UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Grade: 4th
Time: 9 weeks
Common Core Standards: MAFS.4.OA.1.3, MAFS.4.OA.1.2, MAFS.4.OA.1.3, MAFS.4.OA.2.4, MAFS.4.NBT.2.4, MAFS.4.NBT.2.6, MAFS.4.MD.1.3
Mathematical Practice: Mp.2, MP.4, MP.5, MP.8
Know (Level 2)
Vocabulary & Terms:
Multiplication
Perimeter
Area
Factor
Product
Quotient
Dividend
Divisor
Rectangular array
Division
Distributive property
Expanded form
Communicative property
Associative property
Multiple
Formulas
Prime
Composite
Divisibility
Area model
Remainder
Operation
Interpret
Number Bond (Fact Family)
Partial Product
CCSS Unpacked
Understand (Level 2 & 3)
Fluently multiple and divide within 100.
Interpret a multiplication equation as a comparison.
Representing verbal statements of multiplicative comparisons as
equations.
List all factors for pairs for a whole number in the range of 1100.
Explain how multiplication and division are related with inverse
operations.
Identify fact families and how they relate.
Understand the difference between prime and composite
number.
Understand the difference between perimeter and area.
Know how that they always multiply and divide before adding or
subtracting.
Be able to do (Level 3 & 4)
Multiply or divide to solve word problems
involving multiplicative comparisons using
drawings and equations with a variable.
Solve multi step word problems posed with whole
number and having whole-number answers using
the four operations, including problems in which
remainders must be interpreted. Represent these
problems using equations with a variable.
Recognize that a whole number is a multiple of
each of its factors. Determine whether a given
whole number in the range 1-100 is a multiple of
a given one-digit number. Determine whether a
given whole number in the range 1-100 is prime
or composite.
Multiply a whole number of up to four digits by a
one-digit whole number and multiply two twodigit numbers, using strategies based on place
value and the properties of operations.
Estimate and explain reasonableness.
Draw models to represent the equation.
Illustrate and explain the equations using rectangular arrays
and/or models for multi-digit multiplication and/or division.
Find whole-number quotients and remainders
with up to four-digit dividends and one-digit
divisors, using strategies based on place value,
the properties of operations and/or the
relationship between multiplication and division.
Known:
Variable
Equation
Standard algorithm
CCSS Mathematics Unit
Apply the area and perimeter formulas for
rectangles in real world and mathematical
1
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Compute
Grade: 4th
Time: 9 weeks
problems.
Length
Width
Equivalent
Estimate
Place value
Multi-digit
Equations
Reasonableness
Comparison
Tape diagram
Distance
Fluency
Assessments
Vocabulary Assessments
Assessments
Sprints
Exit Tickets
Mid-Chapter Checks
Quizzes for each topic (A,B,C,D, E, F, G, H)
Assessments
Quizzes containing multi-step word problems
Mid-Module Assessment using “Understand” criteria
End of Module Assessment
Unit Goal:
I can...
4

multiply or divide to solve word problems using strategies based on place value with a model, tape diagrams or array.

determine whether a given whole number is prime or composite, or is a multiple of a given number.

use strategies to find whole number quotients with remainders and interpret the remainder.
In everyday situations, I will develop a strategy to complete multi-step word problems using combined
operations.
3
I can...

multiply or divide to solve word problems using strategies based on place value with a model, tape diagrams or
array.

determine whether a given whole number is prime or composite, or is a multiple of a given number.

use strategies to find whole number quotients with remainders and interpret the remainder.
CCSS Mathematics Unit
2
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
2
Grade: 4th
Time: 9 weeks
I can...

Fluently multiply and divide within 100.

Interpret a multiplication equation as a comparison.

Representing verbal statements of multiplicative comparisons as equations.

List all factors for pairs for a whole number in the range of 1-100.

Explain how multiplication and division are related with inverse operations.

Identify fact families and how they relate.

Understand the difference between prime and composite number.

Understand the difference between perimeter and area.

Know how that they always multiply and divide before adding or subtracting.

Estimate and explain reasonableness of an answer.

Draw models to represent multiplication and division equations with a variable.

Illustrate and explain the equations using rectangular arrays and/or models for multi-digit multiplication and/or
division
1
With help, I can...

Fluently multiply and divide within 100.

Interpret a multiplication equation as a comparison.

Representing verbal statements of multiplicative comparisons as equations.

List all factors for pairs for a whole number in the range of 1-100.

Explain how multiplication and division are related with inverse operations.

Identify fact families and how they relate.

Understand the difference between prime and composite number.

Understand the difference between perimeter and area.

Know how that they always multiply and divide before adding or subtracting.

Estimate and explain reasonableness of an answer.

Draw models to represent multiplication and division equations with a variable.
CCSS Mathematics Unit
3
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division

Grade: 4th
Time: 9 weeks
Illustrate and explain the equations using rectangular arrays and/or models for multi-digit multiplication and/or
division
Major Unit Objectives
 I can complete multiplicative comparison word problems.
 I can multiply by 10, 100 and 1,000.
 I can complete multiplication of up to four digits by single-digit numbers.
 I can solve multi-step word problems using multiplication.
 I can divide using tens and ones with successive remainders.
 I can reason with divisibility.
 I can compute division of thousands, hundreds, tens and ones.
 I can multiply two-digit numbers by two-digit numbers.
Models/Tools: Area model, place value chart, grid paper, number disks, base ten blocks, arrays, tape diagrams, partial product models through area, number bonds
(fact families), anchor charts, exit slips etc.
CCSS Mathematics Unit
4
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Grade: 4th
Time: 9 weeks
Instruction
Strategies Addressing Content (how will you help students):
Based on Engage NY supplemented by Go Math!, recorded on Marzano lesson plan template.
DQ2
Process: direct instruction, concept development scaffolding,
Standards Topics and Objectives
4.OA.1
4.OA.2
4.MD.3
4.OA.3
A
Multiplicative Comparison Word Problems
Lesson 1:
Investigate and use the formulas for
area and perimeter of rectangles.
Lesson 2:
Lesson 3:
4.NBT.5
4.OA.1
4.OA.2
4.NBT.1
4.NBT.5
4.OA.2
4.NBT.1
B
C
Multiply multiples of 10, 100, and 1,000
by single digits, recognizing patterns.
Lesson 6:
Multiply two-digit multiples of 10 by
two-digit multiples of 10 with the area
model.
Multiplication of up to Four Digits by Single-Digit
Numbers
Lesson 7:
Use place value disks to represent twodigit by one-digit multiplication.
incorporate prior knowledge, turn and talk,
Elaborate: word problems that ask to explain why, homework,
Record: problem set, homework
Reflect: tracking progress, exit tickets
DQ3
ID Similarities & differences: multiplication and division
relationships,
Demonstrate understanding of area and
perimeter formulas by solving multistep real world problems.
Lesson 5:
CCSS Mathematics Unit
3
Solve multiplicative comparison word
problems by applying the area and
perimeter formulas.
Multiplication by 10, 100, and 1,000
Lesson 4:
Interpret and represent patterns when
multiplying by 10, 100, and 1,000 in
arrays and numerically.
Lesson 8:
Days
Examine errors: student debrief discussion and review, exit slips
Practice: problem set, homework
3
DQ4
Engage in complex tasks: apply knowledge on assessments and class
discussion, student debrief discussions
5
Extend the use of place value disks to
represent three- and four-digit by one5
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Grade: 4th
Time: 9 weeks
digit multiplication.
Lessons 9–10: Multiply three- and four-digit numbers
by one-digit numbers applying the
standard algorithm.
Lesson 11:
4.OA.1
4.OA.2
4.OA.3
4.NBT.5
D
Connect the area model and the partial
products method to the standard
algorithm.
Multiplication Word Problems
Lesson 12:
Solve two-step word problems,
including multiplicative comparison.
Lesson 13:
Use multiplication, addition, or
subtraction to solve multi-step word
problems.
Mid-Module Assessment: Topics A–D (review 1 day,
assessment ½ day, return ½ day)
CCSS Mathematics Unit
2
2
6
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
4.NBT.6
4.OA.3
4.OA.4
E
F
Division of Tens and Ones with Successive Remainders
Lesson 14
Solve division word problems with
remainders.
Lesson 15:
Understand and solve division problems
with a remainder using the array and
area models.
Lesson 16:
Understand and solve two-digit
dividend division problems with a
remainder in the ones place by using
number disks.
Lesson 17:
Represent and solve division problems
requiring decomposing a remainder in
the tens.
Lesson 18:
Find whole number quotients and
remainders.
Lesson 19:
Explain remainders by using place value
understanding and models.
Lesson 20:
Solve division problems without
remainders using the area model.
Lesson 21:
Solve division problems with remainders
using the area model.
Reasoning with Divisibility
Lesson 22:
Find factor pairs for numbers to 100 and
use understanding of factors to define
prime and composite.
Lesson 23:
Use division and the associative
property to test for factors and observe
patterns.
Lesson 24:
Determine whether a whole number is a
CCSS Mathematics Unit
Grade: 4th
Time: 9 weeks
8
4
7
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Grade: 4th
Time: 9 weeks
multiple of another number.
Lesson 25:
4.OA.3
4.NBT.6
4.NBT.1
Explore properties of prime and
composite numbers to 100 by using
multiples.
G Division of Thousands, Hundreds, Tens, and Ones
Lesson 26:
Divide multiples of 10, 100, and 1,000
by single-digit numbers.
Lesson 27:
Represent and solve division problems
with up to a three-digit dividend
numerically and with number disks
requiring decomposing a remainder in
the hundreds place.
Lesson 28:
Represent and solve three-digit
dividend division with divisors of 2, 3, 4,
and 5 numerically.
Lesson 29:
Represent numerically four-digit
dividend division with divisors of 2, 3, 4,
and 5, decomposing a remainder up to
three times.
Lesson 30:
Solve division problems with a zero in
the dividend or with a zero in the
quotient.
Lesson 31:
Interpret division word problems as
either number of groups unknown or
group size unknown.
Lesson 32:
Interpret and find whole number
quotients and remainders to solve onestep division word problems with larger
divisors of 6, 7, 8, and 9.
Lesson 33:
Explain the connection of the area
CCSS Mathematics Unit
8
8
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Grade: 4th
Time: 9 weeks
model of division to the long division
algorithm for three- and four-digit
dividends.
4.NBT.5
4.OA.3
4.MD.3
H Multiplication of Two-Digit by Two-Digit Numbers
Lesson 34:
Multiply two-digit multiples of 10 by
two-digit numbers using a place value
chart.
Lesson 35:
Multiply two-digit multiples of 10 by
two-digit numbers using the area
model.
Lesson 36:
Multiply two-digit by two-digit numbers
using four partial products.
5
Lessons 37–38: Transition from four partial products to
the standard algorithm for two-digit by
two-digit multiplication.
End-of-Module Assessment: Topics A–H (review 1 day,
assessment ½ day, return ½ day, remediation or further
application 1 day)
Total Number of Instructional Days
3
43
Content: How will you vary what students will learn and the materials that represent the content?
-
Re-teaching or remediating Go Math! Lessons
Process: How will you vary activities through which students make sense of key ideas using essential skills?
-Differentiated centers, triple I, Go Math!, small group instruction, math games, grab and go, ALEX, Soar to Success, Think Central,
Product: How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning?
-
Building on foundational skills and scaffolding instruction to students eventually applying their knowledge
CCSS Mathematics Unit
9
UNIT TITLE: Module 3 Multi-Digit Multiplication and Division
Grade: 4th
Time: 9 weeks
Leaning Environment: How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions?
-
Teaching Learning Goals and Scales Expectations, Tracking progress,
-
Routines!
-
Established partnerships.
-
Differentiated peer groups and peer tutoring
CCSS Mathematics Unit
10