8
2 PRACTICE
MATH
7,000 + 500 + 90 + 8 BOARD

4,674
▶
2. 4,000 + 600 + 70 + 4
Share and Show • Guided Practice
3. eight thousand, two hundred sixty-one 8,261
For Exercises 1– 3, help students make
Write the value of the underlined digit two ways. Possible answers connections among the standard form,
4. 6,920 5. 8 ,063 are given. expanded form, and word form of a number.
6,000; 60 hundreds 8,000; 80 hundreds For Exercises 4 and 5, remind students that a
digit in one place represents ten times what it
On
On Your
Your Own
Own represents in the place to its right.
6. 5,000 + 600 + 90 + 7 5,697 ▶ On Your Own • Independent Practice
7. two thousand, three hundred fifty-nine 2,359 For Exercises 6–12, some students may benefit
from using a place-value chart to record each
8. one thousand, three hundred two 1,302 Possible answers number.
Write the value of the underlined digit two ways. are given for
10. 9,342 Exercises 9–13.
9. 6,818
8 hundreds; 80 tens 9,000; 900 tens UNLOCK THE PROBLEM Help students identify
11. Rename 3,290 as hundreds 12. Rename 2,934 as tens and ones. the key information in the problem by
and tens. underlining the key numbers and phrases:
32 hundreds 9 tens 293 tens 4 ones 351 more and 4 thousands.
Problem
Problem Solving
Solving
13. The number of children who attended the fair
3 SUMMARIZE
on opening day is 351 more than the value of
4 thousands. How many children attended Math Processes and Practices
the fair on opening day? 4,351 children
GR4 Essential Question
What are some ways you can read and write
3_MNLEAN398283_GRL02.indd 4 2/18/14 11:08 PM
numbers? Possible answer: I can write a number
in standard form using digits. I can write a number in
expanded form by showing the value of each digit. I can
Additional Answers
read a number using words and write it in word form.
Math Talk, p. GR3: Possible explanation: write the number 7,521 in
expanded form: 7,000 + 500 + 20 + 1. The value of the 7 is 7,000.
Write a 4-digit number in a place-value chart.
Then write the number in word form,
expanded form, and standard form.

CorrectionKey=A This lesson builds on understanding
counting patterns to thousands presented
in Grade 2 and prepares students for
LESSON 3 understanding base-ten relationships for
Name
Lesson
numbers to 1,000,000 3Grade 4.
taught in
Relative Size on Relative Size on a Number Line

Essential Question How can you locate and name a point on a number line?
a Number Line Unlock

Unlock the
the Problem
Problem
Wilfren has 40 pennies, Ella has 400 pennies, • Circle the amounts you need
and Matt has 4,000 pennies. How do their to compare.
LESSON AT A GLANCE amounts of pennies compare?
Compare the relative sizes of the amounts of pennies.

Lesson Objective Wilfren
Represent whole numbers to ten thousand on a number
line. 0 10 20 30 40 50 60 70 80 90 100
Essential Question Think: 10 tens is 100.

How can you locate and name a point on a number line? Ella
Materials 0 100 200 300 400 500 600 700 800 900 1,000
MathBoard
Think: 10 hundreds is 1,000.
Matt
0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000
Think: 10 thousands is 10,000.

10 times as many pennies as
So, Ella has _ Possible explanation:
10 times as many start at 0. Skip count
Wilfren, and Matt has _
pennies as Ella. by 1,000 three times
1 TEACH and TALK to 3,000, and draw a
Try This! Find the number represented by the point. point.

A
▶ Unlock the Problem
0 2,000 4,000 6,000 8,000 10,000
Math Mathematical Practices
Read the problem aloud with students. Make Start at 0. Skip count by 1,000s until you reach point A. Talk
sure students recognize that they need to find 7 jumps of 1,000. So, point A represents
There are _
Explain how to locate
and draw the point
how the numbers 40, 400, and 4,000 compare 7,000 3,000 on a number line.
__.
to one another. Getting Ready for Grade 4 GR5
• What do you notice about numbers that are
in the same position on the three number
lines? Possible answer: the numbers all start with the 3_MNLEAN398283_GRL03.indd 5 2/18/14 11:09 PM
CorrectionKey=A
same first digit, for example, 40, 400, 4,000. CorrectionKey=A
Lesson 3
• How are the place values of each 4 Name

Lesson 3 Name Reteach
Relative Size on a Number Line Relative Size on a Number Line

different? The 4 has the value 4 tens in 40,
Greg has 100 marbles. Kara has 1,000 marbles. How do their
4 hundreds in 400, and 4 thousands in 4,000. Find the number represented by the point.
1.
A
amounts of marbles compare?
Use a number line to compare the amounts.
0 50 100
7 tens is 70
70 Greg Kara
B 0 100 500 1,000

2. Think: 10 hundreds is 1,000.
0 500 1,000
So, Kara has 10 times as many marbles as Greg.
800 Find the number represented by the point X on the
number line.
Start at 0. Skip count by 100s until you reach point X.

Problem
Problem Solving
Solving
X
For 3–4, use the number line below.
0 100 200 300 400 500 600 700 800 900 1,000
Colin and Sophia score points in a game.
They show their score on a number line. So, point X represents 600.
D Sophia’s score
Find the number represented by the point.
0 5,000 10,000
1. A
3. Colin’s score is shown by point D on the number line.
How many points has he scored? 0 50 100
4,000 points
40
4. Sophia scored 3,000 points more than Colin.
Draw a point on the number line to show Sophia’s 2. G
score. What is her score?
0 5,000 10,000
7,000; Check students’
2,000
number lines.

PG52 Planning Guide

CorrectionKey=A
Share
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and Show
Show Try This!
Find the number that point B represents on the number line. Remind students that point A represents
1. B the distance from 0 to that point on the
number line.
0 2,000 4,000 6,000 8,000 10,000
• When you move from left to right on a
9,000 number line, are you counting forward or
backward? forward
On
On Your
Your Own
Own • Why do you skip count by 1,000s to find the
Find the number represented by the point. number point A represents? The number line is
2. F
divided into thousands.
Use Math Talk to focus on students’ under-
0 500 1,000 standing of how to locate and draw a point to
700 represent a number on a number line.
3. G
MATH
0
3,000
5,000 10,000
2 PRACTICE BOARD
Problem
Problem Solving
Solving ▶ Share and Show • Guided Practice
Use the number line for 4–5.
For Exercise 1, guide students to look at the
labels on the number line.
Nestor and Elliot are playing a number line game.
• Between which two numbers is point
N
B located? between 8,000 and 10,000
0 5,000 10,000
4. Nestor’s score is shown by point N on the ▶ On Your Own • Independent Practice

number line. What is his score? For Exercises 2 and 3, suggest students begin
6,000 by labeling the marks that are not labeled.
As students label these number lines, they
5. Elliot’s score is 8,000. Is Elliot’s score located to the right should generalize that ten 100s = 1,000 and
or to the left of Nestor’s score? Explain.right; Possible
ten 1,000s = 10,000.
explanation: 8,000 is 2,000 more than 6,000. So Elliot’s
score will be to the right of Nestor’s score.
GR6
UNLOCK THE PROBLEM For Problem 5,
encourage students to use math terms from
the lesson to explain their work.
3 SUMMARIZE
Essential Question
How can you locate and name a point on a
number line? Possible answer: decide what number
each mark represents. Start at 0 and skip count by that
number, for example, by 1,000, until you reach the point
you need to name.

Describe how to draw a number line to show
a point for the number 8,000.

CorrectionKey=A This lesson builds on comparing
numbers through hundreds presented
in Grade 2 and prepares students for
LESSON 4 comparing numbers through hundred
in Grade 4. 4
thousands taught Lesson
Name
Compare 3- and Compare 3- and 4-Digit Numbers

Essential Question What are some ways you can compare numbers?
4-Digit Numbers Unlock

Unlock the
the Problem
Problem
Cody collected 2,365 pennies. Jasmine collected • What do you need

to find?
1,876 pennies. Who collected more pennies?
LESSON
LESSON AT
AT A
A GLANCE
GLANCE which number
You can compare numbers in different ways to find
which number is greater. is greater
Lesson Objective
Use models and place value to compare numbers to ten One Way Use base-ten blocks.
Compare the values of the blocks in each place-value position
thousand.
from left to right. Keep comparing the blocks until the values
are different.
Essential Question
What are some ways you can compare numbers?
Materials
MathBoard
2,356 1,876
Animated Math Models
iTools: Base-Ten Blocks
2 thousands is greater than 1 thousand. So, 2,365 . 1,876.
So, Cody collected more pennies.
HMH Mega Math
Another Way Use place value. Read < as is less than.
Compare 7,376 and 7,513. Read > as is greater than.
Read = as is equal to.
Compare digits in the same place-value position
from left to right. Possible explanation:
1 TEACH and TALK • Animated THOUSANDS HUNDREDS TENS ONES there are no thousands
Math Models in 568 and there are 4

7, 3 7 6
thousands in 4,786. So,
7, 5 1 3
▶ Unlock the Problem STEP 1: Compare the thousands. The digits are the same.
568 is less than 4,786.
Math Processes and Practices Talk
STEP 2: Compare the hundreds. 3 , 5
Explain how you know
Review the meaning of the word compare. So, 7,376 , 7,513. that 568 is less than 4,786.
Invite students to discuss strategies for
comparing two quantities. Encourage them
to use the terms less than, greater than, and Getting Ready for Grade 4 GR7
equal to, and review the symbols <, >, and =.
Have students read the problem aloud. Point
out the two strategies presented on the page. DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=A
▶
Lesson 4
Lesson 4
One Way
Name Reteach
Name
Compare 3- and 4-Digit Numbers Compare 3- and 4-Digit Numbers
• How can base-ten blocks help you compare Compare the numbers. Write <, >, or = in the . You can use symbols to show how two
numbers compare.
Symbol Meaning
numbers? I can compare each kind of block, s tarting 1. 576 > 567 2. 9,876 < 9,886 Compare the numbers.
.
,
is greater than
is less than
3. 490 > 409 4. 7,245 = 7,245 8,526 8,601 5 is equal to
with the thousands blocks. If one number has more Use a place-value chart to help you compare.
5. 2,145 < 2,245 6. 9,304 > 9,034
thousands blocks than the other number, that number 7. 8,691 = 8,691 8. 245 < 254
Step 1 For each number, write the digits in a
place-value chart.
is greater. 9. 1,807 > 807 10. 5,247 = 5,247 THOUSANDS

8,
HUNDREDS
5
TENS ONES
2 6
11. 3,485 < 3,548 12. 1,953 < 9,351 8, 6 0 1
▶
= 6,310 < 5,890 Step 2 Compare digits in the same place-value position, starting
Another Way
13. 6,310 14. 589
from the left. Compare until you find digits that are different.
15. 760 < 1,760 16. 5,123 < 5,321 THOUSANDS HUNDREDS TENS ONES
8, 5 2 6
• How can a place-value chart help you 17. 7,645 > 7,546 18. 5,612 < 5,622 8, 6 0 1
Problem
Problem Solving
Solving 858 5,6
compare numbers? I can look at the digits in the 19. On Saturday, 4,567 people saw the new animal movie. Step 3 The thousands are the same, so compare
On Sunday, 4,078 people saw the movie. Use <, >, or = the hundreds. Since 5 hundreds , 6 hundreds,
same place value, and compare them. to compare the number of people who saw the movie on
the two days.
8,526 , 8,601.
So, 8,526 , 8,601.
4,567 > 4,078 or 4,078 < 4,567

Compare the numbers. Write ,, ., or 5 in the .

20. Captain Fry flies 1,764 miles. Captain Hale flies
764 miles. Who flies more miles?
1. 519 , 591 2. 6,883 5 6,883
Captain Fry 3. 4,709 . 4,079 4. 687 . 678
21. Adam says he is 1,352 millimeters tall. Bobby says that
he is 1,452 millimeters tall. Who is shorter?
5. 8,141 , 8,411 6. 9,989 . 9,987
Adam

PG54 Planning Guide

3_MCAEPB226241_GRONL04.indd 4 5/22/13 2:20 AM
CorrectionKey=A
Share
Share and
and Show
Show • Do you need to compare every digit to
determine which number is greater? Explain.
1. Compare 2,351 and 3,018. Which number has more
No. Possible answer: when you compare digits in the
thousands? Which number is greater?
same place-value position from left to right, you can
3,018 has more thousands; 3,018 stop comparing as soon as you find digits that are
is greater. different.
Compare the numbers. Write ,, ., or 5 in the .

• Which strategy do you prefer? Why? Answers
will vary.
2. 835 , 853 3. 7,891 5 7,891 Use Math Talk to focus on students’
4. 809 , 890 5. 3,834 . 3,483 understanding of how to compare numbers
when the number of digits is not the same.
On
On Your
Your Own
Own
2 PRACTICE
MATH
Compare the numbers. Write <, >, or = in the . BOARD
6. 219 , 2,119 7. 2,517 , 2,715
5 5,154 . 5,105
▶
8. 5,154 9. 5,107
10. 1,837 . 837 11. 9,832 . 9,328
For Exercise 1, have students focus on the
number of thousands in each number.
Problem
Problem Solving
Solving
For Exercises 2–5, remind students that when
12. Nina has a dictionary with 1,680 pages. Trey has a they compare numbers with the same number
dictionary with 1,490 pages. Use <, >, or = to compare of digits, they should compare digits in the
the number of pages in the dictionaries.
greatest place-value position first.
1,680 . 1,490 or 1,490 , 1,680
13. The odometer in Ed’s car shows it has been driven ▶ On Your Own • Independent Practice
8,946 miles. The odometer in Beth’s car shows For Exercises 6–11, remind students that the
it has been driven 5,042 miles. Which car has been greater than and less than symbols always
driven more miles?
open to the greater number and point to the
Ed’s car lesser number. Point out that a 4-digit whole
14. Avery said that she is 3,652 days old. Tamika
number will always be greater than any 3-digit
said that she is 3,377 days old. Who is younger? whole number. Ask students to explain why
Tamika this is true.
GR8
UNLOCK THE PROBLEM After students solve
3_MNLEAN398283_GRL04.indd 8 2/18/14 11:09 PM the problems, encourage them to describe the
CorrectionKey=A Getting Ready Lessons and Resources, pp. GR009–GR010 DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
strategies they used.
Name Fill in the bubble for the correct answer choice.
Checkpoint
3 SUMMARIZE
10. A marble factory ships marbles using bags of 10, cases
of 100, cartons of 1,000, and boxes of 10,000. The factory
Concepts
Concepts and
and Skills
Skills has an order for 3,570 marbles. How can they pack the
order if the factory is out of cartons?
Complete the packing chart. Use the fewest packages
A 350 cases, 7 bags
possible. When there is a zero, use the next smaller
size package. B 35 cases, 7 bags
C 35 cases, 57 bags
Number of
Bolts Ordered
Crates (Ten
Thousands)
Boxes
(Thousands)
Cases
(Hundreds)
Bags
(Tens)
Single Bolts
(Ones)
D 3 cases, 75 bags Math Processes and Practices
1. 5,267 0 5 2 6 7 11. The number of fans who attend the baseball game
2. 2,709 0 2 7 0 9 on opening day is 283 more than 4 thousands.
Find the number that point A represents on the

number line.
How many fans are attending the baseball game
on opening day?
A 283
Essential Question
3. A B 4,000
C 4,283
What are some ways you can compare
0 500
numbers? Possible answer: you can compare the
1,000
D 4,823
900 Use the number line for 12–13.
Compare the numbers. Write <, >, or = in the . F G H I umbers by using a place-value chart. You can also
n
4. 4,310 . 4,023 5. 5,136 5 5,136
6. 732 , 6,532 7. 9,436 . 4,963
0 5,000 10,000
compare the numbers by using base-ten blocks.
12. Kam scored 6,000 points in a game. Which letter
on the number line names the point that represents
Problem
Problem Solving
Solving Kam’s score?
Math Journal Math

A F C H
8. The number of people who attended 9. There are 1,290 photos on Nadia’s B G D I WRITE
the Spring Festival is 799 more than memory card. There are 1,450
8 thousands. How many people photos on Trevor’s memory card. 13. Taissa scored 9,000 points in a game. Which letter
attended the festival? Use <, >, or = to compare
the number of photos on the
on the number line names the point that represents
Taissa’s score? Write a word problem that can be solved by
memory cards.
1,290 , 1,450 or
A F
B G
C H
D I
comparing two 4-digit whole numbers. Then
8,799 people
______ 1,450 . 1,290
______ solve the problem and explain how you know
Getting Ready for Grade 4 GR9 GR10
your answer is correct.
3_MNLEAN398283_GRC01-04.indd 9 2/18/14 11:07 PM 3_MNLEAN398283_GRC01-04.indd 10 2/18/14 11:07 PM
CorrectionKey=A This lesson builds on multiplication facts
through 10 presented in Chapters 3 and
4 and prepares students for multiplying
LESSON 5 with 2-digit whole numbers taught in
Name
Grade 4. Lesson 5
Multiply with Multiply with 11 and 12

Essential Question What strategies can you use to multiply with 11 and 12?
11 and 12 Unlock
Unlock the
the Problem
Problem
It takes Bobby 11 minutes to walk to school

• What are the groups in this
each morning. How many minutes will
LESSON
LESSON AT
AT A
A GLANCE
GLANCE Bobby spend walking to school in 5 days?
problem?
5 groups of
Lesson Objective Multiply. 5 × 11 =
11 minutes
Use strategies such as break apart an array, find a
pattern, or use a double to multiply with 11 and 12.
One Way Break apart Another Way Find a pattern.
an array.
Essential Question Look at the list. 1 × 11 = 11
What strategies can you use to multiply with 11 and 12? Make 5 rows of 11.
Use the 10s facts 2 × 11 = 22
Notice the product has
Materials and the 1s facts the same factor in the 3 × 11 = 33
MathBoard to multiply with 11. tens and ones places. 4 × 11 = 44
5 × (10 1 1) To find 5 × 11, write 5 × 11 = 55
the first factor in the
HMH Mega Math 5 × 10 = 50 5×1= 5 tens and ones places.
6 × 11 = 66
7 × 11 = 77
5 × 11 = 50 1 5 5 × 11 = 55 8 × 11 = 88
5 × 11 = 55 9 × 11 = 99
So, Bobby will spend 55 minutes walking to school.
1 TEACH and TALK • Mega Math

Try This!
What if it took Bobby 12 minutes to walk to school?
How many minutes will he spend walking to school in 5 days?
Break apart the factor 12. Double a 6s fact.
▶ Unlock the Problem 5 × (10 + 2) Find the 6s product. 5 × 6 = 30
Math Processes and Practices 5 × 10 = 50 5 × 2 = 10

Double that product. 30 + 30 = 60
Explain to students that they will be discussing 5 × 12 = 50 + 10 = 60
ways to multiply with 11 and 12. So, 5 × 12 = 60 . Bobby will spend 60 minutes walking to school.
▶ One Way Getting Ready for Grade 4 GR11
First, students should verify that the tens and

ones blocks correspond to 5 × 10 = 50 and 3_MNLEAN398283_GRL05.indd 11 2/18/14 11:09 PM
5 × 1 = 5. Then, they should justify their DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A GR: Practice, p. GRP5 GR: Reteach, p. GRR5
CorrectionKey=A
thinking for completing the equation. Lesson 5 Name

Lesson 5
Reteach
Name
Multiply with 11 and 12 Multiply with 11 and 12
▶ Another Way Find the product.

99 108 11
You can use tens and ones to help multiply with 11 and 12.
Multiply. 3 3 12 5 n
• What pattern do you see in the equations?

1. _ = 9 × 11 2. 12 × 9 = _ 3. _ = 1 × 11
Step 1 Step 2
Think: 9 × 10 = 90 and
Break apart 12 into tens and ones. Make a model.
9×1=9
Possible answer: the tens and ones digits in the product So, 9 × 11 = 90 + 9 = 99.
3 3 12 Show the tens and ones.
increase by one and are the same as the factor that is 4. 2 × 11 = _ 22 0

5. _ = 12 × 0 55
6. _ = 5 × 11
12 5 1 ten 2 ones
3 rows of 1 ten 2 ones
not 11. Step 3 Step 4

Multiply the tens. Multiply the ones. Add the products.
84
7. _ = 7 × 12 8. 4 × 11 = _44 48
9. _ = 12 × 4 3 3 10 5 30 33256 30 1 6 5 36
So, 3 3 12 5 36.
10. 8 × 11 = _ 88 36
11. _ = 3 × 12 108
12. _ = 9 × 12
Find the product.
1. 4 3 11 5 44 2. 5 3 12 5 60
Problem
Problem Solving
Solving

Use the table for 13–14. Supplies
13. Mr. Wang buys 6 packs of pencils. How many Number in
Item
pencils does Mr. Wang buy? Each Pack

72 pencils
Pencils 12
3. 4 3 12 5 48 4. 6 3 11 5 66
Pens 8
33 72
14. Mr. Wang buys 12 packs of pens and 11 packs Erasers 9 5. 3 3 11 5 6. 6 3 12 5

of erasers. Does Mr. Wang buy more pens or
erasers? Explain. 7. 8 3 12 5 96 8. 7 3 11 5 77
more erasers; Mr. Wang buys
12 × 8 = 96 pens and
11 × 9 = 99 erasers; 99 > 96

PG56 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Try This!
1. How can you use the 10s facts and the Have students compare breaking apart 5 × 12
2s facts to find 4 × 12? with breaking apart 5 × 11.
4 3 12 5 4 3 (10 1 2), 4 3 10 5 40 • Why does using doubles work for 5 × 12
and 4 3 2 5 8, so 4 3 12 5 40 1 8 5 48. and not for 5 × 11? Possible answers: because 12
is an even number and 11 is an odd number; because 12
Find the product. is 6 doubled
2. 9 × 11 = _ 99 3. 7 × 12 = _ 84 44
4. _ = 4 × 11
2 PRACTICE
MATH
On
On Your
Your Own
Own BOARD
Find the product.

66
5. _ = 11 × 6 24
6. _ = 12 × 2 7. 0 × 11 = _ 0 ▶ Share and Show • Guided Practice
For Exercises 1 and 4, have students compare
72 96 77 the models for multiplying with 11 and
8. _ = 6 × 12 9. 8 × 12 = _ 10. 7 × 11 = _
multiplying with 12. Help them notice the
parts that are the same and the parts that
are different.
11. 12 × 9 = _ 108 12. 3 × 12 = _ 36 13. 1 × 12 = _ 12
Problem
Problem Solving
Solving Miles from Home to School ▶ On Your Own • Independent Practice
Use the graph for 14–15.
For Exercises 5–13, help students review the
Matt
appropriate strategies for multiplying with
Student
14. The graph shows the number of Carlos

miles some students travel to school 11 and 12. Consider having students complete
each day. How many miles will
Mandy
all the exercises with the factor 11 first and
Carlos travel to school in 5 days? 0 2 4 6 8 10 12 14

then the exercises with the factor 12 to
Number of Miles
60 miles reinforce strategies.
15. Suppose that Mandy takes 9 trips to school, and Matt takes
11 trips to school. Who travels more miles? Explain. ▶ Problem Solving Math Processes and Practices
Mandy; Mandy travels 9 3 10 5 90 miles; UNLOCK THE PROBLEM Help students
summarize the data in the graph. For
Matt travels 11 3 8 5 88 miles; 90 . 88
Exercise 15, encourage students to break the
problem into manageable steps.
GR12

3 SUMMARIZE
Essential Question
What strategies can you use to multiply with
11 and 12? Possible answer: I can break 11 or 12 into
tens and ones and write two equations using facts I know.
I can also use a pattern when I multiply with 11 or use
doubles when I multiply with 12.

Describe a way to multiply 8 × 12. Give the
product.

Getting Ready for Grade 4 DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=A This lesson builds on division facts
through 10 presented in Chapters 6 and
7 and prepares students for dividing with
LESSON 6 greater numbers taught in Grade 4.
Name
Lesson 6
Divide with 11 Divide with 11 and 12

Essential Question What strategies can you use to divide with 11 and 12?
and 12 Unlock
Unlock the
the Problem
Problem
Tara collects 60 postcards. She arranges • Do you need to find the

LESSON AT A GLANCE them in 12 equal stacks. How many
postcards are in each stack?
number of groups or the
number in each group?
Divide. 60 ÷ 12 = n number in each

Lesson Objective group
Use multiplication or repeated subtraction to divide with One Way Use a multiplication table.
11 and 12.
Since division is the inverse of
× 0 1 2 3 4 5 6 7 8 9 10 11 12
Essential Question multiplication, you can use a multiplication
0 0 0 0 0 0 0 0 0 0 0 0 0 0
What strategies can you use to divide with 11 and 12? table to find a quotient.
1 0 1 2 3 4 5 6 7 8 9 10 1 1 12
Think of a related multiplication fact. 2 0 2 4 6 8 10 12 14 16 18 20 22 24
Materials 3 0 3 6 9 12 15 18 21 24 27 30 33 36
MathBoard 12 × n = 60 4 0 4 8 12 16 20 24 28 32 36 40 44 48
5 0 5 10 15 20 25 30 35 40 45 50 55 60
• Find the row for the factor 12.
6 0 6 12 18 24 30 36 42 48 54 60 66 72
• Look across to find the product, 60.
7 0 7 14 21 28 35 42 49 56 63 70 77 84
HMH Mega Math • Look up to find the unknown factor.
8 0 8 16 24 32 40 48 56 64 72 80 88 96
• The unknown factor is 5. 9 0 9 18 27 36 45 54 63 72 81 90 99 108
Since 12 × 5 = 60, then 10 0 10 20 30 40 50 60 70 80 90 100 110 120
5
11 0 1 1 22 33 44 55 66 77 88 99 110 121 132
60 ÷ 12 = _. 12 0 12 24 36 48 60 72 84 96 108 120 132 144
Another Way Use repeated subtraction.

1 TEACH and TALK • Mega Math • Start with 60.
60 48 36 24 12
• Subtract 12 until you reach 0.

− 12
_ − 12
_ − 12 _
_ − 12 _ − 12
▶
• Count the number of times you subtract 12.
48 36 24 12 0
Unlock the Problem You subtracted 12 five times. Math Mathematical Practices
Talk
Math Processes and Practices 5
60 ÷ 12 = _
What other strategies
Review the idea that multiplication and can you use to divide?
So, there are 5 postcards in each stack.
division are inverse operations. Have
students write several related multiplication Possible answers: make an array, draw
and division equations to show related facts. a picture, use a number line
▶ One Way
Give students the opportunity to use the
CorrectionKey=A
GR: Practice, p. GRP6 CorrectionKey=A GR: Reteach, p. GRR6
multiplication table to find related Lesson 6
multiplication and division equations with Name

Divide with 11 and 12 Divide with 11 and 12

11 and 12. Find the unknown factor and quotient.
You can use models and related multiplication facts
• Why can a related multiplication fact be 1. 11 × ■ = 88

8
■ =_
88 ÷ 11 = ■
8
■ =_
2. 11 × ■ = 55
5
55 ÷ 11 = ■
5
to divide with 11 and 12.
Elsa has 48 tomatoes. She puts the same number of
■ =_ ■ =_
used to find 60 ÷ 12? Possible answer: since tomatoes on each of 12 plates. How many tomatoes
are on each plate?
Divide. 48 4 12 5
multiplication and division are inverse operations, the 3. 12 × p = 36
3
p=_
36 ÷ 12 = p
3
p =_
4. 12 × g = 84
7
g =_
84 ÷ 12 = g
7
g =_ Step 1 Use 48 counters to represent the tomatoes.
Draw 12 circles for the 12 plates.
numbers in the division fact are the same numbers that Find the quotient.
Place one counter in each group until all the
counters are used.
appear in the related multiplication fact. 12

5. _ = 96 ÷ 8 6. 44 ÷ 4 = _ 11 12
7. _ = 60 ÷ 5
8. 55 ÷ 5 = _ 11 11
9. _ = 66 ÷ 6 12
10. _ = 48 ÷ 4
1 counter on each plate 12 3 1 5 12
2 counters on each plate 12 3 2 5 24
11. 72 ÷ 6 = _ 12 12. 88 ÷ 8 = _ 11 12
13. _ = 108 ÷ 9
14. _ = 12 ÷ 1 12 12
15. _ = 24 ÷ 2 16. 33 ÷ 3 = _ 11 Step 2 Record your answer.
48 4 12 5 4
So, there are 4 tomatoes on each plate.
Compare. Write <, >, or = for each .
You can write a related multiplication fact.
17. 60 ÷ 12 = 55 ÷ 11 18. 22 ÷ 2 < 48 ÷ 4 19. 96 ÷ 8 > 84 ÷ 12 Think: There are 12 groups of 4.
12 3 4 5 48
Problem
Problem Solving
Solving
Find the unknown factor and quotient.
20. Mrs. Green bought 72 pencils for her 21. Henry baked 33 cookies. He put the 1. 4 5 44
11 3 _ 4
44 4 11 5 _ 2. 3 5 36
12 3 _ 3
36 4 12 5 _
class. There were 12 pencils in each same number of cookies in each of
box. How many boxes of pencils did 11 bags. How many cookies did he put
3. 6 5 72
12 3 _ 6
72 4 12 5 _ 4. 9 5 99
11 3 _ 9
99 4 11 5 _
Mrs. Green buy? in each bag?
6 boxes 3 cookies

PG58 Planning Guide

DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=A
Share
Share and
and Show
Show ▶ Another Way
1. Use the multiplication table on page P271 to find 99 ÷ 11. • Why can repeated subtraction be used to
9 Think: What is a related multiplication fact? find 60 ÷ 12? Possible answer: when you divide,
you are separating 60 into equal groups. Repeated
subtraction is taking away equal groups of 12 one
2. 11 × = 66 66 ÷ 11 = 3. 2 × = 24 24 ÷ 2 = at a time.
6
=_ 6
=_ 12
=_ 12
=_ Have students use repeated subtraction to
4. 3 × = 33 33 ÷ 3 = 5. 12 × = 72 72 ÷ 12 = find 55 ÷ 11.
11
=_ 11
=_ 6
=_ 6
=_
2 PRACTICE
MATH
BOARD
On
On Your
Your Own
Own
6. 11 × = 55 55 ÷ 11 = 7. 12 × = 48 48 ÷ 12 =
▶ Share and Show • Guided Practice
5
=_ 5
=_ 4
=_ 4
=_ For Exercise 1, have students give an example
8. 8 × = 96 96 ÷ 8 = 9. 8 × = 88 88 ÷ 8 =
of how related multiplication equations can
help solve division problems.
=_ 12 12
=_ 11
=_ 11
=_
Find the quotient.
10. 11 ÷ 11 = _ 1 11. 77 ÷ 7 = _11 5
12. _ = 60 ÷ 12 ▶ On Your Own • Independent Practice
For Exercises 6–9, remind students that they
2
13. _ = 22 ÷ 11 14. 108 ÷ 9 = _12 7
15. 84 ÷ 12 = _
can check their work by making sure that the
16. 36 ÷ 3 = _ 12 17. _ 8 = 96 ÷ 12 1
18. 12 ÷ 12 = _ related multiplication and division equations
Compare. Write ,, ., or 5 for each . use the same numbers.
For Exercises 10–21, have students check their
19. 96 ÷ 8 > 96 ÷ 12 20. 77 ÷ 11 = 84 ÷ 12 21. 99 ÷ 11 < 84 ÷ 7
answers by using the multiplication table.

Problem
Problem Solving
Solving
22. Justin printed 44 posters to advertise the garage sale. He gave

11 friends the same number of posters to display around the

UNLOCK THE PROBLEM For Exercise 22, suggest
neighborhood. How many posters did Justin give each friend? students draw a picture to represent the
4 posters problem. Remind students they can use a
related multiplication equation.
GR14

3 SUMMARIZE
Essential Question
What strategies can you use to divide with
11 and 12? Possible answer: I can use a related
multiplication equation or I can use repeated subtraction.
I can also draw a picture.

Write a word problem that can be solved by
dividing with 11. Include the answer.

CorrectionKey=A This lesson builds on multiplication
and division relationships presented in
Chapter 6 and prepares students for
LESSON 7 multiplying and dividing with greater
numbers taught inALGEBRA
Grade 4.
Name
Lesson 7
Algebra • Multiplication and Division Relationships
Essential Question How can you write related multiplication and division equations
for 2-digit factors?
Multiplication Multiplication and division are inverse operations.
and Division Unlock

Unlock the
the Problem
Problem
Relationships Megan has a rose garden with the

same number of bushes planted in each of
4 rows. There are 48 bushes in the garden.
• What do you need to find?
the number of rose

How many bushes are in each row
of Megan’s garden? bushes in each row
LESSON AT A GLANCE
LESSON AT A GLANCE
One Way Another Way
Lesson Objective Make an array. Write related equations.
Use the inverse relationship of multiplication and division
to write related equations. 48 ÷ 4 = n 48 ÷ 4 = n
Essential Question Count 48 tiles. Make 4 rows by Think: 4 times what number
How can you write related multiplication and division placing 1 tile in each row. equals 48?
equations for 2-digit factors? Continue placing 1 tile in each of the 4 12 = 48
4×_
rows until all the tiles are used.
Materials You can check your answer using
MathBoard, square tiles Draw the array you made. repeated addition.
12 + _
12 + _
_ 12 + _
12 = _
48
Animated Math Models Write related equations.
4 ×_
_ 12 = 48
12 tiles in each row.

There are _ 4 =_
48 ÷ _ 12
_48 ÷ _ 4 =_ 12 Math Mathematical Practices
Talk
12 bushes in each row
1 TEACH and TALK
So, there are _ How can you tell if two
• Animated of Megan’s garden. equations are related?
Math Models
Possible answer: the equations have the same

▶ Unlock the Problem 3 numbers and the operations are opposite.
Have students read the problem.
• How do you know which operation to use? 3_MNLEAN398283_GRL07.indd 15 2/18/14 11:10 PM
CorrectionKey=A
Possible answer: I know the total and the number of CorrectionKey=A
equal rows. I need to find the number in each row,

Lesson 7
ALGEBRA Name Reteach
Name
Lesson 7
so I should divide. Multiplication and Division
Relationships
Algebra • Multiplication and Division
Relationships
▶
Complete the related multiplication and division
One Way equations.

1. 4 × 12 = 48 2. 5 × 11 = 55 3. 6 × 12 = 72
Multiplication and division are inverse operations.
You can use a multiplication table to help you write
related multiplication and division equations.
12 55 12
Help students connect the array to both 48 ÷
× 4 = 48
4 = 12
11 × 5 =
55 ÷ 5 = 11 72 ÷
× 6 = 72
6 = 12
Write the related multiplication and division equations
for the numbers 3, 12, and 36.
multiplication and division. 48 ÷ 12 = 4 55 ÷ 11 =5 72 ÷ 12 = 6

Step 1 Find the multiplication
equations.
×
0
0
0
1
0
2
0
3
0
4
0
5
0
6
0
7
0
8
0
9 10 11 12
0 0 0 0
• Find the factor 3 in the left column 1 0 1 2 3 4 5 6 7 8 9 10 1 1 12
• How does the array show multiplication? 4. 8 × 11 = 88 5. 3 × 12 = 36 6. 4 × 11 = 44 of the multiplication table. 2

3
0
0
2
3
4
6
6
9
8 10 12 14 16 18 20 22 24
12 15 18 21 24 27 30 33 36
11 12 × 3 4 • Look right to find the product, 36.
4 rows of 12 tiles shows 4 × 12.

4 0 4 8 12 16 20 24 28 32 36 40 44 48
× 8 = 88 = 36 11 × = 44 Look up to find the factor 12.
5 0 5 10 15 20 25 30 35 40 45 50 55 60
88 ÷ 8 = 11 36 ÷ 3 = 12 44 ÷ 4 = 11 So, 3 3 12 5 36. 6 0 6 12 18 24 30 36 42 48 54 60 66 72
7 0 7 14 21 28 35 42 49 56 63 70 77 84
• How does the array show division? 48 tiles 88 ÷ 11 =8 36 ÷ 12 = 3 44 ÷ 11 = 4 • Find the factor 12 in the left column.
Look right to find the product, 36.
Look up to find the factor 3.
8
9
0
0
8 16 24 32 40 48 56 64 72 80 88 96
9 18 27 36 45 54 63 72 81 90 99 108
separated into 4 equal rows shows 48 ÷ 4.

10 0 10 20 30 40 50 60 70 80 90 100 110 120
7. 8 × 12 = 96 8. 2 × 11 = 22 9. 1 × 12 = 12
So, 12 3 3 5 36. 11 0 1 1 22 33 44 55 66 77 88 99 110 121 132
12 0 12 24 36 48 60 72 84 96 108 120 132 144
12 × 8 = 96 11 × 2 = 22 12 × 1 = 12
Step 2 Use the multiplication
equations to write the related division equations.
96 ÷ 8 = 12 22 ÷ 2 = 11 12 ÷ 1 = 12 36 4 3 5 12 36 4 12 5 3
96 ÷ 12 = 8 22 ÷ 11 = 2 12 ÷ 12 =1 Complete the related multiplication and division equations.
1. 2 3 12 5 24 2. 9 3 12 5 108 3. 5 3 11 5 55
12 325 24 12 3 9 5 108 11 3 5 5 55
Problem
Problem Solving
Solving
24 4 2 5 12 108 495 12 55 4 5 5 11
10. Lisa put 66 flowers in vases. She put 11. Lisa used 84 flowers to make
the same number of flowers in each bouquets. She used 7 flowers in each 24 4 12 52 108 4 12 5 9 55 4 11 5 5
of 6 vases. How many flowers did Lisa bouquet. How many bouquets did
put in each vase? Lisa make?
11 flowers 12 bouquets

PG60 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show
▶ Another Way
1. Complete the related equations for this array. • Why can you use multiplication to solve a
3 3 11 5 33 33 4 3 5 11
division problem? They are inverse operations.
Use Math Talk to focus on students’
11 3 3 5 33 33 4 11 5 3 understanding of multiplication and division
Complete the related multiplication and relationships.
division equations.
2. 1 3 11 5 _ 11 12
3. 5 3 _ 5 60 7
4. _ 3 11 5 77
2 PRACTICE
MATH
11 3 1 5 11
_ 60
12 3 5 5 _ _11 3 7 5 77 BOARD
11
11 4 1 5 _ 60 4 5 5 12
_ 7 5 11
77 4 _
11 4 11 5 1
_ 12 5 5
60 4 _ _77 4 11 5 7 ▶ Share and Show • Guided Practice
For Exercises 1– 4, encourage students to
On
On Your
Your Own
Own
identify factors and products in multiplication
Complete the related multiplication and equations, and dividends, divisors, and
division equations. quotients in division equations.
7
5. _ 3 12 5 84 11
6. 6 3 _ 5 66 7. 12 3 8 5 _96
_12 3 7 5 84 11 3 _ 6 5 66 12 5 96
83_
▶ On Your Own • Independent Practice
For Exercises 5–7, have students use their
_84 4 7 5 12 11
66 4 6 5 _ 12 5 8
96 4 _ knowledge of related multiplication and
12 5 7
84 4 _ 6
66 4 11 5 _ 12
96 4 8 5 _ division equations to check their answers.
Problem
Problem Solving
Solving ▶ Problem Solving Math Processes and Practices
UNLOCK THE PROBLEM For Exercises 8 and 9,
8. Megan cut 108 roses to make 9. Megan put 22 roses in a vase. She cut
flower arrangements. She made the same number of roses from each encourage students to find a related
9 equal arrangements. How many of 11 different bushes. How many multiplication equation or draw an array
roses were in each arrangement? roses did she cut from each bush? if they need help solving the problem.
12 roses 2 roses
3 SUMMARIZE
GR16 Math Processes and Practices

Essential Question
How can you write related multiplication and
division equations for 2-digit factors? I can use
a multiplication fact I know to write a related division
equation, or use a division fact I know to write a related
multiplication equation.

Explain how the relationship between
multiplication and division is similar to the
relationship between addition and
subtraction.

CorrectionKey=A This lesson builds on multiplying
with multiples of 10 presented in
LESSON 8 modeling multiples of 10, 100, and
Name
Lesson
1,000 taught in Grade 4. 8
Use Multiplication Use Multiplication Patterns

Essential Question How can you multiply with 10, 100, and 1,000?
Patterns Unlock
Unlock the
the Problem
Problem
Mrs. Goldman ordered 4 boxes of • Circle the numbers you need

LESSON AT A GLANCE yo-yos for her toy store. Each box had
100 yo-yos. How many yo-yos did •
to use.
What operation can you use
Mrs. Goldman order? to find the total when you
have equal groups?
Lesson Objective
Use a basic fact and a pattern to multiply with 10, 100, multiplication
and 1,000. or repeated
Use a basic fact and a pattern to multiply. addition
Essential Question
How can you multiply with 10, 100, and 1,000? Factors Products
4×1 = 4 Think: Use the basic fact 4 × 1 = 4.
Materials Look for a pattern of zeros.
MathBoard 4 × 10 = 40
4 × 100 = 400
As the number of zeros
Animated Math Models So, Mrs. Goldman ordered 400 yo-yos. in a factor increases,
the number of zeros in
the product increases.
Try This! Use a basic fact and a pattern to find
the products.
A. 1×353 B. 5×1 55
1 TEACH and TALK • Animated

Math Models
10 × 3 5 30 5 × 10 5 50
500 5 × 100 5
▶ Unlock the Problem 5 × 1,000 5 5,000

Math
Math Processes and Practices 3 zeros; Possible explanation: Talk
Help students see how they can use a basic the basic fact product does not When multiplying
multiplication fact and a pattern to multiply have any zeros. The factor 1,000 9 × 1,000, how many zeros
will be in the product?
with 10, 100, and 1,000. has 3 zeros, so 9 × 1,000 = 9,000. Explain
Read the problem aloud. Students should Getting Ready for Grade 4 GR17
recognize that they must find 4 × 100 to solve
the problem. Direct students’ attention to the
three equations. 3_MNLEAN398283_GRL08.indd 17 2/18/14 11:10 PM
CorrectionKey=A
• What basic fact do you see? 4 × 1 = 4

CorrectionKey=A
Lesson 8
Lesson 8
• What is a pattern that you see in the three
Name Reteach
Name
Use Multiplication Patterns Use Multiplication Patterns
equations? In the second equation, there is 1 zero in Use a basic fact and a pattern to find the products.
You can use a basic fact and a pattern to multiply
the second factor and 1 zero in the product. In the third 1. 3 × 10 = _ 30 2. 10 × 2 = _ 20 3. 8 × 10 = _ 80 with 10, 100, or 1,000.
3 × 100 = _300 100 × 2 = _ 200 8 × 100 = _ 800 Find 6 3 1,000.
equation, there are 2 zeros in the second factor and 3 × 1,000 = 3,000
_ 1,000 × 2 =2,000
_ 8 × 1,000 = 8,000
_
Factors Product
Step 1 Start with the basic fact. 631 56
2 zeros in the product. 4. 10 × 6 = _ 60 5. 5 × 10 = _ 50 6. 10 × 7 = _ 70
Step 2 Multiply with 10.
100 × 6 = _600 5 × 100 = _500 100 × 7 = _700 6 3 10 5 60
Think: 6 3 1 ten 5 6 tens
1,000 × 6 = 6,000
_ 5 × 1,000 = 5,000
_ 1,000 × 7 =7,000
_
Step 3 Multiply with 100.
Find the product. 6 3 100 5 600
30
7. 10 × 3 = _ 8. 9 × 100 = _ 900 600
9. _ = 6 × 100
Think: 6 3 1 hundred 5 6 hundreds
10. 1,000 × 9 =9,000

_ 11. _ 50 = 5 × 10 12. 4 × 100 = _400 Step 4 Multiply with 1,000.
6 3 1,000 5 6,000
Think: 6 3 1 thousand 5 6 thousands
13. _ 20 = 2 × 10 14. 1,000
_ = 1,000 × 1 15. 7 × 1,000 =7
_ ,000
Look at the pattern of zeros. The number of zeros in the
product increases as the number of zeros in a factor increases.
Problem
Problem Solving
Solving So, 6 3 1,000 5 6,000.
Use the picture graph for 16–17. Rock Collections Use a basic fact and a pattern to find the products.
16. How many rocks does Eva have? Explain
how you found your answer. Eva has
Name Number of Rocks
1. 1 3151 2. 9 315 9 3. 7 315 7
Eva
70 rocks. Each symbol stands Tim 1 10
3 10 5 9 90
3 10 5 7 70
3 10 5
for 10 rocks and 7 × 10 = 70. Sam 1 3 100 5 100 9 3 100 5 900 7 3 100 5 700
1,000 9,000 7,000

Key: Each 5 10 rocks. 1 3 1,000 5 9 3 1,000 5 7 3 1,000 5

17. Sam has 30 more rocks in his collection than
Tim. Draw rocks in the picture graph to show
4. 5 3 1 5
5 5. 3 3 1 5
3 6. 8 3 1 5
8
the number of rocks in Sam’s collection.
Explain your answer. 5 3 10 5
50 3 3 10 5
30 8 3 10 5
80
Tim has 40 rocks, so Sam has 5 3 100 5
500 3 3 100 5
300 8 3 100 5
800
40 + 30, or 70, rocks. Since 5 3 1,000 5
5,000 3 3 1,000 5
3,000 8 3 1,000 5
8,000
7 × 10 = 70, I drew 7 rocks.

PG62 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Try This!
1. Explain how to use a basic fact and a pattern • Look at A and B. How do they follow the
600; Possible explanation:
to find 6 × 100. same pattern? Possible answer: the number of
use the basic fact 6 × 1 = 6. Then look for a zeros in the factors is the same as the number of zeros
following the product of the basic fact.
pattern by multiplying 6 × 10 and 6 × 100.
Use a basic fact and a pattern to find the products. understanding of multiplication patterns.
2. 7 × 10 5 70 3. 10 × 5 5 50 4. 3 × 10 5 30
7 × 100 5 700 100 × 5 5 500 3 × 100 5 300
2 PRACTICE
MATH
BOARD
7 × 1,000 5 7,000 1,000 × 5 5 5,000 3 × 1,000 5 3,000
On
On Your
Your Own
Own
Use a basic fact and a pattern to find the products. For Exercises 1– 4, guide students to check that
5. 2 × 10 5 20 6. 10 × 8 5 80 7. 9 × 10 5 90 the number of zeros in the factors is the same
as the number of zeros following the product
2 × 100 5 200 100 × 8 5 800 9 × 100 5 900
of the basic fact.
2 × 1,000 5 2,000 1,000 × 8 5 8,000 9 × 1,000 5 9,000
Find the product.
80 600 400
8. 10 × 8 5 9. 6 × 100 5 10. 5 4 × 100 For Exercises 5–13, suggest students circle the
11. 1,000 × 4 5 4,000 12. 3,000 5 1,000 × 3 13. 9 × 100 5 900 numbers in the basic fact and underline the
zeros in the factors to help them find each
Problem
Problem Solving
Solving
Yo-Yo Collections product.
Name Number of Yo-Yos
▶
Use the picture graph.
14. Patty has 20 fewer yo-yos in her collection than Max Problem Solving Math Processes and Practices
Chuck. Draw yo-yos in the picture graph. to UNLOCK THE PROBLEM Help students read the
show the number of yo-yos in Patty’s collection. Chuck
relevant data in the picture graph. Point out
Explain your answer.
Patty that solving the problem requires more than
Chuck has 40 yo-yos, so Patty one step.
has 20. Since 2 × 10 = 20, Key: Each 5 10 Yo-Yos.
I drew 2 yo-yos.
GR18 3 SUMMARIZE
Essential Question
How can you multiply with 10, 100, and 1,000?
First, find a basic fact. Then, count the number of zeros in
the factors, and write the same number of zeros following
the product of the basic fact.

Explain how you would find the product
8 × 1,000.

CorrectionKey=A This lesson builds on using base-ten
blocks and area models to model
multiplication presented in
LESSON 9 Chapters 3–5 and prepares students
Name
Lessonwith
for modeling multiplication 9 2-digit
whole numbers taught in Grade 4.
Use Models to Use Models to Multiply

Tens and Ones
Multiply Tens
Essential Question How can you use base-ten blocks and area models to model
multiplication with a 2-digit factor?
Unlock
Unlock the
the Problem
Problem
and Ones Three groups of 14 students toured the

state capitol in Columbus, Ohio. How many
students toured the capitol in all? the number of students

LESSON AT A GLANCE Multiply. 3 × 14 = n who toured the capitol
• Circle the numbers you need
LESSON
to use.
Use base-ten blocks and area models to model One Way Another Way
multiplication with a 2-digit factor. STEP 1 STEP 1
Model 3 × 14 with base-ten blocks. Model 3 × 14 with an area model.
Essential Question
How can you use base-ten blocks and area models to
model multiplication with a 2-digit factor?
3 rows of 10 3 rows of 4
Materials STEP 2 3 rows of 10 3 rows of 4
MathBoard, base-ten blocks, grid paper (see eTeacher Multiply the tens and ones.
STEP 2
Resources) Record each product.
Multiply the tens. Multiply the ones.
3 × 10 = _ 30 3×4=_ 12
STEP 3
HMH Mega Math Possible
Add the products.
30 + 12 = 42
answer: for
30 12 3 × 14 = 42
both ways, you
3 × 10 = _ 3×4=_
STEP 3 first multiply tens
Add the products. and ones separately.
30 + 12 = 42
Then you
1 TEACH and TALK • Mega Math 3 × 14 = 42
add the MTaatlkh Mathematical Practices
products. How are the two ways
▶ Unlock the Problem So, 42 students toured the capitol.
to find a product alike?

Materials base-ten blocks, grid paper
Help students connect the array and area
model to the Distributive Property. Tell
CorrectionKey=A
students they will learn two ways to multiply Lesson 9
with a 2-digit factor by breaking apart the Name

Use Models to Multiply Tens and Ones Use Models to Multiply

models into tens and ones. Find the product. Show your multiplication and addition.
Tens and Ones
1. 2. 3.
▶
You can use an area model to model multiplication
One Way
with a 2-digit factor.
3 × 15 = ■ 2 × 14 = ■ 4 × 11 = ■ Multiply. 4 3 12 5 n
3 × 10 = 30 2 × 10 = 20 4 × 10 = 40 Step 1 Use an area model. Draw a rectangle with 12
Work with students to use base-ten blocks to 3 × 5 = 15 2×4=8 4×1=4 4 rows of 12 to model 4 3 12. 4
30 + 15 = 45 20 + 8 = 28 40 + 4 = 44 Step 2 Use facts that you already know
multiply first the tens, then the ones, and find 4. 5. 6.

to make two smaller rectangles.
Think: I know 4 3 10 and 4 3 2. 4
10 2
the sum of the products. Step 3 Find the products for the smaller rectangles.
4 3 10 5 40 43258
4 3 10 432
5 × 14 = ■ 6 × 13 = ■ 6 × 15 = ■ Step 4 Add the products.

5 × 10 = 50 6 × 10 = 60 6 × 10 = 60 40 1 8 5 48
So, 4 3 12 5 48.
5 × 4 = 20 6 × 3 = 18 6 × 5 = 30
50 + 20 = 70 60 + 18 = 78 60 + 30 = 90 Find the product. Show your multiplication and addition.
Possible answers are shown.
7. 8. 9. 1. 2. 3.
4 × 17 = ■ 4 × 16 = ■ 5 × 16 = ■
4 × 10 = 40 4 × 10 = 40 5 × 10 = 50
3 3 18 5 n 5 3 13 5 n 4 3 14 5 n
4 × 7 = 28 4 × 6 = 24 5 × 6 = 30
40 + 28 = 68 40 + 24 = 64 50 + 30 = 80 3 3 10 5 30 5 3 10 5 50 4 3 10 5 40
3385
24 5335
15 4345
16
Problem
Problem Solving
Solving
30 1 24 5 54 50 1 15 5 65 40 1 16 5 56
10. Mia babysits for $4 an hour. How much money
does she earn if she works for 12 hours?
$48

PG64 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show • How does using base-ten blocks help
you multiply? Possible answer: you can break
Possible answer: make
1. One way to model 18 is 1 ten 8 ones.
apart a factor into tens and ones and then use tens
How can knowing this help you
find 4 × 18? 4 rows of 1 ten 8 ones; and ones models.
4 3 10 5 40 and 4 3 8 5 32;
40 1 32 5 72
▶ Another Way
Work with students to draw an area model on
Find the product. Show your multiplication and addition. grid paper to show 3 rows of 1 ten 4 ones.
2. 3. 4. • Why do you draw 3 rows in the area model?
You are combining 3 groups of 14.
3 × 16 = n 5 × 13 = n 6 × 14 = n understanding of how both methods involve
3 3 10 5 30 5 3 10 5 50 6 3 10 5 60 first multiplying the tens and the ones, then
adding the products.
3 3 6 5 18 5 3 3 5 15 6 3 4 5 24
30 1 18 5 48 50 1 15 5 65 60 1 24 5 84
2 PRACTICE
MATH
BOARD
On
On Your
Your Own
Own
Find the product. Show your multiplication and addition.
5. 6. 7. ▶ Share and Show • Guided Practice
If students have difficulty explaining the
answer in Exercise 1, have them use base-ten
4 × 13 = n 5 × 15 = n 3 × 17 = n blocks to find the product.
4 3 10 5 40 5 3 10 5 50 3 3 10 5 30 For Exercises 2– 4, have students identify the
factors represented by each model. Be sure
4 3 3 5 12 5 3 5 5 25 3 3 7 5 21
they work through each exercise step by step.
40 1 12 5 52 50 1 25 5 75 30 1 21 5 51
Problem
Problem Solving
Solving
For Exercises 5–7, remind students to show
8. Randy rakes yards for $5 an hour. How much their work as they complete each step of
money does he earn if he works for 12 hours? $60 the problem.
▶
GR20
Problem Solving Math Processes and Practices
UNLOCK THE PROBLEM Make sure students
understand that Randy earns $5 for each hour
that he works raking yards.
3 SUMMARIZE
Essential Question
How can you use base-ten blocks and area
models to model multiplication with a 2-digit
factor? First, model the tens. Next, model the ones.
Then, multiply to find the number of tens and the number
of ones. Finally, add the two products.

Explain how you would use a model to find
6 × 13. Include the product.
through 10 presented in Chapters 6 and 7
and prepares students for interpreting
LESSON 10 remainders taught in Grade 4.
Name
Lesson 10
Model Division Model Division with Remainders

Essential Question How can you use counters to model division
with remainders?
with Remainders Unlock

Unlock the
the Problem
Problem
Madison has 13 seeds. She wants to put the • How do you know how many
LESSON AT A GLANCE same number of seeds in each of 3 pots. How
many seeds can Madison put into each pot?
groups to make?
How many seeds are left over?

Possible answer:
there are 3 pots.
LESSON Activity Materials ■ counters
Use counters to model division with remainders.
Use counters to find 13 ÷ 3.
Essential Question STEP 1 Use 13 counters. Draw 3 circles for STEP 2 Place one counter in each group until
How can you use counters to model division with the 3 pots. there are not enough to put 1 more in
each of the groups.
remainders?
Vocabulary
remainder
There are _ counters in each circle. 4
Materials
MathBoard, counters There is _ counter left over. 1
13 ÷ 3 is 4 with 1 left over.
The quotient is 4.
iTools: Counters
The remainder is 1.
HMH Mega Math
So, Madison can put 4 seeds in each pot.

There is 1 seed left over.
Talk
After dividing a group of objects into equal groups

Explain why you cannot
as large as possible, there may be some left over. The
1 TEACH and TALK • iTools amount left over is called the remainder.
have a remainder of 3
when you divide by 3.
Try This! What if Madison wants to put 4 seeds Possible answer: if there
▶ Unlock the Problem in each pot. How many pots will Madison need?
How many seeds will be left over?
are 3 counters left over,
then you can put 1 more
Math Processes and Practices _______ 3 pots; 1 seed left over counter in each of the
Read the problem aloud. Work with students 3 groups.
to show 13 counters and divide them equally Getting Ready for Grade 4 GR21
into 3 groups. Confirm that there is 1 counter

left over. 3_MNLEAN398283_GRL10.indd 21 2/18/14 11:11 PM
Write 13 ÷ 3 on the board. Write quotient: GR: Practice, p. GRP10 GR: Reteach, p. GRR10
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A
CorrectionKey=A
and below it, remainder. Ask students to Lesson 10 Name

Lesson 10
Reteach
identify the quotient and remainder for Name

Model Division with Remainders Model Division with Remainders
13 ÷ 3. Complete.
1. Divide 15 hats into 2. Divide 50 forks into You can use cubes to model division with remainders.
• Use counters to make a division problem

4 equal groups. 6 equal groups.
Paul has 17 toy cars. He wants to put an equal number
3 hats in each
There are _ 8 forks in each
There are _
of cars on each of 3 shelves. How many cars can Paul
put on each shelf? How many cars are left over?
that has a remainder of 4. Check students’ 3 hats left over.

group and _ 2 forks left over.
group and _ Divide. 17 4 3
3. Divide 29 cookies into 4. Divide 46 paper cups into
models. Problems will vary. groups of 3. groups of 5. Step 1 Use 17 cubes to stand for the
cars. Use 3 sheets of paper to
Step 2 Place one cube at a time on
each sheet of paper until there
9 groups
There are _ 9 groups
There are _ show the shelves. are not enough to put 1 more in
each of the groups.
2 cookies left over.
and _ 1 paper cup left over.
and _
Find the total number of objects.
5. There are 8 books in each of 6. There are 7 muffins in each of
3 groups and 4 books left over. 5 groups and 1 muffin left over.
28 books in all.
There are _ 36 muffins in all.
There are _
There are 5 cubes in each of the 3 groups.
There are 2 cubes left over. The remainder is 2.
Problem
Problem Solving
Solving So, Paul can put 5 toy cars on each shelf with 2 cars left over.
Use the bar graph for 7–8.

Complete.
7. If Sarah divides the white shells evenly onto 2
Shell Collection
shelves, how many shells will be on each shelf? 1. Norah divided 19 cubes into 2. Evan divided 28 cubes into
How many shells will be left over? 14 3 equal groups. 5 equal groups.
6 shells; 1 shell
12
6 cubes in each 5 cubes in each
Number of Shells
10 There were _ There were _

8
8. If Sarah puts an equal number of tan shells into 6
group 1 cube left over.
and _ group 3 cubes left over.
and _
4
some boxes and has 1 shell left over, how many
2
boxes will she use? How many shells will be in 3. Divide 22 crayons into groups of 6. 4. Divide 34 rocks into groups of 8.
0
each box? ray
W
h ite G Ta
n
There 3 groups and
are _ There 4 groups and
are _
3 boxes; 3 shells Color

_ 4 crayons left over. _2 rocks left over.


PG66 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Try This!
1. Divide 13 counters into 2 equal groups. • Explain how you found the number of pots
and the number of seeds left over. Possible
6 counters in each group, and
There are _ explanation: I drew circles around groups of 4 counters.
1 counter left over.
_ There are 3 groups of 4 counters and 1 counter left over.
• How are the two problems alike? How are
Complete.
2. April divided 17 counters into 3. Divide 20 counters into groups of 6. the problems different? Alike–the total number
4 equal groups. of seeds is known; different–in the Activity, the number
of groups is known and the number of seeds in each
4 counters in each
There were _ There are _ 3 groups and _
2
group is unknown. In Try This!, the number of groups
counters left over.
1 counter left over.
group and _ is unknown and the number of seeds in each group
is known.
On
On Your
Your Own
Own
Complete.
2 PRACTICE
MATH
BOARD
4. Divide 14 pencils into 3 equal groups. 5. Divide 60 pieces of chalk into groups
of 8.
4 pencils in each group 7 groups and _4
▶
There are _
2 pencils left over.
There are _
pieces of chalk left over.
and _
For Exercises 1–3, help students make the
Find the total number of objects. connection that the first answer in each
6. There are 2 shoes in each of 7. There are 4 apples in each of sentence is the quotient and the second
6 groups and 1 shoe left over. 3 groups and 2 apples left over. answer is the remainder.
13 shoes in all.
There are _ 14 apples in all.
There are _
Problem
Problem Solving For Exercises 4 and 5, remind students that a
Solving Leaf Collection

14 remainder, or amount left over, should not
Use the bar graph for 8. 12 be equal to or greater than the divisor.
Number of Leaves
8. If Hector divides the oak leaves evenly into 10

4 display boxes, how many leaves will be in 8
each box? How many leaves will be left over?

6
4 ▶ Problem Solving Math Processes and Practices
2 leaves; 3 leaves left over 2 UNLOCK THE PROBLEM Help students read the
0
Elm Maple Oak data in the bar graph. Point out that the scale
Leaf
is 0 to 14 by twos.
GR22

3 SUMMARIZE
Essential Question
How can you use counters to model division
with remainders? Possible answer: use counters to
show the total amount. Divide the counters into the given
number of equal groups until there are not enough left to
share equally. Or draw circles around the given number of
counters in each group and make as many equal groups as
possible. The leftover counters are the remainder.

Explain how to find 17 ÷ 2 using counters.
Identify the dividend, divisor, quotient, and
remainder.

presented in Chapters 6 and 7 and
prepares students for dividing greater
LESSON 11 numbers taught in Grade 4.
Name
Lesson 11
Use Models Use Models to Divide

Tens and Ones
to Divide Tens
Essential Question How can you model division with a 2-digit quotient?
Unlock
Unlock the
the Problem
Problem
and Ones Emma baked 52 muffins. She wants to put an
equal number of muffins on each of
• Circle the numbers you need
to use.
4 trays. How many muffins can she put on • How many equal groups are
each tray?
LESSON AT A GLANCE there?
4 equal groups
Find 52 ÷ 4.
Lesson Objective STEP 1

Use base-ten blocks to model division with a 2-digit Use base-ten blocks to model
quotient. the problem. Draw 4 rectangles
to represent the 4 equal groups.
Essential Question
STEP 2
How can you model division with a 2-digit quotient?
Share the tens. Place 1 ten in each
Materials group until there are not enough
tens to put 1 more ten in each
MathBoard, base-ten blocks group.
STEP 3
Possible
Regroup the remaining ten answer:
as ones. There are now 12 ones.
count the
tens and
ones in all
STEP 4 4 groups to
Share the ones. Place 1 one in each see if they

Math Models
group until there are not enough
ones to put 1 more one in each
group.
equal the
dividend, 52.
Math
▶ Unlock the Problem 13 muffins on each tray.
So, Emma can put _ Talk
How you can check your

Math Processes and Practices answer.
Read the problem with students and discuss

the steps for dividing.
• Why is it helpful to use tens blocks instead
of all ones blocks when you divide? Possible 3_MNLEAN398283_GRL11.indd 23 2/18/14 11:12 PM
answer: it is easier and faster because you can use 1 ten

CorrectionKey=A
instead of 10 ones. Name

Lesson 11 Name
Lesson 11
Reteach
• Which place value are you dividing when Use Models to Divide Tens and Ones Use Models to Divide Tens and Ones
Use base-ten blocks and your MathBoard to divide.
you divide the tens blocks? the tens place You can use quick pictures to help you divide.
Find 45 4 3
1. 60 ÷ 4 = _ 15 2. 65 ÷ 5 = _ 13 18
3. 54 ÷ 3 = _
Step 1 Draw a quick
picture to show 45 as
4 tens 5 ones. Draw
3 circles to represent
equal groups.
4. 90 ÷ 5 = _ 18 5. 74 ÷ 2 = _ 37 14
6. 98 ÷ 7 = _ Step 2 Share the
4 tens equally among
3 groups. Cross out
the tens you use.
7. 75 ÷ 5 = _ 15 8. 60 ÷ 3 = _ 20 13
9. 78 ÷ 6 = _ Step 3 Regroup the
remaining ten by
drawing 10 ones.
Cross out the ten
you regrouped.
10. 84 ÷ 4 = _ 21 11. 96 ÷ 6 = _ 16 19
12. 95 ÷ 5 = _ Step 4 Share the
15 ones equally
among 3 groups.
Cross out the ones
you use.
So, 45 4 3 515.
Problem
Problem Solving
Solving
13. The third-grade students collected 90 cans of food for a Draw a quick picture to divide.
food drive. They want to put an equal number of cans

into each of 6 boxes. How many cans will they put into 1. 52 4 4 513 2. 60 4 2 5 30 3. 98 4 7 514
each box?
15 cans


PG68 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show • Look at Step 2. Why do you place a ten into
1. Find 42 ÷ 2. • How many equal groups are there? _2 each group? You are dividing the 5 tens into 4 equal
groups.
• How many tens go in each group? _2
• In Step 3, why do you regroup the
• How many ones go in each group? _1 remaining ten as ones? The remaining ten
21
• The quotient is _. cannot be divided evenly into the 4 groups. Regroup
1 ten as 10 ones. There are now 12 ones, which can be
divided equally into the 4 groups.
2. 65 ÷ 5 = _ 13 3. 90 ÷ 3 = _ 30 22
4. 88 ÷ 4 = _ Use Math Talk to check students’
understanding of how to model division.
2 PRACTICE
MATH
BOARD
On
On Your
Your Own
Own
36 23 16
5. 72 ÷ 2 = _ 6. 69 ÷ 3 = _ 7. 96 ÷ 6 = _ For Exercises 1– 4, make sure that students
understand that the divisor in each exercise
tells how many equal groups to make.

For Exercises 5–7, if students have difficulty
Problem
Problem Solving
Solving
dividing, encourage them to follow the steps
8. Roger has 84 trading cards. He wants 9. Riley has 78 postcards. She wants to on page GR23 to model each problem. Point
out they can use multiplication to check their
to put an equal number in each of put 6 on each poster board. How many
3 boxes. How many cards will he put poster boards will she need? answers.
into each box?
28 cards 13 poster boards ▶ Problem Solving Math Processes and Practices

encourage students to circle the numbers they
need to use and explain how they know how
many equal groups there are.
GR24
3_MNLEAN398283_GRL11.indd 24
CorrectionKey=A
2/18/14 11:11 PM
3 SUMMARIZE
Name Fill in the bubble for the correct answer choice. Math Processes and Practices
12. Marita cuts 72 daisies to make bouquets. She
Checkpoint makes 6 equal bouquets. How many daisies are
in each bouquet?
Concepts
Concepts and
and Skills
Find the product.
Skills A 6
B 7
C
D 12
8
Essential Question
55
1. _ = 11 × 5 2. 12 × 7 = _ 84 13. Christine charges $5 an hour to babysit. How much

money does she earn in 16 hours?
A $21 C $64
How can you model division with a 2-digit
3. 4 × = 44 44 ÷ 4 =
11
=_ 11
=_
B $50 D $80
14. Use the bar graph. Hector divides the carrot seeds
quotient? Possible answer: I can model the dividend with
4. Write the related multiplication and division equations
for the numbers 5, 12, 60.
evenly in 4 garden plots. How many carrot seeds
will be left over?
base-ten blocks. I divide the tens into equal groups. Next,
5 × 12 = 60 12 × 5 = 60 60 ÷ 5 = 12 60 ÷ 12 = 5
__ __ __ __
Use a basic fact and a pattern to find the products.
Vegetable Seeds
I regroup any leftover tens as ones. Then I divide the ones
30 70
5. 3 × 10 = __ 6. 10 × 7 = __ Corn
into equal groups. The number in each equal group is the
Vegetable
300
3 × 100 = __ 700
100 × 7 = __ Peas
3,000
3 × 1,000 = __ 7,000
1,000 × 7 = __ Carrots
quotient.
Find the product. Show your multiplication and division. 0 2 4 6 8 10 12 14
7. 30
3 × 10 = _ 12
3×4=_
Number of Seeds
3 × 14 =
_ 12 = _
30 + _ 42
42
3 × 14 = _
A 5
B 4 Math Journal WRITE Math

C 3
22 20 D 2
Explain why using base-ten blocks can be
8. 132 ÷ 6 = _ 9. 160 ÷ 8 = _
helpful when dividing 56 by 4.

15. Roberto has 39 model cars. He wants to display an
Problem
Problem Solving
Solving equal number of model cars on each of 3 shelves.
10. Jerry printed 48 photos. He gave 11. Tina divides 17 crayons into 3 equal How many model cars will he put on each shelf?
4 friends the same number of groups. How many crayons will be in A 2 C 13
photos. How many photos did each group? How many crayons will
B 9 D 39
each friend receive? be left over?
12 photos
______ 5 crayons; 2 crayons
______
left over

3_MNLEAN398283_GRC05-11.indd 25 2/18/14 11:07 PM
3_MNLEAN398283_GRC05-11.indd 26 2/18/14 11:07 PM
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--C
CorrectionKey=B CorrectionKey=A CorrectionKey=A
Getting Ready for Grade 4 Name

Getting Ready Test
Lessons 1–11
Page 1
Name
Getting Ready Test
Lessons 1–11
Page 2
Test
Choose the correct answer. 6. Mr. Parker is Emma’s math teacher. 8. Jared divided 19 counters into
During class, he asked what 5 equal groups. Which statement
1. Nate is playing a math game at the 4. Marcy drew this model to help her number is represented by point R is true?
school fair. He will win a prize if find the product 3 × 18. on this number line.
he can pick the number where the A There were 4 counters in each
R group and exactly 3 counters
value of the underlined digit is
30 hundreds. Which number 0 500 1,000 left over.

1 TO 11
should Nate pick? B T
here were 4 counters in each
LESSONS A 2,385
Use Marcy’s model. Which sum is
equal to 3 × 18?
What number should Emma say is
at point R ?
group and exactly 2 counters
left over.
B 2,835 A 80 + 24 A 530
C There were 3 counters in each
C 3,825 B 80 + 3 B 580 group and exactly 4 counters
Summative Assessment
left over.
D 8,253 C 30 + 24 C 700
D There were 3 counters in each
D 30 + 8 D 800 group and exactly 2 counters
Use the Getting Ready Test to assess

left over.
2. There are 12 stickers in a pack.
students’ progress in Getting Ready for

Keisha bought 5 packs of stickers.
How many stickers did Keisha buy 5. Luis collected 524 cans for
in all? recycling. Peter collected
Grade 4 Lessons 1–11. A 7

542 cans. They wrote the following
to compare the numbers of cans 7. Arthur wants to find the unknown 9. Mai Lin wants to find the unknown
they collected. quotient in this division equation by product in this multiplication
B 17
524 542 using a related multiplication fact. equation.
Getting Ready Tests are provided in C 48
D 60
Compare the numbers. Which 72 ÷ 12 = ■ 7 × 12 = ■
symbol makes the sentence true?
multiple-choice and mixed-response A <
Which multiplication fact should
Arthur use?
Which of the following can Mai Lin
use to find the product?
format in the Getting Ready Lessons 3. A bakery makes 100 loaves of

B >
C =
A 12 × 6 = 72
B 8 × 9 = 72
A 7 × 10 and 7 × 20
B 7 × 1 and 7 × 20
bread in one day. How many loaves
and Resources. does the bakery make in 6 days?
D + C 3 × 4 = 12 C 7 × 10 and 7 × 2
A 6 D 2 × 6 = 12 D 7 × 1 and 7 × 2
B 60
C 600
D 6,000
GO ON GO ON
Getting Ready Test is Assessment Guide GRT1 Mixed Response Assessment Guide GRT2 Mixed Response
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company
available online.
3_MNLEAN398283_GRMR01-11.indd 1 2/18/14 11:16 PM 3_MNLEAN398283_GRMR01-11.indd 2 2/18/14 11:15 PM
CorrectionKey=A CorrectionKey=A CorrectionKey=A
Getting Ready Test Getting Ready Test

Name Lessons 1–11 Name Lessons 1–11
Page 3 Page 4
10. Ms. Miller wrote these numbers on 12. Len has a bag of 16 apples. He Write the correct answer.
the board in math class. wants to put the same number of
apples in each of 6 baskets. Which 14. Tran uses base-ten blocks to find 16. There are 66 students going on
8, 11, 88 the quotient 33 ÷ 3. a field trip. They will go in groups
statement is true?
She asked the class to write all the with 11 students in each group.
A Len can put 2 apples in each How many groups will there be?
related multiplication and division
basket with exactly 4 apples
equations for the set of numbers.
left over. 6
Which of the following is not a

related equation? B Len can put 2 apples in each
basket with exactly 2 apples Use Tran’s model. What number
A 88 ÷ 8 = 11
left over. goes in the ■ to make the
B 88 ÷ 11 = 8 statement true?
C Len can put 4 apples in each
C 11 × 8 = 88 basket with exactly 2 apples 33 ÷ 3 = ■
left over.
D 8 ÷ 2 = 4 11
D L
en can put 4 apples in each
basket with exactly 1 apple
left over.
15. Mr. Gomez needs to order 17. A baker sells cookies in bags. The
2,400 sheets of paper for art table shows the number of cookies
projects. The paper is sold in packs in one bag for different sizes of
11. Shawn’s family traveled 13. Ms. Pavlik wrote this expanded
of 100 sheets. How many packs of bags.
1,382 miles on their vacation. form of a number on the board.
paper should he order?
Sara’s family traveled 1,283 miles. Cookies in a Bag
6,000 + 30 + 5
Shawn and Sara want to write a 24 packs
number sentence to compare the Size of Bag Number in One Bag
If Dennis writes the correct
number of miles. Which sentence standard form of the number, he
Small 4
could they write? will get extra reading time. What
should Dennis write? Medium 8
A 1,382 < 1,283
A 635 Large 12
B 1,382 = 1,283
B 6,035 Pablo bought 12 medium bags of
C 1,283 < 1,382
cookies. How many cookies did he
C 6,305
D 1,283 > 1,382 buy in all?
D 6,350
96
GO ON GO ON
Assessment Guide GRT3 Mixed Response Assessment Guide GRT4 Mixed Response
Data-Driven Decision Making 2

1
Item Lesson Common Error Intervene With
May not understand the place value of the digits in a number to ten
1, 13, 24 2 R—GRR2
thousand
2, 9, 17 5 May be unable to apply appropriate strategies to multiply by 11 or 12 R—GRR5
3, 18 8 May not understand the pattern for multiplying by 10, 100, and 1,000 R—GRR8
May not understand how to break apart a 2-digit factor into tens
4, 22 9 R—GRR9
and ones
May work from right to left when comparing digits in the same
5, 11, 25 4 R—GRR4
place-value position
6, 19 3 May not understand the relative positions of numbers on a number line R—GRR3
Key: R—Getting Ready Lessons and Resources: Reteach
PG70 Planning Guide

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A CorrectionKey=B
Name
Getting Ready Test
Lessons 1–11 Name
Getting Ready Test
Lessons 1–11
Page 5 Page 6
18. What number goes in the ■ to 20. Ramón had 55 baseball cards 22. Pamela puts $15 into her savings 24. The number of people who came
make the statement true? to give away. He gave the same account every week. The model to the concert is 372 more than the
number of baseball cards to each shows the number of dollars she value of 5 thousands. How many
3 × ■ = 3,000 of 11 friends. How many baseball puts into the account in 6 weeks. people came to the concert?
1,000
cards did each friend get?
5,372
5
What is the total amount Pamela
19. Mr. Jenkins has apple trees on his 21. A company sells pencils in boxes of
puts into her savings account in
6 weeks? Portfolio Suggestions The portfolio
farm. The total number of apples he 100 and bags of 10. The company
picked this week is shown by point
T on this number line.
has an order for 1,750 pencils. How
can they fill the order using the
$90
represents the growth, talents, achievements,
T
fewest packages?
17 boxes of 100, 5 bags of 10
and reflections of the mathematics learner.
Students might spend a short time selecting
0 5,000 10,000
23. Alfredo has 56 photos. He wants 25. Donna has 3,148 pennies in her
What is the total number of apples to put 4 photos on each page of collection. Inez has 3,814 pennies
his album. How many pages will in her collection. Who has more
Mr. Jenkins picked this week?
3,000 apples
he need? pennies in their collection? work samples for their portfolios.
14 Inez
You may want to have students respond to

the following questions:
• What new understanding of math have

I developed in the past several weeks?
• What growth in understanding or skills can
I see in my work?
GO ON STOP
• What can I do to improve my
understanding of math ideas?
• What would I like to learn more about?
For information about how to organize,

share, and evaluate portfolios, see the
Chapter Resources.

1
May be unable to apply appropriate strategies to divide

7, 16 6 R—GRR6
by 11 or 12
May confuse the quotient with the remainder when interpreting
8, 12 10 R—GRR10
the result of a division
May not understand the inverse relationship between
10, 20 7 R—GRR7
multiplication and division
May not understand how to break apart a 2-digit dividend into
14, 23 11 R—GRR11
tens and ones
May not understand how to break apart a number to ten
15, 21 1 R—GRR1
thousand using combinations of hundreds and tens
Getting Ready for Grade 4 Test PG71

CorrectionKey=A This lesson builds on fractions of a whole
presented in Chapter 8 and prepares
students for relating fractions and
LESSON 12 decimals taught in Grade 4.
Name
Lesson 12
Model Tenths
LESSON AT A GLANCE
Model Tenths and Hundredths
Essential Question How can you model and write fractions in tenths
and hundredths?
and Hundredths Unlock
Unlock the
the Problem
Problem
You can use models to represent fractions in
• What do you need to find to
tenths and hundredths. write the fraction?
LESSON AT A GLANCE Example 1 how many parts

A are shaded
STEP 1 STEP 2
Lesson Objective This model has 10 equal Write the fraction.
Model and write fractions in tenths and hundredths. parts. Each part is one Think: Three tenths are shaded.
tenth.Shade three parts 3
__
Vocabulary out of ten equal parts. 10
_
tenths, hundredths
B
Materials STEP 1 STEP 2
MathBoard This model has 100 equal Write the fraction.
parts. Each part is one Think: Eight hundredths are shaded.
hundredth.Shade eight 8
___
of one hundred equal parts. 100
_
1 TEACH and TALK • Mega Math

Try This!
Shade the model to show nine of the ten Shade the model to show sixty-five of the
▶
equal parts. hundred equal parts.
Unlock the Problem Math Mathematical Practices
Talk
Math Processes and Practices Which number
in a fraction represents
Help students understand how to read and
the number of parts

write fractions in tenths and hundredths. being counted, and which
represents the number of
Discuss the new vocabulary. equal parts in the whole?
• What is one tenth? one part out of 10 equal parts nine tenths
Read: ____ sixty-five hundredths
Read: ____
• How could you model seven tenths? Possible 9
__ 65
___
10
Write: _ 100
Write: _
answer: shade seven parts out of 10 equal parts.
7 Math Talk: the numerator tells how many equal parts are
• What fraction would your model show? ___  10   
being counted, and the denominator tells how many equal
• What is one hundredth? one part out of 100 parts there are. Getting Ready for Grade 4 GR27
equal parts
• 21 of the 100 equal parts of a model are
shaded. What fraction does the model 3_MNLEAN398283_GRL12.indd 27
2/18/14 11:12 PM
21
show? ____
 100
CorrectionKey=A
   
Lesson 12
Name
Try This! Model Tenths and Hundredths

Write the fraction that names the shaded part.
Model Tenths and Hundredths
You can use a number line to show tenths and hundredths.
Be sure students understand that any 9 of 1. 2. 3. 4.

The number line is divided into 10 equal parts, or tenths.
Shade 1 part out of 10 equal parts to show 1 tenth.
the 10 equal parts of the first model could
be shaded to show  __
9 0 1
10  , not just the first nine

1
10
2
__ 6
__ 18
___ 7
___ Show five tenths. Write the fraction. 5 equal parts shaded
Think: ______________________

columns. Similarly, any 65 of the 100 equal

10 equal parts in the whole
10 10 100 100
0 5 1
parts of the second model could be shaded 5. 6. 7. 8.
10
The number line is divided into 100 equal parts, or hundredths.
to show  ___
65 .
100   
Shade 1 part out of 100 equal parts to show 1 hundredth.

0 1 1
100
1
__ 34
___ 8
__ 91
___ 25 equal parts shaded
Show 25 hundredths. Write the fraction. Think: _______________________

understanding of lesson concepts.

100 equal parts in the whole
10 100 10 100
0 25 1
100
Problem
Problem Solving
Solving Write the fraction that names the shaded part.
8
__
9. Pedro spins the pointer of a spinner 10. Anya asks 100 students if they walk to
1. 10 Think: How many equal parts
10 times. The pointer lands on the school. Of the students, ___

83 say they
100 are shaded?
color blue 7 times. Write a fraction to walk to school. How many students
represent the part of Pedro’s spins that walk to school? 0 1
were blue.
31
___
7
__ 2. 100
10 83 students
0 1


PG72 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show
2 PRACTICE
MATH
BOARD
1. 2. 3.
Think: How many ▶ Share and Show • Guided Practice

equal parts are To bring out the relationship between
shaded? the model and the fraction in Exercise 1,
4
__ 16
___ 31
___ encourage students to count the number
10
__ __ 100 100
__ of shaded parts (4) and write that as the
Shade to model the fraction. Then write the fraction in numbers. numerator of the fraction. Then they can
4. three tenths 5. twenty-three hundredths count the total number of equal parts (10)
and write that as the denominator.
3
__ 23
___ ▶ On Your Own • Independent Practice
10
__ 100
__ For Exercises 8–9, you may wish to point out
that since each column has 10 squares,
On
On Your
Your Own
Own students can count squares by tens till they
Write the fraction that names the shaded part. reach a column that is not completely shaded.
6. 7. 8. 9. So, for Exercise 9, they can count “10, 20,
30, 40,” and then add the 2 squares in the
next column for a total of 42 hundredths.
7
__ 5
__ 33
___ 42
___ ▶ Problem Solving Math Processes and Practices
10 10 100 100 UNLOCK THE PROBLEM In Exercise 11, students
must reverse the process they used earlier in the
Problem
Problem Solving
Solving lesson. Here, they are given the fraction and are
10. Each player shot a basketball 10 times. 11. Nina asked 100 students if
asked to relate it to the problem situation. Help
Eric made 4 baskets. Write a fraction they have a pet. Of the students, them to see that the numerator, 19, must be
to represent the part of Eric’s shots ___
19 have a cat. How many students
100
the number of students with cats.
that were baskets. have a cat?
4
3 SUMMARIZE
__
10 19 students
GR28

Essential Question
How can you model and write fractions in
tenths and hundredths? Possible answer: to model
fractions in tenths, use a model with 10 equal parts
and shade the number of parts being counted. To write
the fraction, the number of shaded parts is the numerator
and the number of equal parts, 10, is the denominator.
To model fractions in hundredths, use a model with
100 equal parts and shade the number of parts being
counted. To write the fraction, the number of shaded
parts is the numerator and number of equal parts, 100,
is the denominator.

Explain how you could model eight tenths.

CorrectionKey=A This lesson builds on fractions of
a whole presented in Chapter 8 and
prepares students for fractions greater
LESSON 13 than 1 taught in Grade 4.
Name
Lesson 13
Fractions Greater Fractions Greater Than One

Essential Question When might you use a fraction greater than 1 or a
mixed number?
Than One Unlock

Unlock the
the Problem
Problem
Troy uses __14 of a box of clay to make one • How much clay does Troy use
model of a car. How many boxes of clay does
LESSON AT A GLANCE he use to make 5 model cars?
to make each model car?
1 of a box
_
4
• How many model cars does
LESSON Troy make?
Model, read, and write fractions greater than one.
5 model cars
Essential Question Make a model.
When might you use a fraction greater than 1 or a mixed • Draw squares divided into fourths to show the 4=1
Think: __
number? 1 for the amount of clay
boxes of clay. Shade __
4
4
Troy uses for each of the 5 model cars. One whole and
Vocabulary • Count the number of shaded parts. There are one fourth are
mixed number 5
_ shaded parts.
shaded.
1
Write: 1__
Materials • Write the fraction.
4
MathBoard
5
____
shaded parts
4 parts in the whole

The number __54 is a fraction greater than 1. A
fraction greater than 1 can be written as a
1 as one
Read 1__
mixed number. A mixed number has a whole 4
and one fourth.
number and a fraction.
So, Troy uses __54 or 1__14 boxes of clay to make 5 model cars.

Math Models Possible answer: because _
4
4
is equal to 1,
and 1 more fourth is 1_1
Math
▶ Unlock the Problem 4 Mathematical Practices
Talk
5 1
Why are __
4
and 1__
4
Math Processes and Practices equal?
Have students read the problem. Be sure they

understand that they need to find the total of Getting Ready for Grade 4 GR29
 14 boxes of clay.
five __
• Using the model, how can you tell that the 3_MNLEAN398283_GRL13.indd 29 2/18/14 11:12 PM
fraction  5_4 is greater than 1? Possible answer: GR: Practice, p. GRP13 GR: Reteach, p. GRR13
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A
CorrectionKey=A
there is more than 1 whole shaded, so  _54 must be greater Lesson 13
Name
than 1. Fractions Greater Than One Fractions Greater Than One
• Without looking at the model, how can you Each shape is 1 whole. Write a mixed
number for the parts that are shaded.
A fraction greater than 1 has a numerator that is greater than its
denominator. A mixed number has a whole-number and a fraction.
tell that the fraction  _54 is greater than 1? 1. 2.

Use the number line to write the fraction greater than 1
as a mixed number. _ 35
?
2 0 1 2 3 4
Possible answer: 5 fourths must be greater than 1 since 1.
Step 1 Start at 0 and make 3 jumps of _
2
2 2 2 2 2
1
2_ 3
1_ 0 1 2
the number of parts being counted is greater than the __2 __4
Step 2 Find the last whole number you jumped past. 1
number of parts in 1 whole, or 4 fourths. 3. 4. Then find how much of the distance to the
next whole number you jumped. _ 1
2
So, three jumps of 1 1.
_ on the number line is 1 whole and _
2 2
• How are fractions greater than 1 related to 12
_ 21
_
3
You can say the jumps end at or 1_
_
2
1 on the number line.
2
3 6 So, 3
_ 5 1_1.
unit fractions? Possible answer: each equal part

__ __
2 2
5. 6.
being counted in a fraction greater than 1 can be named
Use the number line for 1–4. Write a mixed number for each
fraction greater than 1.
by a unit fraction.
0 1 2 3 4 5 6 7 8 9 10 11 12
4 4 4 4 4 4 4 4 4 4 4 4 4
16
_ 25
_
8
__ 6
__
0 1 2 3
6
1. __ 12
_ 11
2. ___
3
2_ 10
3. ___ 22
_ 7
4. __
3
1_
4 4 4 4 4 4 4 4
MXEFL11AWK3X_RW_C7_L5_ART_02
Problem
Problem Solving
Solving
Each shape is 1 whole. Write a mixed number

7. Rachel and her friends eat _54 pizzas. 8. Ms. Fuller has _83 pies left over from her for the parts that are shaded.
How can you write the amount of party. How can you write the number
5. 6.
pizza they ate as a mixed number? of pies she has left over as a mixed
number? 6
1_ 2
2_
1 pizzas
1_ 2 pies
2_ 8 4
4 3

PG74 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Discuss the new vocabulary term mixed
1. Each fraction circle is 1 whole. Write a mixed number.
number for the parts that are shaded. • Why do you think 1 _14 is called a mixed
5 parts shaded.
There are _
number? Possible answer: it is a whole number
and a fraction.
3 equal parts in the whole.
There are _ • How are mixed numbers related to unit
5 shaded parts
Fraction: ____
fractions? Possible answer: if you divide each
3 parts in a whole whole-number part into the same number of equal parts
as in the fractional part of the mixed number, each equal
1 whole shaded and _
There is _ 2 thirds shaded. part can be named by a unit fraction.
2
1_ Use Math Talk to focus on students’
The mixed number is _3. understanding of fractions greater than
Each shape is 1 whole. Write a mixed number for 1 and mixed numbers.
the parts that are shaded.
2 PRACTICE
2. 3.
MATH
1
1_ 2
2
2_ BOARD
6
On
On Your
Your Own
Own In Exercise 1, be sure students understand
Each shape is 1 whole. Write a mixed number for that the denominator of the fraction is 3, the
the parts that are shaded. number of parts in 1 whole, not 6, the number
4. 5. of parts in both wholes.
4
1_ 7
2_
6 8
For Exercises 4 and 5, remind students that a
Problem
Problem Solving
Solving mixed number has a whole-number part and
6 games of soccer this

6. Luis played __ 7 packages of juice drinks.
7. Marci used __ a fraction part, and that the whole-number
4 3
season. How can you write the How can you write the number of part can be more than 1. In Exercise 5, for
number of games Luis played as packages of juice drinks Marci used as example, 2 wholes are shaded, so the whole-
a mixed number? a mixed number?
number part of the mixed number is 2.
2 games
1__ 1 packages
2__
4 3
UNLOCK THE PROBLEM In Exercises 6 and 7,
GR30 guide students to separate the fraction into
lesser fractions, one of which is equal to a
whole number with the same denominator
as the fraction. So, in Exercise 6,  _64 can be
separated into  _44 , a whole number, and  _24 .
Therefore, the mixed number is 1 _24 .
3 SUMMARIZE
Essential Question
When might you use fractions greater than 1
or a mixed number? Possible answer: when the total
number of parts is greater than the number of parts into
which the whole is divided

Give an example of a fraction greater than 1,
and show how it can be written as a mixed
number.
CorrectionKey=A This lesson builds on modeling
equivalent fractions taught in Chapter 9
and prepares students for generating
LESSON 14 equivalent fractions in Grade 4.
Name
Lesson 14
Equivalent Equivalent Fractions

Essential Question How can you use models to find equivalent
fractions?
Fractions Unlock
Unlock the
the Problem
Problem
Bart brought an apple pie to the picnic. He cut the pie into 6
LESSON AT A GLANCE equal pieces and 3 pieces were eaten.
LESSON AT A GLANCE
Lesson Objective
Model equivalent fractions using area models.
Essential Question
How can you use models to find equivalent fractions?
• What fraction names the amount of the pie that
Vocabulary _
3
twelfths 6
was eaten? _
Materials • What fraction names the amount of the pie that

MathBoard _
3
6
was left over? _
Bart divided each of the leftover pieces into 2 equal pieces.

Animated Math Models Draw a dashed line on each piece to show how Bart divided it.
After you divide each sixth-size piece into 2 equal pieces,

there will be 12 pieces in the whole pie. The pieces are called
twelfths.
• What fraction names the total number of pieces Math Mathematical Practices
__
6 Talk

Math Models
12
Bart has left? _ How do the size of the
parts compare in the
equivalent fractions? How
3 6
____ and ____ are equivalent since they both name the do the number of parts
▶ 6 12 compare?
Unlock the Problem same amount of the pie.
Possible answer: A part for _

1
is larger than a part for __
1
.
Have students read the problem. 6 12
There are more parts for the twelfths than for the sixths.
• What does the shaded part of the pie
represent? Possible answer: the amount of pie that
was eaten
• What fraction names the amount of pie that 3_MNLEAN398283_GRL14.indd 31 2/18/14 11:13 PM
was eaten?  _36 

CorrectionKey=A
• If you divide a pie into 6 equal pieces and

Lesson 14
Name
you then divide each sixth-size piece into Equivalent Fractions Equivalent Fractions
Use models to find the equivalent fraction.
2 equal pieces, how many equal pieces will 1. 1
5
2
_ = __
10
2. 2
_=_
8
1
4
Youcanusemodelstofindequivalentfractions.
1
_ 5 __

there be in all? Explain. 12 pieces; Possible 2 8
Step1 Foldasheetofpaper.Makeequalpartstoshowthe
1.Shadeandlabelthefraction.
givenfraction_ 1
explanation: I can multiply the original number of pieces 2 2
1
_ Numberofshadedparts
_____________________________

2 Numberofequalpartsinthewhole
by 2. 2 × 6 = 12 Step 2 Foldthepaperagaintwotimestomakethe 1
3. _ 2
1 = __ 2=_
4. _ 1 newnumberofequalparts,eighths.
8
1
Draw attention to the word twelfth, and

8
6 12 4 2 1
8
Writethenewfractionfortheshadedpart. 1
8
explain that it names 1 out of 12 equal parts. 4

_ 4 shadedparts
Think: _____________________

8equalpartsinthewhole
8
5. 1 4 6. 3 6
 3 = ___
 6   ?
_ = __ _ = __
• How does the model show that __

3 12 6 12 4.
15_
So,_
2 8
6 12 Use models to find the equivalent fraction.

Possible answer: when you shade 3 out of 6 equal 5 4 2 2
7. 1
_ = __ 8. 2
_=_ 1. __
15__ 15__
2. __
parts and 6 out of 12 equal parts, you shade the same 8 6
2 10 3 6 4 3
amount of 1 whole.
3. __ 3

15__
6

35___
4. __
2 6 5 10
Problem
Problem Solving
Solving
9. Jamie uses _13 of a package of juice 10. Luis colors _14 of a spinner using a
boxes. There were 6 juice boxes in red crayon. Write the fraction of the
the package to start with. Write the spinner Luis colored red in twelfths. 5. __ 2

45__ 6. __ 6
35__
6 3 4 8
fraction of the package Jamie used
in sixths.
2
_ 3
__
6 12

PG76 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show • Compare the fractions __ 3 and ___
 6  .  What do
6 12
you notice about the numerators and the
Use models to find the equivalent fraction. denominators? Possible answer: both values double.
1. 1
__ = ____ 2 Check to be sure students understand that
2 4 equivalent fractions represent the same
This model shows a whole divided into 2 equal parts. amount of the whole, and only the size and
Shade the model to show the fraction __1.
2 number of the equal parts that make up that
amount changes.
This model shows a whole divided into 4 equal parts. Use Math Talk to help students reason that the
Shade the model to show a fraction equivalent to __1. more pieces a whole is divided into, the
2
smaller the pieces are, and the fewer pieces a
1 2 whole is divided into, the larger the pieces are.
So,____ = ____.
2 4
2 PRACTICE
MATH
On
On Your
Your Own
Own BOARD
1 = ____
2. __
2
3
6
3. ___
12
3
9 = ____
4
In Exercise 1, remind students that the same
amount of the whole should be shaded in
each model. The number of parts shaded in
the second model is the numerator in the
equivalent fraction.

For each of Exercises 2 and 3, check to see that
Problem
Problem Solving
Solving
students shade the models correctly.
4. A loaf of bread has 12 slices. Micky 5. Sandra used 1_4 of a meter of string
ate _1 of the loaf. Write the fraction of
4
the loaf Micky ate in twelfths.
to make a bracelet. Write the fraction
of a meter of string Sandra used ▶ Problem Solving Math Processes and Practices
3
__ in eighths.
_2 UNLOCK THE PROBLEM Encourage students to
8 draw and shade models like those given in
12
Exercises 1–3 before they begin solving
GR32 Exercises 4 and 5.
3 SUMMARIZE
Essential Question
How can you use models to find equivalent
fractions? Possible answers: you can draw and shade a
model to show the given fraction, then draw lines to divide
each part into more equal parts; you can draw and shade
a model to show the given fraction, then draw a second
model the same size as the first with the same amount
shaded but fewer equal parts.

 35 =  ___
Use models to solve __ ■  .  Explain.
10

CorrectionKey=A This lesson builds on modeling
equivalent fractions taught in Chapter
9 and prepares students for generating
LESSON 15 equivalent fractions in Grade 4.
Name
Lesson 15
Equivalent Equivalent Fractions on a Multiplication Table

Essential Question How can you generate equivalent fractions using a multiplication table?
Fractions on a connect You can use a model to show the

equivalent fractions 1_2 , 2_4 , and 3_6 .
Think: The same amount is shaded in
the models; the second model and third
model have more parts shaded.
Multiplication 1 2 3
25456
Math Talk: Possible answer: for the new
numerator and denominator, you can just use
Table
LESSON AT A GLANCE
Unlock
Unlock the
the Problem
Problem
You can use a multiplication table for
the products in the same column because
they are increasing by the same factor.
• In a multiplication table, how
other equivalent fractions for 1_2 . are a product and the product
LESSON AT A GLANCE Activity What are some equivalent
below it related?
In the row below, the
fractions for 1_2 ? product is the product of
the next counting number.
Lesson Objective Materials ■ multiplication table For example: 2 × 4 = 8 and
Use a multiplication table to generate equivalent • Shade the row for the numerator of the fraction 1_2 . 3 × 4 = 12.
The numerator is 1.
fractions. 1 2 3 4 5 6 7 8 9 10
• Shade the row for the denominator of the fraction 1_2 .
Essential Question The denominator is 2. 1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
How can you generate equivalent fractions using a • Look across the rows for numerator 1 and
3 3 6 9 12 15 18 21 24 27 30
multiplication table? denominator 2.
Write the products with the numerator 1 as a factor. Then write the products
Materials with the denominator 2 as a factor. The first three are done for you.
MathBoard, Multiplication Table (see eTeacher Math
Resources) numerator 1=2
__ __ = 3 4 = ___
__= ___ 6 Talk
denominator 2 4 6 8
12 Why is the arrangement of
factors and products in a
multiplication table helpful
• What do you notice about the products from the column in finding equivalent
for 1 to the column for 2? fractions?
2
1 TEACH and TALK •

The numerator and denominator both increase by a factor of _.
What do you notice about the products from the column
for 1 to the column for 3?
The numerator and denominator both increase by a factor of _. 3 To find an
equivalent fraction,
▶ Unlock the Problem • What do you notice about the products from the column
for 1 to the column for 4?
you can multiply
both the numerator
and denominator by
The numerator and denominator both increase by a factor of _. 4 the same number.
Explain to students that they can use So, 2_4 , 3_6 , 4_8 , and __ _.
6 are some equivalent fractions for 1
12 2
patterns in a multiplication table to generate
equivalent fractions. Getting Ready for Grade 4 GR33
Help students connect the models of

equivalent fractions to the equivalent fractions 3_MNLEAN398283_GRL15.indd 33 2/18/14 11:13 PM
found in the multiplication table. DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
CorrectionKey=A
• How does the number of shaded parts in  1_2  Lesson 15 Name

Lesson 15
Reteach
and  36_ change? Possible answer: there are 3 times the

Name
Equivalent Fractions on a Equivalent Fractions on a
Multiplication Table Multiplication Table
number of shaded parts in  _36 . Use a multiplication table to find three Possible answers are
You can use a multiplication table to find equivalent fractions.
equivalent fractions.
given.
• How does the number of equal parts in the 1. 1
2
_ 2. 1
_
5
2?
What is an equivalent fraction for _
5
2 , __
__ 3 , __
4
whole change from the model for halves to _ _, 4
2, 3 _ Step 1 Shade the row for the numerator. 1 2 3 4 5 6 7 8 9 10
4 6 8 10 15 20 2
_ numerator
1 1 2 3 4 5 6 7 8 9 10
5 denominator
sixths? Possible answer: there are 3 times the number 1

3. __
10
4. 2
_
3 The numerator is 2.
2
3
2
3
4
6
6 8 10 12 14 16 18 20
9 12 15 18 21 24 27 30
2 , __
__ 3 , __
4 4, 6
_ 8
_, __
of equal parts. 20 30 40 6 9 12
Choose one of the products in the row.
4
__ Write the product as the numerator.
■
• How are the models for the equivalent

2
5. _ 2
6. _ Step 2 Shade the row for the denominator. 1 2 3 4 5 6 7 8 9 10
8 5
4 , __
__ 6 , __
8 4 , __
__ 6 , __
8 The denominator is 5. 1 1 2 3 4 5 6 7 8 9 10
fractions related to the pattern of 16 24 32 10 15 20 Find the product that is in the same column
as the product of the numerator, 4.
2
3
2
3
4
6
6
9
8 10 12 14 16 18 20
12 15 18 21 24 27 30
equivalent fractions found in the table?

3 4 4 8 12 16 20 24 28 32 36 40
7. __ 8. 5
_
4
__
10 6 Write the product as the denominator. 5 5 10 15 20 25 30 35 40 45 50
10
6 , __
__ 9 , __
12 10, __
__ 15, 20
__
Possible answer: the number of parts change by the 20 30 40 12 18 24 So, 2 4.
_ 5 __
5 10
same factor. Use a multiplication table to find three Possible answers

Possible answers equivalent fractions. are given.
Problem
Problem Solving
Solving
are given. _ 3, __
2, _ 4 __ 3 , __
2 , __ 4
1. 1
__
6 9 12 2. 1
__
12 18 24
9. Nicki eats _14 of a cereal bar. What 10. In a crate of apples, _35 of the apples 3 6
are three equivalent fractions that are green apples. What are three
name the part of the cereal bar that equivalent fractions that name the 10, __
__ 15, __
20 __ 9 , __
6 , __ 12
Nicki eats? part of the apples in the crate that 5
3. __ 16 24 32 3
4. __ 10 15 20
8 5
are green?
2 3 , __
_, __ 4 6 , __
__ 9 , __
12 __ 12, __
8 , __ 16 6, __
_ 9 , __
12
8 12 16 10 15 20 4
5. ___ 20 30 40 3
6. __ 8 12 16
10 4


PG78 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Use Math Talk to focus on students’
Use a multiplication table to find equivalent fractions.
understanding of the method for generating
equivalent fractions using a multiplication
1. Write 3 equivalent fractions for _13 . 1 2 3 4 5 6 7 8 9 10
table.
• Shade the row for the numerator of the 1 1 2 3 4 5 6 7 8 9 10
Draw students’ attention to the Math Idea.
1
fraction 1_3 . The numerator is _. 2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30 • How can you use multiplication to find
• Shade the row for the denominator of the
equivalent fractions for  1_4 ? Give an example.
3
fraction 1_3 . The denominator is _.
Multiply the numerator and the denominator by the
• Look across the rows for numerator 1 and denominator 3. same factor. Possible examples:  _28 ,  __
3 __ 4
12  ,  16  .
Write the products with the numerator 1 as a factor. Then write the
products with the denominator 3 as a factor.
2 PRACTICE
MATH
numerator 1 2 3 ___
__ = ___ = ___ 4. BOARD
=
6
denominator 3 9 12
2
So, __1 = ____ = ____ = ____
3 4 Possible answers: ▶ Share and Show • Guided Practice
3
6 9 12 For Exercise 1, help students to see that they
List 3 equivalent fractions. can find a fraction equivalent to  _13 in every
1 Possible answers:
2. __ 3. 1
__ Possible answers:
__
2 __ 4 __ 5 _ , __
2 3 __4 column from the column for 2 to the column
12 , 24 , 8 12 , 16
6 4
30 for 10. Be sure they understand that they can
find the numerator for a fraction equivalent
On
On Your
Your Own
Own to  _13 in the row for 1 and the denominator in
Use a multiplication table to find three equivalent fractions. the row for 3.
2 Possible answers:
4. __ 3 Possible answers:
5. ___
5 __
4 __ 6 __ 8
10 , 15 , 20
10 __
6 __
9 __
12
20 , 30 , 40 ▶ On Your Own • Independent Practice
For Exercise 4, ask students to name the rows
where they will find the numerators and
Problem
Problem Solving
Solving
denominators of fractions equivalent to  _25 .
6. On Jan’s soccer team, _15 of the players 7. Chen used _34 of a carton of milk. What
the row for 2 for the numerator and the row for 5 for the
are on the field. What are three are three equivalent fractions that
equivalent fractions that name the name the part of the carton of milk denominator on the multiplication table
part of the team on the field? that Chen used? Help students read the fractions with
Possible answers: Possible answers: unfamiliar denominators.
__
2 __ 3 __4 _ , __
6 __
9 12
10 , 15 , 20 8 12 , 16
GR34
UNLOCK THE PROBLEM Students must find
fractions equivalent to  _15 in Exercise 6 and  _34 in
Exercise 7.
CorrectionKey=A
3 SUMMARIZE
10. Each player hit a baseball 10 times. Linda batted
Checkpoint 8 balls to the outfield. Write a fraction to show what
part of 10 hits Linda batted to the outfield.
Concepts
Concepts and
and Skills
Skills 18
A ___
18
1. 2.
10
B ___
8 Math Processes and Practices
C ___9
10
8
Essential Question
D ___
10
__
6 ___
35
______ 10 ______ 100 11. Vilma used 8_3 packages of graham crackers to make
How can you generate equivalent fractions

Each shape is 1 whole. Write a mixed number for the piecrusts. How can you write the packages of crackers
parts that are shaded. Vilma used as a mixed number?
1
A 2__ 2
C 2__
using a multiplication table? Possible answer:

3.
8 3
1
B 2__ 1
D 3__
3 3
10
______
2 __
4
12. __ of a meter of ribbon to decorate a picture
Sam used 10
find numerators of equivalent fractions in one row of a
12
frame. What fraction of a meter of ribbon, in sixths, did
Sam use? multiplication table, and find denominators in another row.
3 10
So, the numerators of fractions equivalent to  5_6 will be
2
4. 1
__ = ____ 5. _5_ = ____ A ___
4 12 6 12 12
5
B __
Use a multiplication table to find three equivalent fractions.
6. 3
__ Possible answers: 4
7. ___
Possible answers:
6
6
C ___
found in the row for 5 and denominators will be found in
4 _ , __
6 __
9 12 10 __
8 __12 __16 12
8 12 , 16
______ 20 , 30 , 40
______ 12
D ___ the row for 6.
10
Problem
Problem Solving
Solving
13. Leona used 3_8 of a bottle of juice. Which is an equivalent
Math Journal Math

8. Three friends shared 4 pies equally. 9. Bill bought a large submarine fraction that names the part of the bottle of juice that
Each person got 4_ pies. How can you
3
write how much pie each person got
sandwich and cut it into 8 equal
pieces. He ate 1_4 of the sandwich.
Leona used?
6
A ___ 3
C __
WRITE
as a mixed number? How can you write how much of 16 4
3 1 1_ pies
the sandwich Bill ate as eighths?
8
_
2 of the sandwich
5
B __
8
8
D __
3 Explain how you can use a multiplication table
to find fractions equivalent to  _45 .
______ ______

CorrectionKey=A This lesson builds on describing,
identifying, and classifying plane shapes
presented in Chapter 12 and prepares
LESSON 16 students for finding and drawing lines of
in Grade 4. 16
symmetry taught Lesson
Name
Same Size, Same Size, Same Shape

Essential Question How can you identify shapes that have the same size
and are shaped the same?
Same Shape Unlock

Unlock the
the Problem
Problem
You can tell if two shapes have the same size • What parts of the shapes do
and are shaped the same by comparing the you need to compare?
LESSON AT A GLANCE matching parts of the shapes.
matching side lengths
Activity Compare size and shape.
and angles
Lesson Objective Materials ■ grid paper ■ scissors ■ ruler
Identify shapes that have the same size and same shape. STEP 1 Trace Shape A on grid paper. Cut out Shape A.
Math Talk: Possible
explanation: both
Essential Question shapes are rectangles
How can you identify shapes that have the same size and but Shape C is longer
are shaped the same? A B C and narrower than
Shape A, so matching
Materials side lengths are not the
MathBoard, grid paper, scissors, ruler
same size.
STEP 2 Move Shape A in any way to compare STEP 3 Move Shape A in any way to compare
it to Shape B. it to Shape C.
• Do the shapes match exactly? __ Yes • Do the shapes match exactly? __ No
Shape A and Shape B __ the same have Shape A and Shape C __ shaped the are not
are
size and __ shaped the same.
same.
Try This!
1 TEACH and TALK Since all the angles in Shapes A and B are the same,
Math
you can compare shapes by their matching sides. Mathematical Practices

Talk
4
The length of the shorter side of Shape A is __ units.
▶
Explain how the size
Unlock the Problem 4
The length of the shorter side of Shape B is __ units.
and shape of Shape A
compares to the size
and shape of Shape C.
Math Processes and Practices 6
The length of the longer side of Shape A is __ units.
Have students read the Activity. 6
The length of the longer side of Shape B is __ units.
• What are you asked to compare in the same size and are
So, Shape A and Shape B have the __
Activity? the size and shape of the plane shapes
same
shaped the __.
• How can you tell if two shapes have the Getting Ready for Grade 4 GR37
same size? Possible answer: I can trace and cut out
one of the shapes and place it on top of the other to see
if the shapes match exactly. DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
CorrectionKey=A
Have students complete the Activity. Lesson 16

• Why are Shape A, Shape B, and Shape C the

Name
Same Size, Same Shape Same Size, Same Shape
same shape? They are all rectangles. Look at the first shape. Tell if it appears to have the same size
and shape as the second shape. Write yes or no. Some shapes have the same size and the same shape.
One way to find if shapes have the same size and
• Two shapes on a page have the same size 1. 2.
shape is by comparing them on grid paper.
Look at these shapes.
and are shaped the same. Does that mean Step 1 Do they have the same shape? yes
that they must be facing in the same

Step 2 Compare the sides.
Side a is the same length as side e.
Side b is the same length as side f. g
direction on the page? no; Possible answer: I can no yes Side c is the same length as side g. b
Side d is the same length as side h. f h
Are they the same size? yes a c
change the direction of Shape A on the page without 3. 4. d e

So, these two shapes have the same size and
same shape.
changing its size or shape. Look at the first shape. Tell if it appears to have the same
size and shape as the second shape. Write yes or no.
1. 2.
no yes
Problem
Problem Solving
Solving
no yes
5. Juanita draws the rectangles shown.
Do the rectangles have the same

3. 4.
size and are they shaped the same?
Explain. No; possible
explanation: the
matching side lengths
are not the same size.
yes no

PG80 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Try This!
1. Which shape appears to have the same size Help students to see that when the angles in
and the same shape as Shape A? the shapes are the same, they can compare
Think: If I trace Shape A and move it, shapes by comparing the lengths of matching
A C sides.
B which shape might it match exactly?
Shape B Use Math Talk to focus on students’
understanding of how to compare the parts of
On the shapes and identify the shapes.
On Your
Your Own
Own
Look at the first shape. Tell if it appears to have the same
size and shape as the second shape. Write yes or no.
2. 3. 2 PRACTICE MATH
BOARD

For Exercise 1, students can find the side
lengths of the shapes in order to see that
no yes Shape B will match Shape A exactly (both have
side lengths measuring 4 units by 7 units) but
4. 5. not Shape C (it has side lengths measuring
4 units by 4 units).

Use Exercise 5 to check students’
no yes understanding that shapes can have the same
size and shape without being oriented the
same way on the page.

Problem
Problem Solving
Solving
6. Kyra says that these shapes have the same size
and same shape. Is she correct? Explain.
UNLOCK THE PROBLEM Use Exercise 6 to check
No; possible explanation: both shapes
students’ understanding that plane shapes
are squares but they do not have the with the same shape do not necessarily have
same size. The matching sides are the same size. Both shapes are squares, but the
square on the left is smaller than the square on
GR38 different lengths.
the right.
3 SUMMARIZE
Essential Question
How can you identify shapes that have the
same size and are shaped the same? Possible
answers: I can trace one shape and place it over the other
shape to see if they match exactly; I can compare the
shapes and the matching angles and side lengths to see if
they have the same size.

Draw two shapes that have the same size and
are shaped the same but facing in different
directions on the page. Explain how you know
the plane shapes have the same size and are
shaped the same.

CorrectionKey=A This lesson builds on measuring and
estimating length presented in Grade 2
and prepares students for converting
LESSON 17 units of length taught in Grade 4.
ALGEBRA
Name
Lesson 17
Algebra • Change Change Customary Units of Length
Essential Question How can you change feet to inches?
Customary Units Unlock

Unlock the
the Problem
Problem
of Length You can use different units to name the same

length.
how many inches

Erin has a shelf that is 2 feet long. How many
LESSON are in 2 feet
LESSON AT
AT A
A GLANCE
GLANCE inches long is Erin’s shelf?
One Way Draw a picture.
Lesson Objective 2 feet
Change customary units of length from larger units to
smaller units. 1 foot 1 foot
1 foot = 12
Essential Question inches
How can you change feet to inches?

Draw one box to show each foot. Below each foot, draw 12
Materials small boxes to show the number of inches in 1 foot. Count
MathBoard the total number of small boxes.
24 inches.
There are 24 small boxes in all. 2 feet = _
iTools: Measurement 24 inches long.
So, Erin’s shelf is _
HMH Mega Math
Another Way Use a number line.
Erin has a table that is 3 feet long. How many inches long
is her table? Draw a number line and label it in feet.
12 in. 1 12 in. 1 12 in.
1 TEACH and TALK • iTools

0 ft 1 ft 2 ft 3 ft 4 ft
▶ Unlock the Problem Draw a 12-inch jump for each foot. Add the lengths
of the jumps to find the total number of inches.
Talk
Why do you count by 12s
when you rename feet
Math Processes and Practices 3 feet = _ 36 inches. There are 12 inches in as inches?
Review the important terms in this lesson. 36 inches long. 1 foot, and I am changing from
So, Erin’s table is _
• What is length? the measurement of the distance feet to inches.
between two points
• What are some customary units you can use
to measure length? Possible answers: inches, feet 3_MNLEAN398283_GRL17.indd 39 2/18/14 11:14 PM
• What is the relationship between inches

CorrectionKey=A
CorrectionKey=A
and feet? There are 12 inches in 1 foot. Name

ALGEBRA Name
Lesson 17
Reteach
Lesson 17
Change Customary Units of Length Algebra • Change Customary
▶
Units of Length
One Way Check students’ work.

Draw a picture.
1. Rename 3 feet using inches.
There are 12 inches in 1 foot. You can use this relationship
and make a table to change feet to inches.
• What do the small boxes represent? Each For each additional 1 foot, add 12 to get the number of inches.
small box represents 1 inch. Why are 12 small 36 inches Feet 1 2 3 4 5 6 7 8 9 10

3 feet = _
Inches 12 24 36 48 60 72 84 96 108 120
boxes drawn under each foot? Possible answer: 2. Rename 5 feet using inches. Tim has a dog leash that is 5 feet long.
How many inches long is the leash?
to show that there are 12 inches in each foot Use the table. Find the column for 5 feet.
Read the number of inches below it.
60 inches
5 feet = _ 5 feet 5 60 inches
▶
So, the leash is 60 inches long.
Another Way
3. Draw a number line. Rename 8 feet using inches.
Use the table to rename the number of feet as inches.
• What does each jump on the number line

1. Rename 2 feet using inches. 2. Rename 6 feet using inches.
96 inches
8 feet = _
2 feet = 24 inches 6 feet = 72 inches
Check students’
represent? Possible answer: a distance of 12 inches or 4. Use the number line. Rename 9 feet using inches.
work. 3. Rename 3 feet using inches. 4. Rename 4 feet using inches.

1 foot 3 feet = 36 inches 4 feet = 48 inches
108 inches
9 feet = _
5. Rename 7 feet using inches. 6. Rename 8 feet using inches.

Problem
Problem Solving
Solving
7 feet = 84 inches 8 feet = 96 inches
5. Robbie has a piece of rope that is 6. A fence is 4 feet tall. How many inches
6 feet long. How many inches long is tall is the fence?
the rope?
72 inches 48 inches

PG82 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show • Why are 3 jumps shown? Erin’s table is
Check students’ work. 3 feet long.
1. Use the number line. Rename 4 feet using inches.
• Look back at the first problem, about Erin’s
shelf. How could you have used a number
0 ft 1 ft 2 ft 3 ft 4 ft 5 ft
line to solve the problem? Possible answer: I can
start at zero and draw two 12-inch jumps to show that
48 inches
4 feet = _ 2 feet = 24 inches.
On
On Your
Your Own
Own understanding of changing units.
Draw a picture. Check students’ work.
2 PRACTICE
MATH
BOARD
84 inches
7 feet = _

Remind students that rename means to use a
relationship to express the same amount in a
different way.
72 inches
6 feet = _
4. Use the number line. Rename 8 feet using inches.

Check students’ work.
For Exercises 2–4, be sure students understand
they are changing from a larger unit to a
smaller unit and there will be more of the
smaller unit.
96 inches For Exercises 2 and 3, students may solve by
8 feet = _
drawing 12 small boxes inside each given box.
Problem
Problem Solving
Solving You may wish to explain that an alternative
5. Ella has a rope that is 10 feet long. 6. Jose is 5 feet tall. How many inches tall
way of solving is to write 12 in each given box
How many inches long is the rope? is he? and then find the sum.
120 inches 60 inches ▶ Problem Solving Math Processes and Practices

UNLOCK THE PROBLEM Motivated students may
GR40 enjoy looking for a pattern in the lengths in
Exercises 5 and 6. The length of Ella’s rope in
feet is double Jose’s height in feet. Similarly,
the length of Ella’s rope in inches is double
Jose’s height in inches.
3 SUMMARIZE
Essential Question
How can you change feet to inches? Possible
answer: I can draw 12 small boxes for each foot and then
count the total number of boxes. Or I can draw a number
line, label it in feet, and draw one 12-inch jump for
each foot, and then add to find the total number of inches.

Explain how you could rename 7 feet using
inches.
estimating length in Grade 2 and prepares
students for converting units of length
LESSON 18 taught in Grade 4.
ALGEBRA
Name
Lesson 18
Algebra • Change Metric Units of Length
Essential Question How can you change meters to centimeters?
Change Metric connect You have learned to change feet to inches.

In this lesson, you will change meters to centimeters.
Units of Length Unlock

Unlock the
the Problem
Problem
Gina needs a piece of wood that • What do you need to do to

is 4 meters long to make a bench. answer the question?
LESSON AT A GLANCE How many centimeters of wood does
find how meters
Gina need?
and centimeters
Lesson Objective are related
Complete the table to show how the units are related.
Change metric units of length from larger units to smaller
units. STEP 1 Look for a pattern to complete the table.
Describe the relationship.
Essential Question 1 meter = 100 centimeters
How can you change meters to centimeters? Meters 1 2 3 4 5
Materials Centimeters 100

400 500 200 300
MathBoard
100 centimeters for each meter.
To find the number of centimeters, add _
Animated Math Models STEP 2 Use the relationship to find the number of centimeters in 4 meters.
iTools: Measurement 400
4 meters = _ centimeters
HMH Mega Math
400 centimeters of wood to make a bench.
So, Gina needs _
Example 1
A. Change 6 meters to centimeters. B. Change 8 meters to centimeters.

Math Models
500 centimeters.
Add 100 to _ 8 .
Multiply 100 centimeters by _
600
So, 6 meters = _ 800 centimeters.
So, 8 meters = _
▶ Unlock the Problem centimeters. Math
Talk
Math Processes and Practices Math Talk: Possible answer: What do you need to
Have students read the problem. you need to know how the know in order to change
from one unit of length
units are related. to another?
• What do you need to find? how many Getting Ready for Grade 4 GR41
centimeters there are in 4 meters
• How does a table help you find how units
are related? Possible answer: a table organizes 3_MNLEAN398283_GRL18.indd 41
2/18/14 11:14 PM
CorrectionKey=A
information in a way that helps you find patterns.
Lesson 18
ALGEBRA
• What is a pattern shown in the table? Possible
Name Reteach
Name
Lesson 18
Change Metric Units for Length Algebra • Change Metric
answers: for each additional meter, add 100 Units of Length
Complete the table.
centimeters; multiply the number of meters by 100. 1.
Meters 1 2 3 4 5
How can you change 3 meters to centimeters?
You can skip count to change metric units of length.
• How do you know you can use addition to Centimeters 100 200 300 400 500 Skip count by 100 three times:
100, 200, 300. Metric Units of Length
Think: To find the number of centimeters,
solve the problem? Possible answer: you can use add 100 centimeters for each meter. So, 3 meters 5 300 centimeters.
How many centimeters are in 6 meters?
1 meter 5 100 centimeters
2.
repeated addition to put equal groups of 100 centimeters Meters 6 7 8 9 10 You can use a number line to change from meters to centimeters.
Centimeters 600 700 800 900 1,000 Draw a number line and label it in centimeters.
together. Since a relationship is add 100 centimeters, Find the unknown number. 100 cm 1 100 cm 1 100 cm 1 100 cm 1 100 cm 1 100 cm
I can add 100 centimeters for each meter in 3 meters. 3. 1 meter = _ centimeters100 500
4. 5 meters = _ centimeters
0 1 2 3 4 5 6 7 8 9 10
400 800 meters
• How can you use multiplication to solve the 5. 4 meters = _ centimeters 6. 8 meters = _ centimeters
Draw one 100-centimeter jump for each meter.

300 700
problem? Possible answer: since there are 4 groups of 7. 3 meters = _ centimeters 8. 7 meters = _ centimeters Read the number of centimeters.
So, 6 meters 5 600 centimeters.
200
9. 2 meters = _ centimeters 600
100 centimeters, you can multiply 4 × 100. Use the number line to find the unknown number.
11. 9 meters = _ centimeters 900 1,000
1. 7 700 centimeters
meters 5 __ 2. 4 400 centimeters
meters 5 __
Problem
Problem Solving
Solving
500 centimeters 200 centimeters
3. 5 meters 5 __ 4. 2 meters 5 __
13. Ben paints 5 meters of fence before 14. Dana needs 6 meters of ribbon
stopping for lunch. Then he paints to make bows. She has 160
3 more meters of fence. How many centimeters of ribbon. Does Dana 5. 8 meters 5 __ centimeters 800 6. 9 900 centimeters
meters 5 __
centimeters of fence does Ben paint have enough ribbon to make the
in all? bows? Explain.
No; possible
explanation: 6 meters = 600
800 centimeters centimeters; 600 > 160

PG84 Planning Guide

3_MNLEAN398283_GRPL18.indd 18 22/02/14 11:54 AM
CorrectionKey=A
Share
Share and
and Show
Show ▶ Examples
1. How can you change 3 meters to centimeters? Discuss Example A and Example B.
Complete the table to show how the units are related.
• How does the completed table in Step 1
Meters 1 2 3 4 To find the number of centimeters, help you solve the Examples? Possible answer:
Centimeters 100 200 300 400 100 centimeters for each meter.
add _ I can extend the table and use the pattern to find how
many centimeters are in 6 meters and in 8 meters.
300 centimeters.
So, 3 meters = _ • What is the relationship between
centimeters and meters? There are 100
Find the unknown number. centimeters in each meter.
200
3. 5 meters = _ centimeters Use Math Talk to check students’
understanding of how to change units
On
On Your
Your Own
Own of length.
Complete the table.
4.
2 PRACTICE
MATH
Meters 3 4 5 6 7 8 9 10 BOARD
Centimeters 300 400 500 600 700 800 900 1,000

Find the unknown number. ▶ Share and Show • Guided Practice
800 300 For Exercise 1, help students focus on looking
5. 8 meters = _ centimeters 6. 3 meters = _ centimeters
for a pattern to find the relationship and to
complete the table.
Problem
Problem Solving
Solving
For Exercises 2 and 3, have students use their
7. Jorge needs 7 meters of wire for a 8. Wanda needs 9 meters of fabric
garden fence. The wire is sold in to make curtains. She has 1,000
completed table and the relationship they
centimeters. How many centimeters of centimeters of fabric. Does Wanda found in Exercise 1 to solve each problem.
wire does Jorge need? have enough fabric to make the

curtains? Explain.
Yes; 9 meters 5 900 ▶ On Your Own • Independent Practice
For Exercises 5 and 6, remind students they can
700 centimeters centimeters, 1,000 > 900. use their completed table from Exercise 4.

UNLOCK THE PROBLEM For Exercise 8, make
GR42 sure students understand that they first need
to change 9 meters to centimeters before they
can compare the lengths of fabric.
3 SUMMARIZE
Essential Question
How can you change meters to centimeters?
Possible answer: I can make a table using the relationship
1 meter = 100 centimeters.

Explain how you can use a table to find how
many centimeters are in 5 meters.

estimating liquid volume presented in
LESSON 19 converting units of liquid volume taught
Name
in Grade 4. Lesson 19
Estimate and Estimate and Measure Liquid Volume

Essential Question How are cups, pints, quarts, and gallons related?
Measure Liquid Unlock

Unlock the
the Problem
Problem
Volume
You can use customary units to measure the amount of
liquid a container will hold. Some customary units are cup
(c), pint (pt), quart (qt), and gallon (gal).
LESSON AT A GLANCE Low fat

Fat
Low
Fat
8 Low
Milk M ilkn
6
4 Milk 1 gallo

t
1 pint 1 quar
LESSON
2
1 cup (c) 1 pint (pt) 1 quart (qt) 1 gallon (gal)

Estimate and measure liquid volume in customary units.
Essential Question Activity Show how cups, pints, quarts,

and gallons are related. Estimates will vary.
How are cups, pints, quarts, and gallons related?
Materials ■ cup, pint, quart, gallon containers ■ water
Vocabulary STEP 1 Estimate the number of cups it will take to fill the pint
cup (c), pint (pt), quart (qt), gallon (gal) container. Record your estimate in the table.
Materials STEP 2 Fill a cup and pour it into the pint container. Repeat until the
MathBoard, cup, pint, quart, and gallon containers, pint container is full. Record the number of cups it took to fill
the pint container.
water
STEP 3 Repeat Steps 1 and 2 for the quart and gallon containers.
Animated Math Models Number of Cups

Number of Number of Number of
Cups in a Pint Cups in a Quart Cups in a Gallon
Estimate
Liquid Volume 2 4 16
Math Models
Math
Talk
Possible answer: I would use Which unit would you
gallons because they are the use to measure the

largest unit and aquariums can
amount of water needed
to fill an aquarium?
Explain your choice.
hold a lot of water. Getting Ready for Grade 4 GR43
Review the meaning of the term liquid volume.
Use the familiar pictures to discuss the
meanings and relative sizes of 1 cup, 1 pint, 3_MNLEAN398283_GRL19.indd 43 2/18/14 11:15 PM
GR: Practice, p. GRP19 DO NOT EDIT--Changes must be made through “File info”
GR: Reteach, p. GRR19
1 quart, and 1 gallon. Then have students
CorrectionKey=A
CorrectionKey=A
complete the Activity. Assure them that their Name

Lesson 19 Name
Lesson 19
Reteach
estimates in Step 1 are merely to serve as a Estimate and Measure Liquid Volume Estimate and Measure Liquid Volume
check on the accuracy of their measurements, Choose the unit you would use to measure the amount of liquid the
container will hold. Choose the better unit of measure.
You can use customary units to measure the amount of
liquid a container will hold.
and are not right or wrong. Remind students 1. a bath tub: 40 cups or 40 gallons M ilk
1 gallon
Milk
1 gallon
2
Milk
1 quart
Milk
1 pint
8
6
4
2
Customary Units M ilk
1 gallon
Milk
1 gallon
2
Milk
1 quart
Milk
1 pint
8
6
4
2
that they are measuring the amount of liquid Low
Milk
Fat
1 gallon
2
Low
Milk
Fat
1 quart
Low fat
cup (c) Low
Milk
1 pint
Fat
CUP pint (pt)

Low
Milk
Fat
1 gallon
Low
Milk
Fat
1 quart
Low fat
Low
Milk
1 pint
Fat
CUP
2. a drinking mug: 1 cup or 1 quart

2
volume in a container when it is full.

Milk
1 1
Milk
M ilk 3
4 1
2
3
8 1 1
1 gallon 1 2 1
3 Milk 6 3
4 1
2
3 1
4 4 1 2
3
1 pint 2 4
1 gallon 1 quart
2
quart (qt) gallon (g)

Fat
Low
Fat Low fat
Low
Milk Milk
M ilk 8
Milk Milk
Low
Fat
1 gallon Milk 6
4
Milk CUP
1 pint 2
1 gallon
3. a soup bowl: 2 cups or 2 quarts

1 gallon
1 quart
1 pint
1 quart
2 2
Milk
3 1 1
2
4 1 3
2 1
1 3
Choose the unit Myouilk would use Milk

4
8
Milk
Fat
Low
1 gallon
Low
Fat Low fat
6
to measure how much liquid it will take Milk Milk
Low
Milk
Fat
1 pin
CUP t 4
2
1 gallon ar t
1 gallon 1 pint
1 quart
to fill the mug. 1 qu

2
2 3
4
1
1
2
2
3
1
1
4. a water bucket: 1 cup or 1 gallon

1 3
4
Step 1 Think about how a mug compares

to the containers shown. 1 pint
A mug holds about 1 cup.

Low
Fat
Fat Low fat
Low
Step 2 Choose a customary unit.

Milk Milk
Low
Fat
Problem
Problem Solving
Solving A cup is a good unit for 1measuring Milk
1 pint
CUP
gallon 1 qua
rt 1 pint
how much liquid it will take

2 to fill
5. Jay made 4 quarts of fruit juice. 6. Vanessa will pour 2 gallons of the mug. 3 1
2
1
4 1 3 1
How many cups of fruit juice did milk into cups. How many cups 1 2
3
4
he make? will she fill?

Choose the unit you would use to measure
the amount of liquid the container will hold.
Write cup, pint, quart, or gallon.
1. 2. 3.
16 cups 32 cups
gallon pint or cup or

quart pint


PG86 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Ask students to think about Step 3 before they
Choose the unit you would use to measure the amount of complete the step.
liquid the container will hold. Write cup, pint, quart, or • Will the number of cups in the table
gallon. increase or decrease for quarts and gallons?
1. Think: A cup is small. Explain. increase; Possible explanation: the
cup containers increase in size so it will take more cups
to fill each larger container.
2. 3. 4. Use Math Talk to focus on students’
understanding of how to choose the most
reasonable unit to measure the liquid volume.
glass
bucket bathtub
gallon gallon cup or pint
2 PRACTICE
MATH
BOARD
On
On Your
Your Own
Own
Choose the unit you would use to measure the
amount of liquid the container will hold. Choose the In Exercises 1–4, students must estimate the
better unit of measure. amount of liquid a given container can hold
5. a dog’s water bowl: 2 cups or 2 gallons when full and then compare it to the relative
sizes of the four units studied in this lesson.
6. a juice box: 1 cup or 1 quart
Problem
Problem Solving
Solving
In Exercises 5 and 6, students choose the more
7. Lila made 3 quarts of lemonade. 8. Richard made 2 gallons of fruit punch
reasonable of two units of measure.
How many cups of lemonade for a party. How many 1-cup servings
did she make? can he make?
12 cups 32 servings UNLOCK THE PROBLEM Encourage students to

draw a picture to represent the situation in
Exercise 8. Students will have to use the
relationship between cups and gallons that
they found in the Activity. Since there are
GR44
16 cups in a gallon, a drawing will show
32 cups in 2 gallons.
3 SUMMARIZE
Essential Question
How are cups, pints, quarts, and gallons
related? Possible answer: there are 2 cups in 1 pint,
4 cups in 1 quart, and 16 cups in 1 gallon.

Name three real-world examples for using
each unit of measure: cup, pint, quart, and
gallon.

CorrectionKey=A This lesson builds on measuring
and estimating mass presented in
LESSON 20 converting units of weight and mass
Name
Lesson 20
taught in Grade 4.
Estimate and Estimate and Measure Weight

Essential Question How are ounces and pounds related?
Measure Weight
LESSON AT A GLANCE
Unlock
Unlock the
the Problem
Problem
Weight is the measure of how heavy an object is. Customary

units of weight include ounce (oz) and pound (lb).
LESSON AT A GLANCE
Lesson Objective Customary Units

of Weight
Estimate and measure weight in ounces and pounds.
1 pound = 16 ounces
Essential Question
1 slice of bread weighs 1 loaf of bread weighs
How are ounces and pounds related?
about 1 ounce. about 1 pound.
Vocabulary
weight, ounce (oz), pound (lb)
Activity Show how ounces and pounds are related.
Materials ■ spring scale ■ classroom objects Estimates and
Materials STEP 1 Estimate the weight of the object shown in the table.
weights will vary.
MathBoard, spring scale, small classroom objects Record your estimate.
STEP 2 Use a scale to measure the weight of the object

to the nearest ounce or pound. Record the weight. Include the unit when you
record each estimate and
measurement in your table.
STEP 3 Repeat Steps 1 and 2 for each object.
1 TEACH and TALK Weight of Objects
Object Estimate Weight

apple Math Mathematical Practices

Math Processes and Practices book Talk
How do your estimates
Discuss the new vocabulary words. Explain the pencil box compare to the actual
difference between weight and mass. Remind tape dispenser
weights?
students that mass is the amount of matter in

an object. Ask students to give some real-world Possible answer: I estimated using the correct
examples of weights in ounces and pounds.
unit, but my estimates were greater than the
• What are some objects that might weigh actual weights. Getting Ready for Grade 4 GR45
one ounce? Possible answers: a strawberry; a spoon
• What are some objects that might weigh
one pound? Possible answers: a box of cereal; a book 3_MNLEAN398283_GRL20.indd 45 2/18/14 11:15 PM
CorrectionKey=A
Demonstrate how to use the spring scale. Then Lesson 20
have students complete the Activity. Remind Name

Estimate and Measure Weight Estimate and Measure Weight

them to estimate the weight of each object
first and then measure, and to include the Choose the unit you would use to measure the weight.
Write ounce or pound.
Weight is the measure of how heavy an object is.
Two customary units of weight are ounce (oz)
and pound (lb).
unit when they record their estimates and 1. 2. 3.

A box of pasta weighs
about 1 pound.
Nine pennies weigh
about 1 ounce.
measurements. Discuss students’ results.

Pasta
pound ounce ounce 1 lb
1 pound 5 16 ounces
4. 5. 6.
Choose the unit you would use to measure the weight

of this dog. Write ounce or pound.
Step 1 Think about whether a dog is light or heavy.
pound ounce pound A dog weighs more than 9 pennies, or 1 ounce.

A dog might weigh as much as several pasta boxes.
7. 8. 9. Step 2 Choose a unit of weight.
A pound is a good unit for measuring the weight of a dog.
Choose the unit you would use to measure the weight.

pound ounce pound 1. 2. 3.
ounce pound pound

Problem
Problem Solving
Solving
10. Scott picks some apples to use for a 11. Ms. Mott measures some sugar to
batch of applesauce. Which is a more make muffins. Does the sugar weigh 4 4. 5. 6. Yellow
likely weight for the apples he picks, 5 ounces or 4 pounds?
ounces or 5 pounds?
5 pounds 4 ounces ounce pound ounce


PG88 Planning Guide

CorrectionKey=A
Share
Share and
and Show
Show Then ask:
1. Which unit would you use to measure the weight of a Think: A grape is a • Would you use ounces or pounds to
grape? Write ounce or pound. small, light object. measure the weight of a chair? Explain.
ounce pounds; Possible explanation: a chair is a large,
heavy object.
Choose the unit you would use to measure the weight. • Would you use ounces or pounds to
measure the weight of mouse? Explain.
2. 3. 4 ounces; Possible explanation: a mouse is a small,
light animal.
pound ounce pound understanding of using estimates.
On
On Your
Your Own
Own
2 PRACTICE
MATH
Choose the unit you would use to measure the weight. BOARD

5. 6. 7
For Exercises 1–4, remind students that, as
ounce pound ounce with length and liquid volume, the smaller the
measure, the smaller unit is the better unit for
measuring the weight of an object.
Problem
Problem Solving
Solving
8. Duane bought some oregano to use 9. Erin bought a bag of flour to use Exercise 5 is an example of an object whose
in a batch of pasta sauce. Which is a
for baking dinner rolls. Did she buy 5 weight may be expressed either in ounces or
more likely weight for the oregano, ounces of flour or 5 pounds of flour?
1 ounce or 1 pound? pounds.
1 ounce 5 pounds ▶ Problem Solving Math Processes and Practices

students will need to understand how the sizes
of units are related. For Exercise 9, be sure
students understand that they are looking
GR46
for the total amount of flour that Erin bought,
not the amount that she will use to make
3_MNLEAN398283_GRL20.indd 46 2/18/14 11:15 PM dinner rolls.
CorrectionKey=A
3 SUMMARIZE
9. Which shapes appear to have the same size and shape?
Checkpoint
Concepts
Concepts and
and Skills
Skills A
C D
Look at the first shape. Tell if it appears to have the same size and
shape as the second shape. Write yes or no. B
1. 2. Math Processes and Practices
A A and B C B and D
B B and C D A and C
yes
10. Trey’s desk is 3 feet wide. How many inches wide is
the desk?
Essential Question
no
______ ______
How are ounces and pounds related? Possible
A 3 inches C 36 inches
3. Use the number line. Rename 5 feet using inches. B 24 inches D 48 inches
Check students’ work.
11. Juana needs 2 meters of yarn for a friendship bracelet.
How many centimeters of yarn does
answer: there are 16 ounces in 1 pound.
she need?
60 inches
5 feet = _
A 2,000 centimeters C 20 centimeters
Find the unknown number.
600
B 200 centimeters D 2 centimeters
12. Lana made 3 quarts of soup. How many pints of soup did
Choose the unit you would use to measure the amount of liquid she make?
the container will hold. Choose the better unit of measure. A 6 pints C 18 pints Give an example of an object whose weight
you would measure in ounces and another
6. a pitcher of iced tea: 1 cup or 1 gallon B 12 pints D 24 pints
13. Which object weighs about 1 ounce?

Problem
Problem Solving
Solving
7. A tea pot holds 4 quarts of tea. 8. Evan bought a large bag of dry dog
A a loaf of bread
B a watermelon
C a strawberry
D a chair
object whose weight you would measure in
How many 1-cup servings of tea
does it hold?
food for his dog. Did Evan buy
6 ounces or 6 pounds of dog food? pounds. Explain your reasoning.
16 cups
______ 6 pounds
______

Getting Ready for Grade 4 Name

Getting Ready Test
Lessons 12–20
Page 1
Name
Getting Ready Test
Lessons 12–20
Page 2
Test
Choose the correct answer. 4. Sunil told his brother that he 6. Darius made 8 quarts of soup. How
learned about mixed numbers in many cups of soup did
1. A city is planning a new park. 3. Danielle drew this shape on grid
math class. His brother drew this Darius make?
The shaded part of the picture paper. picture and asked Sunil to write a
shows the part of the park that will A 12 cups
mixed number for the shaded part.
be a playground.
B 16 cups
12 TO 20
C 24 cups

LESSONS

D 32 cups
Each big rectangle in the picture
is 1 whole. What mixed number
Which shape has the same size and should Sunil write?
Which fraction describes the part of
is shaped the same as the one that 3 3
A 1 __ C 2 __
Summative Assessment
the park that will be a playground? 5
5
Danielle drew?
52
A ____
100
58
C ____
100
3
__
B 1 8 3
__
D 2 8
A
62
____
B 100 68
____
D 100
Use the Getting Ready Test to assess
students’ progress in Getting Ready for 5. Latisha made this table to help her 7. Ms. Guzman is Beth’s math
change meters to centimeters. teacher. She asked Beth to write a
2. In Mr. Petek’s class, apples are the fraction that represents the shaded
Grade 4 Lessons 12–20. favorite fruit of _34 of the students.
Mr. Petek asks the students to list
B Meters 1 2 3 4 5 part of this square.
three equivalent fractions for _34 by Centimeters 100 200 300 400 500
using this multiplication table.
Use the pattern in Latisha’s table.
Getting Ready Tests are provided in 1
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9 10
9 10
How many centimeters are equal
to 8 meters?
multiple-choice and mixed-response 2

3
2
3
4
6
6
9
8 10 12 14 16 18 20
12 15 18 21 24 27 30
C A 8 centimeters Which fraction could Beth write?
4
B 80 centimeters A ___
format in the Getting Ready Lessons
4 4 8 12 16 20 24 28 32 36 40
C 800 centimeters
10
3
___
B 10
Which fractions can the students
and Resources.

D 8,000 centimeters 4
put in their list? C ____
100
6, ___
9 , ___
A __
12
3 3 3
C __ , ___ , ___ D 3
____
8 12 16 8 12 16 D 100
6
__ 9 , 12 2 3 ___ 4
B 8 , ___
12 ___
15
__ ___
D 8 , 12 , 16
GO ON GO ON
Getting Ready Test is Assessment Guide GRT7 Mixed Response Assessment Guide GRT8 Mixed Response
available online.
Getting Ready Test Getting Ready Test

Name Lessons 12–20 Name Lessons 12–20
Page 3 Page 4
8. Which picture shows two figures 9. Sara’s homework assignment is to Write the correct answer.
that have the same size and are write four equivalent fractions for _14 .
shaped the same? She uses this multiplication table. 11. Corrine has to weigh some objects 13. Anthony needs 10 meters of rope
for a math project. Which object for a craft project. How many
A 1 2 3 4 5 6 7 8 9 10 is better weighed using ounces, a centimeters of rope does Anthony
1 1 2 3 4 5 6 7 8 9 10 crayon or a bag of potatoes? need?
2 2 4 6 8 10 12 14 16 18 20
a crayon 1,000 centimeters
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40

B
Which of the following is not one
of the fractions Sara should write?
3
A ___
12
8
___
B 16
7
C ___
28
C
9
___
D 36
12. A bakery asked 100 people what 14. There are 8 muffins in a box. Tyler
type of muffin they like best. Of the and his friends ate _34 of the muffins
___
26
people, 100 said they like blueberry
in the box. Write the fraction of the
muffins best. How many of the muffins they ate in eighths?
10. Tia is playing a math game. She people like blueberry muffins best?
will win the game if she writes a 6
_
D fraction that is equivalent to __
8 26 8
10 .
Which fraction could Tia write to
win the game?
4
A __

5
3
__

B 4
1
C __

2
1
__
D 5

GO ON GO ON

1
1, 7 12 May not understand how to interpret a fraction model R—GRR12
May not understand how to relate a multiplication table to

2, 9 15 R—GRR15
equivalent fractions
May not understand how to use the sizes of angles and sides to
3, 8 16 R—GRR16
decide if two shapes have the same size and same shape
May not understand the relationship between fractions and
4, 16 13 R—GRR13
mixed numbers
May not understand the relationship between meters and
5, 13 18 R—GRR18
centimeters
PG90 Planning Guide

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A CorrectionKey=A
Name
Getting Ready Test
Lessons 12–20 Name
Getting Ready Test
Lessons 12–20
Page 5 Page 6
15. Michal drew this number line to 17. Rika wants to know how much 19. Patrick made these models to show 20. A door is 3 feet wide. How wide is
help him change feet to inches. water a drinking glass holds. Which thirds and sixths. He shaded the the door in inches?
is the better unit for measuring same part of each model.
the amount of water in a drinking 36 inches
0 in. 12 in. 24 in. 36 in. 48 in.
glass, cups or gallons?
cups
Use Michal’s number line. How
many inches are equal to 4 feet?
Use Patrick’s models. What
48 inches number goes in the ■ to make the
statement true?
2 ■
Portfolio Suggestions The portfolio
__ = __  
3
4
6
represents the growth, talents, achievements,
and reflections of the mathematics learner.
Students might spend a short time selecting
_7
16. Linda needs 2 sheets of paper for 18. Which is the better estimate
work samples for their portfolios.
an art project. How many sheets of for the weight of a math book,
paper does she need, written as a 2 ounces or 2 pounds?
mixed number? You may want to have students respond to
31
_
the following questions:

2 2 pounds
• What new understanding of math have

I developed in the past several weeks?
• What growth in understanding or skills can
I see in my work?
GO ON STOP
• What can I do to improve my
understanding of math ideas?
• What would I like to learn more about?
For information about how to organize,

share, and evaluate portfolios, see the
Chapter Resources.

1
6, 17 19 May not be able to relate cups, pints, quarts, and gallons R—GRR19
May not understand that equivalent fractions are two different

10, 14, 19 14 R—GRR14
names for the same amount
May not recognize appropriate benchmarks for 1 ounce and
11, 18 20 R—GRR20
1 pound
May not understand what the numerator and denominator of a
12 12 R—GRR12
fraction represent
15, 20 17 May not understand the relationship between feet and inches R—GRR17
Getting Ready for Grade 4 Test PG91

4th Grade Answer Key

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• If there are zero boxes of 1,000 to pack

Math Journal WRITE Math

Getting Ready for Grade 4 Lesson 1 PG49

Read and Write Read and Write Numbers to

Thousands The ABC Block Factory receives an order

number of blocks ordered. 2,513

Lesson Objective AT A GLANCE

When the order is complete, Kyle writes the total

1 TEACH and TALK • iTools word

form, Mary uses ___ Explain how to find the

▶ standard form. value of the underlined

Math Processes and Practices

GR: Practice, p. GRP2 GR: Reteach, p. GRR2

Discuss the model and the different ways to

read and write the number 2,513. Name

• What is two thousand, five hundred Read and Write Numbers to

thirteen in standard form? 2,513 Write the number in standard form.

• How would you write two thousand, five 5,360

write 2,513 by showing the value of each digit. So, the 41

expanded form is 2,000 + 500 + 10 + 3. 1,000 1 800 1 90 1 4

*GR – Getting Ready Lessons and Resources (www.thinkcentral.com)

PG50 Planning Guide

Write the number in standard form.

32 hundreds 9 tens 293 tens 4 ones 351 more and 4 thousands.

Getting Ready for Grade 4 Lesson 2 PG51

Relative Size on Relative Size on a Number Line

a Number Line Unlock

Compare the relative sizes of the amounts of pennies.

Essential Question Think: 10 tens is 100.

Think: 10 thousands is 10,000.

Try This! Find the number represented by the point. point.

same first digit, for example, 40, 400, 4,000. CorrectionKey=A

• How are the place values of each 4 Name

Relative Size on a Number Line Relative Size on a Number Line

B 0 100 500 1,000

Start at 0. Skip count by 100s until you reach point X.

*GR – Getting Ready Lessons and Resources (www.thinkcentral.com)

PG52 Planning Guide

4. Nestor’s score is shown by point N on the ▶ On Your Own • Independent Practice

Math Journal WRITE Math

Getting Ready for Grade 4 Lesson 3 PG53

Compare 3- and Compare 3- and 4-Digit Numbers

4-Digit Numbers Unlock

Cody collected 2,365 pennies. Jasmine collected • What do you need

Math Models in 568 and there are 4

is greater. 9. 1,807 > 807 10. 5,247 = 5,247 THOUSANDS

4,567 > 4,078 or 4,078 < 4,567

Compare the numbers. Write ,, ., or 5 in the .

*GR – Getting Ready Lessons and Resources (www.thinkcentral.com)

PG54 Planning Guide

Compare the numbers. Write ,, ., or 5 in the .

Find the number that point A represents on the

Math Journal Math

© Houghton Mifflin Harcourt Publishing Company

Multiply with Multiply with 11 and 12

It takes Bobby 11 minutes to walk to school

1 TEACH and TALK • Mega Math

Break apart the factor 12. Double a 6s fact.

▶ Unlock the Problem 5 × (10 + 2) Find the 6s product. 5 × 6 = 30

Math Processes and Practices 5 × 10 = 50 5 × 2 = 10

▶ One Way Getting Ready for Grade 4 GR11

First, students should verify that the tens and

thinking for completing the equation. Lesson 5 Name

students they will learn two ways to multiply Lesson 9