2014-2015 Curriculum Blueprint
Grade:
4
Course: Math
Approximate Time:
15 Days
Unit 3: Using Multiplication and Division Strategies with Larger Numbers
Learning Goal
Students will be able to use strategies to multiply and divide larger numbers, including problems
with remainders.
Unit Overview
Students focus on building conceptual understanding of multiplication of larger numbers and division with
remainders while developing the ability to understand the reasonableness of an answer.
Link to Multiplication and Division Learning Scale
Essential Question(s)
How do strategies for multiplication, division, and estimation help solve real world problems?
Focus Standards
Bullets are the deconstructed standards These should be used to develop concise learning
statements/daily objectives/scales. Test Item Specifications
MAFS.4.OA.1.3 (DOK 2) Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in which remainders must
be interpreted. Represent these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation and estimation
strategies including rounding.

Divide whole numbers including division with remainders.

Represent multi-step word problems using equations with a letter standing for the
unknown quantity.

Interpret multi-step word problems (including problems in which remainders must be
interpreted) and determine the appropriate operations to solve.

Assess the reasonableness of an answer in solving a multi-step word problem using
mental math and estimation strategies (including rounding.)
Vertical Progression
http://www.turnonccmath.net/ K-8 Learning Trajectories (This could be used to determine remediation
needs or enrichment opportunities)
3rd Grade: Students fluently multiply and divide through 100. Students multiply one-digit numbers by
multiples of 10 using strategies based on place value. Students represent and solve problems involving
multiplication and division.
5th Grade: Students fluently multiply multi-digit whole numbers using the standard algorithm. Students find
whole number quotients using two-digit divisors.
Resources
Be selective in choosing problems aligned to the
standards within each lesson.
Textbook Correlation

Chapter 4 will provide a starting point for
multiplying a whole number of up to four digits
by a one-digit whole number.
MAFS.4.NBT.2.5 (DOK 2) Multiply a whole number of up to four digits by a one-digit whole

Chapter 5 will support strategies needed for
number, and multiply two two-digit numbers, using strategies based on place value and the
multiplying two two-digit numbers.
properties of operations. Illustrate and explain the calculation by using equations, rectangular

Chapter 6 will provide a starting point for
arrays, and/or area models.
finding whole number quotients and

Multiply a whole number of up to four digits by a one-digit whole number.
remainders with up to four digit dividends and

Multiply two two-digit numbers.
one-digit divisors.

Use strategies based on place value and the properties of operations to multiply whole 
Ways to address remainders:
numbers.
o Remain as a left over

Illustrate and explain calculations by using written equations, rectangular arrays, and /or
o Discarded leaving on the whole number

area models.
answer

o Increase the whole number answer up one
MAFS.4.NBT.2.6 (DOK 2) Find whole-number quotients and remainders with up to four-digit
o Round to the nearest whole number for an

dividends and one-digit divisors, using strategies based on place value, the properties of
approximate result
operations, and/or the relationship between multiplication and division. Illustrate and explain the 
The textbook does not provide opportunities for













Essential Vocabulary
Partial product
Distributive property
Estimate
Compatible numbers
Associative Property of Multiplication
Commutative Property of Multiplication
Remainder
Divide
Multiply
Dividend
Divisor
Quotient
Product
Higher Order Questions/Stems
How are multiplication and division related?
What is the meaning of a remainder in a division
problem?
What are some methods for solving
multiplication and division?
Updated 08/18/2014 pg. 1
2014-2015 Curriculum Blueprint
Grade:
4
Course: Math
Approximate Time:
15 Days
Unit 3: Using Multiplication and Division Strategies with Larger Numbers
calculation by using equations, rectangular arrays, and/or area models.

Find whole number quotients and remainders with up to four digit dividends and one
digit divisors.

Use the strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division.

Illustrate and explain the calculation by using written equations, rectangular array,
and/or area models.
Mathematical Practice Standards
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.

all strategies needed for multiplication and
division. Refer to the 4th Grade Common Core
Flip Book pages 27-30 for specific strategies.
Note: students should not learn the standard
algorithm for both multiplication and division.
Supplemental Resources
These resources may provide students with
experiences aligned to the full intent of the
standards. It is important to access many of these
resources during the planning process.







Georgia Unit 2

Partial Products and Arrays to Multiply: p. 58-63

Multiplying Multi-Digit Numbers: p.64-69


Interpreting Remainders: p. 70-73
Engage New York Module 3


Topic B, Topic C, Topic E, Topic G

Refer to this unit for multiplication and division
strategies
Teaching Channel Video: Reasoning About Division
4th Grade Common Core Flip Book Provides
additional information and sample problems for
every standard
Florida Interim Assessment Item Bank and Test
Platform
What real life situations require multiplication or
division?
How do you know your answer is reasonable?
How could you model the problem? Why did you
choose that model?
Writing Connections
Write to explain how you solved the problem.
Compare and contrast a peer’s solution method
to yours. Write about what you’ve learned.
Write to justify your conclusion.
Use a flow/sequence map to sequence the
process through the word problem, then write to
explain how you solved the problem.
Explain how you assessed the reasonableness of
your answer in solving multi-step word problem
using mental math and estimation strategies.
Create a word problem in which you need to use
the remainder to round up to the next whole
number for your answer. Create a word problem
in which you would drop the remainder.
Writing Template Tasks These template tasks are
designed from the Mathematical Practice Standards.
When filled in, these templates become teaching tasks
that create opportunities for teaching literacy skills in
mathematics.
Link to Problem Solving Rubric
Link to Webb’s DOK Guide
Updated 08/18/2014 pg. 2