MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 4
Unit Description / Unit 3Multi-Digit Multiplication
Suggested Length: 3 weeks
Big Idea(s)
What enduring understandings are essential for application to new situations within or beyond this content? / Enduring Understanding
Develop an Understanding And Fluency in Multiplication and Division
Enduring Skills Rubric measures competency of the following skills:
Consistently multiply multi-digit by single digit or two-digit by two-digit.
Essential Question(s)
What questions will provoke and sustain student engagement while focusing learning? / · What patterns do I notice when I am multiplying whole numbers that can help me multiply more efficiently?
· How does my knowledge of place value help me with multiplying multi-digit numbers?
Standards / Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. Students make sense of problems involving multiplication.
2. Reason abstractly and quantitatively. Students demonstrate quantitative reasoning when constructing arrays and area models to represent multiplication problems.
3. Construct viable arguments and critique the reasoning of others. Students construct and critique arguments regarding number strategies including multiplication strategies.
4. Model with mathematics. Students use area models and rectangular arrays to model understanding of multiplication concepts.
5. Use appropriate tools strategically. Students select and use tools such as multiplication charts, rectangular arrays, using materials and area models to identify types of numbers, factors and multiples and solve multiplication problems.
6. Attend to precision. Students attend to the language of real-world situations to determine if multiplication answers are reasonable.
7. Look for and make use of structure. Students relate the structure of an area model or rectangular array to determine the answers to multiplication problems.
8. Look for and express regularity in repeated reasoning. Students relate the structure of arrays and area models to determine answers to multiplication problems.
Standards for Mathematical Content
· 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Supporting Standard(s)
Which related standards will be incorporated to support and enhance the enduring standards? / · 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
· 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
· 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
· 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way unknown factor.
Instructional Outcomes
What must students learn and be able to do by the end of the unit to demonstrate mastery? / I am learning to….
1. illustrate and explain calculations by using written equations, rectangular arrays, and/or area models
2. multiply a whole number of up to four digits by a one-digit whole number using strategies based on place value
3. multiply 2 two-digit numbers based on place value
4. multiply a whole number of up to four digits by a one-digit whole number using the properties of operations (distributive, associative, commutative)
5. multiply 2 two-digit numbers using strategies based on the properties of operations (distributive, associative, commutative)
Vocabulary
What vocabulary must students know to understand and communicate effectively about this content? / Essential Vocabulary
area model
arrays
dividend
divisor / equation
factor
mental strategies
multiply / partial products product
properties of operations
reasonableness
strategies
Supporting Vocabulary
area
cm (centimeter)
conversion
g (gram)
hr (hour)
kg (kilogram) / km (kilometer)
l (liter)
lb (pound)
m (meter)
min (minute)
ml (milliliter) / number line diagram
oz (ounce)
pattern
perimeter
sec (second)
Resources/Activities
What resources could we use to best teach this unit? / Stepping Stones (www.origoeducation.com)
4.NBT.5
o Module 3: Lessons 3-8
o Module 4: Lesson 10
o Module 7: Lessons 1-8
o Module 9: Lessons 1-4
Origo Fundamentals Online Interactive Activities
www.origoeducation.com Log in to SLATE, then choose “channels” on the left side of dashboard. Choose “Fundamentals” then search titles for the following activities:
o “It’s a Fact”
o “Multiplication Mania”
o “Perfect Pairs”
o “Factor Find”
o “Nice and Easy”
o “Nice and Easy Too”
o “Friendly Factors”
Engage NY (https://www.engageny.org/resource/grade-4-mathematics)
o Module 3
o Topics B-D
Howard County website
o https://grade4commoncoremath.wikispaces.hcpss.org/Assessing+4.NBT.5
K-5 Math Teaching Resources
o http://www.k-5mathteachingresources.com/support-files/model-multiplication-with-base-10-blocks.pdf
o http://www.k-5mathteachingresources.com/support-files/model-multiplication-with-base-10-blocks.pdf
o http://www.k-5mathteachingresources.com/support-files/mult-by-10s-100s-1000s.pdf
o http://www.k-5mathteachingresources.com/support-files/using-partial-products-and-area-models.pdf
o http://www.k-5mathteachingresources.com/support-files/multiplication-strategy-partial-products-ver.1.pdf
o http://www.k-5mathteachingresources.com/support-files/multiplication-strategy-partial-products-ver.2.pdf
o http://www.k-5mathteachingresources.com/support-files/breaking-apart-a-factor.pdf
o http://www.k-5mathteachingresources.com/support-files/multiplication-race-1x3digit.pdf
o http://www.k-5mathteachingresources.com/support-files/multiplication-race-2x2digit.pdf
o http://www.k-5mathteachingresources.com/support-files/multiplication-number-story-ver-1-3.pdf
o http://www.k-5mathteachingresources.com/support-files/multiplication-strategy-doubling-and-halving.pdf
o http://www.k-5mathteachingresources.com/support-files/make-the-largest-product-ver.1.pdf
o http://www.k-5mathteachingresources.com/support-files/make-the-largest-product-ver.2.pdf
o http://www.k-5mathteachingresources.com/support-files/make-the-largest-product-ver.3.pdf
o http://www.k-5mathteachingresources.com/support-files/make-the-smallest-product-ver.1.pdf
o http://www.k-5mathteachingresources.com/support-files/make-the-smallest-product-ver.2.pdf
o http://www.k-5mathteachingresources.com/support-files/make-the-smallest-product-ver.3.pdf
Illustrative Mathematics
o https://www.illustrativemathematics.org/content-standards/4/NBT/B/5/tasks/1808
Illuminations
o http://illuminations.nctm.org/Search.aspx?view=search&cc=1973_1991
Remember there are other sources in your school that may not be listed on this common resources list due to variation in each individual school. Examples of other great resources your school may have access to include: Everyday Math Games, Investigations, Everyday Partner Games, AVMR file folders, Ongoing Assessment Project, etc. The Kentucky Numeracy Project is also a great resource that can be searched by AVMR strand, CCSS, and grade level. Find this resource at http://knp.kentuckymathematics.org/#!/page_knphome. Kentucky teachers can use it for free. Just put in your school email address and the username “bluegrass”, and password is “math”.
Curriculum and Instruction 2015-2016 Page 3 of 5
Curriculum and Instruction 2015-2016 Page 3 of 5