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  • Math: Developing Strategies to Multiply by 2-Digit Numbers and Divide 3- and 4-Digit Numbers

Math: Developing Strategies to Multiply by 2-Digit Numbers and Divide 3- and 4-Digit Numbers

Suggested Time Frame: 18 Instructional Days

        

Focus TEKS

Estimation (Use throughout the unit)

  • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; – S RC2

Multiply Whole Numbers

  • 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings; – S RC2
  • 4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; – S RC2
  • 4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; – S RC2

Divide Whole Numbers

  • 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations; – S RC2
  • 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; – S RC2

Problem Solving (Some of the types of problems students should be solving during this unit)

  • 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. – R RC2
    • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
  • 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. – R RC3 [word problems using measurement contexts involving whole numbers in this unit]
  • 4.9B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. – S RC4
    • 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; – R RC4

Represent and Solve Problems Using Multiplication and Division

  • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2
Computational Fluency TEKS

Addition and Subtraction of Whole Numbers

  • 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2
    • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; – S RC2
Spiral Review TEKS

Whole Number Place Value

  • 4.2B represent the value of the digit in whole numbers through 1,000,000,000 [999,999 in this unitand decimals to the hundredths using expanded notation and numerals; – R RC1
    • 4.2A interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left; – S RC1
    • 4.2C compare and order whole numbers to 1,000,000,000 [999,999 in this unit] and represent comparisons using the symbols >, <, or =; – S RC1
    • 4.2D round whole numbers to a given place value through the hundred thousands place; – S RC1
    • 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings; – S RC2

Add and Subtract Whole Numbers

  • Computation
    • 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2
    • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and – S RC2
  • Problem Solving (Some of the types of problems students should be solving during this unit)
    • 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. – R RC3 [word problems using measurement contexts involving whole numbers in this unit]
    • 4.9B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. – S RC4
  • Represent Problem Situations (Strip Diagrams and Equations)
    • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2