Bridges Grade 4 Teacher Manual

SECOND EDITION GRADE
TEACHERS GUIDE
4
Bridges in Mathematics Second Edition Grade 4 Teachers Guide
The Bridges in Mathematics Grade 4 package consists of:
Bridges in Mathematics Grade 4 Teachers Guide Units 1–8 Number Corner Grade 4 Teachers Guide Volumes 1–3
Bridges in Mathematics Grade 4 Assessment Guide Number Corner Grade 4 Teacher Masters
Bridges in Mathematics Grade 4 Teacher Masters Number Corner Grade 4 Student Book
Bridges in Mathematics Grade 4 Student Book Volumes 1 & 2 Number Corner Grade 4 Teacher Masters Answer Key
Bridges in Mathematics Grade 4 Home Connections Volumes 1 & 2 Number Corner Grade 4 Student Book Answer Key
Bridges in Mathematics Grade 4 Teacher Masters Answer Key Number Corner Grade 4 Components & Manipulatives
Bridges in Mathematics Grade 4 Student Book Answer Key Word Resource Cards
Bridges in Mathematics Grade 4 Home Connections Answer Key
Bridges in Mathematics Grade 4 Components & Manipulatives
Bridges Educator Site
Work Place Games & Activities
Digital resources noted in italics.
The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel 1 (800) 575-8130
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Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice
in the context of problem solving. It incorporates Number Corner, a collection of daily skill-building activities for students.
The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals
to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development,
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ISBN 978-1-60262-484-9 (Unit 1)
Bridges in Mathematics Grade 4 Teachers Guide © The Math Learning Center | mathlearningcenter.org
Bridges in Mathematics Grade 4
Credits & Acknowledgements
Authors Project Manager
Carrie Baker Dan Raguse
Independent Mathematics Consultant
Hannah Chandler Production Manager

Independent Mathematics Consultant Dixie McCartney
Allyn Fisher
Design, Layout,
Pam Harris
Lecturer, School of Education
Illustration, and Graphics
University of Texas Dixie McCartney
Susan Rawls
Kim Montague Jami Smith
Independent Mathematics Consultant Travis Waage
Managing Editors Additional Illustrations

Allyn Fisher Tyson Smith
Martha Ruttle
Editors
Carrie Baker
Jamie Elsbury
Dixie McCartney
Consulting Mathematics Editor

Eric Stade
Professor, Department of Mathematics
University of Colorado Boulder
Advisor
Pia Hansen
Acknowledgements
This edition of Bridges was built on the pioneering work of Allyn Fisher, Anne Fischer, and
Raven Deerwater, authors of the original 3–5 curriculum. We are also grateful for the vision
and contributions of the many mathematicians and educators who helped develop the visual
thinking approach reflected in these materials, including, in particular, Dr. Eugene Maier,
Dr. Albert B. Bennett Jr., Dr. Ted Nelson, Dr. Michael Shaughnessy, and the late Dr. Michael J.
Arcidiacono. Their delight in mathematics and dedication to students and teachers continue to
shape our teaching and writing at The Math Learning Center. We are also grateful for the work
of Catherine Twomey Fosnot, whose approach is reflected in many aspects of this curriculum.
Note: Affiliations during the time of development are listed above.

Unaffiliated contributors were Math Learning Center staff during their work on the curriculum.
Introducing Bridges in Mathematics
Grade 4
Welcome to Bridges in Mathematics Topics Covered in
This Introduction
Bridges in Mathematics, second edition, is a comprehensive K–5 mathematics curriculum that equips
teachers to fully implement the Common Core State Standards for Mathematics in a manner that is Bridges Activities
rigorous, coherent, engaging, and accessible to all learners. The curriculum focuses on developing Problems & Investigations
students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to Work Places
solve complex and novel problems. Bridges blends direct instruction, structured investigation, and Math Forums
open exploration. The program taps into the intelligence strengths of all students by presenting mate- Problem Strings
rial that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful. Assessments
Number Corner
Mathematical Emphasis
Bridges Activities Content
A Bridges classroom features a combination of whole-group, small-group, and independent Practices
activities that are problem centered. Fourth graders engage in five major kinds of activities: Models
Number Line
Problems & Investigations, Work Places, Math Forums, Problem Strings, and Assessments.
Arrays
Ratio Tables
Problems & Investigations Base Ten Area Pieces
Models for Fractions
Problems & Investigations are whole-group activities that also incorporate periods of Models for Geometry
independent and partner work. They often begin with a problem posed by the teacher, followed
Teacher Materials
by time for students to think independently, work for a period of time, and talk in pairs before
Teachers Guide
reconvening to share and compare strategies and solutions as a whole class. Unit Introductions
Module Introductions
Work Places Sessions (Daily Lesson Plans)
Ancillary Pages
Work Places are engaging, developmentally appropriate math stations that offer ongo- Assessment Guide
ing practice with key skills. Many Work Places are partner games, but some are independent Resources for Support &
activities or more open-ended partner work. Work Places are always introduced and practiced Intervention
as a whole class, after which students have opportunities to repeat the Work Place over a period Answer Keys
of weeks. Work Places include suggestions that enable the teacher to differentiate each activity to Student Materials
address students’ needs for additional support or challenge. Bridges Student Book
Home Connections
Math Forums Spanish-Language
Materials
Students discuss their solutions to and strategies for solving problems in nearly every
Bridges lesson. Math forums, which occur a few times in most units, are a more formal and Additional Materials
structured time for students to share and discuss their work. Prior to conducting a forum, the Technology
Vocabulary
teacher reviews students’ written work on a particular problem and selects specific students to
share during the forum. She carefully plans the order in which students will share to help the
rest of the class develop a deeper understanding of the problem and the variety of strategies that
can be applied to solve it. Students who are not sharing their own work are expected to listen
carefully, compare their classmates’ work to their own, and ask questions to better understand
each student’s ideas.
Bridges in Mathematics Introduction
Problem Strings
Problem strings are fast-paced exercises in which the teacher presents a carefully struc-
tured sequence of problems one at a time to the entire class. Each time, students solve the problem
independently using any strategy they like, and then the teacher uses a specific model (a number
line or ratio table, for example) to represent students’ strategies. The goal is to help students
develop more efficient ways of solving a particular kind of problem, based upon the connections
they see among the problems in the string. In Bridges Grade 4, problem strings are featured in
Units 2, 4, and 6.
Assessments
Assessments in Grade 4 are generally completed independently. Teachers have many
opportunities, especially during Work Places, to make observational assessments of students
working in small groups and to adjust the activity immediately based upon those observations.
Opportunities for work samples are also highlighted throughout the curriculum.
Number Corner The Number Corner

Teachers Guide includes an
Number Corner is a skills program that is an essential part of the Bridges curriculum, but which overview of the program
can also be used to supplement any elementary math curriculum. This collection of quick daily and lesson plans for all
skills activities makes use of a classroom display featuring a calendar, growing collections, number Number Corner activities.
lines, and more. The display engages students and contributes to a math-rich classroom environ-
ment that promotes both procedural fluency and conceptual understanding.
Calendar Grid Observations Cups, Quarts & Gallons Record Sheet

2014 Elapsed Time Observations
Day Cups Quarts Gallons & Equations
© The Math Learning Center NK12345 | 6102
Date Time a.m./p.m. Between today Total time elapsed

and the day before since the 1st 1 1 1
4
11/1 12:00 a.m. 2 2 1
2
11/2 1:10 a.m. 1 hr. 10 min. 1
hr. 10 min. 3 3 3
4
11/3 2:20 a.m. 1 hr. 10 min. 2
hr. 20 min. 4 4 1
11/4 3:30 a.m. 1 hr. 10 min. 3
hr. 30 min. 5 5 114
11/5 4:40 a.m. 1 hr. 10 min. 4
hr. 40 min. 6 6 1123
11/6 5:50 a.m. 1 hr. 10 min. 5
hr. 50 min. 7 7 14
11/7 7:00 a.m. 1 hr. 10 min. 7 hours 8 8 2
11/8 8:20 a.m. 1 hr. 20 min. 8 hr. 20 min. 9 9 2141
11/9 9:40 a.m. 1 hr. 20 min. 9 hr. 40 min. 10 10 22
11/10 11:00 a.m. 1 hr. 20 min. 11 hours
11/11 12:20 p.m. 1 hr. 20 min. 12 hr. 20 min.
11/12 1:40 p.m. 1 hr. 20 min. 13 hr. 40 min.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99
Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303 Number Line Segment ERASABLE MARKERS ONLY © The Math Learning Center QCN2303
Mathematical Emphasis
The mathematics in Bridges Grade 4 fully addresses the Common Core State Standards for fourth
grade. The program is aligned to the Critical Areas of Focus and Major Instructional Shifts
outlined by the authors of the CCSS. It weaves together the standards for content and practice in
ways that support student learning. Bridges Grade 4 also features key visual models that deepen
students’ mathematical learning while providing developmentally appropriate opportunities to
employ the mathematical practices as they engage with new mathematical content.
Content
Bridges develops children’s mathematical thinking and reasoning abilities through age-
appropriate problems and investigations in the areas of number, operations, algebraic thinking,
measurement, data, and geometry. Some of these problems and investigations grow out of
ventures into everyday life, while others delve more deeply into the world of mathematics itself.
Students are encouraged to explore, develop, test, discuss, and apply ideas: to see mathematics as
something that is fluid, vibrant, creative, and relevant.
This year, students focus intensively on the three critical areas specified by the Common Core State
Standards for Mathematics in Grade 4: (1) developing understanding and fluency with multi-digit
multiplication, and developing understanding of dividing to find quotients involving multi-digit
dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of
fractions with like denominators, and multiplication of fractions by whole numbers; (3) under-
standing that geometric figures can be analyzed and classified based on their properties, such as
having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Bridges Grade 4 includes eight units of study, with 20 sessions per unit. Much of the work in
Unit 1 provides students with opportunities to explore multiplication and division, focusing
in particular on models, strategies, and multiplicative comparisons. During Unit 2, students
continue to build multiplicative reasoning as they work with multi-digit multiplication and
early division. Later in the year, during Unit 6, students revisit multiplication and division
as they explore the many connections between the two. Each module in Unit 6 is rich with
opportunities to model and solve problems, share and explain strategies, play games, and apply
computational skills and concepts in a variety of contexts.
During Unit 3, students focus on fractions and decimals. They work with a variety of tools,
including folded paper strips, egg cartons, geoboards, number lines, and base ten pieces, to
model, read, write, compare, order, compose, and decompose fractions and decimals. In Unit
4, students study addition, subtraction, and measurement concepts. They compare the use of
algorithms to other methods and make generalizations about which work best for certain prob-
lems. The measurement concepts in this unit include length and distance, liquid volume, time,
mass, and weight. During Unit 5, students are formally introduced to a host of new geometric
concepts, including angles and angle measure, parallel and perpendicular lines, and reflective
symmetry. They also measure the area and perimeter of rectangles, making generalizations that
support the introduction of the formulas for both.
Unit 7 offers a review of material covered earlier in the year, as well as opportunities to extend
skills and concepts into working with larger numbers and bigger ideas. Early in the unit, students
investigate a variety of shape and number sequences, looking for patterns that will enable them to
extend each sequence and state the general rule that produced it. In the second module, they hone
their skills at choosing and writing equations to represent multi-step number and word problems.
In the latter half of the unit, they review some of the strategies they have developed for multi-digit
multiplication over the year, and explore the standard multiplication algorithm.
Fifth Arrangement
1 + 3 + 3 + 3 + 3 + 3 = 16
The final unit of the year uses science and engineering explorations to revisit and cement the Integrated Science
mathematical skills students have built in the previous units while providing a foundation for Unit 8 blends engi-
work they’ll begin in fifth grade. Students design and build scaled model playgrounds that neering design with
incorporate simple machines. They experiment with simple machines, conduct research to mathematics standards.
help them make decisions about safety issues, survey the school community to find the most Many Number Corner
important playground items to use in their designs, and use spreadsheet software to analyze the activities also feature
data they collect. They then use the information to create a scaled map of their designs and to studies and experiments
build a scaled 3-D model. that serve as the context
for measuring, gathering,
and analyzing data.
Practices
The Common Core State Standards describe eight mathematical practices that characterize the
ways in which mathematically proficient students engage with mathematical content. In Grade
4, students employ these practices with increasing independence, focusing in particular on
improving their mathematical communication skills, modeling with mathematics, and reason-
ing both abstractly and quantitatively.
The broad characteristics of each practice in the fourth grade classroom are also described here.
CCSS Standard for

Characteristics at Grade 4
Mathematical Practice
Make sense of problems Fourth graders consider the meaning of a problem and look for appropriate, effi-
and persevere in solving cient ways to solve it. They use concrete and visual models as well as expressions
them (4.MP.1) and equations to represent, understand, and solve problems. They try different
approaches when necessary, evaluate whether their solutions make sense in the
context of the problem, and use alternative methods to check their answers.
Reason abstractly and Fourth graders connect the specific quantity represented by a number to
quantitatively (4.MP.2) written symbols. They make abstract representations of problems as they solve
them, for example by writing equations, but can also think about those symbols
in relation to the problem to make sense of the quantities in context.
Construct viable Fourth graders refine their mathematical communication skills by using words
arguments and critique (written and spoken) and symbols (equations and expressions) to clarify their
the reasoning of others thinking. They support the representations they have made with sketches or
(4.MP.3) objects, and they explain and justify their own strategies and solutions. They also
ask specific questions to better understand and evaluate other students’ reasoning.
Model with mathematics Fourth graders represent mathematical situations with numbers, words,
(4.MP.4) sketches, actions, charts, graphs, equations, arrays, and ratio tables. They learn
to connect these models and explain the connections among them. They use
models not only as a way to represent problems, but also as tools for solving
them and developing deeper understanding of the mathematics.
Use appropriate tools Fourth graders learn to consider the tools, both concrete and abstract, at their
strategically (4.MP.5) disposal and to select the ones that will be most useful to them in solving a
particular mathematical problem or performing a particular task. For example,
they may use graph paper or a number line to represent and compare decimals
and protractors to measure angles. They use other measurement tools to
understand the relative size of units within a system and express measurements
given in larger units in terms of smaller units. To use tools strategically, students
must understand the requirements of the task, their own needs and strengths,
and the capabilities of the tools available to them.
Attend to precision Fourth graders are increasingly able to be clear and precise in communicating
(4.MP.6) mathematically, both in writing and in discussion. They specify units of measure
and are careful to use the correct language to describe operations and symbols.
They also take care to measure, draw, and label with precision.
Look for and make use of When considering mathematical situations and solving problems, fourth grad-
structure (4.MP.7) ers seek out patterns and notice structure. They use what they notice to solve
problems and develop deeper conceptual understandings.
Look for and express Fourth graders notice repetition when solving problems and use that repetition
regularity in repeated to develop more efficient strategies for solving similar problems. Students use
reasoning (4.MP.8) models to explain calculations and understand how algorithms work. They also
use models to examine patterns and generate their own algorithms.
Models
Bridges Grade 4 incorporates manipulatives and visual models that provide a variety of ways
for students to make sense of mathematical concepts, represent and solve problems, attend to
precision in their efforts, and communicate about their thinking. The most prominent models
in Grade 4 are used to help students develop efficient strategies for computing with multi-digit
numbers, as well as analyzing fractions, and decimals.
Open Number Line

Because some students may be using additive thinking to solve multiplication problems, the
open number line is used early in the year to show repeated addition as a bridge to the array,
which encourages multiplicative thinking.
1×3 2×3 3×3 4×3 5×3

3 3 3 3 3
0 3 6 9 12 15
Addition & Subtraction

The open number line is also used as a way to model addition and subtraction strategies
such as give and take (also known as compensation), for example, for multi-digit addition
and constant difference for multi-digit subtraction. Give and take is based on the idea that
since everything is added together in the end, it’s possible to transfer part of one addend
to the other to simplify the combination.
3 175
697 + 3 = 700
+ 178 – 3 = 175
697 700 875 875
The constant difference strategy, made visible on an open number line, is based on the
idea that a subtraction combination might be made much easier to solve by adding or
subtracting the same amount from the minuend and the subtrahend. The key lies in keep-
ing the difference between the two numbers constant.
8,545 + 13 = 8,558
13 13
– 7,387 + 13 = 7,400
7,387 7,400 8,545 8,558 1,158
In the example above, a large subtraction combination is rendered much easier to solve by
adding 13 to the minuend, 8,545 and the subtrahend, 7,387. This yields the combination
8,558 – 7,400, which is possible to solve mentally.
Fractions & Decimals

Students also use a number line model to compare and order fractions and decimals.
By reasoning about the relationships, students place fractions and decimals on a class
number line. For example, to place 7/8 on the number line, students reason that 7/8 is 1/8 less
than 8/8 = 1. Given the position of 1/4, which is already placed on the number line, students
find the position of 1/8. Then they can find 7/8 as 1/8 to the left of 1.
1 1 7
0 8 4
0.50
8 1 1.75 2
Array or Area Model

In the area model for multiplication, the total area of the rectangle represents the product, and
the two dimensions represent the factors.
The dimensions
represent the factors.
3
factors product
The area represents
4 × 3 = 12 4 12 the product.
Because multiplication and division are inverse operations, the same model can be used to
illustrate division.
The known The unknown
divisor dimension dimension
dividend quotient represents represents
the divisor. the quotient.
12 ÷ 4 = 3 3
quotient The area represents

3 4 12 the dividend.
divisor 4 12 dividend
Bridges helps students use the array model for multiplication by beginning with discrete models in
third grade. Students progress over time, using closed arrays, base ten area pieces with linear pieces,
and then open arrays. With closed arrays, they can count each square unit by ones. With base ten
area pieces and linear pieces, the area is now modeled in bigger chunks, tens and ones, and the
dimensions are defined with linear pieces, helping students differentiate between linear measures
and area measures. With open arrays, students can chunk the arrays into pieces that are convenient
and efficient for the problem. With each model, students can chunk areas into bigger pieces, moving
away from counting strategies, to repeated addition, and then to multiplicative thinking.
Closed Array Linear Pieces and Open Array

Base Ten Area Pieces
While students will discover many ways to solve multiplication and division problems, the
array model provides a way for them to discuss their strategies with one another, decompose the
numbers, apply the distributive property, and identify partial products.
Multiplication
14
12 × 14 = 168
10 × 10 = 100 12
100 40 10 × 2 = 20 × 14
12 10 × 4 = 40 48
2×4=8 + 120
100 + 60 + 8 = 168 168
20 8
Division
43
10 10 10 10 3
8 80 80 80 80 24
80 + 80 + 80 + 80 = 320 8 × 43 = 344
320 + 24 = 344 so
344 ÷ 8 = 43
Ratio Table
The ratio table is used in Bridges to simultaneously build multiplicative thinking and proportional
reasoning. The model is introduced in Unit 1 to represent students’ strategies. Students will fill
in tables for situations with a constant ratio such as when one row in a box has 8 crayons and
there are 4 rows. Later, the ratio table will become a tool for students to use in problem solving to
compute multiplication, division, and fraction problems, as well as make conversions. This model
will also be used for many years to come in higher mathematics to model proportional situations.
Rows of Number
crayons of crayons
1 8
2 16
3 24
×2 ×2
6 48
In using ratio tables to solve division combinations, students place the divisor in the first row or
column, then build up to the dividend by groups of the divisor, using the table to record their
thinking. Ratio tables can be either vertical or horizontal, and you will find examples of both.
Students will often write equations alongside their tables to clarify their thinking.
Strategy for solving 243 ÷ 9 Another strategy for solving 243 ÷ 9
20 + 5 + 2 Groups Total
Number of Groups 1 10 20 5 2 27 1 9 01 × 9 = 009
Total 9 90 180 45 18 243 10 90 10 × 9 = 090
180 + 45 + 18 20 180 20 × 9 = 180

5 45 05 × 9 = 045
2 18 02 × 9 = 018
27 243
243 ÷ 9 = 27
Addition & Subtraction

Base ten pieces play an important role in introducing the traditional algorithms for addi-
tion and subtraction. Unlike the open number line, which is another effective model for
multi-digit computation, the pieces focus squarely on each place and value. So, for example,
it is easy to see and understand that if you’re going to start with the ones rather than front-
ending, you will need to regroup (or trade, or carry) under certain circumstances.
1
223
+ 129
352
Given their familiarity with multi-digit addition and subtraction, the students are
expected to transition very quickly from base ten pieces to numbers. The pieces make
the algorithms visible, and provide a fall-back for students who are not able to make the
transition as quickly as some of their classmates.

The base ten pieces, used extensively for modeling and computing with whole numbers,
are also a very effective tool for modeling and comparing decimal fractions and numbers
when the mat is assigned a value of 1.
one tenth hundredth

1 1
1 10 100
1.00 0.10 0.01
mat strip unit
Models for Fractions

Students use a variety of manipulatives and visuals to model, read, write, compare, compose,
and decompose fractions and decimals, including paper strips, egg cartons, geoboards, number
lines, and base ten pieces.
Folded Paper Strips

Students fold and then cut and label paper strips of different colors to form various fractions.
These simple “fraction kits” make it easy for students to find many relationships among halves,
fourths, eighths, and sixteenths, as well as recognize and generate equivalent fractions.
Equivalent Fractions 1= 1 + 1 = 2
2 4 4 4
1 1 + 1 = 2 = 1 1 = 1 + 1 + 1 + 1 = 4
2 2 2 2 8 8 8 8 8
1 1
2 2
1 + 1 + 1 + 1 = 4 = 1
1 1 1 1 1= 1 + 1 = 2
4 4 4 4 4 4 4 4 4
4 8 8 8
1 1 1 1 1 1 1 1
8× =1 8 =1
8 8 8 8 8 8 8 8
8 8 1 = 1 + 1 + 1 + 1 = 4
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 16 16 16 16 16
16 × 1 = 16 = 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
16 16 3 = 1 + 1 + 1 = 1+ 1
4 4 4 4 2 4
Egg Carton Fractions

Students continue the work with the egg carton model they began in third grade. The egg
carton model involves a 12-egg carton. While most visual or physical models of fractions
specifically portray them as either parts of a whole or parts of a set, the egg carton simul-
taneously models fractions both ways. Eight eggs set into a carton of 12 can be viewed as
2/3 of a whole (the whole being the entire egg carton) or 8 out of a set of 12 eggs.
However, if pieces of yarn or string are used to divide the carton, those 8 eggs can be seen
to fill 2/3, 4/6, or 8/12 of the carton, depending on the number of parts into which the carton
has been divided.
8 eggs fills 2/3 of the carton 8 eggs fill 4/6 of the carton 8 eggs fill 8/12 of the carton
Geoboard Fractions
Students also investigate fractions on the geoboard and make observations about a wide
variety of fractional relationships. Much like the egg carton model, the geoboard can
be used to characterize fractions as parts of a whole or parts of a set. The entire board
is assigned a value of 1, but there are 16 smaller squares within the larger whole. This
makes the geoboard an especially effective tool for recognizing and generating equivalent
fractions, comparing fractions, composing and decomposing fractions, and multiplying
fractions by whole numbers.
Region A Region B Region C Region D Region E

1 1 1 1 1

2 of a large square
4 of a large square
8 of a large square
16 of a large square
8 out of 16 little 2 out of 16 little 1 out of 16 little 1 of one of the

4 out of 16 little
2
squares, or 168 squares, or 164 squares, or 162 squares little squares
1

8
16 + 168 = 16
16 =1
1
16 + 161 + 161 + 161 = 164
16 + 161 = 162 region B equals 4 Ds 4 Es makes 1 C
1
1
16
+ 161 + 161 +161 = 164 = 14 32 + 321 + 321 + 321 = 324 = 18
2 × 168 = 16
16 =1 4 × 161 = 4
16
2 × 161 = 2
16
region C equals 2 Ds 32 × 321 =1
1
region A equals 4 Cs region B equals 8 Es region C is half of B 16 + 161 = 162 = 18
8 + 8 = 8 = 4
1 1 2 1
2 = 8 + 8 + 8 + 8 = 8
1 1 1 1 1 4
4 = 8 × 32
1 1
16 × 161 = 1
region C is twice D
1 1
A 4 = 2 × 8
B If the whole geoboard has an area of 1, what fraction of the

board does each region show, and how do those regions
C D E
relate to one another?
Models for Geometry

The models used in most of the sessions are pattern blocks, geoboards, colored tiles, and the
clock face. These models were chosen for their flexibility, familiarity, and the fact that students
can use them to investigate properties of shapes and develop new understandings without leav-
ing a record of error. For example, as students learn about parallel and perpendicular lines, they
can experiment freely with rubber bands on a geoboard to construct examples and figures free
of the need to erase mistakes.
Teacher Materials
Bridges Grade 4 provides teachers a wealth of materials, both online and in print. Teachers
Guides and ancillary materials give teachers everything they need to plan lessons, prepare
teaching materials, access support and intervention resources, and challenge and assess students
in their growth as mathematicians.
Teachers Guide
Every grade level contains 160 sessions (daily lessons) that are evenly spread across eight units
of instruction. The 20 sessions in each unit are divided among four modules. Each module
contains 3 to 7 sessions that stand together as a coherent instructional sequence.
Unit Introductions
Each unit begins with an introduction that describes the mathematical content of the unit and
includes charts for teacher planning. It is meant to provide teachers with a sense of the big-
picture overview in terms of mathematical background, instructional sequence, and the ways
in which the material relates to what students have already learned and what they will learn in
future units and grade levels.
The Unit Planner outlines how the sessions are ordered and grouped in modules. It also indi-
cates which kinds of activities are included in each session: Problems & Investigations (whole
group activities), Work Places (math stations), Math Forums, Problem Strings, Assessments,
Home Connections (homework assignments), and Daily Practice (optional practice pages).
Unit 6
Unit 6
Multiplication & Division, Data & Fractions
Overview
The instruction in Unit 6 is designed to help students understand, in ways that are both deep and robust, the many connections
between multiplication and division. Each module in the unit is rich with opportunities to model and solve problems, share and
explain strategies, play games, and apply computational skills and concepts in a variety of contexts.
Unit 6 Planner
Module Day Session & Work Places Introduced P&I PS MF WP A HC DP
Module 1 Multiplication & Division Strategies 1 Session 1 Unit 6 Pre-Assessment
Unit 6 opens with a review of some of the division 2 Session 2 Larger Division with Money
strategies students developed earlier in the year.
Students then solve and discuss a set of division 3 Session 3 Discussing Larger Division with
problems that move beyond the basic facts. Money
Sessions 3 and 4 focus on multiplication strate- 4 Session 4 More Multiplication Strategies
gies, while Sessions 5 and 6 bring multiplication
5 Session 5 Modeling Multiplication &
and division together as students discover that
Division, Part 1
they can use the same models for both opera-
tions. The module ends with an emphasis on the 6 Session 6 Modeling Multiplication &
importance of choosing strategies based on the Division, Part 2
numbers involved in the problems. 7 Session 7 Revisiting the Doubling &
Halving Strategy
Module 2 Revisiting Area & Perimeter 8 Session 1 Area Problems
In this module, students revisit and extend their 9 Session 2 Investigating Perimeter
understanding of area and perimeter. They focus
in particular on the role division plays in area and 10 Session 3 Perimeter Problems
perimeter problems. Students spend one session Work Place 6A Factors & Multiple
finding the unknown dimension in problems where 11 Session 4 Area or Perimeter
they know the area and one dimension. They spend Work Place 6B Area or Perimeter
two more sessions finding the unknown dimension
12 Session 5 Area & Perimeter Checkpoint
in problems where they know the perimeter and
one dimension. They discuss strategies for solving
both types of problems during math forums and
use these strategies when playing Area or Perimeter,
a new Work Place game.
Module 3 Line Plots, Fractions & Division 13 Session 1 Pool Times on a Line Plot
In Module 3, the focus shifts from multiplication 14 Session 2 Data Analysis
and division to collecting and representing data
measured in fractions of a unit on a line plot. As 15 Session 3 Fraction Spin & Add
students work with line plots during the first three Work Place 6C Fraction Spin & Add
sessions, they solve problems that involve addition 16 Session 4 Present Purchase
and subtraction of fractions using the line plot data.
17 Session 5 Division Strategies Math Forum
The last two sessions in the module close the loop,
as students solve division problems with remain-
ders, using fractions and decimals in the process.
Module 4 More Division 18 Session 1 Lowest Remainder Wins
Module 4 provides additional opportunities for Work Place 6D Lowest Remainder Wins
students to hone their division skills. The module 19 Session 2 More Division Strategies
opens with a problem string that reinforces the
connection between division and equivalent ratios. 20 Session 3 Unit 6 Post-Assessment
Then students learn a new Work Place game that
provides practice dividing with and without remain-
ders. The second session features a wrap-up, as
students solve division problems, share strategies,
and work together to create a class chart for division,
analogous to the multiplication strategies chart they
generated in the first module of this unit. Finally,
students take the Unit 6 Post-Assessment.
P&I – Problems & Investigations, PI – Problem Strings, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice
Bridges in Mathematics Grade 4 Teachers Guide i © The Math Learning Center | mathlearningcenter.org
The Skills Across the Grade Levels Chart shows the major skills addressed in the unit, indicates
the level at which each is addressed in the unit (Introduced, Developed, Mastered, Reviewed/
Extended, or Supported), and shows where and how the skill is addressed elsewhere in the cur-
riculum (current and adjacent grade levels).
Unit 5 Introduction
Skills Across the Grade Levels

The table below shows the major skills and concepts addressed in Unit 5. It is meant to provide a
quick snapshot of the expectations for students’ learning during this unit, as well as information
about how these skills are addressed in Bridges Grade 3, elsewhere in Grade 4 including Number
Corner (NC), and also in Grade 5.
Major Skills/Concepts Addressed Gr. 3 Unit 5 Gr. 4 Elsewhere Gr. 5

4.MD.3 Apply the area formula for a rectangle to solve I D Units 2, 6, 8 R/E
a problem NC Dec., Jan., Apr
4.MD.5 Identify an angle as a geometric figure formed I D Unit 8 N/A
where two rays share a common endpoint NC Feb.
4.MD.5a Measure angles by identifying the fraction of N/A D NC Feb. N/A
the circular arc between the points where the two rays
forming the angle intersect the circle whose center is at
the endpoints of those rays
4.MD.5b Identify the measure of an angle by identify- N/A D NC Feb. N/A
ing the total number of one-degree angles through
which it turns
4.MD.6 Use a protractor to measure angles in whole N/A M Unit 8 R/E
degrees; sketch an angle of a specified measure NC Feb.
4.MD.7 Decompose an angle into non-overlapping parts N/A M NC Feb. N/A
4.MD.7 Express the measure of an angle as the sum of N/A M NC Feb. N/A
the angle measures of the non-overlapping parts into
which it has been decomposed
4.MD.7 Solve problems involving finding the N/A M NC Feb. N/A
unknown angle in a diagram, using addition and
subtraction
4.MD.7 Demonstrate an understanding that angle N/A M NC Feb. N/A
measure is additive
4.G.1 Identify points, lines, line segments, rays, and I M Unit 8 R/E
angles (right, acute, obtuse), parallel lines, and perpen- NC Dec., Feb., May
dicular lines in 2-D figures
4.G.1 Draw angles (right, acute, and obtuse) , parallel I M Unit 8 R/E
lines, and perpendicular lines NC Dec., Feb., May
4.G.2 Classify 2-D figures based on the presence or I M NC Dec., Feb., Apr., May R/E
absence of parallel lines, perpendicular lines, and
angles of a specified size; identify right triangles
4.G.3 Identify and draw lines of symmetry; identify I M NC Dec., Apr., May R/E
figures with line symmetry
I – Skill or concept is introduced or reintroduced.

D – Skill or concept is developed.
M – Skill or concept is expected to be mastered.
R/E – Skill or concept is reviewed, practiced, or extended to higher levels.
S – Support materials are provided for students who require intervention or additional practice.
N/A – Skill or concept is not addressed.
The Assessments Chart indicates when and how key skills in the unit are assessed.
Unit 6 Introduction
Assessments
There are three written assessments in Unit 6—a unit pre-assessment at the beginning of
Module 1, a checkpoint at the end of Module 2, and a unit post-assessment at the end of Module
4. There is also one assignment in Module 1 that can be collected as a work sample. In addition
to these, four Work Places introduced over the course of the unit offer teachers opportunities to
observe in
Bridges students’ skills Grade
Mathematics in authentic settings.
4 Teachers GuideThe following chart
viiishows where and
© The when
Math assess-Center | mathlearningcenter.org
Learning
ment opportunities appear throughout the unit.
Skills/Concepts Assessed Observational Assessments Written Assessments

4.OA.3 Solve multi-step story problems M1, S1 Unit 6 Pre-Assessment
involving only whole numbers, using addi-
tion, subtraction, and multiplication
4.OA.3 Solve story problems involving M1, S1 Unit 6 Pre-Assessment
division with remainders
4.OA.4 Find all factor pairs for a whole M2, S3 Work Place 6A Factors
number between 1 and 100 & Multiples
4.OA.4 Demonstrate an understanding M2, S3 Work Place 6A Factors
that a whole number is a multiple of each & Multiples
of its factors, and determine whether a
whole number between 1 and 100 is a
multiple of a given 1-digit number
4.NBT.4 Use the standard algorithm with M2, S4 Work Place 6B Area or M1, S1 Unit 6 Pre-Assessment
fluency to add and subtract multi-digit Perimeter M4, S3 Unit 6 Post-Assessment
whole numbers
4.NBT.5 Multiply a 1 or 2-digit whole M4, S1 Work Place 6D Lowest M1, S4 Multiplication Problem
number by a 1 or 2-digit whole number Remainder Wins Strings Work Sample
using strategies based on place value and
the properties of operations
4.NBT.5 Multiply 2- and 3-digit whole M1, S1 Unit 6 Pre-Assessment
numbers by 1-digit whole numbers using M1, S4 Multiplication Problem
strategies based on place value and the Strings Work Sample
properties of operations M4, S3 Unit 6 Post-Assessment
4.NBT.5 Multiply two 2-digit numbers M1, S1 Unit 6 Pre-Assessment
using strategies based on place value and M1, S4 Multiplication Problem
the properties of operations Strings Work Sample
M4, S3 Unit 6 Post-Assessment
4.NBT.5 Use equations and rectangular M1, S1 Unit 6 Pre-Assessment
arrays to explain strategies for multiplying M1, S4 Multiplication Problem
with multi-digit numbers Strings Work Sample
4.NBT.6 Divide a 2-, 3-, or 4-digit number by M2, S4 Work Place 6B Area or M1, S1 Unit 6 Pre-Assessment
a 1-digit number, with or without a remain- Perimeter M2, S5 Area & Perimeter
der, using strategies based on place value, the M4, S1 Work Place 6D Lowest Checkpoint
properties of operations, or the relationship Remainder Wins M4, S3 Unit 6 Post-Assessment
between multiplication and division
arrays to explain strategies for dividing a M2, S5 Area & Perimeter
multi-digit number by a 1-digit number Checkpoint
4.NF.1 Recognize and generate equivalent M3, S3 Work Place 6C Fraction
fractions; Use a visual model to explain why Spin & Add
a fraction a/b is equivalent to a fraction
(n × a)/(n × b)
4.NF.3c Add mixed numbers and fractions M3, S3 Work Place 6C Fraction
Bridges in Mathematics Grade 4 Teachers

with like denominators
4.MD.3 Apply the area or perimeter
Guide
Spin & Add
M2, S4 Work Place 6B Area or M1, S1 Unit 6 Pre-Assessment
© The Math Learning Center | mathlearningcenter.org
formulas for a rectangle to solve a problem Perimeter M2, S5 Area & Perimeter
Checkpoint
The Differentiation Chart shows which sessions include suggestions for providing challenges
for students working above grade level, support for students who are struggling, and scaffolding
for English-language learners.
Unit 5 Introduction
Differentiation
The following chart indicates which sessions contain explicit suggestions for differentiating
instruction to support or challenge students, as well as to make instruction accessible to ELL
students. When a Work Place is introduced, the differentiation suggestions for the Work Place
game or activity are included on the Work Place Guide. In addition to these explicit sugges-
tions, you’ll find that many activities are open-ended enough that you’ll be differentiating your
instruction quite naturally.
Module 1 Module 2 Module 3 Module 4

Session 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 1 2 3 4
Challenge
Support
ELL
Module Introductions
There are four modules in every unit. Each module includes about five sessions and begins with
a brief introduction.
The Module Planner includes a summary of each session and each Work Place (math station).
Like the Unit Planner, it also indicates what kinds of activities are included in each session.
Unit 6
Unit 6
Module 3
Module 3
Line Plots, Fractions & Division
Overview
In Module 3, the focus shifts from multiplication and division to collecting and representing data measured in fractions of a
unit on a line plot. As students work with line plots during the first three sessions, they solve problems that involve addition and
subtraction of fractions using the line plot data. The last two sessions in the module close the loop, as students solve division
problems with remainders, using fractions and decimals in the process.
Planner
Session & Work Places Introduced P&I PS MF WP A HC DP
Session 1 Pool Times on a Line Plot
Today students review how to calculate elapsed time and are introduced to a fundraising scenario
that requires data collection and display. Students complete the collection of data on a chart and
create a line plot to display the data, which will be discussed in Session 2. After students finish the
assignment, they spend any remaining time visiting Work Places.
Session 2 Data Analysis
In this session, students study the line plot they completed last session to consider the range,
median, and mode of the data. Then students complete a related assignment in their Student Books.
Session 3 Fraction Spin & Add
Today students continue to look at the line plot data from Sessions 1 and 2 and answer questions
about the data that involve fractions. Then the teacher introduces Work Place 6C Fraction Spin
& Add. In this game, students spin and add fractions and represent the sum with pattern block
pieces on their record sheets. Students play first with the teacher and then with a partner.
Bridges in Mathematics
Work Place Grade
6C Fraction Spin 4 Teachers Guide
& Add x © The Math Learning Center | mathlearningcenter.org
Players take turns spinning a fraction spinner twice and adding the fractions spun. Then they find
pattern blocks to represent their spins and place them on their record sheets. Whenever possible,
players trade up pattern blocks so they always have the fewest blocks possible on their sheet.
Players continue to alternate turns spinning, adding, and placing pattern blocks until one player
fills all six hexagons on the Fraction Spin & Add Record Sheet.
Session 4 Present Purchase
Today’s session opens with a problem string designed to help students connect division, fractions,
and decimals. Then students solve division problems with remainders.
Session 5 Division Strategies Math Forum
Today students participate in a math forum to share some of the strategies they used to solve the
division problems last session. After solutions and strategies have been shared, teacher and students
examine the results of all six problems to look for patterns and relationships among the dividends,
divisors, and quotients. Then students spend the remainder of the session at Work Places.
P&I – Problems & Investigations, PS – Problem String, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice
The Materials Preparation Chart makes it convenient for teachers to prepare for an entire
module ahead of time. The chart lists copies to run, materials to gather, and instructions for
preparing unique items.
Unit 5 Module 3 Introduction
Materials Preparation Additional

Resources
Each session includes a complete list of the materials you’ll need to conduct the session, as well
as notes about any preparation you’ll need to do in advance. If you would like to prepare materi- Please see this module’s
als ahead of time for the entire module, you can use this to-do list. Resources section of the
Bridges Educator site for
Task Done a collection of resources
Bridges in Mathematics Grade 4 Teachers Guide 1 © The Math Learning Center you
| mathlearningcenter.org
can use with students
Copies Run copies of Teacher Masters T1–T6 according to the instructions at the top of
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 193, 195, and 197–198.
If students do not have their own Student Books, run a class set of Student Book
pages 193–200.
If students do not have their own Home Connections books, run a class set of the
assignments for this module using pages 103–106 in the Home Connections Book.
Paper Cutting Before Session 1, gather 1 piece of 12” × 12” red construction paper , 1 piece of
10” × 18” blue construction paper for every 4 students. Before Session 2, get
another piece of 12" × 12" red construction paper and 1 piece of 9” × 12” green
construction paper for every 2 students.
Sessions (Daily Lesson Plans)

Each session represents a single day’s worth of math instruction. The Teachers Guide includes a
detailed lesson plan for every session.
The first page of each session includes a summary of the day’s lesson, a list of key skills (with
CCSS citations), a table that shows all the materials used in the lesson, a list of key vocabulary,
and details about any special preparation required.
Unit 5 Module 2
Unit 5
Module 2
Session 5 Session 5
Polygon Riddles
Summary
Today student pairs each use the set of polygon cards they labeled last session to solve sev-
eral riddles posed by the teacher. Then the teacher introduces Work Place 5C Solving Polygon
Riddles, and sends students to Work Places as soon as each pair has cut and labeled a second
set of cards so each of them has a set to use during Work Places.
Skills & Concepts

• Identify angles, perpendicular, and parallel lines in 2-D figures (4.G.1)
• Classify 2-D figures based on the presence or absence of parallel lines, perpendicular lines,
or angles of a specified size (4.G.2)
• Identify right triangles (4.G.2)
• Make sense of problems and persevere in solving them (4.MP.1)
• Construct viable arguments and critique the reasoning of others (4.MP.3)
Materials
Copies Kit Materials Classroom Materials Vocabulary
An asterisk [*] identifies
Vocabulary
Problems & Investigations Polygon Riddles those terms for which Word
TM T13–T15
Polygon Riddles
• students’ labeled polygon cards
from the previous session
Resource Cards are available.
Key mathematical terms
acute angle*
SB 187
Naming Polygons (from the previous session)
• piece of copy paper to mask
portions of the teacher master
angle* are featured on Word
congruent*
Work Places Introducing Work Place 5C Polygon Riddles equilateral Resource Cards. Each
TM T16
Unit 5 Work Place Log (see Preparation)
• 3” × 5” index card
• a set of labeled polygon cards
equilateral triangle*
isosceles triangle*
card shows a word and
borrowed from a student
TM T17
Work Place Guide 5C Solving Polygon Riddles • students’ Work Place folders
line symmetry pictures to illustrate its
TM T18 (see Preparation) line of symmetry*
5C Solving Polygon Riddles Record Sheet • chart with names of each of the obtuse angle* meaning on the front and
TM T19–T20 shapes in the set of polygon parallel*
5C Polygon Riddles (see Preparation) cards you created during the
previous session parallelogram* a more formal definition
TM T21
5C Solving Polygon Riddles Answer Key • envelopes and sets of polygon
cards you didn’t use last session
perpendicular*
polygon*
of the word on the back.
SB 189*
Work Place Instructions 5C Solving Polygon Riddles quadrilateral*
rectangle*
Work Places in Use
rhombus*
4B Add, Round & Compare (introduced in Unit 4, Module 1, Session 4)
right angle*
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5)
4D Target Five (introduced in Unit 4, Module 3, Session 2) right triangle*
5A Angle Puzzles (introduced in Unit 5, Module 1, Session 4) scalene triangle*
5B Mosaic Game (introduced in Unit 5, Module 2, Session 3) square*
5C Solving Polygon Riddles (introduced in this session)
trapezoid*
Daily Practice vertex or corner*
SB 190
Drawing Lines of Symmetry
HC – Home Connection, SB – Student Book, TM – Teacher Master

Copy instructions are located at the top of each teacher master.
* Run 1 copy of this page to be stored for use by the teacher and other adult helpers during Work Place time.
Bridges in Mathematics Grade 4 Teachers Guide 25 © The Math Learning Center | mathlearningcenter.org
Every session includes step-by-step, numbered instructions for carrying out one or more activi-
ties. Some steps are expanded with more support for the teacher, including instructional tips,
sample dialog, illustrations, and suggestions for differentiating instruction.
Ancillary Pages
The teacher masters (including assessments) and student pages (including homework) required
for each session are included for reference at the end of each module. Teachers can run copies
from these pages. All ancillary pages are available as PDFs on the Bridges Educator site, and the
student pages are also available as consumable books.
Assessment Guide
The Assessment Guide includes information about the Bridges approach to formative and
summative assessment in fourth grade. It also includes resources for scoring students’ work and
guidance for providing intervention based on students’ assessment results.
Resources for Support & Intervention Support

Resources
Educators, including math specialists, resource room teachers, and support staff, can use the
Resources section of the Bridges Educator site to access a curated collection of games, activities, See the Resources section
and other resources for supporting and differentiating instruction. of the Bridges Educator
site for resources you can
Bridges Intervention, a nine-volume collection of lessons designed for instruction in the Response use to supplement your
to Intervention (RtI) framework, is also available from the Bridges Educator site. Bridges teachers instruction, such as online
at any grade level have access to all nine volumes so they can provide the support their students games for practicing
need, regardless of the grade level at which those students are working at any point. Each volume targeted skills.
includes practice pages, warm-ups, and activities that teachers can print and use as needed.
Bridges
Answer Keys
Intervention
Answer keys are provided as full-size pages with answers shown in red. Answer keys are avail-
Bridges Intervention
able for viewing and download in the Curriculum section of the Bridges Educator site. is available to users of
Bridges and Number
Unit 3 Module 4 Session 4 class set, plus 1 copy for display Answer Key
NAME | DATE
Unit 5 Module 2 Session 1 class set, plus 1 copy for display Answer Key
Corner as a set of free
Unit 3 Post-Assessment page 1 of 5 NAME | DATE
downloads from the
1 Write three equivalent fractions to represent the shaded part. Angles Checkpoint page 1 of 2 Bridges Educator site.
1 Write the correct name for each figure. Choose from the following terms: ray, acute
angle, obtuse angle, right angle, straight angle, point.
This represents 1 unit. What fraction has been shaded? a b c
a 1⁄3 2⁄6 4⁄12
_____, _____, _____
ray obtuse angle point

d e f
This represents 1 unit. What fraction has been shaded?

acute angle straight angle right angle
b ½ 2⁄4 4⁄8 8⁄16 also acceptable
_____, _____, _____
2 Sketch these figures. Use your ruler to help. You can also use pattern blocks if you want.
a a pattern block shape that has b a pattern block shape that has
exactly 4 right angles exactly three 60° angles
square equilateral
triangle
c 7⁄1 35⁄5 7⁄1

_____, _____, _____ also 14⁄2
c a pattern block shape that has only d a pattern block shape that has 2
2 Sara wrote this equation on her paper: 1 8 =
3 8
+
3 obtuse angles acute angles and 2 obtuse angles
8 8
hexagon trapezoid
a Yes
Is Sara’s equation true? _______
b 3
Write three more equations for 1 8 that are all true and all different. Use only
fractions with a denominator of 8 in your equations. (rhombus also
acceptable)
3
7⁄8 4⁄8
+
1 8 = ______________________________________________________
18
3
6⁄8 + 5⁄8
= ______________________________________________________ 3 Fill in the bubbles beside all the statements that are true about an acute angle.
N An acute angle measures less than 90°.
18
3
8⁄8 + 1⁄8 + 2⁄8
= ______________________________________________________
Answers may vary, but should equal 11⁄8. N An acute angle measures more degrees than a right angle.
Examples shown. (continued on next page) N If you put two 35° angles together, they form an acute angle.
Bridges in Mathematics Grade 4 Teacher Masters T3 © The Math Learning Center | mathlearningcenter.org N All the angles in a green pattern block triangle are acute.
(continued on next page)
Bridges in Mathematics Grade 4 Teacher Masters T1 © The Math Learning Center | mathlearningcenter.org
Student Materials
Students work extensively with manipulatives and use Student Books for guided and indepen-
dent practice in class and for homework assignments. They play a variety of card and board
games, and the Bridges Educator site includes a wealth of technological resources for use with
students, including games, virtual manipulatives, animations, and interactive models.
Bridges Student Book

The Bridges Student Book includes pages for students to complete independently during class. Daily
The Student Book also includes instructions for each Work Place game or activity. In addition, Practice
the Student Book contains Daily Practice pages, which can be assigned as optional work to be This icon designates
completed in class or as homework. Teachers can run copies of Student Book pages or purchase optional Daily Practice
consumable Student Books. pages in the Bridges
Student Book.
Home Connections
The Home Connections Book includes a year’s worth of homework assignments. Teachers
can run copies of the assignments or purchase consumable Home Connections Books.
Spanish-Language Materials Additional

Resources
Spanish versions of the student books and certain Teacher Masters are available without charge
on the Bridges Educator site. Spanish versions of the Student Book and Home Connections are Links to recommended
also available for separate purchase as consumable books. titles are included in the
Resources section of the
Bridges Educator site.
Additional Materials
In addition to the explicit lesson plans in the Teachers Guides, teachers can use a variety of
online and print materials to enhance their instruction.
Technology
The Bridges Educator site gives teachers convenient access to teaching materials, implementa-
tion support, and a diverse collection of resources to enrich instruction.
• All teacher and student materials available for online viewing or download
• A bank of online resources, including MLC-developed apps of interactive models, and links
to games, virtual manipulatives, animations, teacher tips, and recommended books
• Answer keys
• Files for use with Smart Boards, as well as files for replacing lost cards, game boards, and spinners
• A growing library of professional resources, including videos, tutorials, and our Teaching &
Learning articles
• Support and intervention information and resources
• Our Bridges in Mathematics blog, where teachers can catch up with news, search topics, and
exchange ideas with their peers
Vocabulary
The curriculum includes a set of Word Resource Cards for every classroom. Each card features
a mathematical term accompanied by illustrations, with a definition on the back. The cards are
integrated into lessons and displayed in the classroom to support students’ acquisition and use
of precise mathematical language.
60°
120°
equivalent
60° 60°
array degree 45°
90°
fractions 2
6
and 13 1 2 3
2 and 4 and 6
Word Resource Cards Grades 3–5 | WRC35 © The Math Learning Center Word Resource Cards Grades 3–5 | WRC35 © The Math Learning Center Word Resource Cards Grades 3–5 | WRC35 © The Math Learning Center
$3.00 $3.82 $4.00
perpendicular rounding
60 63 70
Word Resource Cards Grades 3–5 | WRC35 © The Math Learning Center Word Resource Cards Grades 3–5 | WRC35 © The Math Learning Center
TEACHERS GUIDE
UNIT 1 4
Bridges in Mathematics Second Edition Grade 4 Teachers Guide Unit 1

Bridges and Number Corner are registered trademarks of The Math Learning Center.

QBB4801-1
Updated 2015-10-12.
The Math Learning Center grants permission to reproduce or share electronically the materials in this publication in support of
implementation in the classroom for which it was purchased. Distribution of printed material or electronic files outside of this specific
purpose is expressly prohibited. For usage questions please contact the Math Learning Center.
ISBN 978-1-60262-484-9
Unit 1
Multiplicative Thinking
Module 1 Module 3
Models for Multiplication & Division��1 Multiplicative Comparisons
Session 1 Setting Our Course for the Year��3
& Equations��1
Session 2 Number Lines��11 Session 1 Introducing Work Place 4E
Products Four in a Row ��3
Session 3 Unit 1 Pre-Assessment��17
Session 2 Multiplication & Division Checkpoint��7
Session 4 Methods & Models for Multiplication�� 23
Session 3 M
ultiplicative Comparisons
Session 5 Models for Division��31
with a Giant��11
Session 6 Math Forum on
Session 4 Introducing Work Place 1F
Multiplication & Division�� 39
Dragon’s Gold��19
Session 5 Unit 1 Post-Assessment�� 25
Module 2
Primes & Composites��1
Module 4
Session 1 Finding Factors of Numbers Measurement Experiences��1
from 1 to 36��3
Session 1 Linear Measurement��3
Session 2 Exploring Prime &
Composite Numbers��7 Session 2 B
enchmarks for Standard Units:
Mass/Weight��9
Session 3 Reviewing Multiplication Strategies��13
Session 3 Volume & Capacity��15
Session 4 Introducing Work Place 1B
Arrays to One Hundred�� 21
Session 5 Seeing Strategies, Part 1�� 27
Session 6 Seeing Strategies, Part 2 �� 33
Unit 1
Unit 1
Multiplicative Thinking
Overview
Unit 1 begins the year with a study of multiplication and division, focusing in particular on models, strategies and multiplica-
tive comparisons. In Module 1, students use open number lines, arrays, and ratio tables. They also solve multiplication and
division story problems and participate in their first math forum. In Module 2, they use the area model to investigate factors
and multiples and prime and composite numbers. They also review strategies for finding single-digit multiplication facts.
Module 3 has them working with factors and products as well as multiplicative comparisons and equations. Module 4 extends
the idea of multiplicative comparison into the arena of measurement, as students develop deeper understandings of the relative
sizes of metric units for length, mass, and liquid volume.
Planner
Module 1 Models for Multiplication & Division 1 Session 1 Setting Our Course for the Year
The teacher and class work together to build
community and set the tone for the year ahead. 2 Session 2 Number Lines
In a multiday investigation, students use open 3 Session 3 Unit 1 Pre-Assessment
number lines, ratio tables, and arrays to deter-
mine the number of school supplies collected in 4 Session 4 Methods & Models for Multiplication
a fictional classroom.
5 Session 5 Models for Division
6 Session 6 Math Forum on Multiplication & Division

Module 2 Primes & Composites 7 Session 1 Finding Factors of Numbers from 1 to 36
Students use the area model to investigate fac-
tors of numbers and determine whether numbers 8 Session 2 Exploring Prime & Composite Numbers
are prime or composite. They consider multiplica- 9 Session 3 Reviewing Multiplication Strategies
tion fact strategies introduced in third grade and Work Place 1A Cover Up
use open number lines, ratio tables, and the area
model to review them. The Work Place activities 10 Session 4 I ntroducing Work Place 1B
introduced in this module also provide practice Arrays to One Hundred
with multiplication facts and strategies. Work Place 1B Arrays to One Hundred
11 Session 5 Seeing Strategies, Part 1

Work Place 1C The Multiple Wheel
12 Session 6 Seeing Strategies, Part 2

Work Place 1D Spinning Around Multiplication
Module 3 Multiplicative Comparisons & Equations 13 Session 1 I ntroducing Work Place 1E Products
This module focuses on factors, products, multi- Four in a Row
plication comparisons, and equations. Students Work Place 1E Products Four in a Row
are introduced to two new Work Places. In
Products Four in a Row, they develop strategies 14 Session 2 Multiplication & Division Checkpoint
to choose factors that will give them the most 15 Session 3 Multiplicative Comparisons with a Giant
advantageous products. Then in Dragon’s Gold,
they learn to verbalize and record statements of 16 Session 4 Introducing Work Place 1F Dragon’s Gold
multiplicative comparison. Work Place 1F Dragon’s Gold
17 Session 5 Unit 1 Post-Assessment

Module 4 Measurement Experiences 18 Session 1 Linear Measurement
This module provides hands-on experience
with measurement as students explore linear 19 Session 2 B
enchmarks for Standard Units:
measurement, mass, weight, and liquid volume, Mass/Weight
and review the definitions and units of measure 20 Session 3 Volume & Capacity
for each category. They use various measure-
ment tools and match the units of measure with
each tool. The investigations enable them to
better identify the relative sizes of various units
of measure.
Unit 1 Introduction
Mathematical Background
Concepts
Much of the work in Unit 1 is a review of key multiplication and division skills and concepts
from Grade 3, including the following:
• Interpreting products and quotients of whole numbers
• Using multiplication and division within 100 to solve story problems in situations involving
equal groups, arrays, and measurement quantities
• Determining the unknown whole number in a multiplication or division equation
• Applying properties of operations as strategies to multiply and divide
• Fluently multiplying and dividing within 100
Even though students are required to know from memory all products of two 1-digit numbers by the
end of third grade, it’s probably not reasonable to expect that this will be the case for all incoming
fourth graders without a few weeks to revisit the strategies and models. Also, basic fact strategies such
as doubling to multiply by 2 or using a Double-Doubles strategy to multiply by 4 can be extended
to situations in which students are multiplying much larger numbers by single digits. For example,
to solve 4 × 125, a student familiar with the Double-Doubles strategy for single-digit multiplication
might double 125 to get 250, and double it again to get 500. A student familiar with the Half-Tens
strategy might solve 5 × 68 by multiplying 10 × 68 and halving the result: 680 ÷ 2 = 340.
While multiplication and division were major topics in Grade 3, the transition from additive to
multiplicative thinking is a journey of several years for most learners. To help students make
the transition, the authors of the Common Core Standards stipulate that fourth graders learn
to interpret a multiplication equation as a comparison. Students who learned to interpret the
multiplication equation 4 × 6 = 24 as 4 groups of 6 is equal to 24 in Grade 3 are now expected to
interpret that equation to mean 24 is 4 times as many as 6, and 6 times as many as 4. Although this
sounds simple—perhaps just a matter of linguistics—understanding what it really means when we
say that something is twice as big, three times as tall, or four times as much is not easy. Consider
the following task and three responses you might see in a typical fourth grade classroom.
Draw a line that is exactly 2 inches long. Then draw a second line that is exactly 3 times as
long as the first line.
Student A I made the line 5 inches long because 2 and then 3 more is 5.
2 inches
5 inches
Student B I respectfully disagree with you. I think the line should be 6 inches long because that’s 3 times as many
as 2 inches. It’s like 2 and 2 and 2.
2 inches 6 inches
Student C I said it was 8 inches long because you have 2 inches, right? And then if you make it 3 more times, like
2, and then 2 and 2 and 2, you get 8.
The first and third responses above reflect two of the most common misconceptions about
multiplicative comparisons. Student A has made an additive comparison instead of a multiplica-
tive comparison, drawing a line that is 3 inches more than the first, rather than 3 times as many.
Student C interprets 3 times as many to mean that you add 3 times more to the original length.
Both of these students are still employing additive rather than multiplicative reasoning.
Central to understanding what it means to say that something is 4 times as much, many, tall,
or long, than something else is the idea that 4 of the smaller amount, quantity, height, or length
have to fit exactly into the larger amount, quantity, height, or length. That is the idea shown in
this illustration from Module 3:
Bridges in Mathematics Grade 4 Teachers Guide ii © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction
Unit 1 Module 3 Session 3 1 copy for display
Jim & the Giant
1 Sam says that the giant is 3 times as tall as Jim. Do you agree with Sam? Why or why not?
2 Jim is 48" tall. How tall is the giant?
3 The giant is actually 4 times as tall as Jim.

What equation can we write to represent this situation?
The giant is the same as 4 Jims standing on top

of each other.
Jim is one-fourth as tall as the giant.
In addition to being able to interpret multiplication equations as statements of multiplicative
comparison, fourth graders are expected to multiply or divide to solve story problems involving
multiplicative comparison. To do this, they must be able to translate comparative situations into
equations with an unknown. Here are examples of three different types of story problems Grade
4 students are expected to be able to solve and write equations for:
• Unknown Product
Jon has 12 matchbox cars. His brother, Andrew, has 3 times that many matchbox cars.
How many matchbox cars does Andrew have? (12 × 3 = n)
• Group Size Unknown
Sara bought a book and a CD. The book cost $21, which was 3 times more than the CD
cost. How much did the CD cost? (21 ÷ n = 3 or 3 × n = 21)
• Number of Groups Unknown
Jacob bought a pair of shoes for $20 and a jacket for $60. How many times as much did the
jacket cost than the shoes? (60 ÷ 20 = n or 20 × n = 60)
Because these types of situations are so central to multiplicative reasoning, and this type of
reasoning is so central to Grade 4, you will find them throughout Bridges and Number Corner
all year long. Students are given numerous opportunities to write and identify equations and
statements for multiplicative comparison, as well as to solve contextual problems, starting in the
first session of Unit 1.
Another element new to the fourth grade year is an understanding of factors, multiples, prime,
and composite numbers. Here, the array model used in Grade 3 proves its worth as students dis-
cover that they can make several different rectangles with 12 tiles, but only one rectangle with
13 tiles. Building on the work they did during the previous year, students come to recognize
the dimensions of an array as factors and the area as a product. It’s but a short hop to go from
building and recording arrays built with 12 tiles to listing the factors of 12.
Bridges in Mathematics Grade 4 Teachers Guide iii © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction
4 × 3 = 12
12 6
×2
6 13
mathlearningcenter.org
2 × 6 = 12
13
×1
×1
12
12
13
Twelve is a composite number because it has more factors than just itself and 1. I can see
that the factors of 12 are 1, 2, 3, 4, 6, and 12. Thirteen is a prime number. No matter how hard
you try, you can only build one rectangle with 13 tiles, so it only has two factors—1 and 13.
Strategies
The ability to recall the single-digit multiplication facts is important to free up students’ mental
energies for reasoning and problem solving. Students will use these facts as they advance to
more complex mathematics, such as solving multi-digit multiplication and division problems
and working with fractions. This automaticity can be accomplished in part by helping students
use the facts they know to help them reason about those facts with which they are not yet fluent.
In this unit, students consider specific strategies for remembering different categories of multiplica-
tion facts. They use a table of multiplication facts and the array model to review these strategies,
which were first introduced in third grade Bridges. While some fourth graders may not yet have
mastered all of their multiplication facts, many of your returning Bridges students will recall most, if
not all, of these strategies. Review the table below so that you are familiar with the strategies as well.
Multiplication Strategies
Factor Category Example How the strategy works

×0 Zero facts 0×3=0 The product of any number and 0 is 0.
7×0=0
×1 Ones facts 1×4=4 The product of any number and 1 is that number.
8×1=8
×2 Doubles facts 2 × 6 = 12 To multiply any number by 2, double that number.
9 × 2 = 18
×3 Doubles Plus One facts 3 × 6 = 18 To multiply any number by 3, double the
9 × 3 = 27 number and then add the number. For example,
3 × 6 = (2 × 6) + 6 = 12 + 6 = 18.
×4 Double-Doubles facts 4 × 6 = 24 To multiply any number by 4, double that
9 × 4 = 36 number, and then double the result. For example,
4 × 6 = 2(2 × 6) = 2 × 12 = 24.
×8 Double-Double-Doubles facts 8 × 6 = 48 To multiply any number by 8, double that number,
9 × 8 = 72 double the result, and then double one more time. For
example, 8 × 6 = 2(2(2 × 6)) = 2(2 × 12) = 2 × 24 = 48.
×5 Half-Tens facts 5 × 7 = 35 To multiply any number by 5, it may be simples to
8 × 5 = 40 first multiply that numbr by 10 and then divide the
product by 2. For example, to solve 8 × 5, find 8 × 10
and divide 80 by 2 to get 40.
×6 Half-Tens Plus One Set facts 6 × 7 = 42 To multiply any number by 6, first multiply the
8 × 6 = 48 number by 5 and then add the number to the result.
For example, 8 × 6 = (8 × 5) + 8 = 48.
× 10 Tens facts 10 × 8 = 80 Multiplying by 10 comes naturally for students with a
6 × 10 = 60 solid grasp of skip-counting and place value concepts.
×9 Tens Minus One Set facts 9 × 7 = 63 To multiply any number by 9, think of the related
9 × 9 = 81 Tens fact and then subtract the number. For
example, 9 × 7 = (10 × 7) – 7 = 70 – 7 = 63.
Bridges in Mathematics Grade 4 Teachers Guide iv © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction
As students shift away from using additive reasoning (skip-counting) to find products, they begin
to use multiplicative strategies like doubling (e.g., thinking of 8 × 2 as 8 doubled). This can lead to
use of the doubling and halving strategy (e.g., 12 × 4 = 6 × 8). Students can also use partial prod-
ucts with smaller “chunks” of numbers first and then use them with bigger chunks (e.g., 32 × 12
= 32 × 10 + 32 × 2). As they reason multiplicatively, they can also use “over strategies” for certain
problems (e.g., 99 × 47 = 100 × 47 – 1 × 47). We want to help students build a repertoire of strate-
gies based on multiplicative reasoning that they can eventually apply to multi-digit multiplication.
4 × 27 4 × 27
27, 54, 81, 108 27, 54, 108
Skip-Counting Doubling
4 × 27 = 2 × 54
Doubling/Halving
4 × 27 = (4 × 10) + (4 × 10) + (4 × 7) or 4 × 27 = (4 × 20) + (4 × 7)

20 7
or 4 80 28
108
Partial Products
Models
The models and strategies that appear in Unit 1 serve to help students review and re-access what
they learned in Grade 3. These include the open number line, the array or area model, and the
ratio table. All three will be extended and greatly expanded in fourth grade, especially the area
model and the ratio table.
The Open Number Line

Because some of your students may be using additive thinking to solve multiplication problems,
the open number line is used early in Unit 1 to show repeated addition as a bridge to the array,
which encourages multiplicative thinking. The open number line will resurface later in the year
as a way to model addition and subtraction strategies as well.
1×3 2×3 3×3 4×3 5×3

3 3 3 3 3
0 3 6 9 12 15
The Array or Area Model

In the area model for multiplication, the total area of the rectangle represents the product, and
the two dimensions represent the factors.
The dimensions
represent the factors.
3
factors product
The area represents
4 × 3 = 12 4 12 the product.
Bridges in Mathematics Grade 4 Teachers Guide v © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction
Because multiplication and division are inverse operations, the same model can be used to
illustrate division.
The known The unknown
divisor dimension dimension
dividend quotient represents represents
the divisor. the quotient.
12 ÷ 4 = 3 3
quotient The area represents

3 4 12 the dividend.
divisor 4 12 dividend
Bridges helps students use the array model for multiplication by beginning with discrete models
in third grade. Students progress over time, using closed arrays, base ten area pieces with linear
pieces, and then open arrays. With closed arrays, they can count each square unit by 1s. With base
ten area pieces and linear pieces, the area is now modeled in bigger chunks, tens and ones, and the
dimensions are defined with linear pieces, helping students differentiate between linear measures
and area measures. With open arrays, students can chunk the arrays into pieces that are conve-
nient and efficient for the problem. With each model, students can chunk areas into bigger pieces,
moving away from counting strategies, to repeated addition, and then to multiplicative thinking.
Closed Array Linear Pieces and Open Array

While students will discover many ways to solve multiplication and division problems, the
array model provides a way for them to discuss their strategies with one another, decompose the
numbers, apply the distributive property, and identify partial products.
The Ratio Table

The ratio table is used in Bridges to simultaneously build multiplicative thinking and proportional
reasoning. The model is introduced in Unit 1 to represent students’ strategies. Students will fill
in tables for situations with a constant ratio such as when one row in a box has 8 crayons and
there are 4 rows. Later, the ratio table will become a tool for students to use in problem solving to
compute multiplication, division, and fraction problems, as well as make conversions. This model
will also be used for many years to come in higher mathematics to model proportional situations.
Rows of Number
crayons of crayons
1 8
2 16
3 24
×2 ×2
6 48
Bridges in Mathematics Grade 4 Teachers Guide vi © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction
Algebra Connections in This Unit

Students who are successful in mathematics engage in algebraic reasoning all the time, search-
ing for meaning and patterns. They recognize what is the same, what is different, and what
has changed about things in their world. When students model and solve multiplication and
division problems with the open number line, the ratio table, and the area model, all of which
make it possible to see and generalize number relationships, they are also engaging in algebraic
reasoning, which contributes to their ability to compute fluently.
For example, when students understand the commutative property of multiplication, they
see that the order in which numbers are multiplied does not change the product so that, for
instance, 7 × 8 = 8 × 7. When they understand this, they cut the number of multiplication
facts they need to master nearly in half. In this unit, students will also make generalizations to
the effect that the product of any number and 9 is just one group less than the product of that
number and 10 (8 × 9 = 8 × 10 – 8). They’ll also see that to find the product of a number and 5,
they can first find the product of that number and 10, and then cut the result in half (5 × 8 = (10
× 8) ÷ 2 = 80 ÷ 2 = 40). These are generalized patterns students can use to compute products
mentally with confidence. Because algebra is all about patterns, relationships, and generaliza-
tions, using these generalized patterns is an example of algebraic thinking.
When students see basic multiplication facts as isolated bits of information, they may struggle
because each fact seems like a new problem. They may attempt to memorize the facts by rote
or use inefficient counting strategies, like skip-counting. However, when students use algebraic
thinking and make generalizations about the number relationships in groups of related facts,
they can use those generalizations to make sense of the facts and solve unknown facts or
compute with large numbers.
Teaching Tips Organizing

• Take time to develop the routines and habits that you will use for the rest of the school year. Materials
This will set the tone for the year, save time in the future, and enable more math learning to take For additional information
place. Routines include how to move from one place to another in the classroom, using a student about organizing manipu-
journal, participating in a problem string, participating in a math forum, and doing Work Places. latives and other materials,
• Work Places are a time for students to practice skills and an additional time for you to differenti- see the Implementation
ate instruction by pulling individuals or small groups of students to work with on problem areas. section of the Bridges
Educator site.
You can use this time to play the games in smaller groups, to go over Daily Practices, Home
Connections, and checkpoints or even to preview upcoming material. Keep this in mind as you
observe students daily so that you can decide how to work with students during this time.
• Many of the skills and concepts in Unit 1 are review from third grade. This allows you to get
a sense of where your students are with third grade skills; you can treat Unit 1 as an ongoing
assessment. Because much of the material is review, you can also take the time to work on
establishing routines and expectations for the year.
• Decide how you want to organize your manipulatives. Once they are set up, make sure
students know where to find them, how to take care of them, and how to put them away.
• Develop a system for copying, organizing, and filing necessary teacher masters, especially
Work Place and assessment teacher masters.
• Always encourage students to justify their thinking and reasoning. You will walk a fine line
between celebrating student success and nudging them toward using increasingly efficient
and sophisticated strategies.
• Starting the year can be overwhelming. Don’t worry if you don’t get everything done in every
lesson. Don’t worry if your students are not mastering everything. You will revisit these skills
and concepts as the year continues.
Bridges in Mathematics Grade 4 Teachers Guide vii © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction


3.OA.1 Interpret products of whole numbers M R/E N/A N/A
3.OA.3 Solve multiplication story problems with M R/E N/A N/A

products to 100 involving situations of equal groups
3.OA.4 Solve for the unknown in a multiplication M R/E N/A N/A
equation involving 3 whole numbers
3.OA.5 Multiply using the commutative and distribu- M R/E N/A N/A
tive properties
3.OA.7 Fluently multiply with products to 100 using M R/E N/A N/A
strategies
3.MD.7a Demonstrate that the area of a rectangle with M R/E N/A N/A
whole-number side lengths can be found by multiply-
ing the side lengths
3.MD.7b Represent the product of two numbers as M R/E N/A N/A
the area of a rectangle with side lengths equal to those
two numbers
3.MD.7c Use the area model for multiplication to M R/E N/A N/A
illustrate the distributive property
3.MD.7d Find the area of a figure that can be decom- M R/E N/A N/A
posed into non-overlapping rectangles
4.OA.1 Write a multiplication equation to represent a I M Unit 2 R/E
verbal statement of a multiplicative comparison NC Sep., Nov., Jan., Apr.
4.OA.2 Solve story problems involving a multiplicative I M Units 2 R/E
comparison using multiplication or division NC Sep., Apr.
4.OA.4 Find all factor pairs for a whole number I M Unit 2 R/E
between 1 and 100 NC Sep.–Dec.
4.OA.4 Demonstrate an understanding that a whole I M Unit 2 R/E
number is a multiple of each of its factors NC Sep.–Dec.
4.OA.4 Determine whether a whole number between N/A M Unit 2 R/E
1 and 100 is prime or composite
4.MD.1 Identify the relative sizes of centimeters, D D Units 4, 8 R/E
meters, and kilometers; grams and kilograms; ounces NC Sep., Nov., Apr., May
and pounds; milliliters and liters; seconds minutes and
hours
4.MD.1 Express a measurement in a larger unit in I D Units 4, 8 R/E
terms of a smaller unit within the same system of NC Sep., Nov., Apr., May
measurement

Bridges in Mathematics Grade 4 Teachers Guide viii © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction
Assessments
There are three written assessments in Unit 1—a unit pre-assessment near the beginning of
Module 1, a checkpoint near the beginning of Module 3, and a unit post-assessment at the end
of Module 3. In addition to these, six Work Places introduced over the course of the unit offer
teachers frequent opportunities to observe students’ skills in authentic settings. The following
chart shows where and when assessment opportunities appear throughout the unit.

3.OA.4 Determine the unknown whole M3, S2 Multiplication &
number in a multiplication or division Division Checkpoint
equation relating three whole numbers
Supports 3.OA Use and explain M2, S5 Work Place 1C The
additive and multiplicative strategies Multiple Wheel
to demonstrate an understanding of
multiplication
3.OA.5 Multiply using the commuta- M2, S3 Work Place 1A Cover Up
tive property
3.OA.5 Multiply using the distributive M2, S4 Work Place 1B Arrays to
property One Hundred
3.OA.6 Solve division problems by M1, S3 Unit 1 Pre-Assessment
finding an unknown factor (e.g., Solve M3, S5 Unit 1 Post-Assessment
32 ÷ 8 by finding the number that
makes 32 when multiplied by 8)
3.OA.7 Fluently multiply with products M2, S3 Work Place 1A Cover Up M1, S3 Unit 1 Pre-Assessment
to 100 using strategies M2, S4 Work Place 1B Arrays to M3, S2 Multiplication &
One Hundred Division Checkpoint
M2, S5 Work Place 1C The M3, S5 Unit 1 Post-Assessment
Multiple Wheel
M2, S6 Work Place 1D Spinning
Around Multiplication
M3, S4 Work Place 1F Dragon’s
Gold
M3, S1 Work Place 1E Products
Four in a Row
3.OA.9 Explain patterns among basic M2, S3 Work Place 1A Cover Up M3, S2 Multiplication &
multiplication facts by referring to Division Checkpoint
properties of the operation
3.NBT.3 Multiply whole numbers from M1, S3 Unit 1 Pre-Assessment
1–9 by multiples of 10 from 10–90 using M3, S5 Unit 1 Post-Assessment
strategies based on place value and
properties of operations
3.MD.7b Find the area of a rectangle M2, S3 Work Place 1A Cover Up M3, S2 Multiplication &
by multiplying its side lengths M2, S4 Work Place 1B Arrays to Division Checkpoint
One Hundred
3.MD.7c Use the area model for mul- M2, S3 Work Place 1A Cover Up
tiplication to illustrate the distributive
property (e.g., the area of a rectangle
with side lengths a and b + c is equal to
a × (b + c) or a × b + a × c)
4.OA.1 Make a comparison statement M1, S3 Unit 1 Pre-Assessment
to match a multiplication equation; M3, S2 Multiplication &
write a multiplication equation to Division Checkpoint
represent a verbal statement of a M3, S5 Unit 1 Post-Assessment
multiplicative comparison
a multiplicative comparison using M3, S5 Unit 1 Post-Assessment
multiplication or division
4.OA.3 Solve multi-step story prob- M1, S3 Unit 1 Pre-Assessment
lems involving only whole numbers, M3, S5 Unit 1 Post-Assessment
using addition, , multiplication, and
division
Bridges in Mathematics Grade 4 Teachers Guide ix © The Math Learning Center | mathlearningcenter.org
Unit 1 Introduction

4.OA.4 Find all factor pairs for a whole M3, S1 Work Place 1E Products M1, S3 Unit 1 Pre-Assessment
number between 1 and 100 Four in a Row M3, S2 Multiplication &
Division Checkpoint
4.OA.4 Demonstrate an understanding M3, S1 Work Place 1E Products M1, S3 Unit 1 Pre-Assessment
that a whole number is a multiple of Four in a Row M3, S2 Multiplication &
each of its factors Division Checkpoint
4.OA.4 Determine whether a whole M3, S1 Work Place 1E Products M1, S3 Unit 1 Pre-Assessment
number between 1 and 100 is a Four in a Row M3, S2 Multiplication &
multiple of a given 1-digit number Division Checkpoint
4.OA.4 Determine whether a whole M1, S3 Unit 1 Pre-Assessment
number between 1 and 100 is prime or M3, S2 Multiplication &
composite Division Checkpoint
M – Module, S – Session
Differentiation
Session 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 1 2 3
Challenge
Support
ELL
Bridges in Mathematics Grade 4 Teachers Guide x © The Math Learning Center | mathlearningcenter.org
Teachers Guide
GRADE 4 – UNIT 1 – MODULE 1
Module 1
Models for Multiplication & Division
Session 1 Setting Our Course for the Year�� 3
Session 2 Number Lines�� 11
Session 3 Unit 1 Pre-Assessment�� 17
Session 4 Methods & Models for Multiplication��23
Session 5 Models for Division��31
Session 6 Math Forum on Multiplication & Division��39
Teacher Masters Student Book Pages

Pages renumber with each module. Page numbers correspond to those in the consumable books.
School Supplies�� T1 More School Supplies�� 1
Number Line Puzzle 1��T2 How Many Pencils?�� 2
Unit 1 Pre-Assessment��T3 How Many Pens?�� 3
Unit 1 Pre-Assessment Student Reflection Sheet �� T6 How Many Erasers?�� 4
Crayons & Story Problems��T7 Claudia’s School Supplies�� 5
Broken Lid Crayons��T8 Crayons & Story Problems Sheet�� 6
Camping Story Problems Forum Planner��T9 More Crayons�� 7
Broken Lid Crayons Sheet�� 8
Camping Story Problems�� 9
Sandwiches & Pizza�� 11
Division Models�� 12
Home Connections Pages

Page numbers correspond to those in the consumable books.
Number Line Puzzles�� 1
Models for Multiplication�� 3
Modeling Multiplication & Division�� 5
Unit 1
Unit 1
Module 1
Module 1
Models for Multiplication & Division
Overview
In Module 1, the teacher works to set the tone for the year and to build community within the class. Students brainstorm
what the class should look like and sound like in Session 1, extending and refining their list as the module continues. Also in
Session 1, the teacher launches a multi-day investigation in which students determine the number of school supplies collected
in a fictional fourth grade classroom. This context allows students to review and extend their understanding of multiplication
strategies, concepts, and models including open number lines, ratio tables, and arrays. Students take the Unit 1 Pre-Assessment
in Session 3 and reflect on their work in Session 4. They participate in the first math forum of the year in Session 6, sharing
their work on a variety of story problems from Session 5.
Planner
Session P&I PS MF WP A HC DP
Session 1 Setting Our Course for the Year
Session 1 opens with a discussion about how the classroom should look and sound during math
period to ensure that everyone has a chance to be successful. Students’ ideas are recorded on a chart
to set the tone for the day’s work. Students listen to a story that launches them into an investigation
to determine quantities of school supplies to be used in a fictional fourth grade classroom. They solve
problems in pairs and share their strategies with the class. To close the session, the class makes a
poster about their Community of Learners to refer to for the rest of the year.
Session 2 Number Lines
This session opens with the first problem string of the year. Students set up their student journals and
work through the string to review using an open number line to represent multiplication problems.
Then the investigation into Mrs. Carter’s school supplies continues as they use a variety of strategies,
including the problem string, to find quantities of supplies in Mrs. Carter’s class. Students examine a
Number Line Puzzle and apply the strategies they are practicing.
Session 3 Unit 1 Pre-Assessment
This session begins with a short problem string in which students investigate ratio tables. Then
students complete the Unit 1 Pre-Assessment. They reflect on the assessment during the next session.
This session ends with a brief exploration of the math manipulatives and materials students will use
throughout the year.
Session 4 Methods & Models for Multiplication
After reviewing the pre-assessment given in Session 3, students solve several multiplication story
problems and the teacher models their strategies using open number lines, ratio tables, and rectan-
gular arrays. In the back of their math journals, students begin a handbook involving a collection of
mathematics vocabulary and strategies to use throughout the year.
Session 5 Models for Division
Students investigate the relationship between multiplication and division using open number lines,
ratio tables and the area model. After students collaborate to connect the three models to division,
they begin a set of multiplication and division story problems.
Session 6 Math Forum on Multiplication & Division
Students finish the Camping Story Problems Student Book page from Session 5. Then the teacher
leads the first math forum, a purposeful classroom discussion of students’ strategies. Today’s forum
focuses on grouping and sharing problems, using the array model to strengthen understanding. The
teacher asks intentionally selected students to share their strategies for solving two of the Camping
Story Problems. Throughout the forum, the teacher guides students’ understanding of the strategies
and how the strategies relate to each other.

Resources
you can use with students
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 1 and 3.
pages 1–13.
Charts Prior to Session 1, create two charts for recording students’ thinking. On the
first, make a T-chart with one column labeled Looks Like and the other column
labeled Sounds Like. On the second, write Community of Learners at the top
Special Items Prepare Student Books for use by writing students’ names on them.
Write each student’s name on a journal.
Have your manipulatives organized and ready for students to preview.
Unit 1 Module 1
Unit 1
Module 1
Session 1 Session 1
Setting Our Course for the Year
Summary
Session 1 opens with a discussion about how the classroom should look and sound during
math period to ensure that everyone has a chance to be successful. Students’ ideas are
recorded on a chart to set the tone for the day’s work. Then the teacher tells a story to launch
an investigation in which students determine quantities of school supplies to be used in a
fictional fourth grade classroom. They solve problems in pairs and share their strategies with
the class. To close the session, the class makes a poster about their Community of Learners to
refer to for the rest of the year.
Skills & Concepts

• Interpret products of whole numbers (3.OA.1)
• Make a comparison statement to match a multiplication equation (4.OA.1)
• Solve story problems involving a multiplicative comparison using multiplication or
division (4.OA.2)
Materials
Problems & Investigations Setting Our Course for the Year those terms for which Word
TM T1 • 2 pieces of chart paper taped to Resource Cards are available.
School Supplies the wall in an easily accessible
equation*
SB 1* location
More School Supplies • marker groups of
multiplication
Daily Practice
SB 2 multiply*
How Many Pencils?
strategy
HC – Home Connection, SB – Student Book, TM – Teacher Master unit*
Copy instructions are located at the top of each teacher master.* Run 1 copy of this page for display.
Preparation
• Prepare Student Books for use by writing students’ names on them.
• Create two charts for recording students’ thinking. On the first, make a T-chart with one
column labeled Looks Like and the other column labeled Sounds Like. On the second, write
Community of Learners at the top.
Unit 1 Module 1 Session 1
Problems & Investigations

Setting Our Course for the Year
1 Gather students in the discussion area and explain that they will be work-
ing together this year to learn mathematics. Ask them to think about what
the room should look like and sound like when they are learning math.
Teacher A community is a group of people who share something in
common. So when you all work on math in school, you are a com-
munity of math learners. You might not have thought of this, but all
of you are mathematicians. A mathematician is someone who thinks
about math, talks about math, asks math questions, and solves math
problems. Let’s take a moment to think about what will help you do
well as a mathematician this year. What should our room sound like
and look like while we are doing math?
2 Give students a minute or two to think and then invite students to share their
ideas, one at a time. Record students’ suggestions on the prepared T-chart.
ELL Help ELL students understand what you are saying by using gestures, writing key
words where everyone can see, and if possible, finding a student who is proficient in both
languages to help translate. Your goal is to help all students become better mathemati-
cians, which is more likely to happen if students feel safe, comfortable, and respected.
You will begin building a community of learners during this discussion as you model
listening and responding to students respectfully and acknowledge students who are setting
positive examples. Encourage students to give detailed descriptions as they share. Ask
students to compare the way the classroom will sound during an active lesson, such as
when everyone is playing a game, and the way it will sound during a whole-class lesson or
independent work time when people are thinking, listening, and sharing ideas.
Teacher Let’s hear what you think the room should look like and
sound like so everyone can be a mathematician this year. Raise your
hand when you have an idea to share.
Kendra Everyone should be working.
Teacher What does “working” look like?
Kendra Well, I guess it means people at their seats, solving problems.
Jamal Last year in math we played a lot of games, too, though. We
didn’t just solve problems.
Isabel And, after we solved problems, we talked about them a lot.
Teacher So, being a mathematician means doing many different
things—solving problems, playing games, and talking about math.
OK, but what does solving problems look like?
Kendra Sometimes we use stuff like tiles and cubes to help us solve
problems, but sometimes we just use pencil and paper. It helps me to
talk with a partner, too.
Teacher I’ll write your ideas down here. For Looks Like, we can say
“using tools to solve problems,” “working with a partner,” and “playing
games.” For Sounds Like, we can say “talking about math problems.”
Looks Like Sounds Like

People using tools Talking about math
People listening Talking with a partner
to others 1 person talking to the
Working with whole class
a partner Lots of people talking and
Playing games working/playing a game at
the same time
3 Give students a few moments to think about how they can help the class-
room look and sound this way during math. Then have them turn and talk
to a partner to share their ideas.
Students will frequently turn and talk to a partner during mathematics lessons this year.
Taking time to establish expectations and routines during the first lessons will help students
learn to use this time productively. See the Implementation section of the Bridges Educator
site for more information on establishing expectations and routines.
4 Tell students they will have a chance to practice their ideas today during
their first math investigation, and then introduce the investigation by shar-
ing a multiplication story about a fictional fourth grade classroom.
My friend, Mrs. Carter, teaches fourth grade. Every fall, Mrs. Carter has her students bring
in school supplies for the year. They bring in boxes of pencils, pens, sets of markers and cray-
ons, folders, glue sticks, notebook paper, and boxes of tissues. Then instead of people using
just the supplies they brought, everybody shares everything all year long. Can you imagine
the pile of school supplies in their classroom? They have over 30 students in the class, so
that means more than 30 boxes of pencils and over 30 sets of crayons. Everyone brings in 5
folders so that’s 30-plus sets of 5 folders. That’s a lot of supplies! One of the first things they
do when school begins is count and organize all of their supplies for the year.
5 Display the School Supplies Teacher Master, revealing only the top half of
the page.
• Give students a few moments to study the instructions at the top of the sheet.
• Then read the instructions aloud and invite a student to read problem 1a to the class.
Lily There are 32 students in Mrs. Carter’s class. Each student

brought in 2 glue sticks. How many glue sticks is that in all?
6 Ask students to think about the problem privately for a moment, and then
have them turn and talk with a partner to generate a solution.
• Have students put their thumb up in front of their chest when they have an answer.
• When most students are ready, invite several volunteers to share their answers.
• Record any and all responses, including answers that are incorrect, without comment.
7 Invite several students to explain how they got their answers. Record their
strategies where everyone can see them.
As students share, look for opportunities to emphasize community building. For example, Math Practices
give positive feedback on respectful listening, note partnerships who worked well together in Action 4.MP.3
and so on. If students have difficulty working together, ask how they might do something
When you solicit and
differently next time to build respect and collaboration. record students’ answers
without comment,
Chin We think it’s 64. We did 32 plus 32 because all 32 students
you’re setting the stage
brought in 2 glue sticks, and that is 2 groups of 32. for student dialog and
Rico We doubled 32 to get 64 for the same reason. debate. In this case,
Claire We started by counting by 2s, 32 times, but that was taking you’ll likely get only one
too long. Then we figured out that we could count by 32s instead and answer, but if there is
more than one, students
that was 64.
have a compelling reason
Teacher You realized that your strategy wasn’t very efficient and you to explain and justify
changed your thinking. That’s really working like a mathematician! their thinking to their
classmates.
8 Work with input from students to record one of the equations they pro-
posed (or a different one) and the answer labeled with the correct units, on
the lines provided.
Take the opportunity to remind students how important it is to show the solution clearly
when they’re solving problems, and to label the answer with the correct units—glue sticks,
in this case.
School Supplies
The students in Mrs. Carter’s class brought in their school supplies for the year. They
brought in paper and pencils, markers and crayons, glue, folders, and more. Help them
figure out how many of each item they have. For each problem, show your thinking with
numbers, sketches, or words. Then write an equation that represents your work.
1 There are 32 students in Mrs.

Carter’s class. Each student
brought in 2 glue sticks. MARK
ERS
a How many glue sticks is that PENC

ILS
in all?
Add 32 twice (32 + 32 = 64)
Count by 2s (2, 4, 6, 8, 10…)
Double 32 (2 × 32 = 64)
Count by 32s (32, 64)
32 × 2 = 64 64 glue sticks
Equation Answer, labeled with correct units
b 2
If each student brought in 2 glue sticks, there are _______ times as many glue
9 Invite a different student to read problem 1b aloud. Give pairs a few

sticks as students in Mrs. Carter’s room. 64 = 2 × 32
2 In Mrs. Carter’s classroom, students sit in table groups. There are 4 students at each
moments to talktable.
over their
Each of ideas,
the 4 students at table and
G broughtthen call on several volunteers to
in 8 markers.
share and explain2 ×their answers.

Unit 1 Module 1 Session 1 1 copy for display 4×8=m
a How many markers total did the students at table G bring?
8 = 16 and 16 + 16 = 32
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8 + 8 = 16, then add 8 more is 24, then add 8 more is 32
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10 Confirm students’ thinking by filling in the answer to problem 1b, and

Bridges in Mathematics T1 © The Math Learning Center | mathlearningcenter.org
aAddHow 32many
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+ 32 is= that
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Double 32 (2 × 32 = 64)
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Count by 32s=(32,
× 22 ×
64)32 in the space below the problem. Ask students to read
= 64 64 glue sticks
the equation aloud and show thumbs
32 × 2 = 64 up if they agree
64 glue thatsticksit’s true.
b If each student brought in 2 glue sticks, there Answer,
Equation
are _______ 2 times as many glue
labeled with correct units
b If each student brought in 2 glue sticks, there are _______ times as many glue
2
table. Each of the 4 students at table G brought in 8 markers.
2 In Mrs. Carter’s classroom, students sit in table groups. There are 44students × 8 = atmeach
2 × 8 = 16 and 16 + 16 = 32
4×8=m
a8 +How
8 =many
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0 8 16 24 32
0 4 × 88 = 32 16 24 32 markers32
Students 64 equals 2 times 32.

Yep, that’s right, because 32 and 32 is 64, and that’s the same as 2 × 32.
11 Remind students that this equation might also be read as 64 is the same as 2
groups of 32. Then read the equation to the class as a statement of multiplica-
tive comparison (64 is 2 times as many as 32), and ask students to comment.
Teacher OK! I’ll bet some of you learned in third grade that this
equation can be read as “Sixty-four is the same as 2 groups of 32.” But
there’s another way to read and think about multiplication equa-
tions—one that we’re going to be talking about a lot this year. Listen
as I read the equation to you again, and show thumbs up if you agree.
Ready? Sixty-four is 2 times as many as 32. I see lots of thumbs up.
Who’d like to explain why they agree?
Arthur Because it’s true. Sixty-four is twice as much as 32.
Amira Like, if you had 32 of something, and I had 64, I could say I
had 2 times as many as you.
Teacher Does it work the other way? Is 64 also 32 times as many as 2?
Ryan Yes! That’s why we stopped counting by 2s, because we would
have had to go 32 times to get to 64.
Don’t worry if some students seem puzzled or confused at this point. Thinking of multiplica-
tion as a form of comparison (how many times as much or how many times as many) may
be a new idea for most; one that involves new concepts and vocabulary. Multiplicative
comparisons will be revisited informally several times over the next few sessions and
formally addressed in Module 3 of this unit. They will also be addressed throughout the year
in Number Corner.
12 Reveal the second problem and invite a student to read it aloud. Ask stu-
dents how many sets of 8 markers there are. [4, because there are 4 students
at a table] Write the equation 4 × 8 = m and talk about it briefly.
• Remind students that the multiplication symbol (x) that we read aloud as “times” can
mean “groups of” or “sets of.”
• Emphasize that students are finding out how many markers there are in 4 groups of 8.
13 Ask students to think about the problem privately for a few moments and
then have them turn and talk with a partner to generate a solution.
• Have them put their thumb up in front of their chest when they have an answer.
• When most students are ready, invite several volunteers to share their answers.
• Record any and all responses, including answers that are incorrect, without comment.
14 Invite several students to share how they solved this problem. As they share,
write an equation for each new strategy and sketch models when it’s appropriate.
Students will explore various models in future sessions, including number lines, ratio tables,
and arrays. They will have access to physical models later, as well. You do not need to take
time during this lesson for lengthy explanations of models. Instead, use the opportunity to
refresh their memories of familiar models and show effective ways to communicate math-
ematical thinking. For example, if students skip-count to find the product, you can record
their strategy on a number line.
15 Invite one student to read problem 2b aloud. Give pairs a few moments to
share ideas, and then call on several volunteers to share and explain their
answers.

School Supplies
Eli If every kid at that table brought 8 markers, I think there are 8
times as many markers as kids.
Owen I kind ofclass.
Carter’s don’tEach get it.
student
ERS
Dolores I athink it’s glue

How many rightsticksbecause
is that 32 is 8 times bigger than 4.
PENC
ILS
in all?
Add 32 twice (32 + 32 = 64)
16 Confirm students’ thinking by filling in the answer to problem 2b, and
Count by 2s (2, 4, 6, 8, 10…)
Double 32 (2 × 32 = 64)
explaining that there are, indeed, 8 times as many markers as students at
Count by 32s (32, 64)
table G. 32 × 2 = 64 64 glue sticks

Then write the equation 32 = 8 × 4 in the space below the problem, and read it as a multi-
b If each student brought in 2 glue sticks, there are _______
2 times as many glue
plicative comparison (32 sticksis 8 times
as students asCarter’s
in Mrs. many as64
room. 4).=Have2 × 32students read it again with you as
you write it out in2 word form.classroom, students sit in table groups. There are 4 students at each
In Mrs. Carter’s
4×8=m
2 × 8 = 16 and 16 + 16 = 32
0 8 16 24 32
4 × 8 = 32 32 markers
b If each of the 4 students at table G brought in 8 markers, there are ____

8 times
as many markers as students at table G. 32 is 8 times as many as 4.
17 Display a copy of the More School Supplies Student Book page, and give
students a minute to read it. Explain that they will work with a partner to
solve the problems on this sheet in a few moments.
• Review what the room should look and sound like as students work.
• Introduce Student Books, ask if there are any questions, and then have them begin
work with their partners.
ELL Confirm that ELL students understand the directions. If possible, have a student
explain the directions, or work with ELL students once the class begins the assignment.
• As students work, walk around the room to make observations, listen to their conver-
sations, and offer support as needed.
18 When there are about ten minutes left in class, have students join you in
the discussion area.
19 Ask a few students to describe how the room looked and sounded as they
worked. Emphasize what went well and, if necessary, ask them what could
be improved.
20 Post the second piece of chart paper titled “A Community of Learners” near
the T-chart where everyone can see it.
• Ask the class what they need to do to make a classroom community where everyone
can learn, where everyone can make mistakes and ask for help, and everyone can feel
comfortable.
• Give students a minute to think about the question and then call on several students.
• Record their ideas on chart paper.
If some of the ideas are nearly the same, record them as a single idea on the chart. While
you want to make sure students understand what makes a community of learners, it is also
helpful to keep the list relatively short. You might want to make revisions to the chart as you
go and copy a final draft after the lesson ends.
Nora We should listen when someone else is talking.
Teacher Why does it help us to listen to other students’ ideas about

math?
Pedro Sometimes we have a way that works, but somebody else has a
way that is easier or faster.
Nate I don’t like it if someone makes fun of me when I get some-
thing wrong.
Teacher So you’re saying if someone gets mixed up it’s important not
to laugh or make fun of them. Do you suppose that asking questions
and really trying to understand each other’s thinking would help?
Students Yes!
Teacher I’ll add these ideas to our chart. I think you’re saying that
if people were watching our classroom, they could see people being
respectful to others, listening, and asking questions to help under-
stand. Is that right?
21 Ask students to study the chart and think about what they can do to help
make this classroom a community of learners. Tell them they will have
opportunities to practice building their community over the next few days.
Keep the Community of Learners chart on display to refer to throughout the year, if possible.
Learning to work together is an ongoing process and the chart will be more effective if the class
revisits it from time to time. Helpful ideas may be added or original ideas may be revised.
22 Close the session by recognizing students for starting off the year in math
on a positive note.
Daily Practice
The optional How Many Pencils? Student Book page provides additional opportunities to
apply the following skills:
• Solve one-step story problems using multiplication (supports 3.OA)
• Fluently multiply with products to 100 using strategies (3.OA.7)
• Use strategies based on place value, properties of operations, or the relationship
between addition and subtraction to add fluently with sums to 1,000 (3.NBT.2)
Unit 1 Module 1
Unit 1
Module 1
Session 2 Session 2
Number Lines
Summary
This session opens with the first problem string of the year. Students set up their student
journals and work through the string to review using an open number line to represent multipli-
cation problems. Then the investigation into Mrs. Carter’s school supplies continues as students
use a variety of strategies, including the problem string, to find quantities of supplies in Mrs.
Carter’s class. Students examine a Number Line Puzzle and apply the strategies they are practic-
ing. Finally the teacher introduces and assigns the Number Line Puzzles Home Connection.
Skills & Concepts

• Solve multiplication story problems with products to 100 involving situations of equal
groups (3.OA.3)
• Solve for the unknown in a multiplication equation involving 3 whole numbers (3.OA.4)
division (4.OA.2)
• Reason abstractly and quantitatively (4.MP.2)
• Look for and make use of structure (4.MP.7)
Materials
Problem String Number Lines those terms for which Word
TM T2 • Looks Like/Sounds Like and Community of Resource Cards are available.
Number Line Puzzle 1 Learners charts from Session 1, posted on the wall commutative property of
SB 3* • piece of scratch paper multiplication*
How Many Pens? • student math journals
efficient
Home Connection product*
HC 1–2 strategy
Number Line Puzzles
Daily Practice
SB 4
How Many Erasers?

Preparation
• Before this session, see the Implementation section of the Bridges Educator site for more
information on teaching problem strings.
• Write each student’s name on a journal. See the Implementation section of the Bridges
Educator site for more information on student math journals.
• Find an area in your classroom for the problem string. You will need a place where every-
one can see and you have plenty of space to write. This can be on a whiteboard, document
camera or projector, or on chart paper. The lesson presumes you will do this in the discus-
sion area to promote student discourse. If this is not possible in your classroom, you may
have students remain at their seats or find an alternative space.
• Post the Looks Like/Sounds Like and Community of Learners charts from the previous
session where everyone can see them.
Problem String
Number Lines
1 Have students bring a pencil and join you in the discussion area.
2 Show students where you posted the Looks Like/Sounds Like and
Community of Learners charts from the first session, and give them a
moment to review them.
Ask students to think privately about one or two ideas they believe they personally mod-
eled well yesterday.
3 Introduce problems strings and student journals.

Tell students:
• A problem string is a series of problems that students will solve and discuss one at a time.
• Strings often start out with an easier problem, and then the problems get harder as the
string continues.
• The problems at the beginning of the string often help solve the problems toward the
end of the string.
• Solving the problems in a string involves thinking like a mathematician because
students want to find clever and efficient ways to solve the problem. Efficient strategies
are quick and can be explained clearly.
• During a problem string, the students will solve each problem, share strategies and
answers, and discuss each other’s thinking.
• Students will do their work in their journals. When they talk about their work, the
teacher will usually represent their work for everyone to see.
You may want to invite students who have participated in problems
strings before to comment on what they remember to help other
students get more of a sense of how strings go. You can also assure
students that what you are explaining will make much more sense
when they are doing a string.
4 Tell students that Mrs. Carter needs some more help. Ask students to work
with the person next to them to figure out how many rolls of tape are in Mrs.
Carter’s classroom if each of her 32 students brought in three rolls of tape.
While students are discussing the problem, pass out student journals.
5 Model writing “Number Lines Problem String” and the date as students do
the same on the first page of their journals.
• Discuss how students will use their journals this year.
• Emphasize that each time students work in their journals, they will need to include the
date and a heading that describes their work.
Teacher This year, you’re going to fill your journals with treasures—
ideas, strategies, information, new words, and more. Your journal
will be a tool that will help you learn. So please take care of your
journals and keep them neat and organized. Every time you write in
your journal, you need to write the date and a heading. This way you
and I can go back and find your work easily.
6 Establish the context for the problem string and write the first problem,
4 × 2 = p.
7 Deliver the string shown in the chart. After the chart, there is a sample
progression of dialog that illustrates how the first set of problems in this
string might play out in a classroom.
• Pose each problem one at a time by writing it on the board, and give students time to
work (see sample dialog that follows).
• After students have had adequate time to record and solve the problem, ask the class for
the answer, and then invite two or three students to explain how they solved the problem.
• Represent the strategies on an open number line to show students’ thinking.
• Focus on choosing strategies that employ doubling and partial products strategies.
CHALLENGE Encourage students to use the most efficient or sophisticated strategy they can
think of. Then encourage them to look back at their work and see if they can see an even
more efficient strategy that they could have used.
Problem String Number Lines
Problems Sample Strategies & Recording Connections

4 4 In these problems, stu-
4+4=8 dents share both additive
4×2=p
4×2=8 strategies, such as repeated
0 4 8 addition or skip-counting,
and doubling strategies.
8
8 + 8 = 16 Bring up the commutative
4 4 4 4
8×2=p 8 × 2 = 16 property when students talk
about doubling and solving
4 + 4 + 4 + 4 = 16 8 × 2 as 2 groups of 8 rather
0 4 8 16
than 8 groups of 2.
12 12
Students might combine
the answers to the first 2
problems to get the answer
0 12 24
to the 3rd problem (i.e.,
8 8 using partial products:
4 4 4 4 (4 × 2) + (8 × 2) = (12 × 2))
12 × 2 = p Big Idea
0 4 8 16 24 You can use a doubling
strategy to quickly find the
16
answer.
8 8 8
0 8 16 24
Students may use partial

16 × 2 = p
products as they notice
earlier problems combine
24 × 2 = p to solve later problems (e.g.,
(8 × 2) + (16 × 2) = 24 × 2).
They might find doubling
32 × 2 = p more efficient for 16 × 2 and
32 × 2.
Sample Dialog
Teacher I talked to my friend, Mrs. Carter, yesterday. She had a great
first day of school, and so did I. Her only problem was that she was
feeling really overwhelmed by all of her classroom supplies! She was
really excited to hear that you’ve been figuring out how many of each
supply her class has. She was wondering how many colored pencils
they have, since she asked each student to bring in 2 packs of colored
pencils. So, if there are 4 students at one table, how many sets of
colored pencils does that table have?
ELL Hold up 2 packs of colored pencils to help ELL students understand the context.
Sara I got 8. I did 4 plus 4, and that’s 8.
Teacher Thank you. Usually I want you to share your thinking,
but when we’re doing a problem string, I’m just going to ask for the
answer first. Did anyone get an answer that was different than 8? OK,
now, who can tell me how you got 8?
Raul I just knew it.
Teacher I bet a lot of people “ just knew it.” Put your thumb up if you
just knew 4 × 2. The first problem is one you may have memorized,
and it’s OK to say you just know it. What if you didn’t know it? How
could you figure it out?
Willie I doubled 4 to get 8.
Sara I added 4 and 4 to get 8.
Teacher Let me put your thinking on a number line. OK, here’s a jump
to 4 and another jump to 8. That shows both 4 doubled and 4 plus 4.
4×2= p
4 4
0 4 8
4+4=8
4×2=8
Teacher Tell us how you solved 12 × 2.
Keiko I just doubled 12 to get 24.
Teacher OK, I’m going to show that on the number line like this.
Who solved it differently?
12 × 2 = p 12 12
0 12 24
Eric I noticed a pattern and that helped me. The number of students
is going up by 4 and the answer is going up by 8. So, I added 8 to the
last answer and that gave me 24.
Teacher Hmm. That’s interesting, but I think I’m a little confused.
Who can explain Eric’s thinking to me?
Pedro I think I can explain. We keep having more students, right? So,
every time we add 4 more students, we’re really adding 8 more sets of
pencils because each student brought in 2 sets. The number on the left
goes up by 4 and the answer goes up by 8.
Teacher Let me add that to our first number line. Does anyone still
have a question about that? Does anyone have another strategy?
8 8
4 4 4 4
0 4 8 16 24
Monica Well, mine is sort of like the last one, but different. I noticed
that the first two problems equaled the third problem. The 4 sets of 2
plus the 8 sets of 2 is 12 sets of 2.
16
8
8 8
0 8 16 24
8 Conclude this part of the lesson by asking students to summarize the steps
of a problem string.
Help students fill in any missing steps.
• Students solve a problem independently in journals.
• Some students share their answers.
• Some of those students share how they got the answer.
• The class thinks about the each student’s strategy and asks questions to make sure they
understand.
• Sometimes students summarize the strategy with a partner.
• Students think about how to use the strategy to solve a different problem.
9 Use the Looks Like/Sounds Like chart to discuss how the classroom should
look and sound during a problem string.
10 Have students return to their seats. Introduce the How Many Pens? Student
Book page.
• Cover the bottom of the page so students only see the directions and the first problem.
• Give them a moment to read the page silently and then invite a student to read them aloud.
• Have students think quietly for a moment about the problem and then ask them to
turn and talk to a partner about how they would solve it.
• Invite several students to share their thinking. Elicit or suggest the idea of using a
number line.
• Ask students if they have any questions.
• Tell them they will solve the remaining problems independently and talk with them
about how the classroom should look and sound.
11 As students share, walk around the room to look for students who are using
efficient strategies, identify areas of concern, and provide support.
SUPPORT Help students set up a number line on their papers and walk them through how
to use it. Encourage them to look for connections between problems that might help with
larger numbers later in the string.
CHALLENGE Encourage students to analyze the numbers to find connections and relation-
ships. For example, ask them if they see a relationship between the numbers in problems
1, 2, and 3. Challenge them by giving them connected problems with bigger numbers. For
example, build on 7 × 4 with 7 × 8, 7 × 12, and 7 × 16.
When students finish the assignment, have them share their strategies and solutions with
a partner.
12 After most students have completed the task, display the Number Line
Puzzle 1 Teacher Master so everyone can see it.
• Ask students what they notice about Number Line Puzzle 1, and invite several to share
their observations.
Number Line Puzzle 1

Study the number line puzzle. What do you notice? How can you figure out what
numbers are missing?
2×5 3×5 ×5 7×5 ×5
25 40
• Ask students how they can figure out the missing information on the number line.
Use questions like the following:
»» How do you know what numbers to use?
»» What strategy are you using?
»» Do you see any relationships between the numbers that might help you?
• Fill in the numbers as they share.
13 When the Number Line Puzzle is complete, close the session by summariz-
ing the key points of today’s lesson.
Teacher We did a lot of work today! You learned the process for doing
problem strings and finished the first one of the year. We will see a
lot of these this year, so it is important that you know how they work.
You showed different strategies and asked each other questions in the
problem string that showed you’re listening to and learning from each
other. Then you put your multiplication strategies to work and solved
a Number Line Puzzle. We’ll do more of these this year, too. You are
off to a great start in math this year!
Home Connection
14 Introduce and assign the Number Line Puzzles Home Connection, which
provides more practice with the following skills:
• Solve multi-step story problems involving only whole numbers, using addition and
multiplication (4.OA.3)
Daily Practice
The optional How Many Erasers? Student Book page provides additional opportunities to
• Solve one-step story problems using multiplication (supports 3.OA)
division (4.OA.2)
Unit 1 Module 1
Unit 1
Module 1
Session 3 Session 3
Unit 1 Pre-Assessment
Summary
This session begins with a short problem string in which students investigate ratio tables.
Then students complete the Unit 1 Pre-Assessment. They reflect on the assessment during
the next session. This session ends with a brief exploration of the math manipulatives and
materials students will use throughout the year.
Skills & Concepts

• Solve division problems by finding an unknown factor (3.OA.6)
• Fluently multiply and divide with products and dividends to 100 using strategies (3.OA.7)
• Multiply whole numbers from 1–9 by multiples of 10 from 10–90 using strategies based on
place value and properties of operations (3.NBT.3)
• Identify a multiplication equation to match a comparison statement and vice versa (4.OA.1)
• Solve story problems involving a multiplicative comparison using multiplication or division
(4.OA.2)
• Find all factor pairs for a whole number between 1 and 100; demonstrate an understand-
ing that a whole number is a multiple of each of its factors (4.OA.4)
• Determine whether a whole number between 1 and 100 is prime or composite (4.OA.4)
• Multiply a 2-digit whole number by a 1-digit whole number using strategies based on
place value and the properties of operations (4.NBT.5)
Materials
Problem String Ratio Table those terms for which Word
• student math journals Resource Cards are available.
Assessment Unit 1 Pre-Assessment ratio table*

factor*
TM T3–T5 • colored tiles
Unit 1 Pre-Assessment product*
Daily Practice
SB 5
Claudia’s School Supplies

Preparation
• Review the Unit 1 Pre-Assessment and read about assessment in the Assessment Guide.
• Note that you will need to evaluate the pre-assessment before the next session (Session 4).
If you cannot evaluate the pre-assessment before the next session, do so before the end of
this module, and make time for students to reflect on it as described in Session 4.
• Have your manipulatives organized and ready for students to preview. See the Implementation
section of the Bridges Educator site for more information on organizing materials.
Problem String
Ratio Table
1 Gather students in the discussion area with their journals and a pencil to
introduce this session’s activities.
Tell students that first they will work through a short problem string and then they will
take the Unit 1 Pre-Assessment.
2 Ask students to think silently for a moment about how they would describe a
problem string, and invite a few students to share their thoughts with the class.
3 Then have students complete the following problem string.
• Ask students to write today’s date and the title “Ratio Table Problem String” on a fresh
page in their math journals.
• Present each problem one at a time by writing it on the board. Present the problems in
order from top to bottom.
• After writing a problem on the board, verbally present it as a story problem (see sample
dialog in the Resources section of the Bridges Educator site).
Teacher My friend Mrs. Carter says she and her class are making
good progress in figuring out how many of each school supply they
have, and they thank you for your help. One of the supplies we haven’t
thought about yet are folders. Mrs. Carter asked each student to bring
in 5 folders, one for each academic subject. So, if there are 4 students
at 1 table, how many folders does that table need?
ELL Hold up 5 folders to help ELL students understand the context.

• Give students time to solve each problem on their own.
• Invite 2 or 3 students to share their strategies for solving each problem, one at a time,
and record their strategies in a ratio table.
• A ratio table can be set up like a vertical T-chart with columns of numbers or as a
horizontal table with two rows of numbers, as shown in the chart. During the problem
string, introduce students to both ways of setting up ratio tables.
• For the final string, write 33 × 5 = f and explain that on the third day of school, Mrs.
Carter got a new student, and now she has 33 students in her class. Ask how many
folders are in the classroom now.
think of. Then encourage them to look back at their work and see if they can think of an
even more efficient strategy.
Problem String Ratio Table

In these problems, students use ratio tables to
Students Folders
help see what happens when one of the factors in
4 20 a multiplication problem doubles.
Students 4
4×5=f Use the words factor and product as you continue
Folders 20
the string. Remind students that the product
is the answer to a multiplication problem, and
factors are the numbers that are multiplied.
Draw students’ attention to the relationship
Students Folders between the 4 and the 8 and the 20 and the 40:
×2
×2 4 20 ×2 when the number of students doubles from 4 to 8,
8 40 Students 4 8 the number of folders doubles from 20 to 40. (i.e., If
8×5=f
Folders 20 40 you have twice as many students, you need twice
as many folders).
×2
Big Idea
When one factor in a multiplication problem
Students Folders doubles, the product also doubles.
×2 ×2
×2 4 20 × 2
Students 4 8 16
16 × 5 = f ×2 8 40 × 2
16 80 Folders 20 40 80
×2 ×2
Students Folders ×2 ×2 ×2
×2 4 20 × 2
8 40 × 2 Students 4 8 16 32
32 × 5 = f ×2
16 80 × 2 Folders 20 40 80 160
×2
32 160 ×2 ×2 ×2
In this problem, the number of students is not

doubled. Instead, one more student is added, so
Students Folders that instead of 32 students, we are finding the
4 20 number of folders 33 students will need. When
×2 ×2 ×2 ×2 ×2 +1
8 40 we add 1 more student to the group (32 + 1 = 33),
×2 ×2 Students 4 we add the 5 folders that student needs to the
16 80 8 16 32 33
33 × 5 = f ×2 ×2 total (160 + 5 = 165).
32 160 Folders 20 40 80 160 165
+1 +5
33 165 ×2 ×2 ×2 +5 Big Idea
As long as the ratio remains constant (5 folders for
every 1 student), the same ratio table can be used
to model strategies for finding the total number
of folders required for any number of students.
SUPPORT To support students’ understanding of what is shown in the ratio table, use words
and equations as needed to elaborate on their strategies. For example, beside the first
entry on the ratio table, you might write: 4 students x 5 folders per student = 20 folders.
To make the application of the associative property more explicit in the second problem,
for example, you might write: 8 × 5 = (2 × 4) × 5 = 2 × (4 × 5) = 2 × 20 = 40. By expressing
the 8 as 4 doubled and then applying the associative property, you make it clear why the
properties of multiplication make it possible to apply this doubling strategy. Referring
back to the context of the problem helps too: if we double the number of students, we must
also double the number of folders.
4 Have students look over their entries in their math journals and make any
additions or corrections. Ask them to generalize what they have learned
during the string, emphasizing how ratio tables help illustrate the relation-
ship between the problems.
5 Then have them return to their seats and put their journals away.
Assessment Guide
Assessment See the Grade 4
Assessment Guide for
Unit 1 Pre-Assessment scoring and intervention
suggestions.
6 When students are seated, introduce the Unit 1 Pre-Assessment.
• Let students know that the pre-assessment will help you and them see how familiar
they are with the concepts and skills that will be taught in this unit.
• Remind them there may be problems they can’t solve because they haven’t learned how
to do them yet. Assure them you are going to work on everything on the assessment
in the coming weeks. For now, they may write, “I don’t know yet,” if they are unable to
solve a problem.
• Tell students to raise their hands if they would like you to read a problem aloud to
them. If you have a number of students who will need problems read aloud, invite them
to sit with you in a small group so you can read for them.
• Have a helper place a container of colored tiles on each table or near each cluster of
desks and let students know that if they want, they can use the tiles to help solve some
of the problems on the assessment.
• Let them know that they have 25–30 minutes, but the test is not timed and they may
have additional time later if they need it.
• Ask students who finish ahead of others to check their work carefully and then read
quietly to themselves until you call time.
7 Display the first page of the Unit 1 Pre-Assessment Teacher Master as help-
ers give a copy of the assessment to each student.
• Have students write their names and the date on the first page.
• Remind students to wait to begin working on the assessment.
8 Discuss strategies students can use that will help them during an assessment.
Some students might feel nervous before taking an assessment, while others might look
forward to working independently and showing their understanding. Showing strategies
students can use to approach an assessment may be helpful to everyone.
Model the following strategies as you describe them.
• Read the whole assessment before you begin to get a sense of what you need to do.
• Notice which problems might be easier or more difficult for you. You might put a small
star by easier problems and a question mark by more challenging ones.
• Think about how to use your time during the assessment so that you have time and
energy to finish all the problems.
9 Ask students what the room should look like and sound like as they work
on the assessment and then have them begin work.
SUPPORT If you notice students who are consistently answering only the first part of a
two-step problem, teach them to circle the word “and” as a reminder.

ELL Read the questions aloud to students and help them identify what the questions are
asking them to do.
10 Collect the pre-assessments when students finish. Let them know they will
set their own learning goals for the unit when they look over their assess-
ments during the next session.
11 Then take a few minutes to introduce students to the math manipulatives

they will use this year.
• If you have prepared toolkits, pass out one toolkit to every two students. Give them a
few minutes to explore the materials and examine how they are organized.
• If you are not using toolkits, show and explain the organizational system you are using
for manipulatives.
• Discuss how the manipulatives should look when students put them away, and ask
students what they can do to help manipulatives stay organized this year.
• If you have time, invite students to spend a few minutes exploring the manipulatives.
Then have them practice putting them away neatly.
12 Close the session with a few final challenges: 7 × ____ = 28, ____ × 6 = 36,
and 7 × 9 = ____.
Write the equations one at a time. Give students a moment to think about each. Then
invite a few students to explain their answer and how they found it.
Daily Practice
The optional Claudia’s School Supplies Student Book page provides additional opportuni-
ties to apply the following skills:
groups (3.OA.3)
division (4.OA.2)
Unit 1 Module 1
Unit 1
Module 1
Session 4 Session 4
Methods & Models
for Multiplication
Summary
After reviewing the pre-assessment given in Session 3, students solve several multiplication
story problems and the teacher models their strategies using open number lines, ratio tables,
and rectangular arrays. In the back of their student journals, students begin a handbook
involving a collection of mathematics vocabulary and strategies which they will use through-
out the year. At the end of the session, the teacher introduces and assigns the Models for
Multiplication Home Connection.
Skills & Concepts

groups and arrays (3.OA.3)
• Write a multiplication equation to represent a verbal statement of a multiplicative compari-
son (4.OA.1)
(4.OA.2)
• Model with mathematics (4.MP.4)
• Use appropriate tools strategically (4.MP.5)
Materials
Copies Kit Materials Classroom Materials
Vocabulary
Assessment Reflecting on the Unit 1 Pre-Assessment those terms for which Word
TM T6 • students’ scored Unit 1
Unit 1 Pre-Assessment Student Pre-Assessments area model of
Reflection Sheet multiplication*
Problems & Investigations Methods & Models for Multiplication array*
model
TM T7 • colored tiles (class set, plus 1 set • student math journals
Crayons & Story Problems for display) multiply*
SB 6 • red linear pieces (class set, plus 1 multiplication
Crayons & Story Problems Sheet set for display) open number line
Home Connection ratio table*
rectangular array
HC 3–4
Models for Multiplication tile array
Daily Practice
SB 7
More Crayons

Assessment
Reflecting on the Unit 1 Pre-Assessment
1 Let students know they will have a chance to reflect on the Unit 1 Pre-
Assessment and set goals for Unit 1. Then, they will continue with the
school supply investigation.
2 Hand students their scored Unit 1 Pre-Assessments and give them a minute
or so to look over them.
Looking at the pre-assessment results can help students recognize the learning expectations
for the unit, identify which skills and concepts they currently understand, and focus their
efforts in the lessons to come.
• Review with students how they can use the results of the Unit 1 Pre-Assessment to help
them throughout the rest of the unit.
• Encourage them to ask questions, but do not explain how to do problems at this time.
Similar problems will be introduced throughout the unit.
»» Advise students to not be discouraged if their results were disappointing. They have
several weeks to develop their skills, and they will take a similar assessment at the
end of the unit.
»» Advise students to not be complacent if their results were excellent. The pre-
assessment is just a quick snapshot to guide your teaching, and students will have
opportunities to improve their mathematical understanding during the unit.
3 Then display a copy of the Unit 3 Pre-Assessment Student Reflection

Teacher Master. Give each student a copy and work with them to fill it in.
• Go over the sheet, one row at a time, with the class.
• For each row, read the skill and make sure students understand it. Ask volunteers to explain,
or use one of the associated items on the assessment to explain, the skill to the class.
• Have students look at the assessment item(s) associated with that particular skill, talk in
pairs about how they did with the skill, and then mark their reflection sheets accordingly.
Teacher The first question on the reflection sheet asks, “Can you
name all the factors for a number?” What does that mean? Turn to
your neighbor and explain what the question is asking.
Students I think it means the different numbers you can multiply to
get the number.
So for 12, I put 1 and 12 because you can multiply those together to get 12.
It said to write all the factors, so I put 1, 2, 3, 4, 6, and 12, because you
can go 1 × 12, 2 × 6, and 3 × 4.
Teacher Well, one way to think about factors is numbers that can be
multiplied to get a product. As Derrick mentioned, 2 and 6 are factors
of 12 because 2 × 6 is 12.
Sherwin I don’t think it’s a fair question. I don’t even know what
factors are.
Teacher Remember that when you take a pre-assessment, there may
be words you don’t yet know or problems you can’t yet solve. Please
look over your pre-assessment carefully to see how you did with
problem 1a. Then talk with the person next to you, and work together
to decide how each of you should mark yourselves on that skill. After
you’ve talked, take a few moments to mark your own sheet and write
yourself a reminder note if you like.
Maria Jose I got both of the rows for 1a right—I remember learning
about factors last year, so I can put a check where it says, “I can do
this well already.”
Callie I didn’t even remember the word factor at all, so I have to
check where it says, “I need to learn to do this.”
Bridges in Mathematics Grade 4 Teacher Masters
NAME
Unit 1 Module 1
Look at these I can do this I can do this I need to learn
Skill Notes
problems. well already. sometimes. to do this.
Session 4 class set, plus 1 copy for display

Can you name all the factors for a number? 1a
Can you list two multiples for a number? 1b
Can you tell whether a number is prime or

1c, 2, 3
composite and explain how you know?
Do you understand what the equation

4
5 × 7 = 35 means?
4 When you and the students have finished working through all the skills
listed on the reflection sheet, have students draw a star next to the two
skills they feel they need to work on most in the next few weeks.
You might do a quick survey so you and the students can see which skills they and their
classmates identified as areas of particular need. Quickly read down the list of skills and
have students show thumbs up as you read the skills they marked.
5 Finally, give students a couple of minutes to describe in writing any other

goals, needs, requests, or questions at the bottom of the sheet.
When students are finished, collect the Unit 1 Pre-Assessment and Student Reflection
sheets. Staple them together and file them so that you can combine them with the Unit 1
Post-Assessment at the end of the unit. You might also use them partway through the unit to
discuss with individual students their progress in terms of the skills they needed to focus on.

Methods & Models for Multiplication
6 Display the first box of crayons on the Crayons & Story Problems Teacher
Master and introduce the crayon scenario.
Teacher Sometimes students bring in supplies with different numbers
of items. TodayUnit
we1 are going
Module 1 to look4 at
Session some
1 copy crayon boxes that students
for display
brought in one year for Mrs. Carter’s class. How many crayons are in
this box? Talk with the person next
Crayons to you to
& Story figure out the answer, and
Problems
be prepared to share the answer and explain how you got it.
How many crayons?
1 2
___________________ ___________________
3
Use at least one of the models listed here to represent and solve each of the problems below.
• an open number line
• a ratio table
• a tile Guide
array 25 © The Math Learning Center | mathlearningcenter.org
• an area model
7 When students have had a minute to share solutions and strategies in pairs, Math Practices
solicit and record the answer(s) without comment. Then explain that in a few in Action 4.MP.4
moments, you will call on volunteers to explain how they got their answers. You’ll select the model
• Let the students know that you will model each strategy they share using an open that seems most effec-
number line, a ratio table, a tile array, or an area model. tive for illustrating each
student’s strategy, as
• List these four models on the board for students’ reference. shown in the table.
• Call on several students to share their thinking with the class. Select and draw (or When students are
build) the model that seems to best fit the strategy shared by each student (see chart more comfortable with
below for examples). the models, they will
use them as tools for
solving problems, not
Student Strategies Teacher Models
just for representing their
Skip-Counting Open Number Line thinking.
Kendra It’s 24. I saw 3 Teacher Seems to me that the open number line is a good way to model
rows of 8, so I just did skip- your skip-counting strategy, Kendra. I’ll start at 0, and take hops of 8, like
counting—8, 16, 24. this. What equation should I write to represent these hops?
Kendra Three times 8 is 24?
Sasha I think that’s right because you took 3 hops of 8, and you landed on 24.
3 × 8 = 24
0 8 16 24
Repeated Addition Ratio Table
Sasha I said it was 24. Teacher So, you added 8 crayons for each row. I think a ratio table is a good
I said, OK, there are 8 way to model that strategy, Sasha.
crayons in the first row, so 2
rows is 16 and 3 rows is 24. Rows of Number of
crayons crayons
1 8
2 16
3 24
Multiplication Tile Array
Miguel It’s 3 rows of 8, Teacher I’m going to build a tile array at the document camera to model
and I know 3 times 8 is 24. your strategy, Miguel. First I’ll set out linear pieces to show the dimensions,
3 and 8. Then I’ll fill in the array with tiles. How many tiles are there in this
array, everyone?
8 8
3 3
Students Twenty-four!
Teacher How do you know?
Miguel Because it’s like the crayons in that box. It’s 8 and 8 and 8, and that’s 24.
Multiplication Area Model
LaVonne There’s 8 in Teacher I can make a drawing of a rectangle, labeled with the dimensions and
every row, so it’s 3 × 8, and area to model your multiplication strategy, LaVonne. First, I’m going to draw a
that’s 24. rectangle and label the dimensions, 3 and 8. What’s the area of this rectangle?
Students Twenty-four!
LaVonne Because 3 times 8 is 24.
8 8 8
3 3 24 3 24
3 × 8 = 24
Unit 1 Module 1
8 SessionDisplay the second box of crayons on the Crayons & Story Problems Teacher
4 1 copy for display
Master, and note with students that there are twice as many crayons as in the
Crayons &first Story box. Ask students to work in pairs to determine the number of crayons
Problems
in this box, and show thumbs up when they have an answer.
How many crayons?
1 2
___________________ ___________________
3 9 one ofWhen
Use at least most
the models students
listed are ready,
here to represent solicit
and solve each oftheir answer(s),
the problems below. and invite a couple of
• an open number volunteers
line to share their thinking with the class.
• a ratio table
• a tile array Teacher I see lots of thumbs up. What did you all get?
• an area model Students 48!
a Teacher
The kids at table E have Did
9 pencils in anyone getbox
the supply a different answer?
they share. No?atWho’d
The kids table like to share
how they figured it out?
F have 3 times that many pencils in their supply box. How many pencils do the
kids at table F have inLucia
their supply box?
It’s just double 24—that’s 48.
Rashad This time, it’s 6 rows of 8 instead of 3 rows of 8. Six times 8 is 48.
Noah I just added 24 and 24. I got 48.
10 Work with input from the students to expand the models you drew and
built for the first box of crayons.
b Mrs. CarterAshas
you4 pens
workinwith
the cup on from
advice her desk. She has
the class, 5 times that
emphasize themany pensrelationship between the two
doubling
in her deskproblems,
drawer. How many pens does Mrs. Carter have in her desk drawer?
as you did during the previous session when you presented the problem string.
Open Number Line Ratio Table
Rows of Number of
3 × 8 = 24 24 crayons crayons
1 8
0 8 16 24 32 40 48 2 16
3 24
Bridges in Mathematics Grade 4 Teacher Masters T7
×2
×2
6 48
Tile Array Area Model
8 8
3 3 × 8 = 24 3 24
6 48
3 6 × 8 = 48 3 24
11 Introduce the first story problem on the Crayons & Story Problems
Teacher Master.
• Read the instructions to the class and then reveal problem 3a.
• Ask the students to turn to the Crayons & Story Problems Sheet in their Student Books
as helpers give each table a set of tiles and red linear pieces.
• Have students work on their Student Book page to represent the problem using at least
one of the four models; more than one if they have time.
• Encourage students to try all four models, and ask them to have at least one person at
their table build an array with linear pieces and tiles to represent the situation.
• While students work at their seats, ask a volunteer to build the tile array where every-
one can see while other volunteers draw and label on the board, an open number line, a
ratio table, and an area model to represent the problem.
Times as Number of
0 9 18 27 many pencils
1 9
9 9 2 18
3 3 3 27
9 Unit 1 Module 1 Session 4 1 copy for display
Crayons & Story Problems

How many crayons?
1
3 27 2
3 × 9 = 27 3
___________________
Use at least one of the models listed here to represent

___________________
and solve each of the problems below.

• a ratio table
• a tile array
• an area model
a The kids at table E have 9 pencils in the supply box

they share. The kids at table
F have 3 times that many pencils in their supply
box. How many pencils do the
kids at table F have in their supply box?
b Mrs. Carter has 4 pens in the cup on her desk. She

has 5 times that many pens
in her desk drawer. How many pens does Mrs. Carter
have in her desk drawer?

T7 © The Math Learning Center | mathlearningcenter.org
12 Discuss each model with the class.

Here are some questions you might use to spark student thinking:
• How are each of these models alike?
• How are they different?
• Which of these models seems to you to be the best way to represent and solve this
problem? Why?
13 Before you reveal the second story problem on the Crayons & Story
Problems Teacher Master, show the students how to set up a handbook in
the back of their journals.
• Explain that students will add vocabulary words and strategies to their handbook through-
out the year to create a collection of helpful tools they can refer to when they need help.
• Ask the students to take out their journals and turn them over so they are looking at
the back covers.
• Then have students turn their journals upside down, so they are still looking at the
back cover, but it is upside down. The binding should be on the left so the journal opens
right to left like a book.
• Have students trace one of their hands on the cover and write “handbook” inside
the drawing.
14 Then reveal the second story problem on the teacher master, and have
students solve it on the first page of the handbook they just set up.
• Read the problem with the class and explain that everyone needs to represent and solve
the problem using all four models: an open number line, a ratio table, a tile array, and
an area model.
• Have students label the top of the first page in their handbook with the words
“Multiplication Models,” and go to work.
• Circulate as students are working to observe and provide support as needed.
Encourage them to share and compare their work.
• Have students clearly label each model they’ve sketched and labeled in their handbook.
Multiplication Models
Open Number Line
0 4 8 12 16 20
Ratio Table Tile Array
4 pencils 5 times
times number
as many of pencils as many
1 4
2 8
Area Model
3 12 5
4 16
5 20 4 20
• Remind students that they will use these models for multiplicative situations through-
out the year.
Home Connection
15 Introduce and assign the Models for Multiplication Home Connection,
which provides more practice with the following skills:
• Write story problems or describe problem situations to match a multiplication expres-
sion or equation (3.OA.1)
• Solve multi-step story problems involving only whole numbers, using addition,
subtraction, multiplication (4.OA.3)
Daily Practice
The optional More Crayons Student Book page provides additional opportunities to apply
the following skills:
groups and arrays (3.OA.3)
• Write a multiplication equation to represent a verbal statement of a multiplicative
comparison (4.OA.1)
division (4.OA.2)
Unit 1 Module 1
Unit 1
Module 1
Session 5 Session 5
Models for Division
Summary
Students investigate the relationship between multiplication and division using open number
lines, ratio tables and the area model. After they collaborate to connect the three models to
division, they begin a set of multiplication and division story problems.
Skills & Concepts

• Solve multiplication and division story problems with products and dividends to 100
involving situations of equal groups and arrays (3.OA.1)
• Divide a 2-digit number by a 1-digit number, using strategies based on the relationship
between multiplication and division (4.NBT.6)
• Use an area model to explain strategies for dividing a multi-digit number by a 1-digit
number (4.NBT.6)
Materials
Vocabulary
Problems & Investigations Models for Division those terms for which Word
TM T8 • colored tiles (class set, plus 1 set • piece of scratch paper Resource Cards are available.
Broken Lid Crayons for display) • red colored pencils (class set, area*
SB 8 • red linear pieces (class set, plus 1 plus 1 for display)
dimension*
Broken Lid Crayons Sheet set for display)
divide*
SB 9–10
Camping Story Problems factor*
TM T9 quotient*
Camping Story Problems Forum
Planner
Daily Practice
SB 11
Sandwiches & Pizza

Preparation
Read Session 6 to see how students might share their work from today’s session. Before
tomorrow’s forum, use the Camping Story Problems Forum Planner to help select students to
share their work.

Models for Division
1 Open the session by asking students to name the four models for multipli-
cation they used yesterday (open number line, ratio table, tile array or area
model) and passing out colored tiles and red linear pieces.
2 Show students the crayon box illustration at the top of the Broken Lid
Crayons Teacher Master and ask them to find how many crayons are in
each row.
Teacher Have you ever tried to open a box and have it accidentally
rip? Here is an example of that very thing. How many crayons are in
each row? How do you know? Begin working, and I’ll circulate and see
what you’re doing.
As students work, circulate and take note of which are using each strategy. This will allow
you to intentionally select students for sharing.
3 Ask students to share their strategies, beginning with a student who used
tiles or a sketch of an array to represent the problem.
Create a labeled sketch of the students’ strategy.
Student It looks like an array to me. It’s 4 rows by some columns.

So, I took tiles and made columns of 4 and kept going until I had 32.
When I finished, I had a 4 by 8 array. So each row has 8 crayons.
8
4 4 4
Model the Add more groups (columns of 4) Use linear pieces to model the
situation. until you have 32 total. number of crayons in each row.
Then write the equations that represent the problem. If none of the students used tiles or a
sketch of an array, introduce the model yourself.
Teacher What equation would represent this problem?

Student Four times something is 32.
(The teacher writes 4 × ___ = 32.)
Student Or it could be 32 divided by 4.
(The teacher writes 32 ÷ 4 = ___.)
Teacher And what is the answer? How many crayons are in each row?
(The teacher writes 4 × 8 = 32 and 32 ÷ 4 = 8.)
4 Next, invite a student who used a skip-counting strategy to share while you
model using an open number line and ratio table.
Student I skip-counted by 4s until I got to 32 and kept track on my
fingers. So, 4, 8, 12, 16, 20, 24, 28, 32. There were 8 columns, so that
means there are 8 crayons in each row.
1×4 2×4 3×4 4×4 5×4 6×4 7×4 8×4 Rows of Number of
crayons crayons
0 4 8 12 16 20 24 28 32 1 4
2 8
3 12
4 16
4 × __ = 32 5 20
6 24
32 ÷ 4 = __
7 28
8 32
5 Last, have a student share who used a doubling strategy, and model using
an open number line and ratio table.
Chances are good that at least one of the students will have used a doubling strategy to solve
this problem. If none of them have, however, introduce the strategy yourself, as described here.
Student I thought of 1 column, 4 crayons. So 2 columns, 8 crayons.

Double that for 4 columns, 16 crayons. Double that for 8 columns, 32
crayons. Since there are 8 columns, there are 8 crayons in each row.
1×4 2×4 4×4 8×4

8 8 16 Rows of Number of
crayons crayons
0 4 8 16 32 1 4
×2 2 8 ×2
4 × __ = 32 4 16
32 ÷ 4 = __ ×2 ×2
8 32
6 Ask students to think quietly for a moment about how the three strategies
are the same and different, and then turn to a partner and talk about which
Unit 1 Module 1
strategy—modeling
Session 5 1 copy for display
with an array, skip-counting, or doubling—makes the
most sense to them and which they might try next time.
7 Show students the second crayon problem and ask them to think for a
Broken Lid Crayons
minute about how they would write an equation to represent the problem.
Number of Number of
Columns Crayons
1 3
2 6
×2 3 9 ×2
3 × c = 15 4 12
15 ÷ 3 = c
5 15
• Then call on a few students to share their thinking.

• Ask students to consider how a ratio table could be used to solve the problem.
8 Display the ratio table on the Broken Lid Crayons Teacher Master. Ask
students to look for connections between the ratio table model, the original
1 ×crayon
3 illustration,
3×3
2 × 3 and the equation 15 ÷ 3 =45.× 3 5 ×3
3 3 3
Fill in the blanks in the table as students explain.
3
3 Students Each
6 column has 9 3 crayons. So 2 columns
12have 6 crayons. Then 15
3 columns have 9 crayons, 4 have 12 crayons, and 5 have 15 crayons.
You could have doubled from 2 columns with 6 crayons to get the 4
columns with 12 and then just added 1 more column of 3 crayons to
get the total of 12 + 3 = 15.
Bridges in Mathematics Grade 4 Teachers Guide 34 3 15 ÷ 5 = 3

display

ons
Number of Number of
Columns Crayons
1 3
Broken Lid Crayons
2 6 Number of Number of
Columns Crayons
×2 3 9 ×2
1 3
3 × c = 15 4 12
15 ÷ 3 = c 2 6
5 15 ×2 3 9 ×2
3 × c = 15 4 12
9 Display the open number line on the Broken
15 ÷ 3Lid
= cCrayons Teacher Master.
Ask students to look for connections between the open number
5 line model,
15
the original crayon question, and the equation 15 ÷ 3 = 5.
Complete the number line as students explain.
×3
3×3 4×3 5
Student Each jump is a jump of 3,×so33 more than 6 is 9, 3 more than
3 3 9 is 12, and 3 more3than that is 15.
6 9 1×3 12 2×3
3 × 315 4×3 5 ×3
3 3 3 3
3 6 9 12 15
10 Have student pairs use their linear pieces and tiles to model 3 × 5 = c with a
rectangular array.
3 15 ÷ 5 = 3
Remind students to frame the rectangle first with the linear pieces and then fill in the tiles.
3 15 ÷ 5 = 3
11 While students are working, have a volunteer build the array with colored
tiles and red linear pieces, label it, and record two multiplication equations
that it represents.
=5
15Step
÷ 31 = 5 Step 2 Step 3
5
5 15 5 15
3 × 5 = 15
5 × 3 = 15
5 3 15
12 Ask students to turn to a partner and tell how they could use the first array
on the Broken Lid Crayons Teacher Master to represent the division equa-
tion 15 ÷ 3 = 5.
• After a minute or so, call on volunteers to share their thinking with the class.
• Label the first array as needed to illustrate students’ ideas.
Students The 15 is how many crayons are in the box or how many
tiles4are
Bridges in Mathematics Grade inside
Teacher the rectangle.
Masters T8 © The Math Learning Center | mathlearningcenter.org
asters T8 That’s
© Thethe areaLearning
Math of the rectangle.
Center | mathlearningcenter.org
1×3 2×3
3×3 4×3 5 ×3
3 3 3 3
The 3 red lines on the side 3show the 3 rows
6
of crayons
9 in the box
12 and 3 15
Unit 1 Module 1
rows
of tiles in that rectangle.
The 5 red lines on the top tell how many crayons or tiles are in each row.
Broken Lid Crayons
Students familiar with the box notation 3 paral-15
for division might point out how the area model
Number of Number of
÷5=3
lels this notation. This is something you can demonstrate
Columns Crayons if it doesn’t come from the class.
1 3
15 ÷ 3 6= 5
2
5
×2 3 9 ×2
3 × c = 15 4 12 5 15
15 ÷ 3 = c
3 5 1515
1×3 2×3
3×3 4×3 5 ×3
13 Have
3 students
3 explain
3 how the 3 second array on the Broken Lid Crayons
3 Teacher
6 Master9 shows division.
12 15
Label the second array as needed to illustrate their explanations.
3 15 ÷ 5 = 3
15 ÷ 3 = 5
5
5 15
3 15
14 Ask students to find

T8
Bridges in Mathematics Grade 4 Teacher Masters the
© TheBroken Lid| Crayons
Math Learning Center Sheet in their Student Books.
Invite them to choose one of the equations (15 ÷ 3 = 5 or 15 ÷ 5 = 3) and

show it with a labeled sketch of an array.
Encourage students to outline the array using the lines on the paper, rather than tracing
around each of the 15 squares, as some might want to do.
• Have students use red colored pencils to show the linear pieces that define the dimen-
sions of their arrays.
• If needed, model how to make a quick sketch on grid paper and how to organize work
on the page.
15 Next, read over the directions for the Camping Story Problems with students and
then have them spend the remainder of the time working on it independently.
Make sure students understand that they should finish problems 1 through 5 first, and then
spend any extra time on the remaining questions. Students will have time to work on this
sheet tomorrow if they do not finish it today.
As students work, circulate and offer support.
SUPPORT If students struggle to understand a problem and find an entry point, ask scaf-
folding questions.
»» What is the question asking?

»» What might be a close estimate for the answer? Why do you think that?
»» What could you draw or write that might help you decide what to do?
SUPPORT If students have difficulty explaining their thinking, have them first share their thinking
with you orally, and then help them show their thinking on paper using an appropriate model.
16 As you circulate, use your copy of the Camping Story Problems Forum
Planner Teacher Master to make notes about the strategies students are
using to solve questions 1 and 2. These are the problems you’ll feature in
tomorrow’s math forum.
The forum planner indicates what kinds of strategies you’re likely to see. Notes in Session 6
will explain more about how you might structure the forum.
17 Close the session by asking students to share their observations about con-
nections between the models, the numbers, and the symbols that they have
been using.
Extensions
To give students more direct practice with the three models and division, you can do the following:
• Ask students to use linear pieces and tiles or base ten area pieces to model 24 ÷ 4 with a
rectangular array and find the quotient.
Have students pause for discussion after they have been working for a few moments. What
steps would they use to solve this problem? What are the differences between how the area
model shows multiplication and how it shows division?
Step 1 Step 2 Step 3
6
4 4 24 4 24
Lay down 4 Fill in the array Lay down linear units and count
linear units. with 24 tiles. them to find the quotient.
• Have students record the area model for 24 ÷ 4 = 6 on their grid paper.
Remind them to do the following:
• Outline only the perimeter of the area.
• Use a colored pencil to draw the linear pieces on the top and left sides.
• Label the model with a division equation.
5
3 15 6
15 ÷ 3 = 5 4 24
24 ÷ 4 = 6
• Have students choose two of the expressions below and represent them using all three models
on a sheet of grid paper.
24 ÷ 8 32 ÷ 4 36 ÷ 9 36 ÷ 6
• CHALLENGE Have students work in pairs and combine their tiles to model some of the
problems below:
36 ÷ 3 56 ÷ 8 60 ÷ 6 48 ÷ 6 60 ÷ 4 63 ÷ 7
Daily Practice
The optional Sandwiches & Pizza Student Book page provides additional opportunities to
multiplication, division (4.OA.3)
Unit 1 Module 1
Unit 1
Module 1
Session 6 Session 6
Math Forum on
Multiplication & Division
Summary
Students finish the Camping Story Problems Student Book page from Session 5. Then the
teacher leads them in the first math forum, a purposeful classroom discussion of students’
strategies. Today’s forum focuses on grouping and sharing division problems, using the
array model to strengthen understanding. The teacher asks selected students to share their
strategies for solving two of the Camping Story Problems. Throughout the Forum, the teacher
guides students’ understanding of the strategies and how the strategies relate to each other.
At the end of the session, the teacher introduces and assigns the Modeling Multiplication &
Division Home Connection.
Skills & Concepts

• Solve multiplication and division story problems with products and dividends to 100
involving situations of equal groups or arrays (3.OA.3)
• Use a rectangular array to explain strategies for dividing a 2-digit number by a 1-digit
number (4.NBT.6)
Materials
Vocabulary
Math Forum Grouping & Sharing those terms for which Word
SB 9–10 • Word Resource Cards for division • student math journals Resource Cards are available.
Camping Story Problems (from and quotient division
Session 5)
quotient*
TM T9
Camping Story Problems Forum
Planner (from Session 5)
Home Connection
HC 5–6
Modeling Multiplication &
Division
Daily Practice
SB 12–13
Division Models

Preparation
• Today you will guide students through their first forum of the year. See the Implementation
section of the Bridges Educator site for more information on math forums.
• Post the Word Resource Cards for division and quotient where everyone in class can see them.
Math Forum
Grouping & Sharing
1 Set the stage for today’s lesson.
• Tell students they will have time to work on the Camping Story Problems Student Book
page they started yesterday.
• Remind them to work on the additional problems and challenge problems on the
second page if they finish the first five problems.
2 Have students continue their work on the Camping Story Problems page.
Circulate, asking scaffolding questions when necessary and continuing to
look for students to share in today’s forum.
As you circulate, use your copy of the Camping Story Problems Forum Planner Teacher
Master from Session 5 to make notes about the strategies students are using to solve ques-
tions 1 and 2.
3 Gather the students in the class discussion area. Have them bring their
journals, their Student Books, and a pencil.
4 Introduce the math forum.
Today’s forum has two goals. First, you will teach the class the protocol for a forum. Second, you
will use the forum to highlight both the connections between multiplication and division and the
possibility of using division strategies to solve sharing problems as well as grouping problems.
• Tell students that a math forum is an active learning time when some class members will
share their thinking and the class will discuss problems and their solution strategies.
• Let students know that only a few people will share today, and others will share in
future forums.
• Emphasize that the role of the audience is just as important as the role of the pre-
senters. The audience is responsible for listening respectfully, asking questions, and
learning from others.
• Tell students the procedure.
»» You will ask a student to briefly describe his strategy.
»» While the student describes the strategy, you will model it on the board.
»» Students in the audience will listen to understand and ask questions when they
don’t understand.
• Let students know that the way you model a student’s strategy may look different than
it does on the student’s paper because you are trying to help the class extend their
learning about division, but you will still show how the student used the numbers to
solve the problem.
Future forums will have students present their work in a more formal way.
5 Give students a minute to quietly look over the first two problems on their
pages to remember the situations and how they thought about them.
6 Ask a student who used the sharing strategy for problem 1 to share how he was
thinking. Model the strategy with an array, a written sentence, and an equation.
By modeling students’ thinking, you are trying to help students see how the model represents
their mental processes. At the same time, your model might differ somewhat from the
student’s. This might be so you can more easily compare one strategy with another, so you
can build students’ understanding of a model, or so students can generalize a strategy to
apply it to other problems.
Teacher You solved the first problem by dealing out the 24 campers
into 6 tents, right? Can you tell us a little about that?
Mario First I got 24 tiles. Then I put 6 tiles out—they stand for the
first camper in each tent. Then I kept putting students in each group.
Teacher (With tiles at a projector) So, something like this?
Teacher I am going to move the tiles just a little so that they are in
an array. So I have 6 columns for 6 tents, and I’m going to draw loops
around them so we can see the groups clearly. So, what do each of
these loops represent?
Mario One tent with 4 campers.
Teacher So where do you see the answer?
Sasha The number of campers in each group is 4 because there are 4 tiles.
Teacher What sentence can we write about this situation? What
equation can we write?
6 tents, 4 campers each

24 campers divided into 6 tents is 4 campers in each tent.
24 ÷ 6 = 4
7 Ask a student who solved the second problem by adding groups of 6 to

share how she was thinking. Model the strategy with a ratio table, a written
sentence, and an equation.
Teacher Now, some of you noticed that the numbers in problems 1
and 2 are the same, but the problems are different. Let’s talk about
number 2, and then let’s compare. Lee, will you please tell us how you
solved problem 2?
Lee I knew there were 6 kids for each table, so I wrote down a 6. Then
2 tables for 12 campers, 3 tables for 18, and 4 tables for 24.
(As the student talks, the teacher records the numbers in a ratio table.)
Tables Campers
1 6
2 12
3 18
4 24
Teacher Does this represent your thinking? Great. Now, I have a

question for you. How did you know when to stop? Why didn’t you
keep going to 5 tables?
Lee Because there were 24 campers, so I have enough tables.
8 Re-examine the array you built to model the first problem with the students
to see if it’s possible to find the answer to problem 2 with the same array.
Leave the information you recorded about the array intact, and slide the array down so you
and the students can take another look at it and make notations about the second problem.
Teacher Let’s see if we can find the tables and campers in this array
that we have from the campers and tents. Can you find the tables and
campers from problem 2 in this array from problem 1?
Lee This time, each row is like a table.
(The teacher separates the tiles slightly and draws loops around the rows.)
6 Sasha
tents,There are 6 campers
4 campers each in each row. The loops, the rows are the tables.
Teacher
24 campers divided into can
What sentence we write
6 tents is 4about this situation?
campers What
in each tent.
24equation
÷ 6 =can
4 we write?
Tables Campers
1 6
2 12
3 18
6 campers can sit at each table. 4 24
24 campers divided into tables of 6 campers each is 4 tables.
24 ÷ 6 = 4
9 Compare the notes and equations you have recorded for both problems.
Note with students that the numbers and the equations for both problems are the same,
but the answers have different meanings.
Teacher Let’s slide the tiles away and look at what we wrote about
both of these problems. Talk with the person sitting next to you. What
do you notice, what do you see? (The teacher gives the students a
minute to talk, and then calls on volunteers.)
Meredith They both have the same equation.
Darius It’s 24 ÷ 6 for both of those problems.
Julia It’s the same answer for both, too. They’re both 4.
Teacher What does the 4 mean in the first equation?
Luis It’s kids. It’s how many kids there can be in each tent.
Teacher What about the 4 in the second equation. Does it mean kids?
Amber Yes! Oh, I mean, no. It’s about the tables.
Ramona It’s how many tables. If 6 kids can be at each table, you need
4 tables to hold them all.
Teacher Interesting!
6 tents, 4 campers each

24 campers divided into 6 tents is 4 campers in each tent.
24 ÷ 6 = 4
6 campers can sit at each table.

24 campers divided into tables of 6 campers each is 4 tables.
24 ÷ 6 = 4
The first problem is an example of division as sharing, while the second is an example of
division as grouping. These terms and the related concepts will resurface in later units. For
now, it’s enough that students have opportunities to solve both types of problems.
10 Ask a student who used the known fact that 6 × 4 = 24 to solve either
problem 1 or 2 to share how she was thinking.
Reinforce the idea that even though the problems are different, the same equation, 24 ÷
6 = 4, can be used to represent both.
Noah When I read both problem 1 and problem 2, I knew that they
were both 24 ÷ 6. I remembered that 6 × 4 is 24, so 24 ÷ 6 = 4. Then I
figured out how that fit each problem.
11 Review the word quotient and have students add it to the handbook in the
back of their journals.
• Draw students’ attention to the Word Resource Card you have posted for quotient.
• Have students record the word, give an example, and make a sketch in their handbooks.
• Remind students that the unknown dimension in a division problem is called the quotient.
12 Have students turn to a partner and talk about which model (open number
line, array, or ratio table) they are most comfortable with right now.
13 Close the session by calling on several students to share examples of
respectful behavior and participation during today’s math forum.
Home Connection
14 Introduce and assign the Modeling Multiplication & Division Home
Connection, which provides more practice with the following skills:
• Solve story problems involving a multiplicative comparison using multiplication (4.OA.2)
• Solve story problems involving intervals of time using addition, subtraction, and
multiplication of whole numbers (4.MD.2)
Daily Practice
The optional Division Models Student Book page provides additional opportunities to
Teacher Masters
School Supplies

brought in 2 glue sticks. MAR
KER
S
a How many glue sticks is that PENC

ILS
in all?
b If each student brought in 2 glue sticks, there are _______ times as many glue
sticks as students in Mrs. Carter’s room.
b If each of the 4 students at table G brought in 8 markers, there are ____ times
as many markers as students at table G.
Number Line Puzzle 1

Study the number line puzzle. What do you notice? How can you figure out what
numbers are missing?
2×5 3×5 ×5 7×5 ×5
25 40
Unit 1 Module 1 Session 3 class set, plus 1 copy for display
NAME | DATE
Unit 1 Pre-Assessment page 1 of 3

1 Complete the chart.
a List all the factors b List two multiples c Write P if the
of the number. of the number. number is prime or
C if the number is
composite.
12
5
2 Write a prime number in the space below and tell how you know it is prime.
3 Write a composite number in the space below and tell how you know it is composite.
4 The equation 5 × 7 = 35 can mean:

NN 35 rulers are 5 rulers and 7 rulers put together
NN 35 pencils are 7 times as many as the 5 pencils at the green table
NN 35 markers are 5 markers less than 7 markers
NN 5 erasers split into 7 groups is 35 erasers
5 Fill in the bubbles beside the two equations that best represent this situation: Marcus
has 15 toy cars. That is 3 times as many as his brother Craig has. How many toy cars
does Craig have? (In the equations below, c stands for Craig’s toy cars.)
NN 15 = 3 × c NN 15 × 3 = c NN 15 – 3 = c NN 15 ÷ c = 3
NAME | DATE
6 Write and solve a multiplication equation for each of these problems.

a Eric is 11 years old. Eric’s dad is 3 times older than Eric. How old is Eric’s dad?
b Amber bought a pair of pants and a pair of shoes. The shoes cost 3 times as
much as the pants. The pants cost $15. How much did the shoes cost?
c Jamal bought a book and a CD. The book cost $14. The CD cost $7. How many
times more than the CD did the book cost?
7 Fill in the blanks to complete this ratio table.

Number of Students Number of Folders
1 6
2
4 24
5
60
11
8 Find and write in the missing dimension on each of the rectangles below.
9 36
42
9 Fill in the blanks.

a 7 5 6 3 50
×8 × ×9 ×8 × 22 ×7 ×
40 32 220 200
b 9 × _____ = 90 4 × 20 = _____ 7 × _____ = 28 _____ × 10 = 60

NAME | DATE
10 Solve each of the story problems below. Show your thinking with numbers,
sketches, or words. Then write an equation that represents your work, and record
the answer, labeled with the correct units.
a Each of the 4 students at the red table has 8 markers. The class has 5 times as
many markers as the entire red table. How many markers total does the whole
class have?
b Abby saw 3 rows of crayons in her 24-count crayon box. How many crayons are
in each row?
11 The green table has 5 students and each student brought 6 folders. The red table
group has 6 students and each student brought 8 folders. How many folders do both
groups have together?
a Solve the problem above. Show your thinking with numbers, sketches, or
words. You do not need to write an equation for this problem.
b Which equation best represents this story problem? (The letter f stands for the
number of folders both groups have together.)
NN (5 × 6) + (6 × 8) = f NN 5+6+6+8=f
NN ((5 × 6) + (6 × 8)) ÷ 11 = f NN (6 × 8) – (5 × 6) = f
NAME | DATE
Unit 1 Pre-Assessment Student Reflection Sheet

Unit 1 Module 1

Skill Notes
Can you name all the factors for a number? 1a
Can you list two multiples for a number? 1b
Can you tell whether a number is prime or

1c, 2, 3
composite and explain how you know?
Do you understand how multiplication and

4, 5, 6a, 6b, 6c
division can be used to compare quantities?
Can you write and solve a multiplication equation
T6
6a, 6b, 6c
to represent a story problem?
Can you multiply and divide to fill in the blanks

7
on a ratio table?
If you know the area and one dimension of a

rectangle, can you use that information to find 8
the other dimension?
Can you multiply and divide to fill in the missing

9a, 9b
numbers in multiplication combinations?
Can you solve a multiplication or division story

10a, 10b, 11a,
problem and then choose or write an equation
11b
to represent the problems?
Can you solve a story problem that requires more

10a, 11a
than one step and more than one operation?
• After you have made a mark and some notes about the skills above, draw a star next to the two skills that you need to work on the most during this unit.

• Write other ideas about what you want or need to learn how to do during this unit.
Crayons & Story Problems

How many crayons?
1 2
___________________ ___________________
3 Use at least one of the models listed here to represent and solve each of the problems below.
• a ratio table
• a tile array
• an area model
a The kids at table E have 9 pencils in the supply box they share. The kids at table
F have 3 times that many pencils in their supply box. How many pencils do the
kids at table F have in their supply box?
b Mrs. Carter has 4 pens in the cup on her desk. She has 5 times that many pens
in her desk drawer. How many pens does Mrs. Carter have in her desk drawer?
Broken Lid Crayons

Number of Number of
Columns Crayons
1 3
2 6
15
1×3 2×3 ×3
3 6 15
Unit 1 Module 1 Sessions 5 & 6 1 copy for teacher use
Camping Story Problems Forum Planner

Use this planner to make a record of the strategies you see students using to solve problems during Session 5. Use the
third column to indicate the order in which you plan to have students share during the forum in Session 6.
Strategies for solving 24 ÷ 6

Strategy Student Names and Notes Order of Sharing in Forum
Sharing
The student deals out 24
campers into 6 tents.
Grouping
The student adds groups of 6.
Known fact that 6 × 4 = 24

The student knows that 6 × 4 is
24, and uses that knowledge to
determine that 24 ÷ 6 = 4.
Student Book
NAME | DATE
More School Supplies

Help Mrs. Carter’s students figure out how many of each supply they have. For each
problem, show your thinking with numbers, sketches, or words. Then write an equation
that represents your work.
1 The 4 students at table G each brought in 6 pencils.

How many pencils are at table G? MAR
KER
S
ILS
PENC
2 The 4 students at table E each brought in a box of 12 crayons. How many crayons
are at table E?
3 The 4 students at table B and the 4 students at table D each brought in 12 pens. How
many pens do tables B and D have in all?
4 CHALLENGE The students at table C brought in a total of twice as many pens as

the students at tables B and D put together. How many pens did the students at
table C bring?
Bridges in Mathematics Grade 4 Student Book 1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
How Many Pencils?

Not all of Mrs. Carter’s students brought in the same number of pencils to use for the
school year. Help the students figure out how many pencils the class has. For each
problem, show your thinking with numbers, sketches, or words. Then write an equation
that represents your work.
1 Seven students brought in 6 pencils each. How many pencils did they bring in all?
2 Eight students each brought in 9 pencils. How many pencils did they bring in all?
3 Six students brought in 12 pencils each. How many pencils did they bring in all?
4 How many pencils did the students in problems 1, 2, and 3 bring in all together?
7 × 8 = ____ 7 × ____ = 63 ____ = 4 × 8 ____ × 6 = 30
NAME | DATE
How Many Pens?

All of the students in Mrs. Carter’s class brought in packs of pens, but the packs do not
all have the same number of pens. Help Mrs. Carter figure out how many pens the class
has. For each problem, show your thinking with numbers, sketches, or words. Then
write an equation that represents your work.
1 Four students brought packs of pens with 3 pens in each pack. How many pens in
all did these students bring to class?
4 CHALLENGE Four students brought packs with 3 times as many pens as the students in
problem 2. How many pens did these students give to the collection of class supplies?
NAME | DATE
How Many Erasers?

Mrs. Carter’s fourth grade students brought lots of erasers to use for the school year.
Help the students figure out how many erasers they have. For each problem, show your
thinking with numbers, sketches, or words. Then write an equation that represents your
work.
1 Four students each brought 5 erasers. How many erasers did these 4 students bring?
2 Four students each brought 6 erasers. How many erasers did these 4 students bring?
3 Eight students each brought 5 erasers. How many erasers did these 8 students bring?
4 CHALLENGE Eight students each brought twice as many erasers as the students in
problem 3. How many erasers did these 8 students bring?
5 Fill in the blanks in the number line puzzle below.
2×6 3×6 ×6 8×6 ×6
30 48 60
NAME | DATE
Claudia’s School Supplies

Solve each problem below. Use numbers, sketches, or words to show your work.
1 Claudia bought school supplies in August. She bought 4 packages of pencils. Each
package had 12 pencils in it. How many pencils did Claudia buy?
2 Claudia bought 8 packages of pens. Each package had 6 pens in it. How many pens
did Claudia buy?
3 Claudia bought extra packages of crayons. Each package had 8 crayons in it. Fill out
the ratio table below to find out more about how many crayons Claudia bought.
Packages Crayons
1 8
2
4
8
80
5
15
4 While Claudia was at the store, she saw a box of crayons that had 8 times the
number of crayons as the little boxes she bought to bring to class. How many
crayons were in the box?
NAME | DATE
Crayons & Story Problems Sheet
NAME | DATE
More Crayons
1 Each of the models below represents a student’s strategy for finding the number of
crayons in a box.
a The first box has 4 rows of 6 crayons. How many crayons are there? Show your
thinking and write an equation to show your answer.
________________________________________________________________
b The second box has 6 rows of crayons. How many crayons are there? Complete
the ratio table and write an equation to show your answer.
Rows of Number of
Crayons Crayons
1 6
2 12
3 18
6 ________________________________________________________________________
c The third box has 5 rows of crayons. How many crayons are there? Fill in the
blank and write an equation.
0 6 12 18 24
2 Mark has twice as many crayons as the box modeled on the number line in the
problem above. Write an equation to show how many crayons Mark has.
________________________________________________
3 Fill in the blanks:
10 89 29 100 900 200

+ 450 – + – 25 – 10 – 500 +
80 29 459 400
NAME | DATE
Broken Lid Crayons Sheet
Unit 1 Module 1 Sessions 5 & 6
NAME | DATE
Camping Story Problems page 1 of 2

Model each problem with a labeled sketch of an open number line, a ratio table, or an
array. Then, write an equation to show your answer.
1 At Camp Mosquito, there are 24 campers and 6 tents. If each tent has the same
number of campers, how many campers are in each tent?
2 During dinner at Camp Mosquito, 6 campers can sit at each table. How many tables
are needed for 24 campers?
3 Tennis balls come 3 to a can. Coach Brammer has 27 tennis balls. How many cans
does she have?
4 The campers are getting ready for lunch. There are 8 groups of campers and 56
brownies. How many brownies will each group get if they share evenly?
5 If 8 glasses can be filled from one carton of orange juice, how many glasses can be
filled from 7 cartons?
NAME | DATE
Camping Story Problems page 2 of 2
If you have time, choose some of the problems below to solve.
6 Rico gave his sister 6 boxes of crayons. She was thrilled to get 48 new crayons. How
many crayons were in each box if each box had the same number of crayons?
7 There are 36 kids in the class. They need to make 4 equal teams. How many kids
will be on each team?
8 CHALLENGE It’s time for a picnic! There are 8 hot dog buns in a package. Sixteen
people are coming to the picnic, and you know each person is going to be hungry
enough to eat 2 hot dogs. How many packages of hot dog buns should you buy?
9 CHALLENGE Sports equipment bags that usually cost $9.97 each are on sale for $7.97
each. If the coach buys 9 bags on sale, how much money does she save?
10 CHALLENGE Colorful binders that usually cost $4.49 are on sale for $2.99 each. How
much money will you save if you buy 8 binders at the sale price?
NAME | DATE
Sandwiches & Pizza

1 Rodney had a friend over on Saturday. His dad took them out for sandwiches.
Rodney’s dad and the boys each got a sandwich for $6 and a drink for $2. They
shared one large cookie that cost $3. How much did they spend in all?
2 Jasmine had a pizza party with 3 of her friends. They ordered 2 pizzas. Each pizza
had 8 slices. They all ate the same amount of pizza and finished both pizzas. How
many did each person eat? Show all your work.
3 Complete the equations.
1 73 10 49 7
× 8 × ×2 × 10 × 3 × × 8
0 20 60 49
NAME | DATE
Division Models page 1 of 2

1 Each table of 4 students in Mrs Thornton’s class brought 9 glue sticks.
a Fill in the blanks in the ratio table.

Number of
Tables
1 2 9 5
Number of
Glue Sticks
9 27 90
b Write a story problem that matches one of the entries in the glue stick ratio table.
c One of the tables in Mr. Still’s class brought in 3 times as many glue sticks as
one of the tables in Mrs. Thornton’s class. How many glue sticks did that table
group in Mr. Still’s class bring? Write and solve an equation to show.
NAME | DATE
Division Models page 2 of 2
2 Fill in the missing dimensions in the arrays.

6 6 6
42 48 54
3 Write at least two equations to match one of the arrays in problem 2.
4 Fill in the blanks on the number lines.

2×3 ×3 4×3 6×3 8×3 9×3 ×3
9 30
2×6 ×6 4×6 8×6 ×6 10 × 6
18 54
5 Fill in the blanks to make the equations true.
10 × 4 = 5 × _____ 10 × 3 = 5 × _____ 10 × 5 = 5 × _____ 10 × 2 = 5 × _____
10 × 10 = 5 × _____ 5 × 8 = 10 × _____ 5 × 4 = 10 × _____
Home Connections
NAME | DATE
Number Line Puzzles page 1 of 2

Note to Families
Students can use number lines to review the multiplication facts they learned in third grade. Number lines can help students
use facts they know to help them figure facts they don’t remember. Talk together about relationships between facts that
you see in the two number lines below, such as numbers that double.
1 Fill in the blanks in the number lines.
2×4 3×4 4×4 8×4 9×4 ×4
a
12 40
2×8 ×8 4×8 8×8 ×8 10 × 8

b
24 72
2 Complete the facts.

8 8 8 8 8 7 7
×2 ×4 ×8 × 10 ×9 × 10 ×9
3 Roger’s little brother, Saul, wants to know if 5 × 7 = 7 × 5. If you were Roger, how
would you explain to Saul whether the equation is true?
Bridges in Mathematics Grade 4 Home Connections 1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
Number Line Puzzles page 2 of 2
4 Each of the 29 students in Mr. Brown’s fourth grade brought 2 notebooks to class the
first day of school. How many notebooks was that in all? Show your thinking with
5 Each of the students in Mr. Smith’s class also brought in 3 pocket folders. Mr. Smith
wrote a multiplication equation to compare the number of students to the number of
pocket folders they brought in. Fill in the bubble to show what this equation means.
87 = 3 × 29
NN 87 is 3 more NN 87 is 3 times as NN 29 is 3 times as
than 29 many as 29 many as 87
6 CHALLENGE If 5 students each brought in 8 boxes with 10 pencils per box, and 10
students each brought in 8 boxes with 5 pencils per box, how many total pencils did
the students bring in? Show your thinking with numbers, sketches, or words.
NAME | DATE
Models for Multiplication page 1 of 2

Write a story situation to go with each multiplication model.
Multiplication Model Story
ex Keith’s dog, Spot, ate 2 cans of dog food every

day for 3 days in a row. Spot ate 6 cans of
dog food in 3 days.
2×3=6
0 7 14 21 28 35 42
7 × 6 = 42
4 × 4 = 16
4 × 6 = 24
4
Number of _______ 1 2 4 8
Number of _______ 6 12 24
NAME | DATE
Models for Multiplication page 2 of 2
Multiplication Model Story
5 × 6 = 30
6 $8 $8 $8
$8 $8 $8
$8 $8 $8
8 × 9 = 72
7 There are 4 rows of crayons in this box. Each row has the same number of crayons.
How many crayons are in the box? Show your thinking.
8 Teachers collected $5 from each of the 130 fourth grade students at the beginning of
the year for field trips. The first field trip cost $120. The second field trip cost $250.
How much can they spend on the last field trip if they need to have $25 left over to
wash the bus? Show your thinking using words, numbers, or pictures.
NAME | DATE
Modeling Multiplication & Division page 1 of 2

For problems 1 and 2, complete the sketches and write the equations.
1 2
_______ × _______ = _______ _______ ÷ _______ = 3
3 Copy one equation from above and write a story problem to go with it.
ex I bought 5 packs of pencils. Each pack had 4 pencils in it. How many pencils
did I get? (5 × 4 = 20)
Complete the number line and ratio table.

4 5
2×5 4×5 6×5 1 2 4 5 7
15 25 3 6 9 15 18 21 24
NAME | DATE
Modeling Multiplication & Division page 2 of 2
6 Mr. Still’s class has music for 50 minutes and then independent reading for 20 minutes.
Music starts at 8:30. What time does Mr. Still’s class finish independent reading?
7 Ms. Ford’s class starts art at 9:30 and finishes at 10:15. They spend twice as much
time in math class. If they start math at 1:10, what time do they finish math?
Teachers Guide
Module 2
Primes & Composites
Session 1 Finding Factors of Numbers from 1 to 36�� 3
Session 2 Exploring Prime & Composite Numbers�� 7
Session 3 Reviewing Multiplication Strategies�� 13
Session 4 Introducing Work Place 1B Arrays to One Hundred��21
Session 5 Seeing Strategies, Part 1��27
Session 6 Seeing Strategies, Part 2 ��33

Tea Lights for Cats�� T1 Arranging School Supplies�� 14
Two-Centimeter Grid Paper��T2 Thinking About Factors�� 15
Multiplication Facts to Learn��T3 Recording Factors�� 16
Work Place Guide 1A Cover Up�� T4 Factors of 36�� 17
1A Cover Up Record Sheet�� T5 Multiplication Table�� 18
Work Place Guide 1B Arrays to One Hundred�� T6 Work Place Instructions 1A Cover Up�� 19
1B Arrays to One Hundred Record Sheet ��T7 Class Quilt��20
Investigating Hidden Arrays: 4 × 7��T8 Work Place Instructions 1B Arrays to One Hundred�� 21
Investigating Hidden Arrays: 6 × 8��T9 Seashells��22
Work Place Guide 1C The Multiple Wheel��T10 Multiplying by Four & Six��23
1C The Multiple Wheel Record Sheet�� T11 Work Place Instructions 1C The Multiple Wheel�� 24
Investigating Hidden Arrays: 8 × 4��T12 The Multiple Wheel��25
Investigating Hidden Arrays: 9 × 6��T13 Work Place Instructions 1D
Multiplication Strategies��T14 Spinning Around Multiplication��26
Work Place Guide 1D Games Problems�� 27
Spinning Around Multiplication��T15
1D Spinning Around Multiplication Record Sheet��T16 Home Connections Pages
Factors & Tea Lights�� 7
Multiplication Fact Strategies�� 9
Multiplying by Eight & Nine�� 11
Unit 1
Unit 1
Module 2
Module 2
Primes & Composites
Overview
Students use tile arrays to investigate factors of numbers and determine whether numbers are prime or composite. They
consider multiplication fact strategies introduced in third grade and use open number lines, ratio tables, and the area model to
review them. The Work Place activities introduced in this module also provide practice with multiplication facts and strategies.
Planner
Session 1 Finding Factors of Numbers from 1 to 36
The session begins with a class investigation into how many different rectangles can be made with
12 tiles. Then students work in pairs to find all of the factors for several numbers between 1 and 36.
Pairs of students build rectangles with tiles, record and cut out labeled grid paper arrays, and glue
their arrays on construction paper, creating a poster of the factor pairs for each number.
Session 2 Exploring Prime & Composite Numbers
Students use one of the previous session’s posters to review key vocabulary and concepts. Then
they work in groups to make observations and answer questions about posters they made and share
observations in a math forum that focuses on prime and composite numbers.
Session 3 Reviewing Multiplication Strategies
The session begins with a review of the more easily memorized multiplication facts, using strategies
introduced in Grade 3. This allows students to see how few facts on the multiplication chart remain
to be learned. They then explore strategies for deriving the answers to less familiar facts using
hidden arrays within the area model for multiplication. The teacher introduces Work Place 1A Cover
Up and plays a few rounds with the class.
Work Place 1A Cover Up
Players take turns spinning for two numbers that will be the dimensions of an array. After spinning,
players sketch in the array and write the product or area in the middle. Each player gets 4 turns to cover
up as much of the grid as possible. If a player spins two numbers that form an array that doesn’t fit in
the grid, that player loses the turn unless he or she can split the array into two arrays and fit them both
on the record sheet. Both of the new arrays must have at least one of the numbers spun as a dimension.
Session 4 Introducing Work Place 1B Arrays to One Hundred
A problem string encourages students to continue thinking about relationships between multiplica-
tion facts, particularly what happens when you multiply a number by one more or one less group
than a known problem. Then the teacher introduces Work Place 1B Arrays to One Hundred and plays
it with the class. This partner game develops fluency with multiplication facts and provides practice
using the area model and applying the distributive property.
Work Place 1B Arrays to One Hundred
Players take turns rolling dice and coloring in an array with the dimensions shown on the dice. As
players’ grids fill up, they can color in two or more smaller arrays that have a total product equal to
the product of the two numbers rolled. Players write equations in the space below their grids to
record the array or arrays filled in.
Session 5 Seeing Strategies, Part 1
Strategies for multiplying by 4 and 6 are added to the multiplication strategies chart, and students
complete a practice sheet with these groups of facts. The teacher introduces Work Place 1C The
Multiple Wheel, a game that gives additional practice with facts and strategies.
Work Place 1C The Multiple Wheel
Players roll two dice find the sum to determine what number to write in the center of the wheel.
They work together to find the product of that number times each number in the middle ring of the
wheel. When they determine a multiple, they record the equation in a chart. Finally, players analyze
the activity and come up with strategies to make finding the multiples more efficient.
Session 6 Seeing Strategies, Part 2
Students add strategies for multiplying by 8 and 9 to the multiplication strategies chart. Then they
play Work Place 1D Spinning Around Multiplication against the teacher. This game provides practice
identifying strategies for solving multiplication facts.
Work Place 1D Spinning Around Multiplication
Partners take turns spinning two spinners to generate a multiplication fact, determine what kind of
fact was spun, and record it in the appropriate box.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 15 and 18.
pages 14–27.
Charts Prepare one 24˝ × 36˝ sheet of chart paper as shown in the illustration in the
Preparation section of Session 3.
Work Place Prepare the materials for Work Places 1A–1D using the lists of materials on the
Preparation Work Place Guides (Teacher Masters T4, T6, T10 & T15).
Special Items Prior to Session 1, label small slips of scratch paper or index cards, each with one
number from 1 to 36 (omit 12).
Unit 1 Module 2
Unit 1
Module 2
Session 1 Session 1
Finding Factors of
Numbers from 1 to 36
Summary
The session begins with a class investigation into how many different rectangles can be made with
12 tiles. Then students work in pairs to find all of the factors for several numbers between 1 and 36.
Pairs of students build rectangles with tiles, record and cut out labeled grid paper arrays, and glue
their arrays on construction paper, creating a poster of the factor pairs for each number.
Skills & Concepts

• Multiply using the commutative property (3.OA.5)
• Represent the product of two numbers as the area of a rectangle with side lengths equal
to those two numbers (3.MD.7b)
• Find all factor pairs for a whole number between 1 and 100 (4.OA.4)
Materials
Problems & Investigations Finding Factors of Numbers from 1 to 36 those terms for which Word
TM T1 • colored tiles, class set plus 1 set • 35 index cards or slips of scratch Resource Cards are available.
Tea Lights for Cats for display paper (see Preparation) area*
TM T2 • red linear pieces, class set plus 1 • 36 sheets of 12" × 18" construc-
commutative property of
Two-Centimeter Grid Paper set for display tion paper
multiplication*
• Word Resource cards for • scissors, half-class set
commutative property of • glue, half-class set dimension*
multiplication, dimension, factor, • tea lights (optional, see factor*
and factor pair Preparation) factor pair(s)*
Daily Practice product*
SB 14
Arranging School Supplies

Preparation
• Post the Word Resource Cards for commutative property of multiplication, dimension, factor,
and factor pair where everyone can see them.
• If you have a few tea light candles available, you can use them to illustrate today’s problem
solving context.
• Set out the construction paper and copies of the Two-Centimeter Grid Paper Teacher
Master so students can access them easily.
• Label small slips of scratch paper or index cards, each with one number from 1 to 36 (omit 12)
to give to students. Each pair of students will find all the factor pairs for two or three differ-
ent numbers. We recommend giving student pairs one prime number or number with few
factors and one or two composite numbers. The number pairings below work for a class of 30
students. Consider organizing the numbered slips of paper or index cards into these or similar
sets before teaching the session.
1, 36 2, 4, 30 3, 32 6, 7, 28 8, 11, 35
9, 13, 34 10, 17 18, 23 26, 29 5, 14, 15
16, 31 19, 20 21, 25 22, 27 24, 33

Finding Factors of Numbers from 1 to 36
1 Tell students that today they will learn about factors, factor pairs, and
products by creating paper rectangles and making number posters.
2 Have a helper hand out colored tiles and red linear pieces as you display the
Tea Lights for Cats Teacher Master where everyone can see.
Tea Lights for Cats

Cindy’s class is selling tea light candles for a fund-raiser to help the local cat shelter. The
tea lights will be packaged and sold in sets of 12. How many different rectangular boxes
can you design that would hold 12 candles? Use tiles to model your boxes. Pretend that
each tile will hold exactly 1 candle.
3 Introduce the Tea Lights for Cats problem, and have students model the
possible boxes using tiles and linear pieces.
• Invite a students to read the problem aloud.
• Give students a moment to think about the problem and ask any clarifying questions
before they begin work.
• Ask students to work independently to model possible boxes to hold the 12 candles.
• If necessary, remind students to use linear pieces to show the dimensions of the rectangle.
4 Invite students to describe the “boxes” they made while you outline each
and label its dimensions on a copy of the Two-Centimeter Grid Paper.
Unit 1 Module 2 Session 1 3 class sets, plus 2 copies for display
NAME | DATE
Two-Centimeter Grid Paper

2 1
4
3 3 × 4 = 12 6
×2
6 12
3
12
×1
4 × 3 = 12 12
4 12
You can also make a
1 × 12 bar, but it
won't fit on this paper.
2
2 × 6 = 12
5 As you do so, note with students that multiplying the dimensions of each
rectangle results in a product of 12.
• Draw students’ attention to the Word Resource Cards you have posted for dimen-
sion, factor, and factor pair. Explain that a factor pair is a set of 2 numbers that can be
multiplied to produce a given whole number. For example, 4 and 3 are a factor pair for
12; 2 and 6 are another factor pair.
• Explain that each of the numbers in these factor pairs is called a factor of 12. That is, it
can be multiplied by another whole number to make 12.
6 Then briefly review the commutative property of multiplication.

• Ask students whether the 3 × 4 and the 4 × 3 rectangles are the same or different to
review the commutative property of multiplication.
• Have them identify other rectangle pairs on their tables that demonstrate the commu-
tative property. [2 × 6 and 6 × 2; 1 × 12 and 12 × 1]
The discussion of whether these pairs of rectangles are really different might cause a debate.
Most students will agree that both rectangles in each pair contain the same number of tea
lights, but they may not be convinced that the two rectangles are congruent. Allow students
time to puzzle over this dilemma, but don’t worry about coming to a group consensus.
7 Ask students how many different rectangles can be formed with 12 tiles.
Have them think quietly about, then share in pairs, strategies to determine
the number of different rectangles that can be formed when they take the
commutative property into consideration and avoid duplicates.
Hana It looks like 6 different rectangles, but it’s 3.
Whitney You can turn them the short way or the long way because of
the commutative thing.
8 Call on students one at a time to name the factors of 12 as you record them Math Practices
(1, 2, 3, 4, 6, and 12). in Action 4.MP.2
• Draw arcs above the numbers to connect factor pairs. By working in this way
• Ask students how thinking of pairs of numbers that can be multiplied to make 12 can with numbers, the tea
help you list factors of 12. light context, and rect-
angular arrays, you help
students reason both
abstractly (numbers) and
1 2 3 4 6 12 quantitatively (arrays and
context) about factors,
products, and prime and
9 Explain that students are going to work in pairs to find all of the factor
composite numbers.
pairs for the numbers from 1 to 36.
Connect the challenge to the Tea Lights for Cats situation by saying something like this:
Cindy’s class will be selling sets of tea lights with different numbers of candles in each set.
People can buy as few as one tea light or as many as 36 or any amount in between. Explain
that the candles will also be arranged in different ways, just as the sets of 12 were. For example,
someone could buy 8 tea lights in a 1 × 8 box of candles or in a 2 × 4 box of candles.
10 Ask students to predict which numbers between 1 and 36 will generate the
most rectangles.
The following questions may help.
• Which numbers do you think will have the most boxes? Why?
• Which numbers do you think will only have one or two boxes? Why?
• Does it matter if the number is odd or even?
11 Model how to cut out the rectangles, glue them to a piece of 12" × 18"
construction paper, and label them, using the rectangles you sketched and
labeled for the number 12.
• Tell students that for this assignment, the 3 × 4 and 4 × 3 rectangles will be considered
the same, and only one should be recorded.
• Explain that some arrays may not entirely fit on the construction paper and will hang
over the sides.
• Let them know they will share their work during the next session.
4 × 3 = 12
12 6
×2
6
2 × 6 = 12
×1
12
12
12 Show students where to find materials, and pass out prepared index cards with
the numbers on them to pairs of students (two or three per pair of students).
Circulate as students are working to observe, hold informal conversations with student
pairs about their work, and assist as needed.
13 Near the end of the session, have students recycle scraps of paper and put
away tiles, glue, scissors, and any other materials.
CHALLENGE Have students find all the factors for larger numbers, such as 43, 48, 72, or 91.
(Hint: 91 is not prime!)
14 Talk about discoveries and observations students may have made about
their assigned numbers.
• Did you make any interesting observations about the numbers you worked with?
• Was there anything “special” about any of your numbers?
• Put your thumb up if you had a number for which you could only make 1 rectangle.
• Put your thumb up if you had a number for which you could make 4 or 5 different rectangles.
15 Close the session by having students think quietly about, then share in
pairs, reasons why it was possible to form lots of rectangles with some
numbers of tiles, and only one or two rectangles with others.
Collect students’ posters and save them for next session. Be sure students have labeled the
posters with their names.
Daily Practice
The optional Arranging School Supplies Student Book page provides additional opportu-
nities to apply the following skills:
Unit 1 Module 2
Unit 1
Module 2
Session 2 Session 2
Exploring Prime &
Composite Numbers
Summary
Students make observations about one of the posters from the previous session to review key
vocabulary and concepts. Then they work in groups to make observations and answer ques-
tions about some of the posters they made. They share their observations in a math forum
that focuses on prime and composite numbers. After students complete a short Student Book
page, the teacher introduces the Factors & Tea Lights Home Connection.
Skills & Concepts

• Identify features of a pattern that were not explicit in the rule used to generate that pat-
tern (4.OA.5)
• Look for and express regularity in repeated reasoning (4.MP.8)
Materials
Vocabulary
Problems & Investigations Exploring Prime & Composite Numbers those terms for which Word
SB 15* • Word Resource Cards for area, • posters from the previous Resource Cards are available.
Thinking About Factors array, composite number, dimen- session (see Preparation) area*
sion, factor, factor pair, prime • student math journals
number, and product array*
• standard pocket chart
composite number*
Math Forum Prime & Composite Numbers dimension*
SB 16 factor*
Recording Factors factor pair(s)*
Home Connection prime number*
HC 7–8 product*
Factors & Tea Lights
Daily Practice
SB 17
Factors of 36

Preparation
• You will need the poster for 18 during the first part of the session. You may want to post it
where everyone can see it clearly.
• Students will work in groups of four to examine and analyze the number posters they
made last session. You might want to pre-assign the groups based on the student pairs last
session, and organize the posters belonging to each group for quick and easy distribution.
Be sure each group has at least one poster featuring a prime number.

Exploring Prime & Composite Numbers
1 Open today’s lesson by giving students a minute or so to study the posters
you have hung in the room, and then invite a few students to share their
observations with the class.
2 Use the poster showing rectangles for 18 tiles as a springboard for discussion.
Ask the following questions and then post Word Resource Cards in the standard pocket
chart as terms come up during discussion.
• Are the rectangles arrays? [Yes.] What is an array? [An array is an arrangement of
objects in rows and columns. A rectangular array is a model for multiplication.]
• What are the dimensions of the rectangles? [The dimensions are the lengths of two
adjacent sides, or the number of tiles in one row and one column. For example, on the
3 × 6 rectangle, the dimensions are 3 and 6.]
• Where can you find the factors of 18? [The dimensions of the rectangles are the factors of 18.]
• Where do you see area represented on the poster? Where do you see products repre-
sented on the poster? [The area of all the rectangles in the demonstration poster is 18.
The product of the factors, or dimensions, is 18.]
• Where do you see factor pairs? [The long and short, or adjacent, sides of the rectangle.
A rectangle that is 3 units wide and 6 units long has a factor pair of 3 × 6 and it repre-
sents the number 18.] You may need to review the term “factor pairs.”
3 Display the Thinking About Factors Student Book page, and give students a
minute to look it over. Then explain the directions for working in groups to
complete the page.
• Students will work with their poster partner and another pair of students.
• They need to get posters, Student Books, and pencils and meet with the other pair of students.
• Each group of four students will read and discuss the questions.
• They will use their posters to help answer the questions.
• If a group needs help, they can ask another group of students or the teacher.
• Be ready to share their discoveries in a math forum.
4 Ask students what the room should look like and sound like as groups work
on the questions. Then confirm that students understand what to do and
have them get started.
If you have pre-assigned groups, tell students which pairs should meet together.
5 As students work, walk around the room, make observations, and offer
support or challenge as needed.
Look for students you will want to have share in today’s forum. The forum will emphasize
prime and composite numbers, but ideas will emerge about related concepts like odd and
even products, factor pairs, and square numbers. Select student work that can draw out
these ideas. Try to include students who have misconceptions as well as students who have
a strong grasp on this work. The discussion in the forum should help clarify misconcep-
tions and extend student understanding.
6 When most groups have finished working on Thinking About Factors,

gather students in the discussion area with their Student Books.
Have students leave their posters at their seats, where they can be easily accessible if students
are invited to share.
Math Forum
Prime & Composite Numbers
7 Introduce the math forum by explaining that today students will share
observations about their posters rather than sharing problem-solving
strategies like they did during the first forum.
8 Review the basic math forum procedure.
• A few students are invited to share their work.
• The audience listens attentively, thinking about the work.
• Students in the audience ask questions if they do not understand something.
• Students in the audience can also add on to the work shared.
• Students turn to a partner and summarize the big idea of the work shared.
9 Invite a student or group of students you have pre-selected to share.

Be prepared to display the Word Resource Cards for prime number and composite number
when these terms come up in discussion.
Teacher This group had some interesting thoughts about why some
posters only had one rectangle while other posters had more. Can you
share your thinking with us?
Alana Sure. We noticed that both of the posters we made with one
rectangle were numbers that only had 2 factors in them, like 3 has one
rectangle and its only factors are 1 and 3.
Michael Even though there are two factors, there is only one rect-
angle. It can be vertical or horizontal, but it is still the same.
Victor Are you saying a 1 × 3 rectangle is the same as a 3 × 1 rectangle?
Michael Yeah. It’s just turned. See, here’s my poster for 3. There is
just one rectangle. I can turn my poster so the rectangle looks differ-
ent, but it never actually changes.
Teacher Can anyone add on to what they are saying?
Consuela We noticed that the numbers with only one rectangle are odd.
Steve Two only has one rectangle and it is even.
Teacher Look around, everyone, can you find another even number
with only one rectangle? No? So, let’s think about some of the numbers
with only one rectangle. If they only have one rectangle, how many
factors do they have?
Tierra Two.
Teacher Let’s list some of these numbers and their factors to help us
make some more observations. (Elicits several prime numbers and
writes them with their factor pairs where everyone can see.)
3 – 1, 3
5 – 1, 5
7 – 1, 7
11 – 1, 11
Teacher What do you notice about the factors?
Jacob It’s always 1 and the number.
Teacher Numbers that only have 2 factors—themselves and 1—have

a special name. They’re called prime numbers. (Displays the Word
Resource Card for prime number.)
10 Repeat this questioning procedure with a few more students or groups of Math Practices
students and their posters. in Action 4.MP.3
Focus on helping students understand what prime and composite numbers are. Also, When you give students
encourage them to investigate any apparent connections between primes, composites, the responsibility of
odd, and even numbers. defending and amending
their own assertions,
»» The dialogue below provides an example of how to support students presenting a while also considering
misconception in a forum. the thinking of others,
you help them construct
Teacher So, we’ve established that prime numbers only have two fac- viable arguments and
tors, while composite numbers have more than two factors. Marcus, critique the reasoning
would you and your partners be willing to share your hypothesis of others. These kinds
about composite and even numbers? of discussions dramati-
Marcus OK. We noticed that all of the composite numbers are even. cally deepen students’
understanding of the
Kaitlin And all of the composite numbers have 2 as a factor. mathematical concepts in
Willie I have a question. You said that all composite numbers are question.
even. But, we made a poster for 15 and we found more than one
rectangle for 15. Do you think that 15 is prime or composite?
Marcus I think it is prime because it is odd.
Willie Well, a lot of prime numbers are odd but a number doesn’t
have to be odd to be prime. It’s prime if it only has one factor pair.
LaVonne And it is composite if it has more than one factor pair.
Kaitlin Oh, I see what you are saying. We didn’t get that. We just
thought that prime numbers were odd numbers and composite
numbers were even.
Teacher What do you understand now?
Marcus That you can only make one rectangle for prime numbers
because they only have two factors.
Kaitlin And you can make more than one rectangle for composite
numbers.
Teacher I am impressed with how carefully you thought about other
students’ explanations. You went from having one idea about prime
and composite numbers to understanding more about what they mean.
11 End the math forum by asking students to turn to a partner and summa-
rize the definitions of prime and composite numbers.
12 Then introduce the Recording Factors Student Book page, and have stu-
dents return to their seats to work on the page independently.
When most students have filled out at least three rows on the chart, have them think quietly
about, then discuss in pairs, whether the number 45 is a prime or a composite number.
13 Recognize students for their work in the math forum. Have them bring you
their posters and clean up and put away any other materials.
The number posters serve as a valuable resource if you have space to hang them in your
classroom. They provide visual models of the vocabulary terms that were discussed today
and can be used for reference or quick reviews. (“Point to a poster with a prime number.”
“What are the factors of 27?”) Even if you’re not able to display the posters in your room,
save them for use later in the unit, during Module 3, Session 1.
14 Either now or at another time that’s convenient, have students record the
terms factor, factor pair, prime number, and composite number to their
handbooks at the back of their math journals.
• You may want to have them head the second page in their handbook with the title
Multiplication Words.
• For each term, have them write a definition, give an example, and make a labeled
sketch where applicable.
Class-generated definitions in student-friendly wording are optimal. If students have
difficulty defining the terms, you might want to use the definitions on the Word Resource
Card to help. Including an example and even having students draw a sketch help students
remember a word’s meaning.
Multiplication Words
Factor A number you multiply with another to get a product.
6 is a factor of 18 because you can multiply 6 x 3
to get 18.
Factor Pair Two numbers that multiply to make a product.

3 and 6 are a factor pair for 18 because 3 x 6 = 18
Prime Number A number where you can only make

one rectangle because it only has 2 factors.
5 is a prime number. Its only factors are 1 and 5.
Composite Number A number where you can make more than

one rectangle, because it has more than one factor pair.
12 is a composite number.
4 6
2
3
12
1
Home Connection
15 Introduce and assign the Factors & Tea Lights Home Connection, which
division (4.OA.2)
Daily Practice
The optional Factors of 36 Student Book page provides additional opportunities to apply
Unit 1 Module 2
Unit 1
Module 2
Session 3 Session 3
Reviewing Multiplication
Strategies
Summary
The session begins with a review of the more easily memorized multiplication facts, using
strategies introduced in Grade 3. At the end of the review, students will be able to see how
many of the facts on the multiplication chart are included in these simpler facts and how few
remain to be learned. Students then explore strategies for deriving the answers to less familiar
facts using hidden arrays within the area model for multiplication. To conclude the session,
the teacher introduces Work Place 1A Cover Up and plays a few rounds with the class.
Skills & Concepts

• Use and explain multiplicative strategies to demonstrate an understanding of multiplica-
tion (supports 3.OA)
• Multiply using the commutative and distributive properties (3.OA.5)
• Fluently multiply with products to 100 with strategies (3.OA.7)
• Explain patterns among basic multiplication facts by referring to properties of the operation
(3.OA.9)
• Use the area model for multiplication to illustrate the distributive property (3.MD.7c)
Materials
Problems & Investigations Reviewing Multiplication Strategies those terms for which Word
TM T3 • colored tiles (class set, plus 1 set • rulers, class set Resource Cards are available.
Multiplication Facts to Learn for display) • 4˝ × 6˝ index cards, class set, plus array*
SB 18* • red linear pieces (class set, plus 1 1 for teacher
set for display) multiply*
Multiplication Table • two 24˝ × 36˝ pieces of chart
paper (see Preparation) multiplication table*
• black marker strategies
Work Places Introducing Work Place 1A Cover Up
TM T4 • spinner overlays (class set) • crayons or colored pencils in
Work Place Guide 1A Cover Up black and 4 different colors
TM T5
1A Cover Up Record Sheet
SB 19**
Work Place Instructions 1A Cover Up
Daily Practice
SB 20
Class Quilt

** Run 1 copy of this page for use by the teacher and other adult helpers during Work Place time.
Preparation Implementing
Work Places
• Prepare one of the 24˝ × 36˝ sheets of chart paper as shown in the illustration. Post both
sheets of chart paper in an easily accessible location. For additional information
about setting up Work
Places and managing
6
them effectively, see the
18 Implementation section of
3
the Bridges Educator site.
3 × 6 = 18
• In today’s session, you’ll introduce Work Place 1A Cover Up. Before this session, you should
review the Work Place Guide, as well as the Work Place Instructions. Make copies of the
Cover Up Record Sheet for use and store the rest in the Work Place 1A Cover Up tray along
with the materials listed on the guide. The Work Place Guide also includes suggestions for
differentiating the game to meet students’ needs.

Reviewing Multiplication Strategies
1 Have students turn to the Multiplication Table in their Student Books, and
give everyone a 4" × 6" index card.
2 Display the Multiplication Table and demonstrate how to use the index
card to hide part of the table.
Unit 1 Module 2 Session 3 Unit 1 Module 2 Session 3
NAME | DATE NAME | DATE
Multiplication Table Multiplication Table
× 0 1 2 3 4 5 6 7 8 9 10 × 0 1 2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10 1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20 2 0 2 4 6 8 10 12 14 16 18 20
3 0 3 6 9 12 15 18 21 24 27 30 3 0 3 6 9 12 15 18 21 24 27 30
4 0 4 8 12 16 20 24 28 32 36 40 4 0 4 8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50 5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60 6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70 7 0 7 14 21 28 35 42 49 56 63 70
8 0 8 16 24 32 40 48 56 64 72 80 8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90 9 0 9 18 27 36 45 54 63 72 81 90
10 0 10 20 30 40 50 60 70 80 90 100 10 0 10 20 30 40 50 60 70 80 90 100
3 Then slide the index card over the table to briefly review the × 0 facts, the
× 1 facts, and the × 2, × 5, and × 10 facts.
• For each set of facts, ask students to look for patterns. Record strategies suggested by
the students for solving the facts on the blank piece of chart paper.
Identifying patterns within the structure of the multiplication table can help students make
sense of our number system and recall facts. For 0 and 1, fourth graders don’t need to use the
terms “zero property for multiplication” or “identity property for multiplication,” but they
should be able to express the effects of these properties by stating that zero times any number
equals zero and 1 times any number equals that number.
Strategies for Multiplication Facts

(×0) Zero facts (×5) Half-Tens facts
Any number times 0 is 0. Multiply times 10 and take half.
0×n=0 6×0=0 0×9=0 5 × 6 Half of 10 × 6 is half of
60. That is 30.
(×1) Ones facts
Any number times 1 is that number. 3 × 5 Half of 3 × 10 is half of
1×n=n 6×1=6 1×5=5 30. That is 15.
(×2) Doubles (×10) Tens facts

To multiply by 2, double the number. Multiply by 10
2×n=n+n 3×2=6 2 × 7 = 14 3 × 10 = 30
8 × 10 = 80
(×3) Double plus One Set
Double the number and then
add it one more time.
4 × 3 = (4 × 2) + 4 = 12
8 × 3 = (8 × 2) + 8 = 16 + 8 = 24
• Leave about one-third of the chart blank to use in upcoming sessions.
4 Display the Multiplication Facts to Learn Teacher Master.

Tell students that the multiplication facts they have just reviewed cover 89 of the 121 facts
on their multiplication table. Wow!
Multiplication Facts to Learn
×
X 0 1 2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20
3 0 3 6 9 12 15 18 21 24 27 30
4 0 4 8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70
8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90
10 0 10 20 30 40 50 60 70 80 90 100
Ask students to share their observations about the sheet with a partner.
»» Students might observe that the facts above and below the left-to-right downward
diagonal are duplicates.
»» Students might notice that all the products on the left-to-right downward diagonal
are square numbers.
»» If they count the combinations that are distinctly different (i.e., not commutative
like 3 × 6 and 6 × 3) students will find that there are only 21 multiplication facts left
to commit to memory!
5 Have students build a 3 × 6 array at their desks with red linear pieces and
tiles while you display the same array.
Students can use a ruler to keep their rows of tiles aligned, if necessary.
6 Explain that students will now explore different ways to subdivide the 3 × 6
array into smaller areas—also known as hidden arrays.
Hidden arrays are used to model the multiplicative strategy of using partial products to find
the product of a more difficult fact.
7 Model how to gently pull apart the 3 × 6 array into two 3 × 3 arrays and
then have student pairs do the same.
8 Direct students’ attention to the sketch of a 3 × 6 array you prepared on

chart paper.
Remind students that a quick sketch of a rectangular array gives only the most important
information:
• total area
• dimensions
• general outline of the rectangle
• an equation to explain it
9 Sketch the two 3 × 3 arrays below the 3 × 6 array and invite students to
generate as many equations as they can to represent what they see, as you
write the equations on the chart.
Rosa I see adding going on—9 plus 9 equals 18. (Teacher writes
9 + 9 = 18.)
Trevor Two 3-by-3 arrays added together make 18.
Teacher How would you say that in an equation?
Sara You could do 3 × 3 plus 3 × 3 equals 18. (Teacher writes
(3 × 3) + (3 × 3) = 18.)
Note The parentheses are not mathematically necessary when writing (3 × 3) + (3 × 3) = 18,
for example, because the order of operations dictates that multiplication is performed before
addition unless noted otherwise. The parentheses are included here to clarify that each
multiplication happens before the addition of the two products.
10 Have everyone slide their tiles and linear units back to the original 3 × 6
rectangle, and then challenge them to find other arrays hidden within the
original rectangle.
Invite a few students to show their thinking at the display while you record their sugges-
tions using labeled quick sketches and equations on the chart.
6 3 3 5 1
3 18 3 9 9 3 15 3
3 × 6 = 3 × (3 + 3) 9 + 9 = 18 3×6= 3 × (5 + 1)
= (3 × 3) + (3 × 3) (3 × 3) + (3 × 3) = 18 = (3 × 5) + (3 × 1)
=9+9 = 15 + 3
= 18 = 18
6
2 2 2 4 2
2 12
3 6 6 6 3 12 6
1 6
3 × 6 = 3 × (2 + 2 + 2) 3 x 6 = 3 x (4 + 2)
= (3 × 2) + (3 × 2) + (3 × 2) 3x6= (2 + 1) x 6
= (2 x 6) + (1 x 6) = (3 x 4) + (3 x 2)
=6+6+6 = 12 + 6
= 18 = 12 + 6
= 18 = 18
Ongoing
Work Places Assessment
Introducing Work Place 1A Cover Up The Assessment Guide

includes a Work Places
11 Introduce the game Cover Up. Differentiation Chart for
each unit. If you like, you
• Display the 1A Cover Up Record Sheet where everyone can see.
can use these charts to
• Explain that the game will help them practice the multiplication skills and concepts make notes about which
they have been working on. students need support or
• Tell students that first you will play the game as a whole class. If time allows, they will challenge with the skills
play the game again in pairs today, and in future sessions the game will be a Work Place. featured in each Work
Place. Suggestions for
12 Briefly summarize the game Cover Up before playing against the class. differentiating a particular
Work Place activity are
Players take turns spinning for two numbers that will be the dimensions of an array.
included on the Work
After spinning, players sketch in the array on their side of the record sheet and write the Place Guide.
product or area in the middle of the array. Each player gets four turns to cover up as much
of the grid as possible. If a player spins two numbers that form an array that doesn’t fit
in the grid, that player loses the turn unless he or she can split the array into two arrays
and fit them both on the record sheet. Both of the new arrays must have at least one of the
numbers spun as a dimension. After four turns each, players determine who got closer to
covering all 100 squares, and by how much.
13 Play the game against the class, referring to the instructions as needed.
• Give students each a copy of the 1A Cover Up Record Sheet, and ask them to get out
their crayons or colored pencils.
• Explain that they’ll each record the game results for you and for the class as you do so
on your display copy of the record sheet.
• Take your turn first to spin both spinners, color in an array with the designated
dimensions anywhere on your grid, and find its area. Then write the product of those
dimensions on top of the colored array, and give students a few moments to record the
results of your turn on their sheets.
• Then invite a student to come up, spin for the class, and determine how and where
on the class grid to color in the designated array. Have the rest of the class record the
results on their sheets.
14 As you continue to take turns with the students to spin and shade in arrays,
use a different color for each.
Remind students that if a player spins dimensions for an array that will not fit exactly on
the grid, they lose that turn.
Unit 1 Module 2 Session 3 2 class sets, plus more as needed, stored in the Work Place tray
NAME | DATE

Player 1 ___________________________ Player 2 ___________________________
5 6 6 5
4
× 7
2 4
3 3
5 x 7 = 35 4 x 7 = 28
3 x 5 = 15 4 x 6 = 24
28
35
24
15
Player 1's total Player 2's total

Teacher Hmm … I got 5 on the first spinner, and now 6. Do you see
anywhere I can fit a 5 × 6 array on my grid?
Who won? _____________________
StudentsHowYou can’t!
close was Youto 100?
the winner could go over or down 5 in the top left part,
_____________________
but you How

can’t
manygomore
down ortheover
points did winner6.
have than the other player? ________________
If you had colored that 5-by-7 next to the 5-by-3, you would still have
Unit 1 Module 2
T5 © The Math Learning Center | mathlearningcenter.org
Session 3 2 class sets, plus more as needed, stored in the Work Place tray
room to color the 5-by-6.

NAME | DATE
Teacher Gosh,1A Coveryou’re right.Sheet

Up Record It really matters how we color in our
Player 1 ___________________________ Player 2 ___________________________
arrays doesn’t it? I’m wondering though. Could I break up my 5-by-6
array into two smaller arrays and have it fit?
5 6
Manuel You could break it into a 6-by-1 and 6-by-4, but that doesn’t
6 5
fit anywhere either.
4 7
×
2 4
Marlee I see a place where a 6-by-3 and a 6-by-2 will fit!
3 us what you mean? 3
Teacher Can you show
Marlee Well, you can put a smaller 6-by-3
5 x 7 = 35
array on the bottom and a
4 x 7 = 28
smaller 6-by-2 array
3 x 5 = 15 on the top next to the 7-by-5
4 x 6 = 24 array.
28
35
12
24
15
18
Teacher You’re right! But how do you know that you can split my
6-by-5 array into those two smaller arrays?
Who won? _____________________
Ebony IHowgetclose
it.wasIfthe
you add
winner the_____________________
to 100? area of those two smaller arrays
together, you get the same area as the bigger array.
How many more points did the winner have than the other player? ________________
15 Pose questions such as the ones listed below during play to encourage
students to think spatially, play strategically, and use the commutative
property of multiplication.
• What is the area of the array just spun? How do you know?
• How can you situate your arrays so that you have as much room as possible left for
future arrays?
• Looking back, can you think of a better way either team could have placed their first
two or three arrays?
• Would it be possible to cover all 100 squares on your grid exactly? What combinations
would you have to spin to do so?
16 At the end of the game, ask students to determine who won and by how much.
Some students may add all the products together to determine their score and yours. Others
will likely look at what part of the grid is not colored in and subtract it from 100 to determine
each score. Encourage students to think about which methods are most efficient and why.
17 If time allows, have the students play Cover Up again in pairs.

• Assign partners or have students choose their own.
• Give each pair of students one copy of the Cover Up Record Sheet and two spinner
overlays to share.
• Give students any time remaining in the session to play.
18 Close the session.

• Have students clean up and put away materials.
• Remind students how many multiplication facts they reviewed today.
Daily Practice
The optional Class Quilt Student Book page provides additional opportunities to apply the
following skills:
Unit 1 Module 2
Unit 1
Module 2
Session 4 Session 4
Introducing Work Place 1B
Arrays to One Hundred
Summary
This session begins with a problem string that encourages students to continue thinking
about relationships between multiplication facts, particularly what happens when you multi-
ply a number by 1 more or 1 less group than a known problem. Then the teacher introduces
Work Place 1B Arrays to One Hundred and plays it with the class. This partner game develops
fluency with multiplication facts and provides practice using the area model and applying the
distributive property. The Multiplication Facts Strategies Home Connection is assigned at the
end of the session.
Skills & Concepts

• Multiply using the distributive property (3.OA.5)
• Demonstrate that the area of a rectangle with whole-number side lengths can be found by
multiplying the side lengths (3.MD.7a)
Materials
Problem String One More or One Less

• student math journals
Work Places Introducing Work Place 1B Arrays to One Hundred

TM T6 • 2 dice numbered 1–6 • class chart of multiplica-
Work Place Guide 1B Arrays to One Hundred • 1 die numbered 4–9 tion strategies (begun in
TM T7 Session 3)
1B Arrays to One Hundred Record Sheet • crayons or felt-tip pens in
SB 21* 3 different colors, class set
Work Place Instructions 1B plus 1 for display
Arrays to One Hundred
Home Connection
HC 9–10
Multiplication Fact Strategies
Daily Practice
SB 22
Seashells

* Run 1 copy and store it for use by the teacher and other adult helpers during Work Place time.
Preparation
In today’s session, you’ll introduce Work Place 1B Arrays to One Hundred. Before this session,
you should review the Work Place Guide, as well as the Work Place Instructions. Make copies
of the Arrays to One Hundred Record Sheet for use today and store the rest in the Work Place
1B Arrays to One Hundred tray.
Problem String
One More or One Less
1 Open the session by gathering students in the discussion area with their
math journals and pencils. Let them know they are going to do a problem
string to help them think about how multiplication facts are related.
Take a few moments to talk about what the classroom should look like and sound like during a
problem string. Discuss what went well in the previous session and what could improve.
2 Deliver the string shown in the chart.

• Ask students to write today’s date and the title “One More or One Less Problem String”
on a fresh page in their journals.
• Pose each problem one at a time by writing it on the board, and give students time to
work (see sample dialog in the Resources section of the Bridges Educator site).
• After students have had adequate time to record and solve the problem, ask the class
for the answer, and then invite 2 or 3 students to explain how they solved the problem.
• Represent the strategies on an array or with splitting to show students’ thinking.
Problem String One More or One Less

4 4 Students begin by
3×4 3 × 4 = 12 solving 3 × 4 and then
3 3
doubling the result to
solve 3 × 8. The arrays
8 and equations show
3 × 8 = 3 × (4 × 2)
4 4 why this strategy makes
= (3 × 4) × 2
3×8 sense. Then they add
3 12 12 = 12 × 2
1 group of 3 from the
= 24
24 product of 3 × 8 to
solve 3 × 9 and subtract
9 1 group of 3 from the
8 1 3 × 9 = 3 × (8 + 1) product of 3 × 8 to solve
= (3 × 8) + (3 × 1) 3 × 7.
3×9 3 24 3 = 24 + 3
= 27 Big Idea
27 You can use the associa-
8 tive and distributive
properties to use
7 1 multiplication com-
3 × 7 = 3 × (8 – 1)
3 21 3 = (3 × 8) – (3 × 1) binations you already
3×7 know to solve related
= 24 – 3
7 combinations.
= 21
3 21
Problem string continues on next page

7 7 4 × 7 = (3 + 1) × 7 Because they multiplied
= (3 × 7) + (1 × 7) 7 by 3 in the previous
4×7 3 21 3 21
4 28 = 21 + 7 problem, students
1 7 = 28 might at first be
confused about how to
7
use 3 × 7 to solve 4 × 7.
The array and equations
4 28
make it clear that they
4 × 8 = 4 × (7 + 1) can add a 7 to 3 × 7 to
8 = (4 × 7) + (4 × 1) find 4 × 7. To solve the
4×8
7 1 = 28 + 4 next two problems,
= 32 they can add a group of
4 28 4 4 each time.
Now that students are
32 more familiar with the
idea of adding and
8 taking away groups of
3, they may be confused
4 32 about what to add
4 × 9 = 4 × (8 + 1) or subtract for 4 × 7.
9 = (4 × 8) + (4 × 1) Use the array to help
4×9 students see how the
8 1 = 32 + 4
= 36 problem has changed.
4 32 4
36
3 Show students how to add these strategies to their handbooks.

• Have students turn to the back of their math journals. Remind them that they will use
their handbooks to record strategies as well as important vocabulary words.
• Show students how to record the strategy for adding or taking away one group to their
handbooks. If you have students write a summary of the strategy, they might write
something like, “Add or subtract one group from a fact you already know.”
You may have students record adding one group as a strategy and subtracting one group as
a separate strategy, instead of combining the two.
• Have the class name the strategy. The name should describe the strategy mathemati-
cally to help students recall it. If you wish, you can include the name of the student
who introduced the strategy: “One More Group (Cleo’s Way).”
• Students record one or two examples of the strategy. In most cases, they can copy what
the teacher has recorded for the problem string.
One More Group (Cleo’s Way)

3×9=_
3 × 8 = 24 9
3 × 8 = 24
8 8 1
3×1=3
3 24 3 24 3
3 × 9 = 27
27
3 × 9 = 27
• Ask students why it might be helpful to have the strategy written in their handbooks.
(Students can refer back to it on their own if they forget how to do it. The example will
help them remember how to use it.)
4 Wrap up the string by asking several students to share something they

learned. Then have students return to their seats.
Work Places
Introducing Work Place 1B Arrays to One Hundred
5 Introduce the game Arrays to One Hundred, using the 1B Arrays to One
Hundred Record Sheet.
• Give each student a 1B Arrays to One Hundred Record Sheet and display your copy.
• Have students write class for their name and teacher for the partner’s name in the
Game 1 section.
• Explain that the class will play as a team against you and that each student will fill in
his own record sheet.
6 Briefly summarize the game.

Players take turns rolling two dice and coloring in an array with the dimensions shown on
the dice. As players’ grids fill up, they can color in two or more smaller arrays that have a
total product equal to the product of the two numbers rolled. On each turn, players will
write an equation in the space below their grids to record the array or arrays they just
filled in. The player who gets closest to filling in all 100 squares on his or her grid, without
going over, wins the game.
7 Then play the game against the class.

• Have students fill in arrays on their 1B Arrays to One Hundred record sheets and
record their own equations as well as yours.
• Take turns rolling two dice, using a different color pen or crayon to fill in each array
and using a regular pencil or black pen to write the equation.
• Model how to quickly fill in each array with broad lines, rather than coloring indi-
vidual squares.
• Ask for students’ input in finding the product and deciding what equation to write in
the box below your grid.
• If an array is rolled that won’t fit in one place on the grid, ask students how to break it
into two or more smaller (hidden) arrays that will fit into the available spaces and what
equation will show what has been done.
NAME | DATE
1B Arrays to One Hundred Record Sheet

Teacher
Player 1 ___________________________ Class
Player 2 ___________________________
Game 1
5 × 8 = 40 3 × 7 = 21
2 × 8 = 16 5 × 8 = 40
3 × 5 = 15 4 × 8 = (2 × 8) + (2 × 8) = 32
9 × 2 = 18
1 × 1 = 1 100 – 7 = 93
6 × 1 = (3 × 1) + (3 × 1) = 6
100 – 4 = 96
Game 2
In the example, the students rolled 4 × 8 on their third turn
and distributed the array into two 2 × 8 arrays.
8 As you play, ask students to discuss the strategies they are using to find
each product.
Encourage students to refer to the class chart of multiplication strategies, and talk through
how you decide which dice to roll on each turn, especially toward the end of the game.
9 When you and the students have both chosen to stop rolling, let students
determine who got closer to 100.
Work with student input to record equations to show your total and theirs, and then circle
the winning score.
10 Have students who seem comfortable with the game play Game 2 in pairs,
while you play with students who need more guided practice before playing
independently.
11 Close the session by having students who played Game 2 independently get
with a new partner and share one product they rolled that had to be broken
into smaller arrays.
Home Connection
12 Introduce and assign the Multiplication Fact Strategies Home Connection,
• Use and explain multiplicative strategies to demonstrate an understanding of multipli-
cation (supports 3.OA)
Daily Practice
The optional Seashells Student Book page provides additional opportunities to apply the follow-
ing skills:
division (4.OA.2)
groups (3.OA.3)
division (4.OA.2)
Unit 1 Module 2
Unit 1
Module 2
Session 5 Session 5
Seeing Strategies, Part 1
Summary
Strategies for multiplying by 4 and 6 are added to the multiplication strategies chart, and
students work independently to complete a practice sheet with these groups of facts. The
teacher introduces Work Place 1C The Multiple Wheel, a game that gives additional practice
with facts and strategies. The class plays one game against the teacher and then spends the
rest of the session playing The Multiple Wheel with a partner.
Skills & Concepts

• Find the area of a figure that can be decomposed into non-overlapping rectangles (3.MD.7d)
• Write equations with a letter standing for an unknown quantity (4.OA.3)
• Demonstrate an understanding that a whole number is a multiple of each of its factors (4.OA.4)
Materials
Problems & Investigations Seeing Strategies, Part 1
those terms for which Word
TM T8 • felt-tip pens in 3 or 4 colors Resource Cards are available.
Investigating Hidden Arrays: 4 × 7 • black felt-tip pen for the teacher
multiple*
TM T9 • colored pencils and regular pencils, class set
Investigating Hidden Arrays: 6 × 8 • piece of scratch paper
SB 23 • Hidden Arrays for 3 × 6 chart (from Session 3)
Multiplying by 4 & 6 • Multiplication Strategies chart (from Session 3)
Work Places Introducing Work Place 1C The Multiple Wheel

TM T10 • dice numbered • students’ student math journals
Work Place Guide 1C 1–6, class set
The Multiple Wheel • Word Resource
TM T11 Card for multiple
1C The Multiple Wheel Record Sheet (see Preparation)
SB 24*
Work Place Instructions 1C
The Multiple Wheel
Daily Practice
SB 25
The Multiple Wheel

* Run 1 copy of this page for use by the teacher and other adult helpers during Work Place time.
Preparation
• Post the Word Resource Card for multiple where everyone can see it clearly.
• In today’s session, you’ll introduce Work Place 1C The Multiple Wheel. Before this session, you
should review the Work Place Guide, as well as the Work Place Instructions. Make copies of
the Multiple Wheel Record Sheet for use today and store the rest in the Work Place 1C The
Multiple Wheel tray along with the materials listed on the guide. The Work Place Guide also
includes suggestions for differentiating the game to meet students’ needs.

1 Open the session by revisiting the 3 × 6 chart completed in Session 3 and
having students explain how hidden arrays can help determine the product
of 3 × 6.
2 Display the Investigating Hidden Arrays: 4 × 7 Teacher Master, masking
the number lines and ratio table.
3 Invite three students to show different ways they could partition the 4 × 7
array into smaller arrays to find the product.
• Each volunteer can use a different 4 × 7 array in order to loop the smaller arrays.
• If no one shares the Double-Doubles strategy for multiplying by 4, show it yourself by
looping two groups of 2 × 7 on the fourth area model.
Investigating Hidden Arrays: 4 × 7
4 × 7 = _______
Arrays:
4 × 7 = 28
2 × 7 = 14
2 × 7 = 14
14 + 14 = 28
4 Encourage students to think about and share how the Double-Doubles

strategy can be used to multiply any number by 4.
Teacher Can someone come up and show us where you see 2 times 7 twice?
Student See, right here? This is 14 and this is 14.
Teacher We call this strategy for multiplying by 4 Double-Double.
Why do you think it’s called that?
Number Line: 4×7= p
Student Because there are two doubles! 2 times 7 is there two times.
0 7 14 28
OrRatio
you Table:
say 2 times 7 is 14. That’s a double. And then 2 times 14 is 28.
That’s the other
1 double.
7
Double-Doubles
Teacher What
2 about14 4 × 13? How could you use the Double-Doubles
strategy to4solve that problem?
28
Students I just think 4 times 10 is 40 and 4 times 3 is 12. So the total is 52.
OrBridges
youin Mathematics
can doGrade double-double;
4 Teacher Masters I double
T8 ©13 and
The Math that’s
Learning Center |26. So then I
need to do 26 plus 26. That’s 40 plus 12, and that’s 52, too.
5 Display the number line and ratio table on the bottom of the Investigating
Hidden Arrays: 4 × 7 Teacher Master and invite volunteers to fill in the
missing numbers using the Double-Doubles strategy.
Number Line: 4×7= p
0 7 14 28
Ratio Table:
1 7
2 14 Double-Doubles
4 28
6 Add the Double-Doubles strategy for solving 4s facts to your class chart of
multiplication strategies. Illustrate the strategy with the algebraic equation,
a number line, and a ratio table.
7 Repeat the procedure with the Investigating Hidden Arrays: 6 × 8 Teacher Math Practices
Master to introduce the Half-Tens Plus One Set strategy. in Action 4.MP.7
• Ask three students to show how they could find the product of 6 × 8 and have them Students look for and
describe their strategies. make use of structure
when they examine the
• If students don’t mention it, introduce the Half-Tens Plus One Set strategy on the
arrays and explore strate-
fourth area model. gies that can be used to
• Ask students to describe how the strategy can be used to multiply any number by 6. multiply any number by
6 × 8 = _______ 6. The structure of the
Arrays:
Unit 1 Module 2 Session 5 1 copy for display arrays makes evident
the relationships among
Investigating Hidden Arrays: 6 × 8 multiplying by 10, 5, and
6 × 8 = _______ 6, which helps students
understand this, and
Arrays:
other, generalized strate-
6×8 gies for multiplying by a
(5 × 8) + 8
40 + 8 = 48 particular number.
6×8
(5 × 8) + 8
40 + 8 = 48
• Invite volunteers to fill in the missing numbers on the number line and ratio table at
the bottom of the teacher master.
5×8 +8
Number Line: 6×8= a
0 40 48
Ratio Table:
1 8 5×8 +8
Number Line:
5 40 Half-Tens Plus One Set
6×8= a
6 0 48 40 48
Ratio Table:
1 8
5 40 Half-Tens
T9 Plus
© The Math One
Learning CenterSet
6 48
• Add the Half-Tens Plus One Set strategy to the class chart of multiplication strategies.
Include the algebraic equation, a number line, and a ratio table.
8 Have students complete the Multiplying by Four & Six Student Book page inde-
pendently, referring to the class chart of multiplication strategies as needed.
When students finish, you might collect Student Books for review to get a sense of how
comfortable students are with these two sets of facts.
9 Wrap up this part of the session by having students predict the fact sets
they’ll investigate in the next session to complete the class chart of multipli-
cation strategies.
Work Places
Introducing Work Place 1C The Multiple Wheel
10 Let students know that you have a new game to share with them today
called The Multiple Wheel.
• Draw students’ attention to the Word Resource Card for multiple you posted prior to
the session.
• Explain that a multiple is a number that is the product of one whole number times any
other whole number. For example, 3, 6, and 9 are all multiples of 3 because those are
the products you get when you multiply 3 by 1, 2, and 3.
• Ask students to name some other multiples of 3.
Some students will latch on to the word quickly in the context of skip-counting. Multiples of
3 are the numbers you “land on” when you count by 3s; multiples of 4 are the numbers you
“land on” when you count by 4s; and so on.
11 Introduce the The Multiple Wheel, using the Work Place 1C Multiple
Wheel Record Sheet.
• Display the Work Place 1C Multiple Wheel Record Sheet where everyone can see it.
• Explain that the game will help students practice the multiplication facts and strategies
they have been working on.
• Tell students that you will begin with a whole class game, then they will play in pairs,
and in future sessions the game will be a Work Place.

You might also invite students to review the Work Place 1C The Multiple Wheel Instructions
in their Student Books at this time.
Partners roll two dice numbered 1–6 and find the sum to determine what number to write
in the center of the wheel. They work together to find the product of that number times
each number in the middle ring of the wheel. When they determine a multiple, players
record the equation in a chart. Because they can solve the problems in any order they
want, they can develop strategies to help find the multiples. For example, solving 2 times
the center number can help with 4 times or 8 times the number. Finally, players answer a
reflection question to help them analyze the game and come up with strategies to make
finding the multiples more efficient.
13 Work through a sample round with the class.

Ask students to tell you what equations to write below the wheel. Emphasize writing the
equations in the chart immediately after solving each fact.
14 Once students understand the game, have them work in pairs.
For this activity, pair students of similar abilities working with multiplication facts if pos-
sible. It is all right if one student is a little above the other because that student can act as a
mentor if needed. If one student is much quicker, however, that student might complete the
majority of the work.
• Ask students if they have any questions.
• Have students turn to a partner to summarize the directions.
• Pass out copies of the 1C The Multiple Wheel Record Sheet as students get dice, their
Student Books, and pencils.
• Give students the rest of the session to work in pairs.
• As students work, circulate around the room, observing and helping as needed. Refer
to Work Place Guide 1C The Multiple Wheel for suggestions about how to differentiate
the activity.
15 Bring the activity to a close about 10 minutes before the end of the session.
• Bring the class back together.
16 Direct students’ attention once again to the Word Resource Card for multiple.
Ask students to share, first in pairs and then as a whole class, why the new
game is called The Multiple Game. Where are the multiples in this game?
Rosa All the answers you put in the outer ring are multiples of the
number in the middle.
Max I agree. Like, if you roll the dice and get 5 and 3, you write 8 in
the middle of wheel. Then you have to multiply 8 by all the numbers
on the wheel, like 8 times 1, 8 times 2, 8 times 3, and on and on. All
the answers you get are multiples of 8.
David I don’t get it.
Elise If you were counting by 8s, you’d get 8, 16, 24, 32. Those are
multiples of 8 because they’re what you get when you multiply differ-
ent numbers like 1, 2, 3, and 4 by 8.
17 Have students record the word multiple, its meaning, and several examples
in the handbook at the back of their math journal.
If students still have room on the page in their handbooks labeled Multiplication Words,
you might have them enter the word there. If not, have them start a new page headed
More Multiplication Words.
A class-generated definition in student-friendly wording is optimal. If students have dif-
ficulty defining the word, you might want to use the definition on the Word Resource Card to
help. Including several examples helps students remember a word’s meaning.
More Multiplication Words

Multiple A number you get when you multiply one number
by another, kind of like a product. 2, 4, 6, 8, and 10 are
all multiples of 2. If you skip-count by 2s, all the numbers
you land on are multiples of 2.
Daily Practice
The optional Multiple Wheel Student Book page provides additional opportunities to
• Use and explain multiplicative strategies to demonstrate an understanding of multipli-
cation (supports 3.OA)
• Solve for the unknown in a multiplication equation involving 3 whole numbers (a
multiplicand, multiplier, and product) (3.OA.4)
Unit 1 Module 2
Unit 1
Module 2
Session 6 Session 6
Summary
Students add strategies for multiplying by 8 and 9 to the multiplication strategies chart.
Then they play Work Place 1D Spinning Around Multiplication against the teacher. This game
provides practice identifying strategies for solving multiplication facts. Finally, the teacher
introduces and assigns the Multiplying by Eight & Nine Home Connection.
Skills & Concepts

• Find the area of a figure that can be decomposed into non-overlapping rectangles (3.MD.7d)
• Write equations with a letter standing for an unknown quantity (4.OA.3)
• Attend to precision (4.MP.6)
Materials
Problems & Investigations Seeing Strategies, Part 2 those terms for which Word
TM 12 • Multiplication Strategies chart Resource Cards are available.
Investigating Hidden Arrays: 8 × 4 (created in Sessions 3 and 5) hidden arrays
TM 13 • student math journals
Investigating Hidden Arrays: 9 × 6 • glue sticks
TM 14
Work Places Introducing Work Place 1D Spinning Around Multiplication

TM 15 • spinner overlays, class set
Work Place Guide 1D Spinning
Around Multiplication
TM 16
1D Spinning Around
Multiplication Record Sheet
SB 26*
Work Place Instructions 1D
Spinning Around Multiplication
Home Connection
HC 11–12
Multiplying by 8 & 9
Daily Practice
SB 27
Games Problems

Preparation
In today’s session, you’ll introduce Work Place 1D Spinning Around Multiplication. Before this ses-
sion, you should review the Work Place Guide, as well as the Work Place Instructions. Make copies
of the Spinning Around Multiplication Record Sheet for use today and store the rest in the Work
Place 1D Spinning Around Multiplication tray, along with materials listed on the guide. The Work
Place Guide also includes suggestions for differentiating the game to meet students’ needs.

1 Open the session by having students describe some of the strategies for
finding forgotten facts, using the Multiplications Strategies chart created in
Sessions 3 and 5.
2 Then display the Investigating Hidden Arrays: 8 × 4 Teacher Master, mask-
ing the number lines and ratio table.
3 Invite three students to show different ways they could partition the 8 × 4
array into smaller arrays.
• As each student describes a strategy, write equations to match alongside the area model used.
• If no one uses the Double-Double-Doubles strategy for multiplying by 8, show it
yourself by looping groups on the remaining area model and name it.
• Have students tell you the equations to write next to the array.
Investigating Hidden
Session 6 1 copy
Unit 1 Module 2 for display Arrays: 8 × 4
8 × 4Investigating
= _______ Hidden Arrays: 8 × 4
Arrays:
8 × 4 = _______
2×4=8
× 2 Arrays:
42××44==16 8
×2
84 ×× 44 == 32
16
×2
8 × 4 = 32
4 Display the number line and ratio table at the bottom of the Investigating
Hidden Arrays: 8 × 4 Teacher Master.
• Work with input from the students to demonstrate the Double-Double-Doubles
strategy on the number line.
• Work with input from the class, or invite a volunteer to enter the numbers on the ratio
table to show the Double-Double-Doubles+64 strategy in yet another format.
Number Line:
+32 8×4= p
+16
+64
Number Line:0 8 16 +32 32 648 ×4= p

+16
Ratio Table:
0 8 16 32 64
Ratio Table:
2 16
4
2 32
16
8
4 64
32
8 64
5 Add the Double-Double-Doubles strategy for solving 8s facts to your class

chart of multiplication strategies. Include the algebraic equation, a number
line, and a ratio table.
6 Repeat the procedure with the Investigating Hidden Arrays: 9 × 6 Teacher

Master to introduce the Tens Minus One Set strategy.
• Ask three students to show how they could find the product of 9 × 6, and have them
describe their strategies.
• Write equations alongside the area models.
• If students don’t mention it, introduce the Tens Minus One Set strategy on the fourth
area model.
• Ask students to describe how the strategy can be used to multiply any number by 9.

9 × 6 = ____
Arrays:
9 × 6 = ____
Arrays:
9 54 10 × 6 – 1 × 6 = 9 × 6
60 – 6 = 54
9×6 9 54 10 × 6 – 1 × 6 = 9 × 6
1 60 – 6 = 54
9 ×× 6
6 1
10 × 6
1×6 1
10 × 6
7 Display the number line and ratio table at the bottom of the Investigating
Hidden Arrays: 9 × 6 Teacher Master.
• Work with input from the students to demonstrate the Tens Minus One Set strategy on
the number line.
• Work with input from the class, or invite a volunteer to enter the numbers on the ratio
10 × 6 = 60
table to show theLine:
Number Tens Minus One Set strategy in yet another –6
format.
0 6 12 18 24 10 30 36
× 6 = 60 42 48 54 60
Ratio Table:
Number Line: –6
9×6= a
010 6 12 6018 24 30 36 42 48 54 60
Ratio Table: 1 6
9×6= a
10
9 60
54
1 6
9 54
8 Add the Tens Minus One Set strategy to the class chart of multiplication
strategies. Show the algebraic equation and a ratio table.
A number line example for this strategy can get messy because of the subtraction, so we don’t
recommend using one here.
9 Have students think quietly, then talk in pairs, about how the chart can
help them with multiplication.
10 Then pass out the Multiplication Strategies Teacher Master and have
students write examples for each of the multiplication strategies. Then have
them glue the page in their handbooks at the back of their math journals.
Work Places
Introducing Work Place 1D Spinning Around Multiplication
11 Display the 1D Spinning Around Multiplication Record Sheet, and pass out
a copy to each student.
12 Summarize the game.
Spinning Around Multiplication is a partner game that involves identifying strategies for
solving multiplication facts. Partners take turns spinning both spinners to generate a mul-
tiplication fact, determine what kind of fact was spun, and record it in the appropriate box.
The first player to record at least one fact in each box wins the game. Players will probably
have more than one fact in some boxes before they’re able to record a fact in every box.
13 Play a sample game with the class.

• Place the spinner overlays over the spinners and spin them.
• Have students refer to the class chart of multiplication strategies and tell you what kind
of fact you have spun.
• Pick the column in which you want to record the fact. There will be two ways to
categorize each fact, unless it is a square fact.
Teacher I spun 8 × 6. What’s the product, and where could I record

that fact?
Ali It’s a Half-Tens Plus One Set, so you do 8 × 5 and add another set
of 8. So that’s 40 + 8 = 48.
Cindy I think it’s 48, but it’s an 8 fact, so it’s a Double-Double-Doubles
fact. I went 6 times 2 is 12. Then 12 times 2 is 24. And 24 plus 24 is 48.
Teacher Hmm, we have two ways to classify this fact, so I’ll just have
to pick one. I’m going to choose the Half-Tens Plus One Set and write
it in that column.
14 Continue taking turns with students until either you or they have recorded
a fact in each box.
Remind students to fill in the Teacher section of their record sheets to match your record sheet.
15 Encourage students to model their thinking to show how a particular

strategy can be applied to a fact.
Invite students to use an array or other visual model to show their thinking where every-
one can see. Ask them to label their models with equations, or show them how, if needed.
NAME | DATE
1D Spinning Around Multiplication Record Sheet
4 8 4 8
9 6 9 6
5 5
Me
5 × 8 = 40
4 × 4 = 16 5 × 9 = 45 6 × 4 = 24 8 × 8 = 64
My Partner
9 × 8 = 72
4 × 5 = 20 5 × 6 = 30 6 × 8 = 48 8 × 4 = 32 6 × 9 = 54
Double-Doubles Half-Tens Plus Double-Double- Tens Minus One
Half-Tens facts
facts One Set facts Doubles facts Set facts

• Spin each spinner one last time and have students turn and talk to a partner about
what type of fact was spun and what the product is.
Home Connection
17 Introduce and assign the Multiplying by 8 & 9 Home Connection, which
• Identify patterns among basic multiplication facts (3.OA.9)
• Identify patterns in the multiplication table (3.OA.9)
• Explain patterns among basic multiplication facts by referring to properties of the
operation (3.OA.9)
Daily Practice
The optional Games Problems Student Book page provides additional opportunities to
• Use and explain additive and multiplicative strategies to demonstrate an understand-
ing of multiplication (supports 3.OA)
• Solve for the unknown in a multiplication equation involving 3 whole numbers (a
multiplicand, multiplier, and product) (3.OA.4)
Teacher Masters
Tea Lights for Cats

Cindy’s class is selling tea light candles for a fund-raiser to help the local cat shelter. The
tea lights will be packaged and sold in sets of 12. How many different rectangular boxes
can you design that would hold 12 candles? Use tiles to model your boxes. Pretend that
each tile will hold exactly 1 candle.
Unit 1 Module 2 Session 1 3 class sets, plus 2 copies for display
NAME | DATE
Two-Centimeter Grid Paper
Multiplication Facts to Learn
×
X 0 1 2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20
3 0 3 6 9 12 15 18 21 24 27 30
4 0 4 8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70
8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90
10 0 10 20 30 40 50 60 70 80 90 100
Unit 1 Module 2 Session 3 1 copy stored for use by the teacher and other adult helpers during Work Place time
Work Place Guide 1A Cover Up

Summary
Players take turns spinning for two numbers that will be the dimensions of an array. After spinning, players sketch in the array on their
side of the record sheet and write the product or area in the middle of the array. Each player gets four turns to cover up as much of the
grid as possible. If a player spins two numbers that form an array that doesn’t fit in the grid, that player loses the turn unless he or she
can split the array into two arrays and fit them both on the record sheet. Both of the new arrays must have at least one of the numbers
spun as a dimension. After four turns each, players determine who got closer to covering all 100 squares, and by how much.
Skills & Concepts

• Fluently multiply with products to 100 with strategies (3.OA.7)
• Explain patterns among basic multiplication facts by referring to properties of the operation (3.OA.9)
• Demonstrate that the area of a rectangle with whole-number side lengths can be found by multiplying the side lengths (3.MD.7a)
• Find the area of a rectangle by multiplying its side lengths (3.MD.7b)
• Use the area model for multiplication to illustrate the distributive property (e.g., the area of a rectangle with side lengths a
and b + c is equal to a × (b + c) or a x b + a × c) (3.MD.7c)
Materials
TM T4 • 6 spinner overlays • crayons or colored pencils in 4 different
Work Place Guide 1A Cover Up colors
TM T5 • pencils
SB 19
Assessment & Differentiation

Here are some quick observational assessments you can make as students begin to play this game on their own. Use the
results to differentiate as needed.
If you see that… Differentiate Example
A student is struggling to find the SUPPORT Help the student find more efficient ways to find
area or using inefficient strategies the area. Encourage counting by 2s or 3s or skip-counting by
such as counting by 1s. the number of squares in each row or column. He can also try
repeated addition for the squares in each row or column.
Students are placing their 1st and 2nd SUPPORT Remind students of their goal to fill in as much of the Ask what happens if they put their array at
arrays in the middle of the 10-by-10 grid as they can. Ask questions to elicit more strategic play. the edge instead of in the middle. What if
grid and can’t figure out how to fit Review the commutative property of multiplication; remind they rotate their array? How else could they
their 3rd or 4th array on the grid. them that a 4 by 7 array, for example, can also be a 7 by 4 array. leave more room for arrays in future turns?
Students can find the product of CHALLENGE Helps students see how they can split their A student has spun 5 × 6 but doesn't have
their arrays quickly and easily and array into smaller arrays to fill in more space. Review the room for a 5-by-6 array. Ask whether she
can place whole arrays strategically. Distributive Property for Multiplication. can fit sections of the array into other places
on the grid. If she splits the array, help make
sure that the area of the smaller pieces is the
same as the area of the 5-by-6 array.
Students can think spatially, plan CHALLENGE Work with students to analyze the game. Can they
ahead, and split arrays to fit into come up with tips to help other students play? Can they think of
smaller spaces. 4 rolls that would fill up the grid perfectly? Four rolls that would
result in arrays too big for the grid? Ask how the commutative
and distributive properties help in playing this game.
English-Language Learners Use the following adaptations to support the ELL students in your classroom.
• Try having ELL students observe other students playing the game before playing it themselves or pairing each ELL student with a supportive
partner (an English speaking student or another ELL student with more command of English) who can offer support and explain the
instructions while they play.
• Play the game with the ELL students yourself, modeling what to do for each step of the game.
• Bring out a puzzle to show students that they are trying to fit arrays together like puzzle pieces within the 10-by-10 grid.
• Have ELL students use numbers, sketches, and / or words to explain how they found their products and what strategies they are able to use.
NAME | DATE

Player 1____________________________ Player 2____________________________
5 6 6 5
4
× 7
2 4
3 3
Who won? _____________________

How close was the winner to 100? _____________________
How many more points did the winner have than the other player? ________________
Work Place Guide 1B Arrays to One Hundred

Summary
Players take turns rolling two dice and coloring in an array with the dimensions shown on the dice. As players’ grids fill up,
they can color in two or more smaller arrays that have a total product equal to the product of the two numbers rolled. On
each turn, players will write an equation in the space below their grids to record the array or arrays they just filled in. The
player who gets closest to filling in all 100 squares on his or her grid, without going over, wins the game.
Skills & Concepts

• Demonstrate that the area of a rectangle with whole-number side lengths can be found by multiplying the side lengths (3.MD.7a)
Materials
TM T6 • 6 dice numbered 1–6 • class chart of multiplication strategies
Work Place Guide 1B Arrays to One Hundred • 3 die numbered 4–9 (begun in Session 3)
TM T7 • crayons or colored felt-tip pens
SB 21
Work Place Instructions 1B Arrays to One Hundred


Students are placing arrays right in the middle SUPPORT Help students to think about the Show students a few different examples of
of the box or in any random place. placement of their arrays. what happens when they think about where
to place their arrays. What happens when
they place an array right in the middle of the
box? In a corner? Against a side?
Students are having a hard time finding the SUPPORT Help students use the structure of The structure of the arrays gives students
product of their arrays. the array and the box to find the product. rows or columns which can help with
skip-counting, repeated addition, doubling,
or other partial product strategies. In
some cases, the structure of the array
can help students use ×5 and ×10 to find
products. Remind the student to refer to the
multiplication chart.
Students are always using whole arrays. CHALLENGE Work with students to see how they A student has a 4-by-8 array that does not fit
can break the array into smaller chunks to fit in the box. Help the student think about how
into 2 or more different spaces in the box. to split the array to make it fit. Do two 2-by-8
arrays fit? Do two 4-by-4 arrays fit?
Students can split arrays to fit them CHALLENGE Have students analyze the game
strategically into the box. and come up with a list of strategies. Ask
them if they can figure out how to fill up the
entire box. Talk about how the distributive
property relates to the game.
• Match ELL students with English-speaking students who can support them as they figure out how to play the game.
• Visit with ELL students as they play and review important vocabulary including array, factor, and product.
• Encourage ELL students to share their observations, questions, and strategies in their own language with a bilingual student who can translate.
NAME | DATE

Player 1____________________________ Player 2____________________________
Game 1
Game 2
4 × 7 = _______
Arrays:
Number Line:
Ratio Table:
6 × 8 = _______
Arrays:
Number Line:
Ratio Table:
Work Place Guide 1C The Multiple Wheel

Summary
Partners roll two dice numbered 1–6 and find the sum to determine what number to write in the center of the wheel.
They work together to find the product of that number times each number in the middle ring of the wheel. When they
determine a multiple, players record the equation in a chart. Because they can solve the problems in any order they want,
they can develop strategies to help find the multiples. For example, solving 2 times the center number can help with 4 times
or 8 times the number. Finally, players answer a reflection question to help them analyze the activity and come up with
strategies to make finding the multiples more efficient.
Skills & Concepts

• Use and explain additive strategies (e.g., repeated addition and skip-counting) to demonstrate an understanding of
multiplication (supports 3.OA)
• Use and explain multiplicative strategies (e.g., doubling, doubling and halving, and using partial products) to
demonstrate an understanding of multiplication (supports 3.OA)
Materials
TM T10 • 6 dice numbered 1–6
Work Place Guide 1C The Multiple Wheel
TM T11
1C The Multiple Wheel Record Sheet
SB 24
Work Place Instructions 1C The Multiple Wheel


Students are filling in the wheel randomly or SUPPORT Talk with students about how they can If a student can find 5 times a number easily,
going in order from 1 to 12. use strategies to make finding products easier. have her use 5 times the number to find 4 or 6
times the number.
Students are having a hard time determining SUPPORT Have them find one or two facts they If a student can double the number once (x 2)
products. know and think about how those facts can he can double that product to find 4 times the
help them solve other problems. If you have a number. Then, he can double that product to
number line posted in your room, it may also find 8 times the number.
help students to skip-count on the number
line. If students are really struggling, you
can just have them roll a 1–6 die to practice
multiplying with smaller numbers.
Students who know all of their facts and can CHALLENGE Ask questions that encourage "Can you come up with a strategy that
fill out the wheel quickly and easily. students to analyze the game. Then, have would help others play this game? Does the
them put a number 12 or higher in the middle order you solve the problems matter? What
of the wheel and solve for that number. problems could you solve first to make it
easier to fill out the entire wheel?"
• Encourage students to play the game in their own language, if they have a classmate with the same native language.
• Use this game to review important vocabulary related to multiplication (factor, times, product).
• Have ELL students watch as other students play or play a game with ELL students, emphasizing the directions and actions for the game.
1C The Multiple Wheel Record Sheet

Player 1____________________________ Player 2____________________________
1 Work together to fill in each space of the Multiple Wheel. After you solve each fact,
write the equation in the table below.
Fact 1
Fact 2
3 8 0
Fact 3
6 9
4
Fact 4 12
10
Fact 5 1
2
11
Fact 6 5 7
Fact 7
Fact 8
Fact 9
Fact 10
Fact 11
Fact 12
Fact 13
2 In what order did you fill out the Multiple Wheel? (What facts did you solve first?
Which ones did you solve last?) Why? Explain your thinking.
8 × 4 = _______
Arrays:
Number Line:
Ratio Table:
9 × 6 = ____
Arrays:
Number Line:
Ratio Table:
Unit 1 Module 2 Session 6 half-class set, cut in half
Write several examples of each strategy in the chart below. Glue this page into your handbook.
Strategies Examples
(× 0) Zero facts
(× 1) Ones facts
(× 2) Doubles
(× 3) Doubles Plus One Set
(× 4) Double-Doubles
(× 5) Half-Tens
(× 6) Half-Tens Plus One Set
(× 8) Double-Double-Doubles
(× 9) Tens Minus One Set
(× 10) Tens
Write several examples of each strategy in the chart below. Glue this page into your handbook.
Strategies Examples
(× 0) Zero facts
(× 1) Ones facts
(× 2) Doubles
(× 3) Doubles Plus One Set
(× 4) Double-Doubles
(× 5) Half-Tens
(× 6) Half-Tens Plus One Set
(× 8) Double-Double-Doubles
(× 9) Tens Minus One Set
(× 10) Tens
Work Place Guide 1D Spinning Around Multiplication

Summary
Spinning Around Multiplication is a partner game that involves identifying strategies for solving multiplication facts.
Partners take turns spinning both spinners to generate a multiplication fact, determine what kind of fact was spun, and
record it in the appropriate box. The first player to record at least one fact in each box wins the game. Players will probably
have more than one fact in some boxes before they’re able to record a fact in every box.
Skills & Concepts

Materials
TM T15 • 3 spinner overlays • multiplication strategies chart (saved
Work Place Guide 1D Spinning Around Multiplication from earlier sessions)
TM T16
1D Spinning Around Multiplication Record Sheets
SB 26
Work Place Instructions 1D Spinning Around Multiplication


Students can’t remember the SUPPORT Have students play near the multiplication Have students find the fact they spun on the
names of the facts. strategies chart for easy reference. Multiplication Strategies chart and then write the
fact in the correct column on their record sheet.
Students are having a hard time SUPPORT Have students use the name of the fact to “5 × 8. That’s a Half-Ten fact. Do you know what 10 × 8
finding the products. help them solve the problem. You can also provide is? Can you find half of that?"
a number line to help students skip-count. Once
students are more familiar with skip-counting,
encourage them to try more efficient strategies
such as doubling.
Students know most of their facts. CHALLENGE Have students play Variation B to work
with multiples of 10.
Students know their facts. CHALLENGE Have students play the game as usual, but "You spun a 4 and a 9 and got 36. Can you double
challenge them to double, triple, or even quadruple 36? What do you get? So, if you were going to
each product they find. Have them think about what multiply 4 × 9 × 2, which numbers would you
strategies they can use to multiply these bigger multiply first? Do you have to multiply 4 × 9 first?
numbers.Have them write out the new multiplication What happens if you multiply 4 × 2 first?"
problem (for example, 4 × 9 × 2) and use this version
to review the associative property.
Students know their facts. CHALLENGE Have students consider the probability of "Which factors lead to even products? Which
the game by playing Variation C. factors lead to odd products? Why do you think
that is?”
• Play a round or two with ELL students, modeling and gesturing so they know how to play.
• Talk about the names of the facts. Help ELL students understand why the facts have these names by demonstrating what each name means.
For example, for “Half-Tens,” show students how 5 times something is half of 10 times something. An array is a good way to show this
example.
NAME | DATE
4 8 4 8
9 6 9 6
5 5
Me
My Partner
Double-Doubles Half-Tens Plus Double-Double- Tens Minus One

Half-Tens facts
facts One Set facts Doubles facts Set facts
Student Book
NAME | DATE
Arranging School Supplies

Mrs. Carter is organizing some of her school supplies that came in square boxes. She is
trying to figure out the best way to arrange them. She knows she wants everything to be
arranged in a single layer as a rectangle, but she is not sure how to arrange the boxes to
make the rectangles. Can you help Mrs. Carter? Solve each problem below. Show your
work using numbers, sketches, or words.
1 Mrs. Carter has 18 square boxes of tacks.
a How many different rectangles can she make with the 18 boxes of tacks? What
are the dimensions of each of the different rectangles?
b How do you know that you found all of the possible rectangles?
2 Mrs. Carter has 24 square boxes of paperclips. How many different rectangles can
she make with the 24 boxes of paperclips? What are the dimensions of each of the
different rectangles?
a Mrs. Carter is out of storage space, so she is going to keep her paperclip boxes
on the windowsill. What are the dimensions of the rectangle you think Mrs.
Carter should use? Explain your thinking.
NAME | DATE
Thinking About Factors

Instructions
Join another pair of students and use your posters from the last session as you discuss
and answer the following questions. Refer to your posters to help explain your thinking.
1 Why do some posters have only one rectangle while others have two or more rectangles?
2 What do all of the posters with even numbers have in common?
3 Some of the arrays are rectangles and some of the arrays are squares. Why is that?
NAME | DATE
Recording Factors
1 Start by filling in the row for 12. Then write the products from the posters you
talked about today in your group in the Number column and fill out the rows for
those numbers.
Prime (P) or
Number of Dimensions of Factors of the
Number Composite (C)
Rectangles Rectangles Numbers
Number
12
2 Why are some numbers prime and some numbers composite?
NAME | DATE
Factors of 36
Use 36 tiles to build each rectangle below. After you build each rectangle, lay red linear
pieces along the left side and the top. Then write in the missing dimensions on the
sketches below.
1 1 36
2 2 36
3 4 36
6
12
4 36
5 36
6 The factors of 36 are:

1 and ______, 2 and ______, 4 and ______, ______ and 12, ______ and 6
7 Is 36 a prime or a composite number?
a How do you know?
8 Study the list of factors of 36. What patterns do you observe?
NAME | DATE
Multiplication Table
× 0 1 2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20
3 0 3 6 9 12 15 18 21 24 27 30
4 0 4 8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70
8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90
10 0 10 20 30 40 50 60 70 80 90 100

Each pair of players needs:
• a 1A Cover Up Record Sheet to share
• 2 spinner overlays
• 4 crayons or colored pencils in different colors
• 1 black crayon or colored pencil
1 Players record their names in the spaces provided on a record sheet.

2 Players take turns spinning the spinners and coloring in arrays with those dimensions. On each turn,
players use a black crayon or colored pencil to label the area of the array.
Players talk to their partner about how they found the area.
3 Players will each get 4 turns. Players

should use a different color for each
array. Sam Jamie
4 If a player spins dimensions for an
array that will not fit, the player loses
that turn unless he can find room
to draw two smaller arrays that add
up to the area of the array that was
spun. The two smaller arrays must 3 x 4 = 12
both use one of the dimensions spun
on that turn.
5 After players have both had 4 turns,
they determine who got closer to 100
and by how much. They record this 12
information on the record sheet.
6 If players would like to play again,
they can get another Cover Up
Record Sheet.
Game Variations
A Players can spin each spinner 5 times
and see if they can fit the 5th array in the grid.
B Players can spin each spinner 5 or more times all at once and then select dimensions for 4 arrays to fit
into the grid.
C If players are having a hard time fitting 4 arrays in the grid, they can play a few games in which they
only spin 3 times.
D Players can play the game with a partner, rather than against a partner, to see how close they can get
to 100 working together.
NAME | DATE
Class Quilt
Mr. Carpenter’s 28 students are making a paper quilt. Each student decorated a square
piece of paper. Now, Mr. Carpenter has to decide how to arrange the 28 squares. Help
him find the best way to arrange the quilt squares.
1 How many different ways can Mr. Carpenter arrange the 28 squares? (How many
arrays can he make using 28 squares?) Draw the arrangements and label them with
their factors.
2 Which arrangement do you think Mr. Carpenter should choose? Why?
3 A new student joins Mr. Carpenter's class. Now he has 29 quilt squares to arrange.
How many arrays can he make with 29 quilt squares? Draw the arrays and label
them with their factors.
4 CHALLENGE Do you think Mr. Carpenter should use a rectangle to arrange the 29
quilt squares? If not, what shape should he use? Explain your thinking.
Work Place Instructions 1B Arrays to One Hundred

• 2 1B Arrays to One Hundred Record Sheets for each player
• 2 dice numbered 1–6
• 1 die numbered 4–9
• crayons or felt-tip pens and 2 pencils
1 The object of the game is to fill in as much of the grid as possible without going over 100. Students
will fill in their own record sheets.
2 The first player rolls any two dice and uses a crayon or colored pen to quickly sketch in an array with
those dimensions. If a 1 is rolled, the player can roll again to try to get a bigger number.
3 In the box below the grid, the player writes an equation that describes the array.
4 The player’s partner must agree that the correct product has been shaded in. If it is incorrect, the
player must fix it. Partners fill in the grids for each other on their own record sheets.
5 Players take turns rolling any two dice and use a different color pen or crayon to sketch each array.
6 As players’ grids fill up, they might roll an array that won’t fit in one place. Arrays can be broken into
smaller arrays. The written equation must show how the player combined smaller arrays to get the
product of the numbers rolled.
NAME Cheyenne | DATE

Cheyenne
Player 1 ___________________________ Adam
Player 2 ___________________________
Game 1
3 × 7 = 21 5 × 8 = 40
5 × 8 = 40 2 × 8 = 16
4×8= 3 × 5 = 15
(2 × 8) + (2 × 8) = 32
Game 2
Cheyenne rolled 4 × 8. It would not fit in her grid, so she broke the array into two smaller arrays: (2 × 8) + (2 × 8).
7 If a player rolls an array that can’t fit in his grid, even if it is broken into smaller arrays, that turn is lost.
8 When one player gets close to filling in the entire grid, she can choose to stop rolling the dice. The
other player can continue rolling until he wants to stop.
9 The game is over when both players have decided to stop rolling.
10 The player who gets closest to filling in all 100 squares wins the game. Circle the winner on each
record sheet. Teacher Master — Bridges in Mathematics Grade 4 T7 © The Math Learning Center — www.gotomlc.org
Game Variation
Partners choose the dice for each other.
NAME | DATE
Seashells
Claudia loves to collect shells at the beach. She has a large collection of shells. Today,
Claudia is organizing her shells. Write and solve an equation for each problem below.
1 Claudia made 4 groups with 6 small shells in each group. How many small shells
did she use?
2 Claudia made 8 groups with 6 medium-size shells in each group. How many
medium sized shells did she use?
3 Claudia made 9 groups with 6 large shells in each group. How many large shells did
she use?
4 CHALLENGE Claudia had lots of tiny shells. She made three times as many groups of
tiny shells as groups of large shells.
a How many groups of tiny shells did she make?
b If she put 6 tiny shells in each group, how many tiny shells did she use?
Number Line Puzzle

5 Solve the number line puzzle below:
×7 2×7 4×7 ×7 8×7 ×7 ×7
0 42 70 84
NAME | DATE
Multiplying by 4 & 6
1 Circle all the Double-Doubles facts (×4) in blue. Then solve them and use a regular
pencil to write each product.
2 Circle all the Half-Tens Plus One Set facts (×6) in red. Then solve them and use a
regular pencil to write each product.
6 9 4 7 5
×8 ×4 ×3 ×6 ×6
4 4 6 6 9
×7 ×8 ×6 ×4 ×6
3 Choose one fact from problem 2 and complete the following steps.
a Write the fact you chose here: _________________
b Color in the array for that fact on the grid below.
c Label the array to show how you found the product, and use equations or
words to explain your work.
Work Place Instructions 1C The Multiple Wheel

• a 1C Multiple Wheel Record Sheet to share
• 2 pencils
1 One player rolls the dice, adds the two numbers, and writes the sum of the numbers in the center of
the wheel.
2 Players work together to multiply the number in the center of the wheel times each of the numbers in
the middle ring and then write the products in the outside ring.
3 Players take turns recording an equation for each fact in the record sheet chart.
4 Players talk about strategies as they multiply each pair of factors. For example, when multiplying by 9,
you can use the Ten Minus One Set strategy.
Student 1 Nines are really hard.
Student 2 I know, but look, we did 10 times 8 already. If we just take away an 8, then we’ll find 9
times 8.
5 When the multiple wheel and chart have been completed, partners discuss and answer the reflection
question at the bottom of the record sheet.
Game Variation
Make the game competitive by playing against each other. Roll for the center number and put that number
in the middle of the wheel on two separate record sheets. Then see who can complete the wheel faster.
NAME | DATE
The Multiple Wheel

1 Fill in the spaces in the multiple wheel.
9 0
6
1 2
8
10 7
11
5
4
12
3 7
2 How did you decide which problems to solve first? Did you use any particular order
to solve the problems on the wheel? Explain your thinking.
3 Solve the equations below:
2 × ____ = 18 ____ × 9 = 36 ____ = 6 × 9 ____ × 8 = 16
4 × ____ = 32 8 × 8 = ____ 3 × 7 = ____ 5 × ____ = 35
4 Is the number 39 prime or composite? Explain your thinking.
Work Place Instructions 1D Spinning Around Multiplication

NAME Lilly | DATE

• 2 1D Spinning Around Multiplication Record Sheets
• 1 spinner overlay
4 8 4 8
• 2 pencils
9 6 9 6
1 Players take turns spinning over each number circle. On each turn, the player decides what kind of
5
fact was spun. If a fact fits in two categories, 5 is chosen.
only one category
2 Each player writes an equation with the factors and their product in the chosen category.
8 × 9 = 72
Me
My Partner
Double - Half - Tens Plus Double - Double Tens Minus One

Half - Tens facts
Doubles facts One Set facts - Doubles facts Set facts
Teacher Master — Bridges in Mathematics Grade 4 T15 © The Math Learning Center — www.gotomlc.org
I spun 8 and then 9. It could be Double-Double-Doubles or Tens Minus One Set.

Tens Minus One Set is easier for me, though, so I wrote the equation in the last column.
3 Players record both their own and their partner's equations on their record sheet.
4 The game ends when one player has at least one equation in each column. Players may have more than
one fact in some columns before recording a fact in every column. If the player who took the first turn
is the first to get an equation in each column, the other player may take one more turn.
Game Variations
A Play continues until one player gets at least two facts in every box.
B Players multiply by each number in one of the number circles by 10, then play as described above.
They notice which columns fill and consider whether there are any columns that never get filled.
C During the game, players consider the probability of being able to fill in each column—which are
most likely to be filled in?
NAME | DATE
Games Problems
1 Rosa and Jami are playing Spinning Around Multiplication. Rosa spun a 7 and an 8.
a What is 7 × 8?
b What type of fact did Rosa spin?
2 Jami spun a 6 and a 9.
a What is 6 × 9?
b What type of fact did Jami spin?
3 Carlos and Eli are doing the Multiple Wheel activity. Eli says he can use the fact
3 × 6 to solve 6 × 6. Do you agree or disagree? Explain your thinking.
4 Carlos says he can use the fact 6 × 8 to help him solve 6 × 7 and 6 × 9. Do you agree
or disagree? Explain your thinking.
5 Fill in the ratio table below. Then, circle any numbers in the table that are prime.
1 5
2
15
6
7 35
40
Home Connections
NAME | DATE
Factors & Tea Lights page 1 of 2

1 Imagine using 48 tiles to build each rectangle below. Write in the missing
dimensions on the rectangle sketches.
1 48
2 48
8 48
16 48
4 48
2 The factors of 48 are:

1 and ______ 2 and ______ 4 and ______ 8 and ______ 16 and ______
3 a Is 48 a prime number or a composite number?
b How do you know?
4 Study your list of factors for 48. What patterns do you observe?
NAME | DATE
Factors & Tea Lights page 2 of 2
5 Write the missing parts on this number line:

3×7 3× 3×9 3× 3 × 11 3×
24 30 36
6 Tea light candles are being packaged 6 to a box. Fill in the table:
Number of Boxes 4 6 7 9
Total Number of
Candles
24 30 48 60
For the problems below, use numbers, words, or labeled sketches to explain your answers.
7 Jane has 7 tea light candles. Aisha has 5 times more candles than Jane. How many
candles does Aisha have?
8 Theo has 50 tea light candles. Madeline has half as many candles as Theo. How
many candles does Madeline have?
NAME | DATE
Multiplication Fact Strategies page 1 of 2

Doubles Plus One Set Facts
When one of the factors is 3, you can think about the Doubles fact, and then add one more set of the
number being doubled. For example, 6 × 3 is 6 doubled (12) plus one more set of 6.
3 × 6 = ___ (2 × 6) + 6 12 + 6 = 18 7 × 3 = ___ (7 × 2) = 14 14 + 7 = 21
You can use this strategy with larger numbers, too:

3 × 25 = ___ (2 × 25) + 25 50 + 25 = 75 150 × 3 = ___ (2 × 150) + 150 300 + 150 = 450
1 Shade in the areas and complete the equations.
3 × 5 = ______ 3 × 8 = ______
2 If you had 2 boxes of 8 crayons and your teacher gave you another box of 8 crayons,
how many crayons would you have?
3 Cody bought 2 bags of 5 apples. He already had 1 bag of 5 apples at home. How
many apples does Cody have in all?
4 Write a story problem for a Doubles Plus One Set (×3) fact.
NAME | DATE
Multiplication Fact Strategies page 2 of 2
Tens Facts
5 Circle the groups of 10 in the arrays below, and solve the equations.
7 × 10 = ______ 10 × 9 = ______
When you understand place value, multiplying larger numbers by 10 can be easy, too.
10 × 25 = 250 670 × 10 = 6700
Half-Tens Facts
When one of the factors is 5, you can multiply the other factor by 10 and then divide the answer in half.
6 Fill in the blanks below.

Half-Tens Facts
n × 10 ×5
1 10 5
2
30
4 40
5 25
5 × 6 = ______ 6 × 10 = 60 Half of 60 is ______ 6
7 Max had 6 dimes in his pocket. How much money did he have?
8 Jose had 7 nickels in his pocket. How much money did he have?
9 If Suzie bought 9 baskets with 5 large peaches in each basket, how many peaches
did she buy?
NAME | DATE
Multiplying by 8 & 9 page 1 of 2

1 Circle all the Double-Double-Doubles facts (×8) in blue. Then solve them and use a
2 Circle all the Tens Minus One Set facts (×9) in red. Then solve them and use a
6 9 7 7 5
×9 ×4 ×8 ×9 ×8
3 4 9 8 9
×9 ×8 ×6 ×8 ×9
3 a Pick one fact from above and write it here: ____________________.
b Color in the array for that fact on the grid below.
c Label the array to show how you found the product, and use equations or
words to explain your work.
NAME | DATE
Multiplying by 8 & 9 page 2 of 2
4 Shade in and label the arrays of two more Double-Double-Double facts in the grids
below. Write an equation for each fact.
5 Shade in and label the arrays of two more Tens Minus One Set facts in the grids
below. Write an equation for each fact.
Teachers Guide
Module 3
Multiplicative Comparisons & Equations
Session 1 Introducing Work Place 1E Products Four in a Row�� 3
Session 2 Multiplication & Division Checkpoint�� 7
Session 3 Multiplicative Comparisons with a Giant�� 11
Session 4 Introducing Work Place 1F Dragon’s Gold��19
Session 5 Unit 1 Post-Assessment��25

Unit 1 Work Place Log�� T1 Work Place Instructions 1E Products Four in a Row��28
Work Place Guide 1E Products Four in a Row��T2 Product Wheels��29
1E Products Four in a Row Record Sheet��T3 Multiplication & Division Facts��30
1E Products Four in a Row Record Sheet, Variation�� T4 More Multiplicative Comparisons at the Giant’s Door�� 31
Multiplication & Division Checkpoint�� T5 Drawing Comparisons & Writing Equations�� 33
Multiple Wheel Strategies�� T6 Work Place Instructions 1F Dragon’s Gold��34
Jim & the Giant��T7 More Multiplicative Comparisons�� 35
Multiplicative Comparisons at the Giant's Door��T8 All in the Family��36
Work Place Guide 1F Dragon’s Gold��T9
1F Dragon's Gold Record Sheet A��T10 Home Connections Pages
1F Dragon's Gold Record Sheet B�� T11
Multiples, Flowers & Cards�� 13
Unit 1 Post-Assessment��T12
Arrays & Factors�� 15
Unit 1
Unit 1
Module 3
Module 3
Multiplicative Comparisons & Equations
Overview
This module focuses on factors, products, multiplication comparisons, and equations, and introduces students to two new
Work Place games. In Products Four in a Row, students develop strategies to choose factors that will give them the most advan-
tageous products. Then in Dragon’s Gold, they learn to verbalize and record statements of multiplicative comparison. To help
teachers evaluate student progress, the class takes a multiplication and division checkpoint in Session 2. In Session 4, students
spend time engaged in Work Places, giving the teacher another opportunity to differentiate instruction as students practice the
skills that will be addressed by the Unit 1 Post-Assessment in Session 5.
Planner
Session 1 Introducing Work Place 1E Products Four in a Row
Students learn the Products Four in a Row game, where players strategically choose factors to
claim products on a game board. The first player to get four products in a row wins the game. The
class plays the teacher and discusses strategies before playing against partners. The teacher then
introduces Work Places, a designated time where students choose which Work Places to do and
record their progress on a Work Place Log.
Work Place 1E Products Four in a Row
Players try to get four spaces in a row by finding products of given factors. They change one of two
factors to try to get a product that will help them get four products in a row. As they play, players
consider the factor pairs of several products to determine their best moves.
Session 2 Multiplication & Division Checkpoint
Students begin by taking a Multiplication & Division Checkpoint, a short assessment of the concepts
and skills introduced in the unit so far. After students finish, the teacher leads a discussion about
some of the strategies that might be used to work efficiently with the Multiple Wheel, and then has
students do Work Places for the remainder of the session.
Session 3 Multiplicative Comparisons with a Giant
During this session and the next, students take a closer look at multiplicative comparisons, working
to understand what it really means when we say that something is twice as big, three times as
tall, or four times as many as something else. Such comparisons lie at the heart of multiplicative
thinking, making them central to the fourth grade year. Today the teacher presents a situation
that invites such comparisons, and students respond by writing, sharing, and solving comparative
statements and equations.
Session 4 Introducing Work Place 1F Dragon’s Gold
The teacher introduces Work Place 1F Dragon’s Gold by playing a few rounds of the game with the
class. This Work Place requires players to make and record multiplicative comparisons. Students play
a full game in pairs and then spend the rest of the session in Work Places, practicing multiplication
concepts and skills before the Unit 1 Post-Assessment in the next session. The teacher works with
small groups of students to differentiate instruction.
Work Place 1F Dragon’s Gold
Players take turns rolling a die, spinning a spinner, and marking the results by writing a multiplica-
tion equation in the appropriate box on their record sheet. The spinner is labeled with statements
of multiplicative comparison: twice as many, 3 times as many, 4 times as many, and so on. If a player
rolls a 5 and lands on the section of the spinner labeled 4 times as many, she writes 20 = 4 x 5 in the
box on her record sheet labeled 20. The first player to mark 5 boxes in a row, vertically, horizontally,
or diagonally, wins the game. The record sheet shows all the possible products but includes
duplicates of several of the products, along with a free space in the center, making it possible to win
the game via strategy as well as luck.
Session 5 Unit 1 Post-Assessment
Students take the Unit 1 Post-Assessment to demonstrate their understanding of the multiplication
skills and concepts taught during this unit. When they finish, they visit Work Places.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 31–32.
pages 29–37.
Work Place Prepare the materials for Work Places 1E & 1F using the lists of materials on the
Preparation Work Place Guides (Teacher Masters T2 & T9).
Staple the Work Place Log to each corner of the front cover of each student’s
Work Place pocket folder.
Special Items Display some of the student-made Number posters from Module 2, Session 1.
Unit 1 Module 3
Unit 1
Module 3
Session 1 Session 1
Introducing Work Place 1E
Products Four in a Row
Summary
Students learn the Products Four in a Row game, where players strategically choose factors to
claim products on a game board. The first player to get four products in a row wins the game.
The class plays the teacher and discusses strategies before playing against partners. The
teacher then introduces Work Places, a designated time where students choose which Work
Places to do and record their progress on a Work Place Log.
Skills & Concepts

• Determine whether a whole number between 1 and 100 is a multiple of a given 1-digit
number (4.OA.4)
Materials
Work Places Introducing Work Place 1E Products Four in a Row those terms for which Word
TM T1 • game markers of 1 color, class • Number posters from Module 2, Resource Cards are available.
Unit 1 Work Place Log set Session 1 (see Preparation) factor*
TM T2 • pocket folders, 1 per student
factor pair(s)*
Work Place Guide 1E Products
Four in a Row product*
TM T3–T4
1E Products Four in a Row Record
Sheets
SB 28*
Work Place Instructions 1E
Products Four in a Row
Work Places in Use

1A Cover Up (introduced in Unit 1, Module 2, Session 3)
1B Arrays to One Hundred (introduced in Unit 1, Module 2, Session 4)
1C The Multiple Wheel (introduced in Unit 1, Module 2, Session 5)
1D Spinning Around Multiplication (introduced in Unit 1, Module 2, Session 6)
1E Products Four in a Row (introduced in this session)
Daily Practice
SB 29
Product Wheels

Preparation Implementing
Work Places
• Display some of the student-made Number posters from Module 2, Session 1, where
everyone can see them clearly. Be sure to post at least 4 examples of prime numbers and 4 For additional information
examples of composite numbers. about setting up Work
• In today’s session, you’ll introduce Work Place 1E Products Four in a Row. Before this session, Places and managing
you should review the Work Place Guide, as well as the Work Place Instructions. Make copies them effectively, see the
Implementation section of
of the Products Four in a Row Record Sheet for use today and store the rest in the Work Place
1E Products Four in a Row tray, along with the materials listed on the guide. The Work Place
Guide also includes suggestions for differentiating the game to meet students’ needs.
• Today students will go to Work Places for the first time.
»» Be sure that Work Place pocket folders are ready for students with the Work Place Log
stapled in all four corners of the front cover.
»» Make sure you have enough copies of the record sheets in each Work Place tray.
»» Write a list on the board of Work Places from which students can choose today. You can
just write the numbers (1A-1E) or write out the full names, if you prefer.
Work Places
Introducing Work Place 1E Products Four in a Row
1 Open the lesson by reviewing some of the Number posters students created
in Module 2, Session 1.
Ask questions that emphasize the connection between arrays, dimensions, factors,
products, and prime and composite numbers.
• Name three prime numbers, show me their arrays, and explain how you know they are prime.
• Name three composite numbers, show me their arrays, and explain how you know they
are composite.
• Why do some numbers have a lot of arrays and others have only one?
• What do we call numbers that have a 2-by-something array? (even numbers)
• Where can you see factors on these arrays? Where can you see products?
2 Introduce and play the game Products Four in a Row using the Work Place Math Practices
1E Products Four in a Row Record Sheet. in Action 4.MP.1
Players try to get four spaces in a row by finding products of given factors. They change one Games of strategy are, in
of two factors to try to get a product that will help them get four products in a row. As they some sense, extended
play, players consider the factor pairs of several products to determine their best moves. problems. When students
spend time developing
• Display the Products Four in a Row Record Sheet.
strategies for winning
• Explain that you will go first and be “Xs” like in tic-tac-toe. these games, they are
• Choose a factor by placing a game marker on the factor in the column of numbers on the left. becoming accustomed to
making sense of problems
• Ask the class if you can mark a product in the grid. [No, because it takes two factors to
and persevering in solving
make a product] them. In the case of
• Have the class choose a factor and place a game marker on that factor. Products Four in a Row,
• Choose a student to tell you what product the two factors make. their efforts also contribute
to multiplication and
• Write an O on that product. division fact fluency.
• Ask a student to tell you the equation you should write in the Player 2 column to
represent that product. Write in the equation. Explain that by keeping track of the
equations, you can check at the end of the game to make sure that each of the winning
spaces was correctly marked.
• Now you choose a factor and move one of the game markers to it. Leave the other
marker where it was.
• Continue playing by taking turns against the class.
• Share your thinking as you choose certain factors to produce desired products.
3 Ask a student to summarize the directions for the game.

4 Let students know that you’re going to discuss with them some expecta-
tions and routines for Work Places, and then they will spend the rest of
today’s session playing some of the Work Place games they have learned.
5 Introduce the Work Place folders and Work Place Logs.
• Show students how the Work Place Log is stapled to the front of the Work Place folder.
• Point out the first five Work Places and explain that as students complete Work Place
games, they will check them off on their Work Place Log.
• Show students where the Work Place trays are kept. Tell them that record sheets and
any other sheets needed are in the Work Place trays.
• Explain that after students fill out a record sheet, they will keep it in their Work Place
folder. Finished sheets go in the left pocket. If they are in the middle of a game when
Work Places end, they will place their unfinished sheet in the right pocket.
6 Explain the procedure for visiting Work Places today, and ask whether
there are any questions.
• Draw students’ attention to the list of Work Places you have written on the board. Note
with them that these correspond to the first five Work Places on their Work Place Log.
Let them know that you’ll introduce the sixth Work Place next session.
• Explain your procedure for choosing partners.
• Let students know they can choose any of the five games to start with. They should try
to play two or three different games today.
• Let students know that you will be circulating to observe and talk with them today.
On other days when Work Places are part of a math session, you may pull small groups
aside to play a game or do an activity with you. Explain that this will happen through-
out the year and by the end of the year, you will probably have worked with every
student while the rest of the class continues with Work Places.
7 Ask students what the room should look like and sound like as they get
their materials and play Work Place games.
Take the time to establish good habits for visiting Work Places this first time to help ensure stu-
dents make the most of this time and to allow you to meet with those who need additional help.
8 Send students to Work Places.

Have students pick up their Work Place folders and a pencil. Remind them to fill out their
Work Place Logs as they finish each one.
9 Circulate as students are working to make observations and provide dif-

ferentiation as needed.
Use the Assessment & Differentiation charts on the Work Place Guides to help.

• Have students put away their Work Place materials and return to their own seats with
their Work Place folders.
• Have them each open their Work Place folders and write the words Finished Work on Extension
the left pocket and Unfinished Work on the right pocket. Then have them place any
See the Bridges Educator
sheets they finished or started today in the correct pocket. (Explain that this makes site to play an electronic
it easier for you to check their work periodically, and also makes it easier for them to version of a game similar
keep track of the things they need to finish the next time the class does Work Places.) to Products Four in a Row.
Finished Work Unfinished Work
• Tell students to give you a thumbs up, thumbs down, or thumbs in the middle to reflect
how they feel Work Places went today.
• Ask them to think about how they could cover a prime number on the grid for
Products Four in a Row. What factors would they have to have?
Daily Practice
The optional Product Wheels Student Book page provides additional opportunities to
• Identify features of a pattern that were not explicit in the rule used to generate that
pattern (4.OA.5)
Unit 1 Module 3
Unit 1
Module 3
Session 2 Session 2
Checkpoint
Summary
Students begin by taking a Multiplication & Division Checkpoint, a short assessment of the
concepts and skills introduced in the unit so far. Then the teacher leads a discussion about
some of the strategies that might be used to work efficiently with the Multiple Wheel, and then
students do Work Places for the remainder of the session. At the end of the session, the teacher
introduces and assigns the Multiples, Flowers & Cards Home Connection.
Skills & Concepts

• Identify a multiplication equation to represent a verbal statement of a multiplicative
comparison (4.OA.1)
(4.OA.2)
Materials
Assessment Multiplication & Division Checkpoint

TM T5–T6 • colored tiles
Multiplication & Division Checkpoint
Problems & Investigations Work Place Strategies

TM T7
Multiple Wheel Strategies
Work Places in Use

1E Products Four in a Row (introduced in Unit 1, Module 3, Session 1)
Home Connection
HC 13–14
Multiples, Flowers & Cards
Daily Practice
SB 30
Multiplication & Division Facts

Preparation
Write a list on the board of Work Places from which students can choose today. You can just
write the numbers (1A-1E) or write out the full names, if you prefer.
Assessment Guide
Multiplication & Division Checkpoint scoring and intervention
1 Tell students that today they will have a chance to show what they learned suggestions.
over the past couple of weeks by taking a quick checkpoint.
2 Display your copy of the Multiplication & Division Checkpoint, and give
each student a copy.
• If necessary, read through the checkpoint with students.
• Let students know that they can ask you for help reading any of the questions.
• Have a helper place a container of color tiles on each table or near each cluster of desks
and let students know they can use the tiles to help solve some of the problems on the
checkpoint if they want.
3 Then have students begin the checkpoint.

• Remind them to work quietly by themselves.
• While they work, walk around the room to make observations and answer questions.
• Give them about 15 minutes or so to complete the checkpoint. If you have students who do
not finish in 20 minutes, give them a chance to finish the checkpoint at a later time.
• If some students finish much earlier than others, ask them to begin Work Places
quietly so they don’t disturb classmates who are still working.
4 Collect students’ checkpoints.

Work Place Strategies
5 Display the top wheel on the Multiple Wheel Strategy Teacher Master. Ask
students to think quietly for a moment about efficient strategies they have
used to fill in wheels.
• Ask them to share these strategies.
• Fill in the top wheel as students share.
Below is a list of possible strategies. You might need to bring up several strategies if
students do not share them.
»» Find ×2 first. Then use that to find ×4, and then use that to find ×8.
»» Find ×10. Then use that to find ×5, and then use that to find ×6.
»» Use ×10 to get ×9 and ×11.
»» Use ×10 and ×2 to get ×12.
»» Use ×6 to find ×7.
»» Use ×2 to check ×3, and then double ×3 to check ×6.
»» Double ×6 to get ×12.
6 Display the bottom wheel on the Multiple Wheel Strategy Teacher Master,
and have students suggest how to fill in each blank.
Below is a sample progression of suggestions.
• Fill in the 2 for 9 × 2 = 18. Then double to find 9 × 4 = 36, and double that to find 9 × 8 = 72.
• Fill in the 10 for 9 × 10 = 90. Then halve to find 9 × 5 = 45. Also, subtract 9 from 90 to
get 9 × 9 = 81.
• Once you have the 3 × 9 = 27 and 4 × 9 = 36, you can add to get 7 × 9 = 63. Or you
could have removed 9 from 72.
• Once you have 9 × 3 = 27, you can extend that to 27 × 2 = 54, so the blank for 54 must be 9 × 6.
7 Encourage students to practice these strategies today as they visit Work Places.
Extension
Work Places Ask students to write a
8 Have students reflect on yesterday’s Work Places. note to next year’s fourth
grade students and
• Ask them to think silently for a few moments about what went well, and then call on explain their strategies
several students to share. for one of the Work Place
• Ask them what could have gone better. games.
• Have students brainstorm solutions for problems such as not being able to locate
materials or not remembering how to play a game.
9 Review the procedures for visiting Work Places.

• Write the list of Work Places from which students can choose.
• Explain the procedure for choosing partners.
• Remind students to fill out their Work Place Logs when they complete a game and to
keep completed record sheets in their Work Place folders.
• Encourage them to visit Work Places they did not get to during the previous session.
10 Have students get their Work Place folders and pencils and go to work.
11 Circulate around the room, observing and answering questions. Take
advantage of this time to offer differentiated instruction as needed.
SUPPORT Help students choose Work Places that offer the right level of challenge—not too
hard, but not too easy.
SUPPORT If you have concerns about students’ work on the multiplication and division
story problems in Module 1, bring those students together in a small group to work on
interpreting the problems and finding strategies that lead to accurate solutions. You might
want to emphasize the importance of estimating before solving a problem as well as help
students record their thinking.
SUPPORT If you have concerns about students’ mastery of single-digit multiplication facts,
bring students with similar needs together in a small group and play 1A Cover Up or 1C
The Multiple Wheel. Focus on using relationships to find the answers to problems. For
example, when playing 1C The Multiple Wheel, focus on using facts students know to find
those they don’t know. Help students verbalize their thinking and model their strategies
using arrays or jumps on a number line. Stress relationships that will help with multi-digit
multiplication, like doubling (e.g., to find 8 × 7, find 4 × 7 and double 28) or removing one
extra group (e.g., to find 9 × 8, find 10 × 8 and remove one 8 from 80.)
CHALLENGE Encourage students to do those Work Places that are most challenging for
them and introduce them to some of the more challenging game variations.

• Have students put away their Work Place materials.
• Ask them to turn to a partner and share their favorite strategy to find 9 times
another number.
Home Connection
13 Introduce and assign the Multiples, Flowers & Cards Home Connection,
division (4.OA.2)
• Solve multi-step story problems involving only whole numbers, using addition, multi-
plication, and division (4.OA.3)
number (4.OA.4)
Daily Practice
The optional Multiplication & Division Facts Student Book page provides additional
opportunities to apply the following skills:
• Solve division problems by finding an unknown factor (e.g., Solve 32 ÷ 8 by finding the
number that makes 32 when multiplied by 8) (3.OA.6)
Unit 1 Module 3
Unit 1
Module 3
Session 3 Session 3
Multiplicative Comparisons
with a Giant
Summary
During this session and the next, students take a closer look at multiplicative comparisons,
working to understand what it really means when we say that something is twice as big, three
times as tall, or four times as many as something else. Such comparisons lie at the heart of mul-
tiplicative thinking, making them central to the fourth grade year. Today the teacher presents a
situation that invites such comparisons and students respond by writing, sharing, and solving
comparative statements and equations.
Skills & Concepts

• Write a multiplication equation to represent a verbal statement of a multiplicative comparison (4.OA.1)
• Solve story problems involving a multiplicative comparison using multiplication or division (4.OA.2)
Materials
Vocabulary
Problems & Investigations The Giant’s Castle those terms for which Word
TM T8 • rulers (class set) Resource Cards are available.
Jim & the Giant • student math journals comparison statement
TM T9 • piece of paper to mask parts of the teacher divide*
Multiplicative Comparisons at the master
Giant’s Door • one 1" × 6" strip of construction paper
division
SB 31–32* • 1" × 12" strips of construction paper (half- equation*
More Multiplicative Comparisons class set, optional for support suggestion) height
at the Giant’s Door • scissors (1 pair) multiply*
• Jim and the Beanstalk by Raymond Briggs
multiplication
(optional, see Literature Connections)
Daily Practice times as many
SB 33 • rulers (class set) times as much
Drawing Comparisons & Writing times as long
Equations
times as tall
Copy instructions are located at the top of each teacher master.* Run 1 copy of these pages for display.
Literature Connections
Problems & Investigations You may want to read
Jim and the Beanstalk by
The Giant’s Castle Raymond Briggs to the
students either before or
1 Open the session by writing the phrase Multiplicative Comparisons on after this session. This is
the board. Then ask students to take out their math journals and copy the purely optional, but it’s
phrase at the top of the next available page. an engaging story which
• Review the fact that multiplicative comparisons have to do with how many times as students may remember
from second grade, and
much, or how many times as many, or how many times taller, or how many times
some of the instruction in
longer one amount or one height or one length is than another.
this session takes its lead
• Explain that you’re going to do some work on multiplicative comparisons today. from the book.
2 Now ask students to use their rulers to draw a horizontal line toward the top
of their journal page that is exactly 2 inches long. Below that, have them draw
a line that is exactly 3 times as long as the first line, and label both lines with
their lengths.
Encourage students to share and compare their work as they finish, but do not provide any
assistance at this point.
3 When most students have finished the task, have several volunteers report
the length of the longer line in inches. Record their responses at the board
and ask if anyone got a different answer.
Record any and all responses without comment, setting the stage for student discussion
and debate. You will likely get answers of 6 inches, 5 inches, and 8 inches.
4 Invite volunteers to share their work and explain their answers to the class.
If you got more than one response from the class, be sure to invite at least one student to
present and defend each response.
Rosalia I made the line 5 inches long because 2 and then 3 more is 5.
2 inches
5 inches
Antoine I respectfully disagree with you, Rosalia. I think the line

should be 6 inches long because that’s 3 times as many as 2 inches. It’s
like 2 and 2 and 2.
2 inches
6 inches
Nathan I said it was 8 inches long because you have 2 inches, right?
And then if you make it 3 more times, like 2, and then 2 and 2 and 2,
you get 8.
Math Practices
in Action 4.MP.3
Multiplicative Comparisons When you invite students
to share and explain
their answers, without
indicating which one is
correct, it becomes neces-
sary for them to construct
The first and third responses above reflect two of the most common misconceptions about viable arguments and
multiplicative comparisons. Rosalia has made an additive comparison instead of a multipli- critique the reasoning of
cative comparison, drawing a line that is 3 inches more than the first, rather than 3 times as others. By giving students
many. Nathan interprets 3 times as many to mean that you add 3 times more to the original the authority in this
length. If you got any other responses, invite volunteers to share and defend them. way, you invite them to
engage with each other
5 If there is still disagreement after the last volunteer has shared and and with the mathematics
explained his response, let students know that you will come back to this in meaningful ways.
problem later, after you’ve done some more work together.
6 Next, display the picture at the top of the Jim & the Giant Teacher Master,
keeping the text below masked for now.
• Give students a minute to examine the picture quietly and then share observations
with the people sitting nearest them.
• Explain that they may be familiar with the old story of Jack and Beanstalk. This picture
is from another version of the story called Jim and the Beanstalk. In the story of Jim
and the Beanstalk, which some of the students may remember from second grade,
Jim makes friends with the giant by helping him, and then goes back with some of his
friends for a visit later on.
7 Reveal the first problem below the picture, keeping the other two masked
for now. Read it with the students and have them share answers and expla-
nations, first in pairs and then as a whole class.
Open the class discussion by asking students to show by raising their hands whether or
not they agree with Sam. Then call on volunteers to explain and defend both positions
(agree and disagree).
Jim & the Giant
3 What equation can we write to represent this situation?

Bridges in Mathematics Grade
4 4× Teachers
48 = 192 Guide
192 = 4 × 48 192 ÷ 413= 48 © The Math Learning Center | mathlearningcenter.org
Jamal I agree with Sam because you can use the marks on the door to
see that the giant is 3 more marks higher than Jim.
Kyra I respectfully disagree, Jamal. I don’t think 3 more is the same as 3
times as tall. I actually think the giant is 4 times taller than Jim because
you can use the marks to show that 4 Jims is the same as 1 giant.
Jacob I agree with you, Kyra. If Jim came up to the second mark on
the door instead of the first, we would say that the giant was twice as
tall. That would be like 2 Jims is the same as 1 giant, so if 4 Jims is the
same as 1 giant, the giant must be 4 times as tall.
Lin This is confusing!
8 After students have had an opportunity to share their thinking, explain

that the giant is actually 4 times as tall as Jim, and use your strip of 1" × 6"
construction paper to demonstrate.
• Lay the construction paper strip next to the picture on the teacher master and mark it
to match each of the markings on the door, counting as you go—1, 2, 3, 4.
• Explain that when something is 4 times as tall or long or many as another, that means
4 of the smaller object will fit into the larger.
SUPPORT If students are still confused, cut the construction paper strip to make 4 lengths
the same height as Jim. Lay these alongside the picture as the students watch and count
with you to confirm that 4 Jims, one atop another, are the same height as 1 giant.
9 Work with input from the class to write at least one verbal statement of
multiplicative comparison either on the teacher master or the board.
Jim & the Giant
3 The giant is actually 4 times as tall as Jim.

What equation can we write to represent this situation?
4 × 48 = 192 192 = 4 × 48 192 ÷ 4 = 48
The giant is the same as 4 Jims standing on top
of each other.
Jim is one-fourth as tall as the giant.
10 Before you move on, return to the lines students drew earlier in the session.
Which of the lengths reported is actually 3 times as long as the original line?
Invite several volunteers to share and explain their thinking. Then confirm that a length of 6
inches is exactly 3 times as long as the first line, which was 2 inches long, because 3 × 2 = 6.
11 Now display Multiplicative Comparisons at the Giant’s Door as helpers give

each student pair a copy of the sheet to share.
• Give student pairs a minute to share observations about the sheet.
• Draw their attention to the frame sentence below the picture, and ask students to fill in
the blanks verbally with their partners to make a true statement.
• Invite 2 or 3 volunteers to share. Record their responses on and below the lines on the
teacher master.
Unit 1 Module 3
Multiplicative Comparisons at the Giant’s Door
Session 3 half-class set plus1 copy for display

T9
shovel 3 hammer
The _____________________________ is ________ times as tall as the _____________________________.
The boy is 2 times as tall as the envelope.

The rake is 4 times as tall as the envelope.
12 Give students about 5 minutes to write as many multiplicative comparison

statements about the scene as they can in their journals, below the lines
they drew earlier in the session.
• Leave the Multiplicative Comparisons at the Giant’s Door Teacher Master on display
for students’ reference.
• Encourage students to work in pairs, using the copy of the teacher master they’ve been
given so they can be accurate in their comparisons.
• Circulate as students are working to observe and assist as needed.
SUPPORT Give each pair of students a 1" × 12" construction paper strip, and invite them to
use it to help determine how many times taller various objects on the sheet are compared
to other objects on the sheet by marking on it or even cutting it into sections.
13 After about 5 minutes, call the class to a halt, and invite several students to
read their written statements aloud.
14 Then place the Jim & the Giant Teacher Master back on display. Reveal the
second problem and ask a volunteer to read it to the class: Jim is 48" tall.
How tall is the giant?
• Give students a minute or two to solve the problem in their journals, working alone or
with a partner.
• Ask students to share and compare their answers as they finish.

• Solicit and record students’ answers on the board, and then call on 2 or 3 volunteers to
explain their thinking to the class.
• Model students’ thinking on the board, using an open number line, a ratio table, or
equations as appropriate.
Esteban I got 192 inches. I just added 48 plus 48, that’s 96, and then I
added another 48 and another 48.
Teacher How did you know when to stop adding sets of 48?
Esteban I did it 4 times because the giant is 4 times as tall as Jim.
Teacher Let’s show that on an open number line, like this.
+ 48 + 48 + 48 + 48
0 48 96 144 192
Teacher So, Esteban solved this problem using repeated addition,
adding one set of 48 inches at a time. Did someone use a different
strategy?
Max I used doubling. Double 48 is 96, and double 96 is 192.
Teacher Let’s show that on a ratio table.
Times
as many Inches
×2 1 48 × 2
2 96
×2 ×2
4 192
Teacher So, Max, you used a Double-Doubles strategy. Did anyone
use a different strategy?
Moira I thought about 50 because 48 is almost up to 50. I know that
4 times 50 is 200, and then I took away 8—that’s 2 for each 48.
Ling I multiplied 4 × 40, and I got 160. Then I did 4 × 8. That’s 32. If
you add those numbers, you get 192.
4 × 50 = 200 200 – 8 = 192
4 × 40 = 160
4 × 8 = 32
160 + 32 = 192
15 Work with input from the students to write an equation at the bottom of
the teacher master that represents the comparison between Jim’s height of
48 inches and the giant’s height of 192 inches.
CHALLENGE Ask students to generate at least one multiplication and one division equation
to represent the situation.

4 × 48 = 192 192 = 4 × 48 192 ÷ 4 = 48
16 Display your copy of the More Multiplicative Comparisons at the Giant’s Door
Student Book page as students find the page in their books.
• Review the instructions with the class and clarify as needed.
• When students understand what to do, give them the remainder of the session to
complete the assignment.
SUPPORT Give students a choice between working independently or working some of the
problems with your support, or meet with a small group of students who will likely need
help from you to complete the assignment.
17 As students finish, have them share and compare their answers and strate-
gies with at least one other person in class.
If students find differences in their answers, ask them to work together or consult a third
classmate to resolve their differences.

• If some of the students weren’t able to finish the assignment in their Student Books,
give the additional time the following day.
• Chances are, you won’t have time to discuss the assignment with the class at the end of
this session. If some of the problems were particularly challenging for more than a few
of your students, you might want to take a little time at the start of the next session to
discuss those problems with the class.
Daily Practice
The optional Drawing Comparisons & Writing Equations Student Book page provides
additional opportunities to apply the following skills:
comparison (4.OA.1)
division (4.OA.2)
Unit 1 Module 3
Unit 1
Module 3
Session 4 Session 4
Introducing Work Place
1F Dragon’s Gold
Summary
The teacher introduces Work Place 1F Dragon’s Gold by playing a few rounds of the game
with the class. This Work Place requires players to make and record multiplicative compari-
sons. Students play a full game in pairs and then spend the rest of the session in Work Places,
practicing multiplication concepts and skills before the Unit Post-Assessment in the next
session. The teacher works with small groups of students to differentiate instruction. At the
end of the session, the teacher introduces and assigns the Arrays & Factors Home Connection.
Skills & Concepts

son (4.OA.1)
Materials
Work Places Introducing Work Place 1F Dragon’s Gold
TM T10 • dice numbered 1–6 (half-class set, • Unifix or other interlocking

Work Place Guide 1F Dragon’s Gold plus 1 for display) cubes (optional for Support
TM T11–T12 • clear spinner overlays (half-class suggestion)
1F Dragon’s Gold Record Sheets A & B set, plus 1 for display)
SB 34*
Work Place Instructions 1F Dragon’s
Gold
Work Places in Use

1F Dragon’s Gold (introduced in this session)
Home Connection
HC 15–16
Arrays & Factors
Daily Practice
SB 35
More Multiplicative Comparisons

Preparation
• In today’s session, you’ll introduce Work Place 1F Dragon’s Gold. Before this session, you
should review the Work Place Guide, as well as the Work Place Instructions. Make copies
of the Dragon’s Gold Record Sheet for use today and store the rest in the Work Place 1F
Dragon’s Gold tray, along with the materials listed on the guide. The Work Place Guide also
• Write the list of Work Places from which students can choose today, 1A–1F.
• Midway through the session, you will have the opportunity to work with small groups of
students to build or reinforce multiplication skills and concepts. You will probably have
time to work with several different groups. Use the chart in step 8 of this lesson for sug-
gestions of ways you can provide support, based on your students’ needs, and organize
groups of students who will benefit from additional instruction.
Work Places
Introducing Work Place 1F Dragon’s Gold
1 Open the session by telling students that today you will introduce one more
new Work Place, a game that will help them practice making and writing
multiplicative comparisons.
• Explain that you will play a few rounds with the class. When they understand how to
play, they will finish the game with a partner.
• When they finish playing the game, they will go to Work Places to practice the multi-
plication skills and concepts they have worked on over the past several weeks.
2 Introduce the game using the 1F Dragon’s Gold Record Sheet.

• Give each student a 1F Dragon’s Gold Record Sheet A, and display a copy where
everyone can see it.
• Explain that the game will help students practice reading and writing equations
to show that one quantity is a specified number of times larger than the other; for
example, 18 is 3 times as many as 6 (18 = 3 × 6).
• Tell students that you will begin by playing the whole class, with the students working
together as one team against you. When everyone understands how to play, you will
have them play in pairs to finish the game.

Players take turns rolling a die, spinning a spinner, and marking the results by writing a
multiplication equation in the appropriate box on their record sheet. The spinner is labeled
with statements of multiplicative comparison: twice as many, 3 times as many, 4 times as
many, and so on. If a player rolls a 5 and lands on the section of the spinner labeled 4 times
as many, she writes 20 = 4 × 5 in the box on her record sheet labeled 20. The first player to
mark 5 boxes in a row, vertically, horizontally, or diagonally, wins the game.
If you want to set a context for this game, you can tell students that dragons are famous for
collecting and hoarding gold. The giant they met in the previous session has an unusual pet
dragon in his basement. This dragon has a magic spinner that actually multiplies amounts
of gold coins. He always invites visitors to play the Dragon’s Gold game with him. If they
win, they get to keep the gold coins they collected during the game. If they lose, the dragon
gets to eat them for dinner.
4 Take several turns back and forth with the class.
• Take the first turn to roll and spin. Have students determine the product of the two
numbers. When you write the equation under the correct product on your board, read
and write it as a multiplicative comparison.
Teacher I rolled a 3 and landed on 6 times as many. What number is

6 times as many as 3? Talk to the person next to you and show thumbs
up when you have an answer.
Alex We said 18 because 6 times 3 is 18.
Maria All you have to do is just multiply the two numbers together to
get the answer. Like if you get a 3 when you roll the dice and land on 5
times as many, it’s just like multiplying 3 times 5.
Teacher Fair enough. I’ll find the 18 on my record sheet and write an
equation to show the results. I’m going to record the product first and
then the factors—18 is the same as, is equal to 6 times as much as 3.
Unit 1 Module 3 Session 4 class set, plus more as needed, stored in the Work Place tray
NAME | DATE
1F Dragon’s Gold Record Sheet A Mrs. Torres

Roll a 1– 6,
Then spin my spinner. twice
If you’re really lucky, as
I won’t eat you for dinner. many
6 times 3 times
as many as many
5 times 4 times
as many as many
2 times
as many
10 6 18 5 24
18 = 6 × 3
• Invite one of the students

20 to 2come up to
24roll and10
spin for the
4 class.
• Have student pairs share the product, and then work with them to verbalize and record
a multiplicative comparison on their record sheets.
8 4 3 15
• As you play with the students, continue to emphasize the idea that multiplication
can be thought of as a comparison between the product and one of the factors (e.g.,
36 20 is 412
20 = 4 × 5 means that 16 as 5 or
times as many 6 5 times25
as many as 4).
SUPPORT If students are struggling to make sense of multiplicative comparisons, give them
Unifix or other interlocking

30 cubes
8 to build 20the results
12 of the spins
9 and rolls taken by each
team. For example, if the class rolls 3 and spins 4 times as many, have the students build a
train of 3 to show the results of the roll, and then build a train that is 4 times as long as the
first one to show the results of multiplying by 4. To be very clear, you might have students
build 4 copies of the number rolled, connect them, and then compare them to the train
they built to show their roll. Some might benefit from actually measuring the longer train
with the shorter to see that the shorter train fits into the larger one 4 times.
George We got a 3 when we rolled the dice, so here’s a train to show that.
Brianna We landed on 4 times as many, so now let’s make 4 of those

little trains.
Teacher What happens if you hook the 4 trains together?

George We get 12.
Teacher Does 3 really fit into 12 four times? Is 12 really 4 times as

much as 3? Check and see.
Brianna Yep, you can see if you put the little train beside the big one. Plus,
if I move the little train along the big one, I can see that it fits 1, 2, 3, 4 times.
5 When it is clear that everyone knows how to play, have students turn to a
partner to summarize the directions.
6 Then have the students work in pairs to complete the game.
• Have a helper give each pair of students a die numbered 1–6 and a clear spinner
overlay. Explain that they’ll continue to use the record sheets they started with you, but
will take turns back and forth with each other until one of them gets 5 in a row.
• Before they start, explain that if they spin and roll a product for which there is a duplicate
on the sheet, they only get to mark one of the boxes, not both. If they spin and roll a product
they’ve already marked, and there’s no duplicate on the sheet, they can record the equation
in the dragon’s box in the center of the record sheet. That’s their one gift from the dragon,
however. If they spin and roll a product they’ve already marked after that, they lose their
turn, and have to pass the die and the spinner overlay to their partner.
• If some students finish before others, have them continue to play for blackout.
7 Then send students to Work Places.

• Draw students’ attention to the Work Places you’ve listed on the board. This will help
them remember which games are available today.
• Encourage students to visit Work Places that will help and challenge them to improve
their multiplication skills or Work Places where they have not spent much time.
• Remind them to pick up their Work Place folders and a pencil and to fill out their
Work Place Logs and record sheets.
8 As time allows, differentiate instruction by pulling small groups and working

with them on the areas of the unit for which they need extra instruction.
Small groups
For students struggling with single- Use these Work Places:
digit multiplication • 1A Cover Up
• 1C The Multiple Wheel
Review the Multiplication & Division Checkpoint.
For students struggling with reading Revisit the story problems from Module 1, Sessions 4 and 5.
and understanding story problems
For students struggling with finding Use the Work Place 1E Products Four in a Row.
factor pairs for numbers
For students struggling with Pull a small group and have them play another game of
multiplicative comparisons Dragon’s Gold with you. Give them Unifix or other interlocking
cubes to model the multiplicative comparisons as described in
the support suggestion outlined in step 4 of this session.

• Write the following sentence on the board and have students give you a multiplication
equation to represent the situation: The giant’s pet dragon has a tail that is 144 inches
long. That is 3 times as long as Jim is tall. How tall is Jim? [144 ÷ 3 = j or 3 × j = 144]
Home Connection
10 Introduce and assign the Arrays & Factors Home Connection, which
• Solve multi-step story problems involving only whole numbers, using multiplication
and division (4.OA.3)
• Demonstrate an understanding that a whole number is a multiple of each of its factors
(4.OA.4)
Daily Practice
The optional More Multiplicative Comparisons Student Book page provides additional
• Identify a comparison statement that matches a multiplication equation (4.OA.1)
comparison (4.OA.1)
division (4.OA.2)
• Solve multi-step story problems involving only whole numbers using multiplication
Unit 1 Module 3
Unit 1
Module 3
Session 5 Session 5
Unit 1 Post-Assessment
Summary
Students take the Unit 1 Post-Assessment to demonstrate their understanding of the multiplica-
tion skills and concepts taught during this unit. When they are finished, students visit Work Places.
Skills & Concepts

• Multiply whole numbers from 1–9 by multiples of 10 from 10–90 using strategies based on
place value and properties of operations (3.NBT.3)
• Make a comparison statement to match a multiplication equation and vice versa (4.OA.1)
son (4.OA.1)
(4.OA.2)
• Solve multi-step story problems involving only whole numbers, using addition, multiplica-
tion, and division (4.OA.3)
number (4.OA.4)
Materials
Assessment Unit 1 Post-Assessment

TM T13–T15
Work Places in Use

1F Dragon’s Gold (introduced in Unit 1, Module 3, Session 4)
Daily Practice
SB 36
All in the Family

Assessment Guide
Unit 1 Post-Assessment scoring and intervention
suggestions.
1 Set the stage for today’s assessment.
Think about how and
• Remind students how hard they have worked over the past few weeks.
when you want to show
• Let them know that they will take a short assessment to show what they have learned. students their scored
• Encourage students to think about what each problem is asking them to do and to post-assessments. You
make sure they explain their thinking where requested. may decide, as well,
to give them time to
• Tell them they will have as long as they need to complete the assessment.
compare the results
Most students will need about 25–30 minutes. of their pre- and
post-assessments and
2 Display the first page of the Unit 1 Post-Assessment Teacher Master as identify those skills
helpers give a copy of the assessment to each student. and concepts they still
• Have students write their name and the date on the first page. need to work on. You’ll
find a Post-Assessment
• Remind them to wait to begin working on the assessment. Student Reflection Sheet
for this purpose in the
3 Review strategies students can use that will help them during an Assessment Guide.
assessment.
Model the following strategies as you describe them to students.
• Read the whole assessment before you begin, to get a sense of what you need to do.
• Notice which problems might be easier or more difficult for you. You might put a small
star by easier problems and a question mark by more challenging ones.
• Think about how to use your time during the assessment so that you have time and
4 After students have read through the assessment, refer to the first page and
ask them if they can find any important math vocabulary.
• Encourage students to look for words they have seen on Word Resource Cards or put in
their math journals.
• Have them underline these words.
5 When students understand what to do, let them begin.

SUPPORT If you notice students who are consistently answering only the first part of two-
step problems, show them how to circle the word “and” as a reminder.
ELL Read the questions aloud to students and help them identify what the questions are
asking them to do.
Work Places
6 As students finish the assessment, have them turn in their papers, get their
Work Place folders, and choose a Work Place to use quietly.
You can also have students who finish early complete the Daily Practice sheet at their seats
before moving to Work Places.
• Encourage students to play more than one game and, if possible, play with more than
one partner.

8 Have students clean up and put away the Work Place materials.
9 Take a few minutes to discuss the Unit 1 Post-Assessment with the class. Did
the problems seem easier than on the Unit 1 Pre-Assessment? Why or why not?
Daily Practice
The optional All in the Family Student Book page provides additional opportunities to
• Solve for the unknown in a multiplication or division equation involving three whole
numbers (3.OA.4)
Teacher Masters
Unit 1 Module 3 Session 1 class set
NAME | DATE
Unit 1 Work Place Log
1A Cover Up 1B Arrays to One Hundred 1C The Multiple Wheel
1D Spinning Around 1E Products Four in a Row 1F Dragon’s Gold

Multiplication
1
Work with the Teacher Computer Activity Personal Practice
Work Place Guide 1E Products Four in a Row

Summary
Players try to get four spaces in a row by finding products of given factors. They change one of two factors to try to get a
product that will help them get four products in a row. As they play, players consider the factor pairs of several products to
determine their best moves.
Skills & Concepts

• Determine whether a whole number between 1 and 100 is a multiple of a given 1-digit number (4.OA.4)
Materials
TM T2 • 6 game markers
Work Place Guide 1E Products Four in a Row
TM T3
Work Place 1E Products Four in a Row Record Sheet
TM T4
Work Place 1E Products Four in a Row Record Sheet, Variation
SB 28
Work Place Instructions 1E Products Four in a Row

Students are struggling to SUPPORT Ensure that students understand Students We are confused. Which one should I move?
choose a factor. they can move only one factor marker Teacher Let’s choose one marker to move and see what happens.
each turn. Ask them to choose a factor So, now you have covered 5 and 6. What is 5 × 6? Where is the 30? It’s
to cover and help them consider the already covered. So move the marker back to the 4. Where else could
resulting product. Continue having the you move it?
student choose a factor to cover until the
resulting product is available.
Students randomly choose SUPPORT Encourage students to look Teacher You have Xs and Os all over the board! It looks a bit
a factor and then see if the at the available products first. Are the random. If you could choose which product to cover, to try to get
product is available. factor pairs of those products possible by four in a row, which product would you choose? Now, is it possible to
moving one of the factor markers? get that product with the factor markers right there? Can you move
one of the factor markers to get a factor pair for that product?
Students are quickly choosing CHALLENGE Encourage students to Teacher Is that the best possible move? Do you think it’s better to
factors and correctly covering consider all of the possible moves get a product on the edge or the middle? Is it possible to block your
appropriate products. they can make and to choose the best opponent and help you at the same time?
possible move.
Students are strategically CHALLENGE Encourage students to Teacher What products does the board have? Not have? Why? Are
choosing factors to produce examine the game board. there products missing? Which ones? Could you create a board for
products that either block their only the factors 1–8? Or 1–7? Or 1–6? What products would those
opponent, get themselves in a boards contain? Why?
winning position, or both.
• Write the word factor above the line of factors. Write the word product above the grid of products. Make sure these Word Resource Cards are
prominently posted.
• Provide a same language peer, if one is available.
• Play a sample game in a small group and allow opportunities for students to request clarification and rephrasing.
1E Products Four in a Row Record Sheet

Player 1 ____________________________ Player 2 ____________________________
Get four products in a row to win.
1 1 2 3 4 5 6
7 8 9 10 12 14
2
15 16 18 20 21 24
3
25 27 28 30 32 35
4
36 40 42 45 48 49
5
54 56 63 64 72 81
6 Player 1 Player 2
Unit 1 Module 3 Session 1 1 class set, plus more as needed, stored in the Work Place tray
1E Products Four in a Row Record Sheet, Variation

Player 1 ____________________________ Player 2 ____________________________
1 1 2 3 4 5
6 7 8 9 10
2
12 14 15 16 18
3
20 21 24 25 28
4
30 35 36 42 49
5 Player 1 Player 2
NAME | DATE
Multiplication & Division Checkpoint page 1 of 2

List all the factors of List two multiples Write P if the number is prime
the number. of the number. or C if the number is composite.
18
2 Mr. Smith’s fourth graders made number posters like yours. Here is one of them.
Even though the big number at the top of the poster is covered, Sara says it has to be
a composite number. Do you agree with Sara? Why or why not?
3 Write the missing factor on the line provided.

6
42
NAME | DATE
Multiplication & Division Checkpoint page 2 of 2
4 Write the missing numbers in the ratio table.

Number of Tents 1 2 5 9
Number of Campers 8 32 40 64 80
5 Complete the combinations.

7 5 7 20
×6 × ×9 ×8 ×8 ×2
45 56 80
6 Jon has 15 baseball cards. His brother has three times as many baseball cards as Jon.
Fill in the bubble beside the equation that shows exactly how many baseball cards
Jon’s brother has.
NN 15 + 3 = 18 NN 15 – 3 = 12
NN 3 × 15 = 45 NN 15 ÷ 3 = 5
7 Maria bought a pair of shoes and a jacket. The shoes cost $20. The jacket cost three
times that much. How much did the jacket cost?
• Use numbers, labeled sketches, and/or words to solve the problem.
• Write the answer on the line below.
The jacket cost $ _____.
8 The equation 32 = 4 × 8 can mean (fill in the bubble beside every true statement):
NN 32 is 4 times as many as 8 NN 32 is 8 times as many as 4
NN 32 is 4 less than 8 NN 32 is twice as much as 4 × 8
Multiple Wheel Strategies

What strategies do you use?
3 7
10
2
9 8
4
5
6 8
90
3 4
54
63 9
8
5
9
18
Jim & the Giant
Unit 1 Module 3 Session 3 half-class set plus1 copy for display
The _____________________________ is ________ times as tall as the _____________________________.

Multiplicative Comparisons at the Giant’s Door
Work Place Guide 1F Dragon’s Gold

Summary
Players take turns rolling a die, spinning a spinner, and marking the results by writing a multiplication equation in the
appropriate box on their record sheet. The spinner is labeled with statements of multiplicative comparison: twice as many,
3 times as many, 4 times as many, and so on. If a player rolls a 5 and lands on the section of the spinner labeled 4 times as
many, she writes 20 = 4 × 5 in the box on her record sheet labeled 20. The first player to mark 5 boxes in a row, vertically,
horizontally, or diagonally, wins the game. The record sheets show all the possible products but include duplicates of several
of the products, along with a free space in the center, making it possible to win the game via strategy as well as luck.
Skills & Concepts

• Write a multiplication equation to represent a verbal statement of a multiplicative comparison (4.OA.1)
Materials
TM T10 • 3 dice numbered 1–6 • pencils

Work Place Guide 1F Dragon’s Gold • 3 dice numbered 4–9 • Unifix or other interlocking cubes (optional,
TM T11-12 • 3 spinner overlays for support suggestion)
1F Dragon’s Gold Record Sheets A and B
SB 34
Work Place Instructions 1F Dragon’s Gold


Students are having a hard time SUPPORT Write and leave an example on the Write on the board:
verbalizing and writing statements of board where everyone can see it. I rolled a 5.
multiplicative comparison.
I spun 3 times as many.
3 × 5 = 15, so I say, “15 is 3 times as many as 5.”
I write 15 = 3 × 5 on my record sheet.
Students are struggling to understand SUPPORT Have these students use Unifix Some students may need to make x copies of the
the idea of multiplicative comparison. or other interlocking cubes to build and original train and snap those together to make a train
(Multiplicative comparisons focus on compare the quantities. For example, if a that is x times as many as the number they rolled.
comparing two quantities by showing student rolls a 3 and spins 4 times as many, I rolled a 3.
that one quantity is a specified he snaps 3 cubes together to show the first
number of times larger or smaller than quantity, and then builds a train that is 4
the other. A simple way to remember times as long as the first to determine the I landed on 4 times as many, so I’ll build 4 trains of 3.
this is, “How many times as much?” or quantity that is 4 times as many as 3.
“How many times as many?”)
I have 12 when I snap these together, so that means
12 is 4 times as many as 3.
Students are comfortable with the CHALLENGE Invite these students to play
concept of multiplicative comparison, game variation A, for which they’ll need a
and are playing the game with ease. die numbered 4–9 and 2 copies of the WP
1F Record Sheet B.
• Match ELL students with English-speaking students who can support them as they figure out how to play the game.
• Visit with ELL students as they play and review important vocabulary: times as many, times as much.
• Encourage ELL students to share their observations, questions, and strategies in their own language with a bilingual student who can translate.
NAME | DATE
1F Dragon’s Gold Record Sheet A

Roll a 1– 6,
Then spin my spinner. twice
If you’re really lucky, as
I won’t eat you for dinner. many
6 times 3 times
as many as many
5 times 4 times
as many as many
2 times
as many
10 6 18 5 24
20 2 24 10 4
8 4 3 15
36 12 16 6 25
30 8 20 12 9
NAME | DATE
1F Dragon’s Gold Record Sheet B

Roll a 4–9,
Then spin my spinner. 5 times
If you’re really lucky, as many
I won’t eat you for dinner.
10 times 6 times
as many as many
9 times 7 times
as many as many
8 times
as many
25 50 56 90 63
32 30 80 60 48
40 20 28 35
36 24 45 70 64
72 54 81 49 40
NAME | DATE
Unit 1 Post-Assessment page 1 of 3

a List all factors of b List two c Write P if the number
the number. multiples of is prime or C if the
the number. number is composite.
11
24
2 Write a prime number in the space below and tell how you know it is prime.
3 Write a composite number in the space below and tell how you know it is composite.
4 The equation 9 × 7 = 63 can mean:

NN 9 folders and 7 folders together are 63 folders
NN 9 erasers divided into 7 groups is 63 erasers
NN 63 crayons are 9 times the 7 crayons at the green table
NN The difference between 9 binders and 7 markers is 63
5 Fill in the bubbles beside the two equations that best represent this situation: Jalen
picked 20 flowers. That is 4 times as many as his little brother, Andre, picked. How
many flowers did Andre pick? (In the equations below, f stands for Andre’s flowers.)
NN 20 × 4 = f NN 20 = 4 × f NN 20 ÷ f = 4 NN 20 – 4 = f
6 Write and solve a multiplication equation for each of these problems.
a David is 12 years old. David’s grandma is 5 times older than David. How old is
David’s grandma?
NAME | DATE
b Raven bought a dress and a sweater. The dress cost 2 times as much as the
sweater. The sweater cost $19. How much did the dress cost?
c Jorge bought a video game and a DVD. The video game cost $36. The DVD
cost $9. How many times more than the DVD did the video game cost?
7 Fill in the blanks to complete this ratio table.

Number of Students 1 2 9
Number of Folders 8 40 80
8 Find and write in the missing dimension on each of the rectangles below.
9 45 56

a 7 50
5 3 5
× × 10 ×9 ×4 × × 7 × 8
49 36 28 100
b ___ × 8 = 80 30 × 2 = ___ 6 × ___ = 36 10 × ___ = 90
NAME | DATE
10 Solve each of the story problems below. Show your thinking with numbers,
sketches, or words. Then, write an equation that represents your work, and record
the answer, labeled with the correct units.
a There are 5 students in the purple group. They each brought 3 packs of paper
to school. The class needs 8 times as much paper as the entire purple group
brought to last the whole year. How many packs of paper does the class need?
b Claire saw 4 columns of markers in a box of 36 markers. How many markers

are in each column?
11 The Hawks table group has 5 students, and each student brought 3 pencils.
The Eagle table group has 5 students, and each student brought 5 pencils.
After they collected the pencils, Mrs. Raptor divided them evenly among the
students at those two tables. How many pencils did each student get?
a Solve the problem above. Show your thinking with numbers, sketches, or
words. You do not need to write an equation for this problem.
b Which equation best represents this story problem? (The letter p stands for the
number of pencils each student got.)
NN 5+3+5+5=p NN ((5 × 3) + (5 × 5)) ÷ 10 = p
NN (5 × 3) + (5 × 5) = p NN ((5 × 3) + (5 × 5)) × 10 = p
Student Book
Work Place Instructions 1E Products Four in a Row

• a 1E Products Four in a Row Record Sheet to share
• 2 game markers of the same color to share
• 2 pencils
1 Players decide who is going first and who will be X or O.

Unit 1 Module 3 Session 1 1 class set, plus more as needed, stored in the Work Place tray
2 The circled numbers along the1Eleft sideFour

Products of the record
in a Row Recordsheet
Sheet are factors. Player 1 places a game marker
on one of the factors. Kevin
Player 1 ___________________________ Alice
Player 2 ___________________________
3 Player 2 chooses a second factor1 by placing

1
the other
2 3 4
game
5
marker
6
on a factor. Player 2 draws an X on
the product of that factor pair and writes the matching equation in her column of the record sheet.
7 8 9 10 12 14
Player 1 I choose 5 and O’s.
2
Player 2 I choose 7 and X’s. So I will

15 draw
16 an 18
X on 20
35 because
21 5 × 7 is 35.
24
3
25 27 28 30 32 35
4
36 40 42 45 48 49
5
54 56 63 64 72 81
6
Unit 1 Module 3
Player 1
Session 1 1 class set, plus more as needed, stored in the Work Place tray
Player 2
5 × 7 = 35
1E Products Four in a Row Record Sheet
Kevin
Player71 ___________________________ Alice
Player 2 ___________________________
8
4 Player 1 moves one factor marker
1 to get1 a new
2 product.
3 4 5 6
Player 1 I'm moving the factor

9 marker
7 from
8 the
9 7 to
10the 4.
12 Since
14 4 × 5 is 20, I put an O on 20.
2
15 16 18 20 21 24
3
25 27 28 30 32 35
4
36 40 42 45 48 49
5
54 56 63 64 72 81
1 P 6 Player 1 Player 2
4 × 5 = 20 5 × 7 = 35
7
5 Play continues until a player gets four products in a row, across, up and down, or diagonally.
6 Only one of the game markers can 8
be moved during a turn. After choosing a new factor, if the
product of the two factors is already marked by an O or an X, the player loses that turn.
9
7 A marker can be moved so that both markers are on the same factor. For example, if both markers
are on 3, the player would mark the product 9 because 3 × 3 = 9.
Game Variations
A If the player makes a product that is already covered, she can try again.
B Players use the 1E Products Four in a Row Record Sheet, Variation to play with a game board with
fewer factors and fewer products.
NAME | DATE
Product Wheels
1 Fill in the outer rings for each product wheel.
3 7 3 7
10 10
2 2
9 3 9 6
4 4
5 8 5
6 6 8
2 Compare the two product wheels for 3 and 6 above. What pattern do you notice?
3 Fill in the empty sections of the product wheel below.
50 3 4
35
45 5
8
5
6
10
4 Circle the prime numbers in the product wheel for problem 3.
NAME | DATE
Multiplication & Division Facts

1 Solve the problems below.
8 4 7 5 3 2 0
×3 ×4 ×6 ×6 ×8 ×9 ×1
1 6 9 10 5 7 6
×8 ×6 ×4 ×4 ×3 ×9 ×8
63 ÷ 7 = _______ 42 ÷ 7 = _______ 36 ÷ 4 = _______ 20 ÷ 5 = _______
16 ÷ 8 = _______ 18 ÷ 3 = _______ 6 ÷ 3 = _______ 14 ÷ 2 = _______
2 Circle all the prime numbers in problem 1 (including your answers).

6 4 5 8 8
×3 ×5 ×7 ×4 ×8
3 2 9
× × ×5 ×8 ×
6 10 15 40 72
4 How can you use the answer to 4 × 8 to solve 4 × 16? Draw an array and then use
numbers or words to explain your answer.
NAME | DATE
More Multiplicative Comparisons at the Giant’s Door page 1 of 2
The giant’s hammer is 48” tall. Use this information to solve the problems below. Show
your work and write an equation to represent each situation.
1 The shovel is _____ times as tall as the hammer. The shovel is _____ inches tall.
2 The ladder is _____ times as tall as the hammer. The ladder is _____ inches tall.
3 The wooden door is _____ times as tall as the hammer. The door is _____ inches tall.
NAME | DATE
More Multiplicative Comparisons at the Giant’s Door page 2 of 2
4 The envelope is _____ as tall as the hammer. The envelope is _____ inches tall.
5 CHALLENGE The dog is _____ times as tall the hammer. The dog is _____ inches tall.
6 Fill in the bubble beside the equation that best represents each situation below.
(Note: The letter i stands for inches.)
a The hammer is 48 inches tall. The rake is 2 times as tall as the hammer. How
tall is the rake?
NN 48 ÷ 2 = i NN 48 + 2 = i NN 48 × 2 = i
b The ladder is 192 inches tall. That is 4 times as tall as the watering can. How tall
is the watering can?
NN 192 ÷ 4 = i NN 192 × 4 = i NN 192 + 4 = i
7 The saw is 72 inches tall. The envelope is 24 inches tall. How many times taller is the
saw than the envelope? Show your work and write the answer on the line below.
The saw is _______ times as tall as the envelope.
NAME | DATE
Drawing Comparisons & Writing Equations

You will need a ruler marked in centimeters to do some of these problems.
1 In the space below, draw a horizontal line that is exactly 5 centimeters long. Below
that line, draw another horizontal line that is exactly 3 times as long as the first.
Write a multiplication equation that gives the length of each line and tells how
many times longer the second line is than the first.
My equation
2 Here are two lines. Use them to answer the questions below.
A
a If you just look at both lines, how many times as long is line B than line A?
Make an estimate without measuring the lines.
It looks like line B is _______ times as long as line A.
b Now measure and label both lines in centimeters. How many times as long is
line B than line A? Write an equation to show.
My equation
3 Adam Ant crawled 7 centimeters. Angela Ant crawled twice as far as Adam.
Measure, draw, and label a line to show how far Angela Ant crawled.
Work Place Instructions 1F Dragon’s Gold

• 1 1F Dragon’s Gold Record Sheets (players need to agree on which version of the sheet they’re going to use)
• 1 die to share, numbered 1–6 for use with Record Sheet A or numbered 4–9 for use with Record Sheet B
• 1 clear spinner overlay to share
• a regular pencil for each player
1 The object of the game is to mark 5 boxes in a row, going horizontally, vertically, or diagonally.
Players each fill in their own record sheet.
2 The first player rolls the die and spins the spinner at the top of his record sheet, and then multiplies
the number rolled by the number of times indicated on the spinner.
3 The player then finds the product on his record sheet and records a statement of multiplicative
comparison below the number, using an equation that starts with the product.
For example, if the player rolls a 4 and lands on 6 times as many when he spins, he multiplies 6 × 4 to get 24. Then he finds
24 on his record sheet and writes 24 = 6 × 4 below the number to represent the fact that 24 is 6 times as many as 4.
24 = 6 × 4
4 The second player takes her turn. Play continues until one of the players has written equations in 5
boxes in a row, horizontally, vertically, or diagonally.
• If a player rolls and spins a product that shows up more than once on the record sheet, he writes an equation in
only one of the boxes, not both.
• Players should look for duplicate products on their record sheets, and choose carefully to increase their chances
of marking 5 boxes in a row.
• If a player spins and rolls a product she has already marked on her sheet, and there is no duplicate, she can write
the equation in the dragon’s box at the center of the sheet. This is allowed once. After that, the player loses her
turn and play goes to her partner.
5 The game is over when one of the partners has written an equation in 5 boxes in a row, horizontally,
vertically, or diagonally.
Game Variation
A Partners use a die numbered 4–9 and 2 copies of the 1F Dragon’s Gold Record Sheet B. The game is
played the same way, but now students are working with multiplicative comparisons up to 90 = 10 × 9.
NAME | DATE
More Multiplicative Comparisons

1 The equation 45 = 5 x 9 can mean (fill in the bubble beside every true sentence):
NN 45 is the same as 5 groups of 9
NN 45 is 5 times as many as 9
NN 45 is 5 less than 9
NN 45 is the same as 9 groups of 5
2 Fill in the bubbles beside the two equations that best represent this situation:
Dante has 36 baseball cards. That is 4 times as many as his friend, Andrew, has.
How many baseball cards does Andrew have? (In the equations below, b stands for
Andrew’s baseball cards.)
NN 4 × b = 36 NN 36 × 4 = b NN 36 + 4 = b NN 36 ÷ b = 4
3 Write and solve an equation for each of these problems.
a Sara is 12 years old. Sara’s mom is 3 times older than Sara. How old is Sara’s mom?
b David bought a jacket and a T-shirt. The jacket cost 4 times as much as the
T-shirt. The T-shirt cost $20. How much did the jacket cost?
c Jenny bought a book and a DVD. The book cost $21. That was 3 times more
than the DVD. How much did the DVD cost?
4 CHALLENGE Daniel rode his bike 5 kilometers. His friend, Briana, rode 8 times as far.
Her friend, Ted, rode half as far as Briana. How far did Ted ride? Show all your work.
NAME | DATE
All in the Family

1 Fill in the missing number in each triangle. Then write the facts in the fact family.
ex a b
16 21
2 8 7 5 6
2 × _______
_______ 8 = _______
16 _______ × _______ = _______ _______ × _______ = _______
8 × _______
_______ 2 = _______
16 _______ × _______ = _______ _______ × _______ = _______
16 ÷ _______
_______ 8 = _______
2 _______ ÷ _______ = _______ _______ ÷ _______ = _______
16 ÷ _______
_______ 2 = _______
8 _______ ÷ _______ = _______ _______ ÷ _______ = _______
c d e
48 18
6 8 4 3
_______ × _______ = _______ _______ × _______ = _______ _______ × _______ = _______
_______ × _______ = _______ _______ × _______ = _______ _______ × _______ = _______
_______ ÷ _______ = _______ _______ ÷ _______ = _______ _______ ÷ _______ = _______
_______ ÷ _______ = _______ _______ ÷ _______ = _______ _______ ÷ _______ = _______
2 CHALLENGE Use multiplication and division to find the secret path through each
maze. You can only move one space up, down, over, or diagonally each time. Write
two equations to explain the path through the maze.
ex a b
start start start
3 81 32
end end
8 24 4 3 9 9 7 4 8
6 3 × 8 = 24 3 28
24 ÷ 6 = 4 end
Home Connections
NAME | DATE
Multiples, Flowers & Cards page 1 of 2

1 When you count by a number, you are naming the multiples of that number. For
example, if you skip-count by 5s, you are naming the multiples of 5: 5, 10, 15, 20, 25,
and so on. In each sequence below, fill in the missing multiples.
ex 20 25, 30, _____

5, 10, 15, _____, 35 a 3, 6, _____, 12, 15, 18, _____, 24
b 6, _____, 18, _____, 30 c 9, 18, _____, 36, 45, _____, 63
2 Circle all the multiples of the number in each box.

ex 5 16 20 15 42 36 45 18 a 2 5 6 7 8 14 21 10
b 4 8 6 14 16 20 28 19 c 7 22 33 21 14 16 42 35
d 8 28 32 48 16 60 72 19 e 3 21 35 18 36 44 12 29
3 Fill in the missing numbers.

9 3 4 2 7
×9 ×9 ×4 ×6 ×8
3 7 3
× × ×5 ×4 ×
24 14 30 36 12
6 6 6 6 6
×2 ×4 ×8 × 16 × 32
NAME | DATE
Multiples, Flowers & Cards page 2 of 2
4 Four friends were making cards to sell at the holiday sale. Each friend made 9 cards.
They put all their cards together and then bundled them in groups of 6 cards to sell.
How many bundles of 6 cards did they make? Show all your work.
5 CHALLENGE Zack measured a rectangular garden at the park. The longer sides each
measured 15 feet and were 3 times longer than the shorter sides. If Zack walked all
the way around the garden, how far did he walk?
NAME | DATE
Arrays & Factors page 1 of 2

1 Draw and label a rectangular array to show two factors for each number. Do not use 1 as
a factor. Then write the fact family that goes with each array that you draw.
ex 8 a 16 b 18
4
2
2 4
______ × ______ = ______ 8 ______ × ______ = ______ ______ × ______ = ______
4 2 8
______ × ______ = ______ ______ × ______ = ______ ______ × ______ = ______
8 ÷ ______
______ 4 = ______
2 ______ ÷ ______ = ______ ______ ÷ ______ = ______
8 ÷ ______
______ 2 = ______
4 ______ ÷ ______ = ______ ______ ÷ ______ = ______
2 List all the factors of each number below.
ex 12 a 16
1, 2, 3, 4, 6, 12
b 17 c 24
d 9 e 36
3 Circle the prime number(s) in problem 2.
a Draw a square around the square number(s) in problem 2.
NAME | DATE
Arrays & Factors page 2 of 2
4 Is the number 25 prime or composite? How do you know?
5 Judy has a collection of 30 stamps. She can divide the stamps into 2 equal groups of 15
stamps. What are two other ways she could divide the stamps into equal groups?
6 CHALLENGE Judy’s brother Sam has a collection of 96 comic books. What are the ten
ways Sam could divide his comic books into equal groups?
Teachers Guide
Module 4
Measurement Experiences
Session 1 Linear Measurement�� 3
Session 2 Benchmarks for Standard Units: Mass/Weight�� 9
Session 3 Volume & Capacity�� 15
Teacher Masters Home Connections Pages

Two Rulers�� T1 Measuring Lengths�� 17
Instructions for the Bread Dough Station��T2 Mass & Volume Story Problems�� 19
Instructions for the Weight & Mass Station��T3
Student Book Pages

Linear Measurement�� 37
Measuring Materials��40
Weight & Mass Benchmarks�� 41
Weight & Mass Story Problems �� 42
Comparing Quantities��43
Unit 1
Unit 1
Module 4
Module 4
Measurement Experiences
Overview
This module provides hands-on experience with measurement as students explore linear measurement, mass, weight, and
liquid volume, and review the definitions and units of measure for each category. They learn about and use various tools for
measurement and match the units of measure with each tool. Students also participate in investigations that enable them to
better identify the relative sizes of various units of measure. While there is not an assessment in this module, the Daily Practice
pages provide a snapshot of how students are doing with the skills and concepts in these three sessions.
Planner
Session P&I PS MF WP A HC DP
Session 1 Linear Measurement
In this session, students investigate centimeter rulers. They discuss the markings at and between
numbers and the span of length (the distance covered) between the markings. Students mark half-
centimeters, find lengths of objects using “broken rulers,” and measure lengths of classroom objects.
Finally, the teacher introduces and assigns the Measuring Lengths Home Connection..
Session 2 Benchmarks for Standard Units: Mass/Weight
The session begins by reviewing the meanings of mass and weight. Then the teacher introduces two
measuring stations to be used during Work Place time, in which students attempt to divide a lump of
clay into 4 pieces of equal mass, and place dry beans in sacks to make benchmark units for one ounce,
one pound, one gram, and one kilogram.
Session 3 Volume & Capacity
Students review definitions for volume and capacity and identify containers that approximate bench-
mark amounts. Then they compare sizes of containers and brainstorm real life objects for each size.
Students explore some interesting relationships between liters, milliliters, and cubic centimeters and
convert between liters and milliliters. Finally, the teacher introduces and assigns the Mass & Volume
Story Problems Home Connection.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 37–39 & 41.
pages 37–43.
Special Items Prior to Session 1, find 4 or 5 objects around the classroom that vary in length
from 3 to 10 centimeters. Measure them to be sure they come out to full or half
centimeters.
Get out your platform scale, pan balance, and plastic centimeter cubes for use in
Sessions 2 and 3.
Gather materials and read preparation notes prior to Sessions 2 and 3. Collect 4
pounds of dry beans, 4 gallon-sized zip-top bags, a pound of modeling clay (old
is better than new), a cutting board, a table knife, a pan balance scale in addition
to the one in your Bridges kit, a 1-liter bottle of water, empty clean containers
that hold a gallon, a pint, and an ounce, pitchers or other containers for pouring
water, scoops, and small towels for wiping up spills.
• Use a permanent ink marker to label each of the 4 gallon-size resealable bags
with a different unit of measure: 1 gram, 1 kilogram, 1 ounce, and 1 pound.
• Each group of 3 students will need one 1 quart/1 liter measuring cup, one 8
oz/250 ml measuring cup, a pitcher or other container to pour water and a
towel during Session 3. The pitchers or other containers need to hold more
than 1 liter of water; consider using empty, clean half-gallon milk or juice
cartons for this purpose. Gather materials for each group of three students and
set aside for use later in the lesson. You will find 6 quart/liter measuring cups in
the Bridges kit and 4 in the Number Corner kit.
• Place one of each size measuring cup and the oral syringe marked in milliliters,
along with the gallon, ounce, and pint containers on a tray. Keep these contain-
ers, as well as the materials for the student groups concealed at the beginning
of the session.
• Tape five 10 × 10 mats together to form an open cube. Use clear tape so the
centimeter squares remain visible.
Unit 1 Module 4
Unit 1
Module 4
Session 1 Session 1
Linear Measurement
Summary
In this session, students investigate centimeter rulers. They discuss the markings at and
between numbers and the span of length (the distance covered) between the markings.
Students mark half-centimeters, find lengths of objects using “broken rulers,” and measure
lengths of classroom objects. Finally, the teacher introduces and assigns the Measuring
Lengths Home Connection.
Skills & Concepts

• Identify the relative sizes of centimeters and meters (4.MD.1)
• Express a measurement in a larger unit in terms of a smaller unit within the same system of
measurement (4.MD.1)
Materials
Problems & Investigations Broken Ruler those terms for which Word
TM T1 • trapezoid pattern block (1 for • 4–5 classroom objects Resource Cards are available.
Two Rulers display) (see Preparation) centimeter (cm)*
SB 37–39* • meter stick
dimension*
Linear Measurement • a 4 × 6-inch note card
• rulers inch (in.)*
• globe or world map linear measurement
meter (m)*
Home Connection
HC 17–18
Measuring Lengths
Daily Practice
SB 40
Measuring Materials

Copy instructions are located at the top of each teacher master.* Run 1 copy of these pages for display.
Preparation
• Set aside a trapezoid pattern block for your own use during the session.
• Find 4 or 5 objects around the classroom that vary in length from 3 to 10 centimeters.
Measure them to be sure they come out to full or half centimeters. Possibilities include
pencils or crayons of different lengths, paperclips, erasers, etc.
Note
You will need to collect several items for the next two sessions, including 4 pounds of dry beans,
4 gallon-sized zip-top bags, a pound of modeling clay (old is better than new), a cutting board, a
table knife, a pan balance scale in addition to the one in your Bridges kit, a 1-liter bottle of water,
empty clean containers that hold a gallon, a pint, and an ounce, pitchers or other containers for
pouring water, scoops, and small towels for wiping up spills. For additional information, please
see the materials lists and preparation notes in Sessions 2 and 3 of this module.

Broken Ruler
1 Open the session by having students pair up and discuss their understand-
ing of linear measurement, inches, and centimeters.
2 Have helpers pass out the Two Rulers Teacher Master as you display your copy.
• Allow students a couple of minutes to share their observations about the two types of
rulers with their partners.
• Discuss the rulers as a class. Consider the following questions.
»» How can you determine which ruler measures inches and which one measures
centimeters?
»» How many tick marks are there between 0 and 1 on each ruler?
»» Which is bigger, a centimeter or an inch?
»» About how many centimeters are in an inch?
»» If a centimeter is smaller than an inch, why are there more centimeters in the same
space as there are inches?
ELL Take time to emphasize key vocabulary (ruler, inch, centimeter, etc.).
Note Although the abbreviation for inch (in.) includes a period, the abbreviations for
metric units such as centimeter (cm) do not.
3 Model folding the page so that only the centimeter ruler shows, and have
students do the same.
4 Ask students to find several whole number lengths on the centimeter ruler by
thinking about the distance traveled by an ant if it walked along the ruler.
Point to the 3 cm mark and have students imagine an ant starting at the 3 cm mark and
walking along the ruler until it came to the 4 cm mark.
Math Practices
»» How far has the ant walked?
in Action 4.MP.5
»» How do you know?
Students develop a
ELL Draw a picture of an ant at the 3 cm mark and then draw arrows between 3 and 4 to
deeper understanding
illustrate the ant walking. of how rulers are used
to measure length when
5 Ask students to imagine that an ant walks along the long side of a trapezoid they consider not just
and to estimate how far it would travel. where the ant ended up
• Display the trapezoid along Ruler B, between the 3 cm and 8 cm marks. on the ruler, but how far
it traveled. This prepares
• Ask students how far the ant would walk.
them to use measuring
Draw out the similarities between a ruler and the open number line students have been tools appropriately and
using to solve problems, in a manner similar to the teacher in the dialog below. with care.
Matt The ant went 5 cm.

Teacher How did you decide that?
Matt I counted the centimeters between the 3 and 8 marks.
Meredith I subtracted 8 – 3.
Alana I know that 3 + 5 = 8.
Teacher So, even though the ant ended up at the 8 cm mark, it didn’t
really walk 8 cm?
Meredith No, because it started at 3, not at 0.
Teacher So, what if I moved the trapezoid so that it started on the
10 cm mark. How far would the ant walk now?
Carlos It would still walk 5 cm. It started on the 10 cm and walked
5 cm and it ends on the 15 cm.
Jazmine You can’t do that! You have to start at the zero mark.
Alana You can start anywhere, you just need to know the start and
end places. It’s like a number line.
Teacher How is it like a number line?
Alana Well, it’s like 3 plus what is 8. You’re finding the difference
between 3 and 8.
Teacher So I could model that on an open number line like this? No
matter where the trapezoid is, it’s still 5 cm long!
5cm 5cm
3 8 10 15
6 Tell students the ant started at 0 cm but only walked as far as the line that is
exactly halfway between the 0 and the 1 cm mark. How far did the ant walk?
If students respond “halfway” or “one-half,” ask them, “Half of what? Half an inch? Half a
centimeter?”
Stating or labeling the unit is critical in measurement-related problems. Students need
frequent reminders to include the label in their responses for labeling to become routine.
• Draw a small arrow pointing to the half-centimeter mark on your copy of the Two
Rulers Teacher Master and write “1/2" next to the arrow. Have students do the same on
their papers.
• Ask students for suggestions of other ways to write 1/2. Write “= 0.5" under the 1/2.
• Continue marking half centimeters by starting at zero and “walking” first to the 1.5 cm
mark and then to the 2.5 cm mark.
• Each time, ask students how far the ant has traveled.
• Label the appropriate places on your copy of the teacher master and have students do
the same on their papers.
This is an appropriate time to refer to money and remind students that the 1/2 of a dollar is
written like the decimal .50 and that mathematicians use decimals to represent fractions
with metric units of measurement.
1
2 112 212
0.5 1.5 2.5
7 Flip the trapezoid and place the short side along Ruler B on your copy of
the Two Rulers Teacher Master. First ask students to estimate the length of
the short side in centimeters, and then ask them to determine its length.
8 Place a few other objects (an eraser, a pencil, a calculator) against the ruler
at various starting points and have students determine their lengths. Start
on both whole numbers and half centimeter marks.
• Does the length of the object change when you change its starting point on the ruler?
• What do the starting and ending points have to do with an object’s length?
9 Review the relationship of the centimeter and meter, 100 cm = 1 m, by show-

ing a meter stick and having students count centimeters by tens with you.
Note with students that a meter is 100 times as long as a centimeter.
10 Point to an object in the classroom that’s about 1 meter long, and another
object that’s about 2 meters long. Ask students to estimate the lengths of
the two objects in both centimeters and meters. Model their responses in a
ratio table.
Teacher About how long is that desk?
Craig It’s about 1 meter.
Craig It’s about as long as that meter stick.
Teacher So how many centimeters long is that desk?
Ana It’s about 100 centimeters long because there are 100 centimeters
in a meter.
meter centimeter
1 100
Teacher About how high is that door?

Darius About 2 meters.
Teacher How many centimeters are in 2 meters?
Joe 200.
Joe 100 + 100 = 200.
Tracy If you double 100, you get 200.
meter centimeter
1 100
×2 ×2
2 200
Teacher What if we measured the playground and we found that one

side was 16 meters long, how many centimeters is that?
Ebony 1,600.
meter centimeter
1 100
× 16
× 16 2 200
16 1,600
11 Then have students turn to the Linear Measurement pages in their Student
Books and review the directions on the sheets together. When students
understand what to do, give them the remainder of the session to complete
the three pages.
• Explain that on the first page, students just use the pictures, but on the second page
they will use a ruler.
• Students can work in pairs, but each should fill out their own sheets.
12 Close the session by asking students to think about and then share with a
neighbor something new they learned about linear measurement today.
Extension
Here is a story about the history of the centimeter you might want to share with your students.
We’ve been looking at centimeters. This morning I was wondering where we would end up if we
walked out our classroom door and kept going until we’d traveled a billion centimeters.
It used to be that every town had their own system of measurement. You couldn’t buy a ruler
because there was no agreement on what a centimeter or a meter was. Then a little over 200 years
ago some French scientists and mathematicians got together and decided to make one unit of
measure that would work for the whole world, based on the distance between the North Pole
and the equator.
Let’s look at those two places on the globe. Here is the North Pole, and this circle around the
middle is the equator. Two mathematicians went out, one going north from Paris to measure the
distance from there to the North Pole and one going south to measure the distance from Paris to
the equator. (Point out Paris and the arc from the North Pole to the equator through Paris.)
It took the mathematicians seven years to measure and calculate this distance! They were trying
to work while their country was at war during what is called the French Revolution. Sometimes
they had to wait for battles to finish, and sometimes they couldn’t make their measurements
because the local people thought they were spies for the enemy.
After seven years, though, they calculated the distance from the North Pole to the equator, and
when they divided it by one billion they arrived at the centimeter, or the length of our smallest
blue linear piece. If we were to line up 1 billion of these pieces end to end, they would reach from
the North Pole to the Equator!
Home Connection
13 Introduce and Assign the Measuring Lengths Home Connection, which
division (4.OA.2)
• Express a measurement in a larger unit in terms of a smaller unit within the same
system of measurement (4.MD.1)
• Record equivalent measurements in different units from the same system of measure-
ment using a 2-column table (4.MD.1)
Daily Practice
The optional Measuring Materials Student Book page provides additional opportunities to
division (4.OA.2)
Unit 1 Module 4
Unit 1
Module 4
Session 2 Session 2
Benchmarks for Standard Units:
Mass/Weight
Summary
The session begins by reviewing the meanings of mass and weight. Then the teacher intro-
duces two measuring stations to be used during Work Place time, in which students attempt
to divide a lump of clay into 4 pieces of equal mass, and place dry beans in sacks to make
benchmark units for one ounce, one pound, one gram, and one kilogram.
Skills & Concepts

• Identify the relative sizes of grams and kilograms (4.MD.1)
• Identify the relative sizes of ounces and pounds (4.MD.1)
• Solve story problems involving mass and weight using multiplication of whole numbers (4.MD.2)
Materials
Problems & Investigations Benchmarks for Standard Units: Mass/Weight those terms for which Word
TM T2 • pan balance scale • student math journals Resource Cards are available.
Instructions for the Bread • platform scale • a second pan balance scale customary system*
Dough Station • plastic centimeter cubes • 1 pound of modeling clay (see Preparation)
gram (g)*
TM T3 • table knife
Instructions for the • cutting board with protective covering
kilogram (kg)*
Weight & Mass Station • 4 pounds dry kidney beans (see Preparation) mass*
SB 41* • 4 gallon-sized resealable bags (see Preparation) metric system*
Weight & Mass • several scoops or large spoons (see Preparation) ounce (oz.)*
Benchmarks • dishpan or plastic tub (see Preparation) pound (lb.)*
Work Places in Use weight
Daily Practice
SB 42
Weight & Mass Story
Problems

Preparation About Mass & Weight

• Create a T-chart with the headers mass and weight, as illustrated in step 3 below. Mass and weight are
• If you have a supply of old modeling clay, combine several or more pieces to create a single similar in some respects,
lump that weighs about a pound. If you only have new modeling clay, combine 4 quarter- but they are not the
pound sticks of clay, ideally all the same color, to form a single lump. same. Mass is a measure
of how much matter an
• Place the beans in a dishpan or other plastic container, along with a couple of plastic
object contains. Weight is
scoops or large spoons so students can transfer the beans to resealable bags as they create
a measure of how heavy
benchmarks for 1 gram, 1 kilogram, 1 ounce, and 1 pound. an object is, or more
• You will need a way to measure grams and kilograms with your pan balance scales. The specifically, a measure of
pan balance in your Bridges kit comes with a set of weights, among which you will find a the pull of gravity on an
gram but no kilogram. We suggest you use a 1 liter bottle of water for a kilogram weight. object. The mass of an
(One liter of water weighs exactly 1 kilogram; the bottle adds a tiny bit of weight.) Also, the object doesn’t change
plastic centimeter cubes in your Bridges kit each weigh exactly 1 gram. when the location of
• Use a permanent ink marker to label each of the 4 gallon-size resealable bags with a differ- the object changes, but
weight does vary with
ent unit of measure: 1 gram, 1 kilogram, 1 ounce, and 1 pound.
location. For instance,
• Determine where you will place the materials for each of the two measuring stations so your weight would be
students working in groups of 4 can easily access the tasks during Work Places. less on the moon since
• Over the next week or two during Work Places, you will send 4 students at a time to each of the moon is smaller than
the 2 measuring work stations. You might want to pre-arrange these groups and list them the earth and exerts less
on the board or on sheets of paper near each measuring station for students’ reference. gravitational pull. Your
mass, however, would
remain the same. Mass
Problems & Investigations is generally measured

by using a balance to
compare a known amount
Benchmarks for Standard Units: Mass/Weight of matter to an unknown
amount of matter. Weight
1 Open the session by explaining that you’re going to do some work with is generally measured on
weight and mass today. a scale. Although you can
• Let students know that after a short discussion about weight and mass, you’ll introduce use customary units (like
ounces and pounds) or
two measuring stations they will visit in groups of 4 during Work Places, either today
metric units (like grams
or within the next couple of weeks.
or kilograms) to measure
• Once you’ve introduced the measuring stations, students will go to Work Places for the both weight and mass,
remainder of the session. we generally measure
mass in metric units, and
2 Draw students’ attention to the T-chart you’ve started. Ask volunteers weight is often stated in
to share what they know about the terms mass and weight. Record their customary units in the
responses on the chart. United States.
As you talk with students about mass and weight, take the opportunity to introduce the While students aren’t
pan balance and the platform scale they’ll use to benchmark metric and customary units expected to be able to
later in the session. articulate the difference
between mass and
Refer to the Word Resource Card for mass for clarification if needed. weight, they will have
worked with weight in
Max I think mass is like grams and kilograms. Remember from last year?
kindergarten and mass
Sasha Weight is like when you get on a scale and find out how many in Grade 3. The Common
pounds you weigh. Core Standards require
Teacher Let’s record those ideas on our chart up here on the board. that fourth graders be
So, you’re telling us that people measure mass in metric units—grams familiar with units of both
mass and weight, so it is
and kilograms. And in the United States, we often measure weight in
reasonable to review the
customary units—pounds and ounces.
terms and draw out some
Abe What’s an ounce? of the differences, as is
Teacher Good question! You’ll find out today. Sasha mentioned that done at the beginning of
we use a scale to measure weight. Does anyone have a scale at home? this session.
Antonio We have one in the bathroom. My brother is always check-

ing to see if he lost weight.
Keiko We have a little scale in the kitchen. Sometimes my mom uses
it to weigh stuff for baking.
Teacher So, let’s add that information to our T-chart. We actu-
ally have a platform scale here in our classroom we’ll use today to
measure weight. Does anyone know what kind of tool people use to
measure mass? No? Mass is often measured on a pan balance. Here is
one of the pan balances we’ll be using today to measure mass.
platform scale pan balance

Willie Aren’t they both about how heavy stuff is?
Teacher Well, it’s true that people weigh things in metric, as well
as customary units, but mass and weight are a little different. Mass
refers to the amount of material, or matter, an object contains—how
much “stuff” is in it. Weight refers to how heavy an object is—how
hard gravity is pulling on it.
3 Ask students to open the handbook at the back of their math journal and
label the top of the next available page “Measurement Words.” Then give
them a few minutes to record simple definitions of mass and weight.
Definitions for Mass
Measurement Words and Weight
Students will articulate
Mass Weight the difference between,
• usually measured in metric • can be measured in metric or definitions for, these
units: grams & kilograms units, but in the U.S., two terms in their own
we often use customary words in their math
• often measured on a units: ounces & pounds
balance scale journals. If needed, you
• measured on a scale that can offer these definitions
• when we measure mass, shows numbers to support their efforts.
we find out how much
“stuff” there is in an • when we measure weight, Mass: a measure of how
object we find out how heavy much matter an object
something is contains.
Weight: a measure of
4 Introduce the first measuring work station by showing the students the lump how heavy an object is;
a measure of the pull of
of modeling clay dough you’ve prepared and presenting the problem.
gravity on an object.
Explain that you made a large batch of bread dough and you want to divide it into four
equal parts so you can have four loaves of bread. You have a problem because you don’t
know how to divide the dough into four equal portions.
5 Ask students to turn and talk to a partner about how you can divide the
dough equally.
LaVonne Just cut it in half and then in half again. Make fourths!
Teacher I’ve tried to do that, but with a big lump of dough, it’s hard
for me to decide when it’s even.
6 Invite a volunteer to use the table knife to cut the dough into four equal parts.
Ask the class how they can be absolutely sure the four parts are equal.
Rhonda Those pieces look even to me.
Joe I don’t think so.
Teacher Is there a tool we can use to determine if each loaf is made of
the same amount of dough?
Heather You could weigh the parts to make sure they’re the same.
Teacher I have a pan balance scale here. Would that work?
Rhonda No, because that won’t tell you a number like when you
weigh stuff.
Heather But we could use that scale to see if the pieces are even.
7 Explain that a pan balance scale can be used to find the mass of the dough.
Remind the students that mass is a measure of how much matter there is in an object. In
order to measure mass, people set the item they want to measure on one side of the bal-
ance and then place objects of a known mass on the other until the balance is level.
8 Invite volunteers to help you find the mass of each smaller lump of dough
using the pan balance and centimeter cubes.
• Show students one of the plastic centimeter cubes from the Bridges kit, and let them
know that one cube has a mass of exactly one gram.
• Place one of the four lumps of dough on one side of the scale and centimeter cubes on
the other until the two sides are balanced.
• Dump the centimeter cubes out of the pan and count them to determine the mass of
the lump in grams.
Have volunteers help group the cubes into sets of 10 for easy counting. Then quickly count
the cubes with the class by 10s. Depending on how accurately the dough was divided, the
lump should be equivalent to about 114 cubes.
• Repeat with the other three lumps to see how accurately they were cut.
After the students have determined the mass of the first lump, put all the cubes back on one
side of the pan balance. One after another, place each of the remaining lumps on the other
side of the scale to see if they mass more, less, or the same as the first.
9 If it turns out that the four lumps of dough are not equal in mass, don’t take
time to fix it now. Instead, explain students’ job at the bread dough measur-
ing station.
• As students watch, squash all four lumps of clay back together into one big ball.
• Explain that when they go to the bread dough measuring station, they’ll work in groups to
try to cut the lump of dough into four smaller lumps that have exactly the same mass.
• After they’ve cut the dough, they need to use the pan balance to find the mass of each
lump. If the lumps are not equal in mass, they need to work with the pieces of clay,
pinching off pieces here and adding them there until they can show that all four lumps
have the same mass.
• When they’re finished, they need to show their work to at least one other person in
class, and prove to that person that the four lumps are equal in mass. Then they need
to squash all the lumps into one big ball again in preparation for the next group of
students who visit the station.
10 Then introduce the second measuring work station.

Explain that students will visit this station in groups of four as well. When they go to this
station, they will use the platform scale and the pan balance to create benchmark units
with a particular mass or weight.
Creating their own benchmark bags will help students understand the size of each unit.
11 Show students the materials they will use and review procedures for accu-
rately weighing items on a scale and pan balance.
• Display the four resealable bags you have labeled, the container of beans, and the scoops.
Explain that they will work together scooping beans into each bag to create masses of
exactly 1 gram and 1 kilogram, and weights that are exactly 1 ounce, and 1 pound.
• Explain that they’ll use the platform scale to create 1 ounce and 1 pound benchmark
bags and the pan balance to make bags for 1 gram and 1 kilogram.
• Review with students how to read the platform scale, and show them how to zero it
before weighing each benchmark.
• Show students the metric weights that accompany the pan balance (or the plastic
centimeter cubes and liter bottles of water) and discuss how to use them.
12 Display your copy of the Weight & Mass Benchmarks Student Book page.
• Explain that when they visit the second measuring station, students will be responsible
for completing this page once they’ve created benchmark bags for 1 gram, 1 kilogram,
1 ounce, and 1 pound.
• Briefly review the instructions on the page, and record the page number on the board
for students’ reference.
Work Places
13 When students understand what to do, send one group of four to each of
the measuring stations and have the others do Work Places.
• Draw students’ attention to the Work Places you’ve listed on the board so they know
which games and activities are available.
• Take a minute or two to make sure each of the measuring stations is ready to use. Have
the students in the first two groups help you move any of the materials you used for
demonstration to the areas you’ve selected for each station.
• Show these two groups the instructions you have posted near each of the measuring stations.
• Circulate as students are working to observe and provide assistance as needed, espe-
cially as the first two groups get started at the measuring stations.
Daily Practice
The optional optional Weight & Mass Story Problems Student Book page provides addi-
tional opportunities to apply the following skills:
comparison (4.OA.1)
division (4.OA.2)
• Solve story problems involving mass using multiplication of whole numbers (4.MD.2)
Unit 1 Module 4
Unit 1
Module 4
Session 3 Session 3
Volume & Capacity
Summary
Students review definitions for volume and capacity and identify containers that approximate
benchmark amounts. Then they compare sizes of containers and brainstorm real life objects
for each size. Students explore some interesting relationships between liters, milliliters, and
cubic centimeters and convert between liters and milliliters. Finally, the teacher introduces
and assigns the Mass & Volume Story Problems Home Connection.
Skills and Concepts

• Identify the relative sizes of milliliters and liters (4.MD.1)
Materials
Problems & Investigations Benchmarks for Volume & Capacity those terms for which Word
• ten 1-quart/1-liter measuring cups • standard pocket chart Resource Cards are available.
• ten 1-cup/250-milliliter measuring • student math journals capacity
cups • 1 gallon container (e.g., empty,
• oral syringe marked in milliliters clean milk jug)
cup*
• five 10 × 10 mats from base ten set • 1 pint container (e.g., empty, clean customary system*
• plastic centimeter cubes cottage cheese container) gallon (gal.)*
• Word Resource Cards for all • 1 ounce container (e.g., tiny salad liquid volume*
the words and terms in the dressing or margarine cup)
liter (l)*
Vocabulary list at right except • cafeteria tray (see Preparation)
capacity • clear 2-inch tape, 1 roll metric system*
• pitchers or other containers for milliliter (ml)*
pouring water (see Preparation) pint (pt.)*
• towels (see Preparation) quart (qt.)*
Home Connection
HC 19–20
Mass & Volume Story Problems
Daily Practice
SB 43
Comparing Quantities

Preparation
• Each group of 3 students will need one 1 quart/1 liter measuring cup, one 1-cup/250-
milliliter measuring cup, a pitcher or other container to pour water and a towel during this
session. The pitchers or other containers need to hold more than 1 liter of water; consider
using empty, clean half-gallon milk or juice cartons for this purpose. Gather materials for
each group of three students and set aside for use later in the lesson. You will find 6 quart/
liter measuring cups in the Bridges kit and 4 in the Number Corner kit.
• Before this session, use one of the 250-milliliter measures to pour 250 ml of water four times
into one of the liter measures (or 100 ml ten times, if you prefer). Observe the relative levels of
accuracy of the two measures so that you’ll be prepared to discuss accuracy with students if
it comes up during today’s activity.
• Place one of each size measuring cup and the oral syringe marked in milliliters, along
with the gallon, ounce, and pint containers on a tray. Keep these containers, as well as the
materials for the student groups concealed at the beginning of the session.
• Tape five 10 × 10 mats together to form an open cube. Use clear tape so the centimeter
squares remain visible.

Benchmarks for Volume & Capacity
1 Open the session by asking students to pair up and discuss what they know
about volume and capacity.
As volunteers share, help extend and clarify ideas for the rest of the class.
Some students may mistakenly think that volume relates to liquids only. Volume is the
amount of space something takes up, whether liquid or solid, while capacity describes the
maximum amount that a container can hold. People often use the term liquid volume to
mean the same thing as capacity.
2 Then ask students to brainstorm units of measurement for volume or

capacity. Place matching Word Resource Cards in the pocket chart as
students share.
• Encourage students to think of both metric and customary units.
• Add any overlooked units of measurement by posting and briefly discussing those
Word Resource Cards.
ELL Emphasize key vocabulary for ELL students.
3 Reveal the containers you placed on a tray in preparation for this session,
and ask students to make predictions about which units match each con-
tainer. Then call on volunteers to share.
• Discuss all predictions and have students justify their thinking.
• Have students with correct predictions share how they knew the size of each unit.
• Explain how and why the measuring cups are marked with both metric and customary
units—a quart and a liter in one case, and a cup and 250 milliliters in the other.
• Ask students to share any real life objects they know that match each unit.
4 Then ask students to turn to the handbook at the back of their journal, find
the page they started last session labeled “Measurement Words,” record the
name of each unit of liquid volume, and draw and label a picture to repre-
sent a matching real life object for each unit.
Teacher What is an example of a liter?
Students I think a liter is half a bottle of soda , because the big bottle
of soda is 2 liters.
My mom puts creamer in her coffee, and that comes in a liter bottle.
Hey! My big water bottle is a liter!
liter my water bottle

milliliter a little drop of water
gallon milk jug
quart carton of orange juice
pint container of cottage cheese

5 Introduce the liter (l) as the basic unit of volume in the metric system and
show the cube made of grids as an example.
• Explain that the basic unit of volume in the metric system is the liter (l).
• Show the students the open cube you formed by taping five 10 × 10 base ten mats together.
»» What are the dimensions—length, width, height—of this open cube?
(10 cm × 10 cm × 10 cm)
»» What if we filled the large cube with the centimeter cubes? How many centimeter
cubes would it hold? (10 layers with 10 × 10 cubes in each layer; 10 × 100 = 1000 cubes)
• Explain that the capacity of that large cube is also 1 liter (l). If the tape was airtight,
you could empty the 1-liter bottle of water into the cube and it would exactly fill it.
6 Use a plastic centimeter cube to introduce and discuss milliliters.

Begin by asking questions like the following.
• What is the next smaller unit of volume in the metric system? [The milliliter, or ml]
• How many milliliters are in a liter? (Clue: In the metric system the prefix milli- means
one-thousandth, so 1 milliliter is one-thousandth of a liter.)
Show students a plastic centimeter cube and explain that a milliliter has the same volume
as one of these little cubes.
Although their names sound very different, a milliliter and a cubic centimeter have equiva-
lent volumes. They fill up exactly the same amount of space, which can be a difficult concept
for many people to grasp.
7 Arrange the containers and some centimeter cubes so they are visible and
invite volunteers to come up, choose two containers (or the two sets of
markings on a single container) and then make a statement about their
relative sizes.
For example:
• A liter is slightly larger than a quart.
• A gallon is much larger than a liter.
• A milliliter is smaller than an ounce.
• A milliliter and a cubic centimeter have the same volume.
8 Introduce today’s milliliters and liters measurement activity.

This activity will help students experience first-hand the relationship between milliliters and liters.
• Give each group of 3 students a 250-milliliter measuring cup and a 1-liter measuring
cup, along with a pitcher of water and a towel.
• Ask students to find the mark near the top of the smaller measuring cup that shows
250 milliliters.
• Then have them find the mark near the top of the 1-liter measuring cup that shows
1000 milliliters or one liter.
9 Ask groups of students to share with each other how the two measuring
cups compare in size.
If students have difficulty making comparisons, the following questions might help.
• How much larger is the large measuring cup? How much smaller is the small measur-
ing cup?
• How much more will the 1-liter measuring cup hold than the small measuring cup?
• How many of the filled small measuring cups would it take to fill the 1-liter measuring cup?
• What do the different markings on the containers tell you about how much they hold?
10 Then ask student groups to fill their small measuring cup to the 250-milli- Accuracy of
liter mark several times and count how many pours it takes to fill the 1-liter Measuring Devices
measuring cup. Most measuring devices
Ask a few volunteers to share their observations. are inaccurate to some
degree, and the amount
11 Have students explore how many times they would need to pour 100 mil- of inaccuracy differs from
liliters of water to fill the 1-liter container. one device to another. This
means that students may
• Have students fill their 250-milliliter measuring cup with 100 milliliters of water. find that no matter how
• Ask students to talk in their groups about how many times they would need to pour precise they are in their
100 milliliters of water to fill the 1-liter container. measuring, four pours of
250 milliliters (or ten pours
• Then have students count how many 100-milliliter pours it takes to fill the liter container.
of 100 ml) each might not
• Ask students to share their observations. seem to be exactly 1 liter
in the larger measure.
You might discuss with
your students how
measuring cups like
these are manufactured,
the purposes for which
they are designed, and
what level of inaccuracy
is acceptable in different
contexts (such as in labo-
ratory work, in cooking,
and in math experiments).
12 Review the relationship of the milliliter and liter (1000 ml = 1 liter) that
students discovered in groups earlier.
Note with students that a liter of water is 1,000 times as much as a single milliliter.
13 Ask students questions about the volume of water in different numbers of 1-liter Math Practices
bottles, in both milliliters and liters. Model their strategies in a ratio table. in Action 4.MP.8
The ratio table is a
Teacher How much water is in this water bottle?
powerful tool for helping
Anna It’s 1 liter. students look for and
Teacher How do you know? express regularity in
repeated reasoning. In
Anna Because it’s the bottle we filled earlier in our group. this case, the ratio table
Teacher And how many milliliters are in this bottle? shows that you can
Roger There are 1,000 because there are 1,000 milliliters in a liter. multiply any number
of liters by 1,000 to
determine the equivalent
liters milliliters measurement in milliliters.
The ratio table also illus-
1 1,000 trates that if you double
the number of liters, you
double the number of
milliliters as well.
Teacher What if I had 2 of these bottles of water?
Daria You’d have 2 liters.
Molly Or 2,000 milliliters!
Molly 1,000 + 1,000 = 2,000.
Ayisha If you double 1,000, you get 2,000.
liters milliliters
1 1,000
×2 ×2
2 2,000
Teacher What if we bought a 12-pack of these water bottles? How

many milliliters would we have then?
Bill 12,000.
liters milliliters
1 1,000
× 12
× 12 2 2,000
12 12,000
14 Close the session by having students turn and talk with a neighbor about
something they learned today about volume and capacity.
Home Connection
15 Introduce and assign the Mass & Volume Story Problems Home
• Solve multi-step story problems involving only whole numbers, using subtraction and
• Identify the relative sizes of milliliters and liters; grams and kilograms; and centime-
ters and meters (4.MD.1)
• Solve story problems involving mass and liquid volume using multiplication of whole
numbers (4.MD.2)
Daily Practice
The optional Comparing Quantities Student Book page provides additional opportunities
to apply the following skills:
• Solve story problems involving mass and liquid volume using multiplication of whole
numbers (4.MD.2)
• Solve story problems that involve expressing measurements given in a larger unit in
terms of a smaller unit within the same system of measurement (4.MD.2)
Teacher Masters
NAME | DATE
Two Rulers A B
1
2
1
3
4
2
5
6
7
3
8
9
10
4
11
12
5
13
14
15
6
16
17
7
18
19
20
8
21
22
9
23
24
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25
NAME | DATE
Instructions for the Bread Dough Station

Materials
• pan balance scale
• lump of “bread dough” (clay)
• cutting board
• table knife
• gram weights (plastic centimeter cubes)
Instructions
1 Cut the lump of “bread dough” (clay) into 4 smaller pieces. Make the pieces as equal as you can.
2 Use the pan balance and the plastic centimeter cubes, which each weigh 1 gram, to find out if all 4
lumps have exactly the same mass.
3 If the lumps don’t all have exactly the same mass, work with them until they do.
4 When you have 4 lumps of dough that are equal in mass, show your work to someone else in class to
prove that you’ve done the job.
5 Squash the 4 lumps back into one big lump for the next group. Clean up the work area.
NAME | DATE
Instructions for the Weight & Mass Station

Materials
• pan balance scale
• platform scale
• 4 labeled zip-top bags
• tub of beans
• scoops or large spoons
• 1 plastic centimeter cube or other gram measure
• 1 liter of water in a bottle or other kilogram measure
• Student Books and pencils
Instructions
1 Scoop beans into each of the labeled resealable bags to equal the mass or weight written on the bag.
2 Use the pan balance to measure a gram of beans and a kilogram of beans.
3 Use the platform scale to measure an ounce and a pound of beans.
4 When you’re finished, find and complete the Weight & Mass Benchmarks page in your Student Book.
Bring your books over to the Weight & Mass Station and work there so you can see and handle the bags of beans as
you work.
5 When everyone in your group has completed the Student Book page, carefully dump the beans out of
the bags back into the container, and clean up the work area so it’s ready for the next group.
Student Book
NAME | DATE
Linear Measurement page 1 of 3

Label each measurement in centimeters.
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
NAME | DATE
Measure the length of the objects listed below. Label the units of measurements. Round
your measurement to the nearest whole centimeter or use fractions.
Object to be Measured Length in Centimeters
1 Long side of this record sheet
2 Length of a new pencil
3 Height of your desk
4 Your cubit (length from elbow to tip of middle finger)
5 CHALLENGE Measure and label the sides of both rectangles in centimeters. Then find
the area of each in square centimeters.
Area = _________ square cm Area = _________ square cm
NAME | DATE
6 Would you use centimeters or meters to measure the length of
a your classroom? _____________________
b your finger? _____________________
c a truck? _____________________
d a newborn puppy? _____________________
7 If a desk was 4 times as long as the length of this page, how long would it be?
Measure this record sheet in centimeters. Then write and solve an equation to show
how long the desk would be.
8 If the height of the door was 2 times the length of the desk in problem 7, how high
would it be? Write and solve an equation to show how high the door would be.
9 A female grey whale is 2 times as long as a female killer whale. A female killer whale
is 7 meters long. How long is a female grey whale in centimeters? Show your work.
A female grey whale is _______ centimeters long.
NAME | DATE
Measuring Materials
1 Fill in the multiple wheel.
3 40
10 450
80 9
20
4 8
810
a your kitchen? _________________
b your ear? _________________
c a driveway? _________________
d a goldfish? _________________
3 If a rug was 5 times as long as this record sheet, how long would it be? Measure the
length of this record sheet in centimeters. Then write and solve an equation to show
how long the rug would be in centimeters.
4 Mr. Brown’s car is 4 meters long. The school bus is 3 times as long as Mr. Brown’s
car. How many centimeters long is the school bus? Show your work.
The school bus is ___________ centimeters long.
NAME | DATE
Weight & Mass Benchmarks

Complete this page after you’ve filled the 4 bags with beans to make benchmarks for 1
gram, 1 kilogram, 1 ounce, and 1 pound.
1 How many beans did it take to make 1 gram?
2 The prefix kilo means one thousand, so there are 1,000 grams in a kilogram. Write
and solve a multiplication equation to show how many beans there are in your
kilogram bag without counting them.
3 How many beans are there in the 1-ounce bag?
4 There are 16 ounces in a pound. Write and solve a multiplication equation to show
how many beans there are in your pound bag without counting them.
5 Which unit—the gram, kilogram, ounce, or pound—is the smallest?
6 Which unit—the gram, kilogram, ounce, or pound—is the largest?
7 About how many pounds do you think a kilogram weighs?
8 Look around the classroom, and list 3 objects that have about the same weight or
mass as each of the benchmark bags you made.
1 gram (g) 1 kilogram (kg) 1 ounce (oz) 1 pound (lb)
NAME | DATE
Weight & Mass Story Problems

For each problem, show your thinking with numbers, sketches, or words. Then write an
equation that represents your work.
1 At the bakery down the street, you can get a small chocolate chip cookie that has
a mass of 25 grams. You can get a giant chocolate chip cookie with a mass that is
5 times as much as a small chocolate chip cookie. What is the mass of the giant
chocolate chip cookie?
2 Ebony has a bag of grapes that weighs 8 ounces. Alex has 4 times as many bags of
grapes, and each bag weighs 8 ounces. What is the weight of Alex’s bags of grapes in all?
3 Sara was picking blueberries. She filled a 16-ounce container. Dan picked 3 times as
many 16 ounce containers as Sara. How many ounces of blueberries did Dan pick?
NAME | DATE
Comparing Quantities
1 Millie and Sam are drinking water. Millie has 11 milliliters of water left in her water
bottle. Sam has 4 times that much left in his water bottle. How many milliliters of
water are left in Sam’s water bottle?
2 Miguel and Polly are drinking juice. Polly has 25 milliliters of juice left in her cup.
Miguel has 4 times that much juice left in his cup. How many milliliters of juice
does Miguel have left?
3 Hannah has an aquarium with 25 liters of water in it. How many milliliters of water
are in the aquarium?
4 CHALLENGE Ruby scooped 25,000 milliliters of saltwater from her boat. How many
liters of saltwater did she scoop?
Home Connections
NAME | DATE
Measuring Lengths page 1 of 2

a your bedroom? ________________
b your big toe? ________________
c a car? ________________
d a mouse? ________________
e the gym? ________________
2 Fill in the table below to convert between centimeters and meters. The first 2 rows
are done for you.
centimeters (cm) meters (m)
100 cm 1m
200 cm 2m
300 cm
8m
2500 cm
31 m
3 For each of the following story problems, show your work using numbers, labeled
sketches, or words. Write an equation, including the answer labeled with the correct
units, to represent your work.
a Chloe is a baby who is 24 inches tall. Her father is 3 times as tall as she is. How
many inches tall is Chloe’s father?
NAME | DATE
Measuring Lengths page 2 of 2
b Chloe’s dog, Wilson, is 27 inches long. Chloe’s hammock is 4 times as long as

Wilson. How many inches long is the hammock?
4 CHALLENGE A small table is 2 feet by 3 feet. A large table is twice as long and twice as
wide as the small table. What is the area of the large table in square feet?
NAME | DATE
Mass & Volume Story Problems page 1 of 2

1 DJ and Tyler are watering plants. DJ uses 18 liters of water. Tyler uses 5 times as
much water. How much water does Tyler use?
2 Chris and Jocelyn are building a patio out of bricks. Chris uses 23 kilograms of
bricks. Jocelyn uses 6 times as many kilograms. How many kilograms of bricks
does Jocelyn use?
3 The mass of one bouncy ball is 14 grams. Tracy has 8 bouncy balls. What is the
mass of all 8 bouncy balls?
4 True or False?
a A liter is 1,000 times as much as a milliliter. ________________
b A gram is 300 times smaller than a kilogram. ________________
c There are 99 centimeters in a meter. ________________
5 Fill in the bubble to show which unit you would use to measure the amount of water
in a very large pitcher.
NN milliliter NN kilogram NN liter NN centimeter
NAME | DATE
Mass & Volume Story Problems page 2 of 2
6 Fill in the bubble to show which unit you would use to measure the mass of a mouse.
NN centimeter NN gram NN liter NN kilogram
7 CHALLENGE Anna has 15 stickers. Rosa has 3 times as many stickers as Anna. Dawn
has 3 times as many stickers as Rosa. Sara has 17 fewer stickers than Dawn.
a How many stickers does Rosa have? Show your work.
b How many stickers does Dawn have? Show your work.
c How many stickers does Sara have? Show your work.
TEACHERS GUIDE
UNIT 2 4

Prepared for publication using Mac OS X and Adobe CS6.
QBB4801-2
Updated 2015-02-13.
ISBN 978-1-60262-485-6
Unit 2
Multi-Digit Multiplication & Early Division
Module 1 Module 3
Building Multiplication Arrays��1 Multiplication Stories & Strategies��1
Session 1 The Great Wall of Base Ten��3 Session 1 Multiplication Story Problems��3
Session 2 Unit 2 Pre-Assessment��11 Session 2 Multiplication Story Problems
Session 3 M
etric Units of Linear & Area Math Forum��9
Measurement��15 Session 3 Doubling & Halving��13
Session 4 Multiplying by Ten�� 21 Session 4 Multiplying with Money
Session 5 Building Multiplication Arrays�� 27 & Units of Metric Measure��17
Session 5 Another Look at Multiplication
Strategies�� 23
Module 2
Arrays & Ratio Tables��1
Module 4
Session 1 Sketching Multiplication Arrays��3 Early Division with Remainders��1
Session 2 Quick Sketches & Strategies��11
Session 1 A Remainder of One��3
Session 3 M
ultiplying by Ten,
One Hundred & One Thousand��17 Session 2 What Can You Do with the Remainder?��7
Session 4 Building Ratio Tables�� 25 Session 3 Remainders Win��11
Session 5 M
ultiplying Single Digits Session 4 Multiplication & Division��15
by Multiples of Ten�� 29 Session 5 Unit 2 Post-Assessment�� 21
Unit 2
Unit 2
Multi-Digit Multiplication & Early Division
Overview
Students continue to build multiplicative reasoning as they work with multi-digit multiplication and early division. In Module 1,
students use base ten area pieces to investigate place value patterns, as well as model and solve single- and double-digit multi-
plication problems. In Module 2, they move from building multiplication arrays to sketching them. They also build ratio tables
and use them to make generalizations about the effects of multiplying by 10, 100, and 1,000. In the third module, students solve
a variety of multiplication story problems, and work together to compile and compare the strategies they have been practicing.
In Module 4, students solve division problems that require them to make sense of remainders in a variety of contexts. New Work
Places provide more practice with multiplication facts, multi-digit multiplication, and division with remainders.
Planner
Module 1 Building Multiplication Arrays 1 Session 1 The Great Wall of Base Ten
This module introduces multi-digit multiplication. 2 Session 2 Unit 2 Pre-Assessment
To start, students build the Great Wall of Base Ten
to examine relationships among place values and 3 Session 3 M
etric Units of Linear & Area
to make generalizations about what happens when Measurement
a number is multiplied by 10, 100, or 1,000. From 4 Session 4 Multiplying by Ten
there, students use base ten area pieces to model Work Place 2A What’s Missing? Bingo
and solve 1-by-2 and 2-by-2 digit multiplication
5 Session 5 Building Multiplication Arrays
combinations. Their work with the 1-square-cen-
timeter pieces reinforces the connection between
multiplication and area.
Module 2 Arrays & Ratio Tables 6 Session 1 Sketching Multiplication Arrays
This module focuses on multiplication arrays and Work Place 2B Division Capture
moving students toward increasingly efficient 7 Session 2 Quick Sketches & Strategies
strategies for solving multiplication problems.
Students move from building arrays with base ten 8 Session 3 M
ultiplying by Ten, One
area and linear pieces to sketching arrays on base Hundred & One Thousand
ten grid paper and open arrays. This is an important 9 Session 4 Building Ratio Tables
transition to work with larger numbers. Sessions 4
10 Session 5 M
ultiplying Single Digits by
and 5, students build their own ratio tables and use
Multiples of Ten
them to consider the effect of multiplying single
digits by multiples of 10.
Module 3 Multiplication Stories & Strategies 11 Session 1 Multiplication Story Problems
Module 3 opens with multi-step story problems 12 Session 2 M
ultiplication Story Problems
and a math forum that encourages students to Math Forum
share and extend their strategies for working
with single- and double-digit multiplication. 13 Session 3 Doubling & Halving
Then students investigate the effect of doubling 14 Session 4 M
ultiplying with Money &
and halving factors. They use coins and units of Units of Metric Measure
measure to practice multiplying with landmark Work Place 2C Moolah on My Mind
numbers and to convert from larger to smaller
15 Session 5 A
nother Look at Multiplication
units of metric measure.
Strategies
Module 4 Early Division with Remainders 16 Session 1 A Remainder of One
Module 4 focuses on strategies for solving division 17 Session 2 W
hat Can You Do with the
problems with remainders, both in and out of Remainder?
context. Students begin by modeling division with
remainders, and then solve story problems. They 18 Session 3 Remainders Win
hold a math forum to discuss their strategies for Work Place 2D Remainders Win
solving the problems and interpreting remainders 19 Session 4 Multiplication & Division
based on context. In Session 4, students apply Work Place 2E M ore or Less
concepts of multiplication and division to find an Multiplication
unknown dividend, and in Session 5, they take the
unit post-assessment.
Unit 2 Introduction
This unit takes an applied and visual approach to multi-digit multiplication and early division
with remainders. Students deepen their understandings of multiplication and division, solve and
pose a wide variety of story problems, and apply number sense to developing useful models and
mental strategies for multiplying and dividing with an increasing degree of efficiency.
Concepts
In the Principles and Standards for School Mathematics, 2000, the National Council of Teachers
of Mathematics points out that while additive reasoning develops in the primary grades, “Multiplicative
multiplicative reasoning should become a central focus in grades 3–5. This is strongly supported
reasoning is more
in the design and intent of the Common Core State Standards for third, fourth, and fifth grade.
Most upper elementary grade teachers will tell you, however, that the development of such than just doing
reasoning is a long journey; it is no small task to move intermediate students from additive to multiplication or
multiplicative thinking. Even those students who are fluent with most of their basic multiplica-
tion facts may not fully understand the operation itself, as evidenced in their difficulty posing division. It is about
and solving story problems to match such expressions as 5 × 8 or 25 ÷ 5. understanding
When students move beyond the basic facts into the realm of multi-digit multiplication and division,
situations in which
the difficulties tend to multiply. A common misconception among fourth graders is that to multiply
4 × 27, “you go 4 × 7 and 4 × 2.” Depending on how they handle the fact that 4 × 7 = 28, their answers multiplication
may range all the way from 88 to 828. What’s missing is the fundamental insight that when you mul- or division is
tiply 4 × 27, you are actually multiplying 4 × 7 and 4 × 20. Once students understand this clearly, they
can use any number of efficient algorithms or multi-step procedures to produce the correct answer. an appropriate
Until then, they are more likely to use some form of skip-counting or repeated addition instead of operation.”
attempting to multiply, because they can rely on these additive methods to produce the right answer.
NCTM, 2000
What do our students need to develop multiplicative reasoning? Here are some of the most
important prerequisites:
• Deep understanding of the operations of multiplication and division and how they relate to
one another, as well as proficiency with basic multiplication and division facts.
• Experience using estimation to decide whether a solution is reasonable.
• Solid place value understandings. (To comprehend that 4 × 270 is actually 4 × 200 plus 4 × 70, you
have to know that 270 is 2 hundreds, 7 tens, and 0 ones. Furthermore, to apply one’s knowledge of
3 × 5 to a larger problem such as 30 × 50, you have to understand that 30 and 50 are 10 times the
size of 3 and 5 and that as a result, their product is 100 times the size of the product of 3 × 5.)
• Experience with geometric models, such as the rectangular array (area model).
• Many opportunities to solve problems that involve multi-digit multiplication and division, as
well as opportunities to generate and share a variety of strategies for doing so.
• An understanding of and ability to apply properties of operations. The associative property,
for example, plays an important role in helping students multiply by multiples of 10. To solve
8 × 30, for example, students come to understand that this combination can be expressed as
8 × (3 × 10). Using the associative property, 8 × (3 × 10) can be thought of as (8 × 3) × 10, or
24 × 10, which many fourth graders can solve mentally. The distributive property also plays an
important role in both understanding and computing single- and double-digit multiplication
combinations. For example, 4 × 23 is equal to (4 × 20) + (4 × 3), while 18 × 26 is equal to (10
× 20) + (10 × 6) + (8 × 20) + (8 × 6). By virtue of the distributive property, these and similar
combinations can be broken down into pieces that require basic multiplication facts and mul-
tiplication of single digits by multiples of 10. These pieces or partial products are made visible
when students model the combinations with base ten area pieces or sketches of arrays.
26
20 6
20 3
10 10 × 20 10 × 6
4 18
8 8 × 20 8×6
4 × 23 18 × 26
Unit 2 Introduction
Strategies
Throughout the unit, students are encouraged to develop a variety of strategies so they can
choose the most efficient, sophisticated, or even elegant strategy based on the numbers in the
problem. Students use base ten pieces to build the model, then move on to sketches and mental
images of arrays, developing increasingly efficient strategies.
15
10 5 15
10 100 50 10 10 × 15 = 150 30
18 18 9 270
8 80 40 8 8 × 15 = 120
100 + 80 + 50 + 40 150 + 120 18 × 15 = 9 × 30

Four partial products Two partial products Doubling-Halving
Doubling & Halving

Divided along place value lines, the model yields 4 partial products; divided into just 2 regions, it
yields the same products obtained by using the standard algorithm. More efficient yet is the strat-
egy of cutting one of the factors (18) in half, and doubling the other (15), which results in 9 × 30, a
combination that’s easily solved. In fact, by the end of the year, students learn to use the strategy of
doubling and halving to solve a variety of multiplication problems with great efficiency.
25 50 50 100
16
32 32
64
Doubling and Halving
Ratio Tables
Like the base ten area pieces and sketches of arrays, ratio tables provide another way to help stu-
dents transition from additive to multiplicative strategies. Students who consistently use repeated
addition to find products are encouraged to move to skip-counting, and from there to tracking
the counts in a rudimentary ratio table. As they become comfortable with multiplying by 10, they
devise more sophisticated and efficient ratio tables, such as the one shown at the far right.
23 × 12
3
23 23 1 23
23 46 2 46 23s Total
23 69 3 69
1 23
23 92 4 92 × 10 × 10
10 230
23 115 5 115
2 46
23 138 6 138
12 276
23 161 7 161
23 184 8 184
23 207 9 207
23 230 10 230
23 253 11 253
+ 23 276 12 276
276
As the teacher nudges students in the direction of efficiency, repeated addition gives way
to skip-counting. Students learn to format skip-counting as a ratio table, and then to use a ratio
table in a more compact and efficient manner.
Unit 2 Introduction
Models
The principle models used throughout Unit 2 are the array or area model and the ratio table.
The Array or Area Model

The purpose of using the array model is to help fourth graders decompose numbers to make them
easier to multiply. It also helps students move from additive to multiplicative reasoning, because it
enables them to actually see the partial products. When they build a 5-by-23 array with base ten
area and linear pieces, for example, they can see and discuss the fact that they are multiplying tens
and ones. It is this fundamental understanding that allows students to make the difficult transition
from additive to multiplicative thinking, developing both visual models and sensible computa-
tional steps that help them move away from repeated addition toward more efficient strategies.
20 3
Students I see 50 plus 50 plus 15.

I see 100 plus 5 groups of 3. That’s 115.
I know where the 100 came from! It’s 5 times 20.
5 times 10 and 5 times 10 more is the same as 5 times 20.
The whole thing is 100 + 15. That’s 115.
The power of the array model is perhaps even more apparent in 2-by-2-digit multiplication,
because each of four partial products is clearly visible, thereby offering students the opportunity
to understand the meanings of the numbers, notations, and steps in either the standard (tradi-
tional) algorithm or algorithms they may invent on their own.
14
12 × 14 = 168
10 × 10 = 100 12
100 40 10 × 2 = 20 × 14
12 10 × 4 = 40 48
2×4=8 + 120
100 + 60 + 8 = 168 168
20 8
While it’s possible for students to see and understand each step of the standard multiplication
algorithm in the array, they can also use the model to develop their own procedures. It is for
this reason that researcher Karen Fuson (2004) has cited the use of such arrays as the method
of teaching multiplication and division that leads to algorithms and multi-step procedures
that are most accessible to a wide range of students: “The complex alternation of multiplying
and adding in the usual algorithm is not necessary, is a source of errors, and obfuscates what
students are actually doing in multi-digit multiplication: multiplying each combination of units
and adding all of them.”
The Ratio Table

As noted in the strategies section above, the 18s Total
ratio table helps students make the transition 1 18
from repeated addition to skip-counting to using 2 36 18s Total
3 54
partial products to perform multiplication. 4 72
1 18
× 2 × 10 10 180 × 10 × 2
5 90
2 36
6 108
12 216
7 126
8 144
9 162
10 180
11 198
12 216
Unit 2 Introduction

The continued use of ratio tables in this unit advances proportional reasoning. Students use
NAME | DATE
ratio tables for simple measurement conversions of money, mass, volume, and length as they
represent large units in terms of smaller units. They will continue to use this approach as they
work with more types of units.
1 Maya says there are 4 hundreds in 5,467. Jenny says there are 54 hundreds in 5,467.
numbersays they'reamount
Their teacher
number number
both right. How can that be so? Explain.
of quarters of money of liters of mL
×4 1 $0.25 ×4 ×2 1 1,000 ×2
4 $1.00 2 2,000 ×3
×3
6 6,000
Students’ 2
workFillwith
in the blanks.
the associative, commutative, and distributive properties in this unit will
transfer to their work with variables
20 in algebra. They will be prepared to understand:
• Just as 8 × 20 = (8 × 62) × 10, it is also true that 8 × 2n = (8 × 2) × n.
10 200
• Just as 8 × 10 = 10 × 8, it is also true that 6 × (n + 5) = (n+ 5) × 6.
• Just as 12 × 15 = (10 + 2) × (10 + 5) = (10 × 10) + (2 × 10) + (10 × 5) + (2 × 5), it also holds that
(n + 2) × (n + 5) = (n × n) + (2 × n) + (n × 5) + (2 × 5).
40 200
In Unit 2, students are often asked to consider the veracity of such equations as 9 × 30 = 27 × 10,
which leads them to grapple with and make sense of properties of operations. Throughout the unit,
students also fill in missing dimensions and areas in rectangles and missing factors and products
in ratio tables. The input-output thinking involved in completing ratio tables helps them develop
the sense of relation between two variables. This will continue to develop into functions in algebra.
3 Fill in the blanks and complete the equations for each array.
5
4
13 × _____ = _____
50 10 100
3 2
NAME | DATE
_____ × _____ = _____
4 Fill
Bridges in the blanks
in Mathematics Grade 4 in theMasters
Teacher ratio table. T12 © The Math Learning Center | mathlearningcenter.org
Number of Pencils 13 39 130

Number of Students 1 2 5 9 11
5 For each of the story problems a, b, and c, show your thinking with numbers,
Teaching Tips
labeled sketches, or words. Then write an equation that represents the problem and
give the answer labeled with the correct units.
Organizing Stray Materials
a Luke is six times taller than his puppy, Farley. The puppy is 20 cm tall. How tall
Designate a smalliscontainer
Luke? for stray base ten area and linear pieces, and then have a student put
them away in the right place later on.
Handling Base Ten Area & Linear Pieces

Encourage students to slide base ten pieces (or colored tiles and red linear units) around their
desks rather than trying to pick them up and place them down.
b Maggie is building a new pen for her sheep. The pen is 19 by 11 feet. What is
the area of the pen?
Unit 2 Introduction
Moving Beyond Area & Linear Pieces

As you work with students and allow them to use the base ten area pieces as the unit progresses,
be careful to not imply that they should use them. Nudge students instead to more efficient and
sophisticated models like grid paper and open arrays or to mental images of area. If students
believe you want them to use base ten area and linear pieces near the end of the unit, they may
continue to rely on counting or additive strategies rather than developing more efficient strate-
gies that use multiplicative thinking, like halving and 5 is half of 10.
Use models first to represent students’ thinking. After students see their thinking and get used
to the model, they can answer questions concerning the model. Exercises such as completing
ratio tables with missing numbers here and there, or filling in the missing dimensions or areas
on drawings of open arrays help students get comfortable with the models. Later, students will
use the models as tools to help them think through and solve problems. The transition from a
model of thinking to a model for thinking takes time and experience.
Using Various Models & Strategies

Some students will use all of the models to solve problems, and some won’t, and that’s OK. Keep
modeling student strategies, and as students get used to the models and solidify numerical
relationships, they will begin to use the models as tools to solve problems.
Ratio Tables
16s Total
When you use a ratio table to model strategies for solving combinations like 14 × 16, 1 16
include the first line 1, 16 in the table even if it’s not the student’s starting place. 2 32
4 64
This will be helpful later in the year when students use ratio tables to solve division 10 160
problems and again in middle school as they work with proportions. 14 224
Skip-Counting
If students use repeated addition by lining up the addends and using the addition algorithm to
find products, encourage them to skip-count instead. Skip-counting keeps track as you go, so
students have a sense of the magnitudes (sizes) involved as they proceed. As students skip-count,
include a record of the number of times they are skip-counting in a table or a number line so
students can see opportunities for grouping that will lead them to more efficient strategies.
Flexible Strategies
If some students use multiple strategies and models flexibly to find products of multi-digit
numbers, do not force them to work extensively with the base ten materials and linear pieces
or the grid paper. In other words, if students are already working with partial products to
solve problems, don’t give them the impression they should use less sophisticated strategies.
Encourage these students to justify their thinking and to model their strategies in such a way
that other students can follow their reasoning.

The table that follows shows the major skills and concepts addressed in Unit 2. It is meant to
provide a quick snapshot of the expectations for students’ learning during this unit, as well
as information about how these skills are addressed in Bridges Grade 3, elsewhere in Grade 4
including Number Corner (NC), and also in Grade 5.

4.OA.3 Solve multi-step story problems involving only I D Units 1, 4, 6, 7 R/E
whole numbers, using addition, subtraction, multiplication, NC Oct., Nov., Jan.,
and division Feb.
Supports 4.OA Solve single-step story problems involving N/A I Unit 6 R/E
division with remainders NC Jan., Apr., May
4.NBT.1 Demonstrate an understanding that in a multi- N/A M Unit 4 R/E
digit number, each digit represents ten times what it NC Sep.–Nov., Apr.
represents in the place to its right
Unit 2 Introduction

4.NBT.5 Multiply a 2- or 3-digit whole number by a 1-digit I D Units 5, 6, 7 R/E, S
whole number using strategies based on place value and NC Sep., Oct., Jan.
4.NBT.5 Multiply two 2-digit numbers using strategies N/A D Units 5, 6, 7 R/E, S
based on place value and the properties of operations NC Sep., Oct., Jan.
4.NBT.5 Use equations or rectangular arrays to explain I D Units 5, 6, 7 R/E, S
strategies for multiplying with multi-digit numbers NC Sep., Oct., Jan.
4.NBT.6 Divide a 2-digit number by a 1-digit number, N/A I Unit 6 R/E, S
with a remainder, using strategies based on place value, NC Jan., Apr., May
the properties of operations, or the relationship between
multiplication and division
4.NBT.6 Use equations or rectangular arrays to explain N/A I Unit 6 R/E, S
strategies for dividing a multi-digit number by a 1-digit NC Jan., Apr., May
number
4.MD.3 Apply the area formula for a rectangle to solve a I D Units 5, 6, 8 R/E
problem NC Dec., Jan., Apr

Assessments
There are four written assessments in Unit 2—a unit pre-assessment near the beginning of
Module 1, two checkpoints—one in Module 2 and another in Module 3, and a unit post-
assessment at the end of Module 4. There is also one assignment that can be collected as a work
sample in Module 3. In addition to these, five Work Places introduced over the course of the unit
offer teachers opportunities to observe students’ skills in authentic settings. The following chart
shows where and when assessment opportunities appear throughout the unit.

3.OA.4 Solve for the unknown in a M1, S4 Work Place 2A What’s
multiplication or division equation Missing? Bingo
involving 3 whole numbers
3.OA.5 Multiply using the commuta- M3, S3 Multiplication Checkpoint
tive and associative properties
3.OA.7 Fluently divide with dividends M1, S4 Work Place 2A What’s
to 100 with strategies Missing? Bingo
M2, S1 Work Place 2B Division
Capture
4.MD.2 Solve story problems M1, S2 Unit 2 Pre-Assessment
involving money using addition,
multiplication, and division of whole
numbers
4.MD.3 Apply the area formula for a M4, S5 Unit 2 Post-Assessment
rectangle to solve a problem
4.OA.1 Make a comparison statement M1, S2 Unit 2 Pre-Assessment
to match a multiplication equation M4, S5 Unit 2 Post-Assessment
a multiplicative comparison using M4, S5 Unit 2 Post-Assessment
multiplication or division
4.OA.3 Solve multi-step story prob- M2, S5 Multiplying by Tens
lems involving only whole numbers, Checkpoint
using multiplication M3, S3 Multiplication Checkpoint
M1, S2 Unit 2 Pre-Assessment
Unit 2 Introduction

4.OA.4 Demonstrate an understand- M2, S5 Multiplying by Tens
ing that a whole number is a multiple Checkpoint
of each of its factors
4.OA.4 Determine whether a whole M1, S2 Unit 2 Pre-Assessment
number between 1 and 100 is prime or M4, S5 Unit 2 Post-Assessment
composite
4.NBT.1 Demonstrate an understand- M1, S2 Unit 2 Pre-Assessment
ing that in a multi-digit number, each M4, S5 Unit 2 Post-Assessment
digit represents ten times what it
represents in the place to its right
4.NBT.5 Multiply 2- and 3-digit whole M3, S4 Work Place 2C Moolah M1, S2 Unit 2 Pre-Assessment
numbers by a 1-digit whole number on My Mind M3, S3 Multiplication Checkpoint
using strategies based on place value M4, S4 Work Place 2E More or M3, S5 Multiplication Strategies
and the properties of operations Less Multiplication Work Sample
4.NBT.5 Multiply two 2-digit numbers M3, S4 Work Place 2C Moolah M1, S2 Unit 2 Pre-Assessment
using strategies based on place value on My Mind M3, S3 Multiplication Checkpoint
and the properties of operations M4, S5 Unit 2 Post-Assessment
4.NBT.5 Use an equation or a rect- M3, S4 Work Place 2C Moolah M1, S2 Unit 2 Pre-Assessment
angular array to explain strategies for on My Mind M2, S5 Multiplying by Tens
multiplying with multi-digit numbers Checkpoint
M3, S3 Multiplication Checkpoint
M3, S5 Multiplication Strategies
Work Sample
4.NBT.6 Divide a 2- or 3-digit number M4, S3 Work Place 2D M1, S2 Unit 2 Pre-Assessment
by a 1-digit number, using strategies Remainders Win M3, S3 Multiplication Checkpoint
based on place value, the properties M4, S4 Work Place 2E More or M4, S5 Unit 2 Post-Assessment
of operations, or the relationship Less Multiplication
4.NBT.6 Use a rectangular array to M1, S2 Unit 2 Pre-Assessment
explain strategies for dividing a multi- M4, S5 Unit 2 Post-Assessment
digit number by a 1-digit number
4.MD.2 Solve story problems involv- M3, S4 Work Place 2C Moolah
ing money, using multiplication on My Mind
4.MD.3 Apply the area formula for a M3, S3 Multiplication Checkpoint
rectangle to solve a problem.
M –Module, S – Session
Differentiation
Session 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Challenge
Support
ELL
Teachers Guide
Module 1
Building Multiplication Arrays
Session 1 The Great Wall of Base Ten�� 3
Session 3 Metric Units of Linear & Area Measurement�� 15
Session 4 Multiplying by Ten��21
Session 5 Building Multiplication Arrays��27

Base Ten Piece Areas�� T1 Place Value & The Great Wall��44
Base Ten Mats��T2 Base Ten Area Pieces��45
Great Wall Labels Sheet 1��T3 Multiplicative Comparisons on the Wall��46
Great Wall Labels Sheet 2�� T4 Finding Areas of Rectangles�� 47
Great Wall Labels Sheet 3�� T5 A New Room for Nick��48
Unit 2 Pre-Assessment�� T6 Work Place Instructions 2A What’s Missing? Bingo��49
Base Ten Grid Paper��T10 Flora Tries Again��50
Unit 2 Pre-Assessment Student Reflection Sheet�� T11 Arrays & Equations for Tens�� 51
Rectangular Dimensions��T12 Multiplication Arrays�� 52
Metric Units of Length��T13 Fill the Frames�� 53
Unit 2 Work Place Log��T14
Work Place Guide 2A What’s Missing? Bingo��T15 Home Connections Pages
2A What’s Missing? Bingo Record Sheet��T16
Measuring in Centimeters�� 21
2A Small Number Charts��T17
More Multiplying by Ten��25
Flora's Problem��T18
The Ants’ Garden��T19
Garden Arrays��T20
Unit 2
Unit 2
Module 1
Module 1
Overview
This module introduces multi-digit multiplication. To start, students build the Great Wall of Base Ten to examine the relation-
ships among place values and to make generalizations about what happens when a number is multiplied by 10, 100, or 1,000.
From there, students use base ten area pieces to model and solve single- and double-digit multiplication combinations. Their
work with the 1-square-centimeter pieces reinforces the connection between multiplication and area.
Planner
Session 1 The Great Wall of Base Ten
Students determine the area of each base ten area piece in square centimeters and discuss the idea
that the area of each piece represents its place value. They also build models of the base ten area
pieces through 10,000 to display in the classroom as the Great Wall of Base Ten.
In this session, students take the Unit 2 Pre-Assessment to provide information for the teacher and
students about students’ current understanding of Unit 2 skills and concepts. As they finish and time
allows, students choose Work Place activities.
Session 3 Metric Units of Linear & Area Measurement
Students begin by reflecting on the Unit 2 Pre-Assessment. Then they review the relationship
between dimensions and area. They use their base ten area pieces as referents for centimeters and
decimeters as they create rectangular arrays, identify and label dimensions, and find areas.
Session 4 Multiplying by Ten
Today’s session opens with an introduction to the first new Work Place for Unit 2—What’s Missing?
Bingo. Then the teacher introduces a problem that involves multiplying 1- and 2-digit numbers by
ten. Students and teacher work together to model and discuss the problem. Students complete the
work on their own, and go to Work Places as they finish.
Work Place 2A What’s Missing? Bingo
Players take turns drawing cards, each of which shows an equation that is missing a single number.
They work together to determine what the missing number is and make an X over that number on
their bingo boards. The first player to get 4 numbers in a row wins.
Session 5 Building Multiplication Arrays
Today’s session extends students’ work from the previous session by having them solve four multipli-
cation story problems by building and discussing 2-by-2-digit arrays using their base ten area pieces.
After they model and solve the problems as a class, students complete a related assignment in their
Student Books.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 47, 50, 52, & 55.
pages 44–53.
assignments for this module using Home Connections pages 21–26.
Work Place Prepare the materials for Work Place 2A using the list of materials on the Work
Preparation Place Guide (Teacher Master T15).
Staple a copy of the Unit 2 Work Place Log (Teacher Master T14) at all 4 corners to
the back of each student’s Work Place folder.
Unit 2 Module 1
Unit 2
Module 1
Session 1 Session 1
The Great Wall of Base Ten
Summary
Students determine the area of each base ten area piece in square centimeters and discuss
the idea that the area of each piece represents its place value. They also build models of the
base ten area pieces through 10,000 to display in the classroom as the Great Wall of Base Ten.
Skills & Concepts

• Generate a number or shape pattern that follows a given rule (4.OA.5)
• Identify features of a pattern that were not explicit in the rule used to generate that pattern
(4.OA.5)
• Demonstrate an understanding that in a multi-digit number, each digit represents ten
times what it represents in the place to its right (4.NBT1)
• Read multi-digit whole numbers using base-ten numerals (4.NBT.2)
• Identify the relative sizes of centimeters, decimeters, and meters (4.MD.1)
• Apply the area formula for a rectangle to solve a problem (4.MD.3)
Materials
Vocabulary
Problems & Investigations Great Wall of Base Ten those terms for which Word
TM T1 • base ten area pieces (class set, • meter stick Resource Cards are available.
Base Ten Area Pieces plus 1 set for display) • markers area*
TM T2 • Word Resource Card for area • scissors (class set)
decimeter
Base Ten Area Mats • clear adhesive tape for student
use (several rolls) dimension*
SB 44*
Place Value & the Great Wall hundreds
TM T3–T5 hundred thousands
Great Wall Labels mat
Daily Practice mat-mat
ones
SB 45
Base Ten Area Pieces place value
strip
Copy instructions are located at the top of each teacher master. *Run 1 copy of this page for display.
strip-mat
tens
Preparation ten thousands
Today the class will assemble the Great Wall of Base Ten, which will hang on the wall for the thousands
remainder of the unit. You need to find a space that students can see and access easily that is unit*
about 1 1/2 meters long and a little more than 1 meter tall. If you do not have an appropriate
space, you can build the wall on two 48" × 36" pieces of butcher paper taped together to make a
48" × 72" rectangle, which can then be moved from one place to another when necessary.
Toward Multi-Digit
Problems & Investigations Multiplication
To apply their knowl-
Great Wall of Base Ten edge of 4 × 7 to a larger
problem such as 40 × 70,
1 Open the session by telling students that today they will build a model of students must under-
our number system to use and refer to throughout this unit. stand that 40 and 70 are
10 times the size of 4 and
2 Then display from right to left, 1 unit, 1 strip, and 1 mat. Ask the class what 7 and that as a result,
number each piece represents and how they know. their product is 100 times
the size of the product of
4 × 7. To ensure students
understand the concepts
underlying multi-digit
multiplication, Module 1
opens with an in-depth
investigation of place
value through ten
thousands. During today’s
session, students will
observe and describe the
mat strip unit relationships between 1,
10, 100, 1,000, and 10,000,
3 Review the term area by posting its Word Resource Card and asking noting that each place
students to share their current thoughts about what the word area means. value is 10 times more
Area can be defined as the total number of square units needed to cover a two-dimensional than the one before it.
surface. The working definition your class uses might be a little less formal.
4 Next, display the Base Ten Area Pieces Teacher Master. Ask students to
determine together the area of each piece in square centimeters and con-
sider how the dimensions relate to the area.
Unit 2 Module 1
Base Ten Piece Areas
Mat Strip Unit

T1
10 cm
10 cm
1 cm
10 cm 1 cm 1 cm
Area: ______ square cm Area: ______ square cm Area: ______ square cm
Roddy The area of the mat is 100.

Bianca There are two dimension numbers and only one area number
for each one.
Alfonso The strip has two different dimension numbers, 10 and 1,
and the other pieces have the same dimension numbers, 1 and 1 for
the tiny square and 10 and 10 for the big square.
Lin The area is the total number of squares in the whole piece. The
dimensions just show how long each side is. If you just multiply 10
times 10, you get 100. And look, it works for the other pieces too. One
times 1 is 1 and 1 times 10 is 10!
5 Display to the class, from right to left again, the actual base ten area pieces
for 1 unit, 1 strip, and 1 mat. Ask students what the piece to the left of the
mat would look like, if you were to place one there.
Although some students will note the pattern of square, rectangle, and square in looking at the
unit, strip, and mat, and predict that the next piece to the left will be another rectangle (a long
strip of 10 mats), others may be sure that the next piece will be square. Don’t take a lot of time to
debate the issue. Rather, call students’ attention to the alternating shapes in the pieces, moving
from right to left. Draw their attention to the pattern, and tell them that the next piece to the left
of the mat will be a rectangle. Can they imagine in their mind’s eye how that rectangle will look?
rectangle square rectangle square
6 Explain that a long rectangle made of 10 mats would be called a strip-mat.

The name “strip-mat” is given to provide common language in the classroom for referring
to this particular piece. When possible, refer to pieces by their dimensions (e.g., 10 × 100) or
area (e.g., 1,000) to emphasize number and place value.
7 Have each student pair create a strip-mat.

• Give 5 copies of the Base Ten Area Mats Teacher Master, scissors, and tape to each pair.
• Have them cut out 10 mats and tape them together.
• Challenge students to determine the dimensions and area of their strip-mat as they work.
• If you have fewer than 15 pairs of students, give additional sheets to early finishers.
Altogether you will need 11 strip-mats to create the Great Wall of Base Ten.
8 Build the Great Wall of Base Ten.

• Ask one pair to post their strip-mat on the wall.
• Ask students to speculate what the next piece to the left would look like.
If there are disagreements about the piece, encourage students to refer once again to patterns
they see in the pieces that are already posted to support their thinking. For example, students
might refer to a geometric pattern (e.g., every other piece is a square) or to a number pattern
(e.g., the dimension across the top grows every two pieces moving from right to left).
• Come to consensus that the next piece would be a mat-mat (10 strip-mats across, 100
units × 100 units).
• Work with student pairs to use 10 of the strip-mats they just made to form a mat-mat
on the wall.
• Ask a few students to add a mat, a strip, and a unit to complete the display.
Note Space the pieces to allow room to add labels to the display later. See the illustration
in step 14.
10,000 1,000 100 10 1

9 Ask students to share observations about the sequence of pieces on the wall.
Encourage students to share strategies for finding the dimensions and areas of the pieces
and to review or share any patterns they notice.
When sharing the vertical dimension of the strip-mat, you can use the meter stick to show
that 100 centimeters (or 10 decimeters) are equal to 1 meter.
100 cm or 1m
meter 10 cm
stick strip-mat
10 Display the Place Value & the Great Wall Student Book page as students
find the page in their own books.
Give students a few moments to look at the page quietly.
11 Then work with input from the class to fill in the table on the lower half of
the sheet.
• Note with students that the information is already filled in on the first row.
• Fill in the first column all the way down the left side of the table to review the name of
each piece and its area in square centimeters.
• Then work with the class to fill in the second row to illustrate the fact that 10 can be
thought of as 1 ten and 0 ones OR 0 tens and 10 ones.
Teacher So, the strip—is it 10 units or 1 ten?

Monica It’s both!
Teacher Since it’s both 10 units and 1 ten, we can write it both ways
on our sheet and it looks the same, doesn’t it?
NAME | DATE
Bridges in Mathematics Grade 4 Student Book
Unit 2 Module 1
Place Value & The Great Wall

Take a look at the Great Wall of Base Ten you just made with your classmates, and fill in the table below to see how these
pieces relate to each other.
Session 1
Name of Piece Equations

unit
= 1
1 sq. cm
units
strip 1 0 = 0 10 = 10
10
tens
units
tens
units
_____ sq. cm
mat
= = =
44
• Repeat this process to illustrate the fact that 100 can be thought of as 1 hundred, 0 tens,
_______ sq. cm
hundreds
tens
units
hundreds
tens
units
hundreds
tens
units
and 0 ones OR 0 hundreds, 10 tens, and 0 ones OR 0 hundreds, 0 tens, and 100 ones.
© The Math Learning Center | mathl
strip-mat
= = = =
_________ sq. cm
thousand
hundreds
tens
units
thousand
hundreds
tens
units
thousand
hundreds
tens
units
thousand
hundreds
tens
units
mat-mat
= = = = =
_________ sq. cm
sand
sand
reds
tens
units
sand
sand
reds
tens
units
sand
sand
reds
tens
units
sand
sand
reds
tens
units
sand
sand
reds
tens
units
Teacher Let’s look again at the mat, and think about it in three
different ways—as hundreds, tens, and ones. How many hundreds are
there in the mat?
Craig Just one. A mat is just 100.
Teacher OK, let’s record that information in the third row of our
table. How many tens are there in a mat; how many strips?
Ayisha There are 10 because 10 tens makes 100.
Teacher And how many ones are there in a mat; how many units?
Abe There are 100 units—you can even see all of them because of the
lines on the mat.
NAME | DATE
Unit 2 Module 1
Session 1
Name of Piece Equations
unit
= 1
1 sq. cm
units
strip 1 0 = 0 10 = 10
10
tens
units
tens
units
_____ sq. cm
mat
1 0 0 = 0 10 0 = 0 0 100 = 100
44
100
_______ sq. cm
hundreds
tens
units
hundreds
tens
units
hundreds
tens
units
strip-mat
= = = =
_________ sq. cm
thousand
hundreds
tens
units
thousand
hundreds
tens
units
thousand
hundreds
tens
units
thousand
hundreds
tens
units
mat-mat
= = = = =
_________ sq. cm
ten thousand
thousand
hundreds
tens
units
ten thousand
thousand
hundreds
tens
units
ten thousand
thousand
hundreds
tens
units
ten thousand
thousand
hundreds
tens
units
ten thousand
thousand
hundreds
tens
units
12 Continue in this fashion until you and the students have completed the
table for all the pieces in the Great Wall.
• As you do so, ask students to think about the smaller chunks they can see in the two
largest pieces. For example, they might tell you that they can see 1,000 units in the
strip-mat. Ask them how many mats there are in the strip mat (10), and how many
strips (100).
• Repeat this line of questioning about the mat-mat. Students should observe that there
are 10,000 units or 1,000 strips or 100 mats or 10 strip mats in the mat-mat.
• Press students to explain their answers as you go.
• When the table is completed, ask students to discuss, first in pairs and then as a whole
class, any patterns they see in the pieces themselves, the area of each piece, and the
numbers of units, strips, mats, and so on that can be seen in each piece.
Consuela Each piece is 10 times more than the smaller piece that
comes before it.
Teacher Thumbs up if you agree with Consuela. Is each piece really
10 times as many as the piece that comes before it? How do you know?
Sara You can multiply, like 1 × 10 is 10, and 10 × 10 is 100, so 100 is
10 times as many as 10.
Anna And if you keep going, 1,000 is 10 times as many as 100
because 10 × 100 is 1,000.
Martin You can also just look and see the pieces. First there’s a unit.
If you stack up 10 units, it makes a strip. If you put 10 strips together,
you get a mat. If you stack up 10 mats, you get 1,000. It always takes
10 of the littler ones to make the next big one.
Willie Hey, look! On the wall, the pieces grow up, then sideways, then
up, then sideways.
13 Close the session. Math Practices

If time allows, pose a few number riddles to the class based on the work they just completed. in Action 4.MP.2
I’m thinking of a number that can be 10 hundreds or 100 tens. What’s By connecting the base
my number? (1,000) ten pieces to positional
notation for writing
I’m thinking of a number that can be 100 ones or 10 tens. What’s my numbers, you are helping
number? (100) students reason quantita-
I’m thinking of a number that can be 100 hundreds or 1,000 tens. tively and abstractly about
What’s my number? (10,000) numbers into the ten thou-
sands. This helps students
14 After the session, run a copy of the Great Wall Labels. Cut the labels apart develop a stronger sense
and post them below their respective pieces on the Great Wall of Base Ten. of these quantities and the
relationships among them,
which contributes to their
understanding of place
value and their ability to
calculate fluently with large
numbers.
Unit 2 Module 1
Unit 2 Module 1
Great Wall Labels Sheet 2 Great Wall Labels Sheet 1
Mat (10 × 10 = 102) Unit (100)

100 Dimensions: 10 cm × 10 cm 1 Dimensions: 1 cm × 1 cm
Session 1 1 copy for display, cut apart

Area: 100 sq. cm Area: 1 sq. cm
1 0 0 0 10 0 0 0 100 1
= = = 100 = 1
tens
units
tens
units
tens
units
hundreds
hundreds
hundreds
units
Unit 2 Module 1

Unit 2 Module 1
Great Wall Labels Sheet 3 Great Wall Labels Sheet 2 Great Wall Labels Sheet 1
T4
T3
Mat-Mat (10 × 10 × 10 × 10 = 104) Strip-Mat (10 × 10 × 10 = 103) Mat (10 × 10 = 102) Strip (10 × 1= 101) Unit (100)

10,000 Dimensions: 100 cm × 100 cm 1,000 Dimensions: 10 cm × 100 cm 100 Dimensions: 10 cm × 10 cm 10 Dimensions: 1 cm × 10 cm 1 Dimensions: 1 cm × 1 cm

Area: 10,000 sq. cm Area: 1,000 sq. cm Area: 100 sq. cm Area: 10 sq. cm Area: 1 sq. cm
1 0 0 0 0 0 10 0 0 0 0 0 100 0 0 0 0 0 1,000 0 0 0 0 0 10,000 1 0 0 0 0 10 0 0 0 0 100 0 0 0 0 1,000 1 0 0 0 10 0 0 0 100 1 0 0 10 1

= = = = = 10,000 = = = = 1,000 = = = 100 = = 10 = 1
tens
units
tens
units
tens
units
tens
units
tens
ten thousand
thousand
hundreds
ten thousand
thousand
hundreds
ten thousand
thousand
hundreds
ten thousand
thousand
hundreds
ten thousand
thousand
units
units
hundreds
tens
units
tens
units
tens
tens
thousand
hundreds
thousand
hundreds
thousand
units
hundreds
thousand
units
hundreds
hundreds
tens
units
tens
units
tens
units
hundreds
hundreds
tens
units
tens
units
T5
T3
T4
Strip-Mat (10 × 10 × 10 = 103) Strip (10 × 1= 101)


© The Math Learning Center
1,000 Dimensions: 10 cm × 100 cm 10 Dimensions: 1 cm × 10 cm
Leave the display posted where it is easily viewed for future reference in this unit. You will
Area: 1,000 sq. cm Area: 10 sq. cm
use it in units 4 and 6 as well. In the meantime, if you cannot leave the Great Wall of Base
Ten where it is, you can move it to a less accessible place where it is still clearly visible,
such as higher up on a wall, possibly mounting the pieces and labels on butcher paper if
you haven’t done so already.
The Great Wall display will serve as a valuable resource when place value considerations
arise during multiplication lessons later in this unit. In Unit 6, the display will be extended
in the other direction to provide a visual model for decimals. The Great Wall of Base Ten
also furnishes a model of exponents and exponential growth, and thus the exposure you’re
providing now prepares students for later mathematics. (The areas of the pieces are 10⁰ = 1,
101 = 10, 102 = 100, 103 = 1000, and 10⁴ = 10,000.)
CHALLENGE Some students might want to extend the pattern beyond 10,000, creating labels
for 100,000 and even 1,000,000. Encourage these students to include the dimensions, area,
and measurements in meters, decimeters, and centimeters.
Daily Practice
The optional Base Ten Pieces Student Book page provides additional opportunities to
apply the following skills.
comparison (4.OA.1)
division (4.OA.2)
Unit 2 Module 1
Unit 2
Module 1
Session 2 Session 2
Summary
In this session, students take the Unit 2 Pre-Assessment to provide information for the teacher
and students about students’ current understanding of Unit 2 skills and concepts. As they
finish and time allows, students choose Work Place activities. At the end of the session, the
teacher introduces and assigns the Measuring in Centimeters Home Connection.
Skills & Concepts

comparison (4.OA.1)
(4.OA.2)
times what it represents in the place to its right (4.NBT.1)
• Multiply a 2- or 3-digit whole number by a 1-digit whole number using strategies based on
• Multiply two 2-digit numbers using strategies based on place value and the properties of
operations (4.NBT.5)
• Use a rectangular array to explain strategies for multiplying with multi-digit numbers (4.NBT.5)
• Divide a 2-digit number by a 1-digit number, with a remainder, using strategies based on
place value, the properties of operations, or the relationship between multiplication and
division (4.NBT.6)
• Solve story problems involving money using addition, multiplication, and division of whole
numbers (4.MD.2)
Materials
Assessment Unit 2 Pre-Assessment

TM T6–T9 • base ten area and linear • scratch paper
Unit 2 Pre-Assessment pieces
TM T10 • plastic coins
Base Ten Grid Paper
Work Places in Use
Home Connection
HC 21–24
Measuring in Centimeters
Daily Practice
SB 46
Multiplicative Comparisons on the Wall

Preparation
• Set out the base ten area and linear pieces, plastic coins, scratch paper, and copies of
the Base Ten Grid Paper Teacher Master in a location (or more than one location) where
students will be able to access them easily without disturbing others.
• Note that you will need to score the Unit 2 Pre-Assessment before next session. If you
cannot mark the pre-assessment by Session 3, make room for reflection time during
another session in this module.
Assessment Guide
Assessment
See the Grade 4
1 Set the stage for the pre-assessment for Unit 2. suggestions.
• Tell students that today they will take a pre-assessment to help teacher and students
alike know where they are with the concepts and skills in the unit. With the results,
everyone will be better able to prepare for the unit.
• Tell students how much time they have. We recommend you allow 40–45 minutes, and
ask students who finish earlier to quietly choose a Work Place activity to do.
2 Display the first page of the Unit 2 Pre-Assessment Teacher Master as help-
ers give a copy of the assessment to each student.
• Give students a minute to look over the assessment.
• Let students know that they can use scratch paper, one or more copies of the Base Ten
Grid Paper Teacher Master, base ten area and linear pieces, or coins to help with any of
the problems on the assessment.
»» Display each of these items as you list them.
»» Tell students how and where to access these materials if and when they need them.
• Model the following strategies as you describe them to students.
»» Look over the whole assessment before you begin, to get a sense of what you need to do.
»» Notice which problems might be easier or more difficult for you. You may put a
small star by easier problems and a question mark by more challenging ones.
»» Think about how to use your time during the assessment so that you have time and
»» Tell students that if they get really stuck on one problem, they can skip it for now,
work on other problems, and then go back to it later, if they have time.
4 When students understand what to do, have them begin work.

• Remind students to raise their hands if they need help reading a problem; this is not
meant to be a reading test.
• If some students are unable to complete the assessment in the allotted time, allow them
additional time later in the day or early the next to finish their work.
5 As students finish, have them turn in their assessment and then choose a
Work Place activity to use quietly until everyone else finishes.
6 At the end of the session, collect students’ assessments. Reassure students
who were not able to finish that you’ll give them additional time later.
Let them know they will get their pre-assessments back soon so they can set their own
goals for Unit 2.
Home Connection
7 Introduce and assign the Measuring in Centimeters Home Connection,
• Identify equations with a letter standing for an unknown quantity to represent a multi-
step story problem (4.OA.3)
Note You may want to have students assemble their paper measuring tapes at school.
Daily Practice
The optional Multiplicative Comparisons on the Wall Student Book page provides
comparison (4.OA.1)
division (4.OA.2)
Unit 2 Module 1
Unit 2
Module 1
Session 3 Session 3
Metric Units of Linear &
Area Measurement
Summary
Students begin by reflecting on the Unit 2 Pre-Assessment. Then they review the relationship
between dimensions and area. They use their base ten area pieces as referents for centimeters
and decimeters as they create rectangular arrays, identify and label dimensions, and find areas.
Skills & Concepts

• Identify the relative sizes of centimeters, decimeters, and meters (4.MD.1)
Materials
TM T11 • Scored Unit 2 Pre-Assessments Resource Cards are available.
Unit 2 Pre-Assessment Student (completed in Session 2) area*
Reflection Sheet
centimeter (cm)*
Problems & Investigations Metric Units of Linear & Area Measurement decimeter
TM T12 • base ten area pieces (class set, • student math journals dimension*
Rectangular Dimensions plus 1 set for display) • Great Wall of Base Ten created in meter (m)*
TM T13 • base ten linear pieces (class set, Session 1
rectangle*
Metric Units of Length plus 1 set for display) • rulers (optional, class set)
SB 47* • Word Resource Cards for dimen-
Finding Areas of Rectangles sion and area
Daily Practice
SB 48
A New Room for Nick

Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display
Assessment
• Recognize students for their work on the Unit 2 Pre-Assessment in Session 2.
• Tell students that today they will have a chance to reflect on the pre-assessment and set
goals for Unit 2. Then they will work with measurement, dimensions, and area.
or so to look them over.
for the unit, identify which skills and concepts they currently understand, and concentrate
their efforts.
• Encourage them to ask questions, but do not explain how to do problems at this time.
Similar problems will be introduced throughout the unit.
»» Advise them not to be discouraged if their results were disappointing. They have
several weeks to develop their skills and they will retake the same assessment at the
end of the unit.
»» Advise them not to be complacent if their results were excellent. The pre-assessment
is just a quick snapshot to guide your teaching, and students will have opportunities
to improve their mathematical understanding during the unit.

Teacher Master. Give students each a copy and work with them to fill it in.
• For each row, read the skill and make sure students understand it. Ask volunteers to
explain, and/or use one of the associated items on the pre-assessment to explain the
skill to the class.
listed on the reflection sheet, have students star the two they feel they need
to work on most in the next few weeks.

Metric Units of Linear & Area Measurement
6 Ask student pairs to get base ten area and linear pieces, and then have them
choose the pieces that best show a centimeter and a decimeter.
Remind students that a decimeter is a length of 10 centimeters.
7 Invite students to share why they chose the pieces they did.
Monica I’m using the linear pieces. The short one is exactly 1 centi-
meter and the long one is exactly 10 centimeters, which is the same as
a decimeter.
1 cm 10 cm or 1 dm
Armando I used the unit and the strip instead. They have the same lengths
as the linear pieces, but they’re easier to hold because they’re thicker.
1 cm 10 cm or 1 dm
Yusef I have just the strip because it works for both. It’s 1 centimeter
on the short end, and it’s 10 centimeters long.
1 cm
10 cm or 1 dm
LaVonne I have a unit and a mat. The unit is 1 centimeter on all 4
sides, and the mat is a decimeter on all 4 sides.
Teacher I’d like everyone to take a moment to think about this

idea. If you were going to use the mat, for example, to measure the
length of a piece of paper, how would you do it? What part of the mat
would you use and why? Take a minute to think about it, talk to your
partner, and then we’ll discuss it.
Scott I would use the edge. You’d have to line it up with the edge of
the paper.
Teacher Why just the edge? This is a pretty big piece, so why would
you use that part of it?
Scott Well, because you just want to know how long it is. The edge is
all you need.
8 Post the Word Resource card for dimension and review the term. Then have
students add the word to their handbooks.
• Ask students to share their current thoughts about the meanings of the word.
• Come to consensus on a class definition for dimension.

• Have students add the word dimension to the handbook at the back of their math journal,
along with a definition, an example, and a sketch to show the meaning of the word.
ELL When reviewing and introducing vocabulary throughout the lesson, point to the
Word Resource Card as you say the word, use hand gestures and drawings to help clarify
the meaning, and assign a language helper if possible.
9 Display the Rectangular Dimensions Teacher Master and read the question
at the top of the sheet with the class.
• As students respond, arrange base ten linear pieces on the teacher master to illustrate
their thinking.
• Then with input from the class, label the dimensions of the rectangle with the measurements.
Rectangular Dimensions
How would you use your base ten linear pieces to find the dimensions of this rectangle?
15 cm
10 cm = 1 dm
10 Have each student pair use their base ten linear pieces to build the dimen-
sions of a 10-centimeter by 15-centimeter rectangle, just like the one on
display.
• After they’ve built the dimensions of the rectangle with linear pieces, have them build
the rectangle by filling in the frame with base ten area pieces.
• Then have them share, first in pairs and then as a whole class, the area of the rectangle
and how they figured it out.
Willie It’s 150 because it took a mat and 5 strips to fill in the rect-
angle. That’s like 100 plus 50.
Sara I agree that it’s 150 because there are 15 little squares in each
row, and there are 10 rows. That’s 150.
Teacher I’m wondering, 150 whats? 150 inches? 150 miles? 150 pounds?
Quinlan It’s 150 of those little squares.
11 Then review the term area.

• Post the Word Resource Card for area, and have students share their current thoughts
about the meaning of the word.
• Come to consensus on a class definition for area.
• Have students add the word area to the handbook at the back of their math journal,
along with a definition, an example, and a sketch to show the meaning of the word.
• Ask students to report the area of one of the base ten units, based on the fact that each
side length is 1 centimeter.
12 Ask students how the dimensions of the rectangle can help them find the
area (total number of square centimeters in the rectangle). Call on a few
students to share their thinking.
• Refer to the base ten model as students share their ideas.
• During the discussion, review the fact that the side lengths or dimensions of a rectangle
can be multiplied to find the area.
13 Label the area of the rectangle on the teacher master in square centimeters, and
call attention to the label you used, square centimeters, abbreviated as sq. cm.
15 cm
Area = length times width

10 cm = 1 dm
15 × 10 = 150 sq. cm
14 Now move the discussion about dimensions and area back to the Great
Wall of Base Ten, where students should be able to find examples of a
square centimeter, a square decimeter, and a square meter.
• Direct students’ attention to the Great Wall of Base Ten from Session 1.
• Have them discuss and identify the area of the unit, the mat, and the mat-mat.
• Add the terms square decimeter and square meter to the labels for the mat and
mat-mat.
Unit 2 Module 1
Unit 2 Module 1
Great Wall Labels Sheet 3 Great Wall Labels Sheet 2

Mat-Mat (10 × 10 × 10 × 10 = 104) Mat (10 × 10 = 102)
10,000 Dimensions: 100 cm × 100 cm 100 Dimensions: 10 cm × 10 cm
Area: 10,000 sq. cm

= 1 sq. m Area: 100 sq. cm = 1 sq. dm
1 0 0 0 0 0 10 0 0 0 0 0 100 0 0 0 0 0 1,000 0 0 0 0 0 10,000 1 0 0 0 10 0 0 0 100
= = = = = 10,000 = = = 100
tens
units
tens
units
tens
units
tens
units
tens
units
ten thousand
thousand
hundreds
ten thousand
thousand
hundreds
ten thousand
thousand
hundreds
ten thousand
hundreds
thousand
ten thousand
thousand
hundreds
hundreds
tens
units
tens
units
tens
units
hundreds
hundreds
T5
T4
Strip-Mat (10 × 10 × 10 = 103)

Updated labels
© The Math Learning Center
1,000 Dimensions: 10 cm × 100 cm

Area: 1,000 sq. cm
• Then ask students to see if they can find any of these units of area (square centimeter,
square decimeter, and or square meter) in the 10 × 15 rectangle they just built.
15 Next, display the Metric Units of Length Teacher Master and give the class a
minute to think quietly of things that could be measured in each of these units.
Then call on students to share while you record their thinking on the chart.
• Encourage students to use the base ten area pieces and the class meter stick for reference.
• Then reverse the exercise. Name an item such as the height of a houseplant or the dimen-
sions of the playground and ask students to tell what unit might be best for measuring it.
Metric Units of Length

Unit Things we would measure with this unit
centimeter
length of base ten unit book pen eraser
cell phone pencil
water bottle
decimeter
10 centimeters yourself / your body
length of base ten strip desk length poster
chart flag
meter
100 centimeters car room length wall
10 decimeters
length of base ten strip-mat
whiteboard how far you ran
16 Then choose a rectangular item from the student-generated list and ask the
class to discuss, first in pairs and then as a whole class, how the choice of
units of length used to measure that item would determine the size of the
square unit that would be used to label the area of the item.
For example, if the class has included a whiteboard on the list of items they would measure
in meters, would they report the area of the whiteboard in square centimeters, square
decimeters, or square meters? Why?
Repeat this with several of the other rectangular items listed by the class on the teacher master.
17 Now display a copy of the Finding Areas of Rectangles Student Book page
while students find the page in their books.
• Review the directions together. Let them know that they can use either their base ten
linear pieces or a ruler marked in centimeters to measure the dimensions of the two
rectangles at the top of the page, as well as the page itself.
• When students understand what to do, have them go to work.
• Encourage students to share and compare their answers with neighbors as they finish.
18 To close the session, review students’ work as a class or have them talk in
pairs about their work. You might ask, “How is a dimension like a factor?”
Have students clean up and put away materials.
Note Be sure to save the Great Wall of Base Ten for use in Units 4 and 6.
Daily Practice
The optional A New Room for Nick Student Book page provides additional opportunities
to apply the following skills.
• Identify the relative sizes of centimeters, meters, and kilometers (4.MD.1)
Unit 2 Module 1
Unit 2
Module 1
Session 4 Session 4
Multiplying by Ten
Summary
Today’s session opens with an introduction to the first new Work Place for Unit 2—What’s
Missing? Bingo. Then the teacher introduces a problem that involves multiplying 1- and 2-digit
numbers by 10. Students and teacher work together to model and discuss the problem.
Students complete the work on their own, and go to Work Places as they finish. At the end of the
session, the teacher introduces and assigns the More Multiplying by Ten Home Connection.
Skills & Concepts

• Solve for the unknown in a multiplication or division equation involving 3 whole numbers (3.OA.4)
• Multiply a 2-digit whole number by a 1- or 2-digit whole number using strategies based on
Materials
Vocabulary
Work Places Introducing Work Place 2A What’s Missing? Bingo those terms for which Word
TM T14 TM T17 • 1 deck of What’s • students’ Work Resource Cards are available.
Unit 2 Work Place Log 2A Small Number Charts Missing? Bingo Cards Place folders area*
TM T15 SB 49** (see Preparation)
Work Place Guide 2A Work Place Instructions 2A
centimeter (cm)*
What’s Missing? Bingo What’s Missing? Bingo dimension*
TM T16 factor*
2A What’s Missing?
multiply*
Bingo Record Sheet
product*
Problems & Investigations Multiplying by Ten rectangle*
TM T18 • base ten area and square centimeters
Flora’s Problem linear pieces (class unknown
SB 50* sets, plus 1 set each
Flora Tries Again for display)
Work Places in Use

2A What’s Missing? Bingo (introduced in this session)
Home Connection
HC 25–26
More Multiplying by Ten
Daily Practice
SB 51
Arrays & Equations for Tens
Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display.
** Run 1 copy of this page for use by the teacher and other adult helpers during Work Place time..
Preparation
• Staple a copy of the Unit 2 Work Place Log Teacher Master at all 4 corners to the back of
each student’s Work Place folder. This will allow students to keep track of the number of
times they have visited the Unit 1 Work Places that will remain in use during Unit 2, and
also track their progress through the new Work Places as they’re introduced in Unit 2.
• In today’s session, you’ll introduce Work Place 2A What’s Missing? Bingo. Before this ses-
sion, you should review the Work Place Instructions as well as the Work Place Guide, which
includes suggestions for differentiating the game to meet students’ needs. Make 1 copy
of the 2A What’s Missing? Bingo Record Sheet for use today and store the rest in the Work
Place 2A What’s Missing? Bingo tray. This activity replaces Work Place 1A, to keep the total
number of Work Places steady at six.
• Write a list of Work Places from which students can choose today. You can just write the
numbers (1B–2A) or write out the full names if you prefer. (See the Work Places in Use row
of the Materials Chart for the complete list of Work Places in use today.)
Ongoing
The Assessment Guide
Introducing Work Place 2A What’s Missing? Bingo includes a Work Places
1 Open today’s session by outlining the activities for the day. Differentiation Chart for
• First, you’re going to quickly introduce the first new Work Place for Unit 2, an activity can use these charts to
that will help students practice multiplication and division facts. make notes about which
• Then students will work together to model and solve a multiplication problem. students need support or
challenge with the skills
• As students finish the problem, they will go to Work Places.
featured in each Work
2 Briefly summarize What’s Missing? Bingo. (You might also invite students Place. Suggestions for
differentiating a particular
to review the Work Place 2A What’s Missing? Bingo Instructions in their Work Place activity are
Student Books at this time.) included on the Work
Players take turns drawing cards, each of which shows an equation that is missing a single Place Guide.
number. They work together to determine what the missing number is and make an × over
that number on their bingo boards. The first player to get 4 numbers in a row wins.
3 Go through a few rounds of What’s Missing? Bingo with the class.

• Display your copy of the 2A What’s Missing? Bingo Record Sheet. Select one of the
boards on the sheet for yourself, and have a student choose a second one for the class.
Label both accordingly.
• Shuffle the deck of What’s Missing? Bingo Cards, place them face-down near your
display, and invite another student to draw the card from the top of the stack and share
it with the class.
• Ask student pairs to discuss the number that would make the equation true, and then
ask several volunteers to share their answers and explain their thinking.
27 ÷ =3
What’s Missing? Bingo Card QCB4001
Students I got 9, because I just thought OK, 3 times what makes 27,
and I knew it was 9.
I counted by 3s to get up to 27—3, 6, 9, 12, 15, 18, 21, 24, 27—so then I
knew the answer was 9.
I just already know that one because 3 × 7 is 27, and when you divide,
it’s the opposite of multiplying.
• When there is general agreement about the answer, mark it on your board and invite a
student to mark the class board.
Be sure students understand that even though players will take turns drawing cards from
the stack, they will work together to figure out the answers, and both mark them on their
own boards.
NAME
| DATE
2A What’s Missing? Bingo Record Sheet
Board 1 Board 2 27 ÷ =3
2 6 7 3 10 3 5 4
What’s Missing? Bingo Card QCB4001
5 4 9 2 6 4 9 7
4 7 5 8 9 5 6 3
3 8 6 10 8 3 7 2
Board 3
4 Play enough rounds so students understand the game.

Board 4
7 4 8 6 3 5 6 10
As you do so, continue to ask them how they thought about the missing numbers, and
invite volunteers
3 9 to explain
10 3 their thinking
7 2 to the
9 class.
8
5 Draw students’
5 2 attention
7 9 to the
5 Work
4 Places
6 3 you’ve listed on the board so
they can8 see 5that the new one will be available today.
6 4 8 9 7 4

Multiplying by Ten
6 Now display the Flora’s Problem Teacher Master where everyone can see it.
• Read the text at the top of the sheet to the class or ask a volunteer to do so.
• Work with input from the students to fill in the answers to the first two questions.
NAME | DATE
Flora’s Problem
1 Flora wanted to make a shirt for her little brother’s teddy bear. She needed exactly
240 square centimeters of cloth. She cut a rectangle of cloth that was 6 centimeters
by 10 centimeters. Was that enough?
a What is this problem asking us to do?

Figure out if Flora has cut enough cloth.
b What information will we need to solve it?
The number of square centimeters she actually cut.
c Solve the problem. 10, 20, 30, 40, 50, 60
10 cm 10 + 10 + 10 + 10 + 10 + 10 = 60
7 After students determine
The area of this
that they need to find out how many square centi-It's the same as 6 rows of 10. That's 6 × 10.
meters of cloth Flora

rectangle iscut, have them help you build a 6 × 10 array with base
If you look down instead of across, it's 10 sixes. 10 × 6 = 60.
6 cm
60 sq. cm
I see 30 in the top half of the rectangle and 30 in the bottom.
ten area pieces as they work in pairs to build the same array at their tables.
30 + 30 = 60 or 2 × 30 = 60
Remind students that they need to begin by creating a frame with linear pieces for their
rectangular array before they fill it in with area pieces.
d Did Flora cut a big enough piece of cloth? If not, how much more does she need?
Teacher How can we use our base ten area pieces to lay out an array
that shows how many square centimeters of cloth Flora cut? Can
someone tell us how to use the linear pieces to show the dimensions of
the array before we fill it in?
Cora Sure—just put 6 of the little pieces up the side and 10 across the top.
Manuel You can use the longer skinny piece on the top, instead of
those little pieces—it’s way faster.
Teacher OK, now let’s fill in the frame with area pieces.
Lucy We can do that really fast if we use the strips instead of the units.
8 Once everyone has laid out the 6 × 10 rectangle, work with input from the
class to label the dimensions of the array you built.
• Then ask students to generate a variety of equations to show the area of the rectangle.
• Record their suggestions on the teacher master and ask them to show where they can
see the numbers in the model.
If the responses from your class revolve primarily around repeated addition or counting by
tens, keep modeling and encouraging the use of multiplication. Repeated addition, while
often reliable, is generally not very efficient, and students will need to develop and use
multiplicative strategies as they work with larger numbers.
NAME | DATE
Flora’s Problem

Figure out if Flora has cut enough cloth.
The number of square centimeters she actually cut.
c Solve the problem. 10, 20, 30, 40, 50, 60
10 cm 10 + 10 + 10 + 10 + 10 + 10 = 60
It's the same as 6 rows of 10. That's 6 × 10.
The area of this If you look down instead of across, it's 10 sixes. 10 × 6 = 60.
6 cm
rectangle is 60 sq. cm
I see 30 in the top half of the rectangle and 30 in the bottom.
30 + 30 = 60 or 2 × 30 = 60
9 Finally, ask students to answer the last question and record it at the bottom
of the teacher master.
10 Now display your copy of the Flora Tries Again Student Book page while
students find the page in their books.
• Read the page together.

• Have students circle the combination they think will be closest to what Flora needs,
and ask them to explain their choice to at least one other person.
• Then invite volunteers to model each array with base ten area pieces at the display, and
have students record the products on their sheets as you go, labeling them with the
proper units.
11 As they build the models, encourage students to make generalizations

about both the models and the numbers.
When they do, prompt them to explain why their generalizations make sense and why
certain rules seem to hold for multiplying by 10.
When both numbers are greater than 10, some students may see that they can use a mat in
place of 10 strips.
Teacher What are you noticing in the models we’ve created for these
problems? And what can you say about multiplying by 10?
Students It’s really easy.
We think that the answer is always the number of strips in the problem.
I don’t get what you’re saying.
Each problem has a 10 and another number. Whatever the other number
is, that’s how many strips you need. For 10 × 12, we put 12 strips.
But that’s not the answer. That makes 120. So it’s the other number
with a 0 at the end that’s the answer.
12
10
Teacher Do you think that would work no matter what number is

multiplied by 10? What about 10 × 82, for example?
Students I don’t know. That’s too many 10s for me to think about.
It would be 820. That’s 82 tens.
Or 82 strips.
12 When the class has modeled each array and recorded the products on their
sheets, give them time to respond to the last question: how can Flora cut a
rectangle that is exactly 240 square centimeters?
This will give them a chance to apply some of their observations, and give you an opportu-
nity to see who’s making sense of this idea, and who’s struggling with the idea of multiplying
single and especially double-digit numbers by 10.
13 As students finish, have them share and compare their responses to ques-
tion 4 on the Student Book page.
CHALLENGE Encourage capable or interested students to complete the challenge problem at
the bottom of the sheet.
Work Places
14 If time allows, have students find a partner, get their Work Place folders
and pencils, and choose one of the available Work Place games or activities.
Home Connection
16 Introduce and assign the More Multiplying by Ten Home Connection,
• Multiply a 2-digit whole number by a 1- or 2-digit whole number using strategies based
on place value and the properties of operations (4.NBT.5)
Daily Practice
The optional Arrays & Equations for Tens Student Book page provides additional oppor-
tunities to apply the following skills.
Unit 2 Module 1
Unit 2
Module 1
Session 5 Session 5
Summary
Today’s session extends students’ work from the previous session by having them solve four
multiplication story problems by building and discussing 2-by-2-digit arrays using their base
ten area pieces. After they model and solve the problems as a class, students complete a
related assignment in their Student Books.
Skills & Concepts

Materials
Problems & Investigations Building Multiplication Arrays those terms for which Word
TM T19 • base ten area pieces (class set, • a piece of copy paper to mask Resource Cards are available.
The Ants’ Garden plus 1 set for display) portions of the teacher master area*
TM T20–21 • base ten linear pieces (class set,
plus 1 set for display)
array*
Garden Arrays
SB 52*
centimeter (cm)*
Multiplication Arrays dimension*
multiply*
Daily Practice
product*
SB 53
rectangle*
Fill the Frames
square centimeters

1 Set the stage for today’s session.
• Let students know that they’ll work together to model and solve several multiplication
story problems and then they’ll solve several problems on their own.
• Assign pairs and give each pair a set of base ten linear and area pieces.
2 Display the first problem on the Ants’ Garden Teacher Master, keeping the
rest covered for now.
• Read the problem to the class or call on a volunteer to do so.
• Take a minute to discuss and record students’ thoughts about what the problem is
asking them to do.
• Have pairs come up with estimates, and then call on volunteers to share their estimates
with the class and explain their reasoning.
Unit 2 Module 1
The Ants’ Garden
Mr. and Mrs. Ant and their two children, Andy and Amber, are already planning their garden for next spring.
Help them as they decide how much space they need for the things they love best.
Problem What is the problem asking us to do? Reasonable estimates Answer

1 Mr. Ant loves strawberries, so he Figure out the area of the > 100 sq cm because
wants to put in a new berry patch 10 × 10 = 100
that is 12 cm by 14 cm. What is
berry patch
> 144 sq cm because
the area of the berry patch Mr. 12 × 12 = 144
Ant wants to put in? sq. cm
2 Mrs. Ant loves vegetables, so she

wants plenty of room to plant
3 Next, work with the class to build a rectangular array to represent the problem. them. She says she wants the
Math Practices
T19
vegetable garden to be 11 cm
• Build the frame for the array with base ten linear strips and units at the
by 13 cm this year. How many
sq. cm display, and
square centimeters is that?
in Action 4.MP.4
ask student pairs to

3 Andy do the same.
Ant loves the apples from
the apple orchard the best. This Students use the base ten
year, he wants to plant a few
• After framing the combination, fill it in with base ten area pieces, making sure to place
more trees in a space behind the
pieces to model the berry
a mat in the upper left corner of the array to show 10 × 10, and ask student
garden that is 12 cm by 15 cm.
pairs to do patch and determine its
sq. cm How big is the space?
the same. 4 Amber Ant loves to sit on the area. In the early stages of
front porch of the Ants’ farm
developing fluency with
If some pairs use onlyhouse in the spring. Their porch
is strips and
11 cm by 21 units,
cm. What is the ask them to trade 10 strips for a mat. multi-digit multiplication,
area of their porch? sq. cm
14 14 we present students with

problems that can be
modeled quite literally
with the base ten area
pieces. This helps them
build fluency with the
12 12
model, which they can
later apply to solve a
variety of problems, in
and out of context.
4 Then ask student pairs to find the area of the array they’ve built, counting
the pieces in the way that makes most sense to them.
5 After most have determined the total, display a copy of the first Garden
Arrays Teacher Master, and call individuals or pairs to the display to show
their thinking. Loop different parts of the array as you record equations at
the whiteboard to represent their strategies.
Replace the first copy of the teacher master as needed so additional students can share
their thinking.
Rhonda We think the area of the berry patch is 168 square centime-
ters. We just went 100, then 20 over here, 40 in this array, and 8 in the
corner. It makes 168.
Unit 2 Module 1 Session 5 3–4 copies of each sheet for display
How are we seeing the area of this rectangle? Garden Arrays page 1 of 2
1 12 × 14 100
100 + 20 + 40 + 8 = 168 sq. cm
40
20 8
2 11 × 13
Sam We think it’s 168 too. We looked at the mat and then the strips
like you did, but we just counted, like this: 100, 110, 120, 130, 140,
150, 160 plus 8 equals 168.
Kim We saw 120 on one side, and then 48 on the other side, so
120 + 48 = 168.
How are we seeing the area of this rectangle? Garden Arrays page 1 of 2
1 12 × 14 100 48
100 + 20 + 40 + 8 = 168 sq. cm
100, 110, 120, 130, 140, 150, 160
160 + 8 = 168 sq. cm
120 + 48 = 168 sq. cm
2 11 × 13
Roberto We did sort of the same thing, but we went the other way.
We started with 140 on the top, with the mat and the 4 strips. Then
we added the 28 from the bottom part, where you can see the 2 strips
going across and then 8 units.
6 Repeat the actions outlined in steps 2–5 with the other three problems on
The Ants’ Garden Teacher Master.
While many students will likely count their base ten area pieces by 100s, 10s, and 1s to compute
the total area, encourage them to work in larger chunks, as Kim and Roberto did above.
7 Finally, display your copy of the Multiplication Arrays Student Book page
while students find the page in their own books.

Review the instructions on the page with the class, and clarify as needed.
8 When students understand what to do, give them the remainder of the
session to work on the assignment.
SUPPORT Give those students who are unable to finish the assignment additional time the
following day.
CHALLENGE Encourage capable or interested students to solve the challenge problem at the
bottom of the page.
Daily Practice
The optional Fill the Frames Student Book page provides additional opportunities to apply
• Use a rectangular array to explain strategies for multiplying with multi-digit numbers
(4.NBT.5)
Teacher Masters
Area: ______ square cm

1 cm
Unit
1 cm

1 cm
Strip
10 cm

10 cm
Mat
Base Ten Piece Areas
10 cm
Unit 2 Module 1 Session 1 5 copies for each pair of students, plus a few extra
Base Ten Mats

Cut out the two mats below along the heavy lines.
Unit 2 Module 1 Session 1 1 copy for display, cut apart
= 10
= 1
units units
10
1
tens
0
=
units
0
tens
1
Dimensions: 1 cm × 10 cm
Area: 10 sq. cm
Area: 1 sq. cm
(10 × 1 = 101)
Great Wall Labels Sheet 1
(100)
Strip
Unit
10
1
Unit 2 Module 1
Mat (10 × 10 = 102)

100 Dimensions: 10 cm × 10 cm
Area: 100 sq. cm

1 0 0 0 10 0 0 0 100
= = = 100
tens
tens
tens
units
units
units
hundreds
hundreds
hundreds
T4
Strip-Mat (10 × 10 × 10 = 103)
1,000 Dimensions: 10 cm × 100 cm
Area: 1,000 sq. cm
1 0 0 0 0 10 0 0 0 0 100 0 0 0 0 1,000
= = = = 1,000
tens
tens
tens
tens
units
units
units
units
thousand
thousand
thousand
thousand
hundreds
hundreds
hundreds
hundreds

© The Math Learning Center | mathlearningcenter.org T5 Bridges in Mathematics Grade 4 Teacher Masters
1
ten thousand
0
thousand
0
hundreds
0
tens
10,000
units
Mat-Mat
=
0
ten thousand
10
thousand
0
hundreds
0
tens
0
units
=
0
ten thousand
0
thousand
hundreds
Area: 10,000 sq. cm
100
0
tens
(10 × 10 × 10 × 10 = 104)
units
=
ten thousand
0
thousand
0
hundreds
tens
1,000
0
units
=
0
ten thousand
0
thousand
0
hundreds
0
tens
units
10,000
= 10,000
Session 1 1 copy for display, cut apart Unit 2 Module 1
NAME | DATE

1 Pablo says there are 3 tens in 230. Hunter says there are 23 tens in 230. Their teacher
says they’re both right. How can that be so? Explain.

50
200
5
8
30
200
10 1
4
4 40
100
4 × _____ = _____
_____ × _____ = _____

NAME | DATE
4 Fill in the blanks in the ratio table.

Number of Folders 8 32 80
labeled sketches, or words. Then write an equation that represents the problem, and
a Michelle saved 4 times as much money as her brother, Sam. He saved $40. How
much money did Michelle save?
b Kendra earns money washing windows. She makes 25 cents for each window
she washes. If she washes 9 windows, how much money does she make?
c One day, Kendra and her friend Amy washed windows together. They earned
$25 and split it evenly. How much money did they each get?

NAME | DATE
6 Carter also washes windows. He charges 10 cents for small windows and 25 cents
for large windows.
a If Carter washes 13 small windows and 18 big windows, how much money does
he make? Show all your work.
b Which equation best represents this problem? (Note: m stands for the money
Carter makes)
NN 10 + 25 + 13 + 18 = m
NN (10 × 13) + (25 × 18) = m
NN (10 × 25) + (13 × 18) = m
NN (25 – 10) × (18 – 13) = m
7 I have 270 marbles. Jake said, “You have 3 times as many marbles as I do!” Which
equation could represent this situation? (Note: j stands for Jake’s marbles.)
NN 270 × 3 = j NN 3 × 270 = j NN 3 × j = 270 NN 270 × j = 3
8 Which of these numbers is prime?

NN 17 NN 21 NN 27 NN 34

12 100 50 20 30
× 16 × × × 6 ×
400 250 120
NAME | DATE
10 True or False?
a 30 × 9 = 9 × (3 + 10) _______
b 16 × 18 = (16 × 10) + (16 × 8) _______
c 3 × 300 = (3 × 3) × 100 _______
d 21 ÷ 2 = 11 R1 _______
15 × 10 = (____ × 10) + (5 × 10) (29 × 30) = (20 × 30) + (____ × 30)
12 Sara was cleaning her room. She found 17 tiny toy cars and decided to give them to
her 2 brothers.
a Sara divided the 17 tiny toy cars evenly between the 2 boys. Which equation
shows how things worked out?
1
NN 17 ÷ 2 = 8 R1 NN 17 ÷ 2 = $8.50 NN 17 ÷ 2 = 8 2
b Explain your choice. Why did you choose that equation instead of one of the
other two?
Unit 2 Module 1 Session 2 run as needed
| DATE
Base Ten Grid Paper

NAME
NAME | DATE

Unit 2 Module 1
Look at I can do I need to

I can do this
Skill these this well learn to do Notes
sometimes.
problems. already. this.
Can you explain why the number of tens in a 3-digit
number can be reported in two different ways that are 1
both correct?
If you know the area and one dimension of a rectangle,
can you use that information to find the other dimension? 2
If you know both dimensions, can you find the area?

Can you fill in all the missing parts of an open
3
multiplication array and write an equation for the array?
Session 3 class set, plus 1 for display
Can you multiply and divide to fill in the blanks on a

4
ratio table?
Can you solve a multiplication or division story problem,
T11
5a, 5b, 5c,
write or choose an equation to match, and label the
6a, 6b
answer with the correct units?
Can you write or choose an equation to match a
5a, 7
multiplicative comparison?
Can you tell when a number is prime? 8
Can you multiply and divide to fill in missing numbers in

9
multiplication combinations?
Can you tell if multiplication or division equations are 10a, 10b,
true or false? 10c, 10d
Can you fill in the blanks to show how to split up a
11
multiplication problem to make it easier to solve?
If a division story problem has a remainder, do you know
12a, 12b
how to handle it correctly?

Metric Units of Length

Unit Things we would measure with this unit
centimeter
length of base ten unit
decimeter
10 centimeters
length of base ten strip
meter
100 centimeters
10 decimeters
length of base ten strip-mat
NAME | DATE
2A What’s Missing? Bingo 2B Division Capture 2C Moolah on My Mind
× = 18 6
9 12 7
49 ÷ = 7 11
9
8
Student Book 49 Student Book 54 Student Book 70
2D Remainders Win 2E More or Less Multiplication
Student Book 75 Student Book 77–78
Personal Practice Computer Activity Work with the Teacher
Work Place Guide 2A What’s Missing? Bingo

Summary
Players take turns drawing cards, each of which shows an equation that is missing a single number. They work together
to determine what the missing number is and make an × over that number on their bingo boards. The first player to get 4
numbers in a row wins.
Skills & Concepts

• Solve for the unknown in a multiplication or division equation involving 3 whole numbers (3.OA.4)
Materials
TM T15 • 3 decks of What’s Missing? Bingo Cards

Work Place Guide 2A What’s Missing? Bingo
TM T16
2A What’s Missing? Record Sheet
TM T17
2A Small Number Charts
SB 52
Work Place Instructions 2A What’s Missing?
Bingo


Students are struggling to find the unknowns SUPPORT Invite these students to use one Student We got a card with something times 8
in some of the equations. or more copies of the Small Number Charts is 32. We couldn’t think of it, so I used one of the
Teacher Master to help find the unknowns. grids on this sheet and colored 8 up. Then I kept
filling it in until I had 32 squares colored in and
then I saw the other side was 4 across.
4
Students are able to play the game quickly CHALLENGE Pair such students and invite them
and accurately. to play Variation C. You might also have them
develop their own sets of cards that feature
equations with (much) larger numbers, but
solutions that range from 2 to 10 so they can
use the same record sheets.
• Allow students to use their own language to share their strategies and encourage them to point, write, or draw what they are doing so you
can understand the strategy. You can also try to find a student who can interpret so you get a sense of what they are doing.
NAME | DATE
2A What’s Missing? Bingo Record Sheet
Board 1 Board 2
2 6 7 3 10 3 5 4
5 4 9 2 6 4 9 7
4 7 5 8 9 5 6 3
3 8 6 10 8 3 7 2
Board 3 Board 4
7 4 8 6 3 5 6 10
3 9 10 3 7 2 9 8
5 2 7 9 5 4 6 3
8 5 6 4 8 9 7 4
Unit 2 Module 1 Session 4 optional; copies as needed
NAME | DATE
2A Small Number Charts
NAME | DATE
Flora’s Problem
c Solve the problem.
The Ants’ Garden
Mr. and Mrs. Ant and their two children, Andy and Amber, are already planning their garden for next spring.
Unit 2 Module 1
Help them as they decide how much space they need for the things they love best.
Problem What is the problem asking us to do? Reasonable estimates Answer
1 Mr. Ant loves strawberries, so he

wants to put in a new berry patch
that is 12 cm by 14 cm. What is
the area of the berry patch Mr.

sq. cm
Ant wants to put in?

2 Mrs. Ant loves vegetables, so she
wants plenty of room to plant
them. She says she wants the
T19
vegetable garden to be 11 cm
by 13 cm this year. How many
square centimeters is that? sq. cm
3 Andy Ant loves the apples from

the apple orchard the best. This
year, he wants to plant a few
more trees in a space behind the
garden that is 12 cm by 15 cm.
How big is the space? sq. cm
4 Amber Ant loves to sit on the

front porch of the Ants’ farm
house in the spring. Their porch
is 11 cm by 21 cm. What is the
area of their porch? sq. cm

Garden Arrays page 1 of 2

1 12 × 14
2 11 × 13
Garden Arrays page 2 of 2
3 12 × 15
4 11 × 21
Student Book
© The Math Learning Center | mathlearningcenter.org 44 Bridges in Mathematics Grade 4 Student Book
mat
unit
strip
NAME
1 sq. cm
mat-mat
strip-mat
_____ sq. cm
Name of Piece
_______ sq. cm
_________ sq. cm
_________ sq. cm
ten thousand thousand hundreds tens units

thousand hundreds tens units
= 1
Equations
hundreds tens units

tens units tens

=
units hundreds units

=
thousand tens
ten thousand hundreds units
=
thousand tens
hundreds units hundreds
tens tens
units thousand units
=
=
hundreds
ten thousand tens
thousand units
=
hundreds
tens thousand
units hundreds
=
| DATE
tens
ten thousand units
=
thousand
hundreds
tens
units
=
ten thousand
thousand
hundreds
tens
units
=
Session 1 Unit 2 Module 1
NAME | DATE
mat strip unit
Write and solve an equation for each problem below.
1 Max has 5 strips. How many units are in Max’s strips in all? ___________________
2 Amelia has 10 times as many strips as Max.
a How many strips does Amelia have? __________________________________
b How many units are in Amelia’s strips in all? ____________________________
c How many mats can Amelia make with her strips? _______________________
3 Leon has 8 strips. How many units are in Leon’s strips in all? ___________________
4 Zia has 100 times as many strips as Leon. _
a How many strips does Zia have? ______________________________________
b How many units are in Zia’s strips in all? _______________________________
c How many mats can Zia make with her strips? __________________________
d How many strip-mats can Zia make with her strips? ______________________
5 Sage has 3 strip-mats, 3 mats, and 2 units. Tristan has 2 mats, 8 strips, and 5 units.
Andre has twice as many strip-mats, mats, and units as Sage.
a How many units is that in all? Show your work.
NAME | DATE
Multiplicative Comparisons on the Wall

You’ll need to be able to see the Great Wall of Base Ten in your classroom to complete
parts of this sheet.
1 Here are the three smallest pieces on the Great Wall: the unit, the strip, and the
mat. Use them to help answer problems a–c below.
mat strip unit
a Fill in the blanks below.

The strip is _______ times as big as the unit.
The mat is _______ times as big as the strip.
b Andrew says that the mat is 1,000 times as big as the unit. Do you agree? Why
or why not?
c Which equation tells how many times bigger the mat is than the strip?
NN 1 × 100 = 100 NN 100 = 10 × 10 NN 100 = 10 + 10
2 Now look at all the pieces on the Great Wall of Base Ten in your classroom. Fill in
the blanks to complete these statements of multiplicative comparison.
a The strip-mat is _______ times as big as the mat.
b The mat-mat is 100 times as big as the _______.
c The strip-mat is _______ times as big as strip.
3 In the number 222, the 2 in the hundreds place is worth _______ times as much as
the 2 in the tens place.
NAME | DATE
Finding Areas of Rectangles

1 Measure and label the dimensions of both rectangles in centimeters. Then find the
area of each in square centimeters. Show your work
a b
Area =
Area =
2 Measure the dimensions of this page to the nearest whole centimeter. Use the
information to determine the area of the page. Label each measurement with the
correct units.
Work space:
Length of the page: _______
Width of the page: _______
Area of the page: _______
3 How would you find the area of the floor of our classroom? What units would you
use? Draw a sketch and explain your thinking in the space below.
NAME | DATE
A New Room for Nick

Nick is moving to a new house. His new room is smaller than his room where he used
to live. Nick is using a meter stick to measure several items to see if they will fit in his
new room.
1 Nick is measuring the length of his bed. What unit should Nick use? _______
2 Nick is measuring the width of his mp3 player. What unit should Nick use? ______
3 Nick is measuring the height of his chair. What unit should Nick use? _______
4 Nick has a rug that is 12 decimeters by 18 decimeters. Draw a small, labeled sketch
of Nick’s rug. Then, find the area of his rug in square decimeters.
Write an equation that shows the area of the rug: ___________________________
5 There is a window in Nick’s new room that is 11 decimeters by 15 decimeters. Draw

a small, labeled sketch of the window. Then, find the area of the window in square
decimeters.
Write an equation that shows the area of the window: ________________________
6 The back of Nick’s bookcase measures 10 decimeters by 18 decimeters. Nick thinks

its area is 108 square decimeters. Do you agree? Use numbers, labeled sketches, or
words to explain your answer.
Work Place Instructions 2A What’s Missing? Bingo

• 2 What’s Missing? Bingo Record Sheets
• a deck of What’s Missing? Bingo Cards to share
1 Each player chooses one of the bingo boards on their own record sheet.
Players need to choose different boards.
2 Players decide who will go first, shuffle the cards, and place them in a stack face-down.
3 Players take turns drawing a card from the top of the stack and then work together to determine what
the missing number is.
Sage Hmm … this means that something times 7 is 35. What times 7 is 35?
Nicole I remember! It’s 5. 7× = 35
What’s Missing? Bingo
Card
QCB4001
4 Both players mark an X over the missing number if it appears on their bingo board.
Some numbers may appear more than once, so players should think carefully about where they mark the X. (A
player can only mark one number on each turn, even if there are 2 or more of the same number on the board.)
Sage
Nicole
Nicole There are two 5s on my board, but if I put my × here, I can get 4 in a row and win!
5 Players continue to take turns drawing cards and marking their boards until one of them gets 4 in a
row, horizontally, vertically, or diagonally.
Game Variations
A Play the game more than once. Since both players have 4 boards on their sheets, they can play up to 4
times in a single session, as long as they choose a different board than their partner each time.
B Play for blackout instead of 4 in a row. (Blackout is when one player marks off every number on his or
her bingo board.)
C Play with two boards instead of one. (Players can still mark only one number per turn, but in playing
this version of the game, they can move between the two boards, switching from one to the other
whenever they want.) The first player to get 4 in a row on both boards wins.
Be sure each player chooses the 2 boards his or her partner is not using. For example, Player 1 might use Boards 1
and 4, while Player 2 uses Boards 2 and 3.
NAME | DATE
Flora Tries Again

After Flora found that the piece of cloth she'd cut wasn't big enough, she tried again
several times to cut a piece that was exactly 240 square centimeters. Here are the
dimensions of the four other rectangles she cut.
10 cm 10 cm 10 cm 10 cm
× 8 cm × 12 cm × 15 cm × 23 cm
1 Circle the combination you believe will produce a piece of cloth closest to the size
Flora needs.
2 Create a rectangular array with base ten area pieces to model each of the
combinations.
3 For each combination, find the area of the piece of cloth Flora cut. Record your
answers below, and be sure to label them with the proper units.
a 10 cm × 8 cm = _______
b 10 cm × 12 cm = _______
c 10 cm × 15 cm = _______
d 10 cm × 23 cm = _______
4 CHALLENGE Can you think of more than one way for Flora to cut a rectangle that is
exactly 240 square centimeters?
NAME | DATE
Arrays & Equations for Tens

1 For each rectangle below, label the dimensions, find the area, and write a
multiplication equation to describe the array.
Labeled Array Area Multiplication Equation
ex 10
4 40 4 × 10 = 40
a
2 Complete the multiplication facts below.

10 × 4 = _______ 10 × 2 = _______ 10 × 9 = _______
10 × 3 = _______ 10 × 5 = _______ 10 × 8 = _______
14 11 15 19 30 40 50
× 10 × 10 × 10 × 10 × 10 × 10 × 10
3 What happens every time you multiply a number by 10? Why?
NAME | DATE
Multiplication Arrays
Build each array below. Then write an expression or equation to show how you found
the product, and record the product in the last column.
Build This Array Expression or Equation Product
1 14 × 11
2 11 × 16
3 15 × 21
4 12 × 16
5 Write a story problem to match one of the combinations above.
6 CHALLENGE The perimeter of Square A is 24 linear units. The area of Square B is 4

times the area of Square A. What is the area of Square B? What is the perimeter of
Square B? Show your work.
NAME | DATE
Fill the Frames

Label each array frame below. Then fill it in with labeled rectangles. Write an addition
equation to show how you got the total. Then write a multiplication equation to match
the array.
Labeled Array Frame & Rectangle Addition Equation Multiplication Equation
ex
10 3
4 × 10 = 40 4×3
4 40 + 12 = 52 4 × 13 = 52
= 12
Home Connections
NAME | DATE
Measuring in Centimeters page 1 of 3

Note to Families
This Home Connection asks students to measure common items at home in centimeters. If you have a ruler or tape measure
at home marked in centimeters, have your child use it. If not, you can cut out the strips below and tape or glue them
together to create a measuring tape.
Measuring in Centimeters
1 Find a ruler or tape measure that is marked in centimeters. You can also cut out the
strips below and tape or glue them together to make your own measuring tape.
2 By yourself or with a family member or two, measure the items listed on the
worksheet and record your results.
glue or tape glue or tape glue or tape glue or tape glue or tape
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
NAME | DATE
Please measure the following objects in centimeters and record the results.
Object To Be Measured Measurement in Centimeters
1 width of your bed
2 width of a door
3 height from the

floor to the seat
of your favorite chair
4 length of a telephone
or cell phone
5 dimensions of your Loretta

ls
favorite book (length and Pa
and width)
6 width of your refrigerator
7 dimensions of a towel
(length and width)
8 length of your
toothbrush
NAME | DATE
Locate objects at home that are about 6 cm and 80 cm long or tall. Record the name of
the object below.
Approximate Length Object You Found
1 about 6 cm long or tall

2 about 80 cm long or tall
3 Jasmine is making cookies for the fourth grade class. The recipe calls for 8 ounces
of chocolate chips. She needs to triple the recipe to have enough for everyone, and
she is going to add 2 more ounces of chocolate chips to the tripled batch to make
the cookies extra delicious. How many ounces of chocolate chips does she need?
a Use numbers, labeled sketches, or words to solve the problem. Show your work.
b Fill in the bubble beside the equation that best represents this problem. (The
letter c stands for ounces of chocolate chips.)
NN 8+3+2=c NN (8 × 3) + 2 = c NN (8 × 3) – 2 = c
4 Jasmine can fit 12 cookies on a cookie sheet. She needs 6 times that many cookies
for the whole fourth grade. Jasmine also wants to have 2 cookies for each of the 4
teachers. How many cookies does Jasmine need to make? Show your work.
5 CHALLENGE When 2 pieces of rope are placed end-to-end, they measure 40 meters
in length. When the 2 pieces are laid side-by-side, one is 10 meters longer than the
other. How long is each piece of rope? Show your work.
NAME | DATE
More Multiplying by Ten page 1 of 2

1 For each rectangle below, label the dimensions, find the area, and write an equation
to describe the array.
Labeled Array Area Multiplication Equation
ex 10
6 60 sq. 6units × 10 units =

units 60 sq. units
NAME | DATE
More Multiplying by Ten page 2 of 2
2 Write a multiplication equation or story problem in each empty box to complete the table.
Story Problems Multiplication Equation
ex Sarah has 5 dimes. How much money does she have? 5 × 10¢ = 50¢
a James has 12 dimes in his pocket. How much money
does he have?
b Larry had 16 dimes in his collection of old coins.
How much money does he have?
c
10¢ × 30 = $3.00
21 × 10¢ = $2.10
3 CHALLENGE Dana has only nickels in her hand, and Ajah has exactly the same
number of dimes and no other coins. Together they have a total of 90¢. How many
coins is each person holding? Show your work below.
Teachers Guide
Module 2
Arrays & Ratio Tables
Session 1 Sketching Multiplication Arrays�� 3
Session 2 Quick Sketches & Strategies�� 11
Session 3 Multiplying by Ten, One Hundred & One Thousand�� 17
Session 4 Building Ratio Tables��25
Session 5 Multiplying Single Digits by Multiples of Ten��29

Daniel’s Problem�� T1 Work Place Instructions 2B Division Capture��54
Large Base Ten Grid Paper��T2 Groceries & Laundry�� 55
Introducing Work Place 2B Division Capture��T3 Estimate & Sketch��56
Work Place Guide 2B Division Capture�� T4 Multiplication Arrays��58
2B Division Capture Record Sheet 1�� T5 Multiplying by Ten, One Hundred & One Thousand�� 59
2B Division Capture Record Sheet 2�� T6 Multiplication Practice�� 61
2B Division Capture Record Sheet 3��T7 Ratio Table Equations��62
Estimating & Quick Sketching��T8 Ratio Table Practice��63
Base Ten Grid Paper��T9 More Multiplication��64
Ratio Table Strips��T10
Multiplying by Tens & More Checkpoint��T12 Home Connections Pages
Which Operation?�� 27
Coins & Arrays�� 31
Multiplication Strategies�� 33
Unit 2
Unit 2
Module 2
Module 2
Arrays & Ratio Tables
Overview
This module focuses on multiplication arrays and moving students toward increasingly efficient strategies for solving
multiplication problems. Students work with a variety of multiplication strategies, building on what they learned in Module
1. In Sessions 1, 2, and 3, students move from building arrays with base ten area and linear pieces to sketching arrays on base
ten grid paper to sketching open arrays. This transition is important as students deal with larger numbers in this unit and
beyond. In Sessions 4 and 5, students build their own ratio tables and use them to consider the effect of multiplying single
digits by multiples of 10.
Planner
Session 1 Sketching Multiplication Arrays
Students consider the limitations of modeling multiplication with base ten area and linear pieces
and learn to use base ten grid paper to sketch rectangular arrays. Toward the end of the session, the
teacher introduces Work Place 2B Division Capture.
Work Place 2B Division Capture
Players take turns spinning a spinner and for a number they use to complete one of 20 division
equations on a grid. Each partner uses a different color to write their numbers on the grid, and
once all equations are complete, players earn various points for any equations they completed
that fall in a row, either vertically, horizontally, or diagonally.
Session 2 Quick Sketches & Strategies
To begin the session, the teacher models how to fill in an array by sketching labeled rectangles
instead of using base ten grid paper. Together as a class, students use this quick-sketch method to
find the products of 4 × 13 and 6 × 15. Then students work independently on three more combina-
tions. They summarize their strategies for computing large multiplication problems, and the teacher
records them on a class chart. Finally, students visit Work Places for the rest of the session.
Session 3 Multiplying by Ten, One Hundred & One Thousand
Students build and discuss combinations that involve multiplying by 10. Then they make some
generalizations about what happens when 10 serves as the multiplier and extend their thinking
to multiplying by 100 and 1,000.
Session 4 Building Ratio Tables
Today students work in pairs to build ratio tables on specially designed paper recording strips.
When they finish building their own ratio table, they complete a short related assignment in their
Student Books and then go to Work Places in any time that remains.
Session 5 Multiplying Single Digits by Multiples of Ten
Students build on their work from the previous session as they draw sketches to investigate and make
generalizations about multiplying single digits by multiples of 10. Then they take a short checkpoint.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 56–57, 59–60, and 62.
pages 54–64.
assignments for this module using pages 27–34.
Paper Cutting Before Session 5, run a one-third class set of the Large Base Ten Grid Paper
Teacher Master (T2) plus 1 extra copy. Then cut the sheets into thirds, so you and
each of the students can have one strip of paper with a 10 × 30 grid on it. You will
also need a class set, double-sided, of this teacher master for Session 1.
Work Place Prepare the materials for Work Place 2B using the list of materials on the Work
Special Items Use one copy each of the Ratio Table Strips Teacher Masters, sheets 1 and 2,
(T9–T10) to construct a blank recording strip prior to teaching Session 4. Use
another copy of each of these teacher masters to construct a second recording
strip, and then fill it in entirely—all 30 boxes—with multiples of 10, starting with
1 and 10 in the box at the very top and ending with 30 and 300 in the box at the
very bottom of the strip.
Unit 2 Module 2
Unit 2
Module 2
Session 1 Session 1
Sketching Multiplication Arrays
Summary
Students consider the limitations of modeling multiplication with base ten area and linear
pieces and learn to use base ten grid paper to sketch rectangular arrays. Toward the end of
the session, the teacher introduces Work Place 2B Division Capture. Lastly, the teacher assigns
the Which Operation? Home Connection.
Skills & Concepts

• Fluently divide with dividends to 100 using strategies (3.OA.7)
• Solve multi-step story problems involving only whole numbers, using multiplication and
subtraction (4.OA.3)
number (4.OA.4)
• Use equations and rectangular arrays to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
Materials
Problems & Investigations Sketching Multiplication Arrays

TM T1 • base ten area pieces, class • markers
Daniel’s Problem set, plus 1 set for display • fine-line felt tip pens or
TM T2 • base ten linear pieces, class colored pencils in red and
Large Base Ten Grid Paper set, plus 1 set for display blue, class set
• several blank transparen-
cies (optional, see step 7)
Work Places Introducing Work Place 2B Division Capture

TM T3 • 1 die numbered 1–6 • red and blue colored
Introducing Work Place 2B Division Capture pencils, 1 of each
TM T4
Work Place Guide 2B Division Capture
TM T5–T7
2B Division Capture Record Sheets 1–3
SB 54*
Work Place Instructions 2B Division Capture
Home Connection
HC 27–29
Which Operation?
Daily Practice
SB 55
Groceries & Laundry

Preparation
In today’s session, you’ll introduce Work Place 2B Division Capture. Before this session, you
should review the Work Place Instructions as well as the Work Place Guide, which includes
suggestions for differentiating the game to meet students’ needs. This game will replace
Work Place 1B, to keep the total number of Work Places steady at six.

Sketching Multiplication Arrays
1 Let students know that today they will work on a multiplication investiga-
tion and then learn a new multiplication Work Place.
2 Display the Daniel’s Problem Teacher Master, and discuss the situation
with the class.
Ask students to help fill in the answers to the first two questions.
Daniel’s Problem
For his birthday, Daniel got a collection of 150 baseball cards along with a scrapbook
to put them in. The scrapbook has 18 pages and each page has room for 8 cards. Will
Daniel be able to put all of his baseball cards in the book?
1 What is this problem asking us to do?

Find out if Daniel can fit all of his 150
baseball cards in his scrapbook.
2 What information will we need to solve it?
How many pages?

How many cards per page?
How many cards in all?
3 Ask students to3 turn to a partner and talk about a reasonable estimate for
To solve the problem, follow these directions:
N
Use your red marker to draw dimensions of an array for the problem and label them.
the number of baseballblue
Use N
your cards
marker toDaniel
fill in the arraycan fitforinstripshis
using lines scrapbook.
and dots for units.
18
4 Invite students to picture in their minds an array that would represent
Daniel’s problem.
8 Then work with the class to start building the array.
• First, work with student input to frame an array for 8 × 18 using base ten linear strips
and units.
• Ask students to imagine filling in the array with base ten area pieces. Do they see any prob-
4 Was there enough room in Daniel’s new scrapbook to hold all 150 cards?
lems? What might be challenging about using base ten area pieces to solve this problem?
Students will likely comment that using strips to fill in the left side is easy, but laying out
the single units to fill in the 8-by-8 portion will take a long time. If not, talk about the base
ten area pieces used for each section of the array and speculate aloud how many units are
needed and how long the array would take to build.
5 Display the lowerDaniel’s

section of the Daniel’s Problem Teacher Master. Model
Problem
how to sketch an
For his8-by-18
birthday, Danielarray onof the
got a collection large
150 baseball base
cards along with ten grid paper while
a scrapbook
students do theDaniel
same atputtheir
be able to seats.
all of his baseball cards in the book?
1 What
• Give each student a isdouble-sided
this problem asking uscopy
to do? of Large Base Ten Grid Paper Teacher Master.
Find out if Daniel can fit all of his 150
• Ask students to follow along
baseball cardsstep-by-step
in his scrapbook.on their own sheets as you sketch the 8-by-18 array.
»» Step 1 Draw the dimensions using your red marker. Label the dimensions in red.
»» Step 2 Using your bluepages?
How many marker, fill in the array using lines for strips and dots for units.
How many cards per page?
We suggest that students usecards
How many colored
in all?pencils or felt tip pens, one color to frame the dimen-
sions and a second to fill in the array, because they are easier to see on the grid.
3 To solve the problem, follow these directions:
N Use your red marker to draw dimensions of an array for the problem and label them.
N Use your blue marker to fill in the array using lines for strips and dots for units.
18
6 Ask student pairs to loop smaller arrays on their sketches and write equations
for them to find out how many baseball cards Daniel can fit in his scrapbook.
Have students loop the smaller arrays that seem useful. Ask them to record equations to
show their thinking and determine the total.

As you observe students working with their sketches to find the product, select two or three
Daniel’s
different approaches forProblem
finding the solution to have students share. Look especially for
students who find
For his efficient
birthday, ways
Daniel got a to deal with
collection of 150 the 8 ×cards
baseball 8 section of their
along with array if they don’t
a scrapbook
already know the answer.
7 When most of isthe

1 What this students
problem askinghave solved the problem, invite the individuals
us to do?
you selected to share their work

Find out if Daniel can fit allwith
of histhe
150class.
baseball cards in his scrapbook.
As each of these students shares, record equations at the whiteboard to match their strategies.
If you have2a document camera, students can display their work as they share with the class. If
What information will we need to solve it?
you are using an overhead projector, each student who shares can place a blank transparency
How many pages?
over the sketchHow
of themany
array youper
cards made with the class, and write on it to show their thinking.
page?
How many cards in all?
Luis We got 144. We counted the tens: 10, 20, 30, 40, 50, 60, 70, 80.
Brianna Then we did all those dots. We couldn’t remember 8 × 8, but
we
3 knew
To solvethat 8 + 8 isfollow
the problem, 16, these
so wedirections:
added 16 four times and we got 64.
ThenN weUsejust
youradded 80to+draw
red marker 64,dimensions
and weofgot 144.for the problem and label them.
an array
18
10, 20, 30, 40, 50, 60,
70, 80
8 16 + 16 + 16 + 16 = 64
80 + 64 = 144
4 Was there
Martin Weenough
did itroom
a different
in Daniel’sway. We saidtothat
new scrapbook hold 8
all×150
10cards?
is 80. Then for
8 × 8, we said 4 × 8 = 32 and 32 + 32 = 64.
Sean We said, OK, 2 × 8 = 16, then 2 × 16 = 32, and 2 × 32 = 64.
Then we did like they did and just added the 80 and the 64 to get 144.
Unit 2 Module 2 3 Session
To solve 1 follow these directions:
the problem,
N Use your red marker to draw dimensions of an array for the problem and label them.
18
8 × 10 = 80
Daniel’s Problem 2 × 8 = 16
2 × 16a scrapbook
8 For his birthday, Daniel got a collection of 150 baseball cards along with = 32
to put them in. The scrapbook has 18 pages and each page has room 2 for
× 328 cards.
= 64Will
Daniel be able to put all of his baseball cards in the book? 80 + 64 = 144
4 Was there
Ebony I just did room
enough it in inmy headnew
Daniel’s and got thetosame
scrapbook hold allanswer.
150 cards?I know 8
times 20 is 160, and then you take away 2 groups of 8, which is 16. So
2 What
160 minus 16 is 144.
information will we need to solve it?
Teacher Can you show how your strategy works on the array? I
think that will help some of us understand your thinking a little more
clearly.
Ebony Well, here’s 8 times 20. It’s 160, because it’s 80 plus 80. But
you really
3 To have
solve the 18 groups
problem, of 8,directions:
follow these though, not 20, so you have to take the
N Use144.
16 away. your red marker to draw dimensions of an array for the problem and label them.
160 – 16 80 + 80 = 160
160 – 16 = 144
8 Return to the original question in Daniel’s Problem.
• Was there enough room in Daniel’s new scrapbook to hold all 150 cards?
• How many were left over?
• What would students suggest Daniel do with the 6 cards that won’t fit?
9 Next, write the following combinations where everyone can see:

9 × 13 4 × 30 5 × 23 8 × 26
10 Have students turn over their Large Base Ten Grid Paper Teacher Master to
the unused side and work independently to sketch and find the solutions to
as many of the four as they can in the time you allow.
• Remind students to first label the dimensions of the rectangle, and to then fill it in and
show how they found the solution by looping the smaller arrays and writing at least
one equation.
• Observe students as they work and provide support as needed.
Unit 2 Module 2 Sessions 1 & 5 class set, double-sided for Session 1; one-third class set cut into strips for Session 5
NAME | DATE
Large Base Ten Grid Paper

5 × 20 = 100 5 × 3 = 15
100 + 15 = 115 so 5 × 23 = 115
SUPPORT If some students are struggling, you can work with them in a small group to do a
couple of the problems together. You might have a few students who need more time with
the manipulatives before moving into sketching. Allow students to build the arrays with
base ten area and linear pieces before making a sketch if they need to. Ask them to build
one or more of the combinations with base ten area and linear pieces and record an equa-
tion, along with the product, on a blank sheet of paper or in their student journals.
CHALLENGE To challenge students, ask them to solve the four problems in no more than
two steps. Or, have them use their answers to the four problems to solve related problems
such as 9 × 23, 4 × 15, 5 × 18, and 8 × 13.
11 Wrap up this part of the session by asking students which they prefer
right now, using base ten area and linear pieces or sketching arrays on
base ten grid paper.
While using a sketch to represent the concrete models is more efficient, it may still be confus-
ing or challenging to some students. This question does not have a right or wrong answer;
instead, the responses provide information about students’ thinking.
Have students put away materials.
Work Places
Introducing Work Place 2B Division Capture
12 Display your copy of the Introducing Division Capture Teacher Master.
• Give students a few moments to examine the sheet quietly, and then review the
instructions on the sheet with the class.
• Explain that you’re going to play the game against the class right now, and it will
become a Work Place in future sessions.
• Decide with the class which team—you or the students—will play for blue and which
for red, and fill in the boxes on the teacher master accordingly.
• Then take turns with a volunteer rolling the 1– 6 die to determine whether you or the
students will go first.
13 Roll the die and then ask students to study the 20 equations on the grid qui-
etly and raise their hands when they have found one or more that will work.
• Give students plenty of time so that nearly everyone has a chance to find an equation
that will work, and let them know that there will be more than one equation that works
with this number. (There will be between 2 and 4 equations on the grid that work with
any number on the die.)
• When students identify the equations that would work with this number, ask them to
explain how they know that the number will make the equation true.

1 Have each team choose a color for filling in the boxes below to identify their team.
Then roll the 1–6 die to see who goes first (high number starts).
2 Roll the die and use the number you get to make one of the equations below true.
Write the number in the box using your color.
3 Take turns until all the boxes are filled. (If you roll a number you can’t use, you
lose that turn.) Try to capture 3 or 4 boxes in a row—across, up and down, or
diagonally. After all the boxes are filled, circle the places on the grid where you got
3 or 4 in a row, and then add up both scores. You get 1 point for every set of 3 in a
row and 2 points for every set of 4 in a row.
Students Teacher
40 ÷ =8 21 ÷ =7 15 ÷ =3 7÷ =7
32 ÷ =8 10 ÷ = 10 20 ÷ =5 24 ÷ =8
Teacher I 35
rolled
÷
a 5. Which
=7 18 ÷
equations
=3 14 ÷
can =I7complete
16 ÷
by= writing
4
a 5 in
the box? I’m going to ask that we all study the game board in silence and
36 ÷ =9 18 ÷ =9 25 ÷ =5 24 ÷ =4
when you see several equations that would work, just raise your hand.
When I see lots of hands, I’ll call on people to share their ideas. …
30 ÷ =5 18 ÷ =6 36 ÷ =6 24 ÷ = 12
Romero Five would work in that one in the top row that says, “15
divided by boxScore
Students' equals 3.” Then it would be 15 ÷ 5 = 3, and I know
Teacher's Score
that’s true because 3 × 5 = 15.

Lin I see another one that would work. If you put the 5 in the very
Scoring 3 in a row = 1 point 4 in a row = 2 points
first box at the top, the sentence would say, “40 ÷ 5 = 8.” I know it
works because 8 × 5 = 40.
• Then fill in the box you or the students selected using the correct color for that team.
14 Take turns rolling and recording with the class and have a different student
roll and record for the class each time it is their turn.
Continue to give students time to think carefully about their choice of equation, especially
toward the middle of the game when they will need to strategize in order to capture
adjacent equations and block you from capturing adjacent equations.
If you or the student rolls a number that can’t be used, play passes to the other player.
Toward the end of the game, you may have to pass the die back and forth a number of times
until you or they are able to capture the last few equations.
15 When all 20 equations are complete, ask a student volunteer to circle in their
team’s color any equations captured by the class that fall 3 or 4 in a row.
Do the same for yourself using your color, and then have students use the scoring guide at
the bottom of the teacher master to calculate both scores.
Unit 2 Module 2 Session
lose that1
turn.) Try to capture 3 or 4 boxes in a row—across, up and down, or
Students Teacher
40 ÷ 5 =8 21 ÷ 3 =7 15 ÷ 5 =3 7÷ 1 =7
32 ÷ 4 =8 10 ÷ 1 = 10 20 ÷ 4 =5 24 ÷ 3 =8
35 ÷ 5 =7 18 ÷ 6 =3 14 ÷ 2 =7 16 ÷ 4 =4
36 ÷ 4 =9 18 ÷ 2 =9 25 ÷ 5 =5 24 ÷ 6 =4
30 ÷ 6 =5 18 ÷ 3 =6 36 ÷ 6 =6 24 ÷ 2 = 12
Students' Score Teacher's Score

4 4

• Let students know that when Division Capture becomes available in Work Place form,
there will be three different record sheets, each more challenging than the previous.
Also, they will use a spinner rather than a die to determine their divisors.
• Have students turn and talk to the people sitting next to them about one thing they
learned today.
Home Connection
17 Introduce and assign the Which Operation? Home Connection, which
• Use equations and rectangular arrays to explain strategies for multiplying with multi-
digit numbers (4.NBT.5)
Daily Practice
The optional Groceries & Laundry Student Book page provides additional opportunities
subtraction, and multiplication (4.OA.3)
• Identify equations with a letter standing for an unknown quantity to represent multi-
step story problems (4.OA.3)
Unit 2 Module 2
Unit 2
Module 2
Session 2 Session 2
Quick Sketches & Strategies
Summary
To begin the session, the teacher models how to fill in an array by sketching labeled rect-
angles instead of using base ten grid paper. Together as a class, students use this quick-sketch
method of representing the concrete models to find the products of 4 × 13 and 6 × 15. Then
students work independently on three more combinations. Students summarize their strate-
gies for computing large multiplication problems, and the teacher records them on a class
chart. Finally, students visit Work Places for the rest of the session.
Skills & Concepts

• Use equations and area models to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
Materials
Vocabulary
Problems & Investigations Quick Sketches & Strategies those terms for which Word
TM T8 • base ten area pieces (class set, • black and red markers
Estimating & Quick Sketching plus 1 set for display) • regular and red colored area*
TM T9 • base ten linear pieces (class set, pencils, class set array*
Base Ten Grid Paper plus 1 set for display) • chart paper
dimension*
SB 56–57* • piece of scratch paper
Estimate & Sketch equation*
estimate*
Work Places in Use
estimation
1C The Multiple Wheel (introduced in Unit 1, Module 2, Session 5) multiply*
1E Products Four in a Row (introduced in Unit 1, Module 3, Session 1) multiplication
1F Dragon’s Gold (introduced in Unit 1, Module 3, Session 4) partial products
2A What’s Missing? Bingo (introduced in Unit 2, Module 1, Session 4) product*
2B Division Capture (introduced in Unit 2, Module 2, Session 1)
Daily Practice
SB 58

Copy instructions are located at the top of each teacher master. *Run 1 copy of this page for display.
Preparation
Write a list of Work Places from which students can choose today. You can just write the
numbers (1C–2B) or write out the full names if you prefer. (See the Work Places in Use row of
the Materials Chart for the complete list of Work Places in use today.)
Quick Sketches
Problems & Investigations Rectangular arrays have
been emphasized during
Quick Sketches & Strategies the past few sessions
to provide a model that
1 Open the session by letting students know that today they will learn another shows the distributive
way to sketch arrays for multiplication and then they will go to Work Places. property and makes it
clear that 14 × 5 can be
2 Begin by displaying the first problem on the Estimating & Quick Sketching interpreted as 5 × 10
Teacher Master. plus 5 × 4 and is easily
computed. This model is
Unit 2 Module 2 Session 2 1 copy for display often referred to as “partial
Estimating & Quick Sketching products.” Understanding
the distributive property
1 Estimate the answer for 4 × 13 and explain your thinking.
allows students to develop
2 Imagine the outline, or skeleton, of the array. What would it look like?
visual models and sensible
3
3 Ask students to think quietly, then pairatup andto fitalk,
nd the areaabout
Now work with your partner to build the frame for 4 × 13 and fill it in with the base
ten area pieces. Pair-share how you are looking your pieces of the estimates or computational steps that
mental computations of the product. Then have volunteers share with the
rectangle. How close was your original estimate or answer?
enable them to move away
4 a Now make a quick sketch to show the area of 4 × 13, like this: from repeated addition
class and record their estimates on the board. 13
toward more efficient
Students We said it would be more than 40 because 4 times 10 is 40, strategies that employ
and this is 4 times 413. 40 12 multiplicative reasoning.
We think the answer is 52 because it’s the same as 4 times 10 and then The quick-sketch method
b 4 × 13 = _____. How do you know? featured in this session
4 times 3. That’s 40 plus 12, which is 52.
5 a Estimate the answer for 5 × 16 and explain your thinking. helps students multiply
We thoughtb about doing the Double-Doubles strategy because it’s 4
Label the dimensions for 5 × 16 in black. Draw and label subregions in red. larger numbers and also
times 13. We know 13 plus 13 is 26, and 26 plus 26 is 52.
helps them use the area
model on paper without
4 Show the second problem and ask students to imagine the frame of a 4 × 13 sketching the pieces.
array, and then call on a few students to describe what they see in their For some students, this
mind’s eye. method is a bridge from
c 5 × 16 = _____. How do you know?
modeling to mental
Possible student response: I saw 4 little pieces going up the side and then a long piece and 3 mathematics. If you find
little pieces going across the top for 13. students have difficulty
making the transition to
5 Display the third problem and ask student pairs to build the frame for 4 × 13 sketching, set aside time
with their base ten linear pieces and then fill it in with base ten area pieces.
in the next few days to
• Have students turn and talk to their partners about how they count or add the area practice sketching different
pieces to determine the product of 4 × 13. combinations as a class.
6 Explain to students that you will model a more efficient way to fill the area
rather than sketching in squares, lines, and dots.
7 Display the fourth problem and fill in the area using labeled rectangles to
show the sub-regions. Ask students to compare the arrays they have at their
desks with the two rectangular sub-regions on the display.
The following questions may help:
»» Why is the first rectangle labeled with the number 40? Where can you see that part
of the array in your own base ten area pieces?
»» Why is the second, smaller rectangle labeled with the number 12? Where can you
see that 12 in your pieces?
Estimating & Quick Sketching

3 Now work with your partner to build the frame for 4 × 13 and fill it in with the base
ten area pieces. Pair-share how you are looking at your pieces to find the area of the
4 a Now make a quick sketch to show the area of 4 × 13, like this:
13
4 40 12
b 4 × 13 = _____. How do you know?
5 a Estimate the answer for 5 × 16 and explain your thinking.
8 Display the fifth problem without showing the frame, and repeat the process.
b Label the dimensions for 5 × 16 in black. Draw and label subregions in red.
• Ask student pairs to make and share estimates for the product and then share with the class.
• Have student pairs build a frame for the array and, rather than actually filling it in
with area pieces, imagine in their mind’s eye how the array would be filled.

9 Finally, display1 the frame
c 5 × 16the= answer
Estimate
in 5b
for 4 do
_____. How × 13
and
and
you
work with student input to label the
explain your thinking.
know?
dimensions in 2black and the rectangular sub-regions
Imagine the outline, or skeleton, of the array. What would it look like? in red.
This method is often referred
3 Now to as
work with your “partial
partner to build theproducts.”
frame for 4 × 13 andIt is important
fill it in with the base that students under-
stand the idea ratherrectangle.
thanHow memorize
close was yourthe phrase.
original estimate orTo introduce the term partial products to
answer?
students, draw attention

4 a Nowto makethe word
a quick sketch“part”
to show thein areapartial
Bridges in Mathematics Grade 4 Teacher Masters and
of 4 × 13, like
T8 this: review the meaning of the word
13
“product” as the result of multiplying.
• Encourage students to explain how they know which numbers to use to label the
4 40 12
sub-regions.
• Record the product, along with at least one equation to show student strategies.
b 4 × 13 = _____. How do you know?
10 6
5 50 30
c 80 How do you know?

5 × 16 = _____.
5 × 16 = (5 × 10) + (5 × 6)
50 + 30 = 80
10 Next, display the Estimate & Sketch Student Book page and have students
find the pages in their books.
• Review the directions.
• Have students complete the sheets independently.
• Circulate and assist as needed.
• As students finish, have them check their work with a partner.
NAME | DATE
Estimate & Sketch page 1 of 2

For each frame below label each dimension with a regular pencil. Imagine what the
area of the rectangle will be once you’ve filled it in. Then check your thinking by
making a quick sketch. Write the area of each rectangle you draw in red pencil. Write a
multiplication equation to match the rectangle.
ex 10 2
5 x 10 = 50
5 50 10 5 x 2 = 10
50 + 10 = 60
5 × 12 = 60
Multiplication Equation ________________________________________
1 10 7
10 × 10 = 100
10 × 7 = 70
10 100 70 100 + 70 = 170
10 × 17 = 170
CHALLENGE Encourage students to sketch larger multiplication combinations, such as
21 × 34 or 29 × 24 and use several strategies to find the product.

SUPPORT Some students may need to actually build the frames with linear pieces and fill
them in with area pieces before they record on their sheets. Invite students who need
more work at a concrete level to sketch the frames and fill them in on base ten grid paper
instead. Continue to focus on how students are seeing the parts of the whole and combin-
ing them to find the total areas of each rectangle. Depending on how comfortable students
are with the assignment, you can have volunteers share their ideas on the display as
students work on the three problems.
SUPPORT When students say they “just knew it” when asked to explain their strategy,
encourage them to use a model that shows their thinking. This provides reinforcement
by helping these students learn to describe their strategies using a model and by helping
them communicate their thinking to others. For example, a student might say, “I multi-
plied 4 × 20 and 4 × 4. Then I added 80 + 16.” Ask them to describe their thinking using a
quick sketch that shows the sub-regions of 80 and 16 and write the equation they describe
using the distributive property: 4 × 24 = (4 × 20) + (4 × 4) and 80 + 16 = 96.
11 Create a multiplication strategy chart.

• Ask students to think of all the ways they might solve a specific problem, such as 4 × 24.
• Record strategies as students discuss them, using language that is as generalized as possible.
Keep this chart posted through at least the end of this unit (and preferably through the end
of the year), and add new strategies as students suggest them or as they arise in class discus-
sions. More sophisticated strategies will emerge later in this unit, and again in Unit 6.
Some Strategies for Solving Big Multiplication Problems

• Build or sketch a frame and fill it in to find partial products, like this:
4 × 10 = 40
4 × 10 = 40
4 × 4 = 16
40 + 40 + 16 = 96
• Use base ten linear and area pieces to make an array or picture them in your head.
• Use strategies like Double-Doubles if you’re multiplying by 4, or Doubles Plus One
Set if you’re multiplying by 3.
• Add the number over and over.
• Skip-count, except it’s kind of hard to do that if the number is very big.
• Change the number to something more friendly. 4 × 24 is almost like 4 × 25, and
that’s easy. It’s 100. Then just take 4 away because it’s really only 4 × 24.
Work Places
12 Have students spend the rest of the session at Work Places.
• Draw students’ attention to the available Work Places you listed on the board in
preparation for this session.
• Invite students to choose a Work Place activity to play with a partner.
• Have students pick up their Work Place folders and a pencil and remind them to fill out
their Work Place logs as they finish each one.
• If necessary, review the procedure for going to Work Places.
13 As students do Work Places, circulate around the room, making observa-

tions and answering questions.
Use the Differentiation & Assessment Chart on the Work Place Guide to help meet the
needs of individual students.

• Have students put away Work Place Materials.
• Write the equation 8 × 13 on the board and draw a quick sketch of the combination.
• Write the equation (8 × 10) + (3 × 10) = 104.
8 × 13
13
8 80 24
(8 × 10) + (3 × 10) = 104 T or F?
• Ask students if the equation is true or false. (The equation is false.)

• Then ask students how they could change the equation to make it true.
(8 × 10) + (8 × 3) = 104
Daily Practice
The optional Multiplication Arrays Student Book page provides additional opportunities
• Use rectangular arrays and equations to explain strategies for multiplying with multi-
Unit 2 Module 2
Unit 2
Module 2
Session 3 Session 3
Multiplying by Ten,
One Hundred & One Thousand
Summary
Students build and discuss combinations that involve multiplying by 10. Then they make
some generalizations about what happens when 10 serves as the multiplier and extend their
thinking to multiplying by 100 and 1,000. At the end of the session, the teacher introduces
and assigns the Dimensions & Area Home Connection.
Skills & Concepts

division (4.OA.3)
• Compare pairs of 3-digit numbers, based on an understanding of what the digits in each
place represent (4.NBT.2)
• Read and write multi-digit whole numbers with numerals (4.NBT.2)
Materials
Problems & Investigations Multiplying by Ten, One Hundred & One Thousand
SB 59–60* • base ten area pieces (class set, • student math journals
Multiplying by Ten, One Hundred plus 1 set for display)
& One Thousand • base ten linear pieces (class set,
plus 1 set for display)
Home Connection
HC 31–32
Coins & Arrays
Daily Practice
SB 61
Multiplication Practice

Copy instructions are located at the top of each teacher master. * Run 1 copy of these pages for display.

Multiplying by Ten, One Hundred & One Thousand
1 Let students know that they’re going to use quick sketches of rectangular
arrays similar to the ones they made last session to review what happens
when numbers are multiplied by 10. Then they will investigate what hap-
pens when those numbers are multiplied by 100 and 1,000.
2 Draw the frame for a 12-by-10 rectangle on the board. Ask students to talk
in pairs about what the dimensions of the figure are and what the area of
the figure would be if you filled it in.
3 After students have had a few moments to discuss the questions, fill in the
drawing, and work with their input to label the dimensions and area of the
two regions. Then write an equation to show the relationship between the
dimensions and the area.
10
100 12 × 10 = 120
12
20
4 Take a couple minutes to examine the drawing in terms of what it shows

about the place values in 120.
• Draw 3 sets of 3 lines on the board, and label them Hundreds, Tens, and Ones.
• Ask students to describe the sketch in terms of hundreds, tens, and ones. Record their
response on the first set of lines.
• Then have students report the total number of tens in the sketch of 120 (assuming
the 10 × 10 square and the 2 × 10 rectangle could be traded in for tens.) Record their
response on the second set of lines.
• Finally, have students report the total number of ones in the sketch of 120 (assuming
both regions could be traded in for units). Record their response on the third set of lines.
Hundreds Tens Ones

1 2 0
0 12 0
0 0 120
• Invite students to comment, first in pairs and then as a whole class, on any patterns
they can see in the numbers you just recorded.
Jamie The numbers are moving over to the right.

Roberto The numbers get bigger when they move over, like on the
second line, it’s 12 tens, and on the third line, it’s 120 ones.
Ebony It’s kind of like you’re writing the same number over and over,
just in different ways.
Dolores You can write about the number 120 with all tens and with
all ones, but not with all hundreds, because it only has 1 hundred,
and after that it’s tens.
Ming You could say that 120 is 1 hundred and then part of another
hundred.
5 Have students open their math journals to the next available page, and
label it with the date and the phrase Multiplication Quick Sketches.
6 Then have students each sketch the dimensions of a 16-by-10 rectangle in
their journals as you do so at the board.
Multiplication Quick Sketches
7 Ask students to turn and talk to their partner about what the area of the
figure would be if it was filled in.
Ask two or three volunteers to share their answers with the class and explain their reasoning.
Students It’ll be 160 because you’re going to have a square of 100 at

the top, and then a rectangle with 60 in it on the bottom.
We said 160 because 16 × 10 is 160.
It’ll be 160 it’s like 16 rows of 10.
8 Have students label the dimensions, and then fill in and label the two
regions in their journals as you do so at the board.
9 Work with class input to write an equation to match the labeled sketch. Ask
a volunteer to record the equations on the whiteboard for the two rect-
angles examined so far.
10
10 × 10 = 100
16 × 10 = 160
16
6 × 10 = 100
10 Repeat steps 5–9 with two more rectangles: 23 by 10 and 34 by 10.

You’ll have sketches for the following four equations:
12 × 10 = 120 16 × 10 = 160 23 × 10 = 230 34 × 10 = 340
11 Next, use a ratio table to show the results of multiplying 12 by 10.

Teacher So, we found that 12 × 10 is 120. I’m going to model that in a
ratio table so that we can see the pattern. Let’s start with one set of 12.
Number
Total
of 12s
1 12
Teacher Now, we want 10 sets of 12 right? So 1 × 10 is 10 …
Number
Total
of 12s
1 12
×10
10
Teacher And 12 × 10 is …
Students 120!
Number
Total
of 12s
1 12
×10 ×10
10 120
12 Repeat step 10 to show the results of multiplying 16, 23, and 34 by 10.
Solicit students’ input as you work on these ratio tables.
Number Number Number
Total Total Total
of 16s of 23s of 34s
1 16 1 23 1 34
×10 ×10 ×10 ×10 ×10 ×10
10 160 10 230 10 340
13 Next, ask students to think quietly, then talk in pairs, about what happens
when you multiply any number by 10.
The ability to generalize today’s work to multiplying any number by 10 is an important step
toward solving more complex multiplication problems. If students refer to putting a zero on
the end of any number multiplied by 10 to get the answer, help them tease out the idea that
multiplying by 10 means that you have that many tens.
Questions you might ask to spur students’ thinking:
• How does the starting number compare with the answer in each equation?
• How do 12 and 120 compare? How do 34 and 340 compare?
• What happens to the value of each digit when a number is multiplied by 10?
Students If you multiply by 10, all you have to do is put a 0 at the end.
Yeah, if you have 23 × 10, you just know the answer is 230 because you put
a 0 at the end of 23. It works that way with all of the problems up there.
It’s like you have that many tens, so 23 × 10 is 23 tens. If you put 23 in
the tens slot and you have no units, that’s 230.
It works for multiplying by 100, too, but then you put 2 zeros on the
end because it’s 23 hundreds.
14 Now draw a 13-by-100 frame on the whiteboard and work with the stu-
dents to label the dimensions.
100
13
15 Ask students to think quietly, then talk in pairs, about what the area of the
figure would be if you filled it in. Then have volunteers share their thinking
with the class.
Students We said it’s going to be 1,000 in the top part because you
would have to fill that part with squares of 100—10 of ‘em.
It’s harder to figure out bottom part.
Just one part would be 30 because it’s 3 times 10.
Then there would be 10 of those pieces of 30.
It’s going to be 1,000 and then 300, I think.
It’s going to be like you have ten 130s going across.
16 Fill in the area with a quick sketch and discuss the result with the class.
Work with students’ input to write a matching multiplication equation.
• Then ask the students to express 1,300 in terms of thousands, hundreds, tens, and
ones; hundreds, tens, and ones, tens and ones; and ones only as you record the results
on the board.
• In the process, note with them that thirteen hundred is the same as one thousand
three hundred.
• Encourage students to share any patterns they see in the numbers.
100
13
Thousands Hundreds Tens Ones

1 3 0 0
0 13 0 0
0 0 130 0
0 0 0 1300
17 Erase the whiteboard and repeat the steps with a 24-by-100 rectangle. This time, Math Practices
encourage students to generate several different equations to show the total. in Action 4.MP.8
100 Students look for and
express regularity in
repeated reasoning when
they solve a series of
24 closely related problems
like these. In solving the
problems, describing what
they notice, and making
connections among
1,000 + 1,000 + (10 × 40) = 2,400 24 × 100 = 2,400 240 × 10 = 2,400 them, students develop
240 + 240 = 480 - > 480 + 480 = 960 - > 960 + 960 = 1,920 -> 1,920 + 480 = 2,400 a stronger sense of place
value and an ability to
18 Erase the whiteboard. Record 13 × 100, 24 × 100, and several other combi- multiply by powers of
nations that involve multiplying by 100. Ask students to supply the answers ten with fluency and
understanding.
to each as you go.
Have them express the answers in thousands and hundreds as well as just hundreds (i.e.,
twenty-four hundred or two thousand four hundred).
13 × 100 = 1,300
24 × 100 = 2,400
39 × 100 = 3,900
56 × 100 = 5,600
70 × 100 = 7,000
19 Ask students to explain what happens when you multiply any number
times 100.
Some students may simply say you have to put 2 zeros on the end of the number. If this hap-
pens, emphasize place value concepts and point out that multiplying by 100 means you have
100 sets of the number. Extend the discussion by asking students to consider how tens times
hundreds results in thousands.
20 Ask students to turn to Multiplying by Ten, One Hundred & One Thousand
in their Student Books and review the directions together.
• When students understand what to do, give them the remainder of the period to work
on these pages independently.
• Provide assistance as needed and encourage students to share and compare answers as
they finish.
CHALLENGE Ask students who seem to have generalized their understanding of multiplying by
10, 100, or 1,000 to create story problems about the expressions they are working with during
the session. Challenge these students to create one problem that includes both × 10 and × 100.
SUPPORT When students are multiplying by 100, multiply by 10 first and then multiply by
10 again, since 10 ×10 = 100. For example, to find 100 × 26, first find 10 × 26 = 260. Then
find 10 × 260 = 2,600. That way, students can concentrate on knowing what happens when
you multiply by 10 to reason about what happens when you multiply by 100.
Home Connection
21 Introduce and assign the Coins & Arrays Home Connection, which pro-
vides more practice with the following skills:
• Multiply two 2-digit numbers using strategies based on place value and the properties
of operations (4.NBT.5)
(4.NBT.5)
• Solve story problems involving money using addition and multiplication of whole
numbers (4.MD.2)
Daily Practice
The optional Multiplication Practice Student Book page provides additional opportunities
• Multiply a multi-digit whole number by a 1-digit whole number using strategies based
Unit 2 Module 2
Unit 2
Module 2
Session 4 Session 4
Building Ratio Tables
Summary
Today students work in pairs to build ratio tables on specially designed paper recording strips.
When they finish building their own ratio table, students complete a short related assignment
in their Student Books and then go to Work Places in any time that remains.
Skills & Concepts

• Add multi-digit whole numbers (4.NBT.4)
• Multiply a 2-digit whole number by a 1-digit whole number and two 2-digit numbers using
strategies based on place value and the properties of operations (4.NBT.5)
Materials
Vocabulary
Problems & Investigations Building Ratio Tables those terms for which Word
TM T10–T11 • Word Resource Card for ratio • clear adhesive tape or glue Resource Cards are available.
Ratio Table Strips table sticks for student use multiple*
SB 62* • dark colored markers, half-class
pattern*
Ratio Table Equations set
ratio table*
Work Places in Use
2A What’s Missing? Bingo (introduced in Unit 2, Module 1, Session 4)
Daily Practice
SB 63
Ratio Table Practice

Preparation
numbers (1C–2B) or write out the full names if you prefer. (See the Work Places in Use row
• Today students work in pairs to create an extended ratio table for an assigned number.
They use a recording strip from teacher masters you’ll give them. When finished, these
strips are 2 1/2 inches wide, and about 4 feet long. Identify one or more places to hang the
ratio tables as they are completed. You want at least 3 or 4 ratio tables hanging next to
each other in several different locations around the room so students can use them as they
fill in their Student Book page.
• Use one copy each of the Ratio Table Strips Teacher Masters, sheets 1 and 2, to construct
a blank recording strip prior to teaching the session. Use another copy of each of these
teacher masters to construct a second recording strip, and then fill it in entirely, all 30
boxes, with multiples of 10, starting with 1 and 10 in the box at the very top and ending
with 30 and 300 in the box at the very bottom of the strip (see the illustrations in step 4).
• Pre-assign partners and numbers for each pair. Pairs working at grade level can work with
one of the following numbers: 9, 13, 19, 22, 52, 75. Pairs needing additional support can
work with one of the following numbers: 6, 11, 12, 15, 20, 25, 50. Students needing a chal-
lenge can work with one of the following numbers: 18, 27, 39, 48, 65, 72.
• Be sure to have student pairs construct strips for 6 and 13, as you’ll need these next session.

Building Ratio Tables
1 Set the stage for today’s activities.
• Let students know that they’re going to work in pairs to construct their own ratio
tables. As they finish, they’ll do Work Places.
• Post the Word Resource Card for ratio table on the board and ask student volunteers to
recall what they have previously learned about ratio tables.
Comments might include the following:
»» Ratio tables can be organized horizontally or vertically.
»» They show a multiplicative relationship between numbers.
»» They can be used to find answers to multiplication and division questions.
2 Show students the blank ratio table recording strip you constructed before
class. Explain that each of them will work with a partner to construct a
strip just like yours in a few minutes. Right now, however, you want to
show them an example of what they’ll be recording on their strips.
Starting in the box at the top of the recording strip, write a 1 on the left side and 10 on the 1 10
right side in dark marker. Ask students what these two numbers represent.
Teacher I just wrote a 1 on the left side. What does that 1 represent? 2 20
Ling That means it’s the first number in your ratio table.
Manuel It means that it’s one of something. Like, if you were count-
ing something like packages of toy cars. It would mean that the first
3 30
package has 10 cars in it.
Teacher So the 10 means 10 things in the first group? OK, so what 4 40
should I record next?
Sasha You would write a 2 on the left side and 20 on the right side.
Teacher And what does that mean? 5 50
Rhonda It’s like two packages of cars makes 20 cars.
6 60
3 Continue to model recording and thinking aloud about what the two
numbers represent until you reach 10 and 100.
Let students know that you’re modeling a ratio table with multiples of 10. They will be 7 70
working with their partners to create ratio tables for multiples of other numbers, most of
them quite a bit more challenging than 10.
See example at right.
8 80
9 90
10 100
11 110
11 110
4 Then stop and display the completed ratio table strip you prepared before the
lesson. Ask students to study the ratio table for a moment and think about 12 120
how they would know if you had made an error somewhere along the line.
Then have a few students share their ideas with the class. 13 130
Roberta Well, the number in the tens place on the right has to
always match the number on the left, and if it didn’t, you’d know
there was a mistake.
14 140
Willie If you look down the tens column, you should see all the count-
ing numbers, at least until you get to 9 × 10 and 10 × 10. There has to 15 150
be a 0 in the ones column on the right.
DJ It keeps on going that way, though. Like in the row for 12, it says
12 on one side and 120 on the other. It’s just that when you get past 16 160
9, the numbers in the tens and the hundreds places have to match the
numbers on the left side of the strip.
Consuela And even if you look all the way down at the very last box, it says
17 170
30 on one side and 300 on the other. It’s easy to see if there’s a mistake.
18 180
5 With students’ help, write a multiplication equation to represent each of
several of the entries on your tens ratio table. Include entries for lines 10,
20, and 30. 19 190
Teacher Let’s look at this ratio table and focus on the line with 4 and
40. What does that line mean? 20 200
Ming Well, it means that you have 4 tens, and that’s 40.
Teacher What equation could we write for that line?
21 210
Pilar 10 + 10 + 10 + 10 = 40.
Sienna 4 × 10 = 40.
Teacher I want to write my equations in the shortest way possible, so 22 220
I’m going to go with multiplication instead of repeated addition. Now
let’s look at several of the other lines on my ratio table, and record
equations for them as well. 23 230
4 × 10 = 40
10 × 10 = 100 24 240
20 × 10 = 200
30 × 10 = 300 25 250
6 Have students turn to the Ratio Table Equations page in their Student
Books and explain what they will do: 26 260
• Create a ratio table with their partner for the first 30 multiples of their assigned number.
• Examine their ratio table for patterns they see and possible mistakes they might need
to correct.
27 270
• Hang their ratio table strip on the wall in one of the areas you’ve designated so they
and their classmates can see it. 28 280
• Explore the ratio tables by independently answering the questions on the Student Book page.
• Check their work on the Ratio Table Equations Student Book page with their partner.
29 290
• Go to Work Places.
ELL Write directions on the board for students to refer to.
ELL Have ELL students restate the directions to their partners. 30 300
7 Assign partners and numbers, give each pair a copy of the two Ratio Table
Strip Teacher Masters, and have them begin work.
If necessary, model for students how to cut the strips on the teacher masters apart and
tape or glue them together to form one long strip with 30 boxes.
SUPPORT Have students record numbers on their ratio table strips in pencil before outlin-
ing in dark marker.

SUPPORT Struggling students can work with one of the following numbers: 6, 11, 12, 15, 20, 25, 50.
CHALLENGE Advanced students can work with one of the following numbers: 18, 27, 39, 48, 65, 72.
8 As students work, circulate and provide support as needed.

Use questions such as the following to extend students’ thinking:
• How do you know that number comes next?
• Why do you think that is happening?
• How do you justify your thinking?
• Do you think that will always happen?
SUPPORT If students make errors on their ratio tables that they are unable to correct on
their own, work with them in a small group to identify why the errors occurred (inac-
curate counting-on? inaccurate addition?), and discuss emerging patterns in the table that
can help them self-correct.
Work Places
9 As students finish the Ratio Table Equations Student Book page, they
should choose a Work Place activity to do with a partner.
• Have students pick up their Work Place folders and a pencil.
• Remind them to fill out their Work Place Logs as they finish each activity.

Note Leave students’ ratio table strips on display. Students will also need their Ratio Table
Equations pages for the next lesson.
Daily Practice
The optional Ratio Table Practice Student Book page provides additional opportunities to
• Demonstrate an understanding that a whole number is a multiple of each of its factors
(4.OA.4)
Unit 2 Module 2
Unit 2
Module 2
Session 5 Session 5
Multiplying Single Digits
by Multiples of Ten
Summary
Students build on their work from the previous session as they draw sketches to investigate
and make generalizations about multiplying single digits by multiples of 10. Then they take
a short checkpoint. To end the session, the teacher introduces and assigns the Multiplication
Strategies Home Connection.
Skills & Concepts

• Solve multi-step story problems involving only whole numbers,using multiplication and
addition; choose an equation to represent the problem (4.OA.3)
• Identify features of a pattern that were not explicit in the rule used to generate that pat-
tern (4.OA.5)
• Multiply 2- and 3-digit whole numbers by 10 and 100 (supports 4.NBT)
• Multiply 2-digit whole numbers by a 1-digit whole number using strategies based on place
value and the properties of operations (4.NBT.5)
• Use an equation and rectangular array to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
Materials
Vocabulary
Problems & Investigation Multiplying Single Digits by Multiples of Ten those terms for which Word
TM T2 • Word Resource Card for • student-made ratio table strips Resource Cards are available.
Large Base Ten Grid Paper associative property of from the previous session array*
(see Preparation) multiplication (see Preparation)
associative property of
TM T9 • a calculator
multiplication*
Base Ten Grid Paper • red and blue markers
• colored pencils or fine-tipped felt
equation*
SB 62*
Ratio Table Equations pens in red and blue for student use multiple*
pattern*
Assessment Multiplying by Tens & More Checkpoint
ratio table*
TM T12 • colored tiles
Multiplying by Tens & More
Checkpoint
Home Connection
HC 33–34
Daily Practice
SB 64
More Multiplication

Preparation 1 6
• Run one-third of a class set of the Large Base Ten Grid Paper Teacher Master plus 1 extra
copy. Then cut the sheets into thirds so you and each of the students can have one strip of 2 12
paper with a 10 × 30 grid on it.
• Be sure all the ratio table strips students made last session are displayed around the room 3 18
where they can be easily seen. You will need them for the next several sessions, so plan to
leave them up for at least another week.
4 24
• Find the ratio table strips your students made for 6 and 13 last session, and post them at 5 30
the front of the classroom where you can access them quickly and easily for demonstration
during the first part of the session. 6 36
7 42
Problems & Investigations 8 48
Multiplying Single Digits by Multiples of Ten 9 54
1 Set the stage for today’s activities. 10 60
• First, the class will do a little more work with one of the ratio table strips they made
last session. 11 66
• Then they’ll investigate what happens when you multiply a number by 10 or a multiple of 10.
12 72
• Finally, students will take a checkpoint to show some of the things they’ve learned
about multiplication over the past week or so. 13 78
2 Draw students’ attention to the ratio table strip for 6 you posted at the front 14 84
of the classroom.
• Give them a few moments to examine the strip quietly. 15 90
• Have them share, first in pairs and then as a whole class, any patterns they notice in the 16 96
sequence of numbers.
17 102
Students It’s all about 6s. I can tell because it’s like counting by 6s
down the right side. 18 108
The numbers are just going by 1s on the other side.
There’s a cool pattern in the ones place over on the right side. It goes 6,
19 114
2, 8, 4, 0; 6, 2, 8, 4, 0—can I come up and show?
20 120
Those are all even numbers!
Teacher Thumbs up if you agree. Are all the multiples of 6 listed on 21 126
this ratio table even? Does anyone have any idea why that would be
the case? 22 132
Ayisha I think it’s because 6 is an even number. When you add even 23 138
and even, it comes out even, and all that’s happening on that strip is
that you keep adding another 6. 24 144
3 Display a blank copy of the Ratio Table Equations Student Book page, and 25 150
work with students’ help to fill in the first set of blanks for 6. 26 156
27 162
28 168
29 174
30 180
NAME | DATE
Ratio Table Equations

1 Look at your own ratio table.
Write the entries for rows 1, 2, 3, 10, 20, and 30 as equations.
a Example: A ratio table for 39 shows 10 across from 390, so we would write
39 × 10 = 390 for row 10.
9 351
10 390
11 429
6 × 1 = _____
_____ 6 6 × 2 = _____
_____ 12 6 × 3 = _____
_____ 18
6 × 10 = _____
_____ 60 6 × 20 = 120
_____ _____ 6 × 30 =180
_____ _____
2 Look at a any
Ask students to describe patterns
different ratio table. they notice in this set of equations. Here are some
questions you might_____
use× to spark
1 = _____
students’ thinking:_____ × 3 = _____
_____ × 2 = _____
• What do you notice_____about these pairs

× 10 = _____ of= combinations
_____ × 20 _____ _____ × 30(6 × 1 and 6 × 10, 6 × 2 and
= _____
6 × 20, 6 × 3 and 6 × 30)?
3 Look at a different ratio table.
• Why does this pattern work
Write the entries the1,way
for rows 2, 3, 10,it
20,does?
and 30 as equations.
_____ × 1 = _____ _____ × 2 = _____ _____ × 3 = _____

• What happens to the value of each of the digits in the products when 6 is multiplied by
a multiple of 10? _____
Why? × 10 = _____ _____ × 20 = _____ _____ × 30 = _____
• Do you think this pattern works with other numbers? Why or why not?
4 If anyone mentions that 6 × 20 is 12 with a zero on the end and 6 × 30 is 18

with a zero on the end, acknowledge the observation and discuss why this
pattern occurs.
If no one mentions this, share it yourself as something you often hear from fourth graders.
Often students say that you can “add a zero” to get the product of the combinations that
involve multiplying by 10 or a multiple of 10. Since you are not really “adding” a zero,
emphasize the importance of using correct mathematical language. The following sample
dialog may be helpful.
Teacher What connections do you see between the combinations in

the first row of equations and the combinations in the second row?
Sean You just add a zero to the first one to get the second one.
Teacher Tell me more.
Sean Like, look at 12. Just add a zero to get 120.
Teacher Add a zero? Isn’t 12 plus zero still 12? How do you get 120?
Sean No, you don’t ADD a zero, like plus zero. You put a zero on the end!
Teacher Oh, I see what you mean. Is that adding? Let’s take a look at
why that happens.
5 Give each student a strip of the large base ten grid paper, and display one of
the strips where everyone can see it.
• Let students know that you’re going to work together to take a closer look at the
relationship between 6 × 20 and 6 × 2.
• Have students use a red pencil to mark the dimensions of a 6-by-20 rectangle on their
strip of grid paper as you do so at the display.
• Ask students to label the dimensions and work in pairs to determine what the area of
the rectangle will be, once it’s filled in.
• Then have them outline in blue the rectangle for which they’ve just drawn the
dimensions, determine its area, and write a multiplication equation to represent the
dimensions and area of the rectangle.
20
6 120
6 × 20 = 120
6 When there is general consensus that the area of the rectangle they’ve just
constructed is 120 square units, ask students if they can find 6 × 2 any-
where in the array.
• Give pairs a minute to talk about where to find a 6 × 2 array in the larger array.
• Then circle the 6 × 2 arrays on your strip as students watch. Have them shade or circle
the 6 × 2 arrays on their grid paper strips as well.
• Ask students to count the number of 6 × 2 arrays. (There are 10 of them.)
7 Write the equation 6 × 20 = (6 × 2) × 10 below the array. Ask students to Math Practices
share what they notice, and to think about how this relates to their observa- in Action 4.MP.7
tions that, “6 × 20 is 12 with a zero on the end.” The array model invites
students to look for and
20 make use of structure. The
structures evident in the
array—the 10 groups of
12—provide a visual justi-
6 120 fication for application of
the associative property
of multiplication.
6 × 20 = (6 × 2) × 10 6 × 20 = 120
Students Oh my gosh! That makes it look like 6 times 20 is the same
as 12 times 10.
That’s weird!
I think I kind of get it. There are 20 columns of 6 going across that
array, right? So it makes sense that there are 10 groups of 12 because
12 is twice as big as 6.
Plus, 20 is 2 times 10, so it’s like if you take the 20 apart, you can make
6 × 20 it into an easier problem, because 12 × 10 is really simple.
8 Post the associative property of multiplication Word Resource Card, discuss

it, and have students add the term to their handbooks.
• Explain that the placement of the parentheses represents the different ways the smaller
arrays can be grouped.
• Have students record the term, a class definition, an example, and a sketch in their
handbooks.
9 Write 6 × 20 = (6 × 2) × 10 again on the board, and note with students that

6 × 20 is like 6 × 2 = 12. The 20 is 10 times as many as the 2, and the 120 is
10 times as many as the 12.
10 Then have students examine the ratio table strip for 13 you posted at the
front of the room, looking for another example in which using the associa-
tive property makes the task of calculating the product much easier.
When they notice that 13 × 20 is the same as (13 × 2) × 10, draw a 13 × 20 array on a copy
of the Base Ten Grid Paper Teacher Master, and then work with input from the students to
circle the ten smaller arrays of 13 × 2.
Teacher Have a look at the ratio table strip for 13 up here at the front
of the room. Does our idea that 20 times the number is the same as 2
times the number, and then multiply by 10, work with 13?
Willie Well, it says up there that 20 × 13 is 260.
Teacher And how is that similar to the example we have up on the board?
Willie It’s what we said, because 2 × 13 = 26, and 26 × 10 is 260.
Teacher So, if we drew a 20 × 13 array, what smaller arrays could we
find to help us understand that?
Monica There would be a lot of 2 × 13 arrays, like maybe 10 of them?
Teacher Let’s try it out.
(The teacher sketches a 13 × 20 rectangle on base ten grid paper and
then students count with the teacher as she circles ten 2 × 13 arrays.)
20 Math Practices
in Action 4.MP.7
Using arrays to model
the combinations gives
students the opportunity
to look for and make use
of structure. The structure
13 of the array helps students
build their computational
fluency while also devel-
oping an understanding of
the associative property of
multiplication.
13 × 20 = (13 × 2) × 10 = 26 × 10 = 260
Teacher It works! What do you think about 30 × 13?
LaVonne Look —
it’s just 10 times 39!
(The teacher sketches a 30 × 13 on base ten grid paper and then
students count with the teacher as she circles ten 3 × 13 arrays.)
30 Extensions
••Explore the associative
property further by
looking at a second
6 × 20 array and asking
students to find the
12 × 10 arrays within it.
13 ••Again, ask students
to count the
number and write
6 × 20 = (6 × 10) × 2 as
students share.
••Have students pair up to
share what they notice
about the two arrays
and equations.
13 × 30 = (13 × 3) × 10 = 39 × 10 = 390 ••Invite students to
help you factor 120 in
11 Ask students to generalize if finding the product like this always work.
different ways. Write 6 ×
• Encourage students to look at all of the ratio tables around the room to see if there are 20 = (6 × 10) × 2 = 6 × (1
any exceptions. 0 × 2) = (6 × 2) × 10 = 6
• If there is an exception (an error on a ratio table), work with students to check the ratio × (2 × 10).
table to see if there are any mistakes. ••Challenge student pairs
to find and circle the
12 Have students determine a few products that are not on the ratio tables at 6 × (10 × 2) on a third
the front of the room. 6 × 20 array.
As you present the problems below, see if students realize that they can find the informa- ••Ask students to share
tion they need on the ratio tables for 6 and 13. their observations and
record their findings on
40 × 6 50 × 6 80 × 6 90 × 6 the display.
40 × 13 50 × 13 80 × 13 90 × 13
CHALLENGE See who can find the answer faster: the class, using mental math, or a student
using a calculator who must key in the numbers.
13 Then have students put away their materials and get ready for the checkpoint.
Assessment Guide
Multiplying by Tens & More Checkpoint scoring and intervention
suggestions.
14 Let students know they have a chance to show what they have learned
about multiplying by tens by completing a quick checkpoint.
15 Display the Multiplying by Tens & More Checkpoint, and give students a
moment to look it over and ask questions. Then have students begin.
• Remind students to work quietly, read each question carefully, and ask for help reading
if they need it.
• Have helpers place a container of colored tile at each table or near each cluster of desks. Let
students know they can use these to help with the problems on the checkpoint if they like.
• While students work, circulate to make observations and answer questions.
• Give students about 15 minutes or so to complete the checkpoint. If some students do
not finish in 20 minutes, give them a chance to finish later.
• If some students finish much earlier than others, ask them to read quietly so they don’t
disturb students who are still working.

Collect students’ checkpoints.
Home Connection
17 Introduce and assign Multiplication Strategies Home Connection, which
• Multiply multi-digit whole numbers by a 1-digit whole number using strategies based
• Use an equation and rectangular array to explain strategies for multiplying with multi-
• Multiply multi-digit whole numbers by 10 and 100 (supports 4.NBT)
Daily Practice
The optional More Multiplication Student Book page provides additional opportunities to
• Multiply a 2-digit whole number by 10 (supports 4.NBT)
Teacher Masters
Daniel’s Problem
For his birthday, Daniel got a collection of 150 baseball cards along with a scrapbook
3 To solve the problem, follow these directions:

NN Use your red marker to draw dimensions of an array for the problem and label them.
NN Use your blue marker to fill in the array using lines for strips and dots for units.
Unit 2 Module 2 Sessions 1 & 5 class set, double-sided for Session 1; one-third class set cut into strips for Session 5
NAME | DATE

1 Have each team choose a color for filling in the boxes below to identify their team.
Then roll the 1–6 die to see who goes first (high number starts).
lose that turn.) Try to capture 3 or 4 boxes in a row—across, up and down, or
Students Teacher
40 ÷ =8 21 ÷ =7 15 ÷ =3 7÷ =7
32 ÷ =8 10 ÷ = 10 20 ÷ =5 24 ÷ =8
35 ÷ =7 18 ÷ =3 14 ÷ =7 16 ÷ =4
36 ÷ =9 18 ÷ =9 25 ÷ =5 24 ÷ =4
30 ÷ =5 18 ÷ =6 36 ÷ =6 24 ÷ = 12
Students' Score Teacher's Score
Work Place Guide 2B Division Capture

Summary
Players take turns spinning a spinner and for a number they use to complete one of 20 division equations on a grid. Each
partner uses a different color to write their numbers on the grid, and once all equations are complete, players earn various
points for any equations they completed that fall in a row, either vertically, horizontally, or diagonally.
Skills & Concepts

Materials
TM T4 • 3 spinner overlays • 1 red and 1 blue colored pencil
Work Place Guide 2B Division Capture • colored tiles
TM T5–T7 (optional, for support suggestion)
2B Division Capture Record Sheets 1–3 • red linear pieces
SB 54 (optional, for support suggestion)

A student doesn’t understand SUPPORT Have that student play with a classmate Jeremy OK, the next one is 21 divided by some number
the operation of division or is working at a similar level. Give these students is 7, so let’s put 7 of those skinny red pieces across the
struggling to solve most of the red linear pieces and tiles. Have them use these top. Now let’s take 21 tiles and see how many rows we
combinations manipulatives to work out the answers to each have to arrange to make it 7 in every row.
combination and pencil them in above the
blank boxes on Record Sheet 1 before they play
the game.
Nate I got it! If you have to put 7 in every row, it takes 3

rows, so that’s the answer, right?
Jeremy Yep, that works because 7, 14, 21—I kind of
remember that from last year. So now we just write the
answer, but on top of the box, not in it.
A student understands division SUPPORT Have that student play with a classmate
reasonably well, but lacks fluency working at a similar level. Encourage the two
with the facts of them to play the game using Record Sheet 1
twice or even three times before moving along
to the second record sheet.
A student plays the game with CHALLENGE Pair this student with a classmate
ease, confidence, and accuracy. playing at roughly the same level. Have these
students complete all three record sheets, and
possibly design their own.
• Allow students to use their own language to share their strategies and encourage them to point, write, or draw what they are doing so you
can understand the strategy. You can also try to find a student who can interpret to help you get a sense of how the students are thinking.
• Review vocabulary important to playing the game, including row, horizontal, vertical, diagonal, divide, and division.
2B Division Capture Record Sheet 1

Player 1____________________________ Player 2____________________________
6 2
5 3
4
12 ÷ =6 24 ÷ =6 18 ÷ =9 21 ÷ =7
60 ÷ = 12 36 ÷ =9 24 ÷ =8 36 ÷ =6
45 ÷ =9 27 ÷ =9 16 ÷ =8 54 ÷ =9
36 ÷ = 12 48 ÷ =8 35 ÷ =7 14 ÷ =7
42 ÷ =7 32 ÷ =8 28 ÷ =7 40 ÷ =8
Player 1 Points: Player 2 Points:


Player 1____________________________ Player 2____________________________
4
9 5
8 6
7
56 ÷ =8 42 ÷ =6 48 ÷ =8 35 ÷ =5
36 ÷ =4 36 ÷ =9 56 ÷ =7 21 ÷ =3
72 ÷ = 12 27 ÷ =3 32 ÷ =8 54 ÷ =9
63 ÷ =7 28 ÷ =7 96 ÷ = 12 64 ÷ =8
60 ÷ = 12 81 ÷ =9 72 ÷ =9 45 ÷ =9


Player 1____________________________ Player 2____________________________
6
12 7
11 8
9
42 ÷ =7 81 ÷ =9 96 ÷ = 12 121 ÷ = 11
63 ÷ =7 54 ÷ =9 49 ÷ =7 72 ÷ =8
54 ÷ =6 56 ÷ =8 72 ÷ =6 72 ÷ = 12
63 ÷ =9 108 ÷ =9 64 ÷ =8 132 ÷ = 12
144 ÷ = 12 84 ÷ = 12 88 ÷ =8 56 ÷ =7


3 Now work with your partner to build the frame for 4 × 13 and fill it in with the base
4 a Now make a quick sketch to show the area of 4 × 13, like this:
13
4 40 12
b 4 × 13 = _____. How do you know?
c 5 × 16 = _____. How do you know?
Unit 2 Module 2 Sessions 2 & 5 1 copy for display
Base Ten Grid Paper
Unit 2 Module 2 Session 4 half-class set, plus 2–3 extra
Ratio Table Strips page 1 of 2
glue or tape glue or tape glue or tape
Unit 2 Module 2 Session 4 half-class set, plus 2–3 extra
Ratio Table Strips page 2 of 2
glue or tape glue or tape
NAME | DATE
Multiplying by Tens & More Checkpoint

1 Mr. Brown has 14 girls and 10 boys in his class. Each girl brought 10 pencils. Each
boy brought 13 pens.
a How many total pens and pencils does Mr. Brown’s class have? Show your work
using words, numbers, or labeled sketches.
b Fill in the bubble beside the equation that best represents this problem
(p stands for pens and pencils).
NN 14 + 10 + 10 + 13 = p
NN (14 × 10) + (10 × 13) = p
NN (14 × 10) – (10 × 13) = p
NN (14 – 10) + (13 – 10) = p
2 For the problem 14 × 10, which of the following statements is not correct:
NN 14 × 10 is 14 add 0
NN 14 × 10 is 14 tens
NN 14 × 10 is 10 fourteens
NN 14 × 10 has to be more than 100 because 10 × 10 = 100
3 Fill in the blank.
22 10 20 10 30
× 10 × × 12 × 86 × 86 × 25 × 25
150 860 8,600
4 Fill in the blank.

57 × 20 = 57 × 2 × _______ 23 × 30 = _______ × 3 × 10
5 The area of a rectangle is 20. List all of its possible dimensions.
Student Book

• 1 2B Division Capture Record Sheet to share
• 1 spinner overlay to share
• 1 red and 1 blue colored pencil
1 Players each spin the spinner. The player who gets the higher number goes first, and decides whether
to use the red or the blue pencil to mark his or her combinations.
2 Players take turns spinning the spinner and using the number spun to complete one of the division
problems on the sheet.
• Each player needs to be sure to use his or her own color, blue or red.
• If the box a player needs is already filled, that player loses the turn.
• Players try to capture 3 or 4 boxes in a row, horizontally, vertically, or diagonally.
3 Players continue taking turns until the game board is filled or neither player can use the number he
or she spins 3 times in a row.
4 Players then circle the places on the grid where they got 3 or more in a row, and add up their scores.
The player with the higher score wins the game.
3 in a row scores 1 point; 4 in a row scores 2 points; and 5 in a row scores 3 points.
Game Variations
A There are three different record sheets for this game. Each is more challenging than the one before it.
If the first and second sheets are easy, try using the third sheet.
NAME | DATE
Groceries & Laundry

1 Gregory bought some apricots for his 3 sisters. Each apricot cost 15¢. He bought 3
apricots for each sister.
a How much did Gregory spend altogether? Show all your work.
b Fill in the bubble beside the equation that best represents this problem (m
stands for money).
NN 3 × (3 × 15¢) = m
NN 3 + 15¢ + 3 = m
NN (3 × 15¢) – 3 = m
2 Lucia bought 3 pounds of carrots for 75¢ a pound. She also bought a box of
crackers. In all, Lucia spent $4.54.
a How much did the box of crackers cost? Show all your work.
b Fill in the bubble beside the equation that best represents this problem (c stands
for the cost of the crackers).
NN $4.54 – c = 75¢
NN (3 × 75¢) + c = $4.54
NN (3 + 75¢) × c = $4.54
3 CHALLENGE DJ is doing laundry in his apartment building. It costs $1.00 to run the
washing machine and $1.25 to run the dryer. DJ has 27 quarters. How many loads
of laundry can he put through the washer and dryer? Show all your work.
NAME | DATE

For each frame below label each dimension with a regular pencil. Imagine what the
area of the rectangle will be once you’ve filled it in. Then check your thinking by
making a quick sketch. Write the area of each rectangle you draw in red pencil. Write a
multiplication equation to match the rectangle.
ex 10 2
5 x 10 = 50
5 50 10 5 x 2 = 10
50 + 10 = 60
5 × 12 = 60
NAME | DATE
NAME | DATE
1 Lida is solving 6 × 15.
a Sketch and label an open array for 6 × 15.
b What is the product of 6 × 15? _______
2 Tomas is solving 3 × 22.
3 Rowan is solving 7 × 12.
4 True or False?
a 6 × 15 = (6 × 10) + (6 × 5) _______
b 3 × 22 = (3 × 20) + (3 × 10) _______
c 7 × 12 = (7 × 10) – (7 × 2) _______
d 9 × 17 = (9 × 10) + (9 × 7) _______
NAME | DATE
Multiplying by Ten, One Hundred & One Thousand page 1 of 2

1 For each problem, a–c:
• Label the dimensions.
• Fill in the area and label it.
• Write a multiplication equation to match.
ex
10 4
10 100 40
NAME | DATE
Multiplying by Ten, One Hundred & One Thousand page 2 of 2
2 Write the answers.

31 17 10 89 68 10 400
× 10 × 10 × 72 × 10 × 10 × 50 × 10
3 Fill in the rest of this sentence.
When you multiply any number by 10, ___________________________________

__________________________________________________________________.

29 13 100 46 20 61 300
× 100 × 100 × 62 × 100 × 100 × 100 × 100
35 × 1,000 = _______ 1,000 × 19 = _______ 40 × 1,000 = _______
5 The Ladybugs are planting a garden. They have a 25 cm-by-10 cm rectangle for
flowers. Each flower needs exactly 1 square centimeter of space. How many flowers
can they plant? Show your work.
The Ladybugs can plant ______ flowers.
6 CHALLENGE The Ladybugs have a 30 cm-by-10 cm rectangle for pumpkins. Each

pumpkin needs exactly 25 square centimeters of space. How many pumpkins can
they plant? Show your work on another piece of paper. Include a labeled sketch.
The Ladybugs can plant ______ pumpkins.
NAME | DATE
Multiplication Practice
1 Solve these problems with mental computation. Write the answers.
10 20 30 40 50 60 70
× 3 × 3 × 3 × 3 × 3 × 3 × 3
80 90 100 1,000 10,000 100,000

× 3 × 3 × 3 × 3 × 3 × 3
2 Explain how you figured out the answers to the problems above.
3 Solve these problems in your head. Write the answers.

10 20 30 40 50 60 70
× 4 × 5 × 7 × 2 × 5 × 4 × 5
80 90 100 1,000 60 70 80
× 4 × 5 × 8 × 9 × 8 × 2 × 5
400 300 500 600 200 700 800

× 4 × 6 × 5 × 9 × 8 × 4 × 5
4 CHALLENGE
900 400 800 600 700 800 800

× 9 × 12 × 9 × 12 × 11 × 8 × 12
NAME | DATE
Ratio Table Equations

1 Look at your own ratio table.
a Example: A ratio table for 39 shows 10 across from 390, so we would write
39 × 10 = 390 for row 10.
9 351
10 390
11 429
_____ × 1 = _____ _____ × 2 = _____ _____ × 3 = _____
_____ × 10 = _____ _____ × 20 = _____ _____ × 30 = _____

_____ × 1 = _____ _____ × 2 = _____ _____ × 3 = _____
_____ × 10 = _____ _____ × 20 = _____ _____ × 30 = _____

_____ × 1 = _____ _____ × 2 = _____ _____ × 3 = _____
_____ × 10 = _____ _____ × 20 = _____ _____ × 30 = _____
NAME | DATE
Ratio Table Practice

1 This is part of a ratio table made by a fourth grade student.
3 45
4 60
5 75
6 90
7 105
a What number was the student multiplying for this ratio table? _______
b What number would come ne×t in each column? _______ and _______
2 Fill in the ratio table below.
1 7
2 14
3
28
5
42
3 Is 21 a prime number? How do you know?
4 Fill in the blanks in the table below.
2 × _______ = 28 _______ × 3 = 42 4 × 14 = _______
9 × _______ = 54 _______ × 7 = 63 9 × 8 = _______
_______ × 12 = 24 3 × _______ = 36 4 × 12 = _______
NAME | DATE
More Multiplication
1 Fill in the Multiple Wheel.
3 40
10
2
80 13
20
30
4 8
2 For the problem 22 × 10, which of the following statements is not correct?
NN 22 × 10 is 10 twenty-twos.
NN 22 × 10 has to be more than 200 because 20 × 10 = 200.
NN 22 × 10 is 22 add 0.
NN 22 × 10 is 22 tens.
10 45 21 12 84
× 19 × × 20 × × 10 × 40 × 20
450 360 240 800
Home Connections
NAME | DATE
Which Operation? page 1 of 3

1 Josie was planning a party. She drew a sketch of how she wanted to set up the chairs
and tables. Which equation best represents the number of chairs she sketched?
NN 4 + 6 = 10 NN 6 × 4 = 24 NN 42 – 4 = 20 NN 6 × 6 = 36
Key: 1 Chair: 1 Table:
2 There were 24 kids at Josie’s party (including her), and each of them ate 3 pieces of
pizza. Which expression shows how many pieces of pizza they ate in all?
NN 3 + 24 NN 24 – 3 NN 24 ÷ 3 NN 24 × 3
3 At the end of the party, the kids broke open the piñata. When they scrambled for
the candy, Gabe got 5 pieces. Maria got 3 times as many pieces as Gabe. Which of
the numbers described below shows how many pieces of candy Maria got?
NN The sum of 5 and 3 NN The difference between 5 and 3
NN The product of 5 and 3 NN The quotient of 5 and 3
4 Josie has 5 gallons of fruit punch. This table shows how many cups there are in
different numbers of gallons.
Gallons Cups
1 16
2 32
3 48
What is one way to figure out how many cups of punch that is?
NN Add 16 to 5 NN Multiply 5 by 16
NN Divide 16 by 5 NN Subtract 5 from 16
NAME | DATE
5 Draw a line to match each story problem below to the equation that best shows how
to solve the problem. Then complete each equation. You can use the Base Ten Grid
Paper on the next page if you like.
a Josie’s mom bought 4 packages of mini-candy
bars to put in the piñata. There were 28 in each
package. How many mini-candy bars were there 28 + 4 = _____
in all?
b Josie got 28 napkins out of the package but then
realized that she could put 4 of them away. How
many did she set out on the tables? 28 – 4 = _____
c Josie’s brother blew up 28 balloons for the party

and had enough to put 4 at each table. How
many tables were there? 28 × 4 = _____
d Josie had $28 in her savings account. Josie

earned $10 helping with chores. Josie spent
$6 right away, but she put the other $4 in her 28 ÷ 4 = _____
account. How much money did she have in her
savings account then?
6 Write a story problem for each of the two equations below, and then solve your own
problems. Use the Base Ten Grid Paper on the next page if you like.
Equations Story Problems Solution
a 16 × 8 = _____
b 16 ÷ 8 = _____
7 CHALLENGE Josie’s mom bought 9 pizzas for the party. How will she need to cut them
in order to have enough pieces for the party? (See Problem 2 for more information.)
Use numbers, sketches, or words to show your work on another sheet of paper.
NAME | DATE
Base Ten Grid Paper
NAME | DATE
Coins & Arrays page 1 of 2

1 Write a multiplication equation to show how much each group of coins is worth.
Coin Group of Coins Multiplication Equation
ex 5 nickels 5 × 5¢ = 25¢
a 10 nickels
b 15 nickels
c 10 dimes
d 20 dimes
e 30 dimes
f 8 quarters
g 12 quarters
h 17 quarters
2 Label each array frame below. Then fill it in with labeled rectangles. Write an
equation to show how you got the total, and then write a multiplication equation to
match the array. (Cut out the base ten area pieces if you want to build the arrays.)
Addition Multiplication
Labeled Array Frame & Rectangles
Equation Equation
10 4
ex 4 4 x 10 4x4 40+16=56 4×14=56
NAME | DATE
Coins & Arrays page 2 of 2
Addition Multiplication
Labeled Array Frame & Rectangles
Equation Equation
3 CHALLENGE Raina said, “How many different ways are there to make 30¢ using
pennies, nickels, dimes, or quarters?”
a What is this problem asking you to do?
b Check the strategy you plan to use (check one):

___ guess and check ___ make a table or an organized list
___ draw a diagram ___ other
c Show your work below.
d There are ___________ different ways to make 30¢ using pennies, nickels,
dimes, or quarters.
NAME | DATE
Multiplication Strategies page 1 of 2

1 Solve these problems in your head. Fill in the blanks.
10 20 30 50 60 70
× 3 × 3 × 3 × 3 × 3 × 3 × 3
120
80 90 100 1,000 10,000 1,000,000

× × 3 × 3 × 3 × 3 × 3 × 3
240 300,000
2 Explain any strategies you used to make it easier to figure out the answers to the
problems above.
3 Solve these problems in your head. Fill in the blanks.

10 20 30 40 50 60 70
× 4 × 5 × 7 × 2 × 5 × 4 × 5
80 90 100 1,000 60 70 80
× 4 × 5 × 8 × 9 × 8 × 2 × 5
400 300 500 600 200 700 800

× 4 × 6 × 5 × 9 × 8 × 4 × 5
NAME | DATE
Multiplication Strategies page 2 of 2
4 Look at the rectangle below. If the area is 240 square centimeters and one side is 12
centimeters, what is the length of the other side?
• Show your work.
• Write the answer on the line provided below. Be sure to label it with the correct units.
x
12 cm 240 sq. cm
The length of the side labeled x is _____________
5 Sonia measured the cover of the library book she was reading. The length was 10
inches and the width was 5 inches. Which equation below represents how to find
the area of her book’s cover? Fill in the bubble to show.
NN 10 ÷ 5 = a NN 10 – 5 = a NN 10 × 5 = a NN 10 + 5 = a
6 Fill in the ratio table for 31.

1 2 20 30 10 5
31 93 1550
7 CHALLENGE
900 400 800 600 700 800 800

× 9 × 12 × 9 × 12 × 11 × 8 × 12
Teachers Guide
Module 3
Multiplication Stories & Strategies
Session 1 Multiplication Story Problems�� 3
Session 2 Multiplication Story Problems Math Forum�� 9
Session 3 Doubling & Halving�� 13
Session 4 Multiplying with Money & Units of Metric Measure�� 17
Session 5 Another Look at Multiplication Strategies��23

Base Ten Grid Paper�� T1 Riley’s & Raymond’s Ratio Tables��65
Multiplication Strategies Forum Planner��T2 Maggie's Chickens��66
Multiplication Checkpoint��T3 Eggs & Apples�� 67
Work Place Guide 2C Moolah on My Mind�� T5 Mario’s Marbles��68
2C Moolah on My Mind Record Sheet�� T6 How Can You Solve … ?��69
2C Moolah on My Mind Challenge Record Sheet��T7 Work Place Instructions 2C Moolah on My Mind�� 70
Maribel's Problem��T8 How Much Money?�� 71
Multiplication Strategies Work Sample��T9 Money Multiple Wheel��72

Multiplying by Multiples of Ten�� 35
Design a Floor Pattern�� 37
Unit 2
Unit 2
Module 3
Module 3
Multiplication Stories & Strategies
Overview
Module 3 opens with a set of story problems followed by a math forum in which students have opportunities to share and
extend their strategies for working with single- and double-digit multiplication as well as solving multi-step story problems. In
Session 3, students investigate the effect of doubling and halving factors in multiplication combinations. The use of coins and
units of measure in Session 4 provides practice multiplying with landmark numbers, as well as practice converting from larger
to smaller units of metric measure. Session 5 serves as a wrap-up of sorts, as students solve more story problems, and review
and add to the class list of strategies for solving multi-digit multiplication problems.
Planner
Session 1 Multiplication Story Problems
Students answer a few questions based on their displayed ratio tables. Then the teacher presents a
story problem for the class to discuss and solve together. Students work in pairs to solve more story
problems that require them to first estimate, then talk about what the problem is asking, and finally
develop strategies to solve the problem. Students will present their work with the story problems
in a math forum in the next session.
Session 2 Multiplication Story Problems Math Forum
Students review their work from the previous session in preparation for a math forum. The teacher
guides the students as they present and participate in the forum, which centers on discussion
of strategies and models for 2-digit multiplication. Then students spend the rest of the session
visiting Work Places.
Session 3 Doubling & Halving
Today’s session begins with a problem string to prompt thinking about doubling and halving.
Then students complete a brief checkpoint on multiplication arrays, equations, and ratio tables.
Students spend the rest of the session doing Work Places.
Session 4 Multiplying with Money & Units of Metric Measure
This session connects students’ work with ratio tables to money and measurement conversions.
The teacher introduces a new Work Place called Moolah on My Mind, which uses the landmark
numbers in coin values to offer practice with multi-digit multiplication. The class plays several
rounds of the game as a whole group, and then students play again in pairs.
Work Place 2C Moolah on My Mind
Players take turns rolling two dice and spinning a coin spinner. They add the numbers rolled and
then multiply the sum of the numbers by the value of the coin. Then they add the running totals of
money after each turn. The player who collects the most money after 10 wins.
Session 5 Another Look at Multiplication Strategies
Students solve a story problem that involves 6 × 26. They share their strategies and add new
strategies to the Multiplication Strategies chart begun in Module 2, Session 2. Then students
write their own story problems for 8 × 24 and 11 × 22 and solve them in an assignment that can
be collected as a work sample. Students who complete the assignment before the end of the
session go to Work Places.

Resources
each master.
to supplement your
instruction.
Run two display copies of Student Book pages 65 & 66.
pages 65–72.
Work Place Prepare the materials for Work Place 2C using the lists of materials on the Work
Special Items You might find it helpful to collect a few objects that represent different metric
measurements for students to see during Session 4. For example, for units of
length a meter stick can show centimeters, meters, and millimeters. For mass, a
quarter weighs 5 grams or a small can of soup is about 300 grams. For volume, a
1 liter bottle offers a landmark, and many reusable water bottles are marked with
milliliters on the side.
Unit 2 Module 3
Unit 2
Module 3
Session 1 Session 1
Multiplication Story Problems
Summary
Students work together to answer a few questions based on their displayed ratio tables. Then
the teacher presents a story problem for the class to discuss and solve together. Students
work in pairs to solve more story problems that require them to first estimate, then talk about
what the problem is asking, and finally develop strategies to solve the problem. They will
present their work with the story problems in a math forum in the next session.
Skills & Concepts

numbers (4.NBT.5)
Materials
Problems & Investigations Solving Multiplication Story Problems those terms for which Word
TM T1 • base ten area pieces (class set, • student-made ratio table strips Resource Cards are available.
Base Ten Grid Paper plus 1 set for display) from Unit 2, Module 2, Session 4
area model of
TM T2 • base ten linear pieces (class set, (see Preparation)
multiplication*
Multiplication Strategies Forum plus 1 set for display) • student math journals
array*
Planner
SB 65* equation*
Riley’s & Raymond’s Ratio Tables multiple*
SB 66* ratio table*
Maggie’s Chickens
Daily Practice
SB 67
Eggs & Apples

Copy instructions are located at the top of each teacher master. * Run 2 copies of these pages for display.
Preparation
Be sure all the ratio table strips students made toward the end of the previous module are dis-
played around the room where they are easily seen. You will need them for the next several
sessions, so plan to leave them up for at least another week.
tomorrow’s forum, use the Multiplication Strategies Forum Planner to help select students to
share their work.

Solving Multiplication Story Problems
1 Open the session by letting students know that today they will revisit their
ratio tables and then work on multiplication story problems for a math
forum in the next session.
Have base ten area and linear pieces easily accessible.
2 Display your copy of the Riley’s & Raymond’s Ratio Tables Student Book
page and have students find the page in their books.
Ask them to read problem 1a and then discuss it with the class.
Teacher What can you tell me about Riley’s ratio table? Why is it so short?
Rich I think we are looking at only a part of it—like it was torn off or
something.
Lin I think that Riley was using the number 22.
Teacher Why do you think that?
Lin Because the 10th number there is 220. I know that 10 × 22 is 220.
DJ I knew Riley’s number was 22 because I looked at 220 to 242 and
that’s 22.
Teacher How does that tell you?
DJ Well, if you were at 10 and 220 and then you were at 11 and 242,
you added one more of something. So the difference between 242 and
220 is 22.
3 Give students a few minutes to work on problems 1b and 1c. Then ask
several students to share their strategies for answering the questions.
• Help students understand that the difference between the multiples is the multiplier
(the number they skip-counted by to create the ratio table.)
• Have your copies of the Riley & Raymond’s Ratio Tables Student Book page handy in
case you want to extend the tables, as in the dialog below.
ELL Provide opportunities for students to request clarification or rephrasing. Ask all
students to justify their thinking to provide an atmosphere where students are comfort-
able asking questions and sharing.
Teacher How did you find the 13th row?

Anna I added on 22 to 242 and then did it again. That’s 264 and then 286.
Teacher Why did you add 22 twice?
Anna Because the last number, 242, is the 11th one. So to get the
13th, you need to add two more 22s.
Teacher What about the 5th row? How did you think about that?
Ayisha I started with 198 and subtracted 22 to get 176. That’s the 8th
one. I kept doing that until I got the 5th one, which is 110.
Teacher I could model that on the ratio table like this.
− 1 5 110
− 22
− 1 6 132
− 22
− 1 7 154
− 22
– 1 8 176
– 22
9 198
10 220
11 242
Rosalia I remembered that the 5s are Half-Tens facts, so since 10 × 22

is 220, then 5 × 22 is half of that, 110.
Teacher How did you find half of 220?
Rosalia Half of 200 is 100. Half of 20 is 10. So 110.
Teacher I am going to model that on the ratio table like this.
5 110
× ½ 9 198
× ½
10 220
11 242
Teacher You were all using 22 a lot. Why?

Brian It’s a pattern. Riley’s table was built by adding 22 over and
over again. So we can find missing numbers by doing that, too.
Note: If you feel students would benefit from additional practice with the ratio tables,
assign the rest of the Riley’s & Raymond’s Ratio Tables Student Book page at a later time.
4 Next, display your copy of the Maggie’s Chickens Student Book page, show-
ing only the first row. Give students a moment to look it over, and invite a
student to read the problem aloud.
NAME | DATE
Unit 2 Module 3
Maggie’s Chickens
Reasonable
Problem What is the problem asking us to do? Answer
estimates
Session 1
1 Maggie’s chickens live in a coop

in her backyard. The coop is 12
feet by 13 feet. What is the area of
the coop?
sq. ft.
2 Maggie is getting several more

chickens. She built a new coop
5 Discuss the first problem. in her backyard for the new
chickens. This coop is 6 feet by
66
• Have students turn to a partner and talk about what the problem sq.isft. asking them to do.
26 feet. What is the area of the
new coop?
Invite a few students

3 Maggie’sto
pigshare
just had aand
litter ofrecord their thoughts.
piglets. Maggie’s mother built a
• Then ask studentspentoforestimate
the piglets. Thethe
pen isanswer.
16 Ask a few students to share their estimates and
feet by 12 feet. What is the area
explain their reasoning.
of the pen? Record at least one of the estimates on your sq. ft.copy of the sheet.
4 As the piglets grow they will

need more space. Maggie’s dad is
6 When students understand what to do, have them get out their journals building another pen for half of
and go to work on the first problem. the pigs. This pen is 24 feet by 8
feet. What is the area of this pen? sq. ft.
• Display a copy of the Base Ten Grid Paper Teacher Master. Let students know they can
use the paper, base ten area pieces, or any other manipulatives that are helpful to them.
• Remind students that they are seeking efficient strategies and they can use any of the
strategies they have learned this year.
7 As students work, walk around the room, listen to conversations, and take
note of student pairs you want to have present their work.
Look for students who use base ten pieces, ratio tables, or arrays on the base ten grid paper
to share their work. Ideally, all three models will be represented when students share.
SUPPORT If some students are not using any of these tools or models, look to see if their
work could be clarified or elevated by using them. Talk with them about their approach to
the problem and show them how their work would look with base ten area pieces or on a
ratio table or on the grid paper.
8 After most pairs have solved the first problem, reconvene the class and
invite selected students to share how they found the answer. As they pres-
ent, have them first explain their estimate and then their strategy.
Invite students who used base ten area pieces, base ten grid paper, or ratio tables to share
their work.
You might also consider inviting a student who solved the problem without modeling to
share, then follow up with a student whose work models the same thinking. Make explicit
connections between the examples with the class.
9 Have students take out their math journals and write about the strategies
that were shared, using the heading “Multiplication Strategies.”
Teacher It’s so interesting how you used these different strategies and
all came up with the same answer. I’d like you to consider which of these
strategies makes the most sense to you and which seems the most efficient.
Which one will you try the next time you find a problem like this?
10 Ask students to find the Maggie’s Chickens Student Book page, and let
them know that they will work with a partner to solve the rest of the prob-
lems. Explain the directions and have students complete the assignment.
• Tell students that they need to fill in the first two columns on the table before solving
the problem.
• Explain that students can continue to use their journals for their work, and then fill in
the answer in the last column when they are done.
• Remind students that even though they are working with a partner, both partners’
pages should be filled out.
• Encourage students to use the most efficient strategy they can at this time. Encourage
them to try out a strategy that was just shared.
As students work through the rest of the sheet, they may notice that the answers to problems
1 and 2 are the same, as are the answers to problems 3 and 4. This is intentional. The
answers are the same because one factor doubles while the other halves. In problem 1, the
multiplication equation is 12 × 13. In problem 2, the equation is 6 × 26. The 12 was halved
and the 13 doubled. When one factor doubles and the other halves, the product stays the
same. While this sounds straightforward, it will take a while for fourth graders to grasp
the idea and understand why it works. In your conversations with students today and in
the math forum tomorrow, encourage speculation about the answers. Encourage students
to think about why they might be the same, but don’t rush their thinking. As the unit
progresses, students will have more opportunities to solve similar problems and will explore
models to help them come to their own understandings of why the product stays the same.
11 As students work, walk around the room to provide challenge and support as
needed. As you circulate, use your copy of the Multiplication Strategies Forum
Planner Teacher Master to make notes about the strategies students are using.
The Forum Planner indicates what kinds of strategies you’re likely to see.
SUPPORT If students are using repeated addition or skip-counting, model showing that in a
ratio table, just like they created in Session 5. When they have done a few entries, ask them
if they could skip straight to the ×10 entry and go from there.
SUPPORT If students using repeated addition or skip-counting need more support to
develop multiplicative strategies, model their work on a number line so they can see
opportunities for more efficient grouping.
SUPPORT If students are frustrated by the larger numbers or not sure how to start, help
them outline the coop using base ten area pieces or grid paper to model the problem. Then
help them find the total of the pieces or boxes.
SUPPORT If students are using base ten area pieces but are forgetting to use the units in the
bottom right corner of the array, encourage them to use linear pieces and help them make
sure their array has all of the parts.
CHALLENGE If students can find the answers accurately and easily using strategies they learned
this year, encourage them to analyze the problems to see if they can discover a new strategy or
new understanding of multiplication. For example, if they wonder why some of the answers are
the same, ask questions to help them think about why that might be without telling them.
CHALLENGE If students are comfortable using base ten area pieces and base ten grid paper, talk to
them about how to set up a ratio table to find the answer. Show them how to set up a basic T-chart
and how to figure out what goes in each column. Each row in a ratio table corresponds with a row
or column in an array. Help them find more efficient ways to use a ratio table, such as do 1 × n,
2 × n, and then jump to 10 × n. Show how 1 × n in a ratio table corresponds to a row in an array
while the 10 × n corresponds to 10 rows in an array (and a mat in the base ten area pieces).
CHALLENGE If students are using base ten area pieces, help them move from the concrete to the
representative or abstract models. If they are sketching on grid paper, show them how to sketch
their work using open arrays. You will work more on this transition in the next few sessions.
CHALLENGE If students are using grid paper and dividing 2-digit × 2-digit products into all
4 pieces, encourage them to look for fewer, bigger chunks. Can they leave one factor whole
and just split the other?

• Let students know they will share their work in a math forum during the next session.
• Ask students to raise their hands if they:
»» Tried a new strategy today
»» Worked through confusion to make sense of something hard
»» Had an estimate that was close to their actual answer
• Have students clean up and put away their materials.
If students did not finish at least two story problems, give them some time to keep working at
the beginning of the next session.
Daily Practice
The optional Eggs & Apples Student Book page provides additional opportunities to apply
• Use equations, area models, and rectangular arrays to explain strategies for multiply-
ing with multi-digit numbers (4.NBT.5)
Unit 2 Module 3
Unit 2
Module 3
Session 2 Session 2
Multiplication Story
Problems Math Forum
Summary
Students review their work from the previous session in preparation for a math forum. The
teacher guides the students as they present and participate in the forum, which centers on
discussion of strategies and models for 2-digit multiplication. Then students spend the rest
of the session visiting Work Places. To end the session, the teacher assigns the Multiplying by
Multiples of Ten Home Connection.
Skills & Concepts

numbers (4.NBT.5)
Materials
Vocabulary
Math Forum Multiplication Story Problems Math Forum those terms for which Word
TM T1 • base ten area pieces (1 set for • student math journals Resource Cards are available.
Base Ten Grid Paper display) • Maggie’s Chickens Student array*
• base ten linear pieces (1 set for Book page (SB 66, completed
area model
display) in Session 1)
• Multiplication Strategies equation*
Forum Planner (TM T2, with multiple*
notes from Session 1) ratio table*
Work Places in Use
Home Connection
HC 35–36
Multiplying by Multiples of Ten
Daily Practice
SB 68
Mario’s Marbles

Preparation
Write the list of Work Places from which students can choose today. You can just write the
numbers (1C - 2B) or write out the full names if you have time. (See the list in the Work Places
in Use row of the Materials Chart for the complete list of Work Places used today.)
Math Forum
Multiplication Story Problems Math Forum
1 Open the session by letting students know they will have a few minutes to
look over their work from yesterday to prepare for today’s math forum on
multiplication story problems.
2 Have students find their Maggie’s Chickens Student Book page from the previ-
ous session and then review the questions and their work with their partner.
If necessary, give students time to finish solving the problems. It is OK if a few pairs do
not finish problem 4.
3 As students work, check in with the students you have selected to share. Talk
with them about which part of their work you would like them to present.
4 Gather students in the discussion area. Have students leave their work at
their seats where it is still easily accessible.
5 Review the procedure for participating in a math forum, and then conduct
the forum using the Multiplication Strategies Forum Planner you filled in
during Session 1.
• Only some student pairs will present their work, but everyone will participate by
adding to what the presenters share, asking questions, talking with a partner, and
thinking about how they can use what is shared to solve other problems.
• Forums are times for learning. As students talk and think, they should be learning
something new or understanding something more clearly.
• All students need to be respectful at all times.
SUPPORT As you work through the forum, encourage students to ask questions when they
don’t understand. Ask all students to justify their answers so that struggling students will
know that it is the norm, not an indication that they are wrong, when they are questioned.
CHALLENGE Encourage students to search for elegant, clever solutions. Ask students to
compare their first choice of strategy with other strategies and discuss which is the most
efficient for these numbers. Encourage them to generalize what characteristics of certain
numbers lend the problem to particular strategies.
ELL Provide opportunities for students to request clarifications and rephrasing. As the
forum becomes a platform for sharing, the classroom atmosphere will help students feel
they can ask for help. Offer visual models, and provide a same-language peer if available.
6 Collect students’ Maggie’s Chickens Teacher Master and wrap up the forum.
• Tell students you look forward to seeing them try some of the strategies that were explored.
• File the pages to keep as work samples to use in parent conferences, portfolios, etc.
Work Places
7 Invite students to choose a Work Place activity to play with a partner and
go to that Work Place.
• Have students pick up their Work Place folders and a pencil. Remind them to fill out
their Work Place Logs as they finish each one. If necessary, review the procedure for
going to Work Places.
8 As students visit Work Places, walk around to observe students and answer
questions. Use the Differentiation & Assessment Chart in the Work Place
Guide to help you work with students.
• Have students put away Work Place materials.
• Ask students to turn and talk to a partner about their current favorite strategy for
multiplication and how they would teach that strategy to their parents.
Home Connection
10 Introduce and assign the Multiplying by Multiples of Ten Home
subtraction, and multiplication (4.OA.3)
• Multiply a 2- or 3-digit whole number by a 1-digit whole number using strategies based
Daily Practice
The optional Mario’s Marbles Student Book page provides additional opportunities to
Unit 2 Module 3
Unit 2
Module 3
Session 3 Session 3
Doubling & Halving
Summary
Today’s session begins with a problem string to prompt thinking about doubling and halving.
Then students complete a brief checkpoint on multiplication arrays, equations, and ratio
tables. Students spend the rest of the session doing Work Places.
Skills & Concepts

• Solve multi-step story problems involving only whole numbers, using multiplication (4.OA.3)
• Use equations and area models to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
• Divide a 2-digit number by a 1-digit number, using strategies based on place value, the
properties of operations, or the relationship between multiplication and division (4.NBT.6)
Materials
Vocabulary
Problem String Doubling & Halving those terms for which Word
TM T1 • student math journals Resource Cards are available.
Base Ten Grid Paper area*
Assessment Multiplication Checkpoint dimension*
TM T3–T4
double/doubling
Multiplication Checkpoint factor*
half*
Work Places in Use
product*
relationship
Daily Practice
SB 69
How Can You Solve … ?

Preparation
• Set up the area where you do your problem strings with a document camera or projector
and a few sheets of base ten grid paper. You might want extra grid paper for students who
need additional structure for sketching arrays.
• Write the list of Work Places from which students can choose today. You can just write
the numbers (1C–2B) or write out the full names if you have time. (See the list in the Work
Places in Use row of the Materials Chart for the complete list of Work Places used today.)
Problem String
Doubling & Halving
1 Let students know that today they will begin with a multiplication problem
string and then complete a brief checkpoint. As they finish, they will go to
Work Places.
2 Have students join you in the discussion area with their student math
journals and a pencil. Then complete the following problem string.
• Ask them to write today’s date and the title “Doubling & Halving Problem String” on a
fresh page in their math journals.
• Present each problem one at a time by writing it on the board. Present the problems in
order from top to bottom.
• Give students time to solve each one on their own.
• Invite 2 or 3 students to share their strategies for solving each problem, one at a time,
and record their strategies by drawing arrays on base ten grid paper.
think of. Then encourage them to look back at their work and see if they can think of a
strategy that is even more effective.
SUPPORT Some students may benefit from using graph paper or base ten grid paper for this
problem string.
ELL Model the word “half” and “halving” by cutting a piece of paper in half, or by sketch-
ing an array on paper, then cutting it in half to show how one factor changes.
Problem String Doubling & Halving, Part 1

Math Practices
in Action 4.MP.8
6 This string begins with
problems that double or half Many problem strings,
and then moves to a series including this one, involve
4×6 4 24 that double and half, resulting repeated reasoning.
in the same product. When students solve
Big Idea problems that involve
6 When one factor doubles, so repeating the same kind
does the product. When one of reasoning, they begin
factor is cut in half, so is the to recognize patterns
4 24
product.
that help them develop
8×6 8 generalized methods for
48
completing certain kinds
4 24 of calculations.
6
6 3 3
8×3
8 48 8 24 24
Make sure students are comfortable with the doubling and halving that happens in the first
three problems before moving to the last four problems, which involve both doubling and
halving in the same problem.
Problem String Doubling & Halving, Part 2

8×6 See above. It might help students
if you cut one array into
12
2 pieces and move the
10 2 pieces around to show that
although the dimensions
4 40 8 (factors) change, the area
(product) stays the same.
For example, if you cut the
48
8 × 6 array into two 4-by-6
12
4 × 12 arrays and then put them
6 6 12 back together as a 4-by-12
array, students will see that
4 4 24 24 8 × 6 = 4 × 12.
8 Most likely, not all students
48 will see the double-half
4
relationship when you get
to 4 × 12, and that’s OK.
By the time they see what
happens with 2 × 24 and
1 × 48 on the arrays and
2 × 24 the ratio table, they will
begin to understand. Over
time, students will see
why understanding this
relationship is useful—it
creates efficient strategies
for harder problems. For
example, 3 1/2 × 8 does not
1 × 48 look very friendly, but dou-
bling the 3 1/2 and halving
the 8 makes 7 × 4, a much
simpler problem to solve.
3 Write the equation 4 × 12 = 2 × 24, and ask students to turn and talk about
the equation with a partner.
• Ask whether the equation is true or false.
• Invite a few students to share their thinking.
4 Write the equations 3 × 14 = 6 × 7 and 5 × 12 = 10 × 24. Ask students to

turn and talk with a partner about whether the equations are true or false.
• Ask students how they could change the equation 5 × 12 = 10 × 24 to make it true.
5 Wrap up the string by asking students to work in pairs to summarize the

big idea from the string.
• As students talk, listen for those who can explain what is happening with doubling and
halving the most clearly. Try to call on someone who can explain that when one factor
doubles and the other factor is halved, the product stays the same. Have them use a
visual model, or model their thinking as they explain, for other students to see.
It is important that this part of the session ends with a clear summary of the big idea. You may
need to give a clear, concise summary if one is not presented by students.
• Assure students who may still be confused that there will be more time to process the
big ideas discussed today.
Assessment Guide
Multiplication Checkpoint scoring and intervention
suggestions.
6 Tell students that today they will show what they have learned about multi-
plication over the past couple of weeks on a quick checkpoint.
7 Display the Multiplication Checkpoint and give students a moment to look
it over.
• Encourage students to read each question carefully. If necessary, read through the
checkpoint with students.
• Let students know they can ask you for help in reading any of the questions.
8 Have students begin the checkpoint.

• Tell them they need to work quietly by themselves.
• While they work, circulate around the room to make observations and answer questions.
• Give them about 15 minutes or so to do the checkpoint. This is not a timed test, so if some
students do not finish the checkpoint in 20 minutes, give them a chance to finish it later.
• If some students finish much earlier than others, ask them to begin Work Places
quietly so they don’t disturb those who are still working.
9 Have students turn in their checkpoints as they finish.
Work Places
10 Have students spend the rest of the session doing Work Places.
Have them pick up their Work Place folders and a pencil. Remind them to fill out their
Work Place Logs as they finish each one.
• As students do Work Places, circulate to observe, differentiate, and answer questions.
11 Close the session. If you have time, ask students to consider what factor
they might change (double or halve) in the expression 5 × 16 to make it
easier to solve, and why.
• Recognize students for their effort on the checkpoint. Remind them that the checkpoint
will help identify areas in multiplication where students are strong or need more work.
Daily Practice
The optional How Can You Solve … ? Student Book page provides additional opportuni-
Unit 2 Module 3
Unit 2
Module 3
Session 4 Session 4
Multiplying with Money &
Units of Metric Measure
Summary
This session begins by connecting students’ work with ratio tables to money and measure-
ment conversions. Then the teacher introduces a new Work Place called Moolah on My Mind,
which uses the landmark numbers of coin values to provide more practice with multi-digit
multiplication. The class plays several rounds of the game as a whole group, and then
students play again in pairs. To end the session, the teacher introduces and assigns the Design
a Floor Plan Home Connection.
Skills & Concepts

• Multiply 2 and 3-digit whole numbers by a 1-digit whole number and two 2-digit numbers
using strategies based on place value and the properties of operations (4.NBT.5)
numbers (4.NBT.5)
• Identify the relative sizes of centimeters, meters, and kilometers; grams and kilograms; and
milliliters and liters (4.MD.1)
• Record equivalent measurements in different units from the same system of measurement
using a 2-column table (4.MD.1)
Materials
Problems & Investigations Multiplying with Money & Metric Measurements those terms for which Word
• money value pieces • student math journals Resource Cards are available.
(optional, for support) • items that represent centimeter (cm)*
metric measurements
(optional, see Preparation)
coin
dime
Work Places Introducing Work Place 2C Moolah on My Mind
gram (g)*
TM T5 • spinner overlay, half-class • marker kilogram (kg)*
Work Place Guide 2C Moolah on My Mind set, plus 1 for display
landmark number
TM T6 • dice numbered 1–6, class set
2C Moolah on My Mind Record Sheet • money value pieces
liter (l)*
TM T7 (optional, for support) meter (m)*
2C Moolah on My Mind Challenge Record Sheet • plastic coins (optional, for milliliter (ml)*
SB 70* support) multiply*
Work Place Instructions 2C Moolah on My Mind nickel
Home Connection penny
HC 37–39 quarter
Design a Floor Pattern
Daily Practice
SB 71
How Much Money?

Preparation
• You might find it helpful to collect a few objects that represent different metric mea-
surements for students to see. For example, for units of length, a meter stick can show
centimeters, meters, and millimeters. For mass, a quarter weighs 5 grams, or a small can of
soup is about 300 grams. For volume, a 1 liter bottle offers a landmark, and many reusable
water bottles are marked with milliliters on the side.
• In today’s session, you’ll introduce Work Place 2C Moolah on My Mind, which takes the
place of Work Place 1C the Multiple Wheel. Before this session, you should review the Work
Place Instructions as well as the Work Place Guide, which includes suggestions for differen-
tiating the game to meet students’ needs. Make copies of the Moolah on My Mind Record
Sheet for use today, and store the rest in the Work Place 2C Moolah on My Mind tray.

Multiplying with Money & Metric Measurements
Let students know that you’re going to start by making and discussing some ratio tables
that concern multiplying coin values and metric measurements. Then you’re going to
introduce a new Work Place that will give them practice multiplying with coin values.
When they understand how the game works, they’ll play it in pairs.
2 Open the session by asking students to discuss in pairs and then report to
the class how many dimes there are in a dollar, how many nickels, and how
many quarters.
As students respond, record the information in the form of ratio tables like those shown here.
number amount number amount number amount

of dimes of money of nickels of money of quarters of money
× 10 1 $0.10 × 20 1 $0.05 ×4 1 $0.25 ×4

× 10 × 20
10 $1.00 20 $1.00 4 $1.00
3 Have students recall the metric units for measuring length. Then discuss
these terms and their relationships.
Supply the terms meter and centimeter if students don’t mention them.
Ask some questions about meters and centimeters and use ratio tables to represent the
relationship.
• Money has dollars and cents. Length has meters and centimeters. How does “cent”
relate to both contexts? (There are 100 cents in a dollar and 100 centimeters in a meter.
“Cent” is from the Latin word “centum” meaning hundred.)
• How many centimeters are in a meter? (100)
• If a string is 2 meters long, how many centimeters is it? (200)
• If a car is 4 meters long, how many centimeters is it? (400)
number number
of cm of meters
×2 100 1 ×2
200 2 ×2
×2
400 4
SUPPORT/ELL Show a meter stick. Point to the centimeters when referring to centimeters
and to the whole stick when referring to meters. Similarly, in the following steps show
objects that have the approximate mass and volume as you bring up the terms.
CHALLENGE Ask students how many centimeters are in 2 1/2 meters and in 1/4 of a meter.
4 Ask students to recall the metric units for measuring mass. Then discuss
the terms and their relationships.
Supply the units gram and kilogram if students don’t mention them.
Ask some questions about grams and kilograms and use ratio tables to represent the
relationship.
• What does “milli” mean? [1,000]
• How many grams are in a kilogram? [1,000]
• If a book is a mass of 2 kilograms, what is its mass in grams? [2,000]
• If a puppy has a mass that is 4 times as much as the mass of the book, what is its mass
in kilograms? [8] What is its mass in grams? [8,000]
number number
of grams of kg
× 2 1,000 1 ×2
2,000 2 ×4
×4
8,000 8
5 Now have students recall the metric units for measuring volume and
discuss the terms and their relationships.
Supply the units liter and milliliter if students don’t mention them.
Ask some questions about liters and milliliters, and use ratio tables to represent the relationship.
• How many milliliters are in a liter? [1,000]
• If a bottle has a volume of 2 liters, how many milliliters does it hold? [2,000]
• If a pitcher has a volume of that is 3 times as much as the bottle, how many liters does it
hold? [6] What is its volume in milliliters? [6,000]
number number
of liters of mL
×2 1 1,000 ×2
2 2,000 ×3
×3
6 6,000
6 Ask students to generalize what all of these situations have in common.

Students When you double one, you double the other.
Or if you multiply something, like the liters, by 3 or any other number,
you multiply the milliliters by the same number.
There are the same number of centimeters in a meter as cents in a dollar.
There are the same number of milliliters in a liter as grams in a kilogram.
You can use a ratio table to find the answers.
7 Have students write the heading “Metric Prefixes” to a new page in their
handbooks and record centi-, milli-, and kilo- along with their meanings.
You might also have students add an illustration to help them remember the meaning of the pre-
fixes, such as penny for centi-, a few millimeter marks for milli-, or a grapefruit to show a kilogram.
• “Centi-” means hundredth (1/100).
• “Milli-” means thousandth (1/1000).
• “Kilo-” means thousand (1000).
Work Places
Introducing Work Place 2C Moolah on My Mind
8 Then display the 2C Moolah on My Mind Record Sheet. Explain that the
class will play a few rounds of the new Work Place game as a team against
you, and then they will play the game with a partner.
9 Summarize the game:
Players take turns rolling two dice and spinning a coin spinner. They add the numbers
rolled and then multiply the sum of the numbers by the value of the coin. Then they add
the running totals of money after each turn. The player who collects the most money after
10 turns wins the game.
10 Play three rounds of Moolah on My Mind with the class.

Model strategies for students when it is your turn.
• Roll the two dice and write the sum of the dice in parentheses. Then spin the spinner
and add the coin value to the expression.
• Before calculating the total, reinforce that you always perform the computation in
parentheses first.
• Talk through how you mentally calculate the total using what you know about money
(i.e., calculating the value of 8 dimes is the same as multiplying 8 × 10).
• Add the running totals as you play each round.
You will need to decide, based on your students’ current understandings, whether to record
money amounts that are under a dollar using a cents sign or a dollar sign and decimal point.
| DATE Unit 2 Module 3
NAME Session 4 class set, plus more as
needed, stored in the Work Place tray
NAME
2C Moolah on My Mind Record Sheet | DATE
2C Moolah on My Mind Record

Sheet
Multiplication Expression Amount of Money You Got Total So Far

sum of the 2 numbers times the coin value This Turn
Multiplication Expression
Amount of Money You Got
sum of the 2 numbers times the
(6 + 6) ×25¢ $3.00 $3.00 coin value This Turn Total So Far
(4 + 4) ×10¢
80¢ $0.80
(3 + 1) × 5¢ 20¢ $3.20
(6 + 5) × 5¢ 55¢
50¢ $3.70 $1.35
(2 + 3) × 10¢
(1 + 2) × 5¢ 15¢ $1.50
The Math Learning Center | mathlearningcenter.org

Encourage students’ active participation throughout the game.

• Ask for students’ input to write the multiplication expression.
• To find the total:
»» First ask students to mentally calculate the total of the roll and spin.
»» Then ask them to discuss the strategies they used.
»» Encourage alternative strategies to skip-counting and repeated addition.
SUPPORT/ELL Consider offering money value pieces as a tool to clarify the proportional
relationships between coins and their values in relationship to a dollar. After this session,
put the money value pieces into the Work Place tray for students who need them during
Work Places.
11 At the conclusion of the game, ask students to find the difference between
the scores.
Ask students how much the winner won and encourage mental calculations for finding
the difference.
SUPPORT If you have students who are still struggling to make sense of multi-digit
subtraction, you may want to record the difference in scores in the form of a subtraction
combination and work through the process of finding the difference more explicitly, using
a number line if necessary.
12 Have student pairs play Moolah on My Mind.

• Give each pair 2 copies of the 2C Moolah on My Mind Record Sheet, a die numbered
1–6, and a clear spinner overlay.
• See the Moolah on My Mind Work Place Guide for suggestions on how to differentiate.
For example, you might pull together a small group of students who need help developing
efficient strategies to multiply by 1, 5, 10, and 25, and play the game together. Model and
share your own thinking, and encourage students to help one another as you play.
13 Close the session by having students share some strategies they used for
keeping track of their totals.
Home Connection
14 Introduce and assign the Design a Floor Pattern Home Connection, which
numbers (4.MD.2)
Daily Practice
The optional How Much Money? Student Book page provides additional opportunities to
division (4.OA.2)
numbers (4.MD.2)
Unit 2 Module 3
Unit 2
Module 3
Session 5 Session 5
Another Look at
Summary
Students solve a story problem that involves 6 × 26. They share their strategies and add new
strategies to the Multiplication Strategies chart that they began in Module 2, Session 2. Then
they write their own story problems for 8 × 24 and 11 × 22 and solve them in an assignment
that can be collected as a work sample. Students who complete the assignment before the
end of the session go to Work Places.
Skills & Concepts

• Multiply 2-digit by 1-digit numbers or two 2-digit numbers using strategies based on place
numbers (4.NBT.5)
• Solve story problems involving distance and money, using multiplication of whole
numbers (4.MD.2)
Materials
Vocabulary
Problems & Investigations Another Look at Multiplication Strategies those terms for which Word
TM T8 • base ten area pieces (class set, • student math journals
Maribel’s Problem plus 1 set for display) • Multiplication Strategies chart area*
TM T1 • base ten linear pieces (class from Session 2 area model
Base Ten Grid Paper set, plus 1 set for display) • markers array*
Assessment Multiplication Strategies Work Sample kilometer (km)*
TM T1 multiply*
Base Ten Grid Paper ratio table*
TM T9 strategies
Multiplication Strategies Work Sample
Work Places in Use

2C Moolah on My Mind (introduced in Unit 2, Module 3, Session 4)
Daily Practice
SB 72
Money Multiple Wheel

Preparation
numbers (1D–2C) or write out the full names if you have time. (See the list in the Work Places

Another Look at Multiplication Strategies
1 Start the session with a quick problem string: $0.25 × 8, $0.50 × 8,
$0.50 × 4, $1.00 × 2.
• Give students each problem, one at a time, with time to work each problem in their
journals and model one or two strategies.
• Center the discussion on these relationships:
»» Twice $0.25 Is $0.50.
»» When you double one factor, the product doubles.
»» When you halve one factor, the product halves.
2 Display the Maribel’s Problem Teacher Master and read the story problem
out loud. Ask students to write answers to the first two questions in their
journals and then share their ideas with a partner.
3 Select a few volunteers to share their thinking with the class.
• Write a sentence or two on the display copy to summarize the group’s thinking.
• Write the multiplication expression that would be used to represent the situation
(6 × 26 km).
• Review the importance of including the unit of measurement, as well as the abbrevia-
tion for kilometers.
NAME | DATE
Maribel's Problem
Maribel and her 5 friends have a running club. Next week, they will all run a metric
marathon. (A metric marathon is a race of 26 kilometers.) The club keeps a record of
the total number of kilometers run by all members of the club combined. How many
kilometers will they add to the record after they all run the metric marathon?
Find out how many kilometers Maribel

and her 5 friends ran in all.
2 What multiplication expression can we write to represent this problem?
6 × 26 km
4 Then ask students to share some of the strategies they might use to solve
the problem.
Although some students
3 What will compute
are some and
of the different share
strategies theuseanswer
we can to solve thisquickly, take time during the discus-
multiplication
problem?
sion for students to share a wide variety of strategies for finding the solution. Ask students who
“ just know it” to backtrack and figure out what went on in their heads prior to knowing it.
• As each strategy is volunteered, record it on the teacher master or the board, and work
it through with student input to see the results.
• Throughout the discussion, ask students to consider how some strategies are similar
and to identify those strategies that seem to be most efficient.
• If appropriate, add new strategies to the Multiplication Strategies chart. Use models
that fit the students’ strategies.

The table below features strategies and models fourth graders are likely to propose.
Math Practices
in Action 4.MP.3
Description Visual Model or Numbers
While sharing and
Break the number into place-value parts and use any one of the next four models: reflecting upon a variety
of strategies for solving
26
Make an Array with Base Ten Pieces the problem, students
Use the linear pieces to frame a 6-by-26 array construct viable argu-
and then fill it in with strips and units to find 6 ments and critique the
the area. reasoning of others.
In doing so, they are
26 comparing the strategies,
to each other and to
Make a Sketch on Base Ten Grid Paper
their own thinking. This
Mark the frame for a 6-by-26 array on the grid 6 dramatically deepens
paper and then fill it in to find the area.
their understanding
of multiplication and
contributes to computa-
26 tional fluency.
Make a Quick Sketch
Show the linear dimensions and then fill in the
rectangles with the partial products to find the
6 60 60 36
total area.
60 + 60 + 36 = 120 + 36 = 156
20 6
Make a Quick Sketch
Sketch a 6-by-20 rectangle and a 6-by-6 120
rectangle, then fill in the rectangles with the
6 36
partial products to find the total area.
6 × 20 = 120, 6 × 6 = 36, 6 × 26 = 156
Use a Friendly Number

Multiply 25 groups of 6 and then add one more 1 25 26
group of 6 to find the total. (This strategy can be
modeled on a ratio table.) 6 150 156
Use Money as a Benchmark

Think about quarters, since 26 is very close to 25. 25 × 6 = (25 × 4) + (25 × 2) = 150
26 × 6 = (25 × 6) + (1 × 6) = 150 + 6 = 156
Skip-count
Make 6 jumps of 26 or 6 jumps of 25 plus one of 6. +26 +26 +26 +26 +26 +26
Model the strategy on a number line.
0 26 52 78 104 130 156
+25 +25 +25 +25 +25 +25 +6
0 25 50 75 100 125 150

156
Decompose the Numbers
Break 26 into 20 and 6 and then multiply by 6, 26 × 6 = (20 × 6) + (6 × 6)
applying the distributive property. Add the two
products to get the total. 120 + 36 = 156
Use the Standard Algorithm

3
26
×6
156
If any of the students proposes using the standard algorithm, invite students to make sense
of the strategy by pair-sharing and then sharing their insights as a class. Have them model
how the process works using base ten area pieces or sketches, and ask them to show where
they see the numbers in the model.
26
3
26
6 ×6
156
Alejandro What I do on these—my mom showed me—is first multi-
ply 6 × 6. That’s 36. But 36 is too much to put in the ones place. You
have to carry the 3 and put it over in the tens column, above the 2.
Teacher So you start with the ones, and you multiply 6 × 6 to get 36.
Where can you see the 36 in our 6-by-26 array?
Alejandro It’s the 6-by-6 array over on the end.
Teacher And then what do you do next?
Alejandro Well, I just go 6 times 2 is 12, but I guess it’s really 6 times
20. I can see that with the base ten area pieces. There’s 60 and then 60
more. That’s the same as 120.
Ariel What about the 3?
Alejandro That’s really 30, and I just add it in. It’s like I grab 30 from
the 36 and trade them in for tens, so I have 12 tens and I just add on 3
more tens. So the answer is 156.
If no one mentions the standard algorithm, you might want to share the method yourself,
taking care that students understand that it’s only one of many viable options (and not
necessarily the most efficient in some cases). Regardless of whether you or a student proposes
the algorithm, be sure that students see how the process connects to the array model.
Students may also find the strategy easier to follow if you demonstrate the following method
of recording that shows each partial product rather than “carried” tens:
26 26
×6 ×6
120 or 36
+ 36 +120
156 156
Assessment Guide
Multiplication Strategies Work Sample scoring and intervention
suggestions.
5 Display your copy of the Multiplication Strategies Work Sample Teacher
Master, as helpers give each student a copy of the sheet.
• Review the page with the class, and clarify as needed. If you plan to collect and score
this assignment as a work sample, let students know.
• When students understand what to do, give them the remainder of the session to
complete the sheet independently.
• Students can use any of the math manipulatives they find useful, as well as base ten
grid paper.
• Remind students that they can refer to the class Multiplication Strategies chart or the
strategies you’ve recorded for the problem the class just solved.
CHALLENGE Invite students who finish the assignment quickly with ease and accuracy to solve
the challenge problem at the bottom of the sheet. If you’re going to collect and score the page as
a work sample, you might let them know that the challenge item will not be scored.
6 Have students turn in the assignment as they finish and go to Work Places.
Work Places
7 Invite students who finish early to choose Work Places quietly so they don’t
disturb those who are still working.
• If time allows, run through a quick problem string orally: 2 × 8, 4 × 8, 8 × 8, 10 × 8, 9 × 8,
90 × 8. As you ask each fact, call on students to tell how it relates to the previous fact.
• Collect students’ completed Multiplication Strategies sheets as a work sample if desired.
Daily Practice
The optional Money Multiple Wheel Student Book page provides additional opportunities
division (4.OA.2)
• Multiply a 2-digit whole number by 10 or 100 (supports 4.NBT)
• Solve story problems involving money using addition, subtraction, multiplication, and
division of whole numbers and decimals (4.MD.2)
Teacher Masters
Unit 2 Module 3 Session 1–3 & 5 run several class sets, double-sided
NAME | DATE
Base Ten Grid Paper
Multiplication Strategies Forum Planner

Use this planner to make a record of the strategies you see students using to solve problems during Session 1. Prior to
Session 2, use the third column to indicate the order in which you plan to have students share during the forum.
Strategies for solving 16 × 12

Skip-count by 12s or 16s
Students began to use skip-counting or
repeated addition and then realized it
was more efficient to show their work in a
ratio table
Ratio Table
Students started with the ratio table and
were able to use it efficiently. (For example,
they realized they could double or use 10
times instead of doing 1 × a, 2 × a, 3 × a
and so on.
These students might have found
10 × 16 and added it to 2 × 16.
Base Ten Area Pieces or Area Model
Students used base ten area pieces or the
area model on base ten grid paper. These
students might divide the 16 × 12 array
into 4 pieces.
OR
Students might divide the 16 × 12 array
into a 16 × 10 and add it to 16 × 2
Ask the class to find connections
between what they see on the ratio
table and what they see in the base ten
pieces or area model.
Strategies for solving 24 × 8

Area Model
Students use an array to find 24 × 8
NAME | DATE
Multiplication Checkpoint page 1 of 2

10
3
6 60
100 10
6 × _____ = _____
50 5
_____ × _____ = _____
2 Fill in the blanks in the ratio table below.

Bags of Marbles Marbles in Bags
1 9
2
36
10
14
3 True or False?
a 20 × 8 = 8 × (2 × 10) _______ b 15 × 12 = 15 × (10 × 2) _______
a 8 × 14 = (_____ × 10) + (8 × 4) b (16 × 40) = (10 × 40) + (_____ × 40)
NAME | DATE
Multiplication Checkpoint page 2 of 2
5 Max says he can solve 12 × 14 by solving 10 × 14 and 2 × 14. Do you agree or

disagree? Why?
6 Ashley’s room is 11 by 16 feet. Her brother’s room is 13 by 14 feet. Whose room has
more square feet? Show your thinking using numbers, labeled sketches, or words.
Work Place Guide 2C Moolah on My Mind

Summary
Players take turns rolling two dice and spinning a coin spinner. They add the numbers rolled and then multiply the sum of
the numbers by the value of the coin. Then they add the running totals of money after each turn. The player who collects
the most money after 10 turns wins the game.
Skills & Concepts

• Multiply 2 and 3-digit whole numbers by a 1-digit whole number using strategies based on place value and the
properties of operations (4.NBT.5)
• Multiply two 2-digit numbers using strategies based on place value and the properties of operations (4.NBT.5)
• Use equations and rectangular arrays to explain strategies for multiplying with multi-digit numbers (4.NBT.5)
• Solve story problems involving money, using multiplication (4.MD.2)
Materials
Work Place Guide 2C Moolah on My Mind • 3 spinner overlays
TM T6 • plastic coins (optional, for support suggestions)
2C Moolah on My Mind Record Sheet • money value pieces (optional, for ELL suggestion)
TM T7
2C Moolah on My Mind Challenge Record Sheet
SB 70
Work Place Instructions 2C Moolah on My Mind

If you see that… Differentiate
A student is struggling to get started, struggling SUPPORT Pull together small groups of students and play the game together.
with the directions, or unsure of how to do the
math.
A student is struggling to add or multiply with SUPPORT Play a round or two of the game with these students. Provide plastic coins and help
money. students group them into amounts they can easily add. Then have them play on their own
with the coins.
A student is skip-counting or using repeated SUPPORT Help students find more efficient ways to multiply. Help students use the landmark
addition. numbers of the coins to multiply more efficiently. Encourage them to use doubling, start with
a 10 ×, or use what they know about money to help them, as appropriate to the problem.
Examples
• A student is skip-counting by fives 12 times. Ask the student what fives facts she knows
that could help her get closer to 5 × 12. Help her see that 5 × 10 is 50 and 5 × 12 is just 2
more fives.
• A student is using repeated addition to multiply 25 × 9. Help the student use what he
knows about quarters to help. Discuss the fact that there are 4 quarter in a dollar, so there
are 8 quarters in 2 dollars. Then he just needs to add one more quarter to find 9 × 25.
A student is very proficient at multiplying. CHALLENGE Encourage them to read and implement Variation A, B, C, or D.
A student can multiply 1- and 2-digit numbers CHALLENGE Encourage students to come up with tips or suggestions that would help other
easily. students play the game. What shortcuts or strategies can they use? Or, have them find the
most efficient strategy for any given problem. Have them race a partner to see who can
correctly solve a problem the fastest.
• Make sure ELL students are familiar with the coins, their names, and their values. Provide money value pieces, if you have them, or real coins.
Give them time to explore the coins and time to practice adding and multiplying quantities of coins.
• Partner ELL students with bilingual students so they can play the game in 2 languages. Encourage the bilingual students to help ELL students
learn key vocabulary for the game (coin, penny, nickel, dime, quarter, add, sum, multiply, product, etc.)
NAME | DATE
2C Moolah on My Mind Record Sheet
Multiplication Expression Amount of Money You Got

Total So Far
( + )× ¢
Unit 2 Module 3 Session 4 class set, plus more as needed
NAME | DATE
2C Moolah on My Mind Challenge Record Sheet
Multiplication Expression
Amount of Money You Got
sum, difference, or product of the 2 numbers Total So Far
This Turn
times the coin value
( + )× ¢
Pick one: ( – )× ¢
( × )× ¢
NAME | DATE
Maribel's Problem
Maribel and her 5 friends have a running club. Next week, they will all run a metric
marathon. (A metric marathon is a race of 26 kilometers.) The club keeps a record of
the total number of kilometers run by all members of the club combined. How many
kilometers will they add to the record after they all run the metric marathon?
2 What multiplication expression can we write to represent this problem?
3 What are some of the different strategies we can use to solve this multiplication
problem?
NAME | DATE
Multiplication Strategies Work Sample

Here are two ways to write the same multiplication problem.
8 11
8 × 24 = _____ × 24 11 × 22 = _____ × 22
1 Write a story problem to go with each multiplication combination.

a b
2 Solve each problem and show your thinking. Label your answers with the correct units.
a b
3 CHALLENGE A running club added 338 kilometers to their record after each member ran
the metric marathon, a distance of 26 kilometers. How many members are in the club?
Show your work in your math journal or on another sheet of paper.
There are ___________ members in the club.

Student Book
NAME | DATE
Riley’s & Raymond’s Ratio Tables

1 Riley made a ratio table, but you can only see this part of it.
9 198
10 220
11 242
a What number did Riley use to make her ratio table? _______
b What is the 13th row? _______
c What is the 5th row? _______
2 Raymond made a ratio table, but you can only see this part of it.
17 306
18 324
19 342
20 360
a What number did Raymond use to make his ratio table? _______
b What is the 10th row? _______
c What is the 22nd row? _______
3 CHALLENGE The area of a rectangle is 280 and one dimension is 14. What is the other
dimension?
NAME | DATE
Maggie’s Chickens
Unit 2 Module 3
Reasonable
Problem What is the problem asking us to do? Answer
estimates
1 Maggie’s chickens live in a coop

Session 1
in her backyard. The coop is 12

feet by 13 feet. What is the area of
the coop?

sq. ft.
2 Maggie is getting several more

chickens. She built a new coop
in her backyard for the new
66
chickens. This coop is 6 feet by
26 feet. What is the area of the
new coop? sq. ft.
3 Maggie’s pig just had a litter of

piglets. Maggie’s mother built a
pen for the piglets. The pen is 16
feet by 12 feet. What is the area
of the pen? sq. ft.
4 As the piglets grow they will

need more space. Maggie’s dad is
building another pen for half of
the pigs. This pen is 24 feet by 8
feet. What is the area of this pen? sq. ft.

NAME | DATE
Eggs & Apples

Read each problem and estimate the answer. Think about familiar strategies that will help
you solve the problems. Show your work using numbers, labeled sketches, or words.
1 Maggie has 15 chickens. Each chicken lays 24 eggs a month. How many eggs do
Maggie’s chickens lay in a month in all?
a My estimate: _______
b My work:
Maggie’s chickens lay _______ eggs in a month altogether.
c What strategy did you use? Why did you choose this strategy?
2 Maggie is picking apples for her chickens. She has 12 baskets. She puts 30 apples in
each basket. How many apples does Maggie pick in all?
a My estimate: _______
b My work:
Maggie picks _______ apples in all.
c What strategy did you use? Why did you choose this strategy?
NAME | DATE
Mario’s Marbles
Mario loves marbles and is always adding new marbles to his collection. Help Mario
keep track of his marbles in the following problems. Show your work using numbers,
labeled sketches, or words. Write a multiplication equation for problems 1 and 2.
1 Mario organized some of his marbles. He used lots of marbles to make 11 piles.
Each pile had 14 marbles. How many marbles did he use in all?
Equation: _______________________________________________
2 Mario organized the rest of his marbles. He made 7 piles and put 22 marbles in each
pile. How many marbles did he use in all?
Equation: _______________________________________________
3 Mario saw bags of marbles for sale at the store. One bag had 49 marbles in it. Mario
wondered if he could organize the 49 marbles into equal piles.
a Is 49 prime or composite?
b Can Mario organize his marbles into equal piles? Explain your answer.
4 Another bag of marbles has 61 marbles in it. Mario wondered if he could organize
the 61 marbles into equal piles.
a Is 61 prime or composite?
b Can Mario organize his marbles into equal piles? Explain your answer.
NAME | DATE
How Can You Solve … ?

Corinne is in fourth grade and she has to solve a lot of math problems. Help Corinne
solve the following problems.
1 Corinne has to solve 10 × 8 and 5 × 16.
a What observations can you share with Corinne about these problems to help
her solve them?
b How would you tell or show Corinne how to solve these problems?
c Solve 10 × 8 and 16 × 5.
2 Corinne has to solve 12 × 9 and 18 × 6.
a What observations can you share with Corinne about these problems to help
her solve them?
b How would you tell or show Corinne how to solve these problems?
c Solve 12 × 9 and 18 × 6.
Work Place Instructions 2C Moolah on My Mind

• spinner overlay
• a 2C Moolah on My Mind Record Sheet for each player
1 Players take turns rolling one die. The player with the higher number goes first.
2 Player 1 rolls both dice, adds the two numbers, and then spins the coin spinner.
3 Player 1 writes an expression in the first column to show the results of the rolls and spin.
4 Player 1 multiplies to find out how much money she collected and writes that amount in the second
column. Then Player 1 writes it again in the last column so she can keep a running total of her money.
5 Then it is Player 2s turn. Player 2 repeats Steps 3, 4, and 5.
6 Players help each other make sure they are adding their money accurately and that each other’s
running totals are correct.
Ravi
2 5 25 $1.75 $1.75
(5 + 4) × 10¢ $.90 $2.65
7 When both players have taken 10 turns, the game is over and the player with the most money wins.
Game Variations
A The player with the least amount of money at the end of the game wins.
B Pick two numbers and call them “take-aways.” For example, a player’s take-aways could be 4 and 7.
If two numbers are rolled that add up to one of the “take-aways” (such as 3 + 4 = 7), the player spins
the coin spinner, multiplies the coin value by the take-away number, and takes that amount of money
away from his total, instead of adding it.
C Replace one of the 1–6 dice with a 4–9 die, or use two 4–9 dice instead. Players will multiply and add
larger numbers.
D Use the Challenge version of the Moolah on My Mind Record Sheet. Instead of adding the sum of the
two dice, players choose whether to add, subtract or multiply the numbers. The winner is the player
who finishes the game closest to $6.00.
NAME | DATE
How Much Money?

1 Nadia has 2 nickels and 3 pennies. Taj has four times as much money as Nadia.
a How much money does Taj have? Show your work using numbers, labeled
sketches or words.
b Fill in the bubble beside the equation that best represents this situation (m
stands for Taj’s money).
NN (2 + 3) × 4 = m
NN (2 + 3) – 4 = m
NN 4 × ((2 × 5) + (3 × 1)) = m
2 Zafar has 1 dime, 1 nickel, and 2 pennies. Petra has three times as much money as Zafar.
a How much money does Petra have? Show your work using numbers, labeled
sketches, or words.
b Write an equation to represent this problem.
3 CHALLENGE Sara has only nickels in her hand, and David has exactly the same
number of dimes and no other coins. Together, they have a total of $1.05. How
many nickels does Sara have? How many dimes does David have? Show your work
using numbers, labeled sketches, or words.
NAME | DATE
Money Multiple Wheel

1 Fill in the Multiple Wheel.
$0.30
30
9
2
90 $0.10
$2.00
4 40
$1.00
1 9 11 11 64
× 0.25 × × 2 × × 0.10 × 100 × 20
90 220 0.40 400
3 Fill in the bubble beside every item below that is not correct.
NN 10 × 39 is 39 tens
NN 10 × 39 has to be less than 300 because 10 × 30 = 300
NN 39 is prime
NN 10 × 39 is 39 hundreds
4 CHALLENGE Tera counted the coins in her bank and found 25 dimes, 12 quarters, and
15 nickels. If she saves twice as much next month, how much money will she have
in all? Show your work.
Home Connections
NAME | DATE
Multiplying by Multiples of Ten page 1 of 2

1 Solve each problem below:
a 2 × 16 = _______ b 20 × 16 = _______ c 4 × 21 = _______
d 40 × 21 = _______ e 8 × 15 = _______ f 80 × 15 = _______
2 Fill in the blanks

a 6 × 20 = 6 × 2 × _______ b 30 × 8 = 3 × _______ × 8
c 5 × 100 = _______ × 10 × 10 d 40 × 7 = _______ × 10 × 7
4 Fill in the Multiple Wheel below.
90 2
9 20
4
60 3
6 30
NAME | DATE
Multiplying by Multiples of Ten page 2 of 2
5 Kyra is putting up streamers for a party. She uses 75 feet of streamers to decorate
one wall. Two more walls also each use 75 feet of streamers. Kyra cuts 75 feet of
streamers for the last wall, but this wall has a large poster on it, and she only needs
to use 68 feet of streamers. How many feet of streamers did Kyra use in all?
6 CHALLENGE Luis and Kyra are getting ready for the party. Luis makes 6 sheets of
cookies. Each sheet has 13 cookies on it. He also makes 4 trays of brownies. Each
tray has 16 brownies on it. How many cookies and brownies did Luis make in all?
NAME | DATE
Design a Floor Pattern page 1 of 3

Note to Families
This Home Connection combines math and design. Students use their creativity to design a pattern and then practice
computation to determine how much it would cost to make that pattern in tiles.
1 Choose one of the two Floor Plans: Floor Plan 1 below or Floor Plan 2 on the back
of this page. (If you really enjoy this project, you can do both.)
2 Draw one of the following 3 tile designs in each square on your floor plan. Do not
use the same design for every square.
Tile A Tile B Tile C
3 Answer questions 1–6 on the worksheet.
Floor Plan 1
NAME | DATE
Floor Plan 2
NAME | DATE
Calculating the Costs of Your Floor Pattern(s)

Here is the cost of each tile.
Tile A: 25 cents Tile B: 50 cents Tile C: 1 dollar
Use your floor plan(s) and the information above to answer the questions below
(Remember, you only have to do one of the floor plans, not both.)
Question Floor Plan 1 Floor Plan 2
1 How many tiles did you need for the floor

plan you chose?
2 How many of each tile did you use in your a a

design of the floor plan?
b b
c c
3 How much money did all the A tiles cost?
4 How much money did all the B tiles cost?
5 How much money did all the C tiles cost?
6 How much money did the entire floor

pattern cost?
Teachers Guide
Module 4
Early Division with Remainders
Session 1 A Remainder of One�� 3
Session 2 What Can You Do with the Remainder?�� 7
Session 3 Remainders Win�� 11
Session 4 Multiplication & Division�� 15

Division Story Problems�� T1 Multiplication Tables��73
Division Story Problems Forum Planner��T2 Sharing Problems�� 74
Work Place Guide 2D Remainders Win��T3 Work Place Instructions 2D Remainders Win�� 75
2D Remainders Win Record Sheet 1�� T4 Multiplying with Money�� 76
2D Remainders Win Record Sheet 2�� T5 Work Place Instructions 2E
2D Remainders Win Record Sheet 3�� T6 More or Less Multiplication ��77
Spilled Ketchup��T7 Fourth Grade Games��79
Work Place Guide 2E More or Less Multiplication��T8 Multiplication & Division Practice��80
2E More or Less Multiplication Record Sheet��T9
2E More or Less Multiplication Challenge Home Connections Pages
Record Sheet��T10
Multiplying & Dividing�� 41
Large Base Ten Grid Paper�� T11
Multiplication & Division Puzzles��43
Moolah on My Mind��45
Base Ten Grid Paper��T16
Unit 2
Unit 2
Module 4
Module 4
Early Division with Remainders
Overview
Module 4 focuses on strategies for solving division problems with remainders, both in and out of context. Students begin by
modeling division with remainders in Session 1 and solve story problems involving division with remainders in Session 2. In
Session 3, the class holds a math forum to discuss strategies for solving division problems and interpreting remainders based
on context. Session 4 opens with a problem that encourages students to apply concepts of multiplication and division to find an
unknown dividend. Sessions 3 and 4 introduce new Work Places designed to provide practice with multiplication and division,
and in Session 5, students take the unit post-assessment.
Planner
Session 1 A Remainder of One
The teacher reads aloud A Remainder of One by Elinor J. Pinczes, and students model the actions
described in the book and make predictions about remainders. At the conclusion of this part of
the session, students add the term remainder to their handbooks and then go to Work Places.
Session 2 What Can You Do with the Remainder?
In this session the class begins by solving one division problem with a remainder. They describe
the strategies they used to solve the problem and interpret the remainder. Then pairs solve the
rest of the problems on the Division Story Problems page in preparation for a math forum in
Session 3.
Session 3 Remainders Win
Students participate in a math forum about the Division Story Problems solved in Session 2. They
discuss how to interpret remainders in context and consider sharing and grouping strategies. Then
students are introduced to Work Place 2D Remainders Win and play against the teacher.
Work Place 2D Remainders Win
Players take turns selecting an array, computing the product, and then dividing the product by
a number rolled on a die numbered 4–9. They record the results of each turn in the form of an
equation, circling any remainder. At the end of the game, they find the sum of their remainders,
and the player with the higher sum wins.
Session 4 Multiplication & Division
Students solve a problem by applying properties of multiplication and division to find an
unknown dividend. Then the teacher introduces a new Work Place game, More or Less
Multiplication. Students spend the rest of the session visiting Work Places while the teacher
helps those who need additional support.
Work Place 2E More or Less Multiplication
Players play either for more or less. They take turns rolling 3 dice and multiplying the 3 numbers.
They determine the product, then have the option of multiplying or dividing the product by the
number rolled on a 1–6 die.
Today students take the Unit 2 Post-Assessment to show their understanding of place value,
multi-digit multiplication, and early division with remainders.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book page 75.
pages 73–80.
Work Place Prepare the materials for Work Places 2D & 2E using the lists of materials on the
Special Items Familiarize yourself with the book A Remainder of One prior to Session 1. Place
sticky notes over the numbers that result from each bug formation so you do not
accidently reveal answers while reading aloud.
Unit 2 Module 4
Unit 2
Module 4
Session 1 Session 1
A Remainder of One
Summary
Students listen as the teacher reads aloud A Remainder of One by Elinor J. Pinczes. Students
model the actions described in the book and make predictions about remainders. At the con-
clusion of this part of the session, students add the term remainder to their handbooks and
then go to Work Places. To end the session, the teacher introduces and assigns the Multiplying
& Dividing Home Connection.
Skills & Concepts

• Solve single-step story problems involving division with remainders (supports 4.OA)
division (4.NBT.6)
Materials
Problems & Investigations A Remainder of One those terms for which Word
• colored tiles, 25 per student, • student math journals Resource Cards are available.
plus extras for support • 4 sticky notes (see Preparation) divide*
• A Remainder of One by Elinor J.
Pinczes (see Preparation) quotient*
• Word Resource Cards for divide remainder*
and remainder
Work Places in Use

Home Connection
HC 41–42
Multiplying & Dividing
Daily Practice
SB 73
Multiplication Tables

Preparation
• Familiarize yourself with the book A Remainder of One prior to the session. Place sticky
notes over the numbers that result from each bug formation so you do not accidently
reveal answers while reading aloud.
the numbers (1D–2C) or write out the full names if you have time. (See the list in the Work

A Remainder of One
1 Explain to students they will spend the next few sessions exploring divi-
sion. Post the divide Word Resource Card, and have students share in pairs
what they know about dividing numbers.
Use questions like the following to encourage student discussion:
• What does the word divide mean?
• What do people do when they divide something?
• When have you had to divide something?
Students When you divide it’s like sharing, so everyone gets the same
amount and it’s fair.
We talked about division when we did multiplication, too.
I think division’s the opposite of multiplication. Like 2 × 6 =12, so you
know that 12 ÷ 2 = 6.
I think multiplication and division go together, kind of like adding
and subtracting.
ELL/SUPPORT Use a small handful of colored tiles to demonstrate sharing tiles amongst two
or more students. Use the term divide to describe the action.
2 Tell students you are going to read aloud a story called A Remainder of One.
Ask students to share what the word remainder means, and post the Word
Resource Card for the term.
Students A remainder is when something is left over.
It’s like when you have some extras of something!
3 Read the story aloud, but omit the actual numbers that result from each
formation. As you read, have students predict whether each new formation
will work.
Students will determine the remainder in each formation during a second reading. There are
four places in the book to omit numbers when reading the first time.
4 Have students take out their journals and prepare them while helpers pass
out tiles.
• Each student needs 25 tiles.
• Have students turn to a new page in their journals and write the date and the heading
“A Remainder of One.”
• Tell students you are going to reread the book, and you will stop each time a new
formation is described so they can represent the situation with their tiles.
5 Begin reading. Pause when the bugs divide into 2 lines, and ask students to
model the situation with their tiles.
• Ask one or two students to share their thinking.
• Write the following equation on the board, and have students record it in their
journals: 25 ÷ 2 = 12 R 1.
6 Continue reading until you get to the next bug formation, which involves
dividing 25 by 3. Ask students to model the situation with tiles and then
write an equation in their journals to represent it.
• As students work, walk around the room to see the equations they record.
• Ask several students to share the equations they wrote.
• Record the equations where everyone can see, and then discuss them.
You will likely hear a variety of responses, and you may need to help students connect the
model with some of the equations volunteered.
DJ I wrote 25 ÷ 8 because there are 8 bugs in each line.

Anna I think it’s 25 ÷ 3 because we split them into 3 lines.
Lionel I wrote 8 ÷ 3 because we have 8 in each line, and there are 3
lines.
Willie I said it was 8 + 8 + 8 + 8 + 1 = 25 because that’s how it looks.
Teacher Wow! We have quite a few different ideas here. Let’s go back
to the first situation and equation. We wrote 25 ÷ 12 = 12 R1. What
does the 25 mean?
DJ That’s how many bugs there were.
Teacher What about the divided by 2? What does that mean?
Lionel That’s the two lines that the bugs were in. It was 25 cut into 2 parts.
Teacher And the 12?
Willie That’s the answer.
Teacher And the answer to a division problem is called the quotient.
But what does the 12 mean in this situation?
Anna It means there were 12 bugs in each line. And the R1 means
there was one left over because he doesn’t have a partner and the lines
have to be the same length.
Teacher I’d like you to try to use that same reasoning to come to an
agreement with the people in your table group about which equation
matches this situation.
When students come to a consensus, erase the equations that did not match the situation.
7 Then continue reading. Pause after each new formation so students can model
the situations, record equations, and discuss their thinking with the group.
SUPPORT Rather than drawing individual ants or shapes to represent them, encourage
students to model the situations using groups of tile like the one shown above.
8 When the book is finished, draw students’ attention to the four equations on
the board and ask students to share their observations about the sequence.
25 ÷ 2 = 12 R1 25 ÷ 3 = 8 R1 25 ÷ 4 = 6 R1 25 ÷ 5 = 5
9 Ask students to make predictions about what would happen if the story continued. Extensions
• Have students predict whether there would be a remainder if the ants decided to divide With 25 bugs, there is only
themselves into 6 lines. one formation (5 lines)
• Ask students to model the situation and record an equation in their journals. that leaves no remain-
ders. If Joe’s squadron
10 Close this part of the session by having students add an entry for remainder had only 12 bugs, how
many different ways
in their handbook.
could they have lined up
Have students write the word remainder, a definition, and a sketch or equation. without leaving anyone
out? Have students find
the numbers between 16
Work Places and 38 that offer at least

4 different ways for the
bugs to line up without
11 As students finish their journal entry, have them spend any time remaining leaving any remainders.
in the session doing Work Places. Which number between
16 and 38 offers the most
12 Close the session. possibilities?
• Remind students to fill in their Work Place Logs if they completed any of the Work CHALLENGE Have students
Place games or activities today. complete the extension
• Have them clean up the Work Place materials. and then find a way to
model their thinking
for the rest of the class.
Challenge them to find a
Home Connection mathematical explanation
for their answer and a rule
13 Introduce and assign the Multiplying & Dividing Home Connection, which to follow to determine
provides more practice with the following skills: groupings. Alternatively,
have students find group-
• Recall from memory all products of two 1-digit numbers (3.OA.7)
ings for larger numbers.
• Solve story problems involving division with remainders (4.OA.3)
Daily Practice
The optional Multiplication Tables Student Book page provides additional opportunities
• Recall from memory all products of two 1-digit numbers (3.OA.7)
• Divide a 2-digit number by a 1-digit number, with a remainder, using strategies based
on place value, the properties of operations, or the relationship between multiplication
and division (4.NBT.6)
Unit 2 Module 4
Unit 2
Module 4
Session 2 Session 2
What Can You Do with
the Remainder?
Summary
In this session the class begins by solving one division problem with a remainder. They
describe the strategies they used to solve the problem and interpret the remainder. Then
pairs solve the rest of the problems on the Division Story Problems page in preparation for a
math forum in Session 3.
Skills & Concepts

division (4.NBT.6)
Materials
Problems & Investigations Solving Division Story Problems those terms for which Word
TM T1 • Word Resource Cards for divide, • student math journals (see note Resource Cards are available.
Division Story Problems quotient, and remainder. below)
divide*
TM T2 • piece of paper to mask portions
Division Story Problems Forum of the teacher master quotient*
Planner remainder*
Daily Practice
SB 74
Sharing Problems

Preparation
tomorrow’s forum, use the Division Story Problems Forum Planner to help select students to
share their work.
Note Students will solve a series of problems in their student journals today and turn in their
work as they complete the set. If you prefer, you can have them use blank paper instead of
their journals.

Solving Division Story Problems
1 Open the session by reviewing the Word Resource Cards divide, remainder,
and quotient.
• Invite student volunteers to remind the class what each word means.
• Let students know that they will continue to work with division in this session and
have them get out their math journals.
• Ask them to find the next available page and label it with the day’s date and the title
“Division Story Problems.”
2 Introduce the Division Story Problems Teacher Master and then have
students work in pairs to solve the example problem.
• Display the example problem at the top of the sheet, keeping the rest of the problems
covered for now.
• Read the problem aloud while students follow along and provide any clarification necessary.
Rachel, Lindsey, Kendra, and Amber baked a batch of 29 cookies.
They divided the cookies equally. How many cookies did each girl get
to take home?
• Have students work in pairs to solve the problem, but let them know that each partner
is responsible for showing the work in their math journal.
• Also, let students know that they can use any of the classroom math manipulatives
they find useful in solving the problems.
• As students work, walk around the room to observe the strategies they are using.
A chart of common strategies follows. Look for students who can share these strategies and
be prepared to model those you don’t see.
Common Strategies
Strategy Visual or Explanation

Sharing the cookies one R L K A
by one and cutting the last
cookie in fourths. Students
may use a variety of
symbols (e.g., tally marks) or
manipulatives (e.g., tiles) to
represent the cookies.
Sharing the cookies in

chunks, and then sharing
R L K A
one by one. 5 5 5 5
1 1 1 1 1 left over
1 1 1 1
We knew that 4 × 5 is 20, so each girl could get at least 5. Then we shared
out the rest. Each of them got 7, and there was 1 left over.
Counting by 4s until you get
close to 29, then accounting
1 2 3 4 5 6 7 ¼ 7¼
for the remainder. 4 8 12 16 20 24 28 1 29
We counted by 4 seven times, so that means each girl gets 7 cookies, with 1
left over. They can split the last one so they each get 7 1/4 cookies.
Common Strategies

Using known multiplication
facts to get close to the 4 × 7 = 28 7 28
number and then making 8 32
adjustments. 4 × 8 = 32 ¼ 1
7¼ 29
4 × 8 is too much, so 4 × 7 makes 28 and then 1 more to get to 29. Each
girl gets 7, and they can split up the last one into fourths.
3 After a few minutes, ask student volunteers to share their answers and show
their work at the display.
4 Have students continue to work in pairs to solve the rest of the problems on Math Practices
the sheet. in Action 4.MP.1
• Display all the problems on your copy of the Division Story Problems Teacher Master, When students encounter
and have helpers give a copy of the sheet to each student pair. problems that require
• Tell students they can choose any problem to begin with. When they complete one them to consider how to
treat the remainder, they
problem, they should immediately begin work on another.
must work carefully to
• Remind students to discuss their thinking with their partner but to record their work make sense of the problem
in their own journal. so that their work makes
• Also, be sure to ask students to clearly label each problem they solve, using the letter sense in the context of the
from the teacher master. problem. They must also
persevere in solving it,
5 As students work, walk around the room and use the Division Story pausing after calculating
to evaluate how the
Problems Forum Planner to note the different strategies being used.
remainder ought to be
Ask guiding questions to clarify the strategies students are using for each problem and handled, given the context.
nudge them toward more sophisticated and efficient strategies. The problem solving is
not complete after some
6 If there is time remaining as pairs finish the Division Story Problems simple calculations;
Teacher Master, have them return the sheet to you and choose a Work Place instead, students must take
for the rest of the session. the time to make sense of
the situation.
7 Close the session by collecting students’ work and telling them that they
will share observations and strategies in a math forum in the next session.
Note As you observe students and review their work, use the Division Story Problems
Forum Planner to record notes about the strategies or models students are using. Indicate
which students will present during the math forum and decide the order in which you
wish to have them present.
Daily Practice
The optional Sharing Problems Student Book page provides additional opportunities to
Unit 2 Module 4
Unit 2
Module 4
Session 3 Session 3
Remainders Win
Summary
In this session students participate in a math forum about the Division Story Problems solved
in Session 2. They discuss how to interpret remainders in context and consider sharing and
grouping strategies. Then students are introduced to Work Place 2D Remainders Win and play
against the teacher. At the end of the session, the teacher assigns the Multiplication & Division
Puzzles Home Connection.
Skills & Concepts

division (4.NBT.6)
• Use an equation and an area model to explain strategies for dividing a multi-digit number
by a 1-digit number (4.NBT.6)
Materials
Vocabulary
Math Forum Division Story Problems Math Forum those terms for which Word
• chart paper Resource Cards are available.
• marker divide*
• Division Story Problems (TM T1,
dividend*
student work from Session 2)
• Division Story Problems Forum divisor*
Planner (TM T2, with notes from grouping
Session 2) multiplication
Work Places Introducing Work Place 2D Remainders Win ratio table*
remainder*
TM T3 • dice numbered 4–9 (half-class set)
Work Place Guide 2D Remainders sharing
Win skip-counting
TM T4–T6
2D Remainders Win Record Sheets
SB 75*
Remainders Win
Home Connection
HC 43–44
Multiplication & Division Puzzles
Daily Practice
SB 76
Multiplying with Money

Preparation
• Look over student work on the Division Story Problems Teacher Master from Session 2 to
decide which student pairs should present. You can use the Division Story Problems Forum
Planner to help organize your thinking.
• In today’s session, you will introduce Work Place 2D Remainders Win, which takes the place
of Work Place 1D Spinning Around Multiplication. Before this session, you should review
the Work Place Guide and Work Place Instructions. Make copies of the 2D Remainders Win
Record Sheets for use today and store the rest in the Work Place tray.
Math Forum
Division Story Problems Math Forum
• Let students know that they will share how they solved some of the problems from the
previous session in a math forum today.
• After the math forum, you’ll introduce a new Work Place game called Remainders Win.
2 Review expectations for a math forum.

Remind students where to sit, how to show good listening, how to respond to each other
respectfully and thoughtfully, and what your mathematical goals are for this time.
3 Give each student pair a copy of the Division Story Problems Teacher
Master from Session 2. Ask students to sit with their partners so they can
remind each other how each problem was solved.
4 Ask students to reread the problem you have selected to discuss efficiency.
Then call selected students to come to the front to talk about how they
solved the problem.
5 With students’ input, create a chart of strategies for solving division problems.
Division Strategies
Here are some of the ways we know right now to do
division problems like 29 ÷ 3.
• Share out (deal out) 1 by 1.
• Share out (deal out) in bigger chunks.
• Skip-count until you get close to the number and
then see if there are any leftovers.
• Use the multiplication facts that you know. If you
know that 9 × 3 = 27, that tells you that the
answer is 9 with a remainder of 2.
6 Tell students to turn and talk to partners about how the problems that were
presented in the math forum were similar and different. What observations
can they make about the answers to these problems?
Lead a discussion about how to interpret remainders for division problems in context.
7 Connect the strategies and ideas that students shared today with these
important concepts about division:
• Division can be thought of as grouping or sharing.
• Remainders have to be dealt with according to the context of the problem.
• Using known multiplication facts can help solve division problems.
Note Save the Division Strategies chart for use in Unit 6.
Work Places
Introducing Work Place 2D Remainders Win
8 Introduce the game Remainders Win.
• Display a 2D Remainders Win Record Sheet where everyone can see.
• Explain that the game will help students see relationships between multiplication and
division and work with division with remainders.
9 Briefly summarize the game before playing against the class.

Players take turns selecting an array from the record sheets, computing the product, and
then dividing the product by a number rolled on a die numbered 4–9. Players record the
results of each turn in the form of a division equation, with the remainder (if there is one)
circled. At the end of the game, players find the sum of their remainders. The player with
the higher sum wins.
10 Play a game of 2D Remainders Win against the class. Math Practices

Pose questions like the following to promote discussion of multiplication and division in Action 4.MP.3
strategies while you play: Asking careful ques-
• How are you choosing an array to work with? tions about classmates’
strategies helps students
• What strategies are you using to find the product of the array?
critique the reasoning of
• Are there known facts you can use to solve the arrays you don’t know? others. Games offer rich
• Before you solve each problem predict whether there will be a remainder. context for this kind of
discussion, as students
• What strategies are you using to solve the division problem? Are there more efficient are particularly invested
strategies you could use? in developing successful
strategies. When they
11 Then ask students if they have any questions about how to play the game. If are able to pinpoint
you have time, invite students to pair up and play at least one game. and clarify things they
Have student helpers pass out the 2D Remainders Win Record Sheet, page 2 and 1 die don’t understand about
numbered 4-9 per student pair. others’ work, it deepens
their conceptual under-
12 Close the session. standing, permits them
to think carefully about
others’ reasoning, and
• Tell students to turn to a partner and talk about one division strategy on the class chart improves their ability to
that they can use successfully and one strategy they want to improve to be more efficient. construct clear and viable
mathematical arguments
of their own.
Home Connection
13 Introduce and assign the Multiplication & Division Puzzles Home
• Find the value of an unknown in an equation (supports 4.OA)
• Divide a 2 or 3-digit whole number by a 1-digit whole number using strategies based
Daily Practice
The optional Multiplying with Money Student Book page provides additional opportuni-
(4.NBT.5)
Unit 2 Module 4
Unit 2
Module 4
Session 4 Session 4
Summary
In this session students solve a problem by applying properties of multiplication and division to
find an unknown dividend. Then the teacher introduces a new Work Place game, More or Less
Multiplication. After they learn to play the new game, students spend the rest of the session vis-
iting Work Places while the teacher circulates and helps students who need additional support.
Skills & Concepts

• Multiply 2-digit whole numbers by a 1-digit whole number using strategies based on place
division (4.NBT.6)
Materials
Problems & Investigations Spilled Ketchup those terms for which Word
TM T7 • Division Strategies chart Resource Cards are available.
Spilled Ketchup from the previous session
divide*
Work Places Introducing Work Place 2E More or Less Multiplication division
TM T8 • 2 dice numbered 1–6 • calculator less
Work Place Guide 2E More or Less • 1 die numbered 4–9 more
Multiplication • 1 more/less cube multiply*
TM T9
multiplication
2E More or Less Multiplication Record Sheet
TM T10
product*
2E More or Less Multiplication Challenge remainder*
Record Sheet
TM T11
Large Base Ten Grid Paper (optional, for
Support suggestion)
SB 77–78*
Work Place Instructions 2E More or Less
Multiplication
Work Places in Use

2D Remainders Win (introduced in Unit 2, Module 4, Session 3)
2E More or Less Multiplication (introduced in this session)
Daily Practice
SB 79
Fourth Grade Games

Preparation
• In today’s session, you’ll introduce Work Place 2E More or Less Multiplication, which takes
the place of Work Place 1E Products Four in a Row. Before this session, you should review
the Work Place Guide, as well as the Work Place Instructions. Make copies of the More or
Less Multiplication Record Sheet for use today, and store the rest in the Work Place 2E More
or Less Multiplication tray.
the numbers (1F–2E) or write out the full names if you have time. (See the list in the Work
Places in Use row of the Materials chart for the complete list of Work Places used today.)

Spilled Ketchup
Let students know that you’re going to share an interesting problem with them and then
introduce a new Work Place game that will give them more practice multiplying and
dividing numbers. After you play the new game as a whole class, they’ll play it again in
partners, and then spend the rest of the session at Work Places.
2 Then revisit the Division Strategies chart created during the previous session.
Remind students that you have discussed a variety of ways to solve division problems,
including thinking about known multiplication facts.
3 Display the Spilled Ketchup Teacher Master, and explain that ketchup was
somehow spilled on the work.
• Ask students to look at the work for a moment, and then invite them to share their
observations without giving the solution just yet.
Spilled Ketchup
Matthew and his 4 friends earned $46 dollars at the band fundraiser.
How much money should they each get?
46 ÷ 5 = 9 R1
4 Ask students to share ideas about how to figure out how much money
Matthew and his friends earned.
Teacher What is this problem asking?
Students The question says, “How much money should they each get?”
Well, yeah, but the answer to that is right there— it says 9 R1. I think
we’re supposed to figure out what they started with.
Teacher How could we figure out how much Matthew and his friends
started with?
Maritza We can draw the five kids and work backward. We’d give
them each 9 R1 dollars.
Oliver No, I think each kid would get $9. No one gets the remainder
because it’s left over.
Teacher So we can draw the kids, or something to represent the kids, and
give them each $9. What expression can we write to show that?
Monica Oh, that’s 5 × 9! We don’t have to draw it. We know 5 × 9 = 45.

Teacher So they started with 45 dollars?
Willie I don’t think so. You have to add the dollar that’s left over, the
remainder. They started with $46.
5 Discuss with students the remainder of 1 that is shown for the problem.
Ask students if the remainder makes sense, or if there is a better way to answer the question.
Teacher I’m thinking about what we talked about yesterday, that

the story affects how we show the remainder. Does anyone have any
thoughts about the remainder that is written?
Ebony Yeah, it’s the leftover dollar. They need 4 more dollars to give
everyone the same amount.
Craig I thought money was one of the things that we said could be split.
Ebony Yeah, quarters would work if there were 4 kids, but there are 5.
Dimes are only 10¢, so that won’t work either.
Carlos A dollar is 100¢ and 5 times 20 is 100, so she could have given
each kid 20 more cents.
Teacher Does anyone agree or disagree with that idea? … Let’s see if we
can write the new remainder in an equation. What would that look like?
Sasha They each got 9 dollars and 20 cents. So, 5 × $9.20 = $46.
Carlos Or you could write $46 ÷ 5 = $9.20.
Work Places
Introducing Work Place 2E More or Less Multiplication
6 Display the Work Place 2E More or Less Multiplication Record Sheet, and
give each student a copy of the sheet.
7 Explain that the class will play the game as a team against you and then spend
the remainder of the session doing Work Places, including the new one.
8 Summarize the game.
Partners roll to determine whether they are playing for more or less. Then players take
turns rolling three dice and multiplying the three numbers. Once the product is deter-
mined, the player has the option of rolling a 1–6 die and multiplying or dividing the
product by that number. The lower total wins if the partners rolled “less” at the start of the
round; the higher total wins if they rolled “more” at the start of the round.
9 Invite a student volunteer to roll the more/less cube, and ask students to
circle the appropriate word at the top of the Round 1 box as you do so on
the display.
10 Take the first turn as Player 1.
• Roll three dice, two marked 1–6 and one marked 4–9, and ask students to record your
three numbers in the boxes, as you do so on the display.
• Ask students to think about the order in which they would multiply these three
numbers to make the computation as efficient as possible.
• Invite volunteers to explain why the combination they chose would be the easiest or
most efficient.
When you record the order on the second line, review with students that you always perform
the computation in parentheses first.
Unit 2 Module 4 Session 4 Double class set, plus more copies for the Work Place tray plus 1 copy for display
NAME | DATE

Round 1 We played for (circle one) more / less.
7 _____
Player 1 rolled: _____ 5 _____
6 Player 2 rolled: _____ _____ _____
6 × ____
( ____ 5 ) × ____
7 ( ____ × ____ ) × ____
30 × ____
____ 7 = ____ ____ × ____ = ____
Show your work: Show your work:
• Have students complete the computation for you, and then ask a few to share their
solutions and strategies.
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____
• Record one student’s

Round 2 We methods inone)
played for (circle the “Show
more / less. Your Work” section of the teacher’s side,
Player 1 rolled: _____ _____ _____ Player 2 rolled: _____ _____ _____
and write the answer on the line.
SUPPORT Provide base ten grid paper for students( ____
( ____ × ____ ) × ____
who are still developing solid under-
× ____ ) × ____
____ × ____ = ____ ____ × ____ = ____
standings and efficient methods
Show your work:
to multiply 2-digit numbers
Show your work:
by 1-digit numbers. If you
have students working on grid paper, sketch the combination on base ten grid paper on
the display as well. ____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____
11 Repeat step 10 Player
with the_____students,
1 rolled: _____ _____ recording the_____
Player 2 rolled: _____ results
_____ in the Round 1 box
for Player 2 as they (do so on their record( ____

____ × ____ ) × ____
sheets.
× ____ ) × ____
• After the students’ total
____ ×is____
determined,
= ____ compare
____the
× ____two
= ____sides and circle the winner.
NAME | DATE
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____
7 _____
6 6 _____
7
6 × ____
( ____ 5 ) × ____
7 7 × ____
( ____ 6 ) × ____
6
30 × ____
____ 210
7 = ____ ____ 6 = 252
42 × ____ ____
3 × 7 = 21 6 × 40 = 240
30 × 7 = 210 6 × 2 = 12
240 + 12 = 252
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____
12 Play Round 2 with the class.

5 _____
9 Player 2 rolled: _____ _____ _____
SUPPORT This round, model 9 × quick

( ____ 3 ) × ____
____ 5
sketches of the( ____ × ____ ) × ____
arrays rather than using base ten grid
____ 5 = 135
27 × ____ ____ ____ × ____ = ____
paper to help students represent
Show your work: the quantity.
Show your work:
5 × 20 = 100
• After students help you 5determine
× 7 = 35
100 + 35 = 135
your score for the second round, explain the Last
Toss Option. 135 2 = 67.
____ × / ÷ ____ 5
____ ____ × / ÷ ____ = ____
One or both players can elect to roll the 1–6 die and multiply or divide their total by the
number they get, using the calculator to help with the computation if needed. Suspense is
heightened if you require that
( ____ the
× ____ first player choose
) × ____ ( ____ ×whether
____ ) × ____ to take a last toss before the
____ × ____ = ____ ____ × ____ = ____
second player begins to roll.
Teacher I’m not all that happy with a score of 135, especially since
we’re playing for less in this round. Lucky
____ × / ÷ ____ = ____
for me, there’s a final step I
____ × / ÷ ____ = ____
can choose to take, and I’m going to take it. I can roll the 1–6 die one
more time and enter the number in the little box beside the calculator
at the bottom of my Round 2 box. Then I can multiply or divide my
total by that number. … I rolled a 2. Should I multiply or divide my
total by 2 if I want a smaller number?
Students Divide it, but it won’t come out evenly because you have an
odd number!
No, multiply it! That way, we’ll win for sure, because 135 × 2 is 270!
We can get less.
Teacher I think I’ll divide so I can get a smaller total. The little
calculator drawing means it’s OK to use the calculator to help with
this part, but I still have to write an equation: 135 ÷ 2 = 67.5, or I can
say 67 1/2.
NAME | DATE

7 _____
6 6 _____
7
6 × ____
( ____ 5 ) × ____
7 7 × ____
( ____ 6 ) × ____
6
30 × ____
____ 210
7 = ____ ____ 6 = 252
42 × ____ ____
3 × 7 = 21 6 × 40 = 240
30 × 7 = 210 6 × 2 = 12
240 + 12 = 252
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____
5 _____
9 Player 2 rolled: _____ _____ _____
9 × ____
( ____ 3 ) × ____
5 ( ____ × ____ ) × ____
____ 5 = 135
27 × ____ ____ ____ × ____ = ____
5 × 20 = 100
5 × 7 = 35
100 + 35 = 135
135 2 = 67.
____ × / ÷ ____ 5
____ ____ × / ÷ ____ = ____
Student Player
Hey, you_____
1 rolled: just_____
cut_____
your score
Player 2in half.
rolled: _____Do we_____
_____ get to do the
same thing?
( ____ × ____ ) × ____ ( ____ × ____ ) × ____
Teacher Sure, ____ but×you’ll probably want to
____ = ____ ____see what
× ____ = ____your total is
before you make your decision. Show your work:

Show your work:
13 Finish playing Rounds 2 and 3 with the Last

____ × / ÷ ____ = ____
Toss Option available to you
____ × / ÷ ____ = ____
and the class. Bridges in Mathematics Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org
• Wrap up the game by asking students to turn to a partner and talk about helpful strate-
gies for More or Less Multiplication.
Work Places
14 Tell students they will spend the rest of the period doing Work Places.
• Let them know they will take the Unit 2 Post-Assessment in the next session. The Work
Places will help them review and practice important Unit 2 skills and concepts.
• Have students pick up their Work Place folders and a pencil, and remind them to fill
out their Work Place Logs as they finish each activity.
• Take this opportunity to work with students who could use help before the unit post-
assessment next session.
Refer to the Work Place Guides for suggestions on differentiated instruction.

• Have students put away materials.
• Ask students to turn to a partner and talk about one thing they have learned or
improved during this unit.
Daily Practice
The optional Fourth Grade Games Student Book page provides additional opportunities
Unit 2 Module 4
Unit 2
Module 4
Session 5 Session 5
Summary
Today students take the Unit 2 Post-Assessment to show their understanding of place
value, multi-digit multiplication, and early division with remainders. When they are finished,
students visit Work Places. At the end of the session, the teacher introduces and assigns the
Moolah on My Mind Home Connection.
Skills & Concepts

comparison (4.OA.1)
(4.OA.2)
division (4.OA.3)
• Multiply a 2- or 3-digit whole number by a 1-digit whole number and two 2-digit numbers
division (4.NBT.6)
Materials
Assessment Unit 2 Post-Assessment

TM T12–T15 • base ten area and linear pieces • scratch paper
Unit 2 Post-Assessment • money value pieces
TM T16
Base Ten Grid Paper
Work Places in Use
2E More or Less Multiplication (introduced in Unit 2, Module 4, Session 4)
Home Connection
HC 45–47
Moolah on My Mind
Daily Practice
SB 80
Multiplication & Division Practice
Preparation
Set out the base ten area and linear pieces, plastic coins, scratch paper, and copies of the Base
Ten Grid Paper Teacher Master in a location (or more than one location) where students will
be able to access them easily without disturbing others.
Assessment Guide
suggestions.
1 Set the stage for today.
Think about how and
• Briefly brainstorm with students about the math they have learned the past few weeks.
• Encourage students to do their best work and make sure they explain their thinking students their scored
where requested. post-assessments. You
• Tell students they will have as long as they need to complete the assessment. may decide, as well,
Most students will need about 40–45 minutes.
compare the results
of their pre- and
2 Place the Unit 2 Post-Assessment Teacher Master on display as helpers give post-assessments and
a copy of the assessment to each student. identify those skills
• Have students write their name and the date on the first page. and concepts they still
• Remind students to wait to begin the test. need to work on. You’ll
• Give students a minute to look over the assessment. Student Reflection Sheet
3 Review strategies students can use that will help them during an assessment. Assessment Guide.
• Let students know that they can use scratch paper, one or more copies of the Base Ten
Grid Paper Teacher Master, base ten area and linear pieces, or money value pieces to
help with any of the problems on the assessment.
»» Tell students how and where to access these materials.
»» Read the whole assessment before you begin to get a sense of what you need to do.
»» Notice which problems might be easier or more difficult for you. You might put a
»» Think about how to use your time during the test so that you have time and energy
to finish all the problems.
ask students to point out important math vocabulary.
• Remind students to raise their hands if they need help reading a problem. This is not

ELL/SUPPORT Have students underline unfamiliar or confusing words so that as you
circulate, you can help students clarify the meanings. Make students can reference the
multiplication and division strategy charts you’ve created during this unit.
Work Places
Work Place folders and choose a Work Place to do quietly until everyone
has finished.
• Have students put away the Work Place materials.
• Take a few minutes to discuss the Unit 2 Post-Assessment with the class. Did the prob-
lems seem easier this time than when they took the assessment several weeks ago? Why?
Home Connection
8 Introduce and assign the Moolah on My Mind Home Connection, which
• Multiply 2 and 3-digit whole numbers by a 1-digit whole number and two 2-digit num-
bers using strategies based on place value and the properties of operations (4.NBT.5)
• Solve story problems involving money, using multiplication (4.MD.2)
Daily Practice
The optional Multiplication & Division Practice Student Book page provides additional
• Multiply a 2-digit whole number by a 1-digit whole number and two 2-digit numbers
• Use equations or rectangular arrays to explain strategies for multiplying with multi-
Teacher Masters
Unit 2 Module 4 Session 2 half-class set, plus 1 copy for display
NAME | DATE
Division Story Problems

Solve these story problems in your math journal.
ex Rachel, Lindsey, Kendra, and Amber baked a batch of
29 cookies. They divided the cookies equally. How many
cookies did each girl get to take home?
a Felipe and Sam bought a rope that was 29 feet long. They
want to cut it into 2 equal pieces. How long will each piece be?
b Mrs. Ingram’s fourth grade has 29 students. Today she wants

them to work in groups of 3. How many groups will there be?
c David, Joel, Sage, and Sarah washed cars all Saturday and
earned $29.00. They shared the work equally, so they want
to share the money equally. How much money will each
person get?
d There are 29 kids on the swim team. Today, they’re going to
a big swim meet on the other side of town. If each car can
take 5 kids, how many cars will they need for everyone on
the team?
e Carlos wants to display his favorite sports cards on a

bulletin board in his room. He has 29 cards and wants to
arrange them in equal rows with at least 6 in each row but
no more than 9. How can Carlos arrange his cards to display
as many of them as possible?
f Five friends mowed lawns together on Saturday. Together,
they earned $29. How much did each friend get if they split
the money equally?
g Papa’s Pizza is having a big sale on frozen pizzas! Three

families went in together to buy 29 pizzas. If they share the
pizzas equally, how many will each family get?
Unit 2 Module 4 Session 2 & 3 1 copy for teacher use
NAME | DATE
Division Story Problems Forum Planner

There are 29 kids on the swim team. If each car can take 5 kids,
how many cars will they need for everyone on the team?
Skip-Count Using a Ratio Table

Students reason that 1 car holds 5 kids, 2
cars hold 10 kids and then 5 cars hold 25
kids, but there are still 4 more kids who
have to go, so they needed another car.
Use Known Multiplication Fact

Choose a problem where one pair of
students used known facts and another
pair did not to invite a comparison of
efficiency.
Three families went in together to buy 29 pizzas.
Sharing
Students use 3 circles to represent the 3
families sharing pizza and give the pizzas
out to them 1 at a time.
Grouping with Known

Multiplication Fact
Students thought about how many 3s
are in 29, and set up 3 × ___ = 29.
Interpret Remainders in Context

Look for situations where remainders are
broken up and shared and compare to
situations where remainders are rounded
up or down to the nearest whole number
to make sense.
Work Place Guide 2D Remainders Win

Summary
Players take turns selecting an array, computing the product, and then dividing the product by a number rolled on a die
numbered 4–9. They record the results of each turn in the form of an equation, circling any remainder. At the end of the
game, they find the sum of their remainders, and the player with the higher sum wins.
Skills & Concepts

• Divide a 2-digit number by a 1-digit number, with a remainder, using strategies based on place value, the properties of
operations, or the relationship between multiplication and division (4.NBT.6)
• Use an equation and an area model to explain strategies for dividing a multi-digit number by a 1-digit number (4.NBT.6)
Materials
TM T3 • 3 dice numbered 4–9 die • scratch paper (optional)
Work Place Guide 2D Remainders Win
TM T4–6
2D Remainders Win Record Sheets
SB 78
Work Place Instructions 2D Remainders Win

One or more students struggle to find the SUPPORT Help students use the array to find "I see you are counting the squares in the
product of the array efficiently. smaller known facts. picture one-by-one for 6 × 8. Are there any
groups of 6s or 8s you know? Oh, you know
6 × 5? Then how many more 6s do you need
to make 8 × 6?"
A student has difficulty finding the quotient in SUPPORT Have the student’s partner model by "You chose 7 × 9 and found that the product
the division problem. thinking aloud. Help the student record any was 63. Then you rolled an 8. So we need to
known smaller facts in a ratio table and think see how many 8s are in 63. Hmm...how many
multiplicatively. 8s do you know? 5? OK, that is?...yes, 40. So
how far away are we? Yes, 23. How many more
8s are in 23?"
One or more students have no difficulty CHALLENGE Pair students with similar abilities.
determining the quotient. Have them play game variation C and
determine the divisor before choosing an
array. What strategies can they use to win
playing this variation?
• Have ELL students observe other students playing the game before playing it themselves.
• Pair each ELL student with a supportive partner (an English-speaking student or another ELL student with more command of English) who can
offer support and explain the instructions while they play.
• Play the game with the ELL students yourself. Model how to play and put emphasis on strategies for finding quotients.
• Once students are playing the game with understanding, help them verbalize and demonstrate their strategies.
NAME | DATE
2D Remainders Win Record Sheet 1
Player 1____________________________ Player 2____________________________
Remainder Total Remainder Total
2×9 3×6 4×6 4×9
3×5 4×5 3×9 5×5
2×7 4×4
NAME | DATE
Player 1____________________________ Player 2____________________________
5×8 3×6 7×7 3×9
4×8 3×8 4×7 6×7
4×9 5×7
NAME | DATE
Player 1____________________________ Player 2____________________________
4×9 8×9 4×8 7×8
6×8 5×9 9×9 8×8
7×7 6×9
Spilled Ketchup
Matthew and his 4 friends earned $46 dollars at the band fundraiser.
How much money should they each get?
46 ÷ 5 = 9 R1
Work Place Guide 2E More or Less Multiplication

Summary
Partners roll to determine whether they are playing for more or less. Then players take turns rolling three dice and
multiplying the three numbers. Once the product is determined, the player has the option of rolling a 1–6 die and
multiplying or dividing the original product by that number. The lower total wins if the partners rolled “less” at the start of
the round; the higher total wins if they rolled “more” at the start of the round.
Skills & Concepts

• Multiply 2-digit whole numbers by a 1-digit whole number using strategies based on place value and the properties of
• Divide a 2-digit number by a 1-digit number, using strategies based on place value, the properties of operations, or the
relationship between multiplication and division (4.NBT.6)
Materials
TM T8 • 6 dice numbered 1–6 • calculators
Work Place Guide 2E More or Less Multiplication • 3 dice numbered 4–9
TM T9 • 3 more/less cubes
TM T10
2E More or Less Multiplication Challenge Record Sheet
TM T11
SB 77–78
Work Place Instructions 2E More or Less Multiplication

A student needs help developing efficient SUPPORT Pull together several students and A student has to multiply 7 × 5 × 4. Ask
strategies. play a small-group version of the game. which two numbers it would be simplest to
Model and share your own thinking and multiply first. Help the whole group see that
encourage students to help one another as multiplying 4 × 5 first gives them 20, which is
you play. Emphasize the order of the numbers. a friendly number to multiply by 7.
A student is skip-counting or using repeated SUPPORT Use base ten grid paper to help A student has to multiply 6 × 8 × 3. Ask the
addition and is frustrated by having to add or students make arrays or use ratio tables. Then student which numbers to multiply first. If
skip-count so many numbers. help them find more efficient ways to find the student is comfortable with ratio tables,
the products of their arrays or the numbers use a ratio table to help solve the problems.
in their ratio table, such as chunking or Otherwise, help the student set up the
doubling. problems on base ten grid paper and use
doubling or chunking to find the products.
A student is very proficient at 1-digit-by-2- CHALLENGE Encourage students to use game
digit multiplication. variation A or B.

A student can multiply 1-digit-by-2-digit CHALLENGE Have students find the most Encourage students to use landmark numbers
numbers easily. efficient way of solving the problem, or ask such as 25 to help them multiply. For example, if a
students to solve the problems in more than student has the problem 3 × 9 × 4, ask how using
one way and then to decide which strategy is 25 would help solve 27 × 4. (The distributive
the most efficient. property shows that 27 × 4 = (25 × 4) + (2 × 4).)
• Play a game with ELL students to make sure they know how to play.
• Use this game to review important vocabulary such as more, less, multiply, divide, factor, and product.
NAME | DATE

( ____ × ____ ) × ____ ( ____ × ____ ) × ____

____ × ____ = ____ ____ × ____ = ____
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____

( ____ × ____ ) × ____ ( ____ × ____ ) × ____

____ × ____ = ____ ____ × ____ = ____
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____

( ____ × ____ ) × ____ ( ____ × ____ ) × ____

____ × ____ = ____ ____ × ____ = ____
____ × / ÷ ____ = ____ ____ × / ÷ ____ = ____
Unit 2 Module 4 Session 4 copies as needed for differentiation
NAME | DATE
2E More or Less Multiplication Challenge Record Sheet

ex We played for (circle one) more / less.
Player 1 rolled: ___

5 ___
4 ___
8 ___
3 ___
7 Player 2 rolled: ___ ___ ___ ___ ___
( ___
3 × ___
7 ) × ___
8 + / – ( ___
5 × ___
4 ) ( ___ × ___ ) × ___ + / – ( ___ × ___ )
____
21 × ____
8 = ____
168 ____ × ____ = ____
____
5 × ____
4 = ____
20 ____ × ____ = ____
8 × 20 = 160
8×1=8
160 + 8 = 168
____ + / – ____
168 20 = ____
148 ____ + / – ____ = ____
Player 1 rolled: ___ ___ ___ ___ ___ Player 2 rolled: ___ ___ ___ ___ ___
( ___ × ___ ) × ___ + / – ( ___ × ___ ) ( ___ × ___ ) × ___ + / – ( ___ × ___ )
____ × ____ = ____ ____ × ____ = ____
____ × ____ = ____ ____ × ____ = ____
____ + / – ____ = ____ ____ + / – ____ = ____

Player 1 rolled: ___ ___ ___ ___ ___ Player 2 rolled: ___ ___ ___ ___ ___
( ___ × ___ ) × ___ + / – ( ___ × ___ ) ( ___ × ___ ) × ___ + / – ( ___ × ___ )
____ × ____ = ____ ____ × ____ = ____
____ × ____ = ____ ____ × ____ = ____
____ + / – ____ = ____ ____ + / – ____ = ____
Unit 2 Module 4 Session 4 optional for support, copies as needed
NAME | DATE
NAME | DATE

1 Maya says there are 4 hundreds in 5,467. Jenny says there are 54 hundreds in 5,467.
Their teacher says they're both right. How can that be so? Explain.

20
6
10 200
40 200
5
4
13 × _____ = _____
50 10 100
3 2
_____ × _____ = _____

NAME | DATE
4 Fill in the blanks in the ratio table.

Number of Pencils 13 39 130
labeled sketches, or words. Then write an equation that represents the problem and
a Luke is six times as tall as his puppy, Farley. The puppy is 20 cm tall. How tall is
Luke?
b Maggie is building a new pen for her sheep. The pen is 19 by 11 feet. What is
the area of the pen?
c Last Saturday Grandma brought 17 cookies for Lauren and her 3 cousins to
share. The 4 children split the cookies evenly. How many did they each get?

NAME | DATE
6 Every fall, Maggie’s family shears the wool from the sheep to spin it into yarn. Each
sheep has about 8 pounds of wool. It takes about 4 pounds of wool to make a sweater.
a If Maggie has 6 sheep, how many sweaters can she make from her sheep’s wool
in one year? Show all your work.
b Which equation best represents this problem? (Note: s stands for the number of
sweaters Maggie can make.)
NN (8 × 6) ÷ 4 = s NN (8 × 4) ÷ 6 = s
NN (8 × 6) × 4 = s NN (8 × 4) × 6 = s
7 I have 180 toothpicks. Katie said, “You have four times as many toothpicks as I do!”
Which equation could represent this situation? (Note: k stands for Katie’s toothpicks.)
NN 4 × 180 = k NN 180 × k = 4
NN 180 × 4 = k NN 4 × k = 180
8 Which of these numbers is composite?

NN 13 NN 37 NN 25 NN 11
30 40 14 100
× 7 × × 10 × 12 ×
160 290 900
NAME | DATE
10 True or False?
a 70 × 8 = 80 × 7 _____ b 19 × 13 = (10 × 13) + (9 × 13) _____
c 5 × 500 = (5 × 5) + 100 _____ d 30 ÷ 4 = 7 R2 _____
18 × 10 = (_____ × 10) + (8 × 10) 34 × 20 = (30 × 20) + ( _____ × 20)
12 Andre’s dad made pancakes for breakfast the other day. He said that Andre and his
3 sisters could divide the 17 pancakes from the first batch evenly among themselves.
a Which equation does NOT show how many pancakes each of the 4 children got?
NN 17 ÷ 4 = 4 R1 NN 17 ÷ 4 = $4.25 NN 17 ÷ 4 = 4 14
b Explain your choice. Why did you choose that equation instead of one of the
other two?
Unit 2 Module 4 Session 5 copies as needed
NAME | DATE
Base Ten Grid Paper
Student Book
NAME | DATE
Multiplication Tables
1 Complete the multiplication tables below.
ex × 5 2 9 3 8 6 7 4
2 10 4 18 6 16 12 14 8
a × 5 2 9 3 8 6 7 4
b × 5 2 9 3 8 6 7 4
c × 5 2 9 3 8 6 7 4
2 Solve the division problems below.
40 ÷ 5 = _______ 27 ÷ 3 = _______ 16 ÷ 4 = _______ 20 ÷ 5 = _______
64 ÷ 8 = _______ 32 ÷ 4 = _______ 18 ÷ 6 = _______ 9 ÷ 3 = _______
3 CHALLENGE Solve the division problems below.
a 47 ÷ 5 =
b 52 ÷ 6 =
c 82 ÷ 9 =
d 38 ÷ 3 =
e 75 ÷ 4 =
NAME | DATE
Sharing Problems
1 Kendra and Veronica’s aunt gave them $19 to spend at the store. If they split
the money evenly, how much did they each get to spend? Use labeled sketches,
numbers, or words to solve this problem. Show all your work.
2 Frank had 42 rocks that he wanted to share with his 4 friends. If he gave each friend
the same number of rocks (and kept the same number of rocks for himself), how
many rocks did each person get? Use labeled sketches, numbers, or words to solve
this problem. Show all your work.
3 CHALLENGE Joe’s grandma lives 36 blocks up the street from Joe. On Saturday, Joe
rode his bike two-thirds of the way to his grandma’s house and then realized he
forgot the present he was going to give her. Joe rode back to his house, got the
present, and rode all the way to his grandma’s house. Then he rode straight home.
How many blocks did Joe ride in all? Use labeled sketches, numbers, or words to
solve this problem. Show all your work.
Work Place Instructions 2D Remainders Win

• 1 Remainders Win Record Sheet to share (Note: There are three pages of Remainders Win Record Sheets. Use
a different page each time you play this game.)
• scratch paper (optional)
• pencils
1 Players each roll the die. The player with the higher number is Player 1. Players write their names on
the record sheet.
2 Player 1 circles one of the arrays on the record sheet in pencil and then calculates the product of the
multiplication problem. This number will be the dividend.
3 Then Player 1 rolls the 4–9 die to produce the divisor, the number by which the dividend will be divided.
4 Player 1 records the division equation on the record sheet and players work together to find the
answer. They circle the remainder, if there is one.
Kathryn
Kathryn Brittany
27 ÷ 6 = 4 R3
5 Player 2 then repeats the steps with a new array.

6 Players take turns until all 10 arrays are used and 10 division equations are recorded on the record
sheet (five for each player).
7 Players find the sums of their remainders. The player with the higher sum wins.
Game Variations
A Players choose arrays for each other rather than choosing their own.
B Instead of the higher remainder sum winning, the lower sum wins.
C Players roll the die first to determine the divisor and then choose an array.
D Players roll two dice (two 1–6 dice, two 4–9 dice, or one of each), add the two numbers rolled, and
divide the array’s product by that number.
NAME | DATE
Multiplying with Money

1 Use the arrays of coins to help solve each multiplication problem below. Show all
your work.
ex 12
20
× 5 5¢ × 4 = 20¢
20
60 5¢ × 4 = 20¢
+ 20
5¢ × 4 = 20¢ 60
a 15
× 5
b 21
× 5
2 CHALLENGE Solve the multiplication problems below. Show all your work.
a 62 b 63
× 5 × 5
Work Place Instructions 2E More or Less Multiplication p. 1 of 2

• a 2E More or Less Multiplication Record Sheet
• a more/less cube
• a calculator
• large base ten grid paper, if desired
1 Players take turns rolling the same die. The player with the higher number goes first.
2 Player 1 rolls the more/less cube to see if more or less is the goal and then circles the word on the
record sheet.
3 Player 1 rolls the three numbered dice, records the numbers on the record sheet, and thinks about the
best order for multiplying these three numbers.
It may help to move the dice around.
4 Player 1 writes an expression to show the order to multiply the numbers.

The two numbers that will be multiplied first are written in parentheses, with the third number outside the parentheses.
Sage
6 4 3
3 4 6
5 Player 1 multiplies the first two numbers inside the parentheses and writes the product, along with
the third number, on the next line.
6 Player 1 finds the product and shows his work.
• Players need to find a way to solve the problem using multiplication instead of repeated addition.
• Players can use the base ten grid paper or multiplication facts they know to help.
• Players cannot use the calculator for this part of the game.
Work Place Instructions 2E More or Less Multiplication page 2 of 2
Sage
6 4 3
3 4 6
12 6 72
6 × 10 = 60
6 × 2 = 12
60 + 12 = 72
7 The Last Toss Option: If a player is not happy with his total, he can choose to roll the 1–6 die once, write
the number in the box beside the little calculator, and then multiply or divide the total by that number.
He can use a calculator to help do this part.
Sage
6 4 3
3 4 6
12 6 72
6 × 10 = 60
6 × 2 = 12
60 + 12 = 72
72 3 24
8 Player 2 takes a turn rolling the three numbered dice and finding the product.
9 Players compare their totals and circle the winner.
The lower total wins if players rolled “less” at the start of the round. The higher total wins if they rolled “more” at
the start of the round.
10 Players begin a new round.

Game Variations
A Use two 4–9 dice and one 1–6 die instead so that players multiply larger numbers.
B Use the 2E More or Less Multiplication Challenge Record Sheet. Roll five dice and multiply three of
the numbers together and then multiply the other two numbers together. Then decide if you want to
add or subtract the two products. The winner is the player who gets closest to 150. For example:
Sage rolled a 5, 4, 8, 3, and 7. She decided to multiply the 3 and 7 and 8, then the 5 and 4. She subtracted the two products.
(3 × 7) × 8 – (5 × 4)
21 × 8 = 168 and (5 × 4) = 20
168 – 20 = 148
NAME | DATE
Fourth Grade Games

1 Conrad is playing More or Less Multiplication. He rolls “more” and 4, 7, and 6.
a How should Conrad order his numbers?
b How would you tell Conrad to multiply his numbers?
c Multiply Conrad’s numbers. Show your work.
2 Mariah is playing Moolah on My Mind. She rolled a 3 and 4 and spun a quarter.
a Write an expression that represents this problem.
b How much money did Mariah get in this turn? Show your work.
NAME | DATE
Multiplication & Division Practice

1 Carrie says that she can solve 27 × 20 by first solving 27 × 2 and then multiplying
the product of 27 × 2 by 10. Do you agree or disagree? Why?
2 Tarik has to solve the problem 14 × 30. He is not sure what to do.
a How would you tell Tarik to solve the problem?
b Solve 14 × 30.
3 There is a new pet store opening in the mall. They just got 52 tropical fish. They
want to put 7 of these fish in each aquarium. How many aquariums will they need?
• Use numbers, labeled sketches, or words to solve this problem.
The pet store will need _____ aquariums to hold 52 fish.
Home Connections
NAME | DATE
Multiplying & Dividing page 1 of 2

8 6 7 6 6
× 4 × 5 × 7 × 8 × 6
8 9 8
× × × 5 × 6 ×
56 63 25 42 72
2 Complete the multiplication tables below.
ex × 5 2 9 3 8 6 7 4
2 10 4 18 6 16 12 14 8
a × 5 2 9 3 8 6 7 4
10
b × 5 2 9 3 8 6 7 4
c × 5 2 9 3 8 6 7 4
3 Use what you know about multiplying by 10 to help solve these problems.
12 12 12 18 18 18
× 10 × 5 × 9 × 10 × 5 × 10
NAME | DATE
Multiplying & Dividing page 2 of 2
4 Mrs. Larsen was making gift bags for the 6 students in her reading group. She was
putting little erasers in the bags. She had a bag of 20 erasers. How many erasers did
each student get? Show all your work.
5 a The teacher wanted his class to work in groups of 4. After he divided them into
groups, there were 6 groups of 4 and 1 group of 3. How many students were in
the class? Show all your work.
b If the teacher wanted all the groups to be exactly the same size, how many
students should be in each group? How many small groups would there be?
Show all your work.
NAME | DATE
Multiplication & Division Puzzles page 1 of 2

7 9
× × 6 × × 3 × 8
42 18 81 24 40
5 9 6
× × × 8 × × 3
10 45 32 36 27
2 Use multiplication and division to find the secret path through each maze. The
starting and ending points are marked for you. You can only move one space up,
down, over, or diagonally each time. Write four equations to explain the path
through the maze.
ex a b
start start start end
3 4 12 81 6 36 1 3 2
36 6 2 6 9 4 6 2 9
9 4 6 7 42 9 3 18 2
end end
3 × 4 = 12
12 ÷ 2 = 6
6 × 6 = 36
36 ÷ 9 = 4
3 Complete the division table below.
÷ 60 24 12 18 54 540 180 120
NAME | DATE
Multiplication & Division Puzzles page 2 of 2
4 Ryan bought 4 dozen eggs. His recipe for cookies calls for 3 eggs in each batch. How
many batches of cookies can he make with the eggs he bought?
5 CHALLENGE Write a story problem to match the equation 36 ÷ 5 = 7 R1.
NAME | DATE
Moolah on My Mind page 1 of 3

Note to Families
For this Home Connection, you’ll play a game called Moolah on My Mind with your child. We have played the game in
school, and your child can help you learn to play. You can also follow the directions below. The game is designed to provide
practice multiplying large numbers using coin values, which are easier for many students to work with right now.
You’ll need two pencils and a paperclip to play Moolah on My Mind.

Use your pencil and the paperclip as a spinner.
Instructions for Moolah on My Mind

1 Take turns spinning one of the number spinners with a partner.
The player with the highest number goes first.
2 Spin both number spinners and the coin
spinner.
3 Write an expression in the first column to show
the results of your spins. You’ll add the two
numbers and multiply by the value of the coin.
4 Multiply to find out how much money you
collected and write that amount in the second Ravi
column. Write it again in the last column so
you can keep a running total of your money.
5 Take turns with your partner. Help each other
2 5 25
(5 + 4) × 10¢
$1.75
$.90
$1.75
$2.65
make sure that you are adding your money
accurately. In other words, be sure each other’s running totals are correct.
6 When both players have taken 10 turns, the game is over and the player with the most money wins.
7 Play another round if you like, using the optional record sheets.
Moolah on My Mind Spinner
1 1
6 2 6 2
+ ×
5 3 5 3
4 4
NAME | DATE
Moolah on My Mind Record Sheet

Student
Total So Far
( + )× ¢
Family Member
Total So Far
( + )× ¢
NAME | DATE
Moolah on My Mind Record Sheet (optional second game)

Student
Total So Far
( + )× ¢
Family Member
Total So Far
( + )× ¢
TEACHERS GUIDE
UNIT 3 4

QBB4801-3
Updated 201-0-2.
ISBN 978-1-60262-486-3
Unit 3
Module 1 Module 3
Equivalent Fractions��1 Introducing Decimals��1
Session 1 Unit 3 Pre-Assessment��3 Session 1 Introducing Decimal Numbers��3
Session 2 Fair Shares��7 Session 2 Comparing Decimal Numbers��9
Session 3 Fractions & Mixed Numbers��15 Session 3 Thinking About Tenths & Hundredths��15
Session 4 If This Is One-Third … �� 21 Session 4 Decimal More or Less�� 23
Session 5 Egg Carton Fractions�� 27
Session 6 Name That Fraction�� 33 Module 4
Fractions & Decimals��1
Module 2 Session 1 Decimal & Fraction Relationships�� 3
Comparing, Composing & Decomposing Session 2 Fractions & Decimals��7
Fractions & Mixed Numbers��1 Session 3 Ordering Fractions & Decimals on a
Session 1 Exploring Fractions on the Geoboard��3 Number Line��13
Session 2 Last Equation Wins��9 Session 4 Unit 3 Post-Assessment��17
Session 3 C
omparing, Adding & Subtracting
Fractions��17
Session 4 Dozens of Eggs�� 21
Session 5 How Many Candy Bars?�� 27
Session 6 Racing Fractions�� 33
Unit 3
Unit 3
Overview
In this unit, students work with a variety of tools, including folded paper strips, egg cartons, geoboards, number lines, and base
ten pieces, to model, read, write, compare, order, compose, and decompose fractions and decimals. Their investigations and
explorations range from the purely mathematical—the relationship between fifths and decimals, for example—to applied, as
they determine a strategy to figure out how many candy bars the fourth grade teacher will have to buy if she plans to give an
undefined number of students three-quarters of a bar each.
Planner
Module Day Session & Work Places Introduced PI PS MF WP A HC DP
Module 1 Equivalent Fractions 1 Session 1 Unit 3 Pre-Assessment
Students review fraction skills and concepts and
2 Session 2 Fair Shares
extend their understandings to mixed numbers,
improper fractions, and more sophisticated strate- 3 Session 3 Fractions & Mixed Numbers
gies for generating equivalent fractions. They begin
4 Session 4 If This is One Third...
by exploring a fair-sharing situation in which the idea
of fractions as quotients is developed. Then they fold 5 Session 5 Egg Carton Fractions
and cut paper strips to model and investigate the
6 Session 6 Name That Fraction
relationship between mixed numbers and improper
fractions. During the last two sessions in the module,
students model and investigate equivalent fractions
in a very different context—eggs in a carton.
Module 2 Comparing, Composing & Decomposing 7 Session 1 E xploring Fractions on the
Fractions & Mixed Numbers Geoboard
In this module, the geoboard is assigned a value of 1.
8 Session 2 Last Equation Wins
Students name fractional parts of the geoboard and
describe the parts’ relationships to one another. Their 9 Session 3 Comparing,
Adding &
observations are then extended into comparing Subtracting Fractions
fractions with unlike numerators and denominators,
10 Session 4 Dozens of Eggs
and adding fractions with like denominators. The last
Work Place 3A Dozens of Eggs
three sessions feature an extended problem-solving
opportunity followed by a math forum, as well as two 11 Session 5 How Many Candy Bars?
new Work Places that provide practice with compos-
12 Session 6 Racing Fractions
ing and decomposing fractions.
Work Place 3B Racing Fractions
Module 3 Introducing Decimals 13 Session 1 Introducing Decimal Numbers
In this module, the base ten mat is assigned a
14 Session 2 Comparing Decimal Numbers
value of 1. Students determine that the strip and
the unit are worth 1/10 and 1/100 respectively, and are 15 Session 3 T hinking About Tenths &
introduced to the decimal notation for these frac- Hundredths
tions. The base ten pieces serve as a visual anchor as Work Place 3C Four Spins to Win
students compare decimal numbers and investigate
16 Session 4 Decimal More or Less
the relationship between tenths and hundredths.
Work Place 3D Decimal More or Less
During the last two sessions, the teacher introduces
two new Work Places to provide practice with
adding tenths and hundredths, as well as building
and comparing fractions. There is a checkpoint on
fractions and decimals at the end of the module.
Module 4 Fractions & Decimals 17 Session 1 D
ecimal & Fraction
The activities in this module, including another new Relationships
Work Place, reinforce the relationship between deci-
18 Session 2 Fractions & Decimals
mals and fractions with denominators 10 and 100.
Work Place 3E Fractions & Decimals
Students are also invited to investigate the connec-
tion between decimals and other common fractions, 19 Session 3 O
rdering Fractions & Decimals
including halves, fourths, fifths, and twentieths. The on a Number Line
module concludes with a unit post-assessment.
PI – Problems & Investigations, PS – Problem String, MF – Math Forum, WP – Work Places, A – Assessment, HC – Home Connection, DP – Daily Practice
Unit 3 Introduction
Concepts
Unit 3 takes an applied and visual approach to fractions and decimals. Over the course of 20
sessions, students make extensive use of concrete manipulatives and visual models to explore
unit fractions, common fractions, mixed numbers, improper fractions, equivalent fractions, and
decimals. They come to understand that two fractions with unlike numerators and denomina-
tors, such as 4/6 and 8/12, can be equal, and they develop methods for generating and recognizing
equivalent fractions. Students also investigate the relationship between unit fractions, such as 1/3,
1/4, and 1/12 and common fractions, such as 2/3, 3/4, and 6/12. They come to understand that common
fractions are composed of unit fractions, which makes for an easy transition to multiplying frac-
tions by whole numbers. (When one understands that 3/4 = 1/4 + 1/4 + 1/4, it’s not hard to see that 3/4
is also equal to 3 x 1/4.)
Students’ work with fractions extends into decimals, where the use of base ten pieces—with the
mat now assigned a value of 1—makes the equivalence of tenths and hundredths readily apparent.
Students That’s 1 and four-tenths. You can write that as a mixed

number—1 4/10—or a decimal number, 1.4.
You could also say that it’s 1 and forty-hundredths because each of the
tiny squares is one-hundredth of the mat, and each of the strips has 10
tiny squares in it. That would be 1 40/100 or 1.40 if you wrote it down.
Or, if you wanted, you could say that the whole thing is 140 hun-
dredths—100 in the mat and 40 more in the strips. If you wrote that
down with a fraction, it would be 140/100.
Understanding the relationship between tenths and hundredths makes it possible for fourth
graders to add such fractions by rewriting the tenths as hundredths and then combining them,
which in turn lays the foundations for adding and subtracting fractions with unlike denomina-
tors in fifth grade.
The specific concepts addressed in this unit include the following:
• Equivalent fractions can be created by dividing a model into various parts, or multiplying
both the numerator and denominator by the same number.
1 2 4
3 6 12
Students Four eggs fill one-third of an egg carton.

You can also say they fill two-sixths of the carton if you divide the
carton into smaller parts.
And if you divide the carton into the smallest parts you can, four eggs
fill four-twelfths of the carton.
What’s really cool is the pattern in the numbers. Both the numerator
and the denominator double each time.
• Fractions with unlike numerators can be compared by finding common denominators, although
at this grade level, much of the work focuses on visual fraction models rather than algorithms.
Unit 3 Introduction
1
2
1 1
4 4
1 1 1 1 1
8 8 8 8 8
Student I can use the pieces to show that 5/8 is greater than 2/4. I kind of
already knew that, though, because I know that 2/4 and 4/8 are both the
same as a half, so 5/8 has to be bigger than 2/4.
• Comparisons of fractions or decimals are valid only when the two fractions or the two
decimals refer to the same whole. Half a mini pizza is probably not greater than one-fourth of
a giant pizza. Likewise, 5/10 of an apple is probably less than 25/100 of a watermelon.
• A fraction with a numerator of 1, such as 1/6, is called a unit fraction. A common fraction, or
a fraction with a numerator greater than 1, such as 4/6, is the sum of unit fractions with the
same denominator: 1/6 + 1/6 + 1/6 + 1/6, or 4 x 1/6.
• Fractions can be decomposed into a sum of fractions with the same denominator in more
than one way. For example, 4/6 also equals 2/6 + 2/6 and 3/6 + 1/6.
• Multiplying a fraction by a whole number involves repeated addition. For example 3 x 1/6 = 1/6 +
1/6 + 1/6, or 3/6. By extension, 4 x 2/3 = 2/3 + 2/3 + 2/3 + 2/3, or 8/3, which can also be expressed as 2 2/3.
• Fractions with denominator 10 can be expressed as equivalent fractions with denominator
100. This technique can be used to add tenths and hundreds: 2/10 + 34/100 = 20/100 + 34/100 = 54/100.
• Fractions with denominator 10 or 100 can be written in decimal notation. For example, 4/10
can be written as 0.4, and 76/100 can be written as 0.76.
Models
Students use a variety of manipulatives and visuals to model, read, write, compare, compose,
and decompose fractions and decimals, including paper strips, egg cartons, geoboards, number
lines, and base ten pieces.
Folded Paper Strips

Early in the unit, students fold, and then cut and label 1 1/2" × 12" construction paper strips of
different colors to form various fractions. These simple “fraction kits” make it easy for students
to find many relationships among halves, fourths, eighths, and sixteenths, as well as recognize
and generate equivalent fractions.
2 4 4 4
1 1 + 1 = 2 = 1 1 = 1 + 1 + 1 + 1 = 4
2 2 2 2 8 8 8 8 8
1 1
2 2
1 + 1 + 1 + 1 = 4 = 1
1 1 1 1 1= 1 + 1 = 2
4 4 4 4 4 4 4 4 4
4 8 8 8
1
8
1
8
1
8
1
8
1
8
1
8
1
8
1
8 8× 1 = 8 =1 1 = 1 + 1 + 1 + 1 = 4
8 8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 16 16 16 16 16
16 × 1 = 16 = 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
16 16 3 = 1 + 1 + 1 = 1+ 1
4 4 4 4 2 4
The paper strips also provide an effective tool for modeling and understanding mixed numbers
and improper fractions, introduced for the first time at this grade level.
1 1 1
1 4 4 4
1 1 1 1 1 1 1
4 4 4 4 4 4 4
Student I can use the strips to make 1 3/4, but if you split the whole
strip into fourths, you can see that it’s 7/4 in all.
Unit 3 Introduction

Students continue the work with the egg carton model they began in third grade. The egg carton
model involves a 12-egg carton. While most visual or physical models of fractions specifically
portray them as either parts of a whole or parts of a set, the egg carton simultaneously models
fractions both ways. Eight eggs set into a carton of 12 can be viewed as 2/3 of a whole (the whole
being the entire egg carton) or 8 out of a set of 12 eggs.
However, if pieces of yarn or string are used to divide the carton, those 8 eggs can be seen to fill 2/3, 4/6,
or 8/12 of the carton, depending on the number of parts into which the carton has been divided.
8 eggs fills 2/3 of the carton 8 eggs fill 4/6 of the carton 8 eggs fill 8/12 of the carton
Geoboard Fractions
Students also investigate fractions on the geoboard and make observations about a wide variety
of fractional relationships. Much like the egg carton model, the geoboard can be used to char-
acterize fractions as parts of a whole or parts of a set. The entire board is assigned a value of 1,
but there are 16 smaller squares within the larger whole. This makes the geoboard an especially
effective tool for recognizing and generating equivalent fractions, comparing fractions, compos-
ing and decomposing fractions, and multiplying fractions by whole numbers.

1 1 1 1 1

2 of a large square
4 of a large square
8 of a large square
8 out of 16 little 2 out of 16 little 1 out of 16 little 1 of one of the

4 out of 16 little
2
1

8
16 + 168 = 16
16 =1
1
16 + 161 + 161 + 161 = 164
16 + 161 = 162 region B equals 4 Ds 4 Es makes 1 C
1
1
16
+ 161 + 161 +161 = 164 = 14 32 + 321 + 321 + 321 = 324 = 18
2 × 168 = 16
16 =1 4 × 161 = 4
16
2 × 161 = 2
16
1
8 + 8 = 8 = 4
1 1 2 1
2 = 8 + 8 + 8 + 8 = 8
1 1 1 1 1 4
4 = 8 × 32
1 1
16 × 161 = 1
region C is twice D
1
A 4= 2 × 18
B If the whole geoboard has an area of 1, what fraction of the

board does each region show, and how do those regions
C D E
relate to one another?
The Number Line

Students use a number line model to compare and order fractions and decimals. By reason-
ing about the relationships, students place fractions and decimals on a class number line. For
example, to place 7/8 on the number line, students reason that 7/8 is 1/8 less than 8/8 = 1. Given the
position of 1/4, which is already placed on the number line, students find the position of 1/8. Then
they can find 7/8 as 1/8 to the left of 1.
1 1 7
0 8 4
0.50
8 1 1.75 2
Unit 3 Introduction

The base ten pieces, used extensively for modeling and computing with whole numbers, are also
a very effective tool for modeling and comparing decimal fractions and numbers when the mat
is assigned a value of 1.
one tenth hundredth

1 1
1 10 100
1.00 0.10 0.01
mat strip unit
Strategies
Students find equivalent fractions by reasoning proportionally. Very early in Unit 3, they find
equivalent ratios in fair-sharing situations: sharing 3 fruit strips among 4 friends (3/4 of a strip
per friend), $3.00 among 4 students ($0.75 per student), and 3 practice hours among 4 sports
teams (3/4 of an hour per team). Much later in the unit, students also produce equivalent ratios
when finding the number of candy bars the teacher will need to purchase for the class picnic if
each fourth grader is to get 3/4 of a bar.
Number of Candy Bars 3 6 9 12

Number of Students 4 8 12 16
Students also find equivalent fractions by changing the number of divisions on the egg-carton
model, the geoboard, and the base ten mat. As students consider different-sized sections in
each model, they are able to express the same amount in different but equivalent fractions. For
example, 1/3 of an egg carton is equivalent to 4 eggs out of 12 eggs and also 2 (two-egg sections)
out of 6 (two-egg sections): 1/3 = 2/6 = 4/12. Students begin to generalize that if they divide the
pieces in half, they need to double the number of pieces for the fractions to be equivalent.
1 2 4
3 6 12
The work in this unit builds on the idea that a common fraction is a multiple of a unit frac-
tion, a/b = a × 1/b. This happens as students add unit fractions and find that, for example, 1/8 +
1/8 + 1/8 = 3 × 1/8 = 3/8. Also, as students generalize a strategy for the teacher to know how many
candy bars she should bring for n students, they reason about multiplying a fraction by a whole
number: for 4 students she needs 4 × 3/4 of a candy bar, which is 3 candy bars, so for n students
she needs n × 3/4 candy bars.

Students will see that fractions with larger denominators represent quantities being divided into
more (and smaller) pieces, while fractions with smaller denominators represent quantities being
divided into fewer (and larger) pieces. The fact that 1/3 is greater than 1/16, even though 3 is much
less than 16, is a difficult concept and continues to confuse students in later years if time isn’t
taken earlier to develop firm understandings of fractions.
Unit 3 Introduction
Teaching Tips
Geoboard Exploration
If possible, plan to have the students explore the geoboards and geobands during a free time
period. This will allow students to dig right in to the geoboard investigations in Module 2.
Geoboard Manners
Discuss appropriate geoboard behavior with students. During math class, geoboards are used to
help students learn specific mathematical concepts, and the placement of bands on the boards
should reflect the day’s mathematics. It is sometimes helpful to teach students to turn their
geoboards upside down during discussion or when a classmate is presenting. Also, teach stu-
dents to place one finger on the band when removing it from the pegs to decrease the likelihood
of its taking flight accidentally. Set expectations for the storage and retrieval of the geoboards
and geobands when students work in Work Places. Remind students that math manipulatives
are “tools, not toys,” and make them available at appropriate times for students who wish to use
them for purposes other than mathematical modeling.

As students find equivalent fractions using the egg carton model, they will have to consider
different groups of eggs. Students may experience difficulty when they shift the unit from the
whole egg carton to groups of 2 eggs to show that 1/2 of an egg carton is equivalent to 3 groups of
2 eggs out of 6 groups of 2 eggs, 3/6. To avoid this problem, insist that students use the lengths of
heavy string or yarn you provide to show the divisions under consideration, and draw lines on
the record sheets to show those divisions as well.


4.NF.1 Use a visual model to explain why a fraction a/b I M Units 6, 7 N/A,
is equivalent to a fraction (n × a)/(n × b) NC Sep.–Nov., Jan.–May S
4.NF.1 Use visual models to generate and recognize I M Units 6, 7 N/A,
equivalent fractions NC Sep.–Nov., Jan.–May S
4.NF.2 Compare two fractions with different numera- N/A M Unit 7 R/E, S
tors and different denominators, use the symbols >, =, NC Oct., Jan.–Apr.
and < to show those comparisons, and explain why one
fraction must by greater than or less than another
4.NF.3a Explain addition of fractions as joining parts N/A M NC Sep., Nov., Jan.–Mar. N/A,
referring to the same whole S
4.NF.3b Express a fraction as the sum of other frac- N/A M NC Nov., Jan., Feb. N/A,
tions with the same denominator in more than one S
way, and write equations to match
4.NF.3c Add and subtract fractions and mixed N/A M Unit 6 N/A,
numbers with like denominators NC Feb.–Apr. S
4.NF.3d Solve story problems involving addition or N/A M NC Sep., Nov., Jan., Mar. N/A,
subtraction of fractions referring to the same whole S
and with like denominators
4.NF.4a Demonstrate an understanding that a fraction N/A D NC Jan., Mar.–May R/E
a/b is a multiple of the unit fraction 1/b; write an
equation showing that a fraction a/b is the product of
a × 1/b
4.NF.4b Multiply a fraction by a whole number; N/A D NC Sep., Jan.–May R/E
demonstrate an understanding that any multiple of a/b
is also a multiple of the unit fraction 1/b
Unit 3 Introduction

4.NF.5 Express a fraction with denominator 10 as an N/A D Unit 7 R/E
equivalent fraction with denominator 100 NC Oct., Feb., Mar.
4.NF.5 Add a fraction with denominator 10 to a fraction N/A D Unit 7 R/E
with denominator 100 by rewriting the first fraction as NC Oct., Feb., Mar.
an equivalent fraction with denominator 100
4.NF.6 Write fractions with denominators 10 and 100 N/A M Units 6, 7 R/E
in decimal notation NC Oct., Feb.–Apr.
4.NF.7 Compare two decimal numbers with digits to N/A M Unit 7 R/E
the hundredths place, use the symbols >, =, and < to NC Feb., Mar.
show those comparisons, and explain why one decimal
number must be greater than or less than another

Assessments
There are four written assessments in Unit 3—a unit pre-assessment at the beginning of Module
1, two checkpoints—one in Module 2 and another in Module 3—and a unit post-assessment at
the end of Module 4. In addition to these, five Work Places introduced over the course of the
unit offer teachers opportunities to observe students’ skills in authentic settings. The following
chart shows where and when assessment opportunities appear throughout the unit.

4.NF.1 Use a visual model to M2, S4 Work Place 3A Dozens M1, S1 Unit 3 Pre-Assessment
explain why a fraction a/b is of Eggs M2, S1 Equivalent Fractions
equivalent to a fraction (n × a)/ M2, S6 Work Place 3B Racing Checkpoint
(n × b) Fractions M3, S4 Fraction & Decimal Checkpoint
4.NF.1 Recognize equivalent M2, S4 Work Place 3A Dozens M2, S1 Equivalent Fractions
fractions of Eggs Checkpoint
M2, S6 Work Place 3B Racing M3, S4 Fraction & Decimal Checkpoint
Fractions M4, S4 Unit 3 Post-Assessment
4.NF.1 Generate a fraction M1, S1 Unit 3 Pre-Assessment
equivalent to fraction a/b by M2, S1 Equivalent Fractions
multiplying the numerator (a) Checkpoint
and denominator (b) by the same M4, S4 Unit 3 Post-Assessment
number
4.NF.2 Compare two fractions M1, S1 Unit 3 Pre-Assessment
with different numerators and M3, S4 Fraction & Decimal Checkpoint
different denominators using the M4, S4 Unit 3 Post-Assessment
symbols >, =, and <, and explain
why one fraction must be greater
than or less than another fraction
4.NF.2 Demonstrate an M1, S1 Unit 3 Pre-Assessment
understanding that a comparison M3, S4 Fraction & Decimal Checkpoint
of fractions is valid only when they M4, S4 Unit 3 Post-Assessment
refer to the same whole
4.NF.3 Write an equation show- M1, S1 Unit 3 Pre-Assessment
ing a fraction a/b as the sum of a M4, S4 Unit 3 Post-Assessment
number of the unit fraction 1/b
4.NF.3a Explain addition of M2, S4 Work Place 3A Dozens
fractions as joining parts referring of Eggs
to the same whole M2, S6 Work Place 3B Racing
Fractions
Unit 3 Introduction

4.NF.3b Express a fraction as the M2, S4 Work Place 3A Dozens M1, S1 Unit 3 Pre-Assessment
sum of other fractions with the of Eggs M4, S4 Unit 3 Post-Assessment
same denominator in more than M2, S6 Work Place 3B Racing
one way Fractions
4.NF.3c Add and subtract frac- M2, S4 Work Place 3A Dozens M1, S1 Unit 3 Pre-Assessment
tions and mixed numbers with like of Eggs M4, S4 Unit 4 Post-Assessment
denominators M2, S6 Work Place 3B Racing
Fractions
4.NF.3d Solve story problems M1, S1 Unit 3 Pre-Assessment
involving addition and subtraction M3, S4 Fraction & Decimal Checkpoint
of fractions and mixed numbers M4, S4 Unit 3 Post-Assessment
referring to the same whole and
with like denominators
4.NF.4c Solve story problems that M4, S4 Unit 3 Post-Assessment
involve multiplying a fraction by a
whole number
4.NF.5 Express a fraction with M3, S3 Work Place 3C Decimal M1, S1 Unit 3 Pre-Assessment
denominator 10 as an equivalent Four Spins to Win M4, S4 Unit 3 Post-Assessment
fraction with denominator 100
4.NF.5 Add a fraction with M3, S3 Work Place 3C Decimal M1, S1 Unit 3 Pre-Assessment
denominator 10 to a fraction with Four Spins to Win M3, S4 Fraction & Decimal Checkpoint
denominator 100 by rewriting M4, S4 Unit 3 Post-Assessment
the first fraction as an equivalent
Supports 4.NF Represent M3, S3 Work Place 3C Decimal
decimal numbers with digits to Four Spins to Win
the hundredths place using place M3, S4 Work Place 3D Decimal
value models More or Less
4.NF.6 Write fractions with M3, S3 Work Place 3C Decimal M1, S1 Unit 3 Pre-Assessment
denominator 10 or 100 in decimal Four Spins to Win M3, S4 Fraction & Decimal Checkpoint
notation M3, S4 Work Place 3D Decimal M4, S4 Unit 3 Post-Assessment
More or Less
M4, S2 3E Fractions & Decimals
4.NF.7 Compare two decimal M3, S4 Work Place 3D Decimal M1, S1 Unit 3 Pre-Assessment
numbers with digits to the hun- More or Less M3, S4 Fraction & Decimal Checkpoint
dredths place using the symbols >, M4, S2 Work Place 3E Fractions M4, S4 Unit 3 Post-Assessment
=, and < to record the comparison & Decimals
Differentiation
game or activity are included on the Work Place Guide Teacher Master. In addition to these
explicit suggestions, you’ll find that many activities are open-ended enough that you’ll be dif-
ferentiating your instruction quite naturally.
Session 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 1 2 3 4
Challenge
Support
ELL
Teachers Guide
Module 1
Equivalent Fractions
Session 2 Fair Shares�� 7
Session 3 Fractions & Mixed Numbers�� 15
Session 4 If This Is One-Third … ��21
Session 5 Egg Carton Fractions��27
Session 6 Name That Fraction��33

Unit 3 Pre-Assessment�� T1 Skills Practice�� 81
Clock Faces�� T6 Fair Shares��82
Unit 3 Pre-Assessment Student Reflection Sheet��T7 Share & Share Alike��84
The Licorice Problem��T8 Fractions & Mixed Numbers��85
Egg Carton Diagram��T9 Fractions & Mixed Numbers on a Number Line��87
Twelve-Egg Carton Fractions��T10 Fractions & Division Tables��88
Dividing an Egg Carton��89
Egg Carton Recording Paper��90
Comparing Fractions�� 91
Modeling Egg Carton Fractions�� 92
Equivalent Fractions��93
Eggsploration Challenge��95
More Egg Carton Fractions��96

Skills Review 2��49
Fraction & Division Story Problems�� 51
Thinking About Fractions�� 53
Unit 3
Unit 3
Module 1
Module 1
Overview
In this module, students review fraction skills and concepts from the previous grade and extend their understandings to mixed
numbers, improper fractions, and more sophisticated strategies for generating equivalent fractions. They begin by exploring
a fair-sharing situation in which the idea of fractions as quotients is developed. Then they fold and cut paper strips to model
and investigate the relationship between mixed numbers and improper fractions. During the last two sessions in the module,
students model and investigate equivalent fractions in a very different context—eggs in a carton.
Planner
Session PI PS MF WP A HC DP
Students spend the first part of this session taking the Unit 3 Pre-Assessment. Those who
complete the assessment before the end of the period turn in their papers, get their Work
Place folders, and choose a Work Place to do quietly.
Session 2 Fair Shares
The activities in this session serve to bridge the division work students did at the end of Unit
2 and the fraction work they’re about to undertake in Unit 3. To begin, the teacher introduces
a set of four problems, and student pairs go to work. After about 30 minutes, the teacher
reconvenes the class to discuss the problems, each of which involves sharing 3 items among 4
people, resulting in 3/4 of a share per person.
Session 3 Fractions & Mixed Numbers
Students work with guidance from the teacher to make a set of construction paper fraction
strips. Then they use their fraction kits to investigate equivalent fractions, mixed numbers,
and improper fractions.
Session 4 If This Is One-Third …
Students begin the session by reflecting on the Unit 3 Pre-Assessment from Session 1. Then
they are presented with a strip of paper that represents 1/3 of a piece of licorice and asked to
create a paper strip the length of the whole piece. After they have solved the problem and
shared their thinking, they fold and cut thirds, sixths, and twelfths to add to their fraction kits,
and place two more fraction cards on the class number line.
Session 5 Egg Carton Fractions
Having just folded and cut paper strips to create thirds, sixths, and twelfths, students now
explore these and other fractions in a very different context—eggs in a carton.
Session 6 Name That Fraction
After using the egg carton model to show that two fractions are equivalent, students find
some of the many other equivalent fractions that can be modeled with the egg carton materi-
als. At the end of the session, the teacher introduces and assigns the Thinking About Fractions
Home Connection.
PI – Problems & Investigations, PS – Problem String, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 82–83, 89, and 93–94.
pages 81–96.
Paper Cutting Before Session 2, cut three 1" × 12" strips of red construction paper for each pair
of students, plus a few extra.
Before Session 3, cut 6 sheets of 9" × 12" construction paper into 1 1/2" × 12" strips.
You’ll need 5 strips, one of each color (white, light brown, purple, green, and
orange) for each student, as well as a set of 5 strips for yourself and several extra
in each color.
Before Session 4, cut 6 sheets of 9" × 12" construction paper into 1 1/2" × 12" strips.
You’ll need 3 strips, one of each color (pink, blue, and yellow) for each student, as
well as a set of 3 strips for yourself and several extra in each color.
Before Session 4, get a half-class set of 9” × 12” white construction paper.
Before Session 4, cut a half-class set, plus a few extra, 1" × 4" red construction
paper strips.
Special Items Before Session 2, divide your sets of plastic coins into small containers, one
container per table or cluster of desks.
Before Session 2, cut a length of heavy cotton string at least 12 feet long to
serve as a life-sized number line. Hang it across the front of your classroom or
in another location where all the students can see it, and where you can leave it
up for the duration of this unit. It should be stretched fairly tight and anchored
firmly at either end, at a level students can easily reach. (You can use the magnets
with hooks provided in your Bridges kits, tacks, or blue masking tape to anchor
the two ends of the string.)
Before Session 2, to make the number cards students will hang on the line, cut
several sheets of copy paper in quarters to form 4 1/2" × 5 1/2" pieces. Fold down
the top of each piece, making a small crease that can then be used to hang the
number card on a number line made of string (see illustration).
0
1 ½”
4”
4 ¼”
Use a wide-tipped marker to make cards for 0, 1, 1/2, 3/4, 1/3, and 2/3. You will use
some of them in Session 2 and the others in Session 4.
Before Session 3, gather a class set of 6" × 9" manila or legal size envelopes.
After running a class set of the Egg Carton Diagram Teacher Master for use in
Sessions 5 and 6, consider laminating these sheets so you can use them again in
future years.
Before Session 5, cut six 10-inch lengths of yarn or heavy cotton string per student.
Unit 3 Module 1
Unit 3
Module 1
Session 1 Session 1
Summary
complete the assessment before the end of the period turn in their papers, get their Work Place
folders, and choose a Work Place to do quietly while their classmates finish the assessment.
Skills & Concepts

• Recognize and generate equivalent fractions using visual fraction models (4.NF.1)
• Compare two fractions with different numerators and different denominators using
the symbols >, =, and <, and explain why one fraction must be greater than or less than
another fraction (4.NF.2)
• Demonstrate an understanding that a comparison of fractions is valid only when they refer
to the same whole (4.NF.2)
• Write an equation showing a fraction a/b as the sum of a number of the unit fraction 1/b (4.NF.3)
• Express a fraction as the sum of other fractions with the same denominator in more than
one way (4.NF.3b)
• Add and subtract fractions and mixed numbers with like denominators (4.NF.3c)
• Solve story problems involving addition and subtraction of fractions and mixed numbers
referring to the same whole and with like denominators (4.NF.3d)
• Express a fraction with denominator 10 as an equivalent fraction with denominator 100 (4.NF.5)
• Add a fraction with denominator 10 to a fraction with denominator 100 by rewriting the
first fraction as an equivalent fraction with denominator 100 (4.NF.5)
• Write fractions with denominator 10 or 100 in decimal notation (4.NF.6)
• Compare two decimal numbers with digits to the hundredths place using the symbols >, =,
and < to record the comparison (4.NF.7)
Materials
Vocabulary
Assessment Unit 3 Pre-Assessment those terms for which Word
TM T1–T5 • base ten area pieces • scratch paper Resource Cards are available.
Unit 3 Pre-Assessment • plastic coins decimal*
Work Places in Use denominator*
equal*
2A What’s Missing? Bingo (introduced in Unit 2, Module 1, Session 4) equation*
2B Division Capture (introduced in Unit 2, Module 2, Session 1) equivalent fractions*
2C Moolah on My Mind (introduced in Unit 2, Module 3, Session 4) fraction*
Daily Practice
SB 81
Skills Practice

Preparation
You will need to score the Unit 3 Pre-Assessment before Session 4. If you cannot mark the Unit 3
Pre-Assessment by Session 4, make room for reflection time during another session in this module.
Assessment Guide
suggestions.
1 Set the stage for the Unit 3 Pre-Assessment.
• Let them know that once you’ve introduced the assessment, they will have the entire
period to work on it. Students who finish before the end of the session can quietly
choose a Work Place activity to do.
2 Display the first Unit 3 Pre-Assessment Teacher Master as helpers give a

copy of the assessment to each student.
• Remind students to wait to begin working on the test.
• Give students a minute to look over the test.
3 Discuss strategies students can use that will help them during an
assessment.
• Let students know that they can use scratch paper, base ten area pieces, or coins to help
with any of the problems on the assessment.
»» Tell students how to access these materials if they need them.
»» Pay special attention to math words like those on Word Resource Cards. You may want
to underline them, especially if you are having a hard time understanding a question.

• If some students are unable to complete the assessment before the end of the session,
allow them additional time later in the day or early the next to finish their work.
5 As students finish, have them give you their assessment and then quietly
read or visit a Work Place until everyone else finishes.
6 At the end of the period, collect students’ assessments, and reassure the stu-
dents who were not able to finish that you’ll give them additional time later.
Let them know they will get their pre-assessments back within the next few days so they
can set their own goals for Unit 3.
Daily Practice
The optional Skills Practice Student Book page provides additional opportunities to apply
• Solve multi-step story problems involving division with remainders (4.OA.3)
• Multiply a 2 or 3-digit whole number by 10 or 100 (supports 4.NBT)
Unit 3 Module 1
Unit 3
Module 1
Session 2 Session 2
Fair Shares
Summary
The activities in this session serve to bridge the division work students did at the end of Unit
2 and the fraction work they’re about to undertake in Unit 3. To begin, the teacher introduces
a set of four problems, and student pairs go to work. After about 30 minutes, the teacher
reconvenes the class to discuss the problems, each of which involves sharing 3 items among
4 people, resulting in 3/4 of a share per person. Toward the end of the session, the teacher
introduces a Classroom Number Line that will be used throughout the unit, and has students
hang cards for 0, 1, 1/2, and 3/4 along the line. Finally, the teacher introduces and assigns the
Skills Review 2 Home Connection.
Skills & Concepts

• Locate fractions and place fractions in their correct positions on a number line (3.NF.2)
• Write a fraction as the quotient of its numerator and denominator (a/b = a ÷ b) (5.NF.3)
• Solve story problems involving division of whole numbers with fraction or mixed number
quotients (e.g., 3 ÷ 4 = ¾) (5.NF.3)
Materials
Vocabulary
Problems & Investigations Fair Shares those terms for which Word
SB 82–83* • 2 super magnets with hooks • heavy cotton string (see Preparation) Resource Cards are available.
Fair Shares (see Preparation) • copy paper (see Preparation) divide*
TM T6 • plastic coins (see Preparation) • three 1" × 12" strips of red construction paper division
Clock Faces • all math manipulatives such for each pair of students, plus a few extra
as measuring tape, base ten • chart paper or space on the whiteboard
equal*
pieces, and plastic cubes • several pieces of green copy paper, each cut equivalent
into the approximate shape of a dollar bill fraction*
Home Connection quotient*
share/shares
HC 49–50
Skills Review 2
Daily Practice
SB 84
Share & Share Alike

Copy instructions are located at the top of each teacher master. * Run 1 copy of the these pages for display.
Preparation
• Divide your sets of plastic coins into small containers, one container per table or cluster of desks.
• Cut a length of heavy cotton string at least 12 feet long to serve as a life-sized number line.
Hang it across the front of your classroom or in another location where all the students can
see it, and where you can leave it up for the duration of this unit. It should be stretched
fairly tight and anchored firmly at either end, at a level students can easily reach. (You can
use the magnets with hooks provided in your Bridges kits, tacks, or blue masking tape to
anchor the two ends of the string.)
• To make the number cards students will hang on the line, cut several sheets of copy paper in
quarters to form 4 1/2" × 5 1/2" pieces. Fold down the top of each piece, making a small crease
that can then be used to hang the number card on the number line (see illustration).
0
1 ½”
4”
4 ¼”
• Use a wide-tipped marker to make cards for 0, 1, 1/2, and 3/4. Save any blank number cards
that remain for use later in this unit.
Note
Resist the temptation to use heavier paper or to hang the cards with clothespins until you’ve
tried the folded paper cards at least once. Even though they sound a little flimsy, they work
really well because they’re fast and easy to make and to replace. They slide very easily along
the string, and the crease you make in each card actually holds it on the line quite well.

Sharing Situations
1 Open today’s session by introducing and assigning the Fair Shares Student
Book pages.
• Display your copy of the first page as students find the pages in their Student Books.
• Review the instructions at the top of the page, and read the first three problems aloud.
• Tell students that because of the problem solving they have already done this year, you
are confident they can tackle these problems without discussing them as a class first.
• Have students choose partners, or assign them. Remind them that they are to support
each other while working, but each person is responsible for completing the assignment.
2 When they understand what to do, give student pairs about 30 minutes to
solve at least two of the three problems.
As they’re getting started, place a handful of red 1" × 12" construction paper strings, a
small container of plastic coins, and a few copies of the Clock Faces Teacher Master at
each table or cluster of desks, and encourage students to use these materials, as well as any
other math manipulatives that may seem helpful to them, to help solve the problems.
3 Circulate as students are working, and look for different approaches to

each problem.
Look for students who solved the problems in each of the following ways:
• Dividing each unit into 4 pieces and then sharing out the pieces, 3 of the fourths to
each person.
• Giving each person half and then splitting up the remaining parts.
• Considering the entire amount as one whole and dividing it into 4 shares.
For discussion purposes, make sure that several pairs solve each problem.
SUPPORT Help struggling students understand what the problems are asking. Encourage these
students to use the materials available, or make sketches to enact and visualize each situation.
CHALLENGE Invite pairs who complete all three problems to start the challenge problem on
the second sheet.
4 When most students have solved at least two of the three problems, recon-
vene the class.
5 Ask selected students to share the strategies they used for sharing 3 fruit
strips equally among 4 children.
• As students share, write equations on the board to represent their thinking.
• First, invite a pair to present who divided each strip into fourths and then gave each
friend 3 of the fourths. Emphasize the equivalence of the shares even though they are
cut differently: 1/4 + 1/4 + 1/4 = 1/2 + 1/4 = 3/4.
Allen We got 3 strips and folded them each into fourths. Then we cut up
the fourths and gave 3 to each girl, so they each got 3⁄4 of a fruit strip.
1
4
1
4
1
4
1
4
Sally 1
4
1
4
1
4
1 1 1 1 Vanessa 1
4
1
4
1
4
4 4 4 4
1 1 1 1
Ellie 1
4
1
4
1
4
4 4 4 4
Helen 1
4
1
4
1
4
Teacher So, you gave each friend 3 one-fourths? And 3 one-fourths

is equivalent to three-fourths? I’m going to write an equation on the
board to show your thinking.
1 + 1 + 1 = 3 × 1 = 3
4 4 4 4 4
Teacher Emily and Travis, I notice that you did something similar,
but not quite the same.
Emily We folded our 3 strips in fourths, and then we noticed that
the first 3 girls could each have 3⁄4 from each strip, and there were 3
one-fourths left over at the end for the fourth girl.
1 1 1 1
Sally 4 4 4 4
Vanessa 1
4
1
4
1
4
1
4
Ellie 1
4
1
4
1
4
1
4
Helen
Teacher So again we see that 3 one-fourths is equivalent to 3/4.
6 Next, invite a group to share who cut the strips in half, and then divided up
the leftovers.
Emphasize the equivalence of the shares even though they are cut differently: 1/2 + 1/4 = 1/4 +
1/4 + 1/4 = 3/4.
Sean We knew there was enough for each girl to get half. Then we
took our last strip and divided it in fourths, so each of them got one-
half and one-fourth. I guess that’s the same as 3⁄4.
1
1
2
1
2
Sally 1
2 4
1
1 1
Vanessa 1
2 4
2 2
Ellie 1
2
1
4
1 1 1 1
4 4 4 4
Helen 1
2
1
4
Teacher Is it the same? You’re saying that three pieces that are each 1/4
of the fruit strip are the same amount of fruit strip as 1/2 + 1/4?
Sean Yes, because you could cut each 1/2 into 2 pieces and those are
one-fourths. So then you have those 2 one-fourths and one more is 3
one-fourths.
Teacher OK, let me record that up here on the board.
1 + 1 + 1 = 3 × 1 = 3
4 4 4 4 4
1 + 1 = 1 + 1 + 1 = 3
2 4 4 4 4 4
7 Then have a group share who considered the strips as one whole unit of 36
total inches, and divided 36 by 4.
If none of the students used this strategy, share it yourself.
Roberta We thought more about the whole length of fruit strips.

Since there were 3 strips that were 12 inches long, that was 36 inches
in all. So 36 divided by 4 friends is 9 inches for each friend, see?
12 inches Each fruit strip is 12” long.

12 inches 3 × 12 = 36
12 inches 36 ÷ 4 = 9 inches of fruit strip for each girl
Teacher Well, that’s interesting. These other groups are saying that
the friends got 3/4, and you are saying 9. I think I’d rather be in the
group that got 9. What’s going on here?
Fiona They didn’t get 9 fruit strips, they each got 9 inches of a fruit strip.
Teacher So they didn’t get 9 whole strips? They got a part of a strip?
What part?
Fiona Nine inches out of 12 inches is 9/12.
Ebony It’s also 3/4 because 12 divided by 4 is 3, so 1/4 of 12 is 3. Since
they got 9 inches, that’s 3 one-fourths of 12.
Teacher OK, let’s get that down on the board as well.
1 + 1 + 1 = 3 × 1 = 3
4 4 4 4 4
1 + 1 = 1 + 1 + 1 = 3
2 4 4 4 4 4
9 = 1 + 1 + 1 = 3
12 4 4 4 4
8 Before you move on, call students’ attention to the relationship between the
numbers in the problem and the answer: 3 strips divided among 4 friends
results in 3/4 of a strip per friend.
9 Discuss the next problem, in which 4 children share $3.00.
Invite two or three student pairs to share their answers and explain their strategies.
The strategy students will most likely share involves trading in each dollar for 4 quarters,
and then dividing the quarters equally among the children in the problem.
$1 $1
$1 ONE DOLLAR $1
$1 $1
$1 ONE DOLLAR $1
$1 $1
Each kid gets 75¢.
$1 ONE DOLLAR $1
Another strategy students may share involves dividing the whole amount at once rather than
working with each unit as a separate entity. Three dollars can be expressed as 300 cents, and
300¢ ÷ 4 = 75¢. If this idea doesn’t come from the students, you may wish to share it yourself.
$1 $1
$1 ONE DOLLAR $1
$1 $1
$3.00 = 300 cents
300 ÷ 4 = 75¢ for each kid
$1 ONE DOLLAR $1
$1 $1
$1 ONE DOLLAR $1
10 Before you move on, note with students that 75¢ is the same as 3/4 of a dollar.
11 Next, discuss the third problem, in which 3 hours of practice time is shared Math Practices
by 4 teams. in Action 4.MP.8
Here again, the strategy you’re most likely to see from students involves dividing each hour As students solve these
into four 15-minute chunks, and sharing these out among 4 teams. related problems, they
begin to look for and
Team 1 Team 2 Team 3 make use of regularity in
repeated reasoning. This
opportunity to notice
15 15 15 15 15 15 relationships, and to
min. min. min. min. min. min. solve related problems
15 15 15 15 15 15 in different contexts,
min. min. min. min. min. min. deepens students’ under-
standing of fractions.
Team 4
Each team gets 45 minutes.
A strategy you’re less likely to see, but can certainly share yourself, involves dividing the
whole amount at once rather than working with each unit as a separate entity. Three hours
is equivalent to 180 minutes, and 180 ÷ 4 is 45 minutes.
3 hours = 180 minutes

180 ÷ 4 = 45 minutes for each team
12 Now ask students to compare and contrast the three problems. How are
they alike? How are they different?
Teacher Let’s review these three problems, and compare them. In the
first problem, you divided 3 fruit strips among 4 girls, and they each
got how much?
Students Three-fourths!
A half plus another fourth.
Nine inches, which is a fourth of 36, but it’s also the same as 3/4 of a foot.
Teacher And in the second problem, you divided 3 dollars among 4
children. What happened that time?
Alejandro Each kid got 75 cents.
Teacher And what happened in the third problem?
Boris We divided 3 hours by 4 teams, and each team got 45 minutes.
Teacher Do you notice any similarities between the three problems and
the answers you got? Please talk with the person next to you about this,
and then we’ll have a few of you share your thoughts with the class.
Students With all three problems, you had 3 things—fruit strips,
dollars, or hours—and you had to divide them by 4.
It was 3/4 for the fruit strips, and 3/4 for the money also, because 75¢ is
like 3/4 of a dollar.
And 45 minutes is the same as 3/4 of an hour because a quarter of an
hour is 15 minutes, and 3 × 15 is 45.
13 Work with input from the students to summarize the results of the prob-
lems on the board, using notation similar to what’s shown below.
As you record the results of each problem, explain that the line between the number of
items and the number of people means exactly the same thing as a division sign. Reinforce
this idea by having students read each situation as a division problem: 3 fruit strips
divided among 4 friends; 3 dollars divided among 4 kids; 3 hours divided among 4 teams.
3 fruit strips shared by 4 friends 3 dollars shared by 4 kids

3 strips 3 of a strip 3 dollars 3 of a dollar
4 friends 4 per friend 4 kids 4 per kid
3 hours shared by 4 teams

3 hours 3 of a hour
4 teams 4 per team
14 Finally, draw students’ attention to the class number line, and have several
volunteers hang the cards you prepared for 0, 1, 1/2, and 3/4.
• Let students know that they are going to start a class number line today and add to it
throughout Unit 3.
• Ask two students to come up and place the cards with the 0 and 1 on the number line.
The cards can be moved later, if needed.
• Ask a student to place the 1/2 and justify his thinking.
• Then ask a student to place the 3/4 and justify her thinking.
1 3
0 2 4 1
Willie OK, I put the card with 3/4 in the middle between 1/2 and 1
because 1/4 is like half of a half. So if you have a half and then you add
another fourth, it’s 3/4, and it’s halfway between 1/2 and 1.
15 Close the session by asking students to connect the number line to the
problems they just solved by posing questions such as the following.
• How might the number line be used to represent the fruit strip problem? The money
problem? The practice time problem?
• What does the 1 (whole) represent for each problem?
• What does the 3/4 represent for each problem?
Home Connection
16 Introduce and assign the Skills Review 2 Home Connection, which pro-
• Multiply a 2-digit whole number by a 1-digit whole number, or multiply two 2-digit
numbers, using strategies based on place value and the properties of operations
(4.NBT.5)
• Divide a 2- or 3-digit number by a 1-digit number, using strategies based on place
value, the properties of operations, or the relationship between multiplication and
division (4.NBT.6)
• Solve story problems involving intervals of time using subtraction and multiplication
whole numbers (4.MD.2)
Daily Practice
The optional Share & Share Alike Student Book page provides additional opportunities to
• Multiply a 1- or 2-digit number by a 2-digit number using strategies based on place
• Solve story problems involving division of whole numbers with fraction or mixed
number quotients (e.g., 3 ÷ 4 = ¾) (5.NF.3)
Unit 3 Module 1
Unit 3
Module 1
Session 3 Session 3
Fractions & Mixed Numbers
Summary
Students work with guidance from the teacher to make a set of construction paper fraction
strips. Then they use their fraction kits to investigate equivalent fractions, mixed numbers,
and improper fractions.
Skills & Concepts

• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) (4.NF.1)
• Recognize equivalent fractions (4.NF.1)
• Compare two fractions with different numerators and different denominators, and explain
why one fraction must be greater than or less than another fraction (4.NF.2)
• Understand a fraction a/b with a > 1 as a sum of fractions 1/b (4.NF.3)
• Convert a mixed number to a fraction, and a fraction to a mixed number (supports 4.NF)
• Create a visual representation of a mixed number or improper fraction (supports 4.NF)
Materials
Problems & Investigations Fractions & Mixed Numbers those terms for which Word
SB 85–86 • 6 sheets of 9" × 12" construction paper Resource Cards are available.
Fractions & Mixed Numbers in each of the following colors: white, eighths
light brown, purple, green, and orange
(see Preparation) equivalent fractions*
• 6" × 9" manila or legal size envelopes fourths
(class set) halves
• scissors (class set) improper fraction*
Daily Practice mixed number*
SB 87 sixteenths
Fractions & Mixed Numbers whole
on a Number Line

Preparation
Cut the construction paper into 1 1/2" × 12" strips. You’ll need 5 strips, one of each color (white,
light brown, purple, green, and orange) for each student, as well as a set of 5 strips for yourself
and several extra in each color.

1 Explain that today everyone in class will make a set of construction paper
fraction strips and use them to learn some new things about fractions.
• Ask students to get out their scissors and pencils, and then give them each a set of 5
construction paper strips, one each in the following colors: white, light brown, purple,
green, and orange, and reserve a set for yourself.
• Holding up the white strip, label it with a 1 as students do the same on their white strips.
1
2 Ask students to fold their light brown strip in half and cut it along the fold
line as you do so with your light brown strip.
• Ask students to identify the value of these 2 pieces relative to the white strip.
• Then have students label each of the light brown pieces with the fraction 1/2.
1 1
2 2
3 Now ask students to fold the purple strip in half and then in half again.
Before they open it out, ask them to work in pairs to determine the number
of segments they’ll see and the value of each, relative to the white strip.
Then ask them to unfold the strip, check their predictions, cut it along the fold lines, and
label each part, as you do the same with your purple strip.
1 1 1 1
4 4 4 4
4 As they work, encourage students to compare and contrast the different

colored pieces. In doing so, you may be able to get some sense of students’
current understandings (and misconceptions) about fractions.
Teacher How do the purple pieces you’ve cut compare to the others
you’ve cut and labeled so far?
Students The purple ones, the fourths, are half the size of the halves.
Yeah, a fourth is like half of a half.
Right! It’s like a half folded in half again.
If you put 2 of the fourths together, they’re the same as a half.
5 Next, ask students to fold their green strip in half, in half again, and in
half a third time. Before they open it out, have them work in pairs to make
conjectures about how many segments they’ll see and how the size of each
will compare to the white strip, the designated “whole.”
You may discover in doing this that while some students believe they’ll see 8 segments when
they unfold the strip, some may be equally convinced that they’ll see 6. In either case, ask
students to explain their thinking.
6 When students unfold their green strips, they’ll discover that, in fact,
they’re able to see 8 segments. If there’s been debate beforehand, continue
the discussion as students cut and label each of the green pieces.
Students I think what’s doubling is the number of pieces. Every time

you fold the strip, you get double the number of pieces you got the last
time, like 2 is double 1, 4 is double 2, and 8 is double 4.
So it is a doubling pattern, just different from how some of us thought.
7 Now ask students to fold their orange strip in half 4 times.

• Again, have them make predictions about the number of segments they’ll see when they
unfold the strip and the size of each of the segments relative to the others they’ve cut.
• Then have them cut the orange strip along the folds and label each of the pieces.
8 As they finish cutting and labeling their pieces, have students arrange the
fraction pieces from largest to smallest in front of them, as shown below.
1
1 1
2 2
1 1 1 1
4 4 4 4
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
• Give the students a minute or two to pair share any mathematical observations they can
make about these pieces and then invite volunteers to share their thinking with the class.
• If it doesn’t come up as students are sharing their observations, note with them that
each row of fraction pieces is equivalent to 1. Work with students’ input to write a set of
equations representing these equivalencies on the board.
• Then have students build and report equivalencies for 1/2, 1/4, and 3/4 as you record equa-
tions to match.
2 4 4 4
1 + 1 = 2 = 1 1 = 1 + 1 + 1 + 1 = 4
2 2 2 2 8 8 8 8 8
1 + 1 + 1 + 1 = 4 = 1
4 4 4 4 4 1= 1 + 1 = 2
4 8 8 8
8× 1 = 8 =1 1 = 1 + 1 + 1 + 1 = 4
8 8
4 16 16 16 16 16
16 × 1 = 16 = 1
16 16 3 = 1 + 1 + 1 = 1+ 1
4 4 4 4 2 4
9 Next, write the fractions shown below on the board, one at a time. As you
record each fraction, read it with the class and ask students to use their
pieces to build it.
• Note with students that each of these fractions is the sum of a collection of unit frac-
tions (e.g., 3/16 is 1/16 + 1/16 + 1/16; 5/8 is 1/8 + 1/8 + 1/8 + 1/8 + 1/8).
3 5 3 5 7
16 8 4 16 16
• Encourage them to share observations with one another and the class as they work.
Students Well, 3/16 is just what it says. You have to put 3 of the
sixteenth pieces together, and then you have 3/16.
Three-sixteenths is the same as an eighth and a sixteenth.
Yes, but there’s no one piece that matches 3/16 exactly.
It’s the same with 5/8. You can make the same amount with one-half
and one-eighth, but there’s not just one piece that matches.
And 5/16 is just one more sixteenth than 1/4, and 7/16 is just one six-
teenth less than 1/2.
3
10 Write the fraction 2 on the board. Ask student pairs to share their pieces to
make this fraction. Then invite their comments.
• What observations can they make about this fraction?
• Is there a way they can build the same quantity with fewer pieces?
Students It’s bigger than 1.

It’s just 3 halves—it’s easy to make.
You can also just put a whole strip and a half to make the same
amount—3/2 is the same as 1 1/2.
But 3/2 is a weird fraction because the number on top is more than the
number on the bottom.
11 Write the following equation on the board:

3
2 = 1 12
Explain that when a fraction has a numerator greater than the denominator, it is some-
times called an improper fraction. There’s really nothing “improper” at all about fractions
like these, but people often change such a fraction to a mixed number, or a number that
includes both a whole number and a proper fraction that is less than 1.
12 Write the fractions shown below on the board or overhead one at a time.
Ask student pairs to build each one as written and then build it a second
time in the form of a mixed number.
• Note with them that it takes fewer pieces to build each fraction as a mixed number.
• Encourage them to share observations with one another and the class as they work.
6 10 20 12 8
4 8 16 8 4
13 Next, write the mixed numbers shown below. Ask student pairs to build
each and then build it a second time in the form of a fraction.
Can they begin to predict how many fractional pieces of the same size it will take to make
a mixed number without laying them all out?
1 34 1 68 1 168 2 24 2 58
Romero We don’t have enough fourths to make 2 2/4. Why not?
Bertha Because it’s 4 fourths for each whole and then 2 more. We
need 10 fourths, but we only have 8 fourths.
Tyrell It’s going to be the same with 2 5/8. That would take 8 eighths
for each whole strip, and then 5 more: 8 + 8 + 5 = 21 eighths. We don’t
have that many.
14 Finally, display a copy of Fractions and Mixed Numbers Student Book

page, and have students find the page in their books.
• Review the instructions on the sheet with the class.
• When they understand what to do, give them the remainder of the session to work on
the assignment.
• Circulate to provide assistance as needed.
• Encourage students to use their fraction strips and help one another.

• Give each student a manila or legal sized envelope in which to store his or her fraction kit.
• Let them know that it’s fine to fold the white strip so it will fit into the envelope.
• Then have students label their envelopes with their names and store them safely so they
can use these fraction kits next session.
Daily Practice
The optional Fractions & Mixed Numbers on a Number Line Student Book page provides
• Compare two fractions with different numerators and different denominators (4.NF.2)
• Convert a mixed number to a fraction, and a fraction to a mixed number (supports 4.NF)
Unit 3 Module 1
Unit 3
Module 1
Session 4 Session 4
If This Is One-Third …
Summary
Students begin the session by reflecting on the Unit 3 Pre-Assessment from Session 1. Then
they are presented with a strip of paper that represents 1/3 of a piece of licorice and asked to
create a paper strip the length of the whole piece. After they have solved the problem and
shared their thinking, they fold and cut thirds, sixths, and twelfths to add to their fraction kits,
and place two more fraction cards on the class number line. Finally, the teacher introduces
and assigns the Fractions & Division Story Problems Home Connection.
Skills & Concepts

• Explain addition of fractions as joining parts referring to the same whole (4.NF.3a)
• Write an equation to show a fraction as the sum of other fractions with the same denomi-
nator (4.NF.3b)
• Explain why a fraction can be decomposed into the sum of fractions with the same
denominator (4.NF.3b)
Materials
TM T7 • students’ scored Unit 3 Pre-Assessments Resource Cards are available.
Unit 3 Pre-Assessment Student (completed in Session 1) sixths
Reflection Sheet
thirds
Problems & Investigations If This Is One-Third … twelfths
TM T8 • class number line from Session 2 whole
The Licorice Problem • 1 sheet of copy paper (see Preparation)
• students’ fraction kits from the previous session
• 1" × 4" red construction paper strips (half-class
set plus a few extra)
• 9" × 12" white construction paper (1 sheet per
student pair)
• 6 sheets of 9" × 12” construction paper in each
of the following colors: pink, blue, and yellow
(see Preparation)
• rulers (class set)
• scissors (class set)
Home Connection
HC 51–52
Fractions & Division Story Problems
Daily Practice
SB 88
Fractions & Division Tables

Preparation
• For today, prepare copy paper number cards as you did for the second session in this
module, with the following numbers written boldly: 1/3, 2/3.
• Cut the construction paper into 1 1/2" × 12" strips. You’ll need 3 strips, one of each color
(pink, blue, and yellow) for each student, as well as a set of 3 strips for yourself and several
extra in each color.
Assessment
• Tell students that you are going to return the pre-assessments they took the other day,
and give them some time to reflect on the results.
• Then they will work with equivalent fractions.
or so to look over their papers.
their efforts more effectively.
• Encourage students to ask questions, but do not explain how to do problems at this
time. Similar problems will be introduced throughout the unit.
»» Advise students not to be discouraged if their results were disappointing. They have
several weeks to develop their skills, and they will retake the assessment at the end
of the unit.

or use one of the associated items on the pre-assessment to explain the skill to the class.
Teacher Let’s take a look at the first row on the sheet. One of the
ideas we will be dealing with a lot in the next few weeks is equivalent
fractions. The skill description in the first row says, “Do you under-
stand equivalent fractions? Can you come up with fractions that
are equivalent to one another, and explain how and why?” The very
first problem on the assessment involves equivalent fractions. Can
someone describe what that problem is asking?
Rory On that one, we had to look at a picture of 8 eggs in a carton,
figure out what fraction of the carton was filled, and then write 3
fractions to show. Since the fractions are all talking about the eggs,
they have to be equivalent.
Talia Then there are two other problems like that on the first page—
one with a geoboard and one with a base ten mat.
Teacher What other problems can you look at that will help you
figure out how you’re doing with equivalent fractions right now?
Brianna There are a bunch of them! Besides problem 1, we can look
at how we did on problems 3, 5, 10, and 11.
Teacher Please look over your pre-assessment carefully to see how
you did with those problems. Then talk with the person next to you,
and work together to decide how each of you should mark yourselves
on that skill. After you’ve talked, take a few moments to mark your
own sheet and write yourself a brief reminder note if you like.
Brianna I got problems 1 and 3 right, but I don’t get all the stuff with
those fractions that have 10 and 100 on the bottom. I remember stuff
like the egg cartons and the geoboards from last year, but I don’t know
how to do those problems with big fractions like 47/100. I guess I should
mark where it says, “I can do this sometimes.”
NAME | DATE
Unit 3 Module 1
Skill Notes

Do you understand equivalent fractions? I can do the easy ones like 48 = 126
Can you come up with fractions that are 1a, 1b, 1c, 3a, 3b,
equivalent to one another, and explain how 5a, 5b, 10a, 11b but I don't get the big ones with
and why? 10 and 100 on the bottom.
Can you write equations to show that a
fraction is the sum of other fractions with 2
Vincent I think I’m going to have to mark the place where it says I
the same denominator?
Do you understand how half of one whole
need
could be larger or tohalflearn
smaller than of a how4to do this. I mean, I got most of those problems
different whole?
Can you compare wrong.
fractions that I think I kind of get why 1/2 is the same as 2/4, but if it’s harder
have
T7
different numerators and different 6a–d, 9a, 9b,

than
denominators, and explain that,
be greater than another?
why one mustI don’t11a,know
11b what to do.
Can you compare decimals to the

7a–d
hundredths place?
Can you write fractions with denominators
10 and 100 as decimal numbers?
8a–d
Can you add and subtract fractions and
mixed numbers with like denominators?
10b, 10c, 10d

Can you solve story problems in which you
have to add and subtract fractions and
11c, 12a, 12b,
13a, 13b
You might do a quick survey so you and the students can see which skills they and their
classmates identified as areas of particular need. Quickly read down the list of skills and
have students show thumbs up as you read the skills they starred.


If This Is One-Third …
6 To begin this part of the session, ask students to partner up and give each
pair one of the 4" red construction paper strips you’ve prepared. Then
display the Licorice Problem Teacher Master and read the text aloud with
the class.
The Licorice Problem

Kara got a long, skinny piece of red licorice in her lunch today. She cut it into equal
pieces to share with her 2 friends. They ate theirs right away, but she saved hers for later.
1
The strip of red paper you have represents Kara’s piece, 3 of the licorice. Use it, along
with any other tools you need, to cut a strip of white paper the same size as the original
piece of licorice.
7 To get a better sense of students’ current understandings of fractions, avoid

giving much in the way of explanations. Instead, place several pieces of 9˝ ×
12˝ white construction paper at each table and ask students to work on the
problem in pairs.
• Let them know that they’re welcome to use their rulers, scissors, and any other tools
that seem useful in solving this problem.
• Circulate as they’re working to listen in on their conversations.
• If some students get stuck, draw their attention back to the original story problem and
advise them to talk with the people around them.
• Also carry a few replacement red strips with you in case some students’ strips become
unusable and they need to start over.
Some students may quickly arrive at a correct solution, while others may begin by cutting their
red strip into thirds. While most fourth graders have divided whole objects to create fractional
pieces in earlier grades, making copies of a fractional piece and then putting the pieces together
to make a whole (a process referred to as iterating), will be much less familiar.
8 After they have had adequate time to work, reconvene the class and ask
volunteers to share their solutions and strategies with the class.
Cameron We thought, OK, if she split the licorice into 3 parts and the
red paper shows how much she got, the whole piece must have been 3
times as long. So then we measured the red strip. It was 4 inches long
and 1 inch wide. Then we just made a strip that was 1 inch wide and
12 inches long because 3 × 4 is 12.
Kyra We did kind of the same thing, but we didn’t use a ruler. We just
traced around the red strip 3 times on white paper, kind of like this,
and cut out the new strip.
Erica We did something a little different. We were thinking about

thirds, but we kind of forgot about licorice and how it’s long and
skinny. What we did was trace around the red strip 3 times, but we
went up and down instead of sideways, so we got a rectangle instead.
Darnell We thought it was a pretty cool idea until we remembered
that licorice is long and skinny, not shaped like a rectangle.
9 Have each pair keep the red strip and the new white strip they’ve just cre-
ated available for reference as you move into the next activity—making and
adding some new pieces to the fraction kits from the previous session.
• Take a minute to have students tidy up their work areas.
• Then ask them to get out the fraction kits they made the other day, take out the white
strip (the whole), and put their envelopes away for now.
• Give each student a set of 3 new construction paper strips, one each in the following
colors: pink, blue, and yellow.
10 Explain that the white strip from the first fraction kit still represents one
whole. Then ask students to fold their pink strip in thirds, making sure the
3 pink pieces are as close to the same length as possible. Have them label
each piece with the fraction 1/3.
Some students may notice that the length of the white strip they created earlier in the session
matches the length of the wider white strip from their fraction kit, and use the red piece
(Kara’s third of the licorice) as a guide for marking, folding, and cutting the pink strip into
thirds. Others might use their rulers, reasoning that 4˝ is one-third of 12˝.
1 1 1
3 3 3
11 Now ask students to fold the blue strip in thirds and then in half. Before
they unfold the strip, ask pairs to make conjectures about the number of
segments they will see and the value of each relative to the white strip.
Then ask them to unfold the strip, check their predictions, cut it along the fold lines, and
label each part.
1 1 1 1 1 1
6 6 6 6 6 6
12 Finally, ask the students to describe and then try any methods they can
devise to fold the yellow strip into twelfths.
Let them experiment for a few minutes. Some students may reason that they will be able to
make twelfths by folding the strip into thirds, then in half, and then in half again. Others may
use their rulers, reasoning that if the length of the whole is 12 inches, each twelfth must be 1".
Still others may work entirely by trial and error and will need an extra yellow strip or two.
13 When they are finished, have them cut and label their twelfths, and store
all the pieces they just created in their fraction kits.
At this point, you may want to collect students’ fraction kits, or have them store their kits
in a safe place where they’ll be able to retrieve them for use later in the year. The kits will
come back into play in Unit 5, when students will use them to learn more about adding
fractions and multiplying fractions by whole numbers.
14 Close the lesson by asking students where they would put 1/3 and 2/3 on the
Classroom Number Line.
• Have students turn and talk about the question with a partner.
• Then invite two students to place the cards for 1/3 and 2/3 on the number line and justify
their placement.
Allow the students to space the cards that were placed the previous day a little farther apart
to accommodate the new cards if necessary.
Kiara We thought the 1/3 should go in between 0 and 1/2 because it is

less than 1/2.
1 1 2 3
0 3 2 3 4 1
• Work with the class to resolve conflicting ideas if necessary.
Juan But, shouldn’t it go closer to the 1/2 than the 0? I think 1/4 would
go right in the middle of 0 and 1/2, and then 1/3 could go a little past 1/4.
Teacher Can you explain why you think that?
Juan We just made 1/4 fractions yesterday and I see that 1/3 is a little
bigger than 1/4. Is it OK if I move the card a little?
Kiara Yes.
1 1 2 3
0 3 2 3 4 1
Home Connection
15 Introduce and assign the Fraction & Division Story Problems Home
• Pose single-step story problems involving division with remainders (supports 4.OA)
• Solve multi-step story problems involving only whole numbers, using subtraction and
division (4.OA.3)
• Explain why one fraction must be greater than, less than, or the same as another frac-
tion (4.NF.2)
Daily Practice
The optional Fractions & Division Tables Student Book page provides additional opportu-
• Compare two fractions with different numerators and different denominators; use the
symbols >, =, and < to record the comparisons (4.NF.2)
Unit 3 Module 1
Unit 3
Module 1
Session 5 Session 5
Summary
Having just folded and cut paper strips to create thirds, sixths, and twelfths, students now
explore these and other fractions in a very different context—eggs in a carton.
Skills & Concepts

Materials
Problems & Investigations Egg Carton Fractions those terms for which Word
TM T9 • Word Resource Cards for • six 10-inch lengths of yarn Resource Cards are available.
Egg Carton Diagram (see Preparation) denominator, fraction, and or heavy cotton string per denominator*
TM T10 numerator student
equal parts
Twelve-Egg Carton Fractions • colored tiles, 12 per student • piece of copy paper to mask
portions of the teacher equivalent fractions*
SB 89*
Dividing an Egg Carton master fraction*
SB 90 numerator*
Egg Carton Recording Paper sixths
SB 91 thirds
Comparing Fractions (optional, for
challenge suggestion) twelfths
whole
Daily Practice
SB 92
Modeling Egg Carton Fractions

Preparation
• After running a class set of the Egg Carton Diagram Teacher Master for use this session and
next, consider laminating these sheets so you can use them again in future years.
• Display the Word Resource Cards for numerator, denominator, and fraction where everyone
can see them.
8 5 8 5
20 3 20 3
numerator 3 denominator 3
1 1
2 4 2 4
fraction
3
1 1
4 2
0 1 2 3 4 5 6 7 8
4 4 4 4 4 4 4 4
Word Resource Cards Grades 3–5 | WRC35 © The Math Learning Center
The Egg Carton Model

Problems & Investigations While most models for
fractions portray them
Egg Carton Fractions as either parts of a whole
or parts of a set, the egg
1 Introduce today’s session by letting students know that they’re going to carton can be used to
investigate thirds, sixths, and twelfths, as well as other fractions, using a model fractions in both
model some of them might remember from third grade—eggs in a carton. ways. When placed in
a 12-egg carton, 8 tiles
2 Give each student a copy of the Egg Carton Diagram Teacher Master and represent 8 out of a set of
six 10-inch lengths of yarn or heavy cotton string. Explain that you’ll give 12 eggs or 8/12.
them colored tiles to use as eggs a little later in the session.
3 Ask students to use one of their lengths of string or yarn to divide the egg
carton on their sheet into 2 equal parts.
• Have them share and compare their work with the people sitting nearest them. Did However, if pieces of yarn
everyone divide the carton the same way? or string are used to divide
the carton, those 8 tiles
• What fraction name would they give to each part of the carton? Why?
show 2/3, 4/6, or 8/12 of the
• How many eggs would fit into each of the 2 equal parts? carton, depending on
the number of parts into
4 Display the top row on your copy of the Dividing an Egg Carton Student which the carton has been
Book page, keeping the rest of the sheet covered for now. Invite two stu- divided, as shown here.
dents who divided the carton differently from one another to share their
thinking with the class by marking the two cartons at the top of the sheet.
Then work with input from the students to record the fractional name of each part and the
number of eggs that will fit into that part.
8 eggs fill 2/3 of the carton
NAME | DATE
Dividing an Egg Carton

Use yarn or string to divide your carton into 2 equal parts. Name of Each Number of
Part Eggs
1 6 eggs
2 8 eggs fill 4/6 of the carton
Part Eggs
5 Reveal the second row on the sheet, which asks students to divide their egg
cartons into 3 equal parts, and repeat steps 3 and 4.
8 eggs fill 8/12 of the carton
6 Now have students
Use yarn orfind
string tothe Dividing
divide your anparts.
carton into 4 equal Egg Carton page in their Student
Name of Each Number of
Books, transfer the information collected so far onto their own sheet, and
Part Eggs
then complete the sheet, working on their own or with a partner.

• Let them know that if they have found ways other than those shared by their class-
mates to divideUsethe egg
yarn or carton
string into
to divide your 2 into
carton or 63equal
equalparts. parts, theyNumber
Name of Each canof show those instead.
Part Eggs
Also, if they can’t find more than one way to divide the carton into a particular
number of equal parts, that’s OK. They can add ideas to their sheets when the class
reconvenes in a few minutes.
• Circulate withUse
your
yarn orcopy
string toof theyoursheet
divide as 12students
carton into equal parts. are working,
Name of
Part
Each Number ofand look for volunteers
Eggs
to mark it to show how they have divided the carton into 4, 6, and 12 equal parts.
7 When most of the students have finished, display your copy of the sheet
again, and work with their input to fill in the rest of the fractional part
names and numbers of eggs that will fit into those parts.
NAME | DATE

Part Eggs
1 6 eggs
2
Part Eggs
1 4 eggs
3
Part Eggs
1 3 eggs
4
Part Eggs
1 2 eggs
6
Part Eggs
1 1 egg
12
8 Ask students to share observations about the information on the sheet, first Math Practices
in pairs and then as a whole group. in Action 4.MP.7
Here are some prompts and questions you can use to spark students’ thinking: In modeling the different
• Can you find any patterns in the pictures or numbers? fractions on the egg
cartons, and when
• What happens as the egg carton is divided into more and more parts? (The parts get
making observations
smaller; fewer and fewer eggs fit into each part.) about the collection of
• How many eggs does it take to fill a whole carton? (12) fractions, students look
• How many eggs does it take to fill half a carton? (6) What part of 12 is 6? (Half) How for and make use of
structures in the carton
do you know? (Because 6 and 6 is 12; because 2 times 6 is 12; because if you divide 12
model. This deepens their
by 2, you get 6.)
understanding of, and
• How many eggs does it take to fill one-third of a carton? (4) What part of 12 is 4? (One- flexibility in representing,
third) How do you know? (Because 3 × 4 is 12; because if you divide 12 by 3, you get 4.) fractions.
• What part of a carton does 1 egg fill? (One-twelfth)
• How many thirds (fourths, sixths, twelfths) are there in one whole egg carton? (3
thirds, 4 fourths, 6 sixths, 12 twelfths)
9 Now give each student 12 colored tile “eggs,” and let them know that they’re
going to use these, along with their egg cartons and lengths of string or
yarn to model some fractions.
1
10 Write “ 2 ” on the whiteboard and ask students to use the materials at hand
to show one-half.
11 Next, display the Twelve-Egg Carton Fractions Teacher Master and ask
a few students to sketch their representation at the display, label it with a
fraction, and explain how the model shows one-half.
Twelve-Egg Carton Fractions
1 1
2 2
1
2
Note If any students alternate top and bottom placement as shown in the sketch on the bottom
left above, acknowledge the idea and then solicit agreement from the class to place the eggs in
such a way that they’re grouped, each egg touching at least one other egg, with no empty spaces
in between. This will help students recognize the fraction more quickly and give them a clearer
sense of how the fraction relates to the whole. The two diagrams shown in the top row above are
examples of this, but there are others as well, including the two shown below.
12 Now write 2⁄3 and ask students to show this fraction using their carton
diagrams, tiles, and yarn or string.

Encourage neighbors or table groups to come up with more than one way to model 2/3.
13 Next, draw students’ attention to the Word Resource Cards for fraction,
numerator, and denominator and use them as needed in discussing the
following questions with the class:
• What is the whole in this egg carton model?
• How does the yarn (or string) relate to the name of the fraction?
• How do the tiles relate to the name of the fraction?
• Where are the numerator and denominator represented in this model?
Students The denominator—that’s how many parts there are. We

used the yarn to divide the carton into three parts.
The parts had to be the same size.
The numerator is how many parts have tiles in them, so 2 is the
numerator in 2/3.
14 Ask students to turn to the Egg Carton Recording Paper Student Book page
in their books while you write the following fractions on the board.
3 2 1 5 4 7 3 ?
4 6 4 6 12 12 6 ?
15 Give students any time still remaining in the session to model each frac-
tion with their materials and then draw a labeled sketch of each one on the
recording paper.
• Remind them to label each sketch with the fraction name and to make sure to include
the partitions they created with their yarn.
• The final fraction has a question mark for both the numerator and denominator to
invite students to create their own fractions with the egg carton model.
• If you are running short of time, reassure students that they don’t have to model and
record all the fractions you’ve listed. You might also give students additional time to
complete their work during a designated seatwork period the following day.
While students are working, encourage them to share observations about the fractions with
their neighbors. Observations about equivalent fractions are likely to arise, as is the inverse
relationship between the size of the denominator and the size of the fractional parts (a larger
denominator indicates more and smaller parts).
SUPPORT Display your completed copy of the Dividing an Egg Carton Student Book page
for students’ reference as they model and record the fractions.

CHALLENGE If some of the students are able to model and record the fractions you’ve listed
with ease, they might benefit from working alone or in pairs on the Comparing Fractions
Student Book Challenge Page. If there is no time for them to do this during the session,
you might consider assigning this challenge page in place of the Daily Practice sheet for
these particular students.
Daily Practice
The optional Modeling Egg Carton Fractions Student Book page provides additional
• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
(4.NF.1)
• Explain why one fraction must be greater than or less than another fraction (4.NF.2)
Unit 3 Module 1
Unit 3
Module 1
Session 6 Session 6
Name That Fraction
Summary
After using the egg carton model to show that two fractions are equivalent, students find
some of the many other equivalent fractions that can be modeled with the egg carton materi-
als. At the end of the session, the teacher introduces and assigns the Thinking About Fractions
Home Connection.
Skills & Concepts

• Use a visual model to generate and recognize equivalent fractions (4.NF.1)
Materials
Problems & Investigations Egg Carton Fractions those terms for which Word
TM T9 • Word Resource Cards for denom- • six 10-inch lengths of yarn or Resource Cards are available.
Egg Carton Diagram inator, equivalent fractions, and heavy cotton string per student
denominator*
SB 93–94* numerator • student math journals
• colored tiles, 12 per student equal parts
SB 95 equivalent fractions*
Eggsploration Challenge fraction*
(optional, for challenge numerator*
suggestion)
sixths
Home Connection thirds
HC 53–54 twelfths
Thinking About Fractions whole
Daily Practice
SB 96
More Egg Carton Fractions

Preparation
Add the Word Resource Card for equivalent fractions to the three you placed on display last session.
equivalent
fractions 2
6
and 13 1 2 3
2 and 4 and 6

Name That Fraction
1 Open today’s session by drawing students’ attention to the Word Resource
Card you’ve posted for equivalent fractions.
• Give them a few moments to examine the card quietly, and then have them share, first
in pairs and then as a whole group, anything they know about this term.
• Here are a few questions you might use to spark students’ thinking:
»» What does it mean when someone says that two fractions are equivalent?
»» Can you name two fractions that are equivalent? How do you know they’re equivalent?
»» Would you rather have one-half of a candy bar or two-fourths of the same candy
bar? Why?
2 Let students know that they’re going to investigate equivalent fractions

today using the egg carton model.
• Give each student a copy of the Egg Carton Diagram Teacher Master, six 10-inch
lengths of yarn or heavy cotton string, and 12 colored tiles.
• Have them get out their math journals, find the next available page, and label it with
the date, and write “Equivalent Fractions” at the top.
3 Write the equation 4/6 = 2/3 on the board. Ask students to show thumbs up if
they believe the equation is true, thumbs down if they believe it is false, and
thumbs sideways if they’re not sure.
4 Then challenge student pairs to use their materials to find out whether or
not these two fractions actually represent the same amount.
Once students feel they have reached a conclusion, have them record it in their journal,
using labeled sketches, numbers, and words to explain their reasoning.
Nov. 12 Equivalent Fractions

True or False? 4
= 2
6 3
We say it’s true, and here’s why.
4 2
6
= 3
4
6
of an egg carton is 8 eggs.
2
3
of the same size carton is also 8 eggs.
So 46 = 23 because they both have 8 eggs.
5 Next, challenge students to find another fraction on a 12-egg carton that

has 8 eggs and add observations about that fraction to the journal page on
which they’ve been working.
8 is another name for 8 eggs.

12
8 = 4 = 2
12 6 3
6 When students have had adequate time to work on these problems, recon-
vene the class to discuss their findings.
• Invite several pairs of students to share their conclusions and explain their reasoning.
• Draw the students’ attention back to the Word Resource Card for equivalent fractions.
Read and discuss the definition on the back of the card with the class.
• Have students add the term, along with a definition that makes sense to them and 2 or
3 examples, to the handbook at the back of their journal.
7 Display a copy of the first Equivalent Fractions Student Book page, and ask
students to find the page in their books.
• Read the instructions at the top of the page with the class, and look over the example
with the students.
• As you look at the example, confirm with the class that 2/6 and 1/3 are equivalent
fractions. Then ask several volunteers to explain how and why these two fractions are
equivalent to one another.
• When students understand that they’re to write 2, 3, or even 4 equivalent fractions for
each set of egg carton pictures, ask them to complete both pages with a partner, but to
fill out their own sheets.
• Encourage them to use their egg carton diagrams, tiles, and yarn: hands-on explora-
tion with the model will maximize the value of this activity. Also encourage them to
share and compare their work with other pairs nearby as they’re working.
CHALLENGE Encourage students who finish the assignment quickly and easily to do
the challenge problem on the second page. You can also ask them to work on the
Eggsplorations Challenge Sheet in their Student Books, or assign it as homework in addi-
tion to, or in place of, the regular assignment.
Note Keep the Egg Carton Diagram copies (optionally laminated) and lengths of string
or yarn for use in future sessions.
Home Connection
8 Introduce and assign the Thinking About Fractions Problems Home
(4.NF.1)
• Explain why one fraction must be greater than, less than, or the same as another frac-
tion (4.NF.2)
Daily Practice
The optional More Egg Carton Fractions Student Book page provides additional opportu-
(4.NF.1)
• Convert a fraction to a mixed number and a mixed number to a fraction (supports 4.NF)
Teacher Masters
NAME | DATE

1 Write three equivalent fractions to represent the shaded part.
a _____, _____, _____
b _____, _____, _____
c _____, _____, _____
2 Willie wrote this equation on his paper:

5
6 =
1
6 +
1
6 +
1
6 +
1
6
1
+ 6.
a Is Willie’s equation true? _______
b 5
Write three more equations for 6 that are all true and all different. Use only
fractions with a denominator of 6 in your equations.
5
6 = ______________________________________________________
5
6 = ______________________________________________________
5
6 = ______________________________________________________
NAME | DATE
3 Lori made 2 pies that were exactly the same size. She cut the first pie into 8 equal
4
pieces. She cut the second pie into 12 equal pieces. She gave 8 of the first pie to the
6
kids next door, and 12 of the second pie to her cousins. Lori’s little brother, Sam,
said it wasn’t fair because the cousins got more pie than the kids next door. Lori
said they got exactly the same amount of pie.
a Who is right—Sam or Lori? ____________
b Why? Use labeled sketches to explain your answer. (You can also use numbers
or words if you like.)
4 Erica’s family ate half of a large pizza. Martins’ family ate half of a medium pizza.
Erica’s little sister, Beth, says both families ate the same amount of pizza because a
half is the same as a half.
a Do you agree with Beth? __________
b Use numbers, labeled sketches, or words to explain your answer.
NAME | DATE
5 40
Sara says that 100 of the grid below is shaded in. DJ says that 10 of the grid below is
4
shaded in.
a Who is correct? _______________________________
b Why? Explain your answer.
6 Mark each equation true (T) or false (F)
a 2
4
8
< 12 _____ b 3
10
30
= 100 _____
c 5
6 <
2
4 _____ d 70
100
7
> 10 _____
7 Fill in the blank with the correct symbol, <, >, =.
a 0.10 _____ 0.25 b 0.49 _____ 0.51
c 0.90 _____ 0.09 d 0.80 _____ 0.8
8 Write each fraction as a decimal number.
a 34
100 = ________
b 2
10 = ________
c 8
10 = ________
d 73
100 = ________
NAME | DATE
9 Ebony has
2
3
7
of a yard of red ribbon and 12 of a yard of purple ribbon.
a Which piece of ribbon is longer, the red or the purple? ________________
b How do you know? Use numbers, labeled sketches, or words to prove that you
are correct.
10 Add or subtract.
a 2
10
34
+ 100 = _____
b 5 3
2 12 + 7 12 = _____
c 5
8 –
2
8 = _____
d 5 3
5 10 – 2 10 = _____
11 4
Kendra ran 10 of a mile yesterday. Her friend, Elisa, ran 100 of a mile.
47
a Who ran farther — Kendra or Elisa? _________________________
b Explain your answer. How do you know?
c How much of a mile did the two girls run in all? Show your work.
NAME | DATE
12 Miguel and his dad want to make 10 hamburgers for the family’s dinner tonight.
1
Miguel’s mom says it takes 4 pound of ground beef for each hamburger.
a How many pounds of ground beef will they need to buy? Show your work.
b Miguel’s dad decided to buy 4 pounds of ground beef and put the extra in the
freezer. How many pounds will he have left over after he and Miguel make
dinner for the family tonight? Show your work.
13 It takes 7 36 feet of butcher paper to cover the bulletin board in Mr. Fulton’s
2
classroom. Mr. Fulton already has a piece of butcher paper that is 3 6 feet long. He
3
went and got another piece that was 4 6 feet long.
a How many feet of butcher paper does Mr. Fulton have in all? Show your work.
b Will this be enough to cover the bulletin board? Explain your thinking.
Unit 3 Module 1 Session 2 half-class set
NAME | DATE
Clock Faces
NAME | DATE

Unit 3 Module 1

Skill Notes
Do you understand equivalent fractions?

Can you come up with fractions that are 1a, 1b, 1c, 3a, 3b,
equivalent to one another, and explain how 5a, 5b, 10a, 11b
and why?
Can you write equations to show that a
fraction is the sum of other fractions with 2

the same denominator?
Do you understand how half of one whole
could be larger or smaller than half of a 4
different whole?
Can you compare fractions that have
T7
different numerators and different 6a–d, 9a, 9b,
denominators, and explain why one must 11a, 11b
7a–d
hundredths place?

8a–d

10b, 10c, 10d
Can you solve story problems in which you
11c, 12a, 12b,
have to add and subtract fractions and
13a, 13b

The Licorice Problem

Kara got a long, skinny piece of red licorice in her lunch today. She cut it into equal
pieces to share with her 2 friends. They ate theirs right away, but she saved hers for later.
1
The strip of red paper you have represents Kara’s piece, 3 of the licorice. Use it, along
with any other tools you need, to cut a strip of white paper the same size as the original
piece of licorice.
Unit 3 Module 1 Sessions 5 & 6 class set, plus 1 copy for display
| DATE
Egg Carton Diagram

NAME
Twelve-Egg Carton Fractions
Student Book
NAME | DATE
Skills Practice
a ____ ml = 6 liters b 10 liters = ____ ml c 26 liters = ____ ml
2 Fill in the blanks on the ratio table.

Number of Soccer Teams Number of Players on the Field
1 11
5
88
15
220
3 Which of the following lists contains only prime numbers?

NN 13, 18, 21 NN 15, 19, 27 NN 11, 17, 31 NN 7, 23, 39
4 Multiply.
45 89 33 21 62
× × × 16 × × 10 × 100 × 30
450 8,900 1,600 330 210
5 There are 48 kids and 6 adults in the After-School Club, and they’re all going to the
zoo this afternoon. Each van holds 7 people. How many vans will the After-School
Club need for this trip?
• Use numbers, labeled sketches, or words to solve this problem.
The After-School Club will need _____ vans to take all 54 people to the zoo.
NAME | DATE
Fair Shares page 1 of 2

Work with a partner to solve at least two of the three problems on this page and the
next. Use numbers, words, and labeled sketches to show all of your thinking. If you
solve all three and have extra time, start the challenge problem on the next page.
1 Sally and her friends Vanessa, Ellie, and Helen have 3 strips of dried fruit to share.
Each strip is 1˝ wide and 12˝ long. If the 4 girls share the strips fairly, how much
will they each get?
2 One Saturday morning, Eduardo and his sister invited their two friends over to
play. Before long, things were getting pretty noisy around the house, and Mrs.
Ortega said, “If the four of you will pick up all the toys downstairs, I’ll give you
$3.00 to spend at the corner store.” If the 4 kids share the $3.00 fairly, how much
money will they each get?
NAME | DATE
Fair Shares page 2 of 2
3 The gym at our school is open every evening from 5:00 to 8:00. If 4 different
basketball teams want to use the gym on Thursday evening and they agree to split
the time equally, how much practice time will each team get?
4 CHALLENGE The coach took us out for pizza after our last game. There were 14 of us,
so we had to split up and sit at different tables. Six of us sat at one table and got 4
medium pizzas to share equally. The other 8 of us sat at a different table and got 6
medium pizzas to share equally. Afterwards, Keira said it wasn’t fair because some
kids got more pizza than others. Do you agree with her? Use numbers, words, or
labeled sketches to explain your answer.
NAME | DATE
Share & Share Alike

1 Solve each problem below. Show your work using numbers, labeled sketches, or words.
a Carmen has four cookies. Her friend Elisa joins her. Carmen shares her cookies
evenly with her friend. How many cookies does each girl each get?
b Carmen and Elisa are about to eat the cookies when Sam and Michael join
them. Carmen and Elisa share the cookies evenly with Sam and Michael. How
many cookies does each person get?
c The group is about to eat their cookies when four more friends join them.
Carmen collects the cookies and divides them evenly between all eight people.
How many cookies does each person get?
d The cookies are eaten by the eight people. Imagine, though, that eight more
people joined the group before they ate the cookies, and they all shared the
cookies evenly. How much would each person have been given?
2 Fill in the blank for each equation below.
a 20 × 35 = 2 × _____
b 10 × _____ = 10 × 5 × 3
c _____ × 30 = 9 × 100
NAME | DATE
Fractions & Mixed Numbers page 1 of 2

1 Change each of the fractions below into a mixed number. Use a labeled sketch and
words to explain your answers. Use your fraction pieces to help if you want.
1 1 1 1 1 1 1
ex 7 134 4 4 4 4 4 4 4
=
4 1 1
4
1
4
1
4
a 9
=
8
b 19
16 =
c 10
4 =
NAME | DATE
Fractions & Mixed Numbers page 2 of 2
2 For each of the problems on this page:

• Solve the problem and show your thinking with numbers, words, or labeled
sketches. Use your fraction pieces to help if you want.
3 7
• If the answer turns out to be an improper fraction (like 2 or 4 ) rename it as a
1 3
mixed number (like 1 2 or 1 4 ).
a 5
Carlos and his mom went out on a bike ride. They rode 8 of a mile to the park,
5
and then 8 of a mile back home. How far did they ride in all?
b 3
It takes 4 of a cup of orange juice to make 1 smoothie. Erin wants to make 2
smoothies. How much orange juice will she need?
3 Change each of the mixed numbers below into a fraction. Use your fraction pieces to help.
ex 3
14 = 7
4
a 3
18 = b 5
1 16 =
c 1
22 = d 2
24 = e 18 =
7
NAME | DATE
Fractions & Mixed Numbers on a Number Line

1 Use the number line to answer the questions below.
1 1 3 1 1 3 1 1 3 1
0 4 2 4 1 14 12 14 2 24 22 24 3 34
1
What improper fraction is equal to 2 4 ? In other words, 9
ex how many fourths are in two and one-fourth? 4
ex What number is halfway between 2 and 3? 2 12

1
What improper fraction is equal to 1 2 ? In other words,
a how many halves are in one and one-half?
6
b What mixed number is equal to 4 ?
5 1
c Which is greater, 4 or 1 2 ?
13
d What mixed number is equal to 4 ?
1
What improper fraction is equal to 2 2 ? In other words,
e how many halves are in two and one-half?
3 8
f Which is greater, 1 4 or 4 ?
Challenge
2 What number is halfway between 0 and 1?
NAME | DATE
Fractions & Division Tables

2 4 8 10
6 6 6 6
1 1 3 2 5 7 4 9 5 11
6 3 6 3 6 6 3 6 3 6
0 1 1 3 1 5 3 7 2
4 2 4 4 2 4
2 6
4 4
1 Write a greater than (>), less than (<), or equal sign in the circle to complete each
equation below. Use the number line to help figure out which fraction is greater.
ex 1 1 a 3 5 b 2 4
4 < 2 4 6 3 6
c 5 5 d 2 3 e 1 3
3 4 3 2 3 6
2 Complete the division tables below.

ex ÷ 10 4 18 6 16 12 14 8
2 5 2 9 3 8 6 7 4
a ÷ 70 90 20 80 30 50 60 40
10
b ÷ 15 30 35 25 10 45 20 40
c ÷ 8 20 16 36 24 28 12 32
NAME | DATE

Part Eggs
Part Eggs
Part Eggs
Part Eggs
Part Eggs
NAME | DATE
Egg Carton Recording Paper
NAME | DATE
Comparing Fractions
Challenge
1 In the boxes below, list the fractions you just modeled in order from least to greatest.
2 Find a partner to work with. For each pair of fractions below, talk about which is larger
and why. You can use the egg cartons to model and compare the fractions, but try to see
if you can picture them in your head and reason about which must be larger.
a 1 3
3 12
b 7 2
12 3
c 3 2
4 3
d 1 5
2 12
e 5 1
12 3
NAME | DATE
Modeling Egg Carton Fractions

1 Use your egg carton diagram, string, and tiles to build a model of each fraction.
Then draw a sketch of each fraction in the tables.
Build this Build this
Sketch your model here. Sketch your model here.
fraction. fraction.
ex 1 a 1
3 4
b 2 c 3
3 12
d 2 e 5
4 6
f 2 g 10
6 12
h 5 i 3
12 6
2 What observations can you make about

3
6
2
and 4 ?
3 Which is more,
1
4 of a dozen or
1
3 of a dozen? _______________
a How do you know?
NAME | DATE
Equivalent Fractions page 1 of 2

In each problem below, there are 2, 3, or even 4 identical pictures. Label each with a
different fraction name, and draw in yarn lines to show your thinking. In all problems,
one egg carton is always worth 1.
ex 2 1
6 3
1
NAME | DATE
Equivalent Fractions page 2 of 2
9 CHALLENGE Can you come up with 4 different ways to name a carton and a half of
eggs? (Hint: Use mixed numbers or improper fractions.)
NAME | DATE
Eggsploration Challenge
1 Jon’s dad brought home eggs in an 18-egg carton instead of a 12-egg carton. When
Jon opened the carton three days later, there were only 12 eggs left in the carton.
What fraction of the carton was still filled? Be sure to draw in the lines for string or
yarn to show the number of equal parts into which you’re dividing the carton.
2 Figure out two other names for the fraction of the carton filled by 12 eggs. Be sure
to draw in the lines for string or yarn to show the number of equal parts into which
you’re dividing the carton.
3 1
On a 12-egg carton, 6 is 2 eggs. On the grid below, sketch 4 different cartons, in which:
a 1
6 is 2 eggs b 1
6 is 4 eggs c 1
6 is 6 eggs d 5
6 is 5 eggs
On each carton you sketch, be sure to show the eggs and the yarn lines. Also, label each
sketch with its letter.
NAME | DATE
More Egg Carton Fractions

1 Write at least two fractions to show the part of each egg carton that is filled. Draw
lines on the egg cartons to divide them into equal parts.
ex a
2 4
3 6
b c
d e
2 Fractions can be greater than 1. If a fraction greater than 1 is writtten as a whole

number with a fraction, it is called a mixed number. If it is written as a fraction, it
is called an improper fraction. Draw on the egg cartons to divide them into equal
parts. Then write a mixed number and an improper fraction to show how many full
egg cartons are shown.
Mixed Improper
Egg Carton
Fraction Fraction
ex
1 14 5
4
Home Connections
NAME | DATE
Skills Review 2 page 1 of 2

1 Did you know that there are 14 Life Saver candies in a roll of Life Savers? Fill in
the blanks on the ratio table to show how many Life Savers there are in different
numbers of rolls.
Number of Rolls Number of Lifesavers
1 roll 14 Life Savers
3 rolls LIF
ES
56 Life Savers AV
8 rolls
E RS
140 Life Savers
2 When people play a game of pool, they often use 15 numbered balls and 1 cue ball
for a total of 16 balls. Fill in the blanks on the ratio table to show how many balls
there are in different numbers of sets.
Number of Sets Number of Balls
1 set 16 balls
2 sets
64 balls
5 sets
160 balls
3 List all the factor pairs for the number 36.
NAME | DATE
Skills Review 2 page 2 of 2
5 Bryce has a rug that is 14 decimeters by 16 decimeters. Draw a sketch of Bryce’s

rug. Then find the area of his rug. Show your work and label the answer with the
correct units.
6 Kim’s bedroom is 13 feet long and 11 feet wide. Draw a sketch of Kim’s bedroom
floor. Then find the area of Kim’s bedroom. Show your work and label the answer
with the correct units.
7 CHALLENGE Ella and Jade both ran a marathon. Ella finished in 4 hours, 6 minutes,
and 13 seconds. Jade finished in 4 hours, 3 minutes, and 18 seconds. Who was faster?
By how many seconds? Show your work and label the answer with the correct units.
NAME | DATE
Fraction & Division Story Problems page 1 of 2

On Tuesday, David and three friends shared a large pizza for an after-school treat. Each
of the four boys ate the same amount of pizza. On Thursday, David shared 2 large pizzas
with 7 friends from his soccer team. Each of the 8 team members got equal amounts.
1 Use the circles below to draw labeled models showing how much pizza David got to
eat on both days.
a Tuesday’s Pizza Shares b Thursday’s Pizza Shares
2 What fraction of a large pizza did David eat on Tuesday? ______
3 What fraction of a large pizza did David eat on Thursday? ______
4 Did David eat more pizza on Tuesday or on Thursday? ______________________
5 Write at least three mathematical observations that you can make from your
sketches for this situation.
NAME | DATE
Fraction & Division Story Problems page 2 of 2
6 Write a story problem to match each of the equations below:
ex 13 ÷ 4 = 3 R1
The gym teacher has 13 playground balls for the 4 fourth grade
classrooms to share. How many balls will each classroom get?
a 13 ÷ 4 = 3
1
4
b 13 ÷ 4 = $3.25
c 16 ÷ 4 = 4
7 CHALLENGE LaToya had a large collection of basketball cards. She decided to give
half of them to her friend, Erin, and a fourth of them to her brother. She still has 75
cards left. How many cards did she start with?
NAME | DATE
Thinking About Fractions page 1 of 2

1 Rico’s dad brought home two pizzas that were exactly the same size. The pepperoni
pizza was cut into 6 equal pieces. The cheese pizza was cut into 12 equal pieces.
Rico’s little brother, Luis, ate 2 pieces of pepperoni pizza. His big sister, Carlota,
ate 4 pieces of the cheese pizza. Luis started crying because he thought Carlota got
more pizza than he did. Carlota said they got exactly the same amount.
a Who was right, Luis or Carlota? _________________
b Use labeled sketches, numbers, and words to explain your answer.
2 Vincent says that

1
4 is bigger than
1
3 because 4 is more than 3.
a Do you agree with Vincent? _____
b Use labeled sketches, numbers, and words to explain your answer.
NAME | DATE
Thinking About Fractions page 2 of 2
3 Talia says that

1
3 and
2
6 are equivalent fractions.
a Do you agree with Talia? _____
b Use labeled sketches, numbers, and words to explain your answer. (You can use
the egg carton diagrams to help if you like.)
c Name another fraction that is equivalent to 3 . _____

1
4 CHALLENGE
1
In a 12-egg carton, 6 equals 2 eggs. Use the grids below to help you
imagine and draw cartons where:
a 1
6 is 3 eggs. b 5
6 is 25 eggs.
c How did you decide on the sizes of the cartons for a and b?
Teachers Guide
Module 2
Comparing, Composing & Decomposing
Session 1 Exploring Fractions on the Geoboard�� 3
Session 2 Last Equation Wins�� 9
Session 3 Comparing, Adding & Subtracting Fractions�� 17
Session 4 Dozens of Eggs��21
Session 5 How Many Candy Bars?��27
Session 6 Racing Fractions��33

Equivalent Fractions Checkpoint�� T1 Pizza Party Planning��97
Geoboard Area of One��T2 Last Equation Wins��98
Geoboards��T3 What’s the Share?��100
Egg Carton Diagram�� T4 Comparing, Adding & Subtracting Fractions��101
Unit 3 Work Place Log�� T5 Adding & Subtracting Fractions��103
Work Place Guide 3A Dozens of Eggs�� T6 Introducing Dozens of Eggs��104
3A Dozens of Eggs Record Sheet��T7 Work Place Instructions 3A Dozens of Eggs��105
How Many Candy Bars Forum Planner��T8 Egg Carton Fractions��107
Work Place Guide 3B Racing Fractions��T9 How Many Candy Bars?��108
3B Racing Fractions Record Sheet��T10 Fractions & Mixed Numbers��109
3B Racing Fractions Game Board�� T11 Work Place Instructions 3B Racing Fractions�� 110
Understanding Fractions & Mixed Numbers�� 111

Brownie Dessert�� 55
Planning a Garden��57
Fractions & More Fractions�� 59
Unit 3
Unit 3
Module 2
Module 2
Comparing, Composing & Decomposing
Overview
In this module, the geoboard is assigned a value of 1. Students name fractional parts of the geoboard and describe the parts’
relationships to one another. Their observations are then extended into comparing fractions with unlike numerators and
denominators, and adding fractions with like denominators. The last three sessions in the module feature an extended prob-
lem-solving opportunity followed by a math forum, as well as two new Work Places that provide practice with composing and
decomposing fractions.
Planner
Session & Work Places Introduced PI PS MF WP A HC DP
Session 1 Exploring Fractions on the Geoboard
This session begins with a quick checkpoint on equivalent fractions. Then students learn how
to represent fractions on the geoboard. Students name fractional parts of the geoboard and
describe the parts’ relationships to one another.
Session 2 Last Equation Wins
Students play, first as a class and then in pairs, a game that provides practice with decomposing
fractions represented on a geoboard and recording those decompositions with equations. Toward
the end of the session, students solve addition problems involving fractions with like denominators.
Session 3 Comparing, Adding & Subtracting Fractions
Students work together as a class to create a chart of equivalent fractions for 1/4, 1/2, and 3/4. Students
make observations about the chart and the equivalent fractions, and then they use those fractions
as benchmarks with which to make comparisons among fractions with like and unlike denomina-
tors. Finally, they practice adding and subtracting fractions with like denominators.
Session 4 Dozens of Eggs
Today, students add fractions using the egg carton model. The teacher then introduces a related
Work Place game by playing it with the class. Students spend any time remaining in the session
visiting Work Places, including the new one.
Work Place 3A Dozens of Eggs
Players take turns drawing from a deck of fraction cards, modeling the designated fraction on an
Egg Carton Diagram with colored tiles and string, and recording their results. Players take turns until
one person has filled all four egg cartons on his or her record sheet and written a matching addition
equation that equals 1 whole for each carton. The first player to fill all four egg cartons wins.
Session 5 How Many Candy Bars?
Mrs. Wiggens is bringing the dessert treats for the annual class picnic, and needs help figuring
out how many candy bars she’ll have to buy if she gives each student 3/4 of a bar. The trouble is,
she’s not quite sure how many of her fourth graders will be attending the picnic. Students add
fractions on an open number line and track their results on a ratio table, working together to help
Mrs. Wiggens initially, and then complete the work on their own or in pairs.
Session 6 Racing Fractions
Students discuss solutions and strategies for the candy bar problem from the previous session
in a math forum. During the discussion, the class talks about adding fractions to mixed numbers
and multiplying a fraction by a whole number. Then the teacher introduces the equivalent frac-
tion game, Racing Fractions, which will become a Work Place in later sessions.
Work Place 3B Racing Fractions
Players draw from the Racing Fractions Cards deck and move game markers along the Racing
Fractions Game Board, which shows fraction number lines for halves, thirds, fourths, fifths, sixths,
eighths, and tenths. Each player has a game marker on each line and may move one or more
markers in a single turn to equal the fraction on the card drawn. Players may also move backward
on a turn. The first player to move her markers to 1 on all of the number lines is the winner.

Resources
Copies Run copies of Teacher Masters T1–T11 according to the instructions at the top of you can use with students
each master. to supplement your
Run a single display copy of Student Book pages 98–99, 101–102, 104, and 108. instruction.
pages 97–111.
assignments for this module using pages 55–60.
Work Place Prepare the materials for Work Places 3A & 3B using the lists of materials on the
Before Session 4, prepare student Work Place folders with the Unit 3 Work Place Log.
Charts Before Session 1, on a piece of chart paper titled “Geoboard Regions,” outline five
columns titled Region A, Region B, Region C, Region D, and Region E.
Before Session 3, using a copy of the Geoboards Teacher Master, draw 1/2, 1/4, and
3/4, each on a separate geoboard; then cut them out. Divide a piece of chart paper
into 4 columns and 4 rows and label them as shown below.
Special Items Before Session 4, cut 10” pieces of heavy string or yarn, 6 per student. (You will
also need to cut 6 pieces per student pair for Work Place 3A, introduced in that
session. See the Work Place Guide 3A materials list.)
Halves Fourths Eighths Sixteenths
1
4
1
2
3
4
Unit 3 Module 2
Unit 3
Module 2
Session 1 Session 1
Exploring Fractions
on the Geoboard
Summary
This session begins with a quick checkpoint on equivalent fractions. Then students learn how
to represent fractions on the geoboard. Students name fractional parts of the geoboard and
describe the parts’ relationships to one another.
Skills & Concepts

• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) (4.NF.1)
• Write an equation showing a fraction a�b as the sum of a number of the unit fraction 1�b (4.NF.3)
one way and write equations to show those decompositions (4.NF.3b)
• Add fractions with like denominators (supports 4.NF)
• Write an equation showing that a fraction a�b is the product of a × 1�b (4.NF.4a)
• Multiply a fraction by a whole number (4.NF.4b)
Materials
Assessment Equivalent Fractions those terms for which Word
TM T1 • student-made fraction kits Resource Cards are available.
Equivalent Fractions Checkpoint • egg carton fraction materials area*
Problems & Investigations Exploring Fractions on the Geoboard region
TM T2 • geoboards with geobands (class • student math journals unit*
Geoboard Area of One set, plus 1 for display) • chart paper
Daily Practice
SB 97
Pizza Party Planning

Preparation
On a piece of chart paper titled “Geoboard Regions,” outline five columns titled “Region A,
Region B, Region C, Region D, Region E.” See step 9 in the lesson for an example.
Assessment
Equivalent Fractions Checkpoint
1 Introduce today’s activities.
• Let students know that they will take a quick assessment to show what they’ve learned
about equivalent fractions.
• After that, they will investigate fractions using a new model—the geoboard.
2 Display the Equivalent Fraction Checkpoint and give students a minute to

look it over and ask any questions. Then have them start work.
• Let students know that they can use the egg carton fraction materials and/or the frac-
tion kits they made a few days ago during the assessment, and tell them how to access
these materials.
• Encourage students to read each question carefully and remind them they can ask you
for help reading any of the questions.
• While students work, walk around the room to make observations and answer questions.
• Give students 10–15 minutes to do the checkpoint. As this is not a timed test, if you
have students who do not finish the checkpoint in the time allotted, give them a chance
to finish later on.

• See the Grade 4 Assessment Guide for scoring and intervention suggestions.

Exploring Fractions on the Geoboard
4 Explain that today students will investigate fractions with the geoboard.
5 Display the Geoboard Area of One Teacher Master and invite students to
think quietly about, then share in pairs their observations about the six
regions shown. After pairs have had a minute to discuss, ask volunteers to
share with the class.
Tell students that for today’s session the largest square on the geoboard has an area of 1 unit.
Students The parts are all different sizes.

The parts go from bigger at the top to smaller at the bottom.
You could fit some of the smaller ones into the bigger ones.
A is the biggest and E is the smallest.
Unit 3 Module 2 Sessions 1 , 2 & 4 1 copy for display
Geoboard Area of One
Area = 1 sq. unit
C D E
6 Give each student a geoboard and bag of geobands. Have students use the
geobands to divide their geoboards into the six regions shown on the display.
Students will use the letter names when referring to regions, but they will not write the
names on their geoboards.
7 Ask students to think quietly, then talk in pairs, about the area of region A.
Listen for evidence that students relate the part (the region) to the whole (the large square).
Teacher Let’s take a look at the region labeled with the letter A.
What is the area of region A?
Freddie Region A has an area of 8.
Teacher What makes you say that?
Freddie Because there are 8 little squares inside it, and each square is
worth one … oh, wait … you said the whole thing has an area of 1! Let
me think. That means A is worth 1/2.
Teacher I like the way you corrected your own thinking. What makes
you think it’s now worth 1/2?
Freddie Because two A’s will cover the whole thing. And there are
16 little squares inside of the whole big square and A covers 8, or
half of them.
Teacher What other fraction name is that, besides 1/2?
Monica Oh—8/16. That’s why Freddie said 8 earlier. It’s 8 out of 16
little squares.
Teacher I am going to add what you two said to a chart up here on the
board. I am also going to record how A relates to the whole large square.
8 Record students’ thinking about region A on the chart you prepared earlier.
9 Ask students to consider the area of region B. Give them a few moments to
think privately, and then invite students to share their thoughts while you
record them on the chart.
Dario B is smaller than A. You can fit four of them on the large
square, so that’s 1/4.
Lola I’m not sure how you got that. I’m pretty sure it’s 4 out of 16.
Teacher Can anyone help make things clearer?
Ethan I think they’re both right. It’s 1/4 and 4 out of 16. B is 1/4 of the
big square because you can fit 4 of them inside it. But if you look at
the 16 little squares, 4 of them are inside the B part, so that’s 4 out of
16. One is 1/16, so B has 1/16, 2/16, 3/16, 4/16.
Dario We’re both right, because 1/4 and 4/16 are just different ways of
looking at it!
Teacher On our chart, I am going to write both 1/4 and 4/16. I am also
going to write 1/16 + 1/16 + 1/16 + 1/16 and 4 × 1/16 to model what Ethan said
while he was counting them for us.

1 1
2 of a large square 4 of a large square
8 out of 16 little 4 out of 16 little

squares, or 168 squares, or 164
8
16 + 168 = 16
16 = 1 16
1
+ 161 + 161 + 161 = 164
2 × 168 = 16
16 = 1 4 × 161 = 164
10 Repeat step 9 for regions C, D, and E.

11 Then, tell students they are going to examine the regions’ relationships to
one another. Model for students by thinking aloud about the relationship
between regions A and B.
Teacher We’ve listed fractional names for each region in relation
to the whole geoboard, but now we’re going to shift our thinking a
bit. Let’s consider instead how the regions relate to each other. For
instance, when I look at regions A and B, I could say that B is half of
A. Who thinks they can explain what I mean?
Chin B is worth 4 little square and A is worth 8 little squares, and 4
is half of 8.
Teacher So, how could I describe that in an equation?
Pilar You could write that 1/4 + 1/4 = 1/2. That would mean that 2 of the
B pieces are worth the A piece.
Teacher I’ll add that to the chart along with a sentence that says “B is
half of A.” I’m going to also add 2 × 1/4 = 1 /2.
12 Give students about 10 minutes to turn and talk with a partner about other
relationships they can find between regions and record them in their journals.
Have students record the relationships in their journals with both words and equations.
SUPPORT/ELL Pair students with a classmate who can describe the relationships between
regions. Suggest that students build models of the regions on geoboards to compare them.
Use sentence frames for example, “The area of this region is ___”.
13 Gather the class together to share students’ discoveries.

• Record the relationships on the chart with both words and equations.
• Encourage students to refer to the whole when describing fraction names.
SUPPORT/ELL As students share, model the relationships on a geoboard and clarify that
when we talk about regions, we are talking about the area of each region as a fraction of
the whole geoboard.

1 1 1 1 1
2 of a large square 4 of a large square 8 of a large square 16 of a large square 32 of a large square
1
8 out of 16 little 4 out of 16 little 2 out of 16 little 1 out of 16 little 2 of one of the
1
16
8
+ 168 = 16
16 = 1 16
1
+ 161 + 161 + 161 = 164 16 + 161 = 162 region B equals 4 Ds 4 Es makes 1 C
1
1
16
+ 161 + 161 +161 = 164 = 14 32 + 321 + 321 + 321 = 324 = 18
2 × 168 = 16
16 = 1 4 × 161 = 164 2 × 161 = 162
1 1 2 1
8 + 8 = 8 = 4
1 1 2 1
2 = 8 + 8 + 8 + 8 = 8
1 1 1 1 1 4
4 = 8 × 32
1 1
1
16 × 16 = 1
region C is twice D
1 1
4 = 2 × 8
If a relationship is stated that students cannot agree upon after brief discussion, record it
on a sticky note and place it on the chart to revisit later in the module. Extension
CHALLENGE Ask students to find ways to prove or disprove the statements on sticky notes. The class will probably
Have them model the relationships with labeled sketches, words, or numbers. not have time during the
session to explore all the
14 Close the session by inviting students to tell one observation shared today possible relationships
that was particularly interesting or confusing. shown on the geoboard.
• Note confusing statements to inform your work with students during the next session. Leave the chart hanging
so students can continue
• Save the Geoboard Area of One Teacher Master and chart for use in future sessions in to consider it, and place
this module. stacks of sticky notes
nearby. When students
have time, they can
record their thoughts on
sticky notes and attach
them to the poster.
Daily Practice
The optional Pizza Party Planning Student Book page provides additional opportunities
• Use a visual model to explain why a fraction a�b is equivalent to a fraction n × a�n × b (4.NF.1)
• Solve story problems involving addition of fractions referring to the same whole and
with like denominators (4.NF.3d)
system of measurement (e.g., convert from liters to milliliters) (4.MD.1)
• Multiply a 2-digit whole number by 10 and by 100 (supports 4.NBT)
Unit 3 Module 2
Unit 3
Module 2
Session 2 Session 2
Last Equation Wins
Summary
Students play, first as a class and then in pairs, a game that provides practice with decompos-
ing fractions represented on a geoboard and recording those decompositions with equations.
Toward the end of the session, the teacher invites students to solve addition problems involv-
ing fractions with like denominators. Finally, the teacher introduces and assigns the Brownie
Dessert Home Connection.
Skills & Concepts

• Write an equation showing a fraction a⁄b as the sum of a number of the unit fraction 1⁄b (4.NF.3)
one way and write equations to show those decompositions (4.NF.3b)
• Demonstrate an understanding that a fraction a⁄b is the product of a × 1⁄b (4.NF.4a)
• Solve problems involving the addition of fractions with like denominators (4.NF.3d)
Materials
Vocabulary
Problems & Investigations Last Equation Wins those terms for which Word
TM T3 • spinner overlays (1 per student • Geoboard Area of One (from Resource Cards are available.
Geoboards pair, plus 1 for display) Session 1) denominator*
SB 98–99* • geoboards and bands (1 per • Geoboard Regions chart (from
equivalent fractions*
Last Equation Wins student, plus 1 for display) Session 1)
numerator*
Home Connection product*
HC 55–56 sum or total*
Brownie Dessert
Daily Practice
SB 100
What’s the Share?

Preparation
When it comes time for students to play Last Equation Wins in pairs, you’ll want partners to
be working at roughly the same level of comfort with fractions. Spend some time before this
session deciding how you will pair students.

Last Equation Wins
1 Review the Geoboard Area of One Teacher Master and the Geoboard
Regions chart from the previous session.
• Ask students to review what fraction of the geoboard is represented by each region and
label the teacher master if you haven’t already.
• Invite them to refer to the Geoboard Regions chart they created in the previous session.
• Briefly review some of the addition and multiplication equations they wrote to repre-
sent each region as the sum or product of other numbers.

1 1 1 1 1
2 of a large square 4 of a large square 8 of a large square 16 of a large square 32 of a large square
1
8 out of 16 little 4 out of 16 little 2 out of 16 little 1 out of 16 little 2 of one of the
1
16
8
+ 168 = 16
16 = 1 16
1
+ 161 + 161 + 161 = 164 16 + 161 = 162 region B equals 4 Ds 4 Es makes 1 C
1
1
16
+ 161 + 161 +161 = 164 = 14 32 + 321 + 321 + 321 = 324 = 18
2 × 168 = 16
16 = 1 4 × 161 = 164 2 × 161 = 162
1
1
2 = 18 + 18 + 18 + 18 = 48 1
4 = 8 × 321 1
8 + 18 = 28 = 14
16 × 161 = 1
region C is twice D
1
=2× 1
4
Area = 81 sq. unit
A 1
2
1
B 4
D E
1 1
C 8 32
1
16
2 Display your copy of the Last Equation Wins Student Book page, and explain
that today students are going to play a game that will give them more practice
thinking about different ways to write equations for fractions.
3 Briefly explain how the game is played.
• Players take turns spinning the spinner to see who goes first.
• The first player spins the spinner two times and records the number from each spin.
Players work together to record a fraction in which the smaller number is the numera-
tor and the larger number is the denominator.
• The first player records the fraction below the geoboard for Round 1 and then draws
the fraction on the geoboard, confirming with the other player that this is indeed a
representation of the fraction.
• Players take turns writing unique equations for the fraction.
»» Each equation must show the fraction as either the sum of other fractions with
the same denominator or as the product of a whole number and a fraction with
the same denominator.
»» Equations with the same numbers, but in a different order, are considered the same
because of the commutative property of addition and multiplication.
• The partner who is able to write the last unique equation wins.
»» If both partners have written five equations, players can choose to call it a draw and spin
for a new fraction, or they can continue writing equations as long as it interests them.
4 Give each student a geoboard and a set of geobands. Begin the game
by spinning for a fraction and then recording and modeling it on the
geoboard, with input from students.
There are a variety of ways to model each fraction on the geoboard, with the exception of
those fractions that are equal to 1. Invite students to work in pairs to find a few ways to
model the fraction on their geoboards, and settle on the model that seems like it will be
most helpful as students decompose the fraction. Remind students that they can look at the
Geoboard Area of One Teacher Master from the previous session for ideas, but that they are
not confined to those representations.
Teacher How did you show 4/16? Jayden, can you bring your geoboard
up and show us what you did?
Jayden I looked at the picture from yesterday and I remembered that
the part D is 1/16 of the whole. There are 16 of those little squares on
the geoboard, so each one is 1/16 of the whole. So I outlined 4 squares
on my board like this.
Teacher Did someone do it differently?

Mei I looked at the chart we made yesterday and I saw that we talked
about how region B was 4/16 because it’s 4 of the little squares, so I
made a picture of region B on my geoboard.
Rosa Wait, I’m confused. We just said today that region B was 1/4.
Mei Well, it’s both, remember?
Rosa I don’t get how it can be both. It’s just one fraction.
Teacher Let’s pause a moment. I’d like everyone to use their
geoboards and talk in pairs. Can this part of the geoboard be both 1/4
and 4/16? How can you tell? You might divide one partner’s geoboard
into fourths and the other’s into sixteenths and put one on top of the
other and talk about what you see. … Who can come tell us what you
figured out?
Dominick We just made region B on our boards, and we counted
that there were 4 of the little squares inside it. So we were sure that it
can be 1/4 and 4/16 at the same time. There are 4/16 inside 1/4.
Rosa We did what you said. I divided my board up into the 16 small
squares and my partner divided her board up into 4 rectangles that
look like region B.
Mei Then we put mine on hers, and look … If you look at one of the
fourths, you can see it’s the same as 4 of the sixteenths.
Rosa Wow, so it’s the same part of the whole, but you can call it
different things.
Teacher We call 4/16 and 1/4 equivalent fractions. That means that
they name the same fraction of the whole. 4/16 of the geoboard is equal
to 1/4 of the geoboard.
5 Write the first equation, and ask students to use their geoboards to prove
to each other that the equation is true. Remember that the fractions in the
equation must have the same denominator as the original fraction.
NAME | DATE
Last Equation Wins page 1 of 2

Teacher
Player 1 ___________________________ Students
Player 2 ___________________________
8 2
16 32
4 8
Round 1
1 1 1 1 4
16
+ 16 + 16
+ 16
= 16
4
16
Our fraction is: ________________
Round 2
6 When it is the students’ turn, give them time to think silently and then talk
in pairs about some equations they could write for this fraction. Ask them
to use their geoboards to prove their thinking to each other. Our fraction is: ________________
Round 3
7 Call on a student to write an equation on the students’ side.

8 Then ask pairs of students to use their geoboards to make certain that the
equation makes sense. Our fraction is: ________________
9 Continue taking turns until either you or the students cannot write another
equation, or you have written five equations each.

Math Practices
NAME | DATE in Action 4.MP.1

Last Equation Wins page 1 of 2 Games give students a
Teacher
Player 1 ___________________________ Students
Player 2 ___________________________
wonderful opportunity to
make sense of problems
8 2 and persevere in solving
16 32 them. As they perse-
vere to write as many
4 8 equations as possible,
students are deepening
Round 1
1 1 1 1 4 2 2 4
their understanding and
+ 16 + 16 + = + = 16
16
1 3
+ 16 4
= 16
16 16 16
4x 1
16
= 4 developing skills that
16 16 16
2
2 x 16 4
= 16 will help them compute
4 fluently with fractions.
16
Our fraction is: ________________
Round 2
10 Teacher Can you think of any other addition or multiplication equations to write for this
fraction that use only sixteenths?
Ramona No way. We got Our
allfraction
theis: ________________
addition and all the multiplication.
Holly What
Round 3
about 3/16 + 1/16?
André That’s the same as 1/16 + 3/16. I think we lost this round!
11 At this point, you can either continue to play as a class or have students
play in pairs. You might also have most students work in pairs while you
Our fraction is: ________________
play as a small group with students who seem to need more support.
• Have students locate the Last Equation Wins Student Book page in their books.
• Point out that there is a second page, allowing them to play 6 rounds if they have
enough time.
• Explain that in this game, the players share a record sheet, as you have just done with
the class, so one of the students in each pair can put their book away for now.
• Let students know that if they would prefer to draw rather than build on the geoboards
they can use the Geoboards Teacher Master. Place the copies in a central location
where students can get them if they like.
SUPPORT Work in a small group with students who seem to need extra support. Instead of
spinning for each fraction, present an accessible fraction (e.g. 4/8) to the group and focus on
adding and multiplying with the unit fraction (in this example, the unit fraction would be 1/8).
CHALLENGE You can make this game more challenging by modifying the rules in the fol-
lowing ways. An example is provided with each suggested modification.

»» Try to be the first partner to write four equations, each of which uses a different
basic operation. (1/16 + 3/16 = 4/16, 8/16–4/16 = 4/16, 4 × 1/16 = 4/16, 8/16 ÷ 2 = 4/16)
»» Write equations that use fractions with different denominators. (1/8 + 2/16 = 4/16)
»» Write equations that show equivalent fractions. (4/16 = 1/4)
»» Write equations without referring to the geoboard model.
CHALLENGE You can provide more of a challenge to students by asking them to generate a
list of all of the possible fractions they could get using two spins on this spinner and then
considering the following the questions. (You might suggest that students create a table
with spin 1 represented along the side, spin 2 represented along the top, and all the result-
ing fractions on the grid, as shown.)
Spin 2
2 4 8 8 16 32
2 2/2 2/4 2/8 2/8 2/16 2/32
4 2/4 4/4 4/8 4/8 4/16 4/32
Spin 1
8 2/8 4/8 8/8 8/8 8/16 8/32

8 2/8 4/8 8/8 8/8 8/16 8/32
16 2/16 4/16 8/16 8/16 16/16 16/32
32 2/32 4/32 8/32 8/32 16/32 32/32
equal to 1 equal to 1/2 equal to 1/4 equal to 1/8 equal to 1/16
»» What fractions come up most frequently?

»» What fractions come up least frequently?
»» Which of those fractions are equal to 1? (to 1/2, 1/4, 1/8, 1/16, 1/32)
»» What do you notice about each collection of equivalent fractions? Do you notice
any patterns?
»» Can you add to each collection of equivalent fractions, using fractions with other
denominators? How did you know what fractions to write?
»» If we had two 4s on the spinner instead of two 8s, how would the results be different?
12 As students play, clarify the following points as needed.

• All fractions in the equations should have the same denominator as the original fraction.
• Students can use addition or multiplication in their equations.
• If students get a fraction that is identical or equivalent to one they have already worked
with, they can spin for a new fraction. (If students don’t recognize the fraction as
equivalent to one they have worked with previously, it is probably a good use of their
time to continue working with that fraction.)
• If each partner has written 5 equations, they can continue writing equations for the frac-
tion if they’re interested, or they can call the round a draw and move on to a new round.
• Students should prove their thinking to each other using either the geoboard itself or
copies of the Geoboards Teacher Master.
13 When there are about 10 minutes left in your math period, ask students
to finish writing the equations they are working on and put away their
Student Books, while you pass out a copy of the Geoboards Teacher Master
for each student.
14 Spend the rest of the session exploring addition of fractions with like
denominators.
• Explain that you saw someone write the following expression while playing the game:
1/8 + 1/8 + 1/8 + 1/8
• Ask students to write the expression on a copy of the Geoboards Teacher Master and
determine what fraction the student was playing for.
• Ask them to use the geoboards on the teacher master as needed and to write their final
answer as an equation.
15 Repeat this exercise as time allows, inviting students to work in pairs first
and then share as a group. Select from the following examples, or make up
your own, based on students’ needs and comfort level.
1/16 + 1/16 + 1/16 + 1/16
3/16 + 1/16
4 × 1/16
4 × 1/8
1/8 + 1/8 + 1/8 + 1/8
CHALLENGE Invite students who complete each problem quickly to write additional equations
for the fraction, using fractions with different denominators and any of the four basic opera-
tions. For example, for 4/8, students might write the following kinds of equations:
1/2 = 4/8
1/4 + 1/4 = 4/8
(2 × 1/8) + (2 × 1/8) = 4/8
4 ÷ 8 = 4/8
8/8 ÷ 2 = 4/8
7/8 – 3/8 = 4/8
16 Close the session by letting students know that tomorrow they will work
more with adding, as well as subtracting, fractions. Collect students’ papers
if you want to review them prior to Session 3.
Home Connection
17 Introduce and assign the Brownie Dessert Home Connection, which
• Use a visual model to generate and recognize equivalent fractions (4.NF.1)Add frac-
tions with like denominators (supports 4.NF)
Daily Practice
The optional What’s the Share? Student Book page provides additional opportunities to
• Use the symbols >, =, and < to record comparisons of two fractions with different
numerators and different denominators (4.NF.2)
• Write an equation to show a fraction as the sum of other fractions with the same
Unit 3 Module 2
Unit 3
Module 2
Session 3 Session 3
Comparing, Adding &
Subtracting Fractions
Summary
Students work together as a class to create a chart of equivalent fractions for 1/4, 1/2, and 3/4. Students
make observations about the chart and the equivalent fractions, and then they use those fractions
as benchmarks with which to make comparisons among fractions with like and unlike denomina-
tors. Finally, they practice adding and subtracting fractions with like denominators.
Skills & Concepts

• Compare two fractions with different numerators and different denominators and explain
why one must be greater than or less than the other (4.NF.2)
• Explain subtraction of fractions as separating parts referring to the same whole (4.NF.3a)
Materials
Vocabulary
Problems & Investigations Comparing, Adding & Subtracting Fractions those terms for which Word
TM T3 • geoboards and bands • chart paper Resource Cards are available.
Geoboards (class set, plus 1 for (see Preparation) denominator*
SB 101–102* display) • glue or tape
Comparing, Adding & Subtracting Fractions • scissors
numerator*
Daily Practice
SB 103
Adding & Subtracting Fractions

Preparation
Using a copy of the Geoboards Teacher Master, draw 1/2, 1/4, and 3/4, each on a separate
geoboard and cut them out. Divide a piece of chart paper into 4 columns and 4 rows, and
label them as shown.
1
4
1
2
3
4

Comparing, Adding & Subtracting Fractions
1 Begin the session by calling students’ attention to the chart you prepared.
Give them some time to think quietly about what they notice, and then
have them share observations and ideas, first in pairs and then as a group.
2 Explain that today they will think of different names for each of these frac-
tions and then use that information to compare other fractions.
3 Begin by generating two equivalent fractions for 1/4, one in eighths and
another in sixteenths, together as a class. For each equivalent fraction,
draw a new geoboard model together with the class and then have a student
volunteer cut out the model and glue or tape it to the chart in the column
where it belongs (see graphic).
Teacher Let’s start by thinking of some fractions that are equal
to 1/4. Does anyone have another fraction name for this part of the
geoboard?
Darnell You could also call it 2/8.
Teacher Can you come on up and draw 2/8 on a geoboard to prove
that 2/8 is equal to 1/4? I’d like you to first show the whole divided into
eighths, and then color in 2/8.
Darnell OK, here are 8 equal parts. Each of these little rectangles is
an eighth. So I’ll just color in 2 of them.
Teacher Thanks. Could you please label that 2/8 and cut it out and
put it in the eighths column of the 1/4 row?
1 2
4 8
1
2
3
4
4 Complete the chart by drawing and labeling the missing fractions for each row.
• Give students time to work in pairs with copies of the Geoboards Teacher Master to
draw and label equivalent fractions for 1/2 and 3/4 (and 1/4 if you did not complete the row
together as a class).
• As you circulate around the room, you might find it useful and even necessary to invite
pairs to focus on specific fractions. For example, you might say to a pair of students, “I
haven’t seen anyone show 3/4 using sixteenths. Can you find a way to do it?”
• Reconvene and ask students to volunteer their equivalent fractions, working in one row
at a time and placing the fractions in each row in order by denominator.
5 When the chart is complete, ask students to think silently about what they Math Practices
notice about the fractions in each row and column. Do they see any patterns? in Action 4.MP.8
Students might notice the following patterns: Asking students to
• For all equivalent fractions, the numerators and denominators double as you move describe patterns they
from left to right across each row. notice on the chart
invites them to look for
• In each column, the denominators stay the same, but the numerators change. The and express regularity in
numerators change by a constant amount. repeated reasoning. In
their search for regularity,
Halves Fourths Eighths Sixteenths students will make
observations related to
equivalent fractions and
adding fractions with like
denominators.
1 2 4
4 8 16
1 2 4 8
2 4 8 16
3 6 12
4 8 16
Shawn I noticed that the numbers get bigger as you go across the row.
Teacher Hmm, I thought that all the fractions in each row were
equal. Can you point to what you’re seeing and tell us about it?
Shawn Well, yeah, the fractions are the same size. But look. The
numerators and denominators get bigger and bigger. So you start here
with 1 over 4. And then 2 over 8, and 4 over 16.
Veronica Hey! They’re doubling.
Shawn What do you mean?
Veronica Here. So 1 over 4 and then 2 over 8. You double the 1 to get
2 and then the 4 to get 8.
Shawn Oh yeah, it does that to get to 4 over 8 too. So 2 doubled is 4
and 8 doubled is 16.
Teacher Let’s pause for a moment. Turn to your partner and see
if you can explain to each other what’s going on. Take a look at the
other rows on our chart as well, and see if you notice anything else.
What if you skip over a column, like to go from 1/4 to 4/16? What’s
happening there?
6 After spending some time discussing the patterns students notice on the
chart, ask them to turn to the Comparing, Adding & Subtracting Fractions
Student Book pages.
7 Review the problems on the page, do one or two of the comparison prob-
lems together as a class, and then give students about 20 minutes to work
independently or in pairs on the pages.
• While students work, circulate around the room and make note of which problems are
most interesting and challenging for your students. Plan to revisit them as a group at
the end of this session.
• Encourage students to refer to the chart you created at the beginning of the session as
needed to make comparisons.
• Encourage students to use copies of the Geoboards Teacher Master to solve the addi-
tion and subtraction problems.
SUPPORT Gather a small group of students who are struggling to work with you.
CHALLENGE Invite students to work on their own and solve as many of the challenge
problems on the second page as they’re able to in the time available.
8 Reconvene the entire class when you have about 15 minutes left in the
period. Spend the time talking about some of the more challenging prob-
lems together as a group.
• When discussing comparison problems, be sure to have students share strategies that
involve using comparisons to the landmarks 1/4, 1/2, and 3/4, as well as strategies that involve
thinking in terms of a common denominator. For example, a student might conclude
that 1/4 is less than 5/8 because 5/8 is clearly more than 1/2 (4/8), and 1/4 is less than 1/2. Another
student, however, might see that 1/4 is equal to 2/8 and must, therefore, be less than 5/8.
• When discussing comparisons, be sure students understand that they are not compar-
ing numerators with numerators and denominators with denominators, but two entire
fractions that both refer to the same whole. For example, 3/4 is greater than 5/8, even
though 5 is greater than 3 and 8 is greater than 4. Note with students that the compari-
sons they’re making are valid only when each fraction refers to the same whole.
• Be sure to have students explore an addition problem and a subtraction problem that
involve mixed numbers.
• Be sure to have students model the addition and subtraction problems on geoboards
or the Geoboards Teacher Master to demonstrate why, when the two fractions share a
common denominator, students can simply find the sum or difference of the numera-
tors and keep the denominator the same to find the sum or difference of the two
fractions (e.g., 2/8 + 5/8 = 7/8 and 6/8 –2/8 = 4/8).
Daily Practice
The optional Adding & Subtracting Fractions Student Book page provides additional
opportunities to apply the following skill:
• Solve story problems involving addition and subtraction of fractions referring to the
same whole and with like denominators (4.NF.3d)
Unit 3 Module 2
Unit 3
Module 2
Session 4 Session 4
Dozens of Eggs
Summary
Today, students add fractions using the egg carton model. The teacher then introduces a
related Work Place game by playing it with the class. Students spend any time remaining in
the session visiting Work Places, including the new one. At the end of the session, the teacher
introduces and assigns the Planning a Garden Home Connection.
Skills & Concepts

one way (4.NF.3b)
• Write an equation to show a fraction as the sum of other fractions with the same denomi-
nator (4.NF.3b)
Materials
Vocabulary
Problems & Investigations Combining Egg Carton Fractions those terms for which Word
TM T4 • colored tiles (12 per • heavy string or yarn, 10" Resource Cards are available.
Egg Carton Diagram student) lengths, 6 pieces per student denominator*
Work Places Introducing Work Place 3A Dozens of Eggs equal*
TM T5 • Dozens of Eggs Fraction • students’ Work Place folders
equation*
Unit 3 Work Place Log Cards (1 deck) (see Preparation) equivalent fractions*
TM T6 • 12 colored tiles • colored pencils in several numerator*
Work Place Guide 3A Dozens of Eggs • 6 base ten linear pieces different colors (class set) sum or total*
TM T7 • game markers
twelfths
3A Dozens of Eggs Record Sheet
SB 104*
Introducing Dozens of Eggs
SB 105–106**
Work Place Instructions 3A Dozens of Eggs
Work Places in Use

3A Dozens of Eggs (introduced in this session)
Home Connection
HC 57–58
Planning a Garden
Daily Practice
SB 107

Copy instructions are located at the top of each teacher master. * Run 1 copy of the page for display.
** Run 1 copy of this page and store it for use by the teacher and other adult helpers during Work Place time.
Preparation
• Remove the Unit 1 Work Place Log from the front of each student’s Work Place folder, and
replace it with a copy of the Unit 3 Work Place Log, stapled at all four corners. Leave the
Unit 2 Work Place Log stapled to the back of each folder. This will allow students to keep
track of the number of times they have visited the Unit 2 Work Places that will remain in
use during Unit 3, and also track their progress through the new Work Places as they’re
introduced, starting today.
• In today’s session, you’ll introduce Work Place 3A Dozens of Eggs. Before this session, you
should review the Work Place Guide, as well as the Work Place Instructions. Run a class set of
the Dozens of Eggs Record Sheet and store the copies in the Work Place 3A Dozens of Eggs
tray, along with the 4 decks of Dozens of Eggs Fraction Cards you’ll find in your Bridges Kit.
This activity replaces Work Place 1F, to keep the total number of Work Places steady at six.
numbers (2A–3A) or write out the full names if you prefer. (See the Work Places in Use row

Combining Egg Carton Fractions
1 Open the session by letting students know they are going do some more
thinking about adding fractions, learn a new Work Place game, and then
visit Work Places in pairs.
2 Distribute the materials students will need for the first part of the session
and have them pair up.
• Give each student a copy of the Egg Carton Diagram Teacher Master, 12 colored tiles,
and 6 pieces of heavy string or yarn.
• Have the students pair up so they have 2 copies of the Egg Carton Diagram with which
to work.
3 Pose the first problem and have students work with their partners to solve it.
1 1
• Write 3 and 4 on the board, and ask each pair to show 1/3 on one of the egg cartons and
1/4 on the other.
• Then ask pairs to combine the tiles from both sheets onto one.
• Ask them to share observations about the results and suggest ways to name this fraction.
1 1 1 1 7
+ =
3 4 3 4 12
Students It’s like half a carton and one more.
We got an odd number of eggs. It’s a hard one.
It’s 7 out of 12, so it must be seven-twelfths.
4 Ask students to share observations or questions about what happened when

they added 1/3 and 1/4.
If students do not mention that the problem began with thirds and fourths and ended up
with twelfths, make a comment to invite further discourse and reflection.
Teacher How did we start with a third here and a fourth here and
end up with twelfths over here? Does that seem right? Talk with the
person next to you about why we ended up with twelfths.
Ebony We got 7 eggs in all. The only way you can even say a fraction
for 7 eggs is 7/12 because you can’t make that number into thirds, or
fourths, or even sixths.
Armando I think we got twelfths because we added a fourth and a
third together. If we just added a fourth plus a fourth, or a third plus a
third, it would be easy.
Bobbie I think it’s funny because 3 and 4 both go into 12.
5 After some discussion have student pairs combine the fractional amounts
shown below, one combination at a time.
Each time, ask students to talk first in pairs and then as a group about the methods for build-
ing and combining the two fractions, as well as their observations about the results. Have them
express their totals in twelfths and any other fraction names that make sense to them.
1/6 and 3/4 [11/12]

3/12 and 3/6 [9/12 or 3/4]
1/3 and 1/2 [10/12 or 5/6]
Ongoing
Introducing Work Place 3A Dozens of Eggs includes a Work Places
Differentiation Chart for
6 Introduce the game Dozens of Eggs.
• Display your copy of Introducing Dozens of Eggs Student Book page, and show can use these charts to
students a few of the Dozens of Eggs Fraction Cards. make notes about which
• Explain that the game will help them practice combining fractions. students need support or
• Have students find the Introducing Dozens of Eggs Student Book page in their books,
and get out their colored pencils in preparation for learning this new game. Place. Suggestions for
• Let the students know that they will record the results for both teams—you and the differentiating a particular
class—during today’s demonstration game. Work Place activity are
included on the Work
7 Briefly summarize the game before playing it with the class. Place Guide.
Players take turns drawing from the deck of fraction cards, modeling the designated fraction
on an Egg Carton Diagram with colored tiles and string, and recording the results. Players
take turns until one person has filled all four egg cartons on his or her record sheet and
written a matching addition equation that equals 1 whole for each carton. The first player to
fill all four egg cartons wins.
8 Shuffle the deck of fraction cards, place them in a stack face-down near
your display area, and begin the game by taking the first turn.
• Draw a card from the deck and read it aloud. Then use the plastic game markers and
base ten linear pieces to build a model of the fraction in the large egg carton diagram
at the top of the sheet.
2
| DATE
NAME
Dozens of Egg
3
s Fraction Card
QCB6001
• Have students talk with their partners to see if they agree that you have modeled the
fraction accurately, and invite two or threeStudents
Teacher
volunteers to explain how they know.
• When there is general agreement, use a single color to sketch the eggs (but not the
subdivision
Equation: lines) in one of your Equation:
smaller egg carton diagrams on the lower part of the
sheet, and have the students do the same on their sheets.
• Work with
Equation:
student input to record the results of your first turn in twelfths.
Equation:
Teacher In this game, we’re going to use a different color to record the
eggs we get on each turn. We’re
Equation: Equation: also going to write all the fractions we
get as twelfths so we can add them more easily. Talk with the person
next to you about this. How would we write 2/3 as a fraction that has
12 in the denominator?
Equation: Equation:
Monica I think it’s 8/12 because each egg is like a twelfth.

104 © The Math Learning Center | mathlearningcenter.org
Abe If you use more of the divider line things, you can put the carton
into twelfths. Can I show?
Carlos Another thing I noticed is that if you double both of the
numbers on 2/3, it’s 4/6, and then double that, and you get 8/12.
9 Now clear away the game markers and linear pieces and have students take
their turn.
• Call up a volunteer to draw a card for the class and build the designated fraction at the
top of the sheet.
• When the rest of the students agree that the fraction has been built accurately, have
them sketch the eggs in one of the cartons on their side of the sheet and record their
results in twelfths.

| DATE
NAME
1
4
Dozens of Eggs Fraction Card QCB6001
Teacher Students
8 Equation: 3
Equation:
12 12
Equation: Equation:
Bridges in Mathematics Grade 4 Teachers Guide

Equation:
Equation:
10 Continue to take turns with the students until one team has filled in all
four egg cartons.
Refer to the Work Place Instructions 3A Dozens of Eggs Student Book page as needed.
• Sketch the results of each turn within a single egg carton diagram using a different
color and have students do the same on their sheets. Work with the class to write each
fraction as a number of twelfths.
• Make sure students understand that the fraction on the card they draw must be
recorded
Unit 3 in one
Module 2 egg carton
Session 4 and cannot be split into two cartons. For example, if you
have a carton with 4 empty spaces and you draw a card that
NAME
says 2/4, you cannot use 4 of
| DATE
the eggs inIntroducing

one carton and 2 in another.
Dozens of Eggs You can, however, start a new carton.
• If one team or the other draws a card for a fraction that cannot be placed in one of
their 4 egg cartons, they lose that turn.
11 Pose questions like the following to promote discussion of fraction skills

and concepts while you play.
»» Can you tell how many twelfths there will be in the fraction on the card your
classmate just drew for your team?
»» How many more twelfths do you need to fill this egg carton? Is there a single fraction
card you could draw that would give you that many twelfths? How do you know?
»» Which team is ahead, and by how much?
Teacher Students
8
Equation:
12 + 122 + 121 Equation: 3
12 + 129 = 12
12
Equation: 5 Equation: 4
12 12
Teacher Who’s ahead?

Students
Equation:
We are, because we’ve already filled one whole egg carton.
Equation:
We got really lucky on our second turn, when we got 3/4. That was
worth 9 twelfths!
Actually,
Equation:
I think we’re tied because Equation:
both teams have 8/12 left until they
fill up 2 whole cartons. You still have 1/12 to fill on your first carton,
and then 7/12 more to go on your second carton.
But it’s our turn next, so I think we can get ahead.
Teacher Is there one fraction card you could draw that would make it
possible for you to finish filling your second egg carton?
Willie Yeah! If we get 8/12!
Teacher I can tell you that there’s no card in the deck for 8/12, but there
are a couple of other cards with fractions that are equivalent to 8/12.
Ann What are they?
Teacher I’ll give you a hint. One of them has a 6 in the denominator.
Roberta It’s sixths … .oh, I know! It must be 4/6 because that’s the
same as 8/12. I hope we get that card!
12 When the game is finished, ask students to turn to a partner and summa-
rize the directions for Dozens of Eggs. Then let them know this game will
be available during Work Places for the next several weeks.
Work Places
Note with students that you have removed the Unit 1 Work Place Log from the front of
their folders, and replaced it with a Work Place Log for Unit 3. Point out that the Unit 2
Work Place Log is still stapled to the back of their folders, and all the Work Places from
the previous unit are available, along with the new game you introduced today.

Home Connection
15 Introduce and assign the Planning a Garden Home Connection, which
provides more practice with the following skill:
Daily Practice
The optional Egg Carton Fractions Student Book page provides additional opportunities
• Use a visual model to demonstrate why a fraction a/b is equivalent to a fraction (n × a)/
(n × b) (4.NF.1)
• Use a visual model to generate equivalent fractions (4.NF.1)
Unit 3 Module 2
Unit 3
Module 2
Session 5 Session 5
How Many Candy Bars?
Summary
Mrs. Wiggens is bringing the dessert treats for the annual class picnic and needs help figur-
ing out how many candy bars she’ll have to buy if she gives each student 3/4 of a bar. The
trouble is, she’s not quite sure how many of her fourth graders will be attending the picnic.
Students add fractions on an open number line and track their results on a ratio table, work-
ing together to help Mrs. Wiggens initially, and then complete the work on their own or in
pairs. As they finish the assignment, which will be revisited during a math forum next session,
students go to Work Places.
Skills & Concepts

• Convert a fraction to a mixed number (supports 4.NF)
• Add fractions and mixed numbers with like denominators (4.NF.3c)
• Solve story problems involving addition of fractions referring to the same whole and with
like denominators (4.NF.3d)
Materials
Problems & Investigations How Many Candy Bars?

SB 108* • student math journals
How Many Candy Bars? • space on the whiteboard or
TM T8 chart paper
How Many Candy Bars Forum Planner
Work Places in Use

3A Dozens of Eggs (introduced Unit 2, Module 2, Session 4)
Daily Practice
SB 110

Preparation
numbers (2A–3A) or write out the full names if you prefer. See the Work Places in Use row
of the chart above for the complete list of Work Places in use today.
• Read Session 6 to see how students might share their work from today’s session. Before
tomorrow’s forum, use the How Many Candy Bars Forum Planner to help select students to
share their work.

• Let students know that they are going to tackle a problem that involves adding frac-
tions today. They will work together at first and then complete the work on their own
or with a partner.
• As they finish, they will go to Work Places.
• Have students get out their math journals and Student Books. Ask them to find the
next available page in their journal, label it with the date, and title it “How Many
Candy Bars?”
2 Introduce today’s problem by explaining that Mrs. Wiggens, a fourth grade

teacher, hosts a class picnic every year. She usually brings the dessert, and
has decided to give each student 3/4 of a candy bar this year.
Teacher Mrs. Wiggens wants to bring dessert treats for the class
picnic. She has decided to buy candy bars and give each student 3/4
of a bar. Her students are checking with their parents to see if they
can come. Meanwhile, since she isn’t sure yet how many students
are coming, Mrs. Wiggens wants to figure out the different amounts
of candy bars she might have to buy depending how many students
attend. She needs our help.
3 Ask students to turn and talk to a partner about how Mrs. Wiggens could Math Practices
find and keep track of the candy bar information. in Action 4.MP.1
By working together first,
4 Display the How Many Candy Bars? Student Book page, and ask students you provide scaffolding
to find the page in their own books. to help students begin
• Introduce the chart on the page. to make sense of the
problem and persevere
• Note with the class that the chart includes space to enter information about the
in solving it. Students
number of candy bars and the number of students.
can continue to use the
• Work on the first few entries together. Use an open number line to model the addition number line model if
of each 3/4 of a candy bar, and ask students to work along with you in their journals. they like when they begin
working independently.
Teacher I’m going to draw an open number line to use in modeling They can also choose to
this situation and I’d like you to do the same in your math journals. use models and strategies
Let’s start by marking and labeling 0, 1/2, and 1 on the line. of their own.
0 1
2
1
Teacher Where should we mark the line to show 3/4 of a whole candy
bar for 1 student?
Quinlan It’s exactly halfway between 1/2 and 1, because one-half is
the same as two-fourths, and then you need to add another fourth on.
1 student
3
4
0 1
2
3
4
Teacher So, how do we figure out how many candy bars Mrs.
Wiggens would need for 2 students?
Students Add 3/4 to that 3/4.
Just take another hop of 3/4 on the line.
Teacher All of you, please use your lines to model and solve 3/4 + 3/4.
(Waits for students to mark and label their number lines.) What did
you get? How many candy bars for 2 students?
Students It’s 1 1/2.
I already knew the answer in my head, but I found a good way to do it
on the line. Can I show? You can add 1/4 first, and that takes you to 1.
Then, if you add another 1/2 to make 3/4, it’s 1 1/2.
1 student 1 student
3 1 1
4 4 2
0 1
2
3
4
1 1 12
Teacher Did anyone figure this a different way?
Lin I just took 2 hops of 3/4. That made 6/4 in all, and I know that’s 1 1/2
because 4/4 make 1, and then 2/4 more makes another half.
1 student 1 student
3 1 1
4 4 2
0 1
2
3
4
1 6
4
(1 )
1
2
Teacher Now how about for 3 students? How do we add another 3/4?
Everyone, please try that on your line, and share your strategy with
the person sitting next to you.
Trevor So, I was at 1 1/2. Then I jumped another half, and that got me
to 2, and then I just added the last fourth to get up to 2 1/4.
Donna I got the same thing.
1 student 1 student 1 student

3 1 1 1 1
4 4 2 2 4
0 1
2
3
4
1 1 12 2 2 14
Teacher Let’s talk about 4 students now. How many candy bars? Extension
Take a few moments to figure it out, and then let’s hear some ideas.
Have students develop
Eduardo We were at 2 1/4, right? So I just added on another 3/4, and a chart for Mrs. Wiggens
that’s 3 in all. It’s 3 candy bars for 4 kids. to use that shows the
number of candy bars
1 student 1 student 1 student 1 student needed if each student
3 1 1 1 1 3 gets 2/3 of a candy bar
4 4 2 2 4 4 instead of 3/4.
0 1
2
3
4
1 1 12 2 2 14 3
Cora I got 3, but I did it a different way. I knew that for 2 students
it was 1 1/2 candy bars, so I just doubled that to get 3 candy bars for 4
students, like this.
2 students 2 students
0 1 12 3
5 Have students record the first four answers on the chart in their Student
Books if they haven’t already, and then fill in the rest of the chart on their
own or with a partner.
• Explain that you’ll revisit Mrs. Wiggens’s situation as a class next session during
math forum, but for now students need to complete the assignment on their own or
with a partner.
• Let students know that they can model the fraction addition on an open number line, but
they don’t have to if they have alternative strategies. In either case, they should continue
to use the journal page they’ve labeled to do their figuring. (Note with them that they
need to describe their strategies on the worksheet when they’ve completed the chart.)
• Encourage students to search for patterns as they work.
6 Circulate to provide support and look for students to share their thinking
in a math forum in the next session. As you circulate, use your copy of
the How Many Candy Bars Forum Planner Teacher Master to make notes
about the strategies students are using.
SUPPORT If students struggle to repeatedly add 3/4, help them use a number line to model
the addition.
CHALLENGE Encourage students to come up with a general rule for determining the
number of candy bars needed for any number of fourth graders.
7 As students finish the assignment, have them meet with other classmates to
share and compare their answers.
Encourage them to take responsibility for resolving any differences by re-examining the
problem together.
Work Places
8 When students have shared their work with at least one classmate, have
them get their Work Place folders and choose a Work Place to use quietly.
SUPPORT Suggest specific Work Places for struggling students to work on critical skills.
CHALLENGE Encourage students to think about the strategies they use and share their
thinking. Encourage students to generalize what happens in certain Work Places.
9 Close the session by reminding students that tomorrow you will discuss
their solutions and strategies during a math forum.
Daily Practice
The optional Fractions & Mixed Numbers Student Book page provides additional oppor-
tunities to apply the following skills:
• Convert a mixed number to a fraction and vice versa (supports 4.NF)
• Use a visual model to generate equivalent fractions (4.NF.1)
Unit 3 Module 2
Unit 3
Module 2
Session 6 Session 6
Racing Fractions
Summary
Students discuss solutions and strategies for the candy bar problem from the previous ses-
sion in a math forum. During the discussion, the class talks about adding fractions to mixed
numbers and multiplying a fraction by a whole number. Then the teacher introduces the
equivalent fraction game, Racing Fractions, which will become a Work Place in later sessions.
At the end of the session, the teacher introduces and assigns the Fractions & More Fractions
Home Connection.
Skills & Concepts

one way (4.NF.3b)
• Demonstrate an understanding that a fraction a/b is a multiple of the unit fraction 1/b (4.NF.4a)
• Write an equation showing that a fraction a/b is the product of a × 1/b (4.NF.4a)
• Demonstrate an understanding that any multiple of a/b is also a multiple of the unit frac-
tion 1/b (4.NF.3b)
Materials
Vocabulary
Math Forum How Many Candy Bars? those terms for which Word
SB 108* • student math journals Resource Cards are available.
How Many Candy Bars? denominator*
Work Places Introducing Work Place 3B Racing Fractions equivalent fraction*
TM T9 • game markers
improper fraction*
Work Place Guide 3B Racing Fractions (7 red and 7 blue) mixed number*
TM T10 • Racing Fractions Cards numerator*
3B Racing Fractions Record Sheet (1 deck) pattern*
TM T11 ratio table*
3B Racing Fractions Game Board
whole
SB 110**
Work Place Instructions 3B Racing Fractions
Home Connection
HC 59–60
Fractions & More Fractions
Daily Practice
SB 111
Understanding Fractions & Mixed Numbers

Preparation
In today’s session, you’ll introduce Work Place 3B Racing Fractions, which takes the place of Work
Place 2A What’s Missing? Bingo. Before this session, you should review the Work Place Guide, as
well as the Work Place Instructions. Make copies of the 3B Racing Fractions Record Sheet and
the 3B Racing Fractions Game Board Teacher Master as directed at the top of each master. Pull
out one copy of each for use during this session and store the rest in the Work Place 3B Racing
Fractions tray, along with the 4 decks of Racing Fraction Cards from your Bridges kit.
Math Forum
1 Let students know that you’re going to hold a math forum to discuss the
problem they worked on yesterday, and then you’re going to teach them a
new Work Place game.
2 Display your copy of the How Many Candy Bars? Student Book page from
the previous session and have students take out their completed pages, as
well as their math journals.
• Review the problem with the class.
• Work with input to fill in the first two rows of the chart.
NAME | DATE

1 Mrs. Wiggens is hosting her annual class picnic. She wants to give each student 3/4 of
a candy bar for a dessert treat.
a 11
How many candy bars will she need for two students? _______
2
b 3
How many candy bars will she need for four students? _______
c In order to make things easier for Mrs. Wiggens, fill in the chart below so she
will know how many candy bars she might need.
3
Number of
Candy Bars 4 1 12 2 14 3 3 34 4 12 5 14 6
Number of
Students
1 2 3 4 5 6 7 8
Number of 3 1 1 3 1 1
Candy Bars 6 4 7 2 8 4 9 9 4 10 11 2 4 12
Number of
Students
9 10 11 12 13 14 15 16
Number of
Candy Bars
3 Ask students to discuss, first

17 in pairs
18 19 and21then
Number of
20
Students
22 as 23
a whole
24 class, any patterns
they can find in the numbers on the chart so far.
Number of
Candy Bars
Number of
25 26 27 28 29 30 31 32
Patterns students might comment on include, but are not limited to the following:
Students
2 How did you get your answers on the chart above? Use numbers, words, or labeled
• The number of students increases by 1 each time, while the number of candy bars
sketches to describe your strategy.
increases by 3/4.
• Although most of the answers involve mixed numbers, there is a repeating pattern in
the fractions that accompany
3 CHALLENGE What kind ofthe whole
general numbers:
rule could 3/4, 1/2,to know
you give Mrs. Wiggens 1/4, and
how no fraction at all; 3/4, 1/2,
many candy bars to get no matter how many students she has?
1/4, and no fraction at all.
• Every fourth box in the row for the number of candy bars features a whole number.
• In looking at every fourth entry on the chart, the number of candy bars increases by 3,
while the number of students increases by 4 (e.g., 3 bars, 4 students; 6 bars, 8 students;
9 bars, 12 students; 12 bars, 16 students).
You might quickly sketch a ratio table on the board and enter just the ratios that involve
whole numbers to make this pattern visible to all the students. Students may also be invited
to make predictions based on this pattern.
Number of Candy Bars 3 6 9 12

Number of Students 4 8 12 16
Students Oh my gosh! I never noticed that yesterday!
The candy bars go by 3s and the students go by 4s.
You know what’s really weird? If those were fractions, they’d all be the
same as 3/4. Look—6/8, 9/12, and 12/16 are all the same as 3/4!
Teacher Can you extend this pattern? What numbers will we see the
next time there’s a whole number of candy bars?
Students It would be 15 on the top and 20 on the bottom—15 bars for
20 kids.
And the one after that would be 18 and 24—18 bars for 24 kids.
4 Explain that as you were watching students work last session, you noticed
that they used different strategies to figure out the numbers of candy bars.
Now you’re going to invite several pairs of students to share their strategies
in a math forum.
5 After students share, work with the class to come up with a general rule for
determining the number of candy bars needed for any number of students.
During this part of the discussion, emphasize the connections between unit fractions,
common fractions and multiplying a fraction times a whole number. For example:
• 1/4 + 1/4 + 1/4 = 3 × 1/4 = 3/4 (3 one-fourths is three fourths)
• 5 × 3/4 = 5 × (3 × 1/4) = 15 × 1/4 = 15/4 (5 times 3/4 is just like 5 times (3 groups of 1/4))
Teacher So, if you were Mrs. Wiggens, how would you find the
number of candy bars you need for any number of students? Is there a
general rule that you could use?
Carlos No matter how many students, each one of them will always
need 3/4 of a candy bar. So, if you had 5 students, then you need 5 of
those 3/4s.
Teacher Five 3/4s? How many one-fourths is that?
Georgia It’s like 5 groups of 3/4s. And each 3/4 is 3 one-fourths. So 5
groups of 3 groups of 1/4.
Helen And 5 groups of 3 groups is 15. So, you have 15 one-fourths.
Teacher I am going to write what you just said: 5 × 3/4 = 5 × 3 × 1/4 =
15 × 1/4. […] How do we write 15 × 1/4?
Carlos 15 fourths.
Teacher OK, let’s add that to our equation: 5 × 3/4 = 5 × 3 × 1/4 =
15 × 1/4 = 15/4. If we had 15 one-fourth candy bars, how many whole
bars would that be?
Georgia Since 12/4 is 3 candy bars, it’s 3 and 3/4 candy bars. Almost 4.
Helen I thought about 16/4 because that’s 4 candy bars. This is just 1/4
short, so it’s 3 3/4.
Work Places
Introducing Work Place 3B Racing Fractions
6 Let students know that you are going to teach them how to play a new
Work Place game that will help them think flexibly about fractions, find
equivalent fractions, and add fractions. First, however, you want them to
take a close look at the game board.
The game board itself is a powerful visual; virtually a guide to equivalent fractions, so don’t
skip this step.
• Display a copy of the Racing Fractions Game Board Teacher Master, and give students
a few moments to examine it quietly.
Unit 3 Module 2
0 1 1
2
Session 6 4 copies stored in the Work Place tray

0 1 2 1
3 3
0 1 2 3 1
4 4 4
T11
0 1 2 3 4 1
5 5 5 5
0 1 2 3 4 5 1
6 6 6 6 6
0 1 2 3 4 5 6 7 1
8 8 8 8 8 8 8
0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10
• Ask students to share, first in pairs and then as a whole group, any observations they
can make about the board. Observations may include but are certainly not limited to
the following:
»» There are 7 number lines on the game board, and they all go from 0 to 1.
»» Each number line is divided into smaller and smaller parts.
»» The parts keep getting smaller, but the denominators of the fractions keep getting
larger. (Here, you might want to ask students to explain why this is the case.)
»» If you look down all the lines, you can see some equivalent fractions. For example,
1/2, 2/4, 3/6, 4/8, and 5/10 all land exactly halfway along their lines. (If you lay a ruler
perpendicular to the set of 7 lines along a set of equivalent fractions such as those
just listed, it will help all the students see and understand.)
»» You can see that fifths and tenths relate to one another because 1/5 and 2/10 land on
the same place along their lines. Same with 2/5 and 4/10, 3/5 and 6/10, and so on.
»» There are equivalent fractions on the lines for thirds and sixths; also halves, fourths,
and eighths.

Players draw from a deck of Racing Fractions Cards and move game markers along the
Racing Fractions Game Board, which shows fraction number lines for halves, thirds, fourths,
fifths, sixths, eighths, and tenths. Each player has a game marker on each line and may
move one or more markers in a single turn to equal the fraction on the card drawn. Players
may also move backward on a turn. The first player to move his or her markers to 1 on all of
the number lines is the winner.
8 Play a game of Racing Fractions against the class. Use your copy of the
Work Place Instructions 3B Racing Fractions Student Book page as needed.
Pose questions like the following to promote flexible thinking and strategy development
while you play:
• What are some possible moves for this card?
• Which move will help you the most?
• How can you check to see if the moves you made add up to the fraction on the card
you chose?
• When would you want to move backward? Why?
9 Ask students to turn to a partner to summarize the directions for the

Racing Fractions Work Place.
• Let students know this game will be available during Work Places for several more weeks.
Home Connection
11 Introduce and assign the Fractions & More Fractions Home Connection,
• Order fractions (including mixed numbers) on number lines (supports 4.NF)
• Use visual models to generate equivalent fractions (4.NF.1)
• Express a fraction as the sum of other fractions with the same denominator in more
than one way (4.NF.3b)
Daily Practice
The optional Understanding Fractions & Mixed Numbers Student Book page provides
• Convert a mixed number to a fraction (supports 4.NF)
Teacher Masters
NAME | DATE
Equivalent Fractions Checkpoint

1 Write three equivalent fractions to show what part of the egg cartons in each row
is filled. Draw lines on the egg cartons in each row to show how you divided them
into equal parts.
1 2 3
2 LaTonya says that 2 , 4 , and 6 can all be worth the same amount.
a Do you agree with her? _______
b Use labeled sketches to explain your thinking.
Area = 1 sq. unit
C D E
Unit 3 Module 2 Sessions 2 & 3 3 class sets, double-sided
Geoboards
Unit 3 Module 2 Sessions 4 class set, plus 4–6 extra copies for the Work Place 3A tray
| DATE
Egg Carton Diagram

NAME
NAME | DATE
3A Dozens of Eggs 3B Racing Fractions 3C Decimal Four Spins to Win
3D Decimal More or Less 3E Fractions & Decimals
= 1.00
Work Place Guide 3A Dozens of Eggs

Summary
Players take turns drawing from a deck of fraction cards, modeling the designated fraction on an Egg Carton Diagram with colored
tiles and string, and recording their results. Players take turns until one person has filled all four egg cartons on his or her record
sheet and written a matching addition equation that equals 1 whole for each carton. The first player to fill all four egg cartons wins.
Skills & Concepts

• Use visual models to recognize equivalent fractions (4.NF.1)
• Express a fraction as the sum of other fractions with the same denominator in more than one way (4.NF.3b)
• Write an equation to show a fraction as the sum of other fractions with the same denominator (4.NF.3b)
Materials
TM T6 • 3 decks Dozens of Eggs Fraction Cards • 36 colored tiles

Work Place Guide 3A Dozens of Eggs • 18 pieces of heavy string or yarn, 10” long
TM T7 • crayons or colored pencils
TM T4
Egg Carton Diagram
SB 105–106
Work Place Instructions 3A Dozens of Eggs

If you see that … Differentiate Example
A student struggles to build a model of the SUPPORT Use strings to model cutting the "I see your card is 3/4. How many equal parts do
fraction drawn. egg carton into pieces and have the student we need? Lets use the pieces of string to split
name the fractional parts. the egg carton into that many equal pieces.
Show me how you could split the 12 egg
compartments into 4 equal groups."
Students are unable to determine whether SUPPORT Have partners work together to name
the fraction drawn can fit into one of their the fraction that is left in each diagram and
cartons. any equivalent fractions they can determine
before they try to fill the carton with the
fraction drawn.
One or more students struggles to play the SUPPORT Have students play game variation
game due to a lack of comfort with fractions, A with classmates who are more comfortable
the egg carton model, or the process of with the game.
building and recording each time. SUPPORT Gather a small group of these
students during Work Places and have them
play as a team against you.
One or more students easily build the CHALLENGE Have students play using game
designated fractions, fill the egg diagrams, and variation B.
record equations to match without difficulty.
• Play the game with the ELL students yourself. Model how to play and put emphasis on how to model the fraction on the egg carton.
• Once students understand the game, help them demonstrate their strategies and verbalize them.
NAME | DATE

Game 1 Game 2
Equation: Equation:
Equation: Equation:
Equation: Equation:
Equation: Equation:
Game 3 Game 4
Equation: Equation:
Equation: Equation:
Equation: Equation:
Equation: Equation:
How Many Candy Bars Forum Planner

How many candy bars if each student gets 3/4?
Adding 3/4
Add 3/4 to get each new figure,
breaking it apart into 1/2 + 1/4 when it
is advantageous to do so.
Doubling or multiplying
Double 3/4 to make 1 1/2 candy bars
for two students, double again
to make three candy bars for four
students, and so on.
Using a ratio
Use known information to find
more answers by keeping the ratio
the same. For example, students
know that three students get 2 1/4
bars and four students get 3 bars, so
they add 2 1/4 + 3 = 5 1/4 to find the
number of bars for seven students.
Work Place Guide 3B Racing Fractions

Summary
Players draw from the Racing Fractions Cards deck and move game markers along the Racing Fractions Game Board, which
shows fraction number lines for halves, thirds, fourths, fifths, sixths, eighths, and tenths. Each player has a game marker on
each line and may move one or more markers in a single turn to equal the fraction on the card drawn. Players may also move
backward on a turn. The first player to move her markers to 1 on all of the number lines is the winner.
Skills & Concepts

• Express a fraction as the sum of other fractions with the same denominator in more than one way (4.NF.3b)
• Add and subtract fractions with like denominators (supports 4.NF)
• Add and subtract fractions with unlike denominators, including mixed numbers (5.NF.1)
Materials
TM T9 • 21 red and 21 blue game markers

Work Place Guide 3B Racing Fractions (7 of each per student pair)
TM T10 • 3 decks of Racing Fractions Cards
3B Racing Fractions Record Sheet
TM T11
SB 110

One or more students are uncertain SUPPORT Gather a small group to work together as
when moving game markers. a team against you. Each time you take a turn, share
your thinking, and ask students to do the same.
SUPPORT Have these students play cooperatively
rather than competitively with classmates who
are working more easily with fractions.
A student always tries to move only SUPPORT Ask the student to find two or three "You have the 5/8 card. What are some different ways
one game marker exactly the value possible moves for each card. Then ask the you could move 5/8? What fractions add up to 5/8?"
of the card. student which possibility is the best move.
One or more students are readily CHALLENGE Ask students questions that prompt "Which cards are the most helpful to draw at the
making correct moves for any card. them to make generalizations and extend their beginning of the game?"
thinking about the game. "Since the cards have all of the fractions with
denominators 2, 3, 4, 5, 6, 8, 10, what are the fewest
possible moves you could make to win?"
"When would you want to move backward? Why?"
One or more students are CHALLENGE Partway through a game, ask students
developing strategies for playing which cards would or would not work at this
the game. point. Challenge them to communicate their
reasoning clearly.
• Post Word Resource Cards for important vocabulary such as equivalent fractions, numerator, and denominator.
• Pair ELL students with supportive partners who can explain the game, including others who speak the same language.
• Play a demonstration game, focusing on different possibilities for each fraction card selected. Emphasize developing game strategies.
Unit 3 Module 2 Session 6 half-class set, plus more as needed, stored in the Work Place tray
NAME | DATE
3B Racing Fractions Record Sheet

Player 1____________________________ Player 2____________________________
Use the chart below to record your work with Racing Fractions. Write the fraction on
the fraction card in the first column. Write an equation that represents your moves in
the second column. The first one has been filled in for you as an example.
Player 1 Player 2
Fraction Equation Fraction Equation

3 1 1 3 4 1 1 1 4
4 2 + 4 = 4 5 2 + 5 + 10 = 5
Unit 3 Module 2 Session 6 4 copies stored in the Work Place tray
1
10
9
7
8
5
6
10
4
5
8
3
4
6
8
10
7
2
3
4
6
5
8
10
3
5
6
10
1
2
2
4
3
6
5
4
8
10
2
5
4
3
8
1
3
2
6
10
3
1
4
2
8
10
1
5
2
1
6
1
8
10
1
0
Student Book
NAME | DATE
Pizza Party Planning

A fourth grade class won a pizza party for collecting the most paper for recycling in their
school contest. Medium pizzas were cut into 8 slices, and large pizzas were cut into 12 slices.
1 Mariah ate 2 slices of a large pizza. What fraction of the pizza did she eat? Draw a
sketch to show your thinking.
2 Carlos said that Mariah ate of

1
6
a pizza. Tell why you agree or disagree.
3 Mariah’s table seats 4 students. Each student ate 2 slices of a large pizza. Write an
equation that shows what fraction of a pizza was eaten at Mariah’s table.
4 Tony ate 3 slices of a medium pizza. His friend, Connor, ate 4 slices of the same pizza.
a Write two different fractions to describe how much pizza Connor ate.
b What fraction of the pizza did the boys eat together? _______
5 Lionel’s table group drank 1 1 liters of juice with their pizza. How many milliliters
2
did they drink? Show your work.
6 Complete the problems.

100 79 100 20 35 60
× 45 × 10 × × × 40 × × 60
8,500 1,400 240 7,000
NAME | DATE

Player 1____________________________ Player 2____________________________
8 2
16 32
4 8
Round 1
Our fraction is: ________________
Round 2
Our fraction is: ________________
Round 3
Our fraction is: ________________

NAME | DATE
Player 1____________________________ Player 2____________________________
8 2
16 32
4 8
Round 1
Our fraction is: ________________
Round 2
Our fraction is: ________________
Round 3
Our fraction is: ________________
NAME | DATE
What’s the Share?

1 If the area of the largest square on the geoboard is 1, what is the area of each region?
B
A E
C
D
A B C D E
2 Write four statements and matching fraction equations that compare two regions.
Statements Equations
ex A is half of E 2× 1
4 = 1
2
3 Fill in the blank with the correct relational symbol: <, >, or =.
1 1 3 3 4 6 4 5
2 6 4 8 9 9 8 10
5 List three prime numbers greater than 20.
NAME | DATE
Comparing, Adding & Subtracting Fractions page 1 of 2

1 Use the symbols >, =, or < to compare each pair of fractions.
3 2 3 1 3 7 7 1
8 8 8 4 8 16 16 4
1 3 4 2 4 5 3 5
4 4 16 16 16 8 4 8
2 Find each sum.

1 3 2 1 2 3
4 + 4 = 4 + 4 = 4 + 4 =
1 1 2 5 5 6
14 + 4 = 8 + 8 = 8 + 8 =
3 Find each difference.

3 1 1 1 1 3
4 – 4 = 14 – 4 = 14 – 4 =
6 2 3 2 3 4
8 – 8 = 18 – 8 = 18 – 8 =
NAME | DATE
Comparing, Adding & Subtracting Fractions page 2 of 2
4 CHALLENGE Write as many equivalent fractions as you can for each fraction shown below.
1
a 8
1
b 4
2
c 3
d Describe how you can write equivalent fractions for any fraction.
5 CHALLENGE Find each sum.

1 1 2 3 12 1
14 + 2 = 8 + 4 = 16 + 8 =
6 CHALLENGE Find each difference.

1 1 3 3 5 1
14 – 2 = 4 – 8 = 16 – 4 =
NAME | DATE
Adding & Subtracting Fractions

Ariel got a new box of 8 crayons and a set of 10 markers for her birthday. Use this
information as you solve each problem below. Use numbers, labeled sketches, or words
to show your thinking.
1 Ariel used 5 crayons to make a thank-you card. What fraction of the box did she use?
2 Ariel gave her brother 4 crayons. What fraction does she have left out of her box of 8?
3 After she gave some crayons to her brother, Ariel’s dog ate 2 of her crayons.
a Now what fraction does Ariel have left of her original box of 8 crayons?
b What fraction of the crayons went to Ariel’s brother and her dog?
4 Ariel took 6 markers out of her marker set. What fraction of the markers are left in the set?
5 Two of Ariel’s markers are green, 2 are red, and 3 are blue. What fraction of the
markers are
green? ________
red? ________
blue? ________
NAME | DATE
Teacher Students
Equation: Equation:
Equation: Equation:
Equation: Equation:
Equation: Equation:
NAME | DATE
Work Place Instructions 3A Dozens of Eggs page 1 of 2

• 2 Dozens of Eggs Record Sheets
• 1 deck of Dozens of Eggs Fraction Cards
• 1 Egg Carton Diagram
• 6 pieces of string or yarn
• 12 colored tiles
• colored pencils or crayons
1 Players shuffle the fraction cards and lay them face-down in a stack. Each player draws one card. The
player with the larger fraction goes first. The cards just drawn go at the bottom of the stack.
Players may build fractions on the Egg Carton Diagram if needed to determine which fraction is larger.
2 Player 1 draws a card from the top of the deck, reads the fraction out loud, and uses string and colored
tiles to build a model of the fraction on the Egg Carton Diagram. Player 2 checks Player 1’s work.
2
3
Dozens of Egg
s Fraction Card
QCB6001
Jasmine Wow! I got a really big fraction on my first turn. So I’m going to divide the egg carton
into 3 equal parts, and fill 2 of them, like this.
2
Sara I agree that 3 of the egg carton is 8 eggs, because I know that there are 4 eggs in one-third
of a carton.
3 Player 1 draws circles to represent that number of eggs in one of the diagrams on her record sheet and
records that number of twelfths as a fraction on the sheet.
2 Jasmine
Dozens
3of Eggs
Fraction
Card QCB600
1
8
12
Jasmine I have to change 23 into twelfths, but that’s easy, because each egg is one-twelfth of the
8
carton, so I got 12 on my first turn. I only need 4 more twelfths to fill this carton.
NAME | DATE
Work Place Instructions 3A Dozens of Eggs page 2 of 2

4 Player 1 empties the egg carton diagram and puts the card in a discard stack. Then Player 2 takes a turn.
5 Players continue to take turns until one person has filled in all four cartons on the record sheet.
Players should use a different color to record each new turn.
When all the cards in the deck have been used, shuffle the deck and use it again.
6 On each turn, players must put all of the eggs in one carton. However, players may begin to fill
another carton before the first is completely filled.
7 If the fraction drawn does not fit into one of the cartons, the player misses that turn.
8 When a carton is filled, the player writes an equation by inserting plus signs between the fractions for
that carton and showing them equal to 1 whole.
Jasmine
8
12 + 122 + 122 =1
9 The winner is the first player to fill all four cartons on his record sheet. If Player 1 is the first to fill all
four cartons, Player 2 may take one last turn.
Game Variations
A Players work together to fill all four cartons on a single record sheet rather than playing against each other.
B Players begin with all four cartons filled, by drawing 12 circles in each of the cartons and writing 12
12 at
the start of each equation line. Then each player subtracts the fractions that are written on the cards
they get, crossing out that many eggs and subtracting that many twelfths. Players must subtract the
entire fraction from one carton rather than splitting the fraction between two or more cartons. The
winner is the first player to get rid of all the eggs from all four cartons.
NAME | DATE

1 Solve the following multiplication and division problems. They might help you
think about the egg cartons in problem 2.
12 ÷ 2 = ______ 12 ÷ 3 = ______ 12 ÷ 4 = ______ 12 ÷ 6 = ______

6 × 3 = ______ 4 × 2 = ______ 3 × 3 = ______ 2 × 5 = ______
2 Write a fraction to show the amount of each egg carton that is filled with eggs. (The
cartons are divided into equal parts for you.) Then write an equivalent fraction with
12 in the denominator.
ex a
Equation: 1 4 Equation:
3 = 12
b c
Equation: Equation:
d e
Equation: Equation:
1 1 1 1 4 2
ex 4 < 2 ex 2 > 3 a 6 3
1 1 3 5 1 3
b 3 4 c 4 6 d 3 4
1 2 2 3 2 1
e 2 4 f 3 4 g 6 3
NAME | DATE

1 Mrs. Wiggens is hosting her annual class picnic. She wants to give each student 3/4 of
a candy bar for a dessert treat.
a How many candy bars will she need for two students? _______
b How many candy bars will she need for four students? _______
c In order to make things easier for Mrs. Wiggens, fill in the chart below so she
will know how many candy bars she might need.
Number of
Candy Bars
Number of
Students
1 2 3 4 5 6 7 8
Number of
Candy Bars
Number of
Students
9 10 11 12 13 14 15 16
Number of
Candy Bars
Number of
Students
17 18 19 20 21 22 23 24
Number of
Candy Bars
Number of
Students
25 26 27 28 29 30 31 32
2 How did you get your answers on the chart above? Use numbers, words, or labeled
sketches to describe your strategy.
3 CHALLENGEWhat kind of general rule could you give Mrs. Wiggens to know how
many candy bars to get no matter how many students she has?
NAME | DATE

1 The circles below are divided into equal parts. Write two fractions to show what
part of each circle is filled in.
ex a b
1 2
2 4
c d e
2 The circles below are divided into equal parts. Write a fraction and a mixed number
to show how many circles are filled in.
Fraction Mixed Fraction Mixed
Number Number
ex a
6 1
4 1 2
b c
3 Fill in the missing fractions or mixed numbers.

Challenge
5 9 9 14 62
Fractions
2 2 4 4 3
1 3 1
Mixed
Numbers
2 12 32 24 30 3

• 1 Racing Fractions Record Sheet to share
• 1 Racing Fractions Game Board
• 7 red game markers
• 7 blue game markers
• 1 deck of Racing Fraction Cards
1 Players decide who will play with the red game markers, and who will play with the blue markers. Then
both players place one of their game markers at the beginning of each number line on the game board.
2 Players shuffle the fraction cards and lay them face-down in a stack. Each player draws one card. The
player with the larger fraction goes first. Players put the cards just drawn at the bottom of the stack.
3 Player 1 draws a new card and moves one or more game markers the distance shown on the card.
Player 1 I got 36 . That’s the same as 12 , so I could go 12 , 24 , 36 , 48 , or 10
5
. Hmm...or I could do 13 and
1 1
6 . I remember those make 2 from when we looked at egg carton fractions. I think I’ll do that.
4 Player 1 records the fraction in his Fraction column on the record sheet and writes the fraction or
equation that describes how the game markers were moved in his Equation column.
(If the player selected 12 and moved 12 , he would write 1
2. If the player selected 1
2 and moved one marker to 1
3 and
another marker to 16 , he would write 13 + 16 = 12 .)
5 Player 2 checks first player’s work on the record sheet. Player 1 tries again if an error was made.
6 Then Player 2 draws a fractions card and takes a turn. Player 1 checks the second player’s work.
7 Players continue to take turns, record moves, and check each other’s work until one player’s game
markers are all on 1. If Player 1 is the first to land on 1, Player 2 may take one last turn.
If a player cannot find a possible move for a card he has drawn, the player loses the turn.
Players may also move game markers backward. For example, if a player selects 13 , she can move one marker up 1
2
and another back 16 . The sum or the difference of the moves still needs to equal the value on the fraction card.
Game Variations
A Play cooperatively. Players can work together and help each other finish the track in a certain time period.
B Double the length of each track by taping 2 copies of the Racing Fractions Game Board Teacher
Master together, writing a 1 in front of every fraction on the second sheet, and changing the 1 at the
end of each track on the second sheet to a 2.
NAME | DATE
Understanding Fractions & Mixed Numbers

1 Sketch and label a picture that represents 1 2 .
1
2 Answer each question below:
a How many halves are in 2 ? _____

3
b How many fourths are in 4 ? _____
7
c How many thirds are in 3 ? _____

8
d How many fifths are in 5 ? _____
6
e What do you notice about problems a–d?
3 Write each fraction as a mixed number. Make a drawing, if needed.

5
a 2 = _____
7
b 6 = _____
4
c 3 = _____
12
d 8 = _____
4 Write each mixed number as a fraction. Make a drawing, if needed.
a 2
1 3 = _____
b 3
1 5 = _____
c 1
2 4 = _____
d 1
3 2 = _____
Home Connections
NAME | DATE
Brownie Dessert page 1 of 2

A fourth grade class earned a brownie dessert party for having the highest attendance
in one grading period. Small pans of brownies were cut into 9 pieces, and large pans
were cut into 16 pieces.
1 Tori ate 2 brownies from a small pan. What fraction of the brownies in that pan did
she eat? Draw a sketch to show your thinking.
2 Holly ate 1 more brownie than Tori from the same small pan. Write two equivalent
fractions that describe how much Holly ate.
3 Henry’s table group seats 5 students. Each student ate 2 brownies from a large pan.
Write an equation that shows what fraction of a large pan of brownies was eaten at
Henry’s table.
4 April ate 1 brownie from a large pan, and her friend, Christina, ate 4 brownies from
the same pan.
a Write two fractions to tell how much of the large pan of brownies Christina ate.
b What fraction of a large pan of brownies did the girls eat together?
NAME | DATE
Brownie Dessert page 2 of 2
1 Freddy had 2 of the brownies from a large pan. His friend said he ate
1
8 of the
brownies in that pan. Tell why you agree or disagree.
2 CHALLENGE
1
In an 18-egg carton, 3 equals 6 eggs. Use the grids below to help you
imagine and draw cartons where:
a 1
2 is 9 eggs. b 3
8 is 18 eggs.
NAME | DATE
Planning a Garden page 1 of 2

The Brown family is trying to decide how to plan their garden for the vegetables they
want to grow. Use the geoboard model to design a garden that fits each description.
Label every area to show where each vegetable will be planted.
1 The Browns could plant

1
2 tomatoes,
1
4 squash, and
1
4 lettuce.
2 They could plant

1
4 tomatoes,
1
4 squash,
1
4 lettuce,
1
8 peppers, and
1
8 cabbage.
3 1
The Brown family might plant 8 tomatoes, 8 cabbage, and
1 1
8 peppers. If they do,
what fraction of their garden will be unplanted?
NAME | DATE
Planning a Garden page 2 of 2
1 If the Browns plant 163 tomatoes,

1
4 cabbage, and
2
8 peppers, what fraction of their
garden will be unplanted?
2 CHALLENGE Create a plan for a garden that has room for 5 different vegetables. Label
the vegetables in the garden and write a equation to represent the model.
NAME | DATE
Fractions & More Fractions page 1 of 2

1 Ethan used an egg carton model to add fractions. Draw eggs in the cartons to show
and solve the problem. Then fill in the blank to show the answer.
1 1
2 + 6=
2 Put the following numbers in order on the number line below.

1 1 3 1 3 1 7
2 12 5 4 14 14 8
0 1 2
3 Maria is writing as many different addition and multiplication equations as she can
2
for 2 8 . Her rule is that all the fractions in each equation must have a denominator
of 8.
a Here are the equations Maria has written so for. Fill in the bubble beside each
equation that is true.
NN
2 2
28 = 1 + 1 + 8
NN
2 8 10
28 = 8 + 8
5 5 5 4 2
NN 8 + 8 + 8 + 8 = 28
NN
1 2
18 × 8 = 28
b Write at least four more addition or multiplication equations for 2 8 in which all
2
the fractions have a denominator of 8.
NAME | DATE
Fractions & More Fractions page 2 of 2
4 Calvin and Leah are playing a game that has them draw fraction cards to add up to
1
numbers that fill a 12-egg carton. Calvin had 3 of his egg carton full when he chose a
8
card with 12 on it. He says he will fill his egg carton. Do you agree or disagree? Why?
Use a labeled sketch in the egg carton diagram below to help explain your answer.
5 4 5
Leah had 6 of her egg carton full when she chose the 12 card. Can she fit 12 in this
5
egg carton? Why or why not? Use a labeled sketch in the egg carton diagram below
to help explain your answer.
6 CHALLENGE Imagine you are playing the game with egg cartons that hold 18 eggs,
and the fraction cards refer to 18 eggs instead of 12 eggs. (For example, if you draw
1
the 2 card, that means half of 18, not half of 12.)
a 2
If you have 3 of your first 18-egg carton full, how many more eggs will fit in that
carton? What fraction card will you need to draw to fill the first carton exactly?
b 1
You have 3 of your second 18-egg carton full when you select the 6 card. Can
5
you use this card to place more eggs in the second carton, or will you have to
use your third carton instead?
Teachers Guide
Module 3
Introducing Decimals
Session 1 Introducing Decimal Numbers�� 3
Session 2 Comparing Decimal Numbers�� 9
Session 3 Thinking About Tenths & Hundredths�� 15
Session 4 Decimal More or Less��23

Thinking About Tenths & Hundredths�� T1 Decimals Are Fractions�� 112
Work Place Guide 3C Decimal Four Spins to Win��T2 Money, Decimals & Fractions�� 114
3C Decimal Four Spins to Win��T3 Comparing Decimals & Fractions �� 115
Fraction & Decimal Checkpoint�� T4 Number Riddles�� 117
Work Place Guide 3D Decimal More or Less�� T6 Work Place Instructions 3C
3D Decimal More or Less Record Sheet��T7 Decimal Four Spins to Win �� 118
Tenths & Hundredths�� 119
Work Place Instructions 3D Decimal More or Less��120
Decimal More or Less Challenges��121

More Comparing Decimals & Fractions�� 61
Decimals, Fractions & Story Problems��63
Unit 3
Unit 3
Module 3
Module 3
Introducing Decimals
Overview
In this module, the base ten mat is assigned a value of 1. Students determine that the strip and the unit are worth 1/10 and 1/100
respectively, and are introduced to the decimal notation for these fractions. The base ten pieces serve as a visual anchor as stu-
dents compare decimal numbers and investigate the relationship between tenths and hundredths. During the last two sessions,
the teacher introduces two new Work Places to provide practice with adding tenths and hundredths, as well as building and
comparing fractions. There is a checkpoint on fractions and decimals at the end of the module.
Planner
Session 1 Introducing Decimal Numbers
Students compare the geoboard to the largest base ten area piece as a way to transition from
fractions to decimals, and to consider the relationship between fractions and decimals. Using
the piece as the whole, students identify the fractions represented by the other two base ten
pieces and name them using words, decimal numbers, and fractions. Students finish the session
by completing two Student Book pages that reinforce their understanding of decimal numbers.
Session 2 Comparing Decimal Numbers
In today’s session, students continue their work with decimals. To begin, they discuss and
compare tenths and hundredths. Then they work in pairs to solve comparison problems with
decimal numbers and fractions. Students express their answers in the form of inequalities.
Session 3 Thinking About Tenths & Hundredths
Today, students investigate the relationship between tenths and hundredths, and discover
that tenths can be rewritten as hundredths, making it possible to solve such problems as
3/10 + 42/100. The teacher introduces a new Work Place to provide practice with adding tenths
and hundredths. Students then spend any time remaining in the session visiting Work Places.
Introducing Work Place 3C Four Spins to Win
Players take four turns each spinning both spinners, recording the results of their spins, rewrit-
ing the first fraction as an equivalent fraction with denominator 100, adding the two fractions,
writing the total as a fraction and a decimal number, and shading in one of their grids to show
the total. Players use a different color to shade in their grids each time they take a turn. When
both players have had four turns, each determines the total of all his spins. Then they record
and compare their total to their partner’s total. The player with the total closer to 3.00, either
under or over, wins.
Session 4 Decimal More or Less
This session begins with a quick checkpoint on fractions and decimals. Then the teacher
introduces a new Work Place game by playing two rounds with the class. Students complete
the game in pairs and then visit other Work Places.
Introducing Work Place 3D Decimal More or Less
Players roll a more/less die to determine whether they are trying to build a number that is
greater than or less than their partner’s. Players take three turns each using a spinner, deciding
if they want the number they spun to represent ones, tenths, or hundredths on their record
sheets, and building the number with base ten pieces. After each player has built a 3-digit
number, they compare their numbers. Depending on what was rolled at the beginning of the
game, the player with the larger or smaller decimal number wins.

Resources
Run a single display copy of Student Book pages 112–113 and 115–116. instruction.
pages 112–121.
Work Place Prepare the materials for Work Places 3C & 3D using the lists of materials on the
Paper Cutting Before Session 3, make a class set of 6" × 9" pieces of black construction paper.
Unit 3 Module 3
Unit 3
Module 3
Session 1 Session 1
Introducing Decimal Numbers
Summary
Students compare the geoboard to the largest base ten area piece as a way to transition from
fractions to decimals, and to consider the relationship between fractions and decimals. Using
the piece as the whole, students identify the fractions represented by the other two base ten
pieces and name them using words, decimal numbers, and fractions. Students finish the session
by completing two Student Book pages that reinforce their understanding of decimal numbers.
Skills & Concepts

• Convert a decimal to a fraction and vice versa (supports 4.NF)
• Write fractions with denominators 10 and 100 in decimal notation (4.NF.6)
• Represent decimal numbers with digits to the hundredths place using place value models,
and fraction equivalents (supports 4.NF)
• Create a visual representation of a decimal number (supports 4.NF)
Materials
Vocabulary
Problems & Investigations Introducing Decimal Numbers in Base Ten those terms for which Word
SB 112–113* • base ten area pieces (class set, Resource Cards are available.
Decimals Are Fractions plus 1 for display)
• geoboard and geobands (1 set
decimal point
for display) decimal number
Daily Practice denominator*
SB 114
Money, Decimals & Fractions fraction*
hundredth*
tenth*
Copy Instructions are located at the top of each teacher master. * Run 1 copy of these pages for display.
Preparation
Use bands to divide a geoboard into 16 small squares.

1 Display a geoboard divided with geobands into 16 small squares, and ask
students to identify what fraction is represented by each small square.
2 Then outline 1/2, 1/4, and 1/8 one at a time on the geoboard with another
band, and ask students to name the fraction represented by each.
1 1 1
2 4 8
3 Now display the geoboard divided into sixteenths and the one of your base
ten mats side-by-side. Ask students to think silently and then talk in pairs
about how these models are similar and how they are different.
4 Ask a few pairs to share some of the similarities, and then some of the
differences, they discussed.
Students They’re both squares.
They’re both divided up into lots of other littler squares.
They’re both grids.
The geoboard is 1, but the base ten mat is 100.
The geoboard has 16 little squares, but the base ten mat has 100.
5 Ask students to get out their own base ten pieces and have them work in
pairs to identify what fraction each of the other two pieces represents if the
mat represents 1 whole.
Teacher I’d like you to think of the base ten mat as 1, just like
you thought about the geoboard as 1. In today’s work, this is our
whole—our unit. If the mat is worth 1, talk to your partner about
what fractions the strip and unit are. Use your pieces to explain your
thinking to each other.
6 Reconvene and establish the value of each piece: 1, 1/10, and 1/100. Then
review how they are written with words, fractions, and decimal numbers.
one tenth hundredth

1 1
1 10 100
1.00 0.10 0.01
mat strip unit
7 Now, display a collection of 2 mats, 4 strips, and 3 units and label it while
students build the same collection.
2 ones 4 tenths 3 hundredths

8 Ask students to talk in pairs about what the total value of this collection of
pieces is. Then invite several pairs to explain their ideas, using the pieces
you have on display.
Students are likely to suggest the following ideas: 2 and 43 hundredths, 2 + 43/100, 2
wholes + 4 tenths + 3 hundredths, 243/100, 243.
Rosa We knew the 2 mats were just 2. Then we put the 4 strips and
the 3 units on another mat to see what fraction they make. They
covered 43 out of 100 squares, so it’s 2 and 43 hundredths.
43
2 100
Sean Or you could look at them all like they’re hundredths, and it’s
243 hundredths.
9 If no one suggests it, ask students how they could write the value of the col-
lection without using fractions. (If they have trouble, you might invite them
think about how they would write 2 dollars and 43 cents.)
10 Explain that 2.43 is read “two and forty-three hundredths.” Comment that
students will often hear 2.43 read as “two point four three” and explain that
the point refers to the decimal point.
Throughout your work with decimals, encourage students to read decimal numbers as a
whole number and a decimal fraction (e.g., “two and forty-three hundredths”).
Some students may be surprised that the way you read a decimal sounds just like a frac-
tion or mixed number. If students comment on this, take advantage of this opportunity to
connect fractions and decimals.
Teacher You read the number as “two and forty-three hundredths,”

whether it is written as a fraction or a decimal. That’s because the
decimal and the fraction have the same value. They are equivalent.
We can label the collection either 2.43 or 2 43/100.
2 ones 4 tenths 3 hundredths

43
2 100 or 2.43
11 Help students practice reading and writing a few decimal numbers.
• Write 3.56 and 7.42 and ask students to turn to a partner and read these numbers aloud.
• Then, write each number in words: three and fifty-six hundredths; seven and forty-
two hundredths.
• Ask students what they notice about the way these decimal numbers are written in words.
• Emphasize the “th” at the end of hundredths.
• Write one and twenty-seven hundredths, two and six hundredths, and four and three
tenths and ask students how to write these numbers as decimals.
12 Display 2 strips and have students build the same collection. Then have
students think quietly about, then share in pairs, the different ways of
expressing the value of the collection.
• Ask students the following questions.
»» What is the value of this collection? (0.2 or 2 tenths)
»» How many different ways can you write or say the value of this collection? How can you
use what you know about fractions to help you? (2 tenths, 20 hundredths, 0.2, 0.20)
• Record students’ responses where everyone can see.
• If nobody mentions it, explain that this collection can also be written 1/10 + 1/10 or
10/100 + 10/100.
13 Discuss the equivalence of tenths and hundredths expressed in decimal

notation and as fractions.
• Write the following numbers: 0.3, 0.30, 3/10, and 30/100.
»» Ask students if these numbers are equivalent or if some of them are greater than or
less than others.
»» Encourage students to use base ten area pieces to support their thinking. Then,
invite a few students to share.
• Write the following numbers: 8/10,80/100, 0.8, and 0.80.
»» Ask students how many hundredths are in 8/10.
»» Use one of the mats to show 8/10 is equal to 80/100, and model how to write 8/10 = 80/100.
»» Ask students how to write 8/10 and 80/100 as decimal numbers.
14 Have students practice modeling, writing and reading the numbers 0.59 and
1.31 as decimals and as fractions.
• Write 0.59 on the board without saying it aloud.
• Have students build the collection with their base ten pieces.
• Have students turn to a partner and decide who will go first. Tell the first person to
write and say the decimal name for the collection.
• Then, tell the second person to write and say the fraction name for the collection.
• Repeat the process for 1.31, but have students switch whether they write and say the
decimal or the fraction.
To help students read and write numbers, emphasize that when there is only a number in
the tenths place, such as 0.7, the fraction has a 10 as the denominator. Students write and
say it like it sounds: 7/10. When there are numbers in both the tenths and the hundredths
place, such as 0.63, the fraction has 100 as the denominator and students write it and say it
like it sounds as well: 63/100.
15 Have students turn to page 1 of the Decimals Are Fractions Student Book
page while you display your copy. Read the directions aloud and then have
students work independently.
Solve 1a and 2a together, if you feel it is necessary for your class.
NAME | DATE
Decimals Are Fractions page 1 of 2

1 Write the decimal and fraction for each collection in the table below.
Collection Decimal Fraction
2 Sketch base ten pieces to show the minimal collection for each decimal. Then, write
the number as a fraction. (A minimal collection is one that uses the fewest possible
number of pieces.)
Decimal Collection Fraction
a 0.75
b 0.25
• As students work,c walk

1.99 around the room to make observations and offer support. Ask
students to practice
d reading
2.03 the fraction and decimal names aloud to you.
• When most students have finished the first page, have them share their work with a partner.
16 Display page 2 of the Decimals Are Fractions Student Book page, give
students a moment to read it and ask questions, and then have them work
independently or with a partner.
Remind students who choose to work with a partner to answer questions in their own
Student Books.
NAME | DATE
3 Write the numbers 0.75, 0.25, 1.99, and 2.03 in their approximate places on the
number line below.
0 3
4 The value of the mat is 1.
a How many tenths are shaded on the mat?
b How many hundredths are shaded on the mat? How do you know?
c Write two fraction names for the shaded amount.
d Write two decimal names for the shaded amount.
5 Use numbers, words, or sketches to record at least two different observations about
decimals and fractions.
17 When most students are finished, review the Decimals Are Fractions Student
Book pages together, focusing on the more open-ended questions and the
questions that seemed most puzzling for your students.
Daily Practice
The optional Money, Decimals & Fractions Student Book page provides additional oppor-
• Write fractions with denominator 10 in decimal notation (4.NF.6)
• Represent decimal numbers with digits to the hundredths place using place value
models and fraction equivalents (supports 4.NF)
• Read and write decimal numbers with digits to the hundredths place (supports 4.NF)
Unit 3 Module 3
Unit 3
Module 3
Session 2 Session 2
Comparing Decimal Numbers
Summary
In today’s session, students continue their work with decimals. To begin, they discuss and compare
tenths and hundredths. Then, they work in pairs to solve comparison problems with decimal num-
bers and fractions. Students express their answers in the form of inequalities. Finally, the teacher
introduces and assigns the More Comparing Fractions & Decimals Home Connection.
Skills & Concepts

• Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and
use this technique to add two fractions with respective denominators 10 and 100 (4.NF.5)
• Write fractions with denominators 10 or 100 in decimal notation (4.NF.6)
• Convert a decimal to a fraction and vice versa, and visually represent the number (supports 4.NF)
• Compare two decimal numbers with digits to the hundredths place; use the symbols >, =, and
< to record the comparison; demonstrate an understanding that the comparison is valid only
when the two numbers refer to the same whole; and justify the comparison (4.NF.7)
Materials
Problems & Investigations Comparing Decimal Numbers
SB 115–116* • base ten area pieces (1 set per student) Resource Cards are available.
Comparing Decimals & Fractions • plastic coins (dimes and pennies, 10 of each)
compare
Home Connection decimal number
HC 61–62 greater than
More Comparing Decimals &
hundredth*
Fractions
less than
Daily Practice tenth*
SB 117
Number Riddles


1 Display one of each kind of base ten piece, review how much each piece is
worth (1, 1/10, and 1/100), and then make sure each student has a set of base
ten pieces.
2 Next, write 0.4 and 0.04 on the board, and have students turn and talk to a
partner about how each number would be read aloud.
• Invite a volunteer to read the numbers aloud. [four tenths and four hundredths]
• Have students build each number with their base ten area pieces.
3 Invite a volunteer to build 0.4 where everyone can see. Then, ask student pairs Math Practices
to come up with other ways to write the value of the pieces. [0.40, 4/10, 40/100] in Action 4.MP.4
Record the names students propose. The base ten pieces are
a powerful model for
4 Repeat the procedure with 0.04. [4/100] decimal numbers. By
using them to model
5 Explain that a common mistake people make is to confuse tenths and different numbers and
hundredths. Ask students to think about how they can convince others that justify comparisons of
0.4 has a value of four tenths and not four hundredths. Invite a few students those numbers, students
are developing a deep
to share their arguments. understanding of decimal
SUPPORT If students seem perplexed by this challenge, have them re-examine and compare numbers and our base ten
the representations of 0.4 and 0.04 they built with their base ten pieces. You might also number system.
work with students’ input to build both quantities with coins, noting with the class that a
dime is the same as one-tenth of a dollar, while a penny is the same as one-hundredth of a
dollar. So, 0.4 or 4 tenths is 4 dimes or 40 cents, while 0.04 is 4 pennies—just 4 cents.
4 40
0.4 is the same as 10 or 100 or 0.40
In money, 0.4 would be 4 dimes or 40¢
4
0.04 is the same as 100
In money, 0.04 would be 4 pennies or 4¢
6 Repeat the challenge, but this time tell students they have to convince
someone that 0.07 has a value of seven hundredths and not seven tenths.
7 Then, ask students which is greater: 0.4 or 0.07.
• Have students turn to a partner and talk about the question. Then, invite a few students
to share their thinking using models.
• Make sure money amounts are mentioned and shown, if necessary, to support
students’ thinking.
8 Write 4/10 and 7/100, and ask students if they can think of an easy way to add
4/10 and 7/100.
Have students turn to a partner and to discuss the question. Then, invite a few students to
share their thinking.
Tanner I pictured 4 tenths and 7 hundredths. I put them together

and I got 47 hundredths.
Elysa I did that, too, but then I thought about what it would be as
a fraction. If I covered a mat with 47 of those little squares, it would
show 47 out of 100 covered, so it’s 47/100.
Chin I know that 4 tenths is equal to 40 hundredths. Forty hundredths
and 7 hundredths are 47 hundredths. Then, I did it like you and got 47/100.
Maria It’s like finding out how much money you have. You have 4
dimes and 7 pennies. That’s 47 cents, so 47 out of 100, 47/100.
9 Introduce the Comparing Decimals & Fractions Student Book pages, and
complete the first problem together.
• Display the first page of Comparing Decimals & Fractions. Have students open their
Student Books to the same page.
NAME | DATE
Comparing Decimals & Fractions page 1 of 2

For all questions below, write an inequality using the symbols < or > to show your answer.
1 Two baby hummingbirds hatched last week at the zoo. A researcher is keeping track
of their weights. Today Baby A weighs 1.2 grams and Baby B weighs 1.09 grams.
Which is heavier, Baby A or Baby B?
2 Rosario and her friend Keiko walked in the walkathon to benefit the animal shelter.
• Read the first problem aloud, and remind students that a paperclip weighs about a gram.
Rosario walked 3.41 miles, and Keiko walked 3.8 miles. Who walked farther?
• Ask students to turn to a partner and talk about which weighs more, baby A at 1.2
grams or baby B at 1.09 grams. Tell students to record their thinking on the page.
Don’t be surprised if students suggest that baby B weighs more. Some students will reason
that 9 is more than 2, so 1.09 is greater than 1.2.
SUPPORT Have the3 students
A giant panda to build
at the both
Beijing Zoo numbers
in China with
had twins named their
Lucy and Lei.base
Giant ten area pieces.
pandas can weigh over 200 pounds when fully grown, but they have very tiny
• Invite a few students to share
babies. When their
they were born, thinking
Lei weighed and
5.29 ounces and model how
Lucy weighed 5.9 to record the relation-
ounces. Which twin was heavier?
ship between the weights as an inequality.
Will We built both numbers. Here’s what they looked like with base
ten area pieces. We thought baby B would be heavier because 9 is
more than 2, but when we built it we saw that B was 9 hundredths
and A was 2 tenths. So, baby A weighed more. (continued on next page)
1.09 1.2
Baby B Baby A
Teacher The directions ask you to record your answers as inequali-

ties. An inequality uses the greater than or less than sign to show
which number is greater and which is less. What are two ways you
could record the relationship between the baby hummingbirds’
weights as an inequality?
Justin You can write 1.09 is less than 1.2 or 1.2 is greater than 1.09.
Teacher (Writes 1.09 < 1.2 and 1.2 > 1.09 on the display copy.)
10 Have students work in pairs to complete both pages of Comparing

Decimals & Fractions.
If students need a referent for problem 3, mention that a packet of hot chocolate weighs
about an ounce.
ELL Because these pages require a lot of reading, try to pair ELL students with peers who
can translate, or let ELL students’ partners know they should take time to explain the
problems, even if they don’t have time to complete both pages.
CHALLENGE Consider pairing students you think will complete this task easily. Ask these
students to find the exact difference between numbers instead of just comparing them.
Remind students to use base ten area pieces if necessary.
• As students work, circulate around the room to make observations and offer support.
• If a particular problem seems challenging to many students, reconvene the class for a
few minutes and discuss it with the group.
Teacher I noticed that many of you were puzzling over the last ques-
tion, which asks you to show a number between 0.5 and 0.45. Student
A, will you come up and use the base ten area pieces to explain the
disagreement you had with your partner?
June I think the number has to be between these two numbers. Here
are point-four-five and point-five. My partner thinks that’s wrong,
though. She says the point-four-five part is right, but the point-five
should be like a half.
0.45 0.5
Austin Right. I think point-five looks like this. Because it’s five-tenths,
not five-hundredths like the one she built.
0.5
Teacher Please take a moment to talk about this with your neigh-
bor. … What did you conclude?
Nick We think it’s 5/10 because the 5 is just right next to the decimal
point in the tenths place.
11 Close the lesson by letting students know they will continue working with
decimals in the next few sessions and then giving them a few minutes to put
away materials.
Home Connection
12 Introduce and assign the More Comparing Decimals & Fractions Home
• Represent decimal numbers with digits to the hundredths place using place value
models and fraction equivalents (supports 4.NF)
• Create a visual representation of a fraction and a decimal number (supports 4.NF)
• Write fractions with denominators 10 0r 100 in decimal notation (4.NF.6)
• Compare two decimal numbers with digits to the hundredths place (4.NF.7)
• Use the symbols >, =, and < to record comparisons of two decimal numbers with digits to the
hundredths place (4.NF.7)
Daily Practice
The optional Number Riddles Student Book page provides additional opportunities to
• Compare two decimal numbers with digits to the hundredths pace using the symbols
>, =, and < to record comparisons (4.NF.7)
Unit 3 Module 3
Unit 3
Module 3
Session 3 Session 3
Thinking About Tenths
& Hundredths
Summary
Today, students investigate the relationship between tenths and hundredths and discover
that tenths can be rewritten as hundredths, making it possible to solve such problems as
3/10 + 42/100. The teacher introduces a new Work Place to provide practice with adding tenths
and hundredths. Students then spend any time remaining in the session visiting Work Places.
Skills & Concepts

Materials
Problems & Investigations Thinking About Tenths & Hundredths those terms for which Word
TM T1 • base ten area pieces, class set • 6” × 9” black construction paper Resource Cards are available.
Thinking About Tenths & (1 per student)
decimal*
Hundredths • a piece of copy paper to mask
portions of the teacher master denominator*
Work Places Introducing Work Place 3C Decimal Four Spins to Win
hundredth*
TM T2 • spinner overlay • colored pencils, class set numerator*
Work Place Guide 3C Decimal Four • base ten area pieces, class set
tenth*
Spins to Win
TM T3
3C Decimal Four Spins to Win
Record Sheet
SB 118*
Decimal Four Spins to Win
Work Places in Use

3B Racing Fractions (introduced in Unit 3, Module 2, Session 6)
3C Decimal Four Spins to Win (introduced in this session)
Daily Practice
SB 119
Tenths & Hundredths

Preparation
• In today’s session, you’ll introduce Work Place 3C Decimal Four Spins to Win, which
replaces Work Place 2B Division Capture. Before this session, you should review the Work
Place Guide, as well as the Work Place Instructions. Make copies of the 3C Decimal Four
Spins to Win Record Sheet for use today and store the rest in the Work Place 3C Decimal
Four Spins to Win tray, along with the materials listed on the guide. The Work Place Guide
also includes suggestions for differentiating the game to meet students’ needs.
• Write the list of Work Places from which students can choose today. You can just write the
numbers (2C–3C) or write out the full names if you prefer. (See the list in the Work Places in
Use row of the Materials Chart for the complete list of Work Places used today.)

Thinking About Tenths & Hundredths
• Let students know that they’re going to do some more thinking about tenths and
hundredths today, first solving some problems together, then learning a new Work
Place game. Once they know how to play the new game, they’ll spend the rest of the
session visiting Work Places.
• Give each student a set of base ten area pieces and a half-sheet of black construction paper.
2 Display the top portion of the Thinking About Tenths & Hundredths
Teacher Master, keeping the rest covered for now.
Give students a minute to read the problem to themselves and think about it privately.
SUPPORT Ask students to use their base ten pieces to build the collection shown on the
teacher master so they can examine it very closely.
3 Ask students to share their thoughts about the situation, first in pairs and
then as a whole class.
During the discussion, draw out the idea that 4/10 and 40/100 are equivalent fractions. Work
with input from the students to record equations in both fraction and decimal form to
express this fact.
Students I think Carlos is right. We said that the strips were tenths,
and there are 4 of them. It’s 4 tenths.
But each of the strips is divided into 10 little squares, and we said the
little squares were hundredths, so you could say it’s 40 hundredths.
I think they’re both right, and they should stop arguing.
Teacher How are you thinking about that, Monica? How can that
collection of base ten pieces be two different things at once?
Monica Well, it’s kind of like if you had 4 dimes, right? You could say
you had 4 dimes, but you could also say that you had 40 cents, which is
the same as 40 pennies. I think it’s the same with the base ten pieces.
Teacher What do the rest of you think about that?
Brian Well, it’s not that they’re exactly the same, but they’re equal.
Four tenths and forty hundredths are equal. It just depends on
whether you look at the strips or the little squares on the strips.
Keiko They’re equivalent! 4/10 and 40/100 are just different ways to talk
about the same amount.

1 Carlos and Imani are having an argument. Carlos says the base ten pieces below show
4 tenths. Imani says they show 40 hundredths. Who is right? How do you know?
They're both right, because 4 tenths and 40 hundredths are

equivalent fractions. 4 = 40 0.4 = 0.40
10 100
2 Use your base ten pieces to build the following numbers.
2
10
4 Now explain that 24 you’re going to20show students some fractions and have
2 = 20 + 4 = 24
them build each with 100 10their100base100 ten100
pieces.
100
15 Subtracted 1 , added 1
• Have them organize 100 their base 10 ten pieces,
100 making neat piles of mats, strips, and units.
4
• Remind them that10the mat has a value of 1, and review the fact that each strip repre-
sents a tenth and each
50 unit represents a hundredth.
100
• Ask them to set the 54half-sheet of black construction paper directly in front of them-
selves, like a small100
place mat. Explain that each time you show a fraction, they’re
7
to read it to themselves,
10 and set out that amount on their place mat as efficiently as
possible. 72
100
62
5 Reveal the first fraction
100 in the table on the lower part of the teacher master,
keeping the rest covered 6 for now.
10
After students have built
10 the fraction on their place mats, ask a volunteer to share and
explain her response. 10


10 100
2
10
24 2 = 20 20 + 4 = 24
100 10 100 100 100 100
100 10 100
4
10
50
100
54
100
7
10 Maritza It says two tenths, so I just put out 2 strips; one-tenth plus
72
100 one-tenth.
62
6 Reveal
100the second fraction in the table, and give students a moment to read
6
and build
10 it.
10
• Watch the students carefully to see who completes the task very quickly and who clears
10
their mat and starts over.
• Then call on a student who performed the task without starting over, and ask him to
explain how he built the fraction so quickly.

• Record an equation on the teacher master to represent his explanation.
Teacher Tyrell, I noticed that you built that fraction quick as a wink!
How did you do it so fast?
Tyrell Well, it said 24 hundredths, right? I know that 2 tenths is the
same as 20 hundredths, so I just added 4 more hundredths.


10 100
2
10
24 2 = 20 20 + 4 = 24
100 10 100 100 100 100
100 10 100
4
10
50
100
54
100
7
10
7 Challenge
72 all of the students to build the fraction you’re about to show next
100
without
62 clearing their mats and starting over.
100
• Reveal the next fraction on the list.
6
10 again for students who are using very efficient strategies to shift the quantity on
• Watch
10
their10mats.
• Call on one of these students to explain how she worked with her base ten pieces to
show the new quantity so quickly. Record her explanation on the master.
Ebony OK, I just took off a strip and added a little square to change
24/100 into 15/100.


10 100
2
10
24 2 = 20 20 + 4 = 24
100 10 100 100 100 100
100 10 100
4
10
50
100
54
100
7
10
8 Reveal72the rest of the fractions on the master, one by one.
100
• As you
62 reveal each, have students change the quantity on their place mat as quickly as
100
possible
6
to reflect the new amount.
10
• Each time, call on one student who has performed the task with efficiency to explain
10
how10he or she made the change from the previous quantity to the new one.
• Move briskly through the list, without stopping to record students’ explanations.
SUPPORT If more than a few of your students struggled to transition from one fraction to
the next efficiently, go through the list a second time, starting with the third fraction, and
take time to solicit and record students’ explanations.
9 Conclude this part of the session by writing the following equation on the
board and asking students to model and solve it with their base ten pieces.
3 + 42
10 100
• Solicit and record students’ answer(s) on the board.
• Invite several volunteers to share and explain their thinking.
• Reinforce the fact that one has to think of the tenths as hundredths in order to add the
two quantities and report the total in a sensible way. Work with students to record an
equation on the board reflecting this idea.
3 + 42 7 tenths and 2 hundredths

3 tenths and 42 hundredths
10 100 72 hundredths
3 = 30 30 + 42 = 72
10 100 100 100 100
Work Places
Introducing Work Place 3C Decimal Four Spins to Win
10 Display a copy of the 3C Decimal Four Spins to Win Record Sheet. Tell
students they are going to learn a new Work Place that will give them more
practice adding tenths and hundredths.
Ask students to keep their base ten pieces and get out their colored pencils or crayons.

Players spin the hundredths spinner on the record sheet; the player who spins the greater
fraction goes first. Players take four turns each spinning both spinners, recording the
results of their spins, rewriting the first fraction as an equivalent fraction with denomina-
tor 100, adding the two fractions, writing the total as a fraction and a decimal number,
and shading in one of their grids to show the total. Players must be sure to use a different
color to shade in their grids each time they take a turn. When both players have had
four turns, each player determines the total of all his or her spins. Then they record and
compare their total to their partner’s total. The player with the total closer to 3.00, either
under or over, wins.
12 Give students each a copy of the 3C Decimal Four Spins to Win Record
Sheet. Play a full game with the class, students working as a team against
you. Use your copy of the instructions from the Student Book as needed.
• Take the first turn so you can model the steps carefully and thoroughly.
• Invite a student to bring her record sheet up for display and take a turn for the class.
Have the other students record the results on their copies of the sheet.
• Continue to take turns with the class until you and the students have each had four
turns. Remind students to use a different color to shade in their grids each turn.
• Each time it’s the students’ turn, invite a different student to bring his or her record
sheet up for display and lead the rest of the students.
13 Pose questions like the following to promote discussion of skills and

concepts related to decimals and fractions while you play:
• What is my score so far? What is yours?
• Which team is ahead? By how much?
• How many more hundredths do you need to fill your first (second, third) grid?
• I just spun 3 tenths and 29 hundredths. Can you add those two fractions in your head?
Show thumbs up when you have the answer.
• How much is each grid worth in this game?
• Why do we have to rewrite the tenths as hundredths? Why can’t we just leave them as tenths?
14 When each team has had four turns, work with input from the students to
determine your total.
• Have them examine the grids you’ve shaded in on your record sheet carefully, and
work in pairs to determine your total.
• Solicit and record their answer(s).
• Use the work space on your sheet to add the results of your four turns as a way to
double-check the total shown on the grids.
15 Work with the class to determine which team won the game.
• Give students a minute to determine their total.
• Then compare the teams’ scores in the space provided at the bottom of the record
sheet, as students do the same on their sheets.
• Decide with the students which total is closer to 3.00, either under or over.
Unit 3 Module 3 Session 2 2 class sets, plus more

as needed, stored in the Work Place tray
needed, stored in the Work Place tray
Unit 3 Module 3 Session 2 2 class sets, plus more as NAME
| DATE
| DATE
NAME
3C Decimal Four Spins to Win
d Sheet Record Sheet
3C Decimal Four Spins to Win Recor
4 1
4 1 60 15 60 15
3 10 10 2
3 10 10 2 55 100 100 24 10 55 100 100 24
100 10 100
10 10 100 100
2 3 + 49 29
100
2
10
3
10
+ 49
100
29
10 10 100 1 100
45 35 4 45
1 4 10 5 35
10 5 10 100 38 100 10
10 100 38 100
10 100 100
Spin 1
Work Space 1 49 10 49 59 Work Space
Spin 1
2 49 20 49 69 _______
or 0. 69
10 + 100 = 100 + 100 = 100 or 0. 59
_______
10 + 100 = 100 + 100 = 100 .69 Spin 2
3 29 30 29 59 .59
Spin 2
3 15 30 15 45 .45 10 + 100 = 100 + 100 = 100 or 0. 59
_______ .59
or 0. 45
_______
10 + 100 = 100 + 100 = 100 .78 Spin 3
2 49 20 49 69 .69
Spin 3
4 38 40 38 78 + .70 10 + 100 = 100 + 100 = 100 or 0. 69 + .64
0. 78
_______ _______
10 + 100 = 100 + 100 = 100
or 2.62 Spin 4
4 24 40 24 64 2.51
Spin 4
1 60 10 60 70 10 + 100 = 100 + 100 = 100 or 0. 64
_______
or 0. 70
_______
10 + 100 = 100 + 100 = 100
Use >, =, or < to compare your

the score closer to total to your partner’s total. Circle
to your partner’s total. Circle 3.00, under or over. the score closer to
Use >, =, or < to compare your total
3.00, under or over. 62 2.51 2.51
2. > My Partner's Total My Total < 2.62
My Total My Partner's Total

4 Teacher Masters
ngcenter.org T3
T3 © The Math Learning Center | mathlearni © The Math Learning Center
Masters
Bridges in Mathematics Grade 4 Teacher
Students Mr. Fernandez won. He got 2.62, and we only got 2.51.
He didn’t win by much—only by a tenth and then one more hundredth.
That’s 11 hundredths!
It’s still not very much.
16 Ask students to find the Work Place Instructions 3C Decimal Four Spins to
Win Student Book page and read the directions with a partner.
Ask if they have any questions about how to play the game.
Work Places
17 When students indicate that they understand how to play the new game, have
them pick up their folders and choose one of the available Work Places.
• Remind students to fill out their Work Place Logs as they finish each game or activity.
• Encourage students to choose Work Places that will help them with skills and concepts
that have been challenging for them in this unit.
18 Circulate as students are working to observe and take notes, or pull small
groups to help students who need support before the post-assessment
coming up at the end of the unit. Use the Work Place Guides to find sug-
gestions for differentiated instruction.
• Have students put away their materials.
Daily Practice
The optional Tenths & Hundredths Student Book page provides additional opportunities
• Express a fraction with denominator 10 as an equivalent fraction with denominator
100 (4.NF.5)
• Add a fraction with denominator 10 to a fraction with denominator 100 by rewriting
the first fraction as an equivalent fraction with denominator 100 (4.NF.5)
Unit 3 Module 3
Unit 3
Module 3
Session 4 Session 4
Decimal More or Less
Summary
This session begins with a quick checkpoint on fractions and decimals. Then the teacher
introduces a new Work Place game by playing two rounds with the class. Students complete
the game in pairs, and then visit other Work Places. Finally, the teacher introduces and assigns
the Decimals, Fractions & Story Problems Home Connection.
Skills & Concepts

• Use visual models to generate and recognize equivalent fractions (4.NF.1)
• Compare two fractions with different numerators and different denominators using the symbols
>, =, and <; explain why one fraction must be greater than or less than another fraction (4.NF.2)
• Solve story problems involving addition and subtraction of fractions referring to the same
whole and with like denominators (4.NF.3d)
• Represent decimal numbers with digits to the hundredths place using place value models
(supports 4.NF)
• Compare two decimal numbers with digits to the hundredths place using the symbols >, =,
and < (4.NF.7)
Materials
Vocabulary
Assessment Fraction & Decimal Checkpoint those terms for which Word
TM T4–T5 • base ten area pieces
Fraction & Decimal Checkpoint compare/comparison
Work Places Introducing Work Place 3D Decimal More or Less decimal*
difference*
TM T6 • spinner overlays (1 per
Work Place Guide 3D Decimal More or Less student pair) fraction*
TM T7 • more/less dice (1 per greater than
3D Decimal More or Less Record Sheet student pair) less than
SB 120* • base ten area pieces,
sixteenth
Work Place Instructions 3D Decimal More or Less class set
value
Work Places in Use
3C Decimal Four Spins to Win (introduced in Unit 3, Module 3, Session 3)
3D Decimal More or Less (introduced in this session)
Home Connection
HC 63–64
Decimals, Fractions & Story Problems
Daily Practice
SB 121
Decimal More or Less Challenges

Preparation
• In today’s session, you’ll introduce Work Place 3D Decimal More or Less, which replaces
Work Place 2C Moolah on My Mind. Before this session, you should review the Work Place
Guide, as well as the Work Place Instructions. Make copies of the 3D Decimal More or Less
Record Sheet for use today and store the rest in the Work Place 3D Decimal More or Less
tray, along with the rest of the materials listed on the guide. The Work Place Guide also
numbers (2D–3D) or write out the full names if you prefer. (See the list in the Work Places in
Assessment
Fraction & Decimal Checkpoint
1 Introduce today’s activities.
• Let students know that they will take a quick assessment to show some of the things
they have learned about fractions and decimals.
• After that, you will introduce a new Work Place game by playing a couple of rounds
with the class and then inviting students to finish the game in pairs.
• When they have finished the game, they will spend any time remaining in the session
at Work Places.
2 Display the Fraction & Decimal Checkpoint and give students a minute to
look it over and ask any questions. Then, have them start work.
• Let students know that they can use a set of base ten pieces during the assessment, and
tell them how to access these materials.
• While students work, walk around the room to make observations and answer questions.
• Give students about 15 minutes or so to do the checkpoint. As this is not a timed test, if
you have students who do not finish the checkpoint in 20 minutes, give them a chance
to finish later on.
• If some students finish much earlier than others, ask them to quietly begin Work Places.

Note See the Grade 4 Assessment Guide for scoring and intervention suggestions.
Work Places
Introducing Work Place 3D Decimal More or Less
4 Display a copy of the 3D Decimal More or Less Record Sheet. Tell students
they are going to learn a new Work Place that will give them practice
comparing decimals.
Players roll a more/less die to determine whether they are trying to build a number that
is greater than or less than their partner’s. Players take three turns each using a spinner,
deciding if they want the number they spun to represent ones, tenths, or hundredths on
their record sheets, and building the number with base ten pieces. After each player has
built a 3-digit number, they compare their numbers. Depending on what was rolled at the
beginning of the round, the player with the larger or smaller decimal number wins.
6 Give students each a copy of the 3D Decimal More or Less Record Sheet.
Play the first two rounds of the game against the class. Use your copy of the
instructions from the Student Book as needed.
• Have students keep track of the results for both teams on their record sheets as you do
so on your display copy.
• Invite different students up to take spins for the class.
7 Pose questions like the following to promote discussion of decimal skills

and concepts while you play:
• How did you decide where you wanted to place the digit you spun?
• What digits would be best to place in the hundredths (ones, tenths) if you were playing
for more? for less?
• What would the value of the digit you spun be if you placed it in the ones place? tenths?
hundredths?
• You decided to use tenths. How many hundredths would that be?
While playing, make connections to money by comparing the digits in the tenths place to a
number of dimes and the digit in the hundredths place as a number of pennies. Students can
also consider money amounts when comparing numbers.
8 Ask students to find the Work Place Instructions 3D Decimal More or Less
Student Book page and read the directions with a partner.
Ask if they have any questions about how to play the game.
9 Pair students and have them gather materials to play the last two rounds of
the game with a partner.
Each student pair will need 1 more/less die, a spinner overlay, and 2 sets of base ten pieces
in addition to their partially filled out record sheets.
Work Places
10 As students finish playing the last two rounds of Decimal More or Less, have
them pick up their folders and choose one of the available Work Places.
• Remind students to fill out their Work Place Logs as they finish each game or activity.
groups to help students who need support before the Post-Assessment
coming up at the end of the unit. Use the Work Place Guides to find sug-
gestions for differentiated instruction.
Home Connection
13 Introduce and assign the Decimals, Fractions & Story Problems Home
100 (4.NF.5)
• Compare two decimal numbers with digits to the hundredths place; use the symbols >,
=, and < to record comparisons (4.NF.7)
Daily Practice
The optional Decimal More or Less Challenges Student Book page provides additional
• Compare two decimal numbers with digits to the hundredths place using the symbols
>, =, and < to record the comparisons (4.NF.7)
• Explain why one decimal number must be greater than or less than another decimal
number (4.NF.7)
Teacher Masters


2
10
24
100
15
100
4
10
50
100
54
100
7
10
72
100
62
100
6
10
10
10
Work Place Guide 3C Decimal Four Spins to Win

Summary
Players take four turns each spinning both spinners, recording the results of their spins, rewriting the first fraction as an
equivalent fraction with denominator 100, adding the two fractions, writing the total as a fraction and a decimal number, and
shading in one of their grids to show the total. Players use a different color to shade in their grids each time they take a turn.
When both players have had four turns, each determines the total of all his spins. Then they record and compare their total to
their partner’s total. The player with the total closer to 3.00, either under or over, wins.
Skills & Concepts

• Express a fraction with denominator 10 as an equivalent fraction with denominator 100; add a fraction with denominator 10
to a fraction with denominator 100 by rewriting the first fraction as an equivalent fraction with denominator 100 (4.NF.5)
• Compare two decimal numbers with digits to the hundredths place; use the symbols >, =, and < to record the
comparisons (4.NF.7)
• Represent decimal numbers with digits to the hundredths place using place value models (supports 4.NF)
Materials
TM T2 • 3 spinner overlays • colored pencils or crayons in several

Work Place Guide 3C Decimal Four Spins to Win • 3 sets of base ten area pieces different colors
TM T3
3C Decimal Four Spins to Win Record Sheet
SB 118
Work Place Instructions 3C Decimal Four Spins to Win

One or more students have SUPPORT Have these students use base Teacher Can you use the base ten pieces to show 2/10 and
trouble rewriting fractions with ten pieces to represent the results of each 35/100??
denominator 10 as fractions with spin. By noting that each base ten strip Student I can use the strips, so 10, 20 for the 2/10, and 10, 20, 30,
denominator 100, or adding the representing a tenth is divided into 10 and then 5 of the little squares. But I still don’t know what to
two fractions they spin. units, students can see that 2/10 = 20/100. do. Now I have 5 tenths and 5 hundredths.
Teacher How many hundredths are there in each tenth; each
strip? How many in all?
Student 10, 20, 30, 40, 50, 55 — hundredths in all. OK, I get it. If
I change everything to hundredths, then I can add the fractions
and get the answer.
One or more students have SUPPORT Gather a small group to work as a
difficulty remembering and team against you. At each turn, reiterate
carrying out each step in the game. the steps and share your thinking.
SUPPORT Pair these students with classmates
who understand how to play the game and
invite them to try game variation A.
One or more students easily add CHALLENGE Invite students of similar ability
fractions and decimals. to try game variation B or invent another
variation.
• Pair each ELL student with a supportive partner who can explain the instructions while they play.
• Play the game with the ELL students yourself. Emphasize how to rewrite tenths as hundredths in order to add the two fractions spun each time.
• Once students are playing the game with understanding, ask them to verbalize and demonstrate their strategies.
NAME | DATE
3C Decimal Four Spins to Win Record Sheet
4 1 60 15
3 10 10 2 55 100 100 24
10 10 100 100
2
10
3
10
+ 49
100
29
100
1 4 45 35
10 5 10 100 38 100
10 100
Spin 1 Work Space
10 + 100 = 100 + 100 = 100 or 0. _______
Spin 2
10 + 100 = 100 + 100 = 100 or 0. _______
Spin 3
10 + 100 = 100 + 100 = 100 or 0. _______
Spin 4
10 + 100 = 100 + 100 = 100 or 0. _______
Use >, =, or < to compare your total to your partner’s total. Circle the score closer to
3.00, under or over.
NAME | DATE
Fraction & Decimal Checkpoint page 1 of 2

1 Julie and Charlotte baked a chocolate cake for their mother’s birthday. They decided
to cut the cake into twelfths.
a 3 4
Julie ate 12 of the cake and Charlotte ate 12 . How much did the girls eat
together? Show your work.
b 2 2
Mom ate 12 and Dad ate 12 of the cake. Write two different fraction names to
describe how much cake the parents ate together.
c After Julie, Charlotte, Mom, and Dad ate their cake, how much was left? Show
your work.
d How much more cake did Charlotte eat than Mom? Write two fraction names
to describe how much more Charlotte ate.
2 6 1
Simon got 8 of a pizza and Ricardo got 2 of a pizza exactly the same size.
a Who got more pizza? ___________________
b Fill in the blank with the correct symbol to complete the comparison. (<, >, =)
6 1
8 2
c Use numbers, labeled sketches, or words to show why one of these fractions is
greater than the other.
NAME | DATE
Fraction & Decimal Checkpoint page 2 of 2
3 If the area of the entire geoboard is 1 square unit, what fraction of the geoboard is
shaded in? Fill in the bubble to show.
NN NN 12 NN NN
3 4 1 1
8 4 3
4 The grid below represents 1. Write two fraction names and two decimal names to
show the amount that is shaded in.
Fractions Decimals
5 Fill in the blank with the correct symbol. (<, >, =)
a 0.70 _____ 0.07
b 0.35 _____ 3.5
Work Place Guide 3D Decimal More or Less

Summary
Players roll a more/less die to determine whether they are trying to build a number that is greater than or less than their
partner’s. Players take three turns each using a spinner, deciding if they want the number they spun to represent ones,
tenths, or hundredths on their record sheets, and building the number with base ten pieces. After each player has built a
3-digit number, they compare their numbers. Depending on what was rolled at the beginning of the game, the player with
the larger or smaller decimal number wins.
Skills & Concepts

• Represent decimal numbers with digits to the hundredths place using place value models (supports 4.NF)
• Explain why one decimal number must be greater than or less than another decimal number (4.NF.7)
Materials
TM T6 • 3 spinner overlays
Work Place Guide 3D Decimal More or Less • 3 more/less cubes
TM T7 • 6 sets of base ten area pieces
3D Decimal More or Less Record Sheet
SB 120
Work Place Instructions 3D Decimal More or Less

One or more students do not consider the SUPPORT Play with students and think aloud "We are playing this round for 'more.' I spun a
value of numbers when placing them in an about the value of the numbers you spin. 4, and that’s one of the biggest numbers. I can
available spot. picture 4 whole mats in my head, and that’s a
lot bigger than 4 strips or 4 units. It isn’t very
likely I’ll spin a 5, so I want the 4 in the ones,
I think."
One or more students have difficulty SUPPORT Model how to use base ten pieces to
determining who wins each round. compare the two numbers.
One or more students easily compare the CHALLENGE Have students play game variation A
two numbers built. and find the difference between their numbers.
• Play the game with the ELL students yourself. Model how to play and put emphasis on how to model the decimals with base ten pieces and
deciding where to put digits.
• Once students are playing the game with understanding, try to get them to verbalize and demonstrate their strategies.
Unit 3 Module 3 Session 4 2 class sets, plus more as needed stored in the Work Place tray
NAME | DATE
3D Decimal More or Less Record Sheet
0
5 1
Example
We played for (circle one) more less
4 2
3
Player 1
F OR VOTE FOR
4 + . ____
____ 3 + . ____ 4 . ____
1 = ____
0 ____ 3 ____
1 VOTE VOTE FO
R
Player 2
3 + . ____
____ 2 + . ____ 3 . ____
1 = ____
0 ____ 2 ____
1
1 . ____
The winner won by ____ 1 ____
0
Round 1 Round 2
We played for (circle one) more less We played for (circle one) more less
Player 1 Player 1
0 ____ = ____ . ____ ____

____ + . ____ + . ____ 0 ____ = ____ . ____ ____
____ + . ____ + . ____
Player 2 Player 2
0 ____ = ____ . ____ ____

____ + . ____ + . ____ 0 ____ = ____ . ____ ____
____ + . ____ + . ____
The winner won by ____ . ____ ____ The winner won by ____ . ____ ____
Round 3 Round 4
We played for (circle one) more less We played for (circle one) more less
Player 1 Player 1
0 ____ = ____ . ____ ____

____ + . ____ + . ____ 0 ____ = ____ . ____ ____
____ + . ____ + . ____
Player 2 Player 2
0 ____ = ____ . ____ ____

____ + . ____ + . ____ 0 ____ = ____ . ____ ____
____ + . ____ + . ____
The winner won by ____ . ____ ____ The winner won by ____ . ____ ____
Student Book
NAME | DATE

1 Write the decimal and fraction for each collection in the table below.
Collection Decimal Fraction
2 Sketch base ten pieces to show the minimal collection for each decimal. Then, write
the number as a fraction. (A minimal collection is one that uses the fewest possible
number of pieces.)
Decimal Collection Fraction
a 0.75
b 0.25
c 1.99
d 2.03
NAME | DATE
3 Write the numbers 0.75, 0.25, 1.99, and 2.03 in their approximate places on the
number line below.
0 3
4 The value of the mat is 1.
a How many tenths are shaded on the mat?
b How many hundredths are shaded on the mat? How do you know?
c Write two fraction names for the shaded amount.
d Write two decimal names for the shaded amount.
5 Use numbers, words, or sketches to record at least two different observations about
decimals and fractions.
NAME | DATE
Money, Decimals & Fractions

1 Sketch base ten pieces to show the value of each number.
a 3.18
b 4.68
2 Write a decimal number for each collection of base ten area pieces below.
a b
3 Fill in the table to show each value as money, a decimal, or a fraction.
Money Decimal Fraction
26
$5.26 5.26 5 100
4.08
39
2 100
$8.40
6
1 10
4 Write this number as a decimal: one and fifty-six hundredths.
5 Write this decimal number in words: 2.94.
NAME | DATE

For all questions below, write an inequality using the symbols < or > to show your answer.
1 Two baby hummingbirds hatched last week at the zoo. A researcher is keeping track
of their weights. Today Baby A weighs 1.2 grams and Baby B weighs 1.09 grams.
Which is heavier, Baby A or Baby B?
2 Rosario and her friend Keiko walked in the walkathon to benefit the animal shelter.
Rosario walked 3.41 miles, and Keiko walked 3.8 miles. Who walked farther?
3 A giant panda at the Beijing Zoo in China had twins named Lucy and Lei. Giant
pandas can weigh over 200 pounds when fully grown, but they have very tiny
babies. When they were born, Lei weighed 5.29 ounces and Lucy weighed 5.9
ounces. Which twin was heavier?
NAME | DATE
4 49
Which fraction is larger: 10 or 100
6
?
a Explain why you think so.
b Draw each fraction on a grid below to verify your answer.
c Record each fraction as a decimal number.

6 49
10 = 100 =
5 a On each grid below: shade in and label a different number between 0.45 and 0.5.
b Compare the numbers. Write an inequality using the symbol < or > to show
which number is larger.
NAME | DATE
Number Riddles
1 Draw a line to show which number matches each description. This first one has
been done for you as an example.
ex This number has a 2 in the thousands place. 58,252
a This number has a 5 in the tenths place. 6.37
b This number is even and has an 8 in the thousands place. 8,711

This number is less than 10 and has a 7 in the
c 62,189
hundredths place.
d This number is odd and has a 7 in the hundreds place. 800.51
2 Write each number in words.
a 1.89
b 2.03
c Use a symbol (<, >, =) to compare these numbers: 1.89 _____ 2.03.
3 Write each number as a decimal and a mixed number:
a Three and eighty-three hundredths _______ _______
b Four and six hundredths _______ _______
c Use a symbol (<, >, =) to compare the two numbers in 3a and 3b.
_______ ___ _______
4 CHALLENGE Write an even number that has a 7 in the hundreds place, an odd
number in the thousands place, and is a multiple of 10.
Work Place Instructions 3C Decimal Four Spins to Win

• 2 Decimal Four Spins to Win Record Sheets
• 1 set of base ten area pieces
• colored pencils or crayons in several different colors
1 Players spin the second (hundredths) spinner on the record sheet. The player with the larger fraction
goes first.
2 Player 1 spins both spinners and records the results in his Spin 1 box. Then he:
• Rewrites the first fraction as an equivalent fraction with denominator 100
• Adds the two fractions
• Shows the answer as a fraction and as a decimal
• Colors in the first grid to show the results of his spin
2 49 2
Pedro OK, I got 10 and 100 . I know 10 is the
20
same as 100, so I’ll write that and add my
69
fractions. It’s 100 in all. Now I have to color in
the first grid to show what I got.
3 Player 2 takes a turn to spin, record, add, and 2 49 20 49 69 69

color in the results on her record sheet.
4 Players take turns until they have each had 4 turns.
• Players must be sure to use a different color to shade
in their grids each time they take a turn.
• It’s OK to go over 3.00. (That’s what the 3 extra
tenths at the end of row of grids are for; don’t use
them unless you have to.)
5 After each player has taken four turns, they each

find their total and record it on their sheet.
Note It’s a very good idea to double-check the totals. If a player found the total by looking at her grids, she should
also use the work space on her sheet to add the four decimal numbers. (It’s fine to use the base ten pieces to help add
these numbers.)
6 Players each record their partner’s total, compare the two, and circle the total that’s closer to 3.00,
either under or over.
Game Variation
A Players work together, using one record sheet, to see how close they can come to 3.00, instead of playing
competitively. (They can play the game twice and see if they can get closer to 3.00 the second time.)
B Players use the rule that they can’t go over 3.00. If they play using this variation, they don’t have to
take all 4 turns. They can decide to hold at 3 turns if it looks like a fourth turn might take them over
3.00. This variation is scored the same way as the regular version—players find their totals, and the
score closer to 3.00 wins.
NAME | DATE
Tenths & Hundredths

1 Each grid below has a value of 1.0. Write two fractions and two decimals to show
the amount shaded in on each.
Fractions Decimals
ex 4 40 0.4 0.40
10 100
2 Rewrite each fraction as an equivalent fraction with denominator 100. (The first one
is done for you.)
2 20 9 1 8 5
10 = 100 10 = 10 = 10 = 10 =
3 Add these pairs of fractions. Express the answer for each as a fraction with
denominator 100.
2 35 9 6 1 89 8 13
10 + 100 = 10 + 100 = 10 + 100 = 10 + 100 =
Work Place Instructions 3D Decimal More or Less

• 2 Decimal More or Less Record Sheets
• 2 sets of base ten area pieces
• 1 more/less die
1 Players roll the more/less die to determine whether they will play for more or less in the first round.
They circle the word more or less on their record sheets to show.
2 Players spin the Decimal More or Less Spinner. The player with the larger number goes first.
3 Player 1 spins the spinner and decides whether to place the number in the ones, tenths, or hundredths
place. Both players write Player 1’s number on their record sheets.
Note Once a number has been placed, it cannot be moved.
4 Then Player 1 sets out base ten area pieces to show the value of the number spun.
Antoine
4
Antoine I got a 4, so I put it in the tenths place. We’re playing for more, so I could still get a 5 to
put in the ones place. I put out 4 strips to show four-tenths.
5 Players take turns until they have each taken 3 spins. After each spin, the player decides where to
place the new number and sets out base ten area pieces to show the value of the number.
6 After each player has taken three turns, players find the sum of their numbers and record it on their sheets.
7 Players read their numbers aloud and compare them.
8 Depending on what was rolled at the beginning of the round, the player with the higher or lower sum
wins that round. Both players mark the winner for the round on their record sheets.
9 Players start the next round by rolling the more/less die again, and continue playing until they have
completed all four rounds on the sheet.
Game Variation
A Players determine how much the winner won by each time and use the difference between the
numbers as a score. After four rounds, players add their scores and then roll the more/less die to
determine the overall winner.
NAME | DATE
Decimal More or Less Challenges

1 Allen played Decimal More or Less with the record sheet below. He spun a 1 on his
second turn. Where should Allen place the 1? Explain your thinking.
2 Kathy (Player 1) and Logan (Player 2) played Decimal More or Less with the record
sheet below. Who won? By how much? Show your work.
1 3 5 1 35
3 2 5 3 25
3 Fill in the blanks with the correct symbols. (< , > , =)

a 3 km ___ 3000 m b 1.5 ml ___ 1500 l c 10.4 ___ 10.09
4 Here is part of a ratio table Becky made. Use it to answer the following questions:
12 13 14 15 16 17 18 19
156 169 182 195 208 221 234 247
a What number is Becky counting by? ______
b What will be the 24th number on Becky’s table? ______
c What will be the 30th number on Becky’s table? ______
Home Connections
NAME | DATE
More Comparing Decimals & Fractions page 1 of 2

8 73
1 Which fraction is larger: 10 or 100 ?
a Explain why you think so.
b Draw each fraction on a grid below to verify your answer.
c Record each fraction as a decimal number.

8 73
10 ________ 100 ________
2 On the first grid below, shade a number between 0.75 and 0.8 and label it. Then
shade in and label a different number between 0.75 and 0.8 on the second grid.
__________________ __________________
a Compare the two numbers you shaded in the grids. Write an inequality using
the symbol < or > to show which number is larger.
NAME | DATE
More Comparing Decimals & Fractions page 2 of 2
3 Write these numbers as decimals:
a Two and eighty-three hundredths _______
b One and six hundredths _______
4 Write this decimal number in words: 2.94.
5 Fill in each blank with <, >, or =.

a 0.8 _____ 0.78 b 0.56 _____ 0.6 c 0.6 _____ 0.60
6 Allison says that 1.06 is bigger than 1.2 because 6 is bigger than 2. Do you agree or
disagree? Explain.
7 Erik is 4.23 feet tall. Stacy is 4.3 feet tall. Who is taller? Explain.
8 CHALLENGE One year ago, Charlie’s chameleon was 8.42 inches long. Now his
chameleon is 9.36 inches long. Show your work with numbers, labeled sketches, or
words for each question below.
a How much did Charlie’s chameleon grow in the last year?
b How much more does his chameleon need to grow to be exactly 10 inches?
NAME | DATE
Decimals, Fractions & Story Problems page 1 of 2

1 Write the place value of the underlined digit in each number. The place values are
spelled correctly for you here:
hundreds tens ones tenths hundredths
ex 2.03 hundredths a 3.17

b 120.4 c 506.92
d 54.29 e 32.7
2 Write each decimal number.
ex 23.2
Twenty-three and two-tenths: ______________
ex 130.05
One hundred thirty and five-hundredths: ______________
a Six and seven-hundredths: ______________
b Two-hundred sixty-five and eight-tenths: ______________
3 Write each fraction or mixed number as a decimal number.
ex 5 10
3
5.3 ex 12 100
4
12.04 ex 17
3 100 3.17
a 7
10 b 5
3 100 c 4
100
d 38
4 100 e 9
1 100 f 9
1 10
4 Use a greater than (>), less than (<), or equal sign to show the relationship between
the decimal numbers below.
ex 1.09 < 1.9 a 1.12 1.2 b 3.5 3.48
c 23.81 23.85 d 4.50 4.5 e 3.06 3.65
NAME | DATE
Decimals, Fractions & Story Problems page 2 of 2
5 Write two fractions to show what part of each mat has been shaded in—one with
denominator 10 and an equivalent fraction with denominator 100.
ex a
6 60
_____
10 = _____
100 _____ = _____
b c
_____ = _____ _____ = _____
6 Last Friday, Ray went home with his cousin Jewel after school. They took the city
bus to Jewel’s house. It costs $1.65 to ride the bus. Ray had 5 quarters, a dime, and 3
nickels. How much more money did he need to ride the bus? Show all your work.
a How much did it cost Ray and Jewel to ride the bus in all? Show all your work.
7 Ray’s school is 1.7 miles from his house. He walks to and from school every day.
How many miles does he walk each day? Show all your work.
a CHALLENGE How many miles does he walk in a 5-day school week? Show all
your work.
Teachers Guide
Module 4
Session 1 Decimal & Fraction Relationships��3
Session 2 Fractions & Decimals�� 7
Session 3 Ordering Fractions & Decimals on a Number Line�� 13

Work Place Guide 3E Fractions & Decimals�� T1 Equal, Not Equal��65
3E Fractions & Decimals Record Sheet��T2 Frankie’s Fractions & Decimals�� 67
Student Book Pages

Decimal & Fraction Relationships��122
Decimals Are Fractions��124
Work Place Instructions 3E Fractions & Decimals��125
Using Pictures to Compare Decimals & Fractions��126
Ordering Decimals & Fractions��127
Jared’s Problems��128
Unit 3
Unit 3
Module 4
Module 4
Overview
The activities in this module, including another new Work Place, reinforce the relationship between decimals and fractions
with denominators 10 and 100. Students are also invited to investigate the connection between decimals and other common
fractions, including halves, fourths, fifths, and twentieths. The module concludes with a unit post-assessment.
Planner
Session 1 Decimal & Fraction Relationships
Students investigate the relationships between fractions and decimals by modeling various frac-
tions, including fifths, with base ten area pieces and then naming them as decimals. Students then
work in pairs to complete a related assignment in their books, and go to Work Places as they finish.
The teacher reconvenes the class shortly before the end of the session to discuss the assignment.
Session 2 Fractions & Decimals
The teacher introduces a new Work Place game—Fractions & Decimals—to reinforce the connec-
tion between fractions and decimals. Students then spend the rest of the session in Work Places.
Work Place 3E Fractions & Decimals
Players take turns spinning a fraction spinner and converting the fraction they land on to the
equivalent decimal. Players record the decimal amount by shading in a 10 × 10 grid that represents
1.00, and write the amount as both a fraction and a decimal on their record sheets. The player who
ends the game closest to 1.00, either under or over, wins.
Session 3 Ordering Fractions & Decimals on a Number Line
Students place decimal numbers and fractions on the class number line, and then spend the rest
of the session in Work Places.
Students take the Unit 3 Post-Assessment. When they are finished, students visit Work Places.

Resources
Run a single display copy of Student Book page 125. instruction.
pages 122–128.
Work Place Prepare the materials for Work Place 3E using the lists of materials on the Work
Special Items • Clear the class number line in preparation for hanging a new set of numbers
before Session 3. Check to be sure that the line is at least 12 feet long.
• Use 4 sheets of copy paper to make a new set of 16 number cards. (See Unit 3,
Module 1, Session 2 for instructions about how to cut and fold the paper.) Write
the following whole numbers, fractions, mixed numbers, and decimals on the
cards, as boldly as possible, one per card: 0, 1, 2, 1/10, 1/5, 60/100, 3/4, 1 2/8, 140/100, 3/2,
7/4, 0.25, 0.50, 0.9, 1.08, 1.80. Hang the 0 card at one end of the line, and the 2 at
the other. Hold the 1 card in reserve, and find a way to display the remaining 13
cards in random order near the class number line, perhaps in a pocket chart, or
lightly taped to the whiteboard or pinned to a bulletin board.
0 2
Unit 3 Module 4
Unit 3
Module 4
Session 1 Session 1
Decimal & Fraction Relationships
Summary
Students investigate the relationships between fractions and decimals by modeling various
fractions, including fifths, with base ten area pieces and then naming them as decimals.
Students then work in pairs to complete a related assignment in their books, and go to Work
Places as they finish. The teacher reconvenes the class shortly before the end of the session to
discuss the assignment.
Skills & Concepts

• Read, write, compare, and order decimal numbers with digits to the hundredths place
(supports 4.NF)
• Represent decimal numbers with digits to the hundredths place using place value models,
fraction equivalents, and a number line (supports 4.NF)
• Create a visual representation of a fraction to demonstrate its equivalence to a particular
decimal number and vice versa (supports 4.NF)
Materials
Problems & Investigations Decimal & Fraction Relationships those terms for which Word
SB 122–123 • base ten area pieces (class set, Resource Cards are available.
Decimal & Fraction Relationships plus 1 set for display) decimal*
Work Places in Use equation*
2D Remainders Win (introduced in Unit 2, Module 4, Session 3) fifth
2E More or Less Multiplication (introduced in Unit 2, Module 4, Session 4) fraction*
3A Dozens of Eggs (introduced Unit 2, Module 2, Session 4) hundredth*
3C Decimal Four Spins to Win (introduced in Unit 3, Module 3, Session 3) relationship
3D Decimal More or Less (introduced in Unit 3, Module 3, Session 4) tenth*
Daily Practice
SB 124
Decimals Are Fractions

Copy Instructions are located at the top of each teacher master.
Preparation

Decimal & Fraction Relationships
1 Begin the session by telling students that today they will investigate and
model relationships between fractions and decimals. Have students helpers
pass out base ten area pieces.
Remind students to use the mat as one whole and the smaller pieces to represent fractional parts.
2 Write 2/5 on the board. Ask students to turn and talk to a partner about how
they could model the fraction with base ten area pieces.
3 Invite several volunteers to show the class how they would represent 2/5.
Record students’ thinking with labels and equations where everyone can see.
Have students arrange and label the base ten area pieces at a projector or document
camera, if available, so that everyone can see their work.
Ariel At first we didn’t think we could do fifths because the pieces are
just ones, tenths, and hundredths. But then we figured out that if we
put 2 tenths on the mat, it covered a fifth of the whole thing.
Teacher So you said 2/10 = 1/5. Here are several ways we can write that.
1 + 1 = 1
10 10 5
2× 1 = 1
10 5
2 = 1
10 5
Esteban I don’t get that. How do you know it’s a fifth? I can see it’s
two-tenths, but I don’t see any fifths on there.
Ariel Well, there are 10 tenths. So there are 5 groups of two-tenths.
I’ll mark them here. See?
Esteban Oh, I see now. Thanks.

Tanika Once we knew that 2/10 made 1/5, we figured 4/10 would be 2/5.
Teacher Hang on … let’s write some equations to represent your

thinking about 2/5.
1 + 1 + 1 + 1 = 2
10 10 10 10 5
4× 1 = 2
10 5
2× 1 = 2
5 5
4 Discuss how 2/5 could be recorded as a decimal number.
• Ask students to think quietly for a minute about how 2/5 could be recorded as a
decimal number.
• Call on students to share, and record their thinking next to the model.
• Invite students to share other fractions equal to 2/5 that can be seen on the model.
Record students’ suggestions.
Emphasize that the decimals 4/10 and 40/100 are names for the same amount. Explain that 4
dimes out of 10 dimes is the same amount of money as 40 pennies out of 100 pennies. (40¢)
Paul Well, it’s 40 out of 100, so 40 over 100.

Teacher That is correct, and it’s OK to say “over” to tell me how to
write a fraction, but I’d like you to also tell me the number as a frac-
tion: 40 hundredths.
Katya I thought about it in tenths. It’s 4 tenths.
2
5
0.40 0.4
40 4
100 10
5 Ask students to model 3/5 at their seats. Then, repeat steps 3 and 4 with 3/5.
• Ask volunteers to share and explain their model.
• Then ask the class to list other fraction and decimal names for that amount based on
the model.
3
5
0.60 0.6
60 6
100 10
6 Have students turn to the Decimal & Fraction Relationships Student Book
page. Give them a moment to look over the page and ask questions, and
then have them begin work with a partner.
As students work, circulate and listen to their conversations. Note which problems seem
to be challenging, and listen for interesting observations students might make. Use this
information to guide discussion at the end of the session.
ELL Review the directions with students and do one of the problems together. Describe
students’ actions aloud as you work together.

SUPPORT Help students think of money amounts to help them name fractions and Extension
decimals. For example, as students work with 1/4, they can think that 1 quarter is the same
Students can repeat the
as 25¢, and 25 out of the 100¢ in a dollar is 25/100. activity with thirds and
CHALLENGE The last item is a challenge problem that asks students to represent 1/8 as a sixths, which are more
decimal (0.125). A few students might correctly express the decimal to the thousandths challenging to model
place, while others will report that 1⁄8 is equivalent to twelve-and-a-half-hundredths, than the fractions they
which is also true. worked with today.
Work Places
7 As students finish the assignment, have them pick up their folders and
choose one of the available Work Places.
8 Near the end of the session, bring students together to talk about today’s
assignment and share their reasoning for the problems.
Based on what you observed while students worked, choose a few problems to discuss, and
invite selected students to share their reasoning.
9 To close the session, have students turn to a partner and talk about ways
that money, fractions, and decimals are similar.
Daily Practice
The optional Decimals Are Fractions Student Book page provides additional opportuni-
100 (4.NF.5)
• Convert a decimal to a fraction and vice versa (supports 4.NF)
• Create a visual representation of a fraction to demonstrate its equivalence to a particu-
lar decimal number and vice versa (supports 4.NF)
Unit 3 Module 4
Unit 3
Module 4
Session 2 Session 2
Summary
The teacher introduces a new Work Place game—Fractions & Decimals—to reinforce the con-
nection between fractions and decimals. Students then spend the rest of the session in Work
Places. Finally, the teacher introduces and assigns the Equal, Not Equal Home Connection.
Skills & Concepts

• Write decimal numbers with digits to the hundredths place (supports 4.NF)
• Convert a fraction to a decimal (supports 4.NF)
• Create a visual representation of a decimal number to demonstrate its equivalence to a
particular fraction (supports 4.NF)
Materials
Vocabulary
Work Places Introducing Work Place 3E Fractions & Decimals those terms for which Word
TM T1 • spinner overlays (1 per student pair) • colored pencils in several Resource Cards are available.
Work Place Guide 3E Fractions & • plastic coins (1 of each type of coin, different colors (class set) convert
Decimals for support suggestion)
decimal*
TM T2
3E Fractions & Decimals Record Sheet fraction*
SB 125* equivalent
Work Place Instructions 3E Fractions hundredth*
& Decimals tenth*
Work Places in Use value
3D Decimal More or Less (introduced in Unit 3, Module 3, Session 4)
3E Fractions & Decimals (introduced in this session)
Home Connection
HC 65–66
Equal, Not Equal
Daily Practice
SB 126
Using Pictures to Compare Fractions
& Decimals

Preparation
• In today’s session, you’ll introduce Work Place 3E Fractions & Decimals, which replaces
Work Place 2D Remainders Win. Before this session, you should review the Work Place
Guide, as well as the Work Place Instructions. Make double-sided copies of the Fractions
& Decimals Record Sheet for use today and store the rest in the Work Place 3E Fractions
& Decimals tray, along with the materials listed on the guide. The Work Place Guide also
includes suggestions to differentiate the game to meet students’ needs.
numbers (2E–3E) or write out the full names if you prefer. (See the list in the Work Places in
Work Places
Introducing Work Place 3E Fractions & Decimals
1 Introduce the session by telling students that today they will learn a new
Work Place game that will help them see relationships between fractions
and decimals.
2 Give everyone a copy of the 3E Fractions & Decimals Record Sheet, and put
a copy on display.
Have students get out their colored pencils in preparation for playing the game. You will
need colored pencils in several different colors as well.

Players take turns spinning a fraction spinner and converting the fraction they land on
to the equivalent decimal. Players record the decimal amount by shading in a 10 × 10
grid that represents 1.00, and write the amount as both a fraction and a decimal on their
record sheets. The player who ends the game closest to 1.00, either under or over, wins.
4 Play a game of Fractions & Decimals against the class, using your copy of
the Work Place Instructions as needed.
• Take the first turn to spin a fraction. Work with input from the students to generate the
equivalent decimal. Shade in the designated number of squares on the base ten mat in
a single color. Then record the results of your spin as a fraction and a decimal, and have
the students record your results on their record sheets as well.
• Call on a volunteer to bring his record sheet up to the display and take a turn for the
class. Have students shade in the designated number of squares on their record sheets
and record their results.
5 Continue to take turns with the students to spin, shade, and record. Use a
different color to shade in the designated amount each time you take a turn.
SUPPORT If students are having trouble converting fractions to decimals, use coins to help
scaffold their thinking. For example, if one of the teams spins 1/4, and students are unsure
of the decimal equivalent, set out one of each coin—penny, nickel, dime, quarter, and half
dollar, and ask which of these is the same as one-fourth of a dollar. When there is general
agreement that the quarter is the same as one-fourth of a dollar, note with students that it
also worth 25 cents, or 25/100, or 0.25.
Pose questions like the following to promote discussion of decimal skills and concepts
while you play.
• When you spin the fraction spinner, how can you figure out the decimal equivalent?
• What is your total so far?
• Which team is ahead, and by how much?

• How much more do you need to get to 1.00? How much more do I need? Is there a
single fraction one of us can spin that would get us up to 1.00 exactly?
Teacher Wow! You were really lucky in spinning 1/2 on your last turn.
What’s your total now?
Students Sixty!
No, remember that the whole mat is 1, so we have 6 tenths so far.
Or 60 hundredths is another way to say it.
Teacher What’s my total so far?
Students 21?
You have 21 of those little squares, so that’s 21 hundredths.
That’s the same as 2 tenths, and then 1 more hundredth.
We’re way ahead of you right now!
Teacher Well, that’s OK because it’s my turn now. Here goes … one-
twentieth! This is not my lucky day! How many squares do I get to color
in? Talk to your partner and show thumbs up when you have an idea.
Taylor You get to color in 20 squares because you got one-twentieth.
Bonnie I respectfully disagree, Taylor. One-tenth would be 10
squares, and one-twentieth is even smaller than a tenth.
Carlos We think it’s 5 squares because one-twentieth seems like it
should be half of one-tenth.
Teacher Sounds like we have some different ideas here, so let’s look at
our coin collection and see if it will help. Do you see a coin in this set
that’s the same as one-twentieth of a dollar?
Deandre OK, a dime is one-tenth of a dollar, so a nickel must be
one-twentieth.
Emma Yes! It takes 20 nickels to make a dollar, so 1 nickel has to be
one-twentieth. So you only get to color in 5 squares on your mat.
Teacher How can we record 1/20 as a decimal on our sheets?
Franco Well, a nickel is like 5/100 of a dollar, so it must be 0.05.
Unit 3 Module 4 Session 2 2 class sets (double-s

ided), plus more as needed, stored in the
plus more as needed, stored in the Work Place tray Work Place tray
Unit 3 Module 4 Session 2 2 class sets (double-sided), NAME
| DATE
| DATE
NAME
3E Fractions & Decimals Reco
rd Sheet
3E Fractions & Decimals Record Sheet
1
1 4
1 1
4
1 1 5 2
5 2 = 1.00
1 1 = 1.00
1 1 10 100
10 100 1
1 20
20
The Class The Class Mr. Carilla
Mr. Carilla My Partner's Score Fraction
My Score
My Partner's Score
My Score Decimal Amount
Fraction Decimal Amount Fraction
Decimal Amount Decimal Amount
Fraction 1 1
1 1 0.1 10 0.1
0.01 10 100 0.01
100 1
1 1 0.50 2 0.50 1
0.20 2 5 0.20
5
1 1
0.05 20 0.05
20
Total
Total Total
Total
Bridges in Mathematics Grade 4 Teachers Guide | ngcenter.org

9
4 Teacher Masters
T2
T2 © The Math Learning Center mathlearni © The Math Learning Center |
Masters
Bridges in Mathematics Grade 4 Teacher
Teacher OK, it’s your turn. Is there any one fraction you could get
that would bring your total up to 1.00?
Galen One-fourth!
Teacher How are you thinking about that, Galen?
Galen Well, we have 4 more rows up and down, so I thought
one-fourth.
Hector But those 4 columns are actually 4 tenths, and that’s more
than one-fourth.
Isabel If we get 1/2, that will take us over 1.00, but we’ll win because
we’re going second, so Mr. C doesn’t get another turn after us.
Juanita I think the best for us would be 1/5, because then we could color
in 20 more squares, and we’d be up to 80, I mean 80 hundredths.
6 When the game is finished and the winner determined, ask students to find
the Work Place Instructions 3E Fractions & Decimals Student Book page
and read the directions with a partner.
Ask whether they have any questions about how to play the game.
7 Have students play the game a second time in pairs.

• Assign or have students choose partners.
• Give each pair a spinner overlay, and have them turn their sheets over.
• Remind them to use a different color to shade in their own base ten mat each time they
take a turn. Remind them, also, to record the results of their partner’s turns in fraction
and decimal form on their own sheet.
8 As students play, circulate to make observations and offer support.

Provide differentiated instruction as suggested on the Work Place Guide.
9 After students have had an opportunity to play the new Work Place with a
partner, they may spend the remaining time in this session visiting other
Work Places.
Work Places
10 Have students pick up their Work Place folders and a pencil. Remind them
to fill out their Work Place Logs as they finish each Work Place.
• Encourage students to play more than one game and, if possible, to play with more
than one partner.
CHALLENGE Encourage students to consider their strategies and share their thinking with
others. Encourage students to generalize what happens in certain Work Places.
11 Walk around the classroom to observe and take notes, or work with small
groups of students. Use the Work Place Guides to find suggestions for dif-
ferentiated instruction.
The Unit 3 Post-Assessment will be given in Session 4, so use this Work Place time to work with
individual students or small groups of students on fraction and decimal concepts and skills.
12 At the end of the session, have students put away materials. Close the
session by having students turn to a partner and talk about one thing they
have learned or improved at during Work Place time.
Home Connection
13 Introduce and assign the Equal, Not Equal Home Connection, which
• Compare two fractions with different numerators and different denominators, using
the symbols >, =, and < to record the comparisons (4.NF.2)
• Add and subtract mixed numbers with like denominators (4.NF.3c)
100 (4.NF.5)
• Compare and order fractions and decimals (supports 4.NF)
• Compare two decimal numbers with digits to the hundredths place, using the symbols
>, =, and < to record the comparisons (4.NF.7)
Daily Practice
The optional Using Pictures to Compare Fractions & Decimals Student Book page
provides additional opportunities to apply the following skills:
• Create a visual representation of a decimal number (supports 4.NF)
• Compare decimal numbers and fractions with the symbols >, =, and < (supports 4.NF)
Unit 3 Module 4
Unit 3
Module 4
Session 3 Session 3
Ordering Fractions &
Decimals on a Number Line
Summary
Students place decimal numbers and fractions on the class number line, and then spend the
rest of the session in Work Places. Finally, the teacher introduces and assigns the Frankie’s
Fractions Home Connection.
Skills & Concepts
• Compare two fractions with different numerators and different denominators; explain why
one fraction must be greater than or less than another fraction (4.NF.2)
• Read, write, compare, and order decimal numbers with digits to the hundredths place
(supports 4.NF)
• Compare two decimal numbers with digits to the hundredths place; explain why one
decimal number must be greater than or less than another decimal number (4.NF.7)
Materials
Vocabulary
Problems & Investigations Ordering Fractions & Decimals on a Number Line those terms for which Word
• rulers (class set) compare
• 4 sheets of copy paper (see Preparation) decimal*
• class number line
fraction*
Work Places in Use hundredth*
2E More or Less Multiplication (introduced in Unit 2, Module 4, Session 4) tenth*
3E Fractions & Decimals (introduced in Unit 3, Module 4, Session 2)
Home Connection
HC 67–68
Frankie’s Fractions
Daily Practice
SB 127
Ordering Decimals & Fractions

Preparation
• Clear the class number line in preparation for hanging a new set of numbers today. Check
to be sure that the line is at least 12 feet long.
• Use 4 sheets of copy paper to make a new set of 16 number cards. (See Unit 3, Module 1,
Session 2 for instructions about how to cut and fold the paper.) Write the following whole
numbers, fractions, mixed numbers, and decimals on the cards, as boldly as possible, one
per card: 0, 1, 2, 1/10, 1/5, 60/100, 3/4, 1 2/8, 140/100, 3/2, 7/4, 0.25, 0.50, 0.9, 1.08, 1.80. Hang the 0 card
at one end of the line, and the 2 at the other. Hold the 1 card in reserve, and find a way to
display the remaining 13 cards in random order near the class number line, perhaps in a
pocket chart, or lightly taped to the whiteboard or pinned to a bulletin board.
0 2

Ordering Fractions & Decimals on a Number Line
1 Open the session by telling students that today they will place a new set of
fractions and decimals on the class number line. Then they will spend the
rest of the session working with fractions and decimals in Work Places to
prepare for the Unit 3 Post-Assessment next session.
2 Have students prepare their math journals for today’s number line activity.
• Have them write the heading “Fraction & Decimal Number Line” and today’s date on
the next available page.
• Have students turn their journals so they’re oriented horizontally, draw a line across their
paper and mark “0” on the left end and “2” on the right end to create a number line.
You might want to have students use a ruler or straight edge to draw their lines.
Alternatively, you can have students turn their journals horizontally and fold the paper in
half by bringing the bottom edge up to meet the binding to create a folded line.
3 Hold up the card with the number 1 written on it. Have students each make
a mark on the number line in their journal and label it to predict where the
1 should go.
Reassure students that this activity is intended to give them more practice at comparing
fractions and decimals. Explain that if they make a mistake, they can change their answer,
and that listening to others’ reasoning will help them place other numbers.
Fraction & Decimal Number Line
0 1 2
4 Using the method you’ve devised to select students on a random basis,

choose a student to hang the number 1 on the class number line and justify
his thinking.
• Tell students that if they believe the person who placed the card made an error, they
don’t need to say anything, but they can raise their hands silently.
• Have the class discuss the card’s placement and adjust it, if necessary.
5 Select students one by one to hang the remaining cards on the line. Have Math Practices
the rest of the class mark and label the number line in their journal before in Action 4.MP.6
each card is hung to predict where the card will be placed. Students attend to
precision when they place
• Draw students’ attention to the 13 cards you have displayed in random order.
the cards on the number
• Explain that you’re going to call on students at random to hang these cards on the class line. Because it is easy
number line. to move the number
• Let them know that if they’re selected to hang a card, they can choose any of the cards cards around on the class
on display. They then need to explain why they chose the card they did, give their number line, students
classmates a few moments to mark and label the lines in their journals, hang the card can make adjustments
at they go. Attending to
on the class number line where they believe it belongs, and justify the placement.
precision with a flexible
Teacher Daria, I just pulled your name out of the box. Please choose model invites students
to carefully consider the
the card you want to hang on the class number line and explain why
relationships among these
you’ve selected that card. Then give everyone a minute to mark and
fractions and decimals.
label their own number line to show where they think that number
belongs. Ready?
Daria I’m choosing the card that says 50 hundredths with decimals
because that’s the same as a half. I think it’s going to be way easier to
hang some of the other cards if we can see where the half goes.
Teacher Good job of explaining your selection. Everyone, please take
a minute to mark and label the point for 50 hundredths along the line
in your journal. (Waits for students to respond.) OK, Daria, please
hang your card on the line where you think it goes and explain why
you’ve placed it there.
0 0.50 1 2
Daria I tried to put it exactly halfway between the 0 and the 1
because 50 hundredths is the same as 1/2, and 1/2 is right in the middle
between 0 and 1.
6 Continue in this fashion until all the cards have been placed along the line
and students have entered all the numbers along the line in their journals.
• As they work, walk around the room and note any students who consistently have
difficulty placing the numbers with reasonable accuracy.
• Remind students that if they believe the person who placed a card made an error, they
don’t need to say anything, but they can raise their hands silently.
• Have the class discuss the card’s placement and adjust it, if necessary.
Plan to spend about half of the session with this activity, and then have students spend the
rest of the session in Work Places. If you run short of time, you can save any remaining cards
for another time when you have a few extra minutes, or use them during Work Places with
students who struggled with the activity.
Work Places
7 Have students pick up their Work Place folders and a pencil, and remind
them to fill out their Work Place Logs as they complete each game or activity.
8 Use this time to work with small groups of students. Use the Work Place
Guides to find suggestions for differentiated instruction.
The Unit 3 Post-Assessment is coming up next session, so use this Work Place time to work
on fraction and decimal concepts and skills.
9 At the end of the session, have students put away Work Place materials.
Then close the lesson by acknowledging their hard work with decimals and
fractions during this unit.
Home Connection
10 Introduce and assign the Frankie’s Fractions Home Connection, which
• Demonstrate an understanding that a comparison of fractions is valid only when they
refer to the same whole (4.NF.2)
• Add and subtract fractions with like denominators (supports 4.NF)
• Add mixed numbers with like denominators (4.NF.3c)
100 (4.NF.5)
Daily Practice
The optional Ordering Decimals & Fractions Student Book page provides additional
• Compare and order decimals and fractions (including mixed numbers) in a list or on a
number line (supports 4.NF)
Unit 3 Module 4
Unit 3
Module 4
Session 4 Session 4
Summary
Skills & Concepts

• Use visual models to recognize and generate equivalent fractions (4.NF.1)
• Compare two fractions with different numerators and different denominators using
the symbols >, =, and <, and explain why one fraction must be greater than or less than
another fraction (4.NF.2)
one way (4.NF.3b)
• Solve story problems involving addition and subtraction of fractions and mixed numbers
referring to the same whole and with like denominators (4.NF.3d)
• Solve story problems that involve multiplying a fraction by a whole number (4.NF.4c)
• Compare two decimal numbers with digits to the hundredths place using the symbols >,
=, and <, and explain why one decimal number must be greater than or less than another
decimal number (4.NF.7)
Materials
Vocabulary
Assessment Unit 3 Post-Assessment those terms for which Word
TM T3–T7 • base ten area pieces • scratch paper
Unit 3 Post-Assessment • plastic coins decimal number
denominator*
Work Places in Use
equal*
equation*
3B Racing Fractions (introduced in Unit 3, Module 2, Session 6) equivalent fractions*
3C Decimal Four Spins to Win (introduced in Unit 3, Module 3, Session 3) fraction*
Daily Practice
SB 128
Jared’s Problems

Preparation
Assessment Guide
suggestions.
Think about how and
• Briefly brainstorm with students about the math they have been learning the past few weeks.
compare the results
of their pre- and
2 Place the Unit 3 Post Assessment Teacher Master on display as helpers give post-assessments and
• Remind students to wait to begin the test. need to work on. You’ll
• Give students a minute to look over the assessment. Student Reflection Sheet
3 Review strategies students can use that will help them during an Assessment Guide.
assessment.
• Let students know that they can use scratch paper, base ten area pieces, or coins to help
with any of the problems on the assessment.
their handbooks.

SUPPORT If some students are unable to complete the assessment before the end of the
session, allow them additional time later in the day or early the next to finish their work.
Note Think about how and when you want to show students their scored post-assess-
ments. If you decide that you want to give them time to compare the results of their
pre- and post-assessments, and identify those skills and concepts with which they still
need to work, you will find a Unit 3 Post-Assessment Student Reflection Sheet in the
Assessment Guide.
Work Places
Work Place folders, and choose a Work Place to do quietly until everyone
in class has finished.
7 Once everyone has finished the post-assessments, have students spend any
time remaining visiting Work Places.
• Take a few minutes to discuss the post-assessment with the class. Did the problems
seem easier this time than when they took the assessment several weeks ago? Why?
Daily Practice
The optional Jared’s Problems Student Book page provides additional opportunities to
• Order decimal numbers with digits to the hundredths place (supports 4.NF)
• Order fractions (including mixed numbers) on a number line (supports 4.NF)
• Demonstrate an understanding that a fraction a/b is a multiple of the unit fraction 1/b
(4.NF.4a)
100 (4.NF.5)
Teacher Masters
Work Place Guide 3E Fractions & Decimals

Summary
Players take turns spinning a fraction spinner and converting the fraction they land on to the equivalent decimal. They
record the decimal amount by shading in a 10 × 10 grid that represents 1.00, and write the amount as both a fraction and a
decimal on their record sheets. The player who ends the game closest to 1.00, either under or over, wins.
Skills & Concepts

• Write decimal numbers with digits to the hundredths place; convert a fraction to a decimal (supports 4.NF)
• Create a visual representation of a decimal number to demonstrate its equivalence to a particular fraction (supports 4.NF)
Materials
TM T1 • 3 spinner overlays • colored pencils in several different colors

Work Place Guide 3E Fractions & Decimals • plastic coins (several of each type of
TM T2 coin, for support suggestion)
SB 125
Work Place Instructions 3E Fractions & Decimals

One or more students are unsure SUPPORT Use students’ familiarity with coins to Teacher Let’s see if we can use some of these coins to help
of the decimal number that is help scaffold their thinking about fraction and you convert that 1/4 to decimals. Can you find the coin that
equivalent to one or more of the decimal equivalence. is worth 1/4 or one-quarter of a dollar?
fractions they spin. Student Sure, make a dollar.
Teacher So, a quarter is worth how many cents?
Student Easy—25 cents.
Teacher And how many cents in a dollar?
Student A dollar is the same as 100 cents.
Teacher So, can we say that a quarter is the same as 25
cents out of 100? Let’s write that down as 25/100.
Student Oh yeah! I need to color in 25 squares on the mat,
because the mat is 1—and 1/4 is the same as a quarter. Plus,
I have to write down the decimal, and that’s 0.25, right?
Students struggle to represent SUPPORT Pull a small group to review decimal
the decimal correctly on paper. notation and value of digits in the tenths and
hundredths place.
One or more students easily CHALLENGE Give students a second dollar mat and
convert fractions to decimals. have them play game variation B to $2.00.
• Pair each ELL student with a supportive partner who can explain the instructions while they play.
• Play the game with the ELL students yourself. Model how to play and put emphasis on how to model the fraction on the hundreds grid. Make
sure students understand they will be making equivalents.
• Once students understand the game, try to get them to verbalize and demonstrate their strategies.
Unit 3 Module 4 Session 2 2 class sets (double-sided), plus more as needed, stored in the Work Place tray
NAME | DATE
1
4
1 1
5 2
= 1.00
1 1
10 100
1
20
My Score My Partner's Score

Fraction Decimal Amount Fraction Decimal Amount
Total Total
NAME | DATE

1 Write three equivalent fractions to represent the shaded part.

a _____, _____, _____
b _____, _____, _____
c _____, _____, _____
2 Sara wrote this equation on her paper: 1 8 =

3 8
8 +
3
8
a Is Sara’s equation true? _______
b 3
3
1 8 = ______________________________________________________
3
1 8 = ______________________________________________________
3
1 8 = ______________________________________________________
NAME | DATE
3 Jon made 2 pans of cornbread that were exactly the same size. He cut the first pan
2
into 8 equal pieces. He cut the second pan into 12 equal pieces. He gave 8 of the
3
first pan of cornbread to his uncle. He gave 12 of the second pan of cornbread to his
next door neighbor. Jon’s little sister, Maya, said it wasn’t fair because the next door
neighbor got more cornbread than their uncle. Jon said they got exactly the same
amount of cornbread.
a Who is right—Jon or Maya? ____________
b Why? Use labeled sketches to explain your answer. (You can also use numbers
or words if you like.)
4 Xavier ate one-half of a mini-pizza. Justin ate one-fourth of a giant pizza. Their
friend, Amber, said that Xavier ate more pizza than Justin because a half is always
more than a fourth.
a Do you agree with Amber? __________
b Use numbers, labeled sketches, or words to explain your answer.
NAME | DATE
5 2
Frank says that 10 of the grid below is shaded in. Kendra says that 100 of the grid
20
below is shaded in.
a Who is correct? _______________________________
b Why? Explain your answer.
6 Mark each equation true (T) or false (F).
a 1
4
6
= 12 ____ b 3
4 <
5
6 ____
c 75
100
7
> 10 ____ d 4
12 =
3
8 ____
7 Fill in the blank with the correct symbol, <, >, =.
a 0.80 0.8 b 0.01 0.10
c 30
100
3
10 d 0.71 0.7
8 Write each fraction as a decimal number.
a 29
100 = ________ b 9
10 = ________
c 75
100 = ________ d 2
100 = ________
NAME | DATE
9 Carlos is making a friendship bracelet for his big brother. He has 6 of a yard of
4
3
green embroidery thread and 4 of a yard of orange embroidery thread.
a Which piece of embroidery thread is longer, the green or the orange?
b How do you know? Use numbers, labeled sketches, or words to prove that you
are correct.
10 Add or subtract.
a 3
10
29
+ 100 = ______ b 3
3 5 + 4 15 = ______
c 1 16 – 3
6 = ______ d 67
100 – 5
10 = ______
11 25
James ran 100 of a mile yesterday. His friend, Natasha, ran 10 of a mile.
4
a Who ran farther—James or Natasha? _________________________
c How much of a mile did the two children run in all? Show your work.
NAME | DATE
12 The Browns are having a barbeque for 6 people. They want to give each person 35 of
a pound of chicken.
a How much chicken will they need to buy? Show your work.
b Mr. Brown loves leftover barbequed chicken, so he decides to buy 5 pounds

of chicken. How many pounds will he have left over after the barbeque? Show
your work.
13 The fourth graders are painting one of the walls under the covered area on the
3
playground. They started with 3 4 gallons of paint, but it wasn’t enough, so one of
1
the parents brought them another 2 4 gallons of paint.
a How much paint did they have in all? Show your work.
b 1
In the end, it took 5 4 gallons of paint to cover the wall. Did the fourth graders
have any paint left over? If so, how much? Show your work.
Student Book
NAME | DATE
Decimal & Fraction Relationships page 1 of 2

For each fraction below, use base ten pieces to find another fraction name and a decimal
name that mean the same amount. Then sketch on the grid to prove you are correct.
Be sure to label your sketches with numbers or words.
Use the grid to show the fractions and
Fraction Another Fraction Decimal
decimals you named are equal.
ex
This is 10
hundredths and it
1 10 also is 1 out of
10 100
0.1
10 columns.
1
2
1
4
3
4
NAME | DATE
Decimal & Fraction Relationships page 2 of 2

1
20
1
5
6 Put these fractions and decimals on the number line in the correct places:
1 1 2 3 1 1 1 0.5 0.25 0.75
2 4 4 4 10 5 8
0 1
Challenge
Hint: If you divide the 10-by-10 grid into 8 equal parts, how many hundredths are in each part?

1
8
NAME | DATE
Decimals Are Fractions

1 This large square represents 1 unit.
a How many tenths are shaded? _______
b How many hundredths are shaded? _______
2 Complete the table below. As in the picture above, the large square represents 1
unit. The strip represents 1 tenth, and the smallest square represents 1 hundredth.
Collection Fraction Decimal Collection Fraction Decimal
ex a
1 15
100
1.15
b c
0.04
d e
3 Write the decimal name for each fraction.
ex 6
3 100 = 3.06 a 8
3 10 = b 3
100 = c 7
2 10 =
d 1 102 = e 20
1 100 = f 5
2 10 = g 50
2 100 =
NAME | DATE
Work Place Instructions 3E Fractions & Decimals

• 2 Fractions & Decimals Record Sheets
• colored pencils in several different colors
1 Each player spins the fraction spinner one time. The player who spins the larger fraction goes first.
2 Player 1 spins the fraction spinner again and reads aloud the fraction spun.
3 Then, Player 1 converts the fraction to a decimal and colors in the value of the decimal on the base
ten mat on her record sheet.
4 Player 1 writes the fraction and the equivalent decimal amount on her record sheet. Player 2 also
records Player 1’s fraction and decimal amount on his record sheet.
5 Players take turns spinning and recording until one player’s base ten mat is completely filled.
Players should use a different color to record the results of each turn on their base ten mats.
1 1
5 0.2 10 0.1
1 1
4 0.25 2 0.50
1
20 0.05
Kyson OK, Sara, it’s your turn. I’m up to half the mat now—five-tenths. You’re one-tenth ahead
of me. I just hope you don’t get a very big fraction this time!
6 If Player 1 is the first to reach or exceed 1.00, Player 2 may take one last turn.
Note Going over 1.00 is allowed.
7 Each player adds up all his decimals and records the total in the decimal column of his record sheet.
8 The player whose total is closest to 1.00, either over or under, wins. Players circle the winner on their
record sheets.
Game Variations
A The winning player must land exactly on 1.00. Going over 1.00 is not allowed. Turns that would make
the total exceed 1.00 are skipped.
B The target total changes to 2.00. Players need to draw another 10 × 10 grid on graph paper for
recording the second 1.00.
NAME | DATE
Using Pictures to Compare Decimals & Fractions

Each grid below is divided into 100 equal squares. Fill in squares to show a picture of each
decimal number. Then compare the decimal number to certain fractions using <, > or =.
Decimal Number Picture Compare the decimal number to these fractions.
ex 0.3 1
0.3 > 4
1
0.3 < 2
3
0.3 < 4
a 0.46 1
0.46 4
1
0.46 2
3
0.46 4
b 0.52 1
0.52 4
1
0.52 2
3
0.52 4
c 0.87 1
0.87 4
1
0.87 2
3
0.87 4
NAME | DATE
Ordering Decimals & Fractions

1 Write the decimal number that is equal to each fraction below.
ex 25 = 0.25
a 5 = b 50 =
c 75 =
100 10 100 100
d 1= e 1= f 3 = g 10 =
4 2 4 10
2 Write each decimal number in the box where it belongs.

0.28 0.06 0.92 0.3 0.8 0.6 0.15 0.71
1 1 1 1 3 3
less than 4 between 4 and 2 between 2 and 4 greater than 4
a Write the decimal numbers above in order from least to greatest.
__________ __________ __________ __________ __________ __________ __________ __________

least greatest
3 Put the fractions and decimal numbers in the correct places on the number line.
9 1 50 3
0.4 10 0.20 4 100 4
0 1
4 Put the fractions, mixed numbers, and decimal numbers in the correct places on
the number line.
2 1 1 4 4
2.2 3 3 3.0 12 2 1.00 38
0 4
NAME | DATE
Jared’s Problems
1 Jared has 3 cookies to share among 5 friends. He says he can divide each cookie
into 5 equal parts and give 1 part of each cookie to each friend, and then everyone
will have the same amount. Make a labeled sketch to show how much each of the 5
friends will get.
2 Which equation describes Jared’s thinking? Fill in the bubble to show.
NN
1 3 3
5 × 5 = 5
NN
1 1 1 1 3
5 + 5 + 5 =3× 5 = 5
NN
1 3
3+ 5 = 5
3 Place the decimals in their correct places on the number line.

0.6 0.1 0.9 0.25 0.75 0.5
0 1
8 30
a 10 = 100 b 10 = 100
5 Write these fractions as decimals.

35
a 100 = ____
7
b 100 = ____
Home Connections
NAME | DATE
Equal, Not Equal page 1 of 2

1 Fill in the bubble to show the equation that is correct.
NN NN
1 1 3 2 1 3
14 + 14 = 24 58 – 38 = 28
NN NN 10
3 9 11 3 32 62
4 12 + 2 12 = 6 12 + 100 = 100
2 Fill in the bubble to show the equation that is not correct.
NN 10 NN
6 15 75 7 3 1
+ 100 = 100 8 – 8 = 3
NN 12 NN 12
5 7 12 10 4 1
+ 12 = 12 – 12 = 2
3 Fill in the bubbles to show the comparison statements that are correct. (There is
more than one.)
NN NN
2 1
0.3 < 0.03 8 = 4
NN 0.6 > 0.49 NN 0.7 = 0.70
4 Fill in the bubbles to show the comparison statements that are not correct. (There is
more than one.)
NN 0.05 =
1 NN 0.25 > 0.3
2
NN NN
60 6 60
0.4 = 100 10 < 100
5 Put the fractions and decimal numbers in the correct places on the number line:
0.75 1.5 1 3
14
3 1
14
4 8
0 1 2
NAME | DATE
Equal, Not Equal page 2 of 2
6 Fill in the table below with a base ten model, decimal, or fraction. The first one has
been done for you.
Base Ten Model Decimal Fraction Base Ten Model Decimal Fraction
0.25 25 1
100 or 4
0.75 6
10
7 Daniel collects baseball cards and keeps them in a special binder. Each page holds
4 1
9 baseball cards in a 3 × 3 array. The first page is 9 full. The second page is 3 full. If
Daniel put all the cards onto just one page, what fraction of that page would be full?
Use numbers, labeled sketches, or words to model and solve the problem.
8 CHALLENGE Sienna also collects baseball cards in a binder just like Daniel’s. Her last
6 1
page was 9 full, but she gave 3 of those cards to Daniel.
a What fraction of Sienna’s last page is full now? Use numbers, labeled sketches,
or words to model and solve the problem.
b Can Daniel fit the cards from his first page, his second page, and the cards
Sienna gave him all on one page in his binder? Use labeled sketches, numbers
or words to show your thinking.
NAME | DATE
Frankie’s Fractions & Decimals page 1 of 2

Solve the following problems. Use numbers, words, or labeled sketches to show your thinking.
1 Frankie’s dad made scrambled eggs for the family’s breakfast. He started with a full
carton of 12 eggs. He used 8 of the eggs. What fraction of the carton of eggs did he
use? Write at least two equivalent fractions.
2 Frankie found a quarter on the sidewalk.
a What fraction of a dollar did Frankie find? Write at least two equivalent fractions.
b Write the amount of money Frankie found as a decimal. _______
3 Frankie ate
3
8 of a granola bar. Her friend Pablo ate
4
8 of the granola bar.
a What fraction of the granola bar did they eat in all?
b How much of the granola bar is left?
4 Write each fraction as an equivalent fraction with 100 in the denominator.
ex 4
10
40
= 100
2
10 = _____
6
10 = _____
9
10 = _____
5
10 = _____
5 Add or subtract.
a 2 2
1 4 + 3 4 = _____ b
1
5 + _____ =
3
5 c
4
10
23
+ 100 = _____
d 50
100
2
– 10 = _____ e
10
12 – _____ = 12
4
f
75
100
5
– 10 = _____
NAME | DATE
Frankie’s Fractions & Decimals page 2 of 2
6 Frankie wrote this equation on her paper during math class: 1 3 =

2 3
3
2
+ 3.
a Is Frankie’s equation true?_________
b 2
2
1 3 = __________________________________________________________
2
1 3 = __________________________________________________________
2
1 3 = __________________________________________________________
7 Frankie’s teacher asked each of the students to cut a square of grid paper any size
they wanted. Frankie cut out a 10 × 10 grid, and her friend Lori cut out an 8 × 8
grid. Then the teacher said, “Each grid you cut, no matter what size, has a value of 1.
Please shade in exactly 14 of your grid.”
a Here are the grids Frankie and Lori cut out. Shade in exactly 14 of each grid.
Frankie’s 10 × 10 grid Lori’s 8 × 8 grid
b How many little squares did you shade in on Frankie’s grid? ________
How many little squares did you shade in on Lori’s grid? ________
c Why did you need to shade in a different number of squares on each grid, even
though you shaded in one-fourth on both of them?
TEACHERS GUIDE
UNIT 4 4

QBB4801-4
Updated 2016-05-27.
ISBN 978-1-60262-487-0
Unit 4
Addition, Subtraction & Measurement
Module 1 Module 3
Place Value & the Measurement��1
Standard Addition Algorithm��1 Session 1 Measurement Benchmarks��3
Session 1 U
nit 4 Pre-Assessment Session 2 Distance Challenge��9
& Target One Thousand��3
Session 3 It’s About Time��17
Session 2 Investigating Numbers
Session 4 Liquid Volume�� 23
to Ten Thousand��9
Session 5 Mass Amounts�� 29
Session 3 Charting One Million��15
Session 4 Add, Round & Compare��19
Module 4
Session 5 T he Standard Algorithm for
Multi-Digit Addition��25
Measurement & Data Displays��1
Session 6 Think Before You Add�� 33 Session 1 Measuring Hand Spans & Arm Spans��3
Session 7 Comparing Addition Strategies�� 39 Session 2 Looking at Data Displays��9
Module 2
The Standard Subtraction Algorithm��1
Session 1 Removal vs. Differencing��3
Session 2 Constant Difference��7
Session 3 T he Standard Algorithm for Multi‑Digit
Subtraction��11
Session 4 Think Before You Subtract��17
Session 5 Comparing Subtraction Strategies��23
Unit 4
Unit 4
Addition, Subtraction & Measurement
Overview
In this unit, students study addition, subtraction, and measurement concepts. As part of their work, students investigate and
use the standard addition and subtraction algorithms. They compare the use of algorithms to other methods and make gener-
alizations about which work best for certain problems. In Module 3, students explore length and distance, liquid volume, time,
mass, and weight. They investigate the relationships between common measures, and they solve problems that require them to
convert measurements to smaller units within the same system of measure.
Planner
Module Day Session & Work Places Introduced PI PS MF WP A HC DP
Module 1 Place Value & the Standard Addition Algorithm 1 Session 1 U
nit 4 Pre-Assessment &
This module focuses on place value to 1,000,000 and Target One Thousand
multi-digit addition strategies. Students use the Great Wall Work Place 4A Target One Thousand
of Base Ten to develop understanding of place value to
2 Session 2 I nvestigating Numbers to
10,000 and then build a model showing 1,000,000 units (a
Ten Thousand
mat-mat-mat). These activities help students see patterns
and relationships in the base ten counting system. They 3 Session 3 Charting One Million
use what they learn about place value to investigate and
4 Session 4 Add, Round & Compare
review addition strategies for larger numbers. They learn
the standard algorithm for addition and compare it to Work Place 4B Add, Round & Compare
other strategies they have learned. Students also learn two 5 Session 5 T he Standard Algorithm for
new Work Places during the module: Target One Thousand Multi-Digit Addition
and Add, Round & Compare. The teacher collects a Work
6 Session 6 Think Before You Add
Sample in Session 6, and the module ends with a check-
point that addresses place value and addition. 7 Session 7 Comparing Addition Strategies
Module 2 The Standard Subtraction Algorithm 8 Session 1 Removal vs. Differencing
The focus shifts to subtraction in Module 2. Problem
9 Session 2 Constant Difference
strings and story problems help students deepen their
understanding of and flexibility with subtraction strategies, 10 Session 3 T he Standard Algorithm for
including difference versus removal and constant differ- Multi-Digit Subtraction
ence. Students learn the standard algorithm for subtraction 11 Session 4 Think Before You Subtract
and compare it to other strategies they have explored.
They also learn one new Work Place: Roll & Subtract One 12 Session 5 C
omparing Subtraction
Thousand. The teacher collects a Work Sample in Session 4 Strategies
that provides information about students’ proficiency with Work Place 4C Roll & Subtract One
methods for solving multi-digit subtraction combinations. Thousand
Students will also show what they have learned on a brief
checkpoint at the beginning of Module 3.
Module 3 Measurement 12 Session 1 Measurement Benchmarks
This module gives students an opportunity to explore
13 Session 2 Distance Challenge
benchmarks and relative sizes for length, time, liquid
volume, mass, and weight. Students use ratio tables to Work Place 4D Target Five
convert units within the same measuring system, and 14 Session 3 It’s About Time
apply some of the place value and multi-digit computa-
15 Session 4 Volume
tion skills they’ve been practicing to solve story problems
related to measurement. 16 Session 5 Mass Amounts
Module 4 Measurement & Data Displays 18 Session 1 M
easuring Hand Spans & Arm
Unit 4 concludes with a two-session project that Spans
gives students an opportunity to apply some of their 19 Session 2 Looking at Data Displays
measuring skills in a new context—data analysis. During
the last session of this module students take the Unit 4 20 Session 3 Unit 4 Post-Assessment
Post-Assessment.
Unit 4 Introduction
Concepts
In this unit, a strand of numeric exploration and investigation that was launched in Grade 1 and
developed throughout Grades 2 and 3 comes to a logical conclusion as students are introduced to
the standard, or traditional, algorithms for multi-digit addition and subtraction. An algorithm,
by definition, is a series of steps that can be applied to all problems of a certain type. Thus, the
addition and subtraction algorithms work for any multi-digit combinations. The algorithms are
compact and nontransparent, however, which can obscure the values of the digits in such compu-
tations. For many, the steps become a series of single-digit calculations (e.g., 475 + 567—7 + 5 is 12,
carry the 1; 6 + 7 is 13, and 1 more makes 14, carry the 1; 4 + 5 and 1 more is 10).
Moreover, the standard algorithms are not always the most effective and efficient strategies. If
you consider a combination such as 1,000 – 999, this becomes immediately apparent. It’s true
that students could borrow across three zeros to solve the problem, but we would far prefer that
they had enough number sense to recognize the difference as 1, and move on. Or, consider the
following addition problem: 473 + 998. This combination is easily and quickly solved with the
standard algorithm, but even more efficiently solved using a compensation strategy in which 2 is
taken from 473 and given to 998 to yield a much simpler combination: 471 + 1,000.
The beauty of the standard algorithms is that they can always be counted upon to work. When
there is no easier way to add or subtract a pair of multi-digit numbers, and an exact solution is
required, there they are. On the other hand, estimation and mental math strategies are often the
order of the day, especially given the prevalence of calculators and computers in the work place
and daily life. Our goal for students, then, is that they retain many of the strategies and methods
they have learned and invented over the previous three years rather than blindly discarding all of
these in favor of carrying and borrowing. One of the overarching themes of Unit 4 is to encourage
students to think critically about when best to deploy the several methods they have for adding
and subtracting multi-digit numbers, and make the decision based on the numbers themselves.
The specific concepts addressed in this unit include the following:
• Numbers can be written in a variety of ways, including base ten numerals, number names,
and in expanded form. For example, 15,675 can also be written as fifteen thousand, six-
hundred seventy-five or 10,000 + 5,000 + 600 + 70 + 5.
• Multi-digit numbers can be rounded finely or more broadly, depending on the degree of
accuracy required. For example, 46,783 can be rounded to the nearest ten (46,780) all the way
to the nearest ten thousand (50,000). If you know there are 60,000 seats in the stadium with
46,783 of them filled, you might round to the nearest ten thousand to make a quick estimate
of the number still available (roughly 10,000 because 60,000 – 50,000 = 10,000). If you need
an exact count of the remaining seats, you probably won’t round 46,783 at all.
• Rounding and computational estimation go hand in hand.
• There are standard algorithms for multi-digit addition and subtraction that work in a consis-
tent and reliable manner for all combinations.
• There are units of measure other than those studied in previous grades for dealing with length
and distance, weight and mass, liquid volume, and time. Units newly introduced at this grade
level and featured in Unit 4 include kilometers, pounds and ounces, milliliters, and seconds.
• Within one system of measurement, larger units can be converted to smaller units and vice
versa, and these conversions can be displayed in two-column tables, enabling students to
solve problems and make generalizations. For example, if we’re planning to serve each of our
guests 7 ounces of grapes, and we have purchased a 4-pound bag of grapes, we might use a
conversion table to find out how many guests we can serve.
Unit 4 Introduction
pounds ounces
1 16
2 32
3 48
4 64
Student OK, there are 64 ounces
5 in 80
4 pounds, and 64 ÷ 7 is 9 and a
little bit. So one bag of grapes is really only enough for 9 people. We’d
better get another, since we’re planning to have at least 12 people over,
and there are 4 of us.
Models
Students use now-familiar manipulatives and visual models to investigate place value, multi-
digit addition and subtraction, and measurement, including base ten area pieces, the open
number line, and ratio tables.

Unit 4 opens with a review of the Great Wall of Base Ten students built in Unit 2. This display,
which takes its lead from the base ten pieces, allows students to view place value from a geo-
metric perspective. The places are represented by a unit square, a 10 strip, a 100 mat, a 1,000
strip-mat, and a 10,000 mat-mat. During the first module of this unit, students extend the
model to create a chart of 1,000,000 tiny squares. By building these representations and finding
numbers within them, students develop a sense of the magnitude (size) of each place. As they
investigate these representations, students also learn to read and write numbers, to compare,
order and round numbers, and to write numbers in expanded form. The sense of magnitude that
students build helps them reason about operating on larger numbers.
Base ten pieces also play an important role in introducing the standard algorithms for addition
and subtraction. Unlike the open number line, which is another effective model for multi-digit
computation, the pieces focus squarely on each place and value. So, for example, it is easy to see
and understand that if you’re going to start with the ones rather than front-ending, you will
need to regroup (or trade, or carry) under certain circumstances.
Hundreds 100s Tens 10s Ones 1s
257
+ 169
Step 1: Set up the combination (257 + 169) with base ten pieces.
Unit 4 Introduction
1
257
+ 169
6
Step 2: Start with the ones place. Combine the ones and regroup
or trade in for a strip of 10 as needed.
11
257
+ 169
426
Step 3: Continue by combining the tens and regrouping,

or trading for one or more hundreds as needed.
Given their familiarity with multi-digit addition and subtraction, the students are expected to transition
very quickly from base ten pieces to numbers, but the pieces make the algorithms visible, and provide a
fall-back for students who are not able to make the transition as quickly as some of their classmates.
The Open Number Line

The open number line, used so extensively at previous grade levels, continues to play a major
role as an effective way to model two important strategies reviewed in this unit: give and take
(also known as compensation) for multi-digit addition and constant difference for multi-digit
subtraction. Give and take is based on the idea that since everything is added together in the
end, it’s possible to transfer part of one addend to the other to simplify the combination.
Teacher Rasheed, can you explain how you solved 697 + 178?
Rasheed I gave 3 to 697 to get 700. Then 700 and 175 is 875.
Teacher Why did you give and take 3?
Rasheed Well, I know that 697 is close to 700, and it’s easy to take 3
away from 178.
3 175
697 + 3 = 700
+ 178 – 3 = 175
697 700 875 875
The constant difference strategy, made visible on an open number line, is based on the idea
that a subtraction combination might be made much easier to solve by adding or subtracting
the same amount from the minuend and the subtrahend. The key lies in keeping the difference
between the two numbers constant.
Unit 4 Introduction
8,545 + 13 = 8,558
13 13
– 7,387 + 13 = 7,400
7,387 7,400 8,545 8,558 1,158
In the example above, a large subtraction combination is rendered much easier to solve by
adding 13 to the minuend, 8,545 and the subtrahend, 7,387. This yields the combination
8,558 – 7,400 which is possible to solve mentally.
Ratio Tables
When expressing a measurement that is given in a larger unit in terms of a smaller unit, as
they are frequently asked to do in the third module of Unit 4, students can use ratio tables to
consistently apply multiplicative relationships.
km meters minutes seconds liters milliliters

1 1,000 1 60 1 1,000
× 18 × 18 ×5 ×5 ×6 ×6
18 18,000 5 300 6 6,000
Strategies
In addition to the standard algorithms, Unit 4 emphasizes two key strategies for operations:
give and take for addition and constant difference for subtraction. These strategies are efficient,
and they help students deepen their understanding of addition and subtraction. The associative
property of addition plays a part in both strategies.
Give & Take for Addition

The associative property underlies the give and take strategy. In multi-digit addition situations
where one cannot add the numbers in each column without extensive regrouping, giving and
taking to transform one of the addends to a landmark number results in a “friendlier” problem.
For example, 987 + 437 = (987 + 13) + (437 – 13) = 1,000 + 424. “Close” is a relative term. Notice
that even when an addend is farther away from a landmark number, giving and taking can still
result in a friendlier problem: 3,456 + 15,686 = (3,456 + 544) + (15,686 – 544) = 4,000 + 15,142.
In using this strategy, students maintain the sense of magnitudes in the problem. After students
play Target One Thousand, they get good at finding those combinations to 1,000.
Constant Difference for Subtraction

Traditionally in elementary arithmetic, subtraction has been viewed as removal (take-away).
This has been strongly influenced by the use of the standard algorithm because it dictates step
after step of removing (taking away) one digit from its place value counterpart. However, sub-
traction can also mean the difference between two numbers. In higher mathematics, students
must understand and use both meanings of subtraction.
The associative property of addition is also at work in the constant difference strategy for
subtraction along with the concept of an additive inverse. The additive inverse of the number 5
is −5 because 5 + −5 = 0. The example below illustrates the constant difference strategy:
8,545 – 7,387 = (8,545 + 13) – (7,387 + 13) = 8,558 – 7,400 = 1,158
This strategy can be shown on a number line, where the distance can be seen to stay constant,
and also represented symbolically.
8,545 – 7,387 = (8,545 + 13) – (7,387 + 13) = 8,545 + 13 – 7,387 – 13 =
8,545 – 7,387 + 13 – 13 = 8,545 – 7,387
8,545 – 7,387 = 8,558 – 7,400 = 1,158
13 13
7,387 7,400 8,545 8,558
Unit 4 Introduction
In multi-digit subtraction situations that require extensive regrouping, using the con-
stant difference strategy can result in a friendly problem. For example, 15,341 – 12,873 =
(15,341 + 127) – (12,873 + 127) = 15,468 – 13,000. Again, notice that this strategy preserves the
magnitude of the digits.
We also want students to recognize problems for which finding the difference is more efficient,
problems for which removing (taking away) is more efficient, and problems for which neither is really
better and the constant difference strategy might be helpful. Generally, for numbers that are relatively
close together, it is more efficient to find the difference between them, like 19,001 – 18,991. For
numbers that are relatively far apart, it is more efficient to remove, like 19,001 – 18.

In this unit, students solve relational thinking problems like 999 + 456 = 1,000 + ___ and work
to maintain equivalence while giving and taking with addition or using constant difference
with subtraction. This helps them better understand the equality sign (=) as a relational symbol,
a symbol that expresses the relationship of equality. As students learn to solve equations in
algebra, they will use the same concept of equality.
When students use a ratio table to find conversions of units, they use a method that is gen-
eralizable. They can later use the same methods for operating on decimals and for solving
proportions. Because these conversions are a constant ratio (e.g., 1 kilogram = 1,000 grams),
using a ratio table to represent larger units in terms of smaller units uses the same ratio table
strategies that they are learning for multiplication strategies.
Teaching Tips
Standard Algorithms
If students use the standard algorithms for addition or subtraction efficiently before they are
addressed in the lesson, that’s all to the good, but encourage these students to also investigate
the give and take and constant difference strategies. Let them know you will be investigating
the algorithms later in the unit. Initially, encourage them to reason through the problems and
to use, explore, and develop other strategies. Give students problems for which other strategies
are clearly more efficient, like 999 + 387 = 1,000 + 386 and 1,030 – 997 = 1,033 – 1,000. Help
them see that there are times when it is advantageous to tweak the problem before you solve it.
Stretching students’ thinking in these ways will strengthen their understanding of mathematics.
Vertical Format
Use caution in moving too quickly to vertical format for give and take and constant difference. If
students see this form too soon before they have developed a strong sense of place-value and of why
and how the strategies work, the strategies have the potential to become one more thing to memorize.
Modeling Student Work

When a student is explaining her work, try to model her thinking for other students to see. Ask
questions to help everyone understand. Ask if your model represents her thinking. Ask other
students if they could use the model to try her strategy.
Diagnosing Problems
Help students become diagnosticians of their own work. When they get the wrong answers,
work with them to figure out what happened. Use this experience to help them become better at
solving problems.
Additional Work with Addition and Subtraction Strategies

Use the story problems in Module 3, which focuses on measurement, to review, practice, and
extend addition and subtraction strategies.
Unit 4 Introduction
Student Support
If students are not doing as well as you would like on checkpoints, daily practice pages, or other
work in class, remember that they are still learning while they work on these. They will also
revisit these skills and concepts throughout the year. Gather students in small groups during
Work Places to direct their time and work with them on trouble areas.
Time Constraints
If you feel you are running out of time during a session, note that most of the sets of story prob-
lems are written so that if struggling students get at least half done you can move on and have
the class discussion. Struggling students should be encouraged to get as much done as possible,
but don’t hold up the whole class until everyone finishes all of the problems.


whole numbers using addition, subtraction, multiplica- NC Oct., Nov., Jan., Feb.
tion, and division
4.NBT.1 Demonstrate an understanding that in a N/A R/E Unit 2 R/E
multi-digit number, each digit represents ten times NC Sep.–Nov., Apr.
what it represents in the place to its right
4.NBT.2 Read and write multi-digit whole numbers N/A M NC Sep.–Dec. R/E, S
represented with base-ten numerals, number names,
and expanded form; compare pairs of multi-digit num-
bers; use >, =, and < symbols to record comparisons
4.NBT.3 Round multi-digit whole numbers to the N/A M NC Oct., Nov. R/E, S
nearest hundred, thousand, and ten thousand
Supports 4.NBT Fluently add and subtract multi-digit M R/E Units 5, 6 N/A
whole numbers, using an algorithm or another strategy NC Nov., Dec.
4.NBT.4 Use the standard algorithm with fluency to I M Units 5, 6 R/E, S
add and subtract multi-digit whole numbers NC Nov., Dec.
4.MD.1 Identify the relative sizes of centimeters, meters, D M Units 1, 8 R/E
and kilometers; grams and kilograms; ounces and NC Sep., Nov., Apr., May
pounds; milliliters and liters; seconds minutes and hours
4.MD.1 Express a measurement in a larger unit in I M Units 1, 8 R/E
measurement
4.MD.1 Record equivalent measurements in different N/A M Units 8 R/E
units from the same system of measurement using a NC Sep., Nov., Apr., May
2-column table
4.MD.2 Solve story problems involving distance, time, I D Units 8 R/E
liquid volume and mass using addition, subtraction, NC Sep., Nov.–Jan.,
multiplication, and division of whole numbers Apr., May
4.MD.2 Solve story problems that involve expressing N/A D Units 8 R/E
measurements given in a larger unit in terms of a NC Sep., Nov.–Jan.,
smaller unit within the same system of measurement; Apr., May
use diagrams to represent measurement quantities

Unit 4 Introduction
Assessments
1, two checkpoints—one in Module 1 and another in Module 3, and a unit post-assessment at the
end of Module 4. There are also two assignments that can be collected as Work Samples, one in
Module 1, and the other in Module 2. In addition to these, four Work Places introduced over the
course of the unit offer teachers opportunities to observe students’ skills in authentic settings. The
following chart shows where and when assessment opportunities appear throughout the unit.

4.OA Find the value of an unknown in an M1, S1 Unit 4 Pre-Assessment
equation M3, S1 Subtraction Checkpoint
Supports 4.NBT Estimate sums or M1, S4 Work Place 4B Add,
differences to approximate solutions to Round & Compare
problems M2, S5 Work Place 4C Roll &
Subtract One Thousand
Supports 4.NBT Fluently add and M1, S1 Work Place 4A Target M1, S1 Unit 4 Pre-Assessment
subtract multi-digit whole numbers, using One Thousand M1, S6 Addition Strategies
an algorithm or another strategy M1, S4 Work Place 4B Add, Work Sample
Round & Compare M1, S7 Place Value & Addition
M2, S5 Work Place 4C Roll & Checkpoint
Subtract One Thousand M2, S4 Subtraction Strategies
Work Sample
M3, S1 Subtraction Checkpoint
4.NBT.1 Demonstrate an understanding M1, S1 Unit 4 Pre-Assessment
that in a multi-digit number, each digit M4, S3 Unit 4 Post-Assessment
represents ten times what it represents in
the place to its right
4.NBT.2 Read and write multi-digit whole M3, S2 Work Place 4D Target M1, S1 Unit 4 Pre-Assessment
numbers represented with base ten Five M1, S7 Place Value & Addition
numerals, number names, and expanded Checkpoint
form M4, S3 Unit 4 Post-Assessment
4.NBT.2 Compare pairs of multi-digit M3, S2 Work Place 4D Target M1, S1 Unit 4 Pre-Assessment
numbers; use , =, and < symbols to record Five M1, S7 Place Value & Addition
comparisons Checkpoint
4.NBT.3 Round multi-digit whole M1, S4 Work Place 4B Add, M1, S1 Unit 4 Pre-Assessment
numbers to the nearest ten, hundred, Round & Compare M1, S7 Place Value & Addition
thousand, ten thousand, hundred Checkpoint
thousand, million M4, S3 Unit 4 Post-Assessment
4.NBT.4 Use the standard algorithm with M3, S2 Work Place 4D Target M1, S1 Unit 4 Pre-Assessment
fluency to add and subtract multi-digit Five M1, S6 Addition Strategies
whole numbers Work Sample
M1, S7 Place Value & Addition
Checkpoint
M2, S4 Subtraction Strategies
Work Sample
M3, S1 Subtraction Checkpoint
4.MD.1 Identify the relative sizes of M1, S1 Unit 4 Pre-Assessment
centimeters, meters, and kilometers; M4, S3 Unit 4 Post-Assessment
ounces and pounds; milliliters and liters;
and seconds, minutes, and hours
4.MD.1 Record equivalent measurements M1, S1 Unit 4 Pre-Assessment
in different units from the same system of M4, S3 Unit 4 Post-Assessment
measurement using a 2-column table
4.MD.1 Express a measurement in a M1, S1 Unit 4 Pre-Assessment
larger unit in terms of a smaller unit within M4, S3 Unit 4 Post-Assessment
the same system of measurement (e.g.,
convert from km to m, l to ml, kg to g, lbs
to oz)
Unit 4 Introduction

4.MD.2 Solve story problems involving M1, S1 Unit 4 Pre-Assessment
intervals of time, distance, liquid volume, M4, S3 Unit 4 Post-Assessment
and mass using addition, subtraction,
multiplication and division of whole
numbers
4.MD.2 Solve story problems that involve M1, S1 Unit 4 Pre-Assessment
expressing measurements given in a M4, S3 Unit 4 Post-Assessment
larger unit in terms of a smaller unit within
the same system of measurement
Differentiation
Session 1 2 3 4 5 6 7 1 2 3 4 5 1 2 3 4 5 1 2 3
Challenge
Support
ELL
Teachers Guide
Module 1
Place Value & the Standard
Addition Algorithm
Session 1 Unit 4 Pre-Assessment & Target One Thousand�� 3
Session 2 Investigating Numbers to Ten Thousand�� 9
Session 3 Charting One Million�� 15
Session 4 Add, Round & Compare��19
Session 5 The Standard Algorithm for Multi-Digit Addition�� 25
Session 6 Think Before You Add��33
Session 7 Comparing Addition Strategies��39

Unit 4 Pre-Assessment�� T1 Work Place Instructions 4A Target One Thousand��129
Work Place Guide 4A Target One Thousand�� T5 Mixed Review��130
4A Target One Thousand Record Sheet�� T6 Round 'Em Up!�� 131
Unit 1 Work Place Log��T7 The Dodgers & The Yankees��132
Tiny Squares Grid��T8 Rounding to the Nearest Thousand��133
Unit 4 Pre-Assessment Student Reflection Sheet��T9 Work Place Instructions 4B Add, Round, & Compare��134
Work Place Guide 4B Add, Round & Compare��T10 Adding Larger Numbers��135
4B Add, Round & Compare Record Sheet�� T11 Addition Practice��136
Addition Algorithm Practice��T12 Inventions��137
Think Before You Add��T14 Music Academy��138
Addition Strategies Work Sample��T15
Place Value & Addition Checkpoint��T16 Home Connections Pages
Number Riddles & Stories��69
Big Numbers�� 71
Addition Algorithm & More��73
Unit 4
Unit 4
Module 1
Module 1
Place Value & the Standard
Addition Algorithm
Overview
This module focuses on place value to 1,000,000 and multi-digit addition strategies. Students use the Great Wall of Base Ten to
develop understanding of place value to 10,000 and then build a model showing 1,000,000 units (a mat-mat-mat). These activi-
ties help students see patterns and relationships in the base ten counting system. Students use what they learn about place value
to investigate and review addition strategies for larger numbers. They learn the standard algorithm for addition and compare it
to other strategies they have learned. They also learn two new Work Places during the module: Target One Thousand and Add,
Round & Compare. The teacher collects a Work Sample in Session 6, and the module ends with a checkpoint that addresses
place value and addition.
Planner
Session 1 Unit 4 Pre-Assessment & Target One Thousand
Students take the Unit 4 Pre-Assessment. Then the teacher introduces Work Place 4A Target
One Thousand, a game students may remember from Grade 3.
Work Place 4A Target One Thousand
Each player draws 8 Number Cards and chooses 6 of them to make two 3-digit numbers with
a sum as close as to 1,000 as possible (over or under). Each player finds the exact difference
between their sum and 1,000. After three rounds, each player adds their differences, and the
player with the lower total wins.
Session 2 Investigating Numbers to Ten Thousand
Students examine the 10,000 mat-mat from the Great Wall of Base Ten and imagine number-
ing each unit from 1 to 10,000 on the 10,000 mat-mat. Using principles of place value, they
determine where certain numbers are, round numbers, and order numbers.
Session 3 Charting One Million
Students work together to make a chart of 1,000,000 tiny squares. This activity is designed to
help them understand some of the relationships between hundreds, thousands, ten thou-
sands, hundred thousands, and millions.
Session 4 Add, Round & Compare
Students reflect on their Unit 4 Pre-Assessment from Session 1. Then the teacher leads the
class in a problem string that focuses on the give and take (compensation) strategy for adding
multi-digit numbers. Next, the teacher introduces Work Place 4B Add, Round & Compare by
playing the game with the class.
Work Place 4B Add, Round & Compare
Players take turns drawing 3 Number Cards from a deck, and using them to form two different
3-digit numbers. They round the numbers they created and record both the rounded and actual
numbers. Then they find the sum of the rounded numbers and the sum of the actual numbers
and record both sums. Finally, players find the difference between the rounded and actual sums
to determine their scores. The player with the lower total score after three rounds wins.
Session 5 The Standard Algorithm for Multi-Digit Addition
Students work in pairs to solve a 3-digit addition story problem. As they share their strategies with the
class, the teacher records each method on a poster. The teacher then presents the standard regroup-
ing algorithm and has the class practice using it to solve a variety of addition problems.
Session 6 Think Before You Add
Students discuss as a class which number combinations in multi-digit addition problems lend
themselves to particular strategies such as the give and take strategy or the standard algo-
rithm. Then they spend the rest of the session working independently on addition problems
that will be used as a Work Sample and discussed in the next session.
Session 7 Comparing Addition Strategies
Students discuss which strategies worked most efficiently for the different types of addition
combinations they solved last session, and why. Then they take a brief checkpoint and spend
the remainder of the session visiting Work Places.

Resources
each master.
to supplement your
instruction.
pages 129–138.
Work Place Prepare the materials for Work Places 4A & 4B using the lists of materials on the
Remove the Unit 2 Work Place Log from the back of each student’s Work Place
folder, and replace it with a copy of the Unit 4 Work Place Log, stapled at all four
corners. Leave the Unit 3 Work Place Log stapled to the front of each folder.
Charts Find the Great Wall of Base Ten from Unit 2, Module 1, Session 1. Display it in
a place where all students can see it and you will be able to write next to the
10,000 mat-mat.
If you didn’t make a poster for the standard algorithm during Session 5, make
one before Session 6 and include it in the collection of other posters.
Unit 4 Module 1
Unit 4
Module 1
Session 1 Session 1
Unit 4 Pre-Assessment &
Target One Thousand
Summary
Students take the Unit 4 Pre-Assessment. Then the teacher introduces Work Place 4A Target
One Thousand, a game students may remember from Grade 3.
Skills & Concepts

• Read and write multi-digit whole numbers represented with base ten numerals, number
names, and expanded form (4.NBT.2)
• Round multi-digit whole numbers to the nearest hundred, thousand, and ten-thousand (4.NBT.3)
• Use the standard algorithm with fluency to add and subtract multi-digit whole numbers (4.NBT.4)
• Fluently add and subtract multi-digit whole numbers, using an algorithm or other strategy
(supports 4.NBT)
• Identify the relative sizes of centimeters, meters, and kilometers; ounces and pounds;
milliliters and liters; and seconds, minutes, and hours (4.MD.1)
• Solve story problems involving distance, intervals of time, liquid volume, and weight using
addition, subtraction, multiplication, and division of whole numbers (4.MD.2)
• Solve story problems that involve expressing measurements given in a larger unit in terms
of a smaller unit within the same system of measurement (4.MD.2)
Materials
Vocabulary
TM T1–T4 • classroom math • scratch paper Resource Cards are available.
Unit 4 Pre-Assessment manipulatives (excluding algorithm*
calculators)
constant difference
Work Places Introducing Work Place 4A Target One Thousand conversion
TM T5 • Number Cards, 1 deck • scratch paper expanded form*
Work Place Guide 4A Target One Thousand give and take
TM T6 meter (m)*
4A Target One Thousand Record Sheet
milliliter (ml)*
SB 129*
Work Place Instructions 4A Target One Thousand ounce (oz.)*
pound (lb.)*
Daily Practice
SB 130
Mixed Review

Preparation
• Note that you will need to score the Unit 4 Pre-Assessment before Module 1, Session
4. (See the Grade 4 Assessment Guide for scoring and intervention suggestions.) If you
cannot mark the Unit 4 Pre-Assessment by Session 4, make room for reflection time during
• In today’s session, you’ll introduce Work Place 4A Target One Thousand, which replaces
Work Place 2E More or Less Multiplication. Before this session, you should review the
Work Place Guide, as well as the Work Place Instructions. Make copies of the Target One
Thousand Record Sheet for use today and store the rest in the Work Place 4A Target One
Thousand tray, along with the materials listed on the guide. The Work Place Guide also
Assessment Guide
suggestions.
• Tell students how much time they have. We recommend you allow 35–40 minutes.
Ask students who finish earlier to check their work carefully and then read quietly to
themselves until you call time.
• Reassure students that this is not a timed test, and if they are unable to finish in the time
allotted during this session, you will give them more time later to complete their work.
2 Display the Unit 4 Pre-Assessment Teacher Master as helpers give a copy of

the assessment to each student.
• Let students know that they can use scratch paper, or any of the other math manipula-
tives and tools (excluding calculators) they may find useful to help with any of the
problems on the assessment.
Remind them to raise their hands if they need help reading a problem; this is not meant to
be a reading test.
5 As students finish, have them turn in their assessments and then read
quietly until everyone is finished.
6 After about 40 minutes, collect students’ work. Let them know they will get
their pre-assessments back soon so they can set their own goals for the unit.
SUPPORT If some students are unable to complete the assessment in the allotted time, allow
them additional time later in the day or early the next to finish their work.
Ongoing
Introducing Work Place 4A Target One Thousand includes a Work Places
7 Introduce the game Target One Thousand. Differentiation Chart for
• Display the Work Place 4A Target One Thousand Record Sheet where everyone can see it. can use these charts to
• Explain that this game is similar to Target One Hundred, which students may remem- make notes about which
ber from earlier grades, except this time they will combine 3-digit numbers to get as students need support or
close to 1,000 as they can. challenge with the skills
• Tell students that today you will play the game as a whole class, and in future sessions
Place. Suggestions for
the game will be a Work Place. differentiating a particular
8 Briefly summarize the game before playing with the class. included on the Work
Each player gets eight cards and chooses six of them to make two 3-digit Place Guide.
numbers. Players try to make 3-digit numbers whose sum will be as
close as possible to the target of 1,000 (either under or over), and then
determine their scores by finding the difference between the sum of their
numbers and 1,000. The players then check each other’s addition and
subtraction and record the equations and scores on their record sheets.
The player with the lower score after three rounds wins the game.
9 Explain the game as you play against the students.

• Model how to remove wild cards and shuffle a deck of Number Cards.
• Deal eight cards to yourself and eight cards in a stack for the class to view on their turn.
• Display your cards where everyone can see them.
• Ask students to find several possibilities for your cards and compare the scores.
Encourage them to use scratch paper if necessary.
• Record some of the possibilities on a chart.
Addend 905 805 905 985

Addend 106 106 016 016
Sum 1011 911 921 1001
Score 11 89 79 1
These combinations could be made if you drew 0, 1, 1, 5, 6, 7, 8, and 9.
Note that the first digit can be 0.
• Ask whether a higher or lower score is better in this game. [lower]
• Then record your equation and score in the “First Game” section of the record sheet
and have students record just your score on the “Partner’s Score” line of their First
Game section.
10 Display the students’ eight cards and ask the class to choose six of them.
• Give students time to turn and talk with partners about the numbers they can make
and about which pair of 3-digit numbers would be closest to 1,000.
• Ask several students to share the numbers they chose and describe the strategy they
used for finding their sum.
Student First we made 714 + 293 = 1007 and that was pretty close to
1,000. But then we did 710 + 293 = 1003 and that was even closer.
11 When the class has agreed on two numbers, record their score on the
record sheet and play one or two more rounds.
• Model how to place the 12 used cards face-up in a discard stack and deal six replace-
ment cards to yourself and six to the class.
• When you are finished, have students add up their final score and yours to see who had
the lower score and won the game.
12 Have students turn and talk to their partner to summarize the directions
for Target One Thousand.
13 Ask students if they can think of any strategies that would make it easier to
find numbers whose sum is close to 1,000.
Teacher Can you think of a strategy for forming numbers that will
get you as close as possible to 1,000?
Hector It’s hard to think about so many numbers at once. We could
start by picking two numbers that add up to 9 and put them in the
hundreds place. Then we could think about two 2-digit numbers that
come close to 100 and use them for the tens and ones. I tried this when
we were playing. Here’s my scratch paper that shows what I tried.
1__ 56 156 146 142

+8__ + 42 + 842 + 852 + 856
9__ 98 998 998 998
Hector And I noticed that once I find the 3-digit numbers I want, it
doesn’t matter which tens or ones go with which hundreds, as long as the
numbers stay in their places. Like 146 + 852 is the same as 156 + 842,
even though I switched the numbers in the tens places around.
14 Let students know they will have a chance to figure out more strategies when
they visit Work Places in the coming weeks and play Target One Thousand.
15 Wrap up the session by reminding students they will have the opportunity
to improve on parts of the assessment that challenged them.
Have students put away their materials.
Daily Practice
The optional Mixed Review Student Book page provides additional opportunities to apply
• Convert a mixed number to a fraction (supports 4.NF)
Unit 4 Module 1
Unit 4
Module 1
Session 2 Session 2
Investigating Numbers
to Ten Thousand
Summary
Students examine the 10,000 mat-mat from the Great Wall of Base Ten they built at the begin-
ning of Unit 2 and imagine numbering each unit on the mat from 1 to 10,000. Using principles
of place value, they determine where certain numbers are, then round and order numbers.
Students then spend any time remaining in the session visiting Work Places. At the end of the
session, the teacher assigns the Number Riddles & Stories Home Connection.
Skills & Concepts

• Read and write multi-digit whole numbers represented with numerals (4.NBT.2)
• Compare pairs of multi-digit numbers; use >, =, and < symbols to record comparisons of
two multi-digit numbers (4.NBT.2)
• Round multi-digit whole numbers to the nearest hundred, thousand, ten thousand,
hundred thousand, million (4.NBT.3)
Materials
Problems & Investigations Investigating Numbers to Ten Thousand those terms for which Word
• Great Wall of Base Ten (constructed in digit
Unit 2, Module 1, Session 1)
hundred thousand
Work Places Introducing the Unit 4 Work Place Logs rounding*
TM T7 • students’ Work Place folders ten thousand
Unit 4 Work Place Log (see Preparation)
(see Preparation)
Work Places in Use

4A Target One Thousand (introduced in Unit 4, Module 1, Session 1)
Home Connection
HC 69–70
Number Riddles & Stories
Daily Practice
SB 131
Round ‘Em Up!

Preparation
• In this session, you will refer to the Great Wall of Base Ten constructed in Unit 2, Module 1,
Session 1. Display it in a place where all students can see it and where you will be able to
write on chart paper or a whiteboard next to the 10,000 mat-mat.
• Remove the Unit 2 Work Place Log Teacher Master from the back of each student’s Work
Place folder, and replace it with a copy of the Unit 4 Work Place Log Teacher Master, stapled
at all four corners. Leave the Unit 3 Work Place Log stapled to the front of each folder. This
will allow students to keep track of the number of times they have visited the Unit 3 Work
Places that will remain in use during Unit 4, and also to track their progress through the
new Work Places as they’re introduced, starting today.
numbers (3A–4A) or write out the full names if you prefer. (See the Work Places in Use row

Investigating Numbers to Ten Thousand
1 Have students take out their math journals, and then draw their attention
to the 10,000 mat-mat on the wall—part of the Great Wall of Base Ten
constructed earlier in the school year.
2 Tell students they are going to explore the mat-mat today to better under-
stand our base ten number system. Ask students how many unit squares
are in the mat-mat. [10,000]
3 Label some of the landmark unit squares on the 10,000 mat-mat. Start with
1 and use student input to find and label 10, 100, 101, 500, and 1,000.
SUPPORT Have a strip, mat, and strip-mat handy to hold up next to the 10,000 mat-mat as needed.
ELL Write the numbers on the board as you ask them, so students can both hear and see
the numbers.
Teacher We are going to label some of the landmark unit squares on

this mat-mat. I will start by labeling this top left square as 1. Now,
where could we go from here? Turn and talk to your partner about
what landmark number you would label next. [ … ]
Teacher There are many different ways we could label each of these
unit squares. I heard people say we could count down or across or
diagonally. We could count in chunks or randomly. So that we are
consistent, I am going to label this square at the end of this strip as 10.
10
Teacher Where should we label the 100th unit square?

Student If you count by tens across, then you get to 100 in the
bottom‑right corner of that first mat.
(The student points to each of the strips in the mat as she counts by
tens to 100 and ends on the last unit.)
Teacher Where would we put 101?

Students Underneath.
On the next line.
Next to the 100.
The top of the next 100 mat going down, not across.
Teacher If this first mat is 1 to 100, let’s have the next mat start with
101. What do you think it will end with?
(The students count by tens again and land on 200 in the bottom‑right
corner of the second mat.)
1 100
10
101
200
Teacher So, if each of these mats are 100, then let’s see how many we
have going down.
Students One whole column is 100 squares because it’s 10 strips.
Also if you look at the strip-mat, it is 10 across the top and 100 down,
because 1,000 is 10 hundreds.
Teacher So, if each mat is 100, where would we label 1,000?
Student Well, the first mat is 100, and the next is 200, then 300, 400,
500, 600, 700, 800, 900, and so that last one there is 1,000.
1 100 1,001
10
101
200
500
1,000
4 With student input, quickly find and label the thousands: 2,000,
3,000 … 10,000.
1 100 1,001
10
101
200
500
1,000
2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000
5 Give students a moment to think silently about, then discuss in pairs, the
location of each of the following: 5,328; 3,582; 8,235; 2,853. Ask volunteers
to share their thinking with the class, and place the numbers in the correct
unit square as they do so.
While students share each number, have them circle with their fingers each of the thousands,
then hundreds, tens, and ones on the mat-mat.
• Write the numbers on the board.
• Connect the number of thousands on the mat-mat with the digit in the thousands place.
• Discuss the fact that the value of the digit is determined by the place it is in.
1 100 1,001
10
101
200
500
1,000
2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000
Pointing out 5,328 on the Great Wall.
6 Display the numbers and have students discuss the relationships between Math Practices
them. Use the relational symbols <, >, or =. in Action 4.MP.2
(e.g., 5,328 > 3,582; 3,582 < 8,235; 8,235 > 2,853) Students reason
abstractly and quantita-
7 Use the positions on the 10,000 mat to review rounding 5,328; 3,582; 8,235; tively when they connect
and 2,853 to the nearest 10 and the nearest 100. Introduce the idea of the base ten pieces to
rounding each of these numbers to the nearest 1,000 as well. written numerals that
represent particular
Teacher Let’s look back at 5,328. What is 5,328 rounded to the quantities. Doing so helps
nearest 10? them build a sense of
numbers of this magni-
Student 5,330. tude so that they can
Teacher How do you know? estimate and compute
Student Well, 5,328 is closer to 5,330 than 5,320. with understanding.
Teacher Could you come up here and point to those numbers so we

can see that?
(The student points to 5,330 and 5,320 with two fingers so students
can see that the labeled 5,328 is closer to 5,330.)
Teacher What is 5,328 rounded to the nearest 100, and how do you know?
Student It is 5,300 because 5,328 is closer to 5,300 than 5,400 (points
to the numbers).
Teacher Now let’s round the number 5,328 to the nearest thousand.
Who can show us their thinking on the 10,000 mat?
Student Here is 6,000 and here is 5,000. I can tell that 5,328 is closer
to the 5,000.
Teacher Let’s look next at 8,235—remind me what the rule is about
rounding if the digit with which you’re working is 5.
Work Places
Note with students that you have removed the Unit 2 Work Place Log from the back of
their folders, and replaced it with a Work Place Log for Unit 4. Point out that the Unit 3
Work Place Log is still stapled to the front of their folders, and all the Work Places from
the previous unit are available, along with the new game you introduced last session,
Target One Thousand.

Home Connection
10 Introduce and assign the Number Riddles & Stories Home Connection,
• Solve multi-step story problems involving only whole numbers, using addition (4.OA.3)
• Read and write multi-digit whole numbers using base ten numerals, number names,
and expanded form (4.NBT.2)
• Fluently add multi-digit whole numbers, using an algorithm or another strategy (sup-
ports 4.NBT)
Daily Practice
The optional Round ‘Em Up! Student Book page provides additional opportunities to
• Read multi-digit whole numbers represented with base ten numerals (4.NBT.2)
• Round multi-digit whole numbers to the nearest ten and the nearest hundred (4.NBT.3)
• Fluently add and subtract multi-digit whole numbers, using an algorithm or another
strategy (supports 4.NBT)
Unit 4 Module 1
Unit 4
Module 1
Session 3 Session 3
Charting One Million
Summary
Students work together to make a chart of one million tiny squares. This activity is designed
to help students understand some of the relationships between hundreds, thousands, ten
thousands, hundred thousands, and millions.
Skills & Concepts

• Read and write multi-digit whole numbers using base ten numerals, number names, and
expanded form (4.NBT.2)
• Compare pairs of multi-digit numbers; use >, =, and < symbols to record the comparisons
(4.NBT.2)
Materials
Vocabulary
Problems & Investigations Charting One Million those terms for which Word
Tiny Squares Grid • scissors hundred thousand
SB 132 • tape
million
The Dodgers & The Yankees • pushpins or other method for attach-
ing paper to a bulletin board or wall ten thousand
• large sheet of butcher paper (optional)
Daily Practice
SB 133
Rounding to the Nearest Thousand

Preparation
• Students will tape 100 tiny 10,000 mats together to make a 1,000,000 mat-mat-mat. You
will need a space that is at least 65 inches square (or more if you post the students’ com-
ments) on a bulletin board or wall space.
• In future lessons, you will place additional numbers in the 10,000 mat-mat and the
1,000,000 mat-mat-mat to open or close a lesson. Hang them both in an accessible place.

Charting One Million
1 Display the Tiny Squares Grid Teacher Master as you hand one to each
student. Give students a moment to study it, and then ask them to think
privately about how many tiny squares are on the entire grid.
Unit 4 Module 1 Session 3 1 copy for display, plus 100 copies
NAME | DATE
Tiny Squares Grid
2 After 20–30 seconds, ask students to share their estimates as you record them.
How many tiny squares are on the grid? Estimates:
1,000 5,000
10,000
3,000
7,500 25,000
1,000,000 9,000
2,500 2,000,000 20,000

6,000
Help students confirm that the grid they have in front of them is a tiny mat-mat, so there
are 10,000 square units.
3 Have ten groups of 2 to 4 students each build a strip of 10 tiny mat-mats

and determine the number the strip represents. [100,000]
• Divide the class into 10 groups. It’s OK if not every group has the same number of students.
• Ask students to keep their grids, and distribute enough extra copies so that each group
has 10 grids in all.
• Have students cut out the 10 grids and tape them together to create one long strip.
• Ask students how many tiny squares are in the strip of 10 grids. How do they know?
4 Then have groups bring their strips to you one at a time as you pin or tape
the strips side-by-side to form a large square.
• When the display is complete, ask: How many tiny squares are there in this giant square?
• Have students think about their answer for a moment, then share their ideas and
reasoning with a partner.
It may not be obvious to some students that the total number of tiny squares is 1,000,000.
Some may count by hundreds to determine that there are “a thousand thousands.” If students
haven’t mentioned a million after some discussion, explain that a thousand thousands, or
1,000 × 1,000, is the same as one million. You can also have students identify the dimensions
of the giant square (1,000 × 1,000) and multiply the numbers on calculators to see the result.
5 Ask students to pair up and discuss any observations they can make about
the completed square of one million. Then have volunteers share their
observations with the class.
You may want to record some of their observations, print them out, and add them to the
display. You might also have each student write an observation to post near the giant grid.
If you look really close,

Every grid we cut There are 100,000 you can see 1,000 tiny
out has 10,000 Every grid was 100 tiny squares in each squares along the side of
x 100 tiny squares. 100 x 100 = 10,000
tiny squares. column up and down. the square, and 1,000
along the top.
1,000 x 1,000
= 1,000,000
A thousand
thousand is the
same as a million.
There are one

million tiny squares
on this grid.
Our city has

about a million
people.
If you had a
million dollars,
this grid shows
how many dollar
bills you’d have.
One million is a
really big number!
There are one hundred thousand tiny If you count the rows, you get 100,
squares in each row of grids. 200, 300, 400, 500, 600, 700,
That’s 100,000. 800, 900, 1,000 thousands.
6 Ask students to write a heading in their journals: “Reading and Writing Extension
Numbers.” Have them list the numbers 85,432; 179,348; and 894,123, and Read How Much Is a
then write each in expanded form and in words. Million? or If You Made a
• 85,432 = 80,000 + 5,000 + 400 + 30 + 2; eighty five thousand four hundred thirty two Million by David Schwartz
to your class. Students
• 179,348 = 100,000 + 70,000 + 9,000 + 300 + 40 + 8; one hundred seventy nine thousand might also enjoy Can You
three hundred forty eight Count to a Googol? by
• 895,123 = 800,000 + 90,000 + 5,000 + 100 + 20 + 3; eight hundred ninety five thousand Robert E. Wells, Is a Blue
one hundred twenty three Whale the Biggest Thing
There Is? by Robert E.
It might be helpful to remind students that a single comma in a number is read aloud as the
Wells, and On Beyond a
word “thousand,” just like we read “equals” for = or “plus” for +.
Million by David Schwartz.
7 Have students work on The Dodgers & The Yankees Student Book pages.
Circulate and help as needed.
SUPPORT If students struggle to label the places of the digits, pull those students into a
small group and work on the pages together.
8 Close the lesson by asking students to consider how they would locate
numbers on this million grid. Have a volunteer suggest a number and then
locate the unit square for that number on the grid.
Display the giant grid, along with students’ written observations on a classroom wall or in the
hall. You can glue the grid and students’ comments to a large sheet of butcher paper if you like.
Daily Practice
The optional Rounding to the Nearest Thousand Student Book page provides additional
• Read and write multi-digit whole numbers represented with base ten numerals (4.NBT.2)
• Round multi-digit whole numbers to the nearest thousand (4.NBT.3)
Unit 4 Module 1
Unit 4
Module 1
Session 4 Session 4
Add, Round & Compare
Summary
Students reflect on their Unit 4 Pre-Assessment from Session 1. Then the teacher leads the class
in a problem string that focuses on the give and take (compensation) strategy for adding multi-
digit numbers. Next, the teacher introduces Work Place 4B Add, Round & Compare by playing
the game with the class. Finally, the teacher assigns the Big Numbers Home Connection.
Skills & Concepts

• Round whole numbers to the nearest hundred (4.NBT.3)
Materials
Assessment Reflecting on the Unit 4 Pre-Assessment

TM T9 • Scored Unit 4 Pre-Assessments
Unit 4 Pre-Assessment Student (TM T1–T4, completed in Session
Reflection Sheet 1)
Problem String Give & Take

Work Places Introducing Work Place 4B Add, Round & Compare

TM T10 • Number Cards (1 deck per • scratch paper
Work Place Guide 4B Add, Round student pair)
& Compare
TM T11
4B Add, Round & Compare Record
Sheet
SB 134*
Work Place Instructions 4B Add,
Round & Compare
Home Connection
HC 71–72
Big Numbers
Daily Practice
SB 135
Adding Larger Numbers

Preparation
• Be sure to have the Unit 4 Pre-Assessment scored and ready to hand back to students.
• In today’s session, you’ll introduce Work Place 4B Add, Round & Compare, which takes the
place of Work Place 3A Dozens of Eggs. Before this session, you should review the Work
Place Guide, as well as the Work Place Instructions. Run double-sided copies of the 4B Add,
Round & Compare Record Sheet for use today, and store the rest in the Work Place 4B Add,
Round & Compare tray.
Assessment
• Then the class will do a problem string and learn a new Work Place game.
several weeks to develop their skills, and they will retake the assessment at the end
of the unit.

explain, or use one of the associated items on the pre-assessment to explain the skill to
the class.
4 Next, have students star the two skills they feel they need to work on most
in the next few weeks.

Give & Take
6 Ask students to get out their math journals and let them know that you’re
going to do an addition problem string with them today.
This string is intended to lead students toward the give and take addition strategy, also known
as compensation. The idea is simple but powerful. If you are going to work an addition
combination such as 397 + 156, you can take 3 from the 156 and “give” it to the 397 to produce
an easier combination, 400 + 153. Students will come to recognize that this strategy is the most
useful when one of the addends is very close to a multiple of 10, 100, 1,000, and so on.
• Ask students to turn to the next blank page in their journals and write today’s date.
• Deliver each problem in the string one at a time by writing it on the board.
»» Have students record and solve the problem in their journals.
»» Circulate as they are working to look for students who are using some form of
compensation to solve the problems.
»» Have them put up their thumbs when they are ready to share their solutions and strategies.
»» When you see several thumbs up, invite a few students to share the answer. Record all
answers without comment or indication that any of them are correct or incorrect.
»» Then invite one or two volunteers to explain how they got their answers.
»» Record students’ thinking on the board for everyone to see. Use an open number line,
as well as equations to represent their thinking for the first two problems in the string.
Problem String Give & Take, Part 1

Posing combinations in which
Start with the 99 because it’s so close to 100. Add 1 to get 100. Then add what’s left, one of the addends is within just a
35, so it’s 135. few, or even 1, of a multiple of 100,
facilitates the idea of taking that
36 + 99 1 35 99 + 36 = 99 + (1 + 35) amount from the other addend to
= (99 + 1) + 35 make an easier combination. This
99 100 135 = 100 + 35 is all the more the case if it is easy
to remove the needed amount
from the other addend.
Give 3 to 697 to get 700. Then 700 and 175 is 875. Big Idea
Combinations in which one
697 + 178 3 175 697 + 178 of the addends is close to a
+3 –3 multiple of 100 lend themselves
697 700 875 = 700 + 175 = 875 to a give and take strategy.
7 Continue with the string, but now write the combinations on the board
vertically instead of horizontally.
Use equations similar to those shown below to record students’ thinking and draw out the idea of
compensation—taking from one addend and giving to the other to create an easier combination.
Problem String Give & Take, Part 2

Add one to 3,999 and subtract 1 from 1,747. Note with students that it’s not always
the first addend that takes and the
3,999 3,999 + 1 = 4,000 second that gives. The important thing
+ 1,747 + 1,747 – 1 = 1,746 is to look for an addend that is very close
5,746 to a multiple of 100 or 1,000.
7,443 7,443 – 11 = 7,432 Big Idea

No matter how large the addends, cer-
+ 1,989 + 1,989 + 11 = 2,000
tain combinations lend themselves very
9,432
well to this strategy, which is quicker
17,354 17,354 – 4 = 17,350 and easier than many.
+ 1,996 + 1,996 + 4 = 2,000
The Final Problem
19,350 The last problem in the string will
doubtless stretch some of your students.
29,880 29,880 + 120 = 30,000 While 29,880 is not within just a few of the
+ 17,456 + 17,456 – 120 = 17,336 nearest multiple of ten thousand, it’s very
47,336 easy to bump it up, and also easy to take
that amount away from the other addend.
8 Wrap up the string by having students make notes of the give and take
strategy in the handbook at the back of their journal.
Have students write “Give and Take” on the next available page in the section of their
handbook devoted to strategies, and record an example from the problem string.
CHALLENGE Invite students who understand the give and take strategy to come up with
problems that would work well with it. Have them also consider what numbers do not
lend themselves to this strategy.
Work Places
Introducing Work Place 4B Add, Round & Compare
9 Introduce the game Add, Round & Compare.
• Display the Work Place 4B Add, Round & Compare Record Sheet.
• Explain that this game will give students practice rounding numbers to the near-
est hundred, as well as adding and subtracting 3-digit numbers. There is also some
strategy to the game; winning is not just a matter of luck.
• Tell students they will play the game first as a whole class, and then with a partner if
time allows. In future sessions the game will be a Work Place.

Players take turns drawing three Number Cards from a deck and using them to form
two different 3-digit numbers. They round the numbers they created and record both the
rounded and actual numbers on their record sheets. Then they find the sum of the rounded
numbers and the sum of the actual numbers and record both. Finally, players find the dif-
ference between the rounded and actual sums to determine their scores. The player with the
lower total score after three rounds wins.
11 Explain the procedures as you play a sample game against the students.
• Pass out copies of the record sheet.
• Explain that you will go first, to show students how to record their work. Share your
strategies for rounding and adding by thinking aloud during your turn.
Teacher Let’s see. I got a 1, a 5, and a 2. I have to arrange these three

numbers to make two different 3-digit numbers. Hmm … I think I’ll
go with 512 for my first number and 125 for my second number. I’ll
write them down here on my record sheet. Now I have to round these
numbers. Help me out … is 512 closer to 500 or 600? Right—it’s very
close to 500. And what about 125? Does that round up or down? Yep,
it rounds down to 100. Now I’m going to add the actual numbers
and then the rounded numbers and see how close the totals are to
each other. Hmm … the difference is only 37—not bad! I was trying to
choose numbers that were close to a multiple of 100 so the difference
between my actual and rounded totals would be as little as possible,
because this is one of those game where the lower score wins.
Unit 4 Module 1 Session 4 class set, plus more as needed (double-sided), stored in the Work Place tray
NAME Mrs. Gomez | DATE
4B Add, Round & Compare Record Sheet

Difference Between Actual Sum
Actual Numbers Rounded Numbers
and Rounded Sum
5 1 2 5 0 0 , 6 3 7
+ 1 2 5 + 1 0 0 – , 6 0 0
, 6 3 7 , 6 0 0 3 7
,
+ + – ,
, ,
12 Invite a student to bring her record +sheet up and take

+ a turn for– the
, class.
, ,
• After she draws 3 cards, have the rest of the students pair up to share ideas about the
different 3-digit numbers that could be formed, and which might be bestDiffchoices given
erence Between Actual Sum
the problem of generating an actual total and a rounded total that are close.and Rounded Sum
,
• Have the student in charge take suggestions
+
from the group,
+
but let her make
– ,
the final
decision and then lead her classmates in filling
,
in their record
,
sheets.
,
Cassie OK, I got a 3, a 4, and a 1.
+ + – ,
Teacher Talk with the person sitting, next to you. What , are some of
the different 3-digit numbers you could make with those cards, and ,
which would be good choices if you+ want the actual+and rounded – ,
totals to be close? You can use scratch, paper to help in, your thinking
if you like. Cassie, let’s give everyone a minute to think this over. Why
don’t you share your thinking with me while they work?

Students There are lots of numbers we could make. Let’s write some
of them down.
I like the teacher’s idea of making numbers that are close to the near-
est hundred, so when you add them, there’s not that much difference
between that answer and the one you get with the rounded numbers.
We could do 314 and 431.
I know! 314 and 413 would work even better because they’re really
close to 300 and 400.
13 Take another turn. Continue to model your thinking and strategies aloud,
and be explicit about the recording process.
• When filling in the last column, explain that sometimes the rounded number will be
larger and sometimes the actual number will be larger. Tell students to write the larger
number in the equation first.
14 Have the class take one more turn, as well, and then discuss useful strate-
gies for selecting and adding numbers.
• Have students turn and talk with a partner about the most efficient strategy they can
use to add the actual numbers.
• Ask the student pairs to also talk about whether the rounded numbers help them in
any way. Then invite a few students to share their thinking.
• Explain that in each game, players take three turns. At the end of the three turns, they
add their scores from each round. The player with the smaller number wins the game.
15 If time allows, have students turn their record sheets over and play the
game again in pairs.
• Ask students if they have any questions about the game.
• Then have students turn to a partner to summarize the directions. You might also refer
them to the Work Place Instructions 4B page in their Student Books.
• Give each pair a deck of Number Cards.
• While students play, walk around the room, to make observations and offer support.
Refer to Work Place Guide 4B Add, Round & Compare for suggestions about differen-
tiating the game.
Note If there isn’t enough time for the students to play the game in pairs, take one final
turn on the game you started with the class, and give the students one last turn. Then
work with the students to find and compare scores. Students can store the record sheet in
their Work Place folders for use in the coming days, given that there will still be room to
record the results of a game on the back side.

• Have students put away their materials.
• Remind students that they will play Add, Round & Compare again during Work Places.
Home Connection
17 Introduce and assign the Big Numbers Home Connection, which provides
more practice with the following skills:
• Read and write multi-digit whole numbers using base ten numerals and number names
(4.NBT.2)
• Compare pairs of multi-digit numbers (4.NBT.2)
• Use place value understanding to round multi-digit whole numbers to any place (4.NBT.3)
Daily Practice
The optional Adding Larger Numbers Student Book page provides additional opportuni-
• Round multi-digit whole numbers to the nearest 100 (4.NBT.3)
Unit 4 Module 1
Unit 4
Module 1
Session 5 Session 5
The Standard Algorithm
for Multi-Digit Addition
Summary
Students work in pairs to solve a 3-digit addition story problem. As students share their strate-
gies with the class, the teacher records each method on a poster. The teacher then presents
the standard regrouping algorithm and has the class practice using it together to solve a
variety of addition problems.
Skills & Concepts

• Assess the reasonableness of answers to story problems using mental computation (4.OA.3)
• Read multi-digit whole numbers represented in expanded form (4.NBT.2)
• Round multi-digit whole numbers to the nearest 10 or 100 (4.NBT.3)
• Use the standard algorithm with fluency to add multi-digit whole numbers (4.NBT.4)
• Conduct viable arguments and critique the reasoning of others (4.MP.3)
Materials
Problems & Investigations The Standard Algorithm for Multi-Digit Addition those terms for which Word
TM T12–T13 • base ten area pieces, half-class • student math journals Resource Cards are available.
Addition Algorithm Practice set, plus a set for display • 5–6 sheets of 18” × 24” chart addend
paper
algorithm*
• markers
• piece of scratch paper expanded form*
• piece of copy paper to mask regrouping
portions of the teacher master sum or total*
Daily Practice
SB 136
Addition Practice


The Standard Algorithm
for Multi-Digit Addition
1 Begin the session by telling students that today they will continue their
work with addition.
• Display the first story problem on the Addition Algorithm Practice Teacher Master,
keeping the rest of the sheet covered for now, and read the problem out loud with the
class.
• Call on a student to restate the question.
2 Ask students to turn to a partner and talk about a reasonable estimate.

Then call on a few students to share their thinking with the class.
Addition Algorithm Practice page 1 of 2
1 The fourth grade is participating in a dance performance. On

opening night, there were 158 people in the audience. On the
second night, there were 275 people in the audience. How many
people came to the performance on the first two nights?
3 Have students work in pairs to solve the problem.

• Ask students to record all their work in their math journals, including the solution.
2 The fourth grade practiced and practiced to get ready for the
• Circulate to observe. Look for students using the following strategies:
dance performance. During the first week, they practiced for
237 minutes. During
»» Expanded form—splitting thethenumbers
second week, they place
into practiced for 189
value parts
minutes. How long did they practice during the two weeks?
»» Friendly numbers—getting to a friendly number and then making small jumps on
an open number line
»» Give and take
3 Some fourth graders run back and forth across the stage as part
»» Standard algorithm
of the performance. Alexis runs about 375 meters. Tyler runs
Note You will needabout 256 meters. Look at the problem below. Does it show how
to model the “give and take” and “friendly numbers” methods if your
far Alexis and Tyler run? Why or why not?
students don’t use them.
375 encourage them to try to find a more
CHALLENGE Once students have solved the problem,
efficient strategy. + 256

631
4 Ask selected students to explain their strategies while you record each on
a separate piece of chart paper labeled with the pair’s names. Then ask the
contributing students to work with the rest of the class to name the strategies.
ELL Making these posters and naming the strategies will help ELL students. Make sure
students are sitting near you and can clearly see the posters. Encourage them to partici-
pate as much as possible.
Jamal First we tried the algorithm way, but it was too hard to remem-
ber the numbers in our heads. So we just went 100 and 200 is 300, and
50 plus 70 is 120, that’s 420. Then 13 more so the answer is 433.
Teacher So, you split up the numbers into their place value parts,
added them together, and then added it all. What shall we call Jamal
and Sabrina’s strategy? (The class discusses and decides to call it
“Jamal and Sabrina’s Split Up Everything Method.”)
Jamal and Sabrina’s

Split Up Everything Method
158 = 100 + 50 + 8
+ 275 = 200 + 70 + 5
300 + 120 + 13 = 420 + 13 = 433
Teacher Steve and Rosa, what were you thinking?

Steve We started on the 275 and added 25 to get to 300. Then we
added 100.
Teacher Where did you land?
Rosa 400. Then we had already jumped 125. So we jumped another
10 to 410, that’s 135 so far. Another 10 to 420, that’s 145. Another 10
to 430, that’s 155. So 3 more is 433.
Steve and Rosa’s Get to a Friendly Number Method

25 100 10 10 10 3
275 300 400 410 420 430 433
Teacher Sarah and Trevor, what did you do?

Sarah We thought that 275 is just 25 from 300. So we took 25 from
158 to get 133. Then 133 plus 300 is 433.
Teacher Like this? (Writes the problem and strategy vertically.)
Trevor Well, actually, we thought about it on a number line. Start at
275 and jump 25 to get to 300. Then you just have to jump the 133 to
get 433.
Teacher Sure, that’s another way to model the same strategy.
Dana We had the same strategy but we wrote it across.
The teacher writes the problem and strategy horizontally.
Sarah and Trevor’s Give and Take Method

158 – 25 = 133
+ 275 + 25 = 300 158 + 275 = 133 + 300 = 433
433
25 133
275 300 433
Teacher Darryl and Lynn, I saw you write some things down. What
were you doing?
Darryl We thought it was pretty easy to start with the ones. We went
5 plus 8 is 13. Put down the 3 (in my head) and carried a 10. Then 10
and 50 and 70 make 130. Put down the 30 and carry the 100. Then
100 and 100 and 200 are 400, so we got 433 too.
Darryl and Lynn’s Start with the 1s Method

8 + 5 = 13
158 You have to move the 10 in the
+ 275 13 over to the 10s column.
433 10 + 50 + 70 = 130
You have to move the 100 in 130
over to the 100s column.
100 + 100 + 200 = 400
5 Ask students to consider the numbers in the problem and the strategies you
just charted.
• Which strategy do you think is the most efficient for these numbers?
• Which strategy do you think is the least efficient for these numbers?
• What about these numbers makes a particular strategy work well?
6 Compare the “get to a friendly number” and “give and take” strategies.
• Line up the two strategies so the “get to a friendly number” small jumps are encom-
passed by the “give and take” larger jumps.
• Have students talk through the subtraction necessary to find out how much is left to add.
Teacher I want to compare the “get to a friendly number” strategy

and the “give and take” strategy. I’m going to draw them on top of
each other. What do you notice?
25 100 10 10 10 3
275 300 400 410 420 430 433
25 133
275 300 433

Student They both did the same first jump, 25 to 300.
Then Sarah and Trevor did one jump of 133 and Steve and Rosa did
lots of little jumps that all add up to 133.
Teacher Sarah, would you please explain to us how you knew you
could make that one big jump?
Sarah Well, once we had added 25, we asked ourselves how much
was left.
Teacher How did you know how much was left?
Sarah We knew we needed to add 158, but we had already added 25,
so 158 minus 25 is 133.
The teacher writes 158 – 25 on the board.
Teacher Is that a hard subtraction to do? Who can talk me through that?
Students Well, 158 minus 20 is 138. Then minus another 5 is 133.

I just line them up and subtract. I just think 100, 50 minus 20 is 30
and 8 minus 5 is 3, so 133.
150 minus 25 is 125. But you have 8 more, so 125 and 8 is 133.
Teacher So, since the subtraction wasn’t too hard, you just decided
you needed to jump 133? Great work.
7 Write 158 + 275 where everyone can see and ask students to think quietly,
then talk in pairs, about reasonable estimates for the sum.
8 Tell students that they are going to use base ten area pieces to explore the
standard regrouping algorithm for solving multi-digit addition problems.
You might want to mention that this is a method many adults are familiar with and
acknowledge that some students are as well.
SUPPORT One of the most confusing things about the standard algorithm is understanding
what happens with place value as each place is regrouped. As you model the algorithm
with base ten area pieces, emphasize what is happening in the tens and hundreds places as
you regroup.
9 Draw and label a 3-column place value frame and build both addends with
the base ten area pieces at the display.
Tell students this is a way to represent numbers that is called expanded form, which
means you have expanded the number, or separated it, into its place value parts.
158 = 100 + 50 + 8
+ 275 = 200 + 70 + 5
10 Tell students the standard algorithm begins with the ones place, and have
them add 8 + 5 mentally while you model the addition with base ten area
pieces and write equations.
• Explain that this method begins by looking at the digits in the ones place.
• Ask students to add 8 + 5 mentally, and then confirm with the class that the total is 13.
• Show students how to trade 10 of the units for a strip and move the strip over to the
tens column.
• Record your actions in numeric form.
11 Ask students to explain what you did with the base ten area pieces and
equations and why you did it.
• Why did you trade some of the units for a strip and move it over to the tens?
• Why did you write a 3 in the ones place and then record a 1 over the 5 in the tens place?
1
158 = 100 + 50 + 8 13 = 10 + 3
+ 275 = 200 + 70 + 5
3 13
Students Every time you get 10 in the ones place you have to move it over.
13 is 10 and 3, so you put the ten with the other tens—the 50 and 70.
12 Have students compare the strips and the numbers.

• Have students read the digits in the tens column. [1, 5, and 7]
• Ask students if that is what is really being added. Why or why not?
Students It looks like you’re adding 1 + 5 + 7, but it’s really 10 + 50 + 70.

Those numbers are in the tens place so they tell how many tens you have.
13 Have students add 10 + 50 + 70 mentally and report the results while you
model regrouping with the base ten area pieces.
• Combine the strips to confirm that the total is 130.
• Trade in 10 of the strips for a mat.
• Move the mat to the hundreds column.
• Explain that the trading you’re doing is called regrouping because ones are being
regrouped into tens and tens are being regrouped into hundreds.
Hundreds 100s 11 Tens 10s Ones 1s

158 = 100 + 50 + 8 13 = 10 + 3
+ 275 = 200 + 70 + 5 120 + 10 = 130 = 100 + 30
33 120 + 13
14 Record the action, and then add the hundreds to complete the problem.
Ask students whether the answer makes sense.
Throughout your work with addition, encourage students to think in terms of the values
involved when they consider whether an answer is reasonable. This means the numbers with
the largest place values receive the most weight. For example, to add 158 + 275, encourage
students to think about 100 + 200 = 300 rather than 8 + 5 = 13. Even without rounding, this
helps students develop a habit of thinking about whether an answer is reasonable.
11
158 = 100 + 50 + 8 13 = 10 + 3
+ 275 = 200 + 70 + 5 120 + 10 = 130 = 100 + 30
433 = 300 + 120 + 13 300 + 100 = 400
15 Reveal the second problem on the Addition Algorithm Practice Teacher

Master and solve it with student help. Model with the base ten area pieces
at the display while students record your actions with numbers in their
journals.
• Have a volunteer come to the front to record while you work with the pieces or vice versa.
• Continue to discuss the actions you’re taking to regroup ones and tens.
16 Introduce problem 3 and have students think quietly about how the prob-
lem was solved, then share their thoughts with a partner.
The following questions might help.
»» Was the problem solved correctly?
»» What strategy was used?
17 When the class agrees that the problem was solved correctly, reveal problem
4 and have students again think about how the problem was solved and share
with a partner.
Make sure students understand that the problem was not solved correctly. While students do
not have to identify exactly what went wrong, encourage interested students to investigate
what happened. (The solver misplaced the digits when regrouping. In the ones column, the
problem is 4 + 8, which is 12. The 1 was put in the ones place while the 2 was regrouped to
the tens place. A similar error was made in the tens and hundreds columns.)
18 With the class’s help, solve problem 4 correctly using the standard algo-
rithm for addition.
19 Then display all of both the Addition Algorithm Practice pages and have
students choose two or more of the remaining problems to solve in their
journals using the regrouping algorithm.
Circulate as students work to identify those who will need support to develop proficiency
with this method.
SUPPORT Encourage students to use base ten area pieces if modeling helps them under-
stand the regrouping process.
20 Have students turn to the handbook section of their math journals and
record an entry for the standard addition algorithm.
Have students write the heading “Addition Algorithm,” then record an example from
today’s lesson.
21 Close the session by asking students to share a problem they solved with a
neighbor.
Note
Be sure to save today’s strategy posters to use in upcoming sessions.
Daily Practice
The optional Addition Practice Student Book page provides additional opportunities to
• Read and write multi-digit whole numbers with base ten numerals, number names,
and expanded form (4.NBT.2)
Unit 4 Module 1
Unit 4
Module 1
Session 6 Session 6
Think Before You Add
Summary
Students discuss as a class which number combinations in multi-digit addition problems
lend themselves to particular strategies such as the give and take strategy or the standard
algorithm. Then students spend the rest of the session working independently on addition
problems that will be used as a Work Sample and discussed in the next session. At the end of
the session, the teacher assigns the Addition Algorithm & More Home Connection.
Skills & Concepts

• Assess the reasonableness of answers to story problems using mental computation (4.OA.3)
Materials
Problems & Investigations Think Before You Add

TM T14 • Addition Strategy posters made
Think Before You Add in Session 5
• large sheet of chart paper
Assessment Addition Strategies Work Sample

TM T15 • base ten area and linear pieces
Addition Strategies Work Sample
Home Connection
HC 73–74
Addition Algorithm & More
Daily Practice
SB 137
Inventions

Preparation
Hang all the posters made in Session 5 where they can be easily viewed and referenced by
students. If you didn’t make a poster for the standard algorithm during Session 5, make one
now and include it in the collection.

1 Open the session by reminding students about the addition strategy post-
ers from the previous session. Explain that today the class will investigate
which strategies are the most efficient for different problems.
2 Have students take out their math journals and date the page.
3 Display the first problem on the Think Before You Add Teacher Master, ask
students to solve it mentally, and record just the answer.
Have students signal you quietly when they have an answer. Tell early finishers to try to
solve the problem a different way to check their work.

1 If Tami is 48 years old, how old will she be in 26 years?
4 Ask a few students to share their solutions and explain their strategies to
the class. Model each strategy on the display master or board.
2 If Jonas was born in 1947, when will he be 99 years old? Math Practices
Split Them All Up Give and Take Algorithm
in Action 4.MP.5
48 = 40 + 8 48 + 2 = 50 1
48 + 26 = 50 + 24 = 74 We often think of tools in
+ 26 = 20 + 6 + 26 – 2 = 24 48 terms of manipulatives,
60 + 14 = 74 3 999 74 5,674 + 26 models, or techno-
+ 453 2 24 + 3,321 74 logical aids, but different
methods for solving
48 50 74 multi-digit addition
13,750 57,988 combinations are also
+ 12,312 + 1,875
5 Compare the strategies with students. tools to be chosen
carefully and deployed
• Which strategy do you think is most efficient for these numbers? strategically. Ideally,
4 Fill in the blank using the give and take method.
• Which strategy do you think is least efficient for these numbers? students will choose
57 + 99 = ____ + 100 199 + 357 = _____ + 356 4,832 + 989 = _______ + 1,000 methods based on the
numbers themselves,
Teacher Let’s compare these strategies. Which do you think is the selecting the standard
most efficient? algorithm for a combina-
Bridges in Mathematics Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org tion such as 5,867 + 3,547
Sergio When you give and take, then the problem is really easy. You but opting for a method
end up with 50 + 24. such as compensation
Teacher Which strategy do you think is the least efficient? instead to solve a combi-
nation in which one of the
Tyrrel When you split them all up, you have easy numbers to add,
addends is very close to a
but you had to split them up to start with. multiple of 100 or 1,000.
With the algorithm, you had to add 14, then carry the 10, then add
again. That’s three steps.
Teacher What about these numbers makes giving and taking so nice?
Constance You only have to give and take 2, and that’s easy. Then the
numbers you end up with are easy to add.
6 Display the second question on the Think Before You Add Teacher Master
and ask students to solve it mentally.
Have students signal you quietly when they have an answer.

2 If Jonas was born in 1947, when will he be 99 years old?
the class. Model each strategy on the display master or board.
3 999 5,674
Split Them All Up + 453 + 3,321
Give and Take Algorithm
1,847 – 1 = 1,946
1,947 = 1,900 + 40 + 7 111
+ 99 + 1 = 100
+ 99 90 + 9 13,750 57,9882,046 1,947
+ 12,312
1,900 + 130 + 16 = 2,046 + 1,875 + 99
1,947 + 99 = 1,946 + 100 = 2,046 2,046
1 1,946
57 + 99 = ____ + 100 199 + 357 = _____ + 356 4,832 + 989 = _______ + 1,000
99 100 2,046
8 Compare the strategies with students.

• Which strategy do you think is most efficient for these numbers?
• Which strategy do you think is least efficient for these numbers?

Teacher Let’s compare these strategies. Which do you think is the

most efficient?
Donna I think give and take again. It was easy because you just add
and subtract 1. Then you just add 100.
Teacher Which strategy do you think is the least efficient?
Abe Since the numbers are bigger, there was more splitting up to do
than in the last problem.
With the algorithm, you had to carry a lot.
Teacher What about these numbers makes giving and taking so nice?
Fiona You only have to give and take 1, and that’s easy. Then you just
add 100. That’s easy, too!
9 Repeat steps 6–8 with the next four problems on the teacher master:
999 + 453; 5,674 + 3,321; 13,750 + 12,312; 57,988 + 1,875.
Model the give and take strategy next to the problems.
Note For 5,674 + 3,321, it is most efficient to use the standard algorithm.
For 57,988 + 1,875, there are two likely give and take options. Compare them with students.
999 + 1 = 1,000 5,674 + 21 = 5,695 13,750 + 250 = 14,000
+ 453 – 1 = 452 + 3,321 – 21 = 3,300 + 12,369 – 250 = 12,119
1,452 8,995 26,119
57,988 + 12 = 58,000 57,988 – 125 = 57,863
+ 1,875 – 12 = 1,863 + 1,875 + 125 = 2,000
59,863 59,863
10 Display the last problems on the Think Before You Add Teacher Master, and
ask students to consider how they can fill in the blank without computing.
If students are puzzled, guide them to think about the give and take strategy, even though
the problems are written horizontally.
Teacher So, for these equations, we need to fill in the blanks to make
the equation true. Look at this first equation for a bit and then turn
and talk with a partner about what you’re thinking. [ … ] So, what do
you think? How could we find what goes in the blank?
Chen I think that you could add 57 and 99.
Teacher I wonder if there is a way to fill in the blank without actually
adding. Any ideas?
Emma It
2 reminds
If Jonas wasme
bornofinthe
1947,give
whenand take
will he strategy.
be 99 years old?
Teacher How? And how could that help?
Emma If you gave 1 to the 99, you get 100. So, maybe you got it from
the 57?
3
Teacher Let’s try999 5,674the 57, what would
that. So, if you took the 1 from
+ 453 + 3,321
you have?
Chen 56. And 56 + 100 is equal to 57 + 99!
13,750 agree? Is 57 + 99 = 56
Teacher Does everyone 57,988
+ 100? Great. Let’s see
+ 12,312 + 1,875
if we can use that idea of giving and taking to help fill in the blank in
the next equation.
56 + 100
57 + 99 = ____ 200 + 356
199 + 357 = _____ 4,821 + 1,000
4,832 + 989 = _______
Assessment Guide
Assessment
See the Grade 4
Addition Strategies Work Sample scoring and intervention
11 Have students put away their math journals, and hand out the Addition suggestions.
Strategies Work Sample.
12 Review the directions and answer any questions, and then give students the
rest of the session to work independently.
• Make base ten area and linear pieces available to students who want to use them to
help with the problems on the work sample.
• Circulate as students work to answer any questions, and collect their papers as they finish.
SUPPORT/ELL Invite students to refer back to the Addition Strategy posters or their student
journals to find strategies they have used successfully before. Work with them to help
them analyze the numbers in each problem and consider which strategy would be easiest
for those numbers.
CHALLENGE Ask students who can solve the problems easily to make sure they have used
the most efficient strategy. If they have extra time, have them design problems that do or
do not work well with specific strategies. For example, ask students to design a problem
for which they would want to use give and take. Ask them to design a problem for which
they would not want to use give and take.
13 Near the end of the session, bring students back together to revisit the Addition
Strategy posters and choose several strategies to add to their handbooks.
Ask students to record the three strategies they would personally be most likely to use for
addition problems.
Students can copy exactly what is on each poster into their handbooks.
14 End the session by asking students how they can add 999 plus any other
3-digit number.
Help students see that they can just find 1,000 plus 1 less than the number.
CHALLENGE Encourage students to generalize what numbers work best for which strategy.
SUPPORT Help students by modeling their strategies and then modeling a strategy that is
slightly more efficient. For example, if a student is getting to a friendly number and then
making many small jumps, model a strategy where you make bigger jumps and help the
student see that the big jumps encompass the smaller jumps.
Home Connection
15 Introduce and assign the Addition Algorithm & More Home Connection,
• Fluently add multi-digit whole numbers, using an algorithm or another strategy (sup-
ports 4.NBT)
Daily Practice
The optional Inventions Student Book page provides additional opportunities to apply the
following skills:
• Round multi-digit whole numbers to the nearest hundred (4.NBT.3)
Unit 4 Module 1
Unit 4
Module 1
Session 7 Session 7
Comparing Addition Strategies
Summary
Students discuss which strategies worked most efficiently for the different types of addition
combinations they solved last session, and why. Then students take a brief checkpoint and
spend the remainder of the session visiting Work Places.
Skills & Concepts

• Read and write multi-digit whole numbers using base ten numerals, number names, and
expanded form (4.NBT.2)
• Compare pairs of multi-digit numbers; use >, =, and < symbols to record the comparisons
(4.NBT.2)
• Round multi-digit whole numbers to the nearest 1,000 (4.NBT.3)
• Use the standard algorithm to add multi-digit whole numbers (4.NBT.4)
• Fluently add multi-digit whole numbers, using an algorithm or another strategy (supports 4.NBT)
Materials
Problems & Investigations Comparing Addition Strategies those terms for which Word
• Addition Strategy posters made in Session 5, Resource Cards are available.
posted where everyone can see addend
• Addition Strategies Work Sample (TM T15, com-
algorithm*
pleted in the previous session)
expanded form*
Assessment Place Value & Addition Checkpoint
regrouping
TM T16 • base ten area and sum or total*
Place Value & Addition linear pieces
Checkpoint
Work Places in Use

Daily Practice
SB 138
Music Academy

Preparation
• Look through students’ completed Addition Strategies Work Samples from Session 6, and
select one or two students to share their work for each problem. Choose students who
used efficient alternative strategies, and try to represent a variety of methods over the
course of the five problems. Record the names of the students and which problems you
would like them to share.
numbers (3B–4B) or write out the full names if you prefer. (See the Work Places in Use row

Comparing Addition Strategies
1 Briefly review the strategies described on the Addition Strategy posters
from the previous session.
2 Return students’ Addition Strategies Work Samples from Session 6. Give
students a minute or two to look over their work. Then invite selected
students to share alternative strategies alongside the standard algorithm.
• For each problem, invite the students you chose earlier to present their alternative
strategies and then the standard algorithm.
• Ask each presenting student whether the algorithm or the alternative method seemed
most efficient and why.
• Encourage students to discuss the characteristics of the number combinations that
lend themselves to one method or another.
Ava When I see a 9, it’s so close to a 10—or 100 if it’s 99—that I just
go up to a number that’s easier to work with, but I have to remember
to take off of the other number I’m adding.
Quinlan Even if it’s not a 9, if one of the numbers is closer to a
friendly number, just take some from the other number to make the
friendly number.
Stephan If there’s no regrouping, it’s easier to just line them up and
add, especially if you have to add more than two numbers.
Ravi Some numbers are easier to add parts of in your head because they
work with some of our strategies. But some numbers are too clunky to do
in your head, and then it’s easiest and quickest to use the algorithm.
Jamal I use give and take if it’s easy to subtract the amount from the
other number. If it’s hard, then I think about other strategies. Like
with the last problem, to make the problem nice, I could add 56 to the
3,844. But 56 is not easy to subtract from 5,037. So then I would try to
add 63 to the 5,037, but 63 isn’t easy to subtract from 3,844.
Suri I think when we get better at subtraction, give and take will be easier.
Assessment Guide
Place Value & Addition Checkpoint scoring and intervention
suggestions.
3 Let students know that today they will have a chance to show what they
have learned about place value and addition on a quick checkpoint.
4 Display the Place Value & Addition Checkpoint Teacher Master and give
each student a copy. Give students a minute to look over it and ask any
questions, and then have them begin.
• Encourage students to read each question carefully, and remind them they can ask you
• Remind students to work quietly by themselves.
help with the problems on the checkpoint.
• While students work, circulate around the room to make observations and answer questions.
• Give students about 15 minutes or so to do the checkpoint. If any students do not finish
it in 20 minutes, give them a chance to finish it later.
• If some students finish much earlier than others, ask them to begin Work Places quietly.
Work Places
6 Send students to Work Places for the remainder of the session.
• Remind students to fill out their Work Place Logs as they finish each activity.
groups for support.
You will find suggestions for differentiation in the Work Place Guides.
Daily Practice
The optional Music Academy Student Book page provides additional opportunities to
Teacher Masters
NAME | DATE

1 Solve each problem. Use numbers, labeled sketches, or words to show your thinking.
a Rico started running at 3:45 p.m. and ran for 42 minutes. He walked another
22 minutes until he got home. What time did he get home?
b The youth winner ran the race in 25 minutes 13 seconds. The adult winner ran
the same race in 23 minutes 39 seconds. Who ran faster? By how much?
c Tammy ran a 2K, a 5K, and then a 12K. How many meters did she run in all?
d Tammy drank 1,100 ml of water before the race, 900 ml of water during the
race, and 2 liters of water after the race. How many milliliters of water did she
drink in all?
NAME | DATE
2 The planners want to provide 8 ounces of grapes for each runner at the end of the
race. The grapes they bought came in 6-pound bags. How many 8-ounce servings
of grapes can they get out of one 6-pound bag?
• Fill in the conversion table below to show how many ounces there are in 6 pounds.
• Use the information to figure out how many 8-ounce servings of grapes they
can get out of one 6-pound bag. Show your work.
Pounds 1 4
Ounces 32
They can get _____ 8-ounce servings of grapes out of one 6-pound bag.
3 Which is true?
NN 1,000 kg = 1 g NN 1 km = 1,000 m
NN 60 minutes = 1 second NN 1,000 m = 1 cm
4 Fill in the table.

Base Ten Numeral Number Name Expanded Form
589,642
Three hundred fourteen thousand five

hundred twenty eight
500,000 + 40,000 +
3,000 + 200 + 90 + 1
5 Round 588,642 to the nearest

a hundred: b thousand: c ten thousand:
NAME | DATE
6 Solve the problems below. For each one, fill in the bubble to show what method you
used, and explain why you chose that method.
NN give and take

699
a + 352 NN standard addition algorithm
NN other method (please describe)
I chose this method because:
NN give and take

76,529
b + 25,776 NN standard addition algorithm
NN constant difference
1,943
c − 999 NN standard subtraction algorithm
87,643
d – 25,835 NN standard subtraction algorithm
NAME | DATE
7 Use the symbols >, = or < to compare each pair of numbers.
a 397,000 379,000
b 12,489,090 12,489,900
1,572 − 199 = 1,573 − _____ 22,387 + 21,238 = 22,400 + _____
9 Jay solved the problems below with the standard algorithm. Fill in the boxes to
complete them correctly.
1 1 13
58,379 58,379
+ 31,850 – 31,850
9 ,229 26, 29
10 Sage and Ethan are competing in a bicycle race. Sage biked 10,998 meters and Ethan
biked 15,324 meters. How much farther did Ethan bike than Sage? Show your work.
Work Place Guide 4A Target One Thousand

Summary
Each player draws 8 Number Cards and chooses 6 of them to make two 3-digit numbers with a sum as close as to 1,000 as
possible (over or under). Each player finds the exact difference between their sum and 1,000. After five rounds, each player
adds their differences, and the player with the lower total wins.
Skills & Concepts

• Fluently add and subtract multi-digit whole numbers, using an algorithm or another strategy (supports 4.NBT)
Materials
TM T5 • 3 decks of Number Cards • scratch paper

Work Place Guide 4A Target One Thousand
TM T6
SB 129
Work Place Instructions 4A Target One Thousand

Students are choosing any SUPPORT Have students rearrange the digits several different ways
six numbers and arranging and discuss with them the resulting sums and scores.
them without considering the
outcome sum and score.
Students are having a hard SUPPORT Encourage students to choose 6 of their cards and try
time selecting cards to make arranging and adding them three different ways. Then choose the
3-digit numbers that add up to combination that is closest to 1,000.
something close to 1,000.
Students are having real SUPPORT Have students play Target One Hundred instead and try Target One Hundred is played the
difficulty adding 3-digits Target One Thousand again in a few weeks when they have had same as Target One Thousand,
more practice adding and subtracting multi-digit numbers and are except each player is dealt 6 cards
more confident. instead of 8, and uses 4 of the 6 to
You can also give students a few simpler 3-digit addition problems (400 make two 2-digit numbers that will
+ 325, 275 + 301) and review strategies for adding 3-digit numbers. total as close to 100 as possible.
Students are having a hard time SUPPORT Draw an open number line and place 1,000 on it in the For example, if a student’s score is
finding the score. middle. Ask the student to place the score on the line in relation to the 972, have the student place 972 to the
1,000. Help the student make jumps on the number line (getting to a left of 1,000. Ask the student, “How
friendly number or adding friendly numbers) and sum the jumps. close is 972 to the target of 1,000?."
Students can add 3-digit CHALLENGE Ask students to analyze the numbers they made. Are there
numbers with efficient other 3-digit numbers that might get them closer to 1,000? How do
strategies. they know they found the best combination?
You can also have students play Game Variation B with a target of 10,000.
Students are quickly and easily CHALLENGE Have students play Game Variation A and use the wild cards. "If you have one wild card, can you
making 3-digit numbers that This will allow number combinations that come very close to 1,000. always get a perfect score of zero?
add to amounts close to 1,000, After students have played several times with wild cards, ask them Two wild cards? Three, 4, or 5 wild
adding with efficient strategies, questions about using wild cards. cards?"
and easily determining the score.
• Have ELL students observe other students playing the game before they play it themselves.
• Play the game with ELL students yourself. Model how to play and emphasize how to select cards to compose 3-digit numbers with a sum
close to 1,000. Make sure students understand that they can choose which six cards to use and that the goal is to get close to 1,000.
• Once students are playing the game with understanding, try to get them to verbalize and demonstrate their strategies. What is helping them
as they make and add 3-digit numbers? How are they doing to get as close to 1,000 as they can?
NAME | DATE

Player 1____________________________ Player 2____________________________
Fill out the record sheet for both players.
First Game Sum Score Partner's Score
1 _________ + _________ =
2 _________ + _________ =
3 _________ + _________ =
4 _________ + _________ =
5 _________ + _________ =
My Final Score _______ My Partner's Final Score _______
Second Game Sum Score Partner's Score
1 _________ + _________ =
2 _________ + _________ =
3 _________ + _________ =
4 _________ + _________ =
5 _________ + _________ =
Third Game Sum Score Partner's Score
1 _________ + _________ =
2 _________ + _________ =
3 _________ + _________ =
4 _________ + _________ =
5 _________ + _________ =
NAME | DATE
4A Target One Thousand 4B Add, Round & Compare 4C Roll & Subtract
1,000
4D Target Five
Unit 4 Module 1 Session 3 1 copy for display, plus 100 copies
NAME | DATE
Tiny Squares Grid
NAME | DATE

Unit 4 Module 1

Skill Notes
Can you solve story problems about time, distance,

liquid volume, and weight, using addition, 1a–d, 2, 10
subtraction, multiplication and/or division?
Can you convert larger units to smaller units within the

same measurement system? For example, do you know
1c, 1d, 2, 3
how many ounces there are in a pound, how many

meters in a kilometer, and how many milliliters in a liter?
Can you show conversions from one unit to another

2
in a table?
T9
Can you use base ten numerals, number names,
and expanded form to read and write multi-digit
4, 7
numbers? Can you compare multi-digit numbers
correctly?
Can you round numbers to the nearest hundred,

5
thousand, and ten thousand?
Can you choose an efficient and effective strategy

for adding and subtracting multi-digit numbers, and 6a–d, 8, 10
then use it to get the correct answer?
Can you use the standard algorithms to solve multi-

6b, 6d, 9
digit addition and subtraction problems correctly?

Work Place Guide 4B Add, Round & Compare

Summary
Players take turns drawing 3 Number Cards from a deck, and using them to form 2 different 3-digit numbers. They round the
numbers they created and record both the rounded and actual numbers on their record sheets. Then they find the sum of
the rounded numbers and the sum of the actual numbers and record both sums. Finally, players find the difference between
the rounded and actual sums to determine their scores. The player with the lower total score after three rounds wins.
Skills & Concepts

• Estimate sums to approximate solutions to problems (supports 3.NBT)
• Round multi-digit whole numbers to the nearest 10, 100, or 1,000 (4.NBT.3)
• Fluently add and subtract multi-digit whole numbers, using an algorithm or another strategy (supports 4.NBT)
Materials
TM T10 • 3 decks of Number Cards

Work Place Guide 4B Add, Round & Compare
TM T11
SB 134
Work Place Instructions 4B Add, Round & Compare

A student needs help SUPPORT Draw a number line with the multiples of 100 from
with rounding. 0 to 1,000. Have students locate their actual addends on the
number line and figure out which multiple of 100 each is
closest to.
A student is struggling to SUPPORT Review strategies for adding 3-digit numbers, such as
add the 3-digit numbers. using a number line to show students how to jump to a friendly
number or jump by a friendly number.
SUPPORT Pair students of similar skill level and invite them to
play Game Variation A with 2-digit instead of 3-digit numbers.
A student can add 3-digit SUPPORT Allow students to use calculators for some of the actual “Let’s look at the rounded and actual sums. How
numbers with strategies, sums with your guidance. Have them focus on what happens as can the rounded sum help you think about and
but it takes a long time. they compare rounded sums and actual sums. figure out the actual sum?”
A student can add 3-digit CHALLENGE Invite these students to think strategically about the "For example, what happens if you form one
numbers fluently. two different 3-digit numbers he forms. Can he come up with 3-digit number that rounds up, and another
techniques that will yield actual and rounded sums that are that rounds down? Does this work? Does it
very close together? always work? Are there other ideas that might
CHALLENGE These students might also be invited to play Game be tested?"
Variation B, and experiment with techniques that yield actual
and rounded sums that are as far apart as possible.
A student is very efficient CHALLENGE Pair students of similar skill level and invite them to
at adding the numbers play Game Variation C with 4-digit instead of 3-digit numbers.
and finding the difference
between the sums.
• Play a sample game with ELL students. Use gestures, number lines, and written examples to help ELL students understand how to play the game.
• Pair ELL students with bilingual students or students who can demonstrate how to play the game.
• Use Word Resource Cards to review key vocabulary such as rounding, sum, and difference.
• Encourage ELL students to demonstrate their thinking, strategies, or questions with gestures, props, or sketches.
NAME | DATE

and Rounded Sum
,
+ + – ,
, ,
,
+ + – ,
, ,
,
+ + – ,
, ,

and Rounded Sum
,
+ + – ,
, ,
,
+ + – ,
, ,
,
+ + – ,
, ,
1 The fourth grade is participating in a dance performance. On

opening night, there were 158 people in the audience. On the
second night, there were 275 people in the audience. How many
people came to the performance on the first two nights?
2 The fourth grade practiced and practiced to get ready for the
dance performance. During the first week, they practiced for
237 minutes. During the second week, they practiced for 189
minutes. How long did they practice during the two weeks?
3 Some fourth graders run back and forth across the stage as part
of the performance. Alexis runs about 375 meters. Tyler runs
about 256 meters. Look at the problem below. Does it show how
far Alexis and Tyler run? Why or why not?
375
+ 256
631
4 Alexis finished her homework in a hurry before the performance.

Did she do the problem below correctly? Why or why not?
2 2
1,134
+ 2,178
3,411
5 Choose two or more of the problems below to solve using the
standard algorithm for addition.
567 341
+ 274 + 258
409 6578
+356 + 795

2 If Jonas was born in 1947, when will he be 99 years old?
3 999 5,674
+ 453 + 3,321
13,750 57,988
+ 12,312 + 1,875
57 + 99 = ____ + 100 199 + 357 = _____ + 356 4,832 + 989 = _______ + 1,000
NAME | DATE
Addition Strategies Work Sample

Solve each of the problems below in two different ways:
• Use the standard algorithm.
• Use a strategy of your choice other than the standard algorithm.
Be sure to show all of your work for both strategies. Then explain which strategy you
prefer for that problem and why.
Standard Algorithm Other Strategy Which do you prefer? Why?
1 898 + 376 = ___
24,397
2 + 13,016
499
346
3
+ 105
1,342
4 + 5,612
3,844
5 + 5,037
NAME | DATE
Place Value & Addition Checkpoint

Base Ten
Number Name Expanded Form
Numeral
One hundred forty thousand sixteen
300,000 + 10,000 + 8,000 +

500 + 60 + 1
539,345
2 Eric says that if you round 5,099 to the nearest thousand, it’s 6,000. James says it’s 5,000.
a Who is correct, Eric or James?
3 Fill in the blank with <, >, or = to make a true comparison statement.
a 54,385 _____ 54,853 b 402,105 _____ 420,501
4 Find the sums.

399 10,800
+ 418 + 8,988
5 Shanice is solving the problem below with the standard algorithm.

Fill in the box to help her complete the problem correctly.
1 1
6,276
+ 5,954
12,230
Student Book
NAME | DATE
Work Place Instructions 4A Target One Thousand

• a deck of Number Cards to share
• a Target One Thousand Record Sheet for each player
1 One player removes the wild cards from the deck, shuffles the remaining cards well, and deals out 8
cards to each player.
2 Players choose 6 of their 8 cards to make two 3-digit numbers. Players try to form numbers that will
total as close to 1,000 as possible, either under or over.
(Example: If a player used the cards 1, 2, 4, 5, 6, and 8, she could make 156 + 824 = 980 or she could make
156 + 842 = 998. She would choose 156 + 842 because 998 is closer to 1,000 than 980.)
3 Players find the sums of their numbers.

4 Players double-check each other’s addition. When players agree on the sums, each player writes an
addition equation for the chosen numbers on his record sheet.
5 Players figure out their scores by finding the differences between their sums and 1,000.
(Examples: A sum of 980 has a score of 20. A sum of 1,002 has a score of 2. A sum of 1,000 has a score of 0.)
6 Players record both players’ scores on their record sheets and put their used cards face up in a discard stack.
7 Then the dealer hands out 6 new cards to each player so they both have 8 cards again.
8 After three rounds, players add their three scores to determine the winner. The player with the lower
total wins the game.
Game Variations
A After players have mastered the original instructions, they can include the wild cards. A wild card
can be any digit. If a player uses a wild card, he should put a star above the number made from the
wild card in the equation on the record sheet.
B Use a different target sum, and a different number of cards. If players decide to play for 10,000, they
would each get 10 cards, and use 8 of them to make two 4-digit numbers that will total as close to
10,000 as possible.
NAME | DATE
Mixed Review
1 Sketch and label a picture that represents 2 4 .
3
2 Write each fraction as a mixed number. Make a drawing, if needed.
a 5
2 = _____
b 7
6 = _____
c 4
3 = _____
d 12
8 = _____
3 Fill in the table to show each value as money, a decimal, or a fraction.
Money Decimal Fraction

67
$4.67 4.67 4100
5.29
8
3 100
$8.51
7
2 10
denominator 100.
3 45 7 63 1 39 4 23
10 + 100 = 10 + 100 = 10 + 100 = 10 + 100 =
NAME | DATE
Round ’Em Up!

1 Solve the problems below. Show all your work.
535
324 648 202
+ 538 + 397 + 169
2 Round the numbers below to the nearest ten. When you round to the nearest
ten, look at the number in the ones place. If it is 5 or higher, round up to the next
highest ten. If it is less than 5, keep the number in the tens place the same.
ex 63 60 ex 186 190 a 47 b 52
c 35 d 94 e 122 f 856
g 267 h 993 i 1,247 j 2,052
3 Round the numbers below to the nearest hundred. When you round to the nearest
hundred, look at the number in the tens place. If it is 5 or higher, round up to the next
highest hundred. If it is less than 5, keep the number in the hundreds place the same.
ex 163 ex 627 ex 82 a 203
200 600 100
b 254 c 822 d 439 e 67
f 153 g 764 h 449 i 657
4 CHALLENGE Write two different numbers that round up or down to each number shown.
ex 400
438 384 a 20 b 80
c 100 d 300 e 700
NAME | DATE
The Dodgers & The Yankees

20,137,408 people went to see the Los Angeles Dodgers play baseball between 2001 and
2006. That’s twenty million, one hundred thirty-seven thousand, four hundred eight
baseball fans!
1 Here’s a chart that shows the place value of every digit in the number 20,137,408.
Use the information on the chart to answer questions a–i below.
100 10 100 10
Millions Millions Millions Thousands Thousands Thousands Hundreds Tens Ones
2 0 1 3 7 4 0 8
a The digit in the millions place is: _______
b The digit in the ten thousands place is: _______
c The digit in the hundred thousands place is: _______
d The digit in the ten millions place is: _______
e Are there any hundred millions in this number? _______
f The digit in the hundreds place is: _______
g The digit in the thousands places is: _______
h The digit in the ones place is: _______
i The digit in the tens place is: _______
NAME | DATE
Rounding to the Nearest Thousand

1 What is 6,780 rounded to the nearest thousand? Fill in the bubble to show.
NN 5,000 NN 6,000 NN 7,000 NN 8,000
2 What is 5,438 rounded to the nearest thousand? Fill in the bubble to show.
NN 5,000 NN 6,000 NN 7,000 NN 8,000
3 It is 4,991 kilometers from Vancouver, BC, to Montreal. What is 4,991 rounded to

the nearest thousand?
NN 5,000 NN 6,000 NN 41,000 NN 49,000
4 People in Canada measure long distances in kilometers instead of miles. Tera

and her family drove from Tucker to Dry Creek last weekend. About how many
kilometers did they drive? Fill in the bubble to show the best estimate.
Forks
468 km
km
674
Dry Creek
Tucker
NN 1,050 kilometers NN 1,100 kilometers NN 1,150 kilometers
5 It is 1,164 kilometers from Vancouver, BC, to Edmonton. What is 1,164 rounded to

the nearest thousand? Fill in the answer below.
1,164 kilometers rounded to the nearest thousand is ______________________.
6 It is 2,668 kilometers from Winnipeg to Kitimat. What is 2,668 rounded to the

nearest thousand? Fill in the answer below.
2,668 kilometers rounded to the nearest thousand is ______________________.
NAME | DATE
Work Place Instructions 4B Add, Round & Compare

• a 4B Add, Round & Compare Record Sheet to share
• a deck of Number Cards
1 Players work together to remove the wild cards and the 10s from the deck of cards, shuffle them
thoroughly, and place the deck face-down between them. Each player draws a card from the stack; the
player with the greater number goes first.
2 Player 1 draws 3 cards from the deck, places them in any order he chooses to form a 3-digit number,
and then writes that number on the record sheet. Then he rearranges the same 3 cards to form a
different 3-digit number, and writes that on the sheet as well.
3 Player 1 rounds each number to the nearest hundred and writes the rounded numbers in the first row
of the Rounded Numbers column of the record sheet.
4 Player 1 adds the actual numbers and the rounded numbers and records each sum on the record sheet
Player 2 checks Player 1’s addition.
5 Player 1 finds the difference between the rounded numbers and the actual numbers and records it in
the last column on the record sheet.
Sometimes the actual number will be larger, and sometimes the rounded number will be larger. Players write the
larger number in the first line of the equation.
NAME Riley | DATE

and Rounded Sum
5 4 2 5 0 0 , 8 0 0
+ 2 5 4 + 3 0 0 – , 7 9 6
, 7 9 6 , 8 0 0 4
,
Riley I got a 5, a 2, and a 4. I decided to use those

+
numbers to make
+
542 for the– first
,
number and
, ,
254 for the second number. I didn’t know it would turn out so well, but maybe it’s good if you make
one number that rounds down and one that rounds up. So my rounded numbers were ,
500 and 300,
+ + – ,
which is 800, and the difference between my actual ,
total and the rounded
,
total was only 4!
6 Now it is Player 2’s turn. Player 2 repeats steps 2–5. Difference Between Actual Sum
and Rounded Sum
7 After three rounds of the game, players add their scores from all three rounds.
, The player with the
lower score wins the game. + + – ,

, ,
Game Variations
,
+ + – ,
A Players can play Add, Round & Compare with 2-digit numbers by drawing only 2 cards instead of 3
, ,
on each turn, and rounding to the nearest 10 instead

+
of the nearest
+
100. –
,
,
B ,
Players can roll a more/less die before they start to play or at the very end of the game. If the die says
,
more, the player with the higher score wins. If the die says less, the player with the lower score wins.
C Players can play the game with 4-digit numbers by drawing 4 cards instead of 3 on each turn, and
rounding to the nearest 1,000 instead of the nearest 100.
NAME | DATE
Adding Larger Numbers

1 Solve each problem below. Show your work.
392 612 475 1,045

+ 248 +189 +336 + 760
2 Keiko has to add 3,996 and 4,204. What is an easy way for Keiko to add these two
numbers? Solve the problem and show your work.
3 Max is playing Add, Round & Compare with a partner. He got a 3, an 8, and a 4 on
his first turn. He decided to use those numbers to make 348 and 843.
a What are his rounded numbers? ________ and ________
b What is the sum of his rounded numbers? ________
c What is the sum of his actual numbers? Show your work.
d What is the difference between the sum of his rounded numbers and the sum
of his actual numbers? Show your work.
e CHALLENGE Think of a way to arrange the three numbers Max got (3, 8, and 4) so
there’s less difference between his actual and rounded scores. Show your work.
NAME | DATE
Addition Practice
1 Solve the addition problems below using any strategy that works well for you.
254 381 129 1,234

+ 168 +227 +386 + 765
2 Solve the addition problems below using the standard algorithm.
388 276 509 168

+165 +348 +297 +539
3 Write this number in words: 627,391.
4 Write two hundred fifty-three thousand, eight hundred eighteen in numbers.
5 Write this number in expanded form: 56,789.
ex 32,569 = 30,000 + 2,000 + 500 + 60 + 9
NAME | DATE
Inventions
1 Show your thinking and the answer for problems a and b below.
a If the telephone was invented in 1876, when was it 98 years old?
b If the hot air balloon was invented in 1783, when was it 197 years old?
2 Fill in the blanks correctly.

57 + 99 = ___ + 100 199 + 357 = ___ + 356 1,999 + 481 = ___ + 480
3 Solve each addition combination below using the standard algorithm. Then check to
make sure your answer is reasonable by rounding each addend to the nearest hundred,
finding the total, and comparing it to the answer you got for the actual numbers.
Actual Numbers Rounded Numbers Actual Numbers Rounded Numbers

ex 11 500
a
528 + 300 418
+ 289 800 + 375
817
b c
609 778
+ 195 + 293
d e
108 288
+ 817 + 217
NAME | DATE
Music Academy
Show your thinking and the answer.
1 The Music Academy was founded in 1847.
a In what year was the academy 95 years old?
b In what year was the academy 150 years old?
c In what year will the academy be 275 years old?

76 + 85 = 75 + ____ 298 + ____ = 300 + 127 725 + 174 = ____ + 199
3 Fill in the ratio table below.

Package Tortillas
1 16
2
64
8
144
10
4 The top part of the ratio table below is missing. Fill in the blanks in the mystery
ratio table below.
130
11 143
12 156
13
182
15
Home Connections
NAME | DATE
Number Riddles & Stories page 1 of 2

1 Draw a line to show which number matches each description. The first one is done
for you.
ex This number has a 2 in the thousands place. 46,305
a This is an even number with a 6 in the hundreds place. 32,617
b This number is equal to 30,000 + 4,000 + 80 + 2. 45,052
c This number is 1,000 less than 46,052. 19,628
d This is an odd number with a 6 in the thousands place. 34,082
2 Write each number in words.
ex 17,329 seventeen thousand, three hundred twenty-nine

a 33,072
b 86,105
c 74,629
3 CHALLENGE Write an even number that has a 7 in the hundreds place, has an odd
number in the thousands place, and is a multiple of 10.
NAME | DATE
Number Riddles & Stories page 2 of 2
Solve the problems below. Show all your work.
4 Felipe’s family is driving to see his grandmother. Altogether, they have to drive 856
miles. If they have gone 269 miles so far, how much farther do they have to drive?
5 In our classroom library, we had 326 books. We gave 38 books to the other fourth
grade classroom, but our teacher got 97 more books for our classroom library. How
many books do we have in our classroom library now?
6 CHALLENGE At the school fair, students were guessing how many jellybeans were
in a jar. Nicky guessed there were 296 jellybeans. Caitlyn guessed there were 435
jellybeans. Samira guessed a number that was 52 more than Nicky and Caitlyn’s put
together. What was Samira’s guess?
NAME | DATE
Big Numbers page 1 of 2

1 Each weekend, Dylan and his dad go fishing. Dylan checks the odometer
reading before each trip and records it in their mileage book. (An odometer is
an instrument on the dashboard of a car that tells how far you’ve driven in all.)
Put these readings in the order that they would appear in the book, from least to
greatest. The first one has been done for you.
93,102 90,089 89,776 91,438 95,004 99,173 91,204
89,776
2 Look at the following numbers. Circle the number that is the closest to 60,034.
60,000 60,100 60,200 60,300
3 Circle the number closest to 194,321.

190,000 191,000 192,000 193,000 194,000 195,000 196,000
4 Circle the number closest to 233,904.

230,000 231,000 232,000 233,000 234,000 235,000 135,000
5 Circle the number closest to 234,900,032.

232,000,000 233,000,000 234,000,000 235,000,000
NAME | DATE
Big Numbers page 2 of 2
6 Round each of the numbers below to the nearest hundred. Use the number line to
help if you like. (Hint: Look at the number in the tens place.)
500 600 700 800 900
567 rounds to _______ 717 rounds to _______ 889 rounds to _______

450 rounds to _______ 649 rounds to _______ 905 rounds to _______
7 Round each of the numbers below to the nearest 1,000. Use the number line to help
if you like. (Hint: Look at the number in the hundreds place.)
5,000 6,000 7,000 8,000 9,000
4,903 rounds to _______ 5,099 rounds to _______ 9,499 rounds to _______

7,500 rounds to _______ 8,750 rounds to _______ 6,138 rounds to _______
8 Amanda is sure she got the high score on a video game, but she's not sure what the
number is.
a Please write it down for her using base ten numbers. She scored nine hundred
forty-three million, two hundred sixty-one thousand, five hundred eighty-six.
b Caleb is positive he beat Amanda’s score. His score was 925,298,199. Who got
the higher score? How do you know?
NAME | DATE
Addition Algorithm & More page 1 of 2

1 Solve the problems below using the standard algorithm for addition.
157 252 399 676

+ 188 + 679 + 411 + 297
2 Alonzo used the standard algorithm to solve the problem below.

1
176
+ 258
324
a Did Alonzo use the algorithm correctly? Explain your answer.
b How would you solve 176 + 258? Show your work.
3 Patricia used the standard algorithm to solve the problem below.

63
384
+ 559
1411
a Did Patricia use the algorithm correctly? Explain your answer.
b How would you solve 384 + 559? Show your work.
NAME | DATE
Addition Algorithm & More page 2 of 2
Review
4 Fill in the blanks in the multiple wheel below.
18 4
280
8 40
7
16 6
10 60
5 Fill in the blanks in the equations below.
5 × 20 = 5 × 2 × ______ 12 × 30 = 12 × ______ × 10 8 × ______ = 8 × 6 × 10
6 Simon wants to add 3 numbers that total 1,000. He starts with these numbers: 567
and 354.
a What is the sum of Simon’s first two addends? Show your work.
b What number does Simon need to reach 1,000? Show your work.
7 CHALLENGE Isabella babysits so she can earn money for a new snowboard. She
charges $6.75 an hour. In April, Isabella babysat for 10 hours on one weekend, 12
hours another weekend, and 20 hours during another weekend. How much money
did Isabella earn babysitting in April?
Teachers Guide
Module 2
The Standard Subtraction Algorithm
Session 1 Removal vs. Differencing�� 3
Session 2 Constant Difference�� 7
Session 3 The Standard Algorithm for Multi‑Digit Subtraction�� 11
Session 4 Think Before You Subtract�� 17
Session 5 Comparing Subtraction Strategies�� 23

Subtraction Algorithm Practice�� T1 Think Before You Add�� 75
Think Before You Subtract��T3 Number Cards��77
Subtraction Strategies Work Sample�� T4 Thinking About Subtraction��79
Work Place Guide 4C Roll & Subtract One Thousand�� T5
Roll & Subtract One Thousand Record Sheet�� T6
Student Book Pages

How Old?��139
Sam’s Subtraction Strategies��141
Rolling Dice��142
More Practice with the Subtraction Algorithm��143
Using Subtraction Strategies��144
Roll & Subtract One Thousand��145
Helpful Hints ��146
Unit 4
Unit 4
Module 2
Module 2
The Standard Subtraction Algorithm
Overview
Students build on what they learned about addition in Module 1 as the focus shifts to subtraction in Module 2. Problem strings
and story problems help students deepen their grasp of subtraction strategies, including difference versus removal and constant
difference. Students learn the standard algorithm for subtraction and compare it to other strategies they have explored. They learn
one new Work Place in the module: Roll & Subtract One Thousand. The teacher collects a Work Sample in Session 4 that provides
information about students’ understanding of and proficiency with methods for solving multi-digit subtraction combinations.
Students will also show what they have learned in Module 2 on a brief checkpoint at the beginning of the next module.
Planner
Session 1 Removal vs. Differencing
This session begins with a problem string that challenges students to consider two different
strategies for multi-digit subtraction, and when best to deploy each of them. They then spend
the remainder of the session working on a set of related problems that will be discussed in a
math forum during the next session.
Session 2 Constant Difference
This session begins with a subtraction problem string. Then students discuss the story prob-
lems from the previous lesson in a math forum. At the conclusion of the forum, students spend
any time remaining at Work Places.
Session 3 The Standard Algorithm for Multi-Digit Subtraction
Students work in pairs to solve a 4-digit subtraction story problem. As they share their strate-
gies with the class, the teacher records each method on a poster. Then the teacher presents the
standard regrouping algorithm and has the class practice using it together to solve a variety of
subtraction problems.
Session 4 Think Before You Subtract
Students discuss as a class which number combinations in multi-digit subtraction problems
lend themselves to particular strategies. Then students spend the rest of the session work-
ing independently on subtraction problems that will be discussed in the next session. The
problems can be collected as a Work Sample.
Session 5 Comparing Subtraction Strategies
To begin, students discuss which strategies worked most efficiently for the different types of
number combinations they solved in Session 4. Then the teacher introduces a new Work Place
game, and students spend the remainder of the session visiting Work Places.
Work Place 4C Roll & Subtract One Thousand
Players take a turn to roll 3 dice numbered 1–6 and arrange the digits to form a 3-digit number,
which they then subtract from 1,000. After that, they each take two more turns to roll the dice,
arrange the digits, and subtract from what’s left after their previous turn. The goal of the game
is to be the closest to 0 after three turns without going into negative numbers.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 139–140.
pages 139–146.
Work Place Prepare the materials for Work Place 4C using the list of materials on the Work
Charts If you didn’t make a poster for the standard algorithm during Session 3, make one
before Session 4 and include it in the collection of other posters.
Unit 4 Module 2
Unit 4
Module 2
Session 1 Session 1
Removal vs. Differencing
Summary
This session begins with a problem string that challenges students to consider two different
strategies for multi-digit subtraction, and when best to deploy each of them. Students then
spend the remainder of the session working on a set of related problems that will be dis-
cussed in a math forum during the next session. At the end of the session, the teacher assigns
the Think Before You Add Home Connection.
Skills & Concepts

• Fluently subtract multi-digit whole numbers, using an algorithm or another strategy (sup-
ports 4.NBT)
Materials
Problem String How Old? those terms for which Word
SB 139–140 • student math journals Resource Cards are available.
How Old? difference*
Home Connection differencing
HC 75–76 remove
Think Before You Add subtraction
Daily Practice
SB 140
Sam’s Subtraction Strategies

Preparation
Read Session 2 to see how students might share their work from today’s session in the
upcoming math forum.
Removal vs.
Problem String Differencing
Students will review the
How Old? idea that using a removal,
or take away, strategy is
1 Set the stage for today’s lesson by reminding students that during a previ-
more efficient and effec-
ous module they solved problems that included people’s ages and the years tive when the numbers
they were born. Today, students will continue the theme of talking about are far away from each
ages, beginning with a subtraction problem string. other, while finding that
the difference between
2 Have students take out their math journals and date the page. Remind two numbers is more effi-
them to record the problem, their answer, and any work they do for each cient when the numbers
problem in the string. are close together.
Both strategies are
3 Pose the first pair of problems one at a time. easily modeled on the
• Follow the procedures you have established for problem strings, but start by posing open number line. The
each problem in story form before you record the matching equation on the board. removal strategy involves
hopping backward the
Problem String How Old?, Part 1 amount specified by the
subtrahend, preferably
Problems Sample Strategies & Recording Comments to a friendly number first,
Jason’s grandfather Many students are likely to find the difference Watch for students and then by chunks that
is 82 years old. His between the two numbers because they are so who use a differencing are as efficient as possible.
grandmother is 79 close. Model this strategy on an open number line. strategy for the first To solve 863 – 27, two
years old. How many 3 and a removal strategy numbers separated by a
years older is Jason’s for the second, and very wide gap, one might
grandfather than his 79 82 invite them to share
take 3 away to get to 860,
grandmother? after all the students
Finding the Difference have had time to work then remove 20 more, and
82 – 79
the problem and you finally remove the last 4 to
I have a friend who Students are likely to take 5 away from 63 because have solicited their get an answer of 836.
is 63. Her grandson it’s faster and easier than finding the difference answers.
is 5. How much older between 5 and 63. 4 20 3
Use open number lines
is my friend than her 5 to model students’ 836 840 860 863
grandson?
thinking for these two
63 – 5 58 63 problems, and label The removal strategy
Removing (Taking Away) each strategy. becomes inefficient
when the minuend
and the subtrahend are
4 Compare the first two problems and the difference and removal models. close, however. Consider
• Work with input from the class to circle the answers on the number lines for the first 863 – 787, for example.
two problems and discuss how they are different. Starting at 863 and
• Note with students that when numbers are close together and the combination is removing 787, no matter
how large the increments,
solved as a difference problem, the answer is found on the top of the number line
is tedious at best. On the
because that shows the difference between the two numbers.
other hand, a differencing
• Note also with students that when numbers are farther apart and the combination is strategy, which involves
solved as a removal problem, the answer is on the bottom of the number line because adding on to find the
that is where you land after removing. difference—literally
the distance—between
3 the subtrahend and the
Finding the difference minuend is much easier.
79 82
5 3 10 63
Removing, taking away 787 790 800 863

58 63
3 + 10 + 63 = 76,
5 Present the rest of the problem string. so 863 – 787 = 76
Problems 3 and 4 lend themselves to finding the difference because the numbers are close
together. The last two problems lend themselves to removing (taking away) because the
numbers are relatively far apart.
Problem String How Old?, Part 2
Problems Sample Strategies & Recording Comments

If Uncle Terry was 3 + 42 = 45 Once you’ve solic-
born in 1947, how ited answers, invite
old was he in 1992? 1947 1950 1992 students who have
1992 – 1947 used differencing
Finding the Difference to share their
If Cousin George 1 + 5 = 6 strategies. Record
was born in 1999, their thinking on
how old was he in 1999 2000 2005 open number lines.
2005?
Finding the Difference
2005 – 1999
If Timmy was 15 in –9 –6 Again, once you’ve
1996, when was he solicited answers,
born? 1981 1990 1996 invite students who
1996 – 15 have used removal/
Removing (Taking Away)
take away to share
If Kim was 8 in –5 –3 their strategies.
2003, when was Record their
she born? 1995 2000 2003 thinking on open
2003 – 8 number lines.
Removing (Taking Away)
6 Have students generalize when one might want to find the difference in a
subtraction problem and when one might want to remove (take away) in a
subtraction problem.
Teacher What is it about those problems that encouraged you to find
the difference between the numbers? How are those problems different
than those problems where you just took away the second number?
Sasha I took away the number when it was just little, when there
wasn’t very much to take away.
Sean I found the difference between the numbers when they were
close together.
Teacher Why would you find the difference when they are close together?
Sean Since they are close together, it’s easy to find how far apart they are.
7 Have students turn to the How Old? Student Book pages. Answer any
questions they may have, and give them the remainder of the session to
complete the assignment.
• Encourage students to consider both the differencing and removal strategies when they
work on this assignment.
• Circulate to provide support and observe student work in preparation for the math
forum in the next session.
ELL Pull students together and read the questions aloud. Use student birthdays to illus-
trate similar problems.

SUPPORT Use number lines to help students visualize what the problems are asking.
CHALLENGE Encourage students to find numbers for the challenge problem that make the
answer obvious.
8 Close the session by posing the following questions:
• Which strategy, removal or differencing, would you use in solving 1001 – 2. Why?
• What about 1001 – 997? Would it be easier to take away or find the difference? Why?
Home Connection
9 Introduce and assign the Think Before You Add Home Connection, which
• Write fractions with denominator 10 and 100 in decimal notation (4.NF.6)
Daily Practice
The optional Sam’s Subtraction Strategies Student Book page provides additional opportu-
• Fluently subtract multi-digit whole numbers, using an algorithm or another strategy
(supports 4.NBT)
Unit 4 Module 2
Unit 4
Module 2
Session 2 Session 2
Constant Difference
Summary
This session begins with a subtraction problem string. Then students discuss the story
problems from the previous lesson in a math forum. At the conclusion of the Forum, students
spend any time remaining at Work Places.
Skills & Concepts

• Compare pairs of 3-digit numbers, based on an understanding of what the digits in each
place represent (4.NBT.2)
• Use >, =, and < symbols to record comparisons of two multi-digit numbers (4.NBT.2)
• Round multi-digit whole numbers to the nearest hundred (4.NBT.3)
Materials
Problem String Constant Difference those terms for which Word
Math Forum Subtraction difference*

differencing
SB 139–140*
How Old? minuend
removal
Work Places in Use
subtraction
subtrahend
Daily Practice
SB 142
Rolling Dice

Preparation
numbers (3B–4B) or write out the full names if you prefer. (See the Work Places in Use row of
Constant Difference
Problems & Investigations The constant difference
strategy is similar to the
Constant Difference give and take or compen-
sation strategy for addition.
1 Begin the session by telling students that today you will continue your work Using compensation, an
with subtraction. The lesson will start with a problem string, and then they addition combination such
will revisit their work from yesterday in a math forum. as 498 + 135 can be greatly
simplified by taking 2 away
2 Have students take out their math journals and date the page. Remind them to from 135 and “giving” it
record the problem, their answer, and their work for each problem in the string. to 498, resulting in the
combination 500 + 133.
3 Pose the first problem in the string. When most students have solved it, The give and take strategy
solicit and record answers. doesn’t work with
• Then invite two volunteers, one who used a take-away strategy, and one who employed subtraction, however. With
differencing, to share their strategies. 399 – 201, for example, if
we take one from 201 and
• Use open number lines to model each strategy, and label both.
“give” it to 399 to turn the
problem into 400 – 200,
Problem String Constant Difference, Part 1
we get the wrong answer.
Problem Sample Strategies & Recording Connections When we think of subtrac-
tion as a process of finding
Removal or Take-Away Strategy As you model both strategies, students
the difference rather than
may remember from their work last session
– 9 – 20 – 200 removal, it’s easy to see
that when two numbers are relatively close,
a removal strategy can be tedious, while why compensation doesn’t
27 36 56 256 finding the difference by adding up from the work. By turning the
256 – 229 subtrahend is quite efficient. 399 – 210 into 400 – 200,
Differencing Strategy
Note again with students that the answer we have actually increased
1 + 26 = 27 appears in different places when using the difference between the
these two strategies; below the line for two numbers by 2. To keep
229 230 256 removal and above the line for differencing.
the difference constant,
we have to increase or
4 Pose the rest of the problems in the string. decrease both the minuend
and the subtrahend by the
• For each of the remaining problems, choose students who found the difference and
same amount.
model their thinking on open number lines.
• Students will begin to see that all of the problems have the same answer. Hold off confirm- As Catherine Fosnot and
Maarten Dolk point out in
ing that as long as you can. Ask students to think about what’s happening, what numbers
their Young Mathematicians
are involved, and why the string might be built so that all of the answers are the same.
at Work series, “This is
• When you and the students have completed the last problem, pose the following ques- a powerful strategy for
tion: “If all of these problems have the same answer, which would you rather do? Why?” subtraction because messy,
unfriendly problems can
Problem String Constant Difference, Part 2 easily be made friendly—
for example, 1226 – 189 can
be turned into 1237 – 200
5 + 22 = 27 Big Idea by adding 11 to each
262 – 235 The answer is the same from one problem to number, [and likewise]
235 240 262 the next in this string because the difference 302 – 44 can be turned
has been held constant from one to the next.
into 308 – 50 [by adding 6
27 Notice that in the second problem, both the
260 – 233 minuend and the subtrahend have been to each number].” Today’s
233 260 decreased by 2. In the third, both numbers string sets the stage for
233 260 investigating the strategy
have been decreased by 6. In the last
27 problem, both numbers have been increased of constant difference later
254 – 227 by 3, and students might well identify this as in the session by posing
227 254 the easiest in the string, due to the fact that a series of combinations
the subtrahend is a multiple of 10.
27 that all result in the same
257 – 230 answer.
230 257
5 Have students turn to the next blank page in their handbooks and add
entries for Removal and Difference Strategies, briefly explaining each and
giving an example.
SUPPORT Work with the class to generate a brief description and an example of each strategy.
Math Forum
Subtraction
6 Ask students to put away their journals and take out the How Old? Student
Book pages from the last session as you place a blank copy on display.
• Give students a few moments to review their work on this assignment quietly.
• Then give them a minute or two to share and compare solutions and strategies with the
person sitting next to them.
7 Ask students if they solved the first two problems using a removal or a
difference strategy.
Call on students who used a differencing strategy to share their thinking with the class.
Represent their work using open number lines and subtraction equations.
8 Ask students to share observations about the two problems, first in pairs
and then as a whole class.
Students will likely notice that the difference is the same for both. Highlight this fact by
drawing another number line on the board and showing both differences on the same line.
9 Then have students generate missing addend and subtraction equations to

represent both problems.
Record these on the board in a manner similar to the illustration below.
PROBLEM 1 PROBLEM 2
Missing Addend Subtraction Missing Addend Subtraction
1997 + ___ = 2012 2012 – 1997 = ___ 1992 + ___ = 2007 2007 – 1992 = ___
1997 + 15 = 2012 2012 – 1997 = 15 1992 + 15 = 2007 2007 – 1992 = 15
10 Discuss the relationships between problems 3 and 4.

• Model students’ thinking on the open number line to highlight the relationship
between the differences, or distances, in both of these problems.
• Note with students that someone born 2 years later must be 2 years younger. These
two problems pose a good nonexample of constant differences, in that the minuend
remains the same, but the subtrahend changes. Therefore, the answers are different.
• Continue to use equations to reinforce the fact that the difference, or distance, between
two numbers can be represented by subtraction.
11 Repeat step 10 with problems 5 and 6.

Here, note with students that someone born 2 years earlier than someone else will be 2
years older. Again, this pair of problems poses a good nonexample of constant differ-
ences, in that the minuend remains the same, but the subtrahend changes. Therefore, the
answers are different.
12 Ask students who used a difference strategy to share their thinking for
problems 7–9.
You can continue to model their thinking using open number lines, or invite the students
to come up to the board or projector to do so.
13 Then invite students to make generalizations about the differencing strat-

egy they employed today.
During the discussion, note with students that this strategy can be used to solve subtrac-
tion combinations that are not associated with story problems in general, or determining
elapsed time in particular.
Work Places
14 Have students put away their books and send them to Work Places for the
remainder of the session.
Encourage students to choose Work Places that will help them with skills and concepts that
may have been challenging for them in this module or in Unit 3.
groups for support.
Daily Practice
The optional Rolling Dice Student Book page provides additional opportunities to apply
• Write multi-digit whole numbers with base ten numerals (4.NBT.2)
Unit 4 Module 2
Unit 4
Module 2
Session 3 Session 3
The Standard Algorithm for
Multi‑Digit Subtraction
Summary
Students work in pairs to solve a 4-digit subtraction story problem. As they share their strate-
gies with the class, the teacher records each method on a poster. Then the teacher presents
the standard regrouping algorithm and has the class practice using it together to solve a
variety of subtraction problems. At the end of the session, the teacher assigns the Number
Cards Home Connection.
Skills & Concepts

• Assess the reasonableness of answers using mental computation (4.OA.3)
• Use the standard algorithm with fluency to subtract multi-digit whole numbers (4.NBT.4)
Materials
Problems & Investigations The Standard Algorithm for Multi-Digit Subtraction those terms for which Word
TM T1–T2 • base ten area pieces, half- • student math journals Resource Cards are available.
Subtraction Algorithm Practice class set, plus a set for display • 5–6 sheets of 18” × 24” chart paper algorithm*
• markers
borrow
• piece of scratch paper
difference*
Home Connection minuend
HC 77–78 regrouping
Number Cards subtrahend
Daily Practice
SB 143
More Practice with the
Subtraction Algorithm


The Standard Algorithm for Multi-Digit Subtraction
1 Open the class by telling students that today they will work on subtraction
problems together.
2 Display the first problem on the Subtraction Algorithm Practice Teacher
Master, and read it out loud with the class.
• Ask students to restate the question in their own words.
• Give students a moment to think about estimating a solution to the problem. Then ask
them to compare their estimates with a neighbor’s.
Subtraction Algorithm Practice page 1 of 2

Clayton is looking at information about his parents and
grandparents. Help Clayton solve the problems below.
1 Clayton’s mom was born in 1967. Clayton was born in 1993. How
old was Clayton’s mom when he was born?
3 Then have students work in pairs to solve the problem.

• Ask students to record all their work, including the solution, in their math journals.
2 Clayton’s sister was born in 2002. How old was Clayton’s mom
• Once students have solved the problem, challenge them to try to find a more efficient strategy.
when his sister was born?
• Circulate as students are working and watch for individuals or pairs using these methods:
»» Find the difference
»» Constant difference
3 Clayton’s grandfather was born in 1929. He died in 2003. Look at
»» Standard algorithm
the problem below. Does it show how old Clayton’s grandfather
was when he died? Why or why not?
4 Ask selected individuals or student 1pairs
9 9
to explain their strategies while
you record each on a separate piece2003
of chart paper labeled with names.
Then ask the class to name the strategies.
– 1929
0074 share last.
Have a student who used the standard algorithm
Teacher Luke and Devon, would you please explain what you did?
Luke We put both of the years on a number line and counted up.
Devon We jumped up 3 and then a big jump of 23. We added those

together to get 26.
Teacher Tell me about that jump of 23. How did you figure that big jump?
Luke Well, 93 – 70 is easy. I can just do that in my head.
Teacher (Modeling this strategy on an open number line) What
shall we call Luke and Devon’s strategy?
Luke and Devon’s Find the Difference Strategy

1993 – 1967
3 + 23 = 26
1967 1970 1993
Teacher David and Gloria, I noticed you did something different.

Would you please share your reasoning?
David We put the years on a number line to see how far apart they
were, like Luke did, but instead of finding the answer there, we shifted
the distance up 3 to make the 1967 into a friendlier number, 1970.
Teacher Why would you do that?
Gloria Because then we can subtract 1970 easily.
Teacher So you’re going to subtract 1970 from 1993?
Gloria No, we shifted it all up, so it became 1996 – 1970.
Teacher I’m going to model this on an open number line so we can see
the distance—Clayton’s age—shifting up, but I’m also going to model
it in two other ways. One way to write David and Gloria’s method
is to put the original question, 1993 – 1967, and then write the new
easier problem that they made. Since they are equivalent, I’ll write an
equal sign. So 1993 – 1967 = 1996 – 1970. Sometimes problems will be
written vertically. When they are written vertically, we can write the
shift of 3 by adding 3 to both of the numbers. Then you end up with
the 1996 – 1970 like before, but it’s still written vertically. Does anyone
want to guess why I might write the problem this way?
Students If the problem starts out that way, you won’t have to rewrite it.
You can see the new problem all lined up. That makes it easier for me
to think about the answer sometimes.
Teacher What shall we call David and Gloria’s strategy?
David and Gloria’s Constant Difference Strategy

1993 – 1967 = 1996 – 1970
26
3 3
1967 1970 1993 1996
1993 + 3 = 1996
– 1967 + 3 = 1970
26
Teacher Shari and Ted, I noticed that you were crossing some
numbers out. Would you please share your strategy?
Shari You start with the ones. First you borrow 1 from the 9 to make
this 3 into 13. Then 13 – 7 is 6. Then you only have 8 left and 8 −6 is 2.
Then 9 – 9 is 0 and 1 – 1 is 0.
Teacher I recorded those steps as you said them. Now, let’s investigate
why they work.
Shari and Ted’s Start With the 1s Strategy

8 13 13 – 7 = 6
1993 8–6=2
– 1967
26 Why does it work?
5 Tell students that they are going to use base ten area pieces to explore the
standard algorithm for solving multi-digit subtraction problems.
You might want to mention that this is a method many adults are familiar with and
acknowledge that some students are as well.
ELL/SUPPORT The modeling you will do with the base ten area pieces will help ELL stu-
dents. Make sure they are seated near the display so they can see what you are doing. Try
to engage them as much as possible. For example, invite them to help you move strips and
record answers. Ask them if they have seen this method before.
6 Write 1993 – 1967, then label three columns with place values. Build 1993 with
the base ten pieces, then write the numbers in the problem in expanded form.
To keep the lesson moving briskly, instead of counting out 19 hundreds just make a stack
of hundreds and tell students the pile represents 19 hundreds.
1,993 = 1,900 + 90 + 3
– 1,967 = 1,900 + 60 + 7
7 Tell students the standard algorithm begins with the ones place, and have
them consider taking away 7 unit squares. This would be the answer to 3 – 7.
Some students may say it’s not possible to subtract 7 from 3. If a student says the answer
is negative four, acknowledge the answer and explain that this method doesn’t permit the
use of negative numbers. If some students are convinced the answer is 4, have students
each hold up 3 fingers. Ask, “If you took 7 away, would you have 4 left?”
8 As students watch, move one of the strips over to the ones column to create
a collection of 13.
• Ask students to compute the answer to 13 – 7 mentally, and then remove 7 of the units
to confirm their answer.
• Record your action in numeric form.
• Ask students to explain what you’ve done so far.
Make sure students understand that moving the strip did not change the quantity
represented. The pieces still represent 1,993.
»» Why did you move a strip over?
»» Why did you change 3 to 13?
»» Why did you cross out the 9 and write an 8 above that number?
8 13 80
1,993 = 1,900 + 90 +13
– 1,967 = 1,900 + 60 + 7
6 6
9 Work with input from the class to subtract in the tens and hundreds columns.
• Ask students if they can take 6 tens away from 8 tens, then record the action in numeric form.
• Ask students if they can take 9 hundreds away from 9 hundreds, then record the action in
numeric form.
– 1,900 – 60 –7
Removing 19 hundreds, 6 tens, and 7 ones.
8 13 80
1,993 = 1,900 + 90 +13
– 1,967 = 1,900 + 60 + 7
26 20 + 6
The result.
10 Ask students if they have any question about the process they just observed.
11 Explain that the trading you’re doing is called regrouping, just as students
learned with the standard algorithm for addition. Ask students to compare
the two algorithms.
With addition, the ones are regrouped as tens and the tens are regrouped as hundreds. With
subtraction, the tens are regrouped as ones and the hundreds are regrouped as tens.
12 Work through the second problem. Use base ten area pieces at the display
while students record your actions with numbers in their math journals.
• Have a volunteer come up to the board to record while you work with the pieces or vice versa.
• Continue to discuss the actions you’re taking to regroup ones and tens.
13 Introduce problem 3, and have students think about and then share in pairs
about how the problem was solved.
The following questions might help.
• Was the problem solved correctly?
• What strategy was used?
14 When the class agrees that the problem was solved correctly, reveal problem
4 and have students think quietly about how this problem was solved. Then
invite them to share their thoughts with a partner.
Make sure students understand that the problem was not solved correctly. Some students
may recognize the common error in the one’s column. The person who solved the problem
saw the numbers 1 and 4 and took the 1 away from the 4 without realizing the importance of
the order of the problem.
15 With students’ help, solve problem 4 correctly using the standard algorithm
for subtraction.
16 Have students open their handbooks and add an entry for the standard
subtraction algorithm.
Have students write the heading “Subtraction Algorithm” and include an example from
today’s lesson.
17 Then display the rest of the Subtraction Algorithm Practice Teacher Master,
and have students choose two or more of the remaining problems to solve
in their journals using the regrouping algorithm.
Circulate as students work to identify those who need support to develop proficiency with
this strategy.
SUPPORT Encourage students to use base ten pieces if it helps them understand the process.
18 Close the session by asking students to share a problem they solved with a
partner.
Note
Be sure to save all the strategy posters created today for use in upcoming sessions.
Home Connection
19 Introduce and assign the Number Cards Home Connection, which pro-
• Compare two decimal numbers with digits to the hundredths place, use the symbols
>, =, and < to show those comparisons, and explain why one decimal number must be
greater than or less than another (4.NF.7)
• Write multi-digit whole numbers with base ten numerals (4.NBT.2)
(supports 4.NBT)
Daily Practice
The optional More Practice with the Subtraction Algorithm Student Book page provides
• Solve multi-step story problems involving only whole numbers using subtraction (4.OA.3)
Unit 4 Module 2
Unit 4
Module 2
Session 4 Session 4
Think Before You Subtract
Summary
Students discuss as a class which number combinations in multi-digit subtraction problems
lend themselves to particular strategies. Then they spend the rest of the session working
independently on subtraction problems that will be discussed in the next session. The
problems can be collected as a Work Sample.
Skills & Concepts

• Assess the reasonableness of answers using mental computation (4.OA.3)
Materials
Problems & Investigations Think Before You Subtract those terms for which Word
Think Before You Subtract • Subtraction Strategy posters algorithm*
made in Session 3
borrow
• large sheet of chart paper
difference*
Assessment Subtraction Strategies Work Sample regroup
TM T4 • base ten area and linear remove
Subtraction Strategies Work Sample pieces subtraction
Daily Practice
SB 144
Using Subtraction Strategies

Preparation
Hang all the posters made in Session 3 where students can easily reference them. If you didn’t
make a poster for the standard algorithm during Session 3, make one now and include it in
the collection.

1 Open the session by reminding students about the Subtraction Strategy post-
ers they made during the previous session. Explain that today the class will
investigate which strategies are the most efficient for different problems.
2 Ask students to get out their math journals and date the page.
3 Display the first problem on the Think Before You Subtract Teacher Master
and ask students to solve it mentally.
Have students signal you quietly when they have an answer. Tell early finishers to try to
solve the problem a different way to check their work.

1 If Nariko was born in 1919, how old was she in 1991?
the class. Model each strategy on the display master or whiteboard.
Find the Difference

2 1
If Bai was born in 1927, how old was she in 1982?
+ 71 = 72
1919 1920 1991
Constant Difference
3 902 15,705 5,674 57,302
1991 + 1 = 1992
− 453 − 12,378 − 3,321 − 31,875
– 1919 + 1 = 1920 1991 – 1919 = 1992 – 1920 = 72

72
4 Fill in the blanks. Think about the constant difference strategy.
72
a 500 − 99 = ______ − 100
1
b 6,200 − 357 = _______ − 400
1
1919
c 4,8321920
− 989 = _______ − 1,000 1991 1992
Split Them All Up Algorithm

8 11
1991 = 1,900 + 90 + 1 = 1,900 + 80 + 11 1,991
– 1919 = 1,900 + 10 + 9 = 1,900 + 10 + 9 – 1,919
70 + 2 = 72 72

• What about these numbers makes the strategy work well?
most efficient?
Lavonne With constant difference the problem is really easy. You just
add 1 to both numbers.

Chen When you split them all up, you end up with easy numbers to
subtract, too, but you had to split them up to start with.
Monica With the algorithm, you had to borrow, subtract, and
subtract again. That’s three steps.
6 Display the second question on the Think Before You Subtract Teacher Math Practices
Master and ask students to solve it mentally. in Action 4.MP.6
Have students signal you quietly when they have an answer. When applying strategies
that involve decomposing
Unit 4 Module 2 Session 4 1 copy for display numbers (Find the
Difference) and adding
the same amount to
both numbers (Constant
Difference), students
must attend to precision
to ensure that they arrive
at the correct answer.
We want students to
understand why these
2 If Bai was born in 1927, how old was she in 1982?
strategies work and be
able to use them with
precision.
the class. Model each strategy on the display master or whiteboard, or have
the students who are sharing do so.
3 902
− 453 Find the Difference
15,705
− 12,378
5,674
− 3,321
57,302
− 31,875
3 + 52 = 55
a 1927 1930
500 − 99 = ______ − 100 1982
b 6,200 − 357 = _______ − 400
c 4,832 − 989 = _______ − 1,000
Constant Difference
1982 + 3 = 1985
– 1927 + 3 = 1930 1982 – 1927 = 1985 – 1930 = 55
55
55
3 3
1927 1930 1982 1985
Split Them All Up Algorithm

7 12
1982 = 1,900 + 80 + 2 = 1,900 + 70 + 12 1,982
– 1927 = 1,900 + 20 + 7 = 1,900 + 20 + 7 – 1,927
50 + 5 = 55 55

• What about these numbers makes the strategy work well?

most efficient?
Abel I think constant difference again. It was easy because you just
add 3 to both, and then you just subtract 1985 minus 1930.
Sasha Splitting them up takes a lot of work. You have to split the
numbers up and then adjust, subtract, and add at the end.
Trevor With the algorithm, you had to regroup.
9 Repeat Steps 6, 7, and 8 with the next four problems (902 – 453;
15,705 – 12,378; 5,674 – 3,321; 57,302 – 31,875).
Model the constant difference strategy next to the problems.
Note that for 5,674 – 3,321, it is most efficient to just line the numbers up and subtract.
902 + 47 = 949 15,705 + 22 = 15,727 5,674
– 453 + 47 = 500 – 12,378 + 22 = 12,400 – 3,321
449 3,327 2,353
57,302 + 125 = 57,427
– 31,875 + 125 = 32,000
25,427
10 Display the last questions on the Think Before You Subtract Teacher Master
and ask students to consider how they can fill in the blank without computing.

If students are puzzled, hint that they should think about the constant difference strategy,
even though the problems are written horizontally.
Teacher So, for these equations, we need to fill in the blanks to make
the equation true. Look at this first equation for a bit and then turn
and talk with a partner about what you’re thinking. […] What do you
think? How could we find what goes in the blank?
Sean I think
2 If Baiyou could
was born in 1927,subtract 99in 1982?
how old was she from 500 …
Teacher I wonder if there is a way to fill in the blank without actually
subtracting. Any ideas?
Rosa It reminds me of the constant difference strategy.
Teacher How? And how could that help?
Rosa If you shift up both numbers, you get the problem 501 minus 100.
3 902 15,705 5,674 57,302
Teacher Let’s
− 453try that. Is 500 – 99 = 501
− 12,378 – 100? Great.
− 3,321 Let’s use that
− 31,875
idea of constant difference to help fill in the blank in the next equation.
a 501 − 100
500 − 99 = ______
b 6,243 − 400
6,200 − 357 = _______
c 4,843 − 1,000
4,832 − 989 = _______
Assessment Guide
Subtraction Strategies Work Sample scoring and intervention
suggestions.
11 Have students put away their journals while you hand out the Subtraction
Strategies Work Sample.
• Have students work independently on the problems.
help with the problems on the work sample.
• Circulate as students work to answer any questions and collect students’ papers as they finish.
SUPPORT/ELL Invite students to refer to the Subtraction Strategy posters or their math jour-
nals to find strategies they have used successfully before. Help them analyze the numbers
in each problem and consider which strategy would be easiest for those numbers.
SUPPORT Models students’ strategies and then model a strategy that is slightly more
efficient. For example, if a student is getting to a friendly number and then making many
small jumps, model a strategy where you make bigger jumps and help the student see that
the big jumps encompass the smaller jumps.
CHALLENGE Ask students who can solve the problems quickly and easily to make sure they
have used the most efficient strategy. If they have extra time, have them design problems
that do or do not work well with specific strategies. For example, have them design
problems for which they would want to use constant difference, and problems for which
they would not.
CHALLENGE Encourage students to generalize what numbers work best for which strategy.
12 Near the end of the session, bring students back together to add an entry
titled Constant Difference to their handbooks.
Have students write “Constant Difference” and include an example from today’s lesson.
13 End the session by asking students how they could subtract 999 from any
4-digit number.
Daily Practice
The optional Using Subtraction Strategies Student Book page provides additional oppor-
• Read multi-digit whole numbers represented with base ten numerals (4.NBT.2)
(supports 4.NBT)
Unit 4 Module 2
Unit 4
Module 2
Session 5 Session 5
Comparing Subtraction Strategies
Summary
To begin, students discuss which strategies worked most efficiently for the different types
of number combinations they solved in Session 4. Then the teacher introduces a new Work
Place game, and students spend the remainder of the session visiting Work Places. Finally, the
teacher assigns the Thinking about Subtraction Home Connection.
Skills & Concepts

• Round multi-digit whole numbers to the nearest 100 or 10 (4.NBT.3)
• Use the standard algorithm to subtract multi-digit whole numbers (4.NBT.4)
Materials
Problems & Investigations Comparing Subtraction Strategies

• Subtraction Strategies Work Samples (TM
T4, completed in Session 4)
• Subtraction Strategy posters created in
Session 3, posted where everyone can see
Work Places Introducing Work Place 4C Roll & Subtract One Thousand
Work Place Guide 4C
Roll & Subtract One Thousand
TM T6
4C Roll & Subtract One Thousand
Record Sheet
SB 145*
Roll & Subtract One Thousand
Work Places in Use

4C Roll & Subtract One Thousand (introduced in this session)
Home Connection
HC 79–80
Thinking About Subtraction
Daily Practice
SB 146
Helpful Hints

Preparation
• Look through students’ completed Subtraction Strategies Work Samples from Session 4
and select one or two students to share their work for each problem. Choose students
who used efficient alternative strategies, and try to represent a variety of methods over the
course of the five problems. Record the names of the students and which problems you
would like them to share.
• In today’s session, you’ll introduce Work Place 4C Roll & Subtract One Thousand, which
replaces Work Place 3B Racing Fractions. Before this session, you should review the Work
Place Guide, as well as the Work Place Instructions. Make copies of the Roll & Subtract
One Thousand Record Sheet and store them in the Work Place 4C Roll & Subtract One
Thousand tray, reserving one copy to use in introducing the game to the class today.
numbers (3C–4C) or write out the full names if you prefer. (See the Work Places in Use row

Comparing Subtraction Strategies
1 Briefly review the strategies described on the Subtraction Strategy posters
students helped you make in Session 3.
2 Return students’ Subtraction Strategies Work Samples from Session 4 Math Practices
and give them a few minutes to look over their work. Then invite selected in Action 4.MP.3
students to share alternative strategies alongside the standard algorithm. Students think carefully
• Ask each presenting student whether the algorithm or the alternative method seemed about the strategies and
about number relation-
most efficient and what their reasoning is for their choice.
ships when justifying
• Encourage students to discuss the characteristics of the number combinations that their selection of strategy
lend themselves to one method or another. for a particular kind of
problem. When they
Whitney When the numbers are close together, it’s easier to find the construct viable argu-
distance between them. ments and critique the
Bobbie If the numbers are far apart, I like to take away. Since they reasoning of others in
are far apart, the number is so little that it’s easy to take away. this way, they gain clarity
about when it makes
Carlos If there’s no regrouping, it’s easier to just line them up and the best sense to use a
subtract, especially when the numbers get big. particular strategy.
Dominic Some numbers are easier numbers to subtract in your head
because they work with some of our strategies, but some numbers are
too messy to do in your head and for them it’s easiest and quickest to
use the algorithm.
Sally When I try to use constant difference, if I can shift both num-
bers up or down easily, I do that. Sometimes, when I add something
to the last number to make it nice, it’s hard to add that same amount
to the other number without doing a lot of extra work. But most of the
time, it adds easily.
Isabella I think that constant difference is easier lots of times, but
sometimes if the numbers are really big and messy, I think it’s easier
to use the algorithm.
Work Places
Introducing Work Place 4C Roll & Subtract One Thousand
3 Place a copy of the Roll & Subtract One Thousand Record Sheet on display.
• Explain that you’re going to introduce a new Work Place game by playing it with the class.
• Let students know that this game will help them practice looking at multi-digit sub-
traction combinations and deciding what method will be most efficient and effective
for each.

Players take a turn to roll 3 dice numbered 1–6 and arrange the digits to form a 3-digit
number, which they then subtract from 1,000. After that, they each take 2 more turns to roll
the dice, arrange the digits, and subtract from what’s left after their previous turn. The goal
of the game is to be the closest to 0 after 3 turns without going into negative numbers.
5 Play one game of Roll & Subtract One Thousand against the class, refer-
ring to your copy of the Work Place Instructions 4C Roll & Subtract One
Thousand Student Book page as needed.
• Take turns with the class, rolling, arranging the digits, and subtracting.
• Each time you take your turn, verbalize the strategies you’re using to arrange the digits
to subtract a good amount without risking going into negative numbers within the
three turns you are allowed. Once you’ve recorded the combination, work with input
from the students to consider the various methods available to you, with an eye to
choosing the one that will be most efficient and effective, given the numbers.
• Each time the class takes a turn, invite one of the students up to lead his or her class-
mates in deciding how to best arrange the digits rolled and perform the subtraction.
• As you take turns with the class, pose questions such as the following:
»» What are some of the different ways you might arrange the three digits your
classmate just rolled?
»» Which of the possible 3-digit numbers you can make seems the most advantageous
to your team? Why?
»» Which method of subtraction would be the most efficient and effective for this
particular combination? Why?
6 When the game is over and the winning team has been determined,
have students find the Work Place Instructions 4C Roll & Subtract One
Thousand in their Student Books.
• Ask them to read and review the game rules in pairs.
• Answer any questions they still have about the game.
7 When it’s clear that they understand how to play the new game, send
students to Work Places.
8 Circulate through the classroom to observe and take notes, or pull small
groups for support.
Home Connection
9 Introduce and assign the Thinking About Subtraction Home Connection,
• Solve story problems involving addition or subtraction of fractions referring to the
subtraction, multiplication, or division (4.OA.3)
Daily Practice
The optional Helpful Hints Student Book page provides additional opportunities to apply
the following skills::
Teacher Masters

Clayton is looking at information about his parents and
grandparents. Help Clayton solve the problems below.
1 Clayton’s mom was born in 1967. Clayton was born in 1993. How
old was Clayton’s mom when he was born?
2 Clayton’s sister was born in 2002. How old was Clayton’s mom
when his sister was born?
3 Clayton’s grandfather was born in 1929. He died in 2003. Look at

the problem below. Does it show how old Clayton’s grandfather
was when he died? Why or why not?
1 9 9
2003
– 1929
0074
4 Clayton’s grandmother was born in 1934. She married Clayton’s

grandfather in 1961. Look at the problem below. Does it show
how old Clayton’s grandmother was when she got married? Why
or why not?
1961
– 1934
0033
5 Choose two or more of the problems below to solve using the
standard algorithm for subtraction.
2025 1987 2071 2005

– 1984 – 1864 – 1993 – 1967

2 If Bai was born in 1927, how old was she in 1982?
3 902 15,705 5,674 57,302

− 453 − 12,378 − 3,321 − 31,875
a 500 − 99 = ______ − 100
b 6,200 − 357 = _______ − 400
c 4,832 − 989 = _______ − 1,000
NAME | DATE
Subtraction Strategies Work Sample

Solve each of the problems below in two different ways:
• Use the standard algorithm.
• Use a strategy of your choice other than the standard algorithm.
Be sure to show all of your work for both strategies. Then explain which strategy you
prefer for that problem and why.
Standard Algorithm Other Strategy Which do you prefer? Why?
1 876 – 398 =
2
24,397
– 15,018
3
5,642
– 3,612
4 40,000 – 2 =
5
7,844
– 5,037
Work Place Guide 4C Roll & Subtract One Thousand

Summary
Players take a turn to roll 3 dice numbered 1–6 and arrange the digits to form a 3-digit number, which they then subtract
from 1,000. After that, they each take 2 more turns to roll the dice, arrange the digits, and subtract from what’s left after their
previous turn. The goal of the game is to be the closest to 0 after 3 turns without going into negative numbers.
Skills & Concepts

• Estimate sums or differences to approximate solutions to problems (supports 3.NBT)
• Fluently add and subtract multi-digit whole numbers, using an algorithm or another strategy (supports 4.NBT
Materials
Work Place Guide 4C Roll & Subtract One Thousand • base ten area pieces
TM T6
4C Roll & Subtract One Thousand Record Sheet
SB 145
Work Place Instructions 4C Roll & Subtract One Thousand

A student is randomly SUPPORT Encourage students to think about the Ask questions like the following:
placing the numbers that placement of their numbers. Let them roll three • How can you make the biggest number?
are rolled, rather than times and play around with the different numbers • How can you make a smaller number?
considering the outcome. they can make. • If you make the largest number possible with your 3
digits, do you think you’ll have enough left after you
subtract to take 2 more turns without going below 0?
Students struggle with the SUPPORT Invite these students to play Game If a student is having difficulty using the standard subtraction
subtraction combinations. Variation A. algorithm correctly, there are several alternatives:
SUPPORT Encourage these students to use methods • Have him use base ten pieces or sketches of base ten
that are easier for them to see and make sense of pieces to perform the computation.
than the standard algorithm might be right now. • Have him model and solve the problems on an open
number line.
• Have an adult or a more capable student play with this
individual, and use the game as a vehicle for teaching the
struggling student how to use the subtraction algorithm.
Students easily form CHALLENGE Encourage these students to examine
numbers that are the numbers carefully, and choose the most
advantageous, and have efficient subtraction strategy based on the numbers
no trouble performing the themselves, rather than resorting to the standard
subtraction involved. algorithm every time.
CHALLENGE Pair students of similar skill level, and
invite them to play Game Variations B or C.
• Encourage ELL students to participate when you play a sample game with the whole class. This will help them when they play with a partner.
• Review important vocabulary such as hundreds, tens, ones, digits, and subtract.
• Play a round of the game and emphasize how to play using gestures, examples, and sketches.
NAME | DATE

Player 1____________________________ Player 2____________________________
1,000 – _______ = 1,000 – _______ =
_________________________________________________ < _________________________________________________
_________________________________________________ > _________________________________________________
Student Book
NAME | DATE
How Old? page 1 of 2

For each of the problems below, show your work. Hints:
• Think about whether the numbers in each problem lend themselves better to
removal (take away) or finding the difference.
• Use labeled sketches of open number lines if you like.
1 Anna was born in 1997. How old was she in 2012?
2 Craig was born in 1992. How old was he in 2007?
3 Peter was born in 1947. How old was he in 2000?
4 Peter’s wife, Sasha, was born in 1949. Is she older or younger than Peter? How old
was she in 2000?
5 Emma was born in 1963. How old was she in 2002?
6 Emma’s husband, Tom, was born in 1961. Is he older or younger than Emma? How
old was he in 2002?
NAME | DATE
How Old? page 2 of 2
7 If the telephone was invented in 1876, how “old” was it in 1991? (How long had it
been around?)
8 If the stethoscope was invented in 1819, how old was it in 1997?
9 If the battery was invented in 1799, how old was it in 1998?
10 CHALLENGE Fill in the blanks with any dates that make the sentence true.
a Jon was born in ________ and was 39 years old in ________.
b Shelley was born in ________ and was 39 years old in ________.
c Aaron was born in ________ and was 39 years old in ________.
NAME | DATE
Sam’s Subtraction Strategies

Sam’s fourth grade class is working on subtraction. Help Sam solve the problems below.
Use whichever strategy works best for you.
1 Sam’s math teacher is 33. Sam is 9. How much older is Sam’s teacher than Sam?
2 Sam’s art teacher is 51. How much older is Sam’s art teacher than his math teacher?
3 Sam has to solve the problem 91 – 76. Sam says it is easier to start at 91 and go back
to 76 than to take 76 away from 91. Do you agree or disagree? Why?
Review
4 Find each sum.
1 1 5 3 1 3
10 + 100 = 12 + 12 = 14 + 34 =
5 Find each difference.
3 5 3 1 8 15
28 – 8 = 4 – 2 = 10 – 100 =
NAME | DATE
Rolling Dice
Austin rolled six 4–9 dice. He arranged the dice and made these 3-digit numbers: 548
and 796.
1 What is the sum of Austin’s numbers? Use the strategy of your choice and show
your work below.
2 What is the difference between Austin’s numbers? Use the strategy of your choice
and show your work below.
3 What is the largest 6-digit number Austin can make with the numbers he rolled?
4 What is the smallest 6-digit number Austin can make with the numbers he rolled?
5 Austin rolled the dice again. This time he made these numbers: 467 and 594. Austin
says he can add 460 and 601 and get the same sum as 467 and 594. Do you agree or
disagree? Why?
6 Austin says he can find the difference between 467 and 594 by finding the difference
between 473 and 600. Do you agree or disagree? Why?
NAME | DATE
More Practice with the Subtraction Algorithm

Latisha is figuring out information about the lives of her aunts and uncles. Help Latisha
solve the problems below.
1 Latisha’s aunt was born in 1978. Latisha was born in 1999. How old was Latisha’s
aunt when Latisha was born?
2 Latisha’s uncle was born in 1975. He married Latisha’s aunt in 2003. How old was
Latisha’s uncle when he got married?
3 Latisha’s cousin was born in 2006. How old were Latisha’s aunt and uncle when her
cousin was born?
4 Choose two or more of the problems below to solve using the standard algorithm
for subtraction. Show your work.
2012 1993 2024 2035

– 1997 – 1846 – 1966 – 1967
NAME | DATE
Using Subtraction Strategies

1 Look at each subtraction problem below. Think about which strategy makes the
most sense for each problem. Solve each problem.
a 3601 What strategy did you use? Why did you use this strategy?
– 589
b 789 What strategy did you use? Why did you use this strategy?
– 354
c 2623 What strategy did you use? Why did you use this strategy?
– 524
2 Fill in the blanks in the equations below:
621 – 589 = 632 – _______ 87 – _______ = 94 – 60
1005 – 896 = _______ – 900
Work Place Instructions 4C Roll & Subtract One Thousand

• two 4C Roll & Subtract One Thousand Record Sheets
1 Each player labels a record sheet with the date and both players’ names. Players will keep track of
their own results as well as those of their partner throughout the game.
2 Player 1 rolls the 3 dice and makes a 3-digit number with the digits rolled. Then she subtracts that number
from 1,000, using the standard subtraction algorithm unless there’s another method that makes more sense.
Player 2 also subtracts the number from 1,000 to check Player 1’s work, recording the results on his own record sheet.
3 Player 2 takes a turn to roll the dice, make a 3-digit number, and subtract it from 1,000.
Player 1 also subtracts the number from 1,000 to check Player 2’s work, recording the results on his own record sheet.
4 Players each take twoNAME

more
Max turns to roll and subtract 3-digit numbers
Unit 4 Module 2
| DATE
from their total.
Session 5 half-class set, plus more as needed, stored in the Work Place tray
Players share their strategies and check each other’s work after each turn.
Max
Player 1 ___________________________ Alana
Player 2 ___________________________
216 784
1,000 – _______ = 456
1,000 – _______ = 544
216 – 16 = 200
1000 – 16 = 984 –6 –50 –400
984 – 200 = 784
544 550 600 1,000
7 544
784 – 143
– 266 401
518
Max I really thought about the best way to do 784 – 266. I finally picked the algorithm. Even
though I had to cross out and borrow, it still seemed to be the easiest way.
Alana Taking away on the number line worked great for my first turn, but lining the numbers up
and just subtracting on my second turn was really easy—no borrowing.
5 Players take one more turn each. After 3 turns each, the player with a total closest to 0 wins. If one
player gets a negative number, the other player automatically wins the game.
6 Both players record two comparison statements at the bottom of their sheets using the symbols >, =,
or <. Then they circle the player who is closest to 0 without going into negative numbers.
_________________________________________________ < _________________________________________________
Game Variations >
_________________________________________________ _________________________________________________
A Players can play Roll & Subtract 250 by changing the heading and the first number on the record
sheet, and rolling 2 dice each time. The dice theyT6 use ©can
either be numbered 1–6, 4–9, or one of each.
The Math Learning Center | mathlearningcenter.org
B Players can play Roll & Subtract 10,000 by changing the heading and first number on the record
sheet, and rolling 4 dice each time. Players can also choose to use 1, 2, or 3 dice numbered 4–9
instead of using 4 dice all numbered 1–6 if they want.
C Players can change the rules so they’re allowed to go into negative numbers. Then the player closest to
0 after 3 turns, either under or over, wins the game.
NAME | DATE
Helpful Hints
1 Jack has to solve the problem 281 – 266. How would you tell him to solve the
problem? Tell which strategy you would use, and then solve the problem.
2 Zia has to solve the problem 311 – 287. How would you tell her to solve the problem?
Tell which strategy you would use, and then solve the problem.
3 Randy has to solve the problem 358 – 247. He says it is easy to use the standard
algorithm for this problem. Do you agree or disagree? Why?
4 Lani has to solve the problem 412 – 259. She says it is easy to use the standard
algorithm for this problem. Do you agree or disagree? Why?
5 Put these numbers in order from least to greatest. Use relational symbols (<, >, =)
between each pair of numbers.
629,874 629,478 692,847 692,487
Home Connections
NAME | DATE
Think Before You Add page 1 of 2

1 Study each problem before you begin to solve it. Think about which strategy would
be most efficient (easiest and fastest). Choose your strategy and solve the problem.
Use the space below the problems if you need it to do your figuring.
99 878 213 232

+ 43 +121 +762 +75
2 Use the standard algorithm for addition to solve the problems below.
189 57 378 764

+ 215 +84 +497 +135
3 Look at the problems in item 2. Find a problem that might have been solved faster
with another strategy.
a Which problem did you choose?
b Which strategy could be faster? Why?
NAME | DATE
Think Before You Add page 2 of 2
Mixed Review
ex 1
3 > 1
4 a 3
6
2
3 b 1
3
1
4 c 3
4
5
6
d 2
3
3
4 e 1
2
2
4 f 1
3
2
4 g 2
6
1
3
5 Write the decimal name for each fraction.
a 9
5 10 = b 5
6 100 = c 6
2 10 = d 1
8 10 =
e 20
1 100 = f 4
3 10 = g 50
9 100 =
6 CHALLENGE Last year, Monica’s snake was 9.62 inches long. Now her snake is 12.37
inches long. Show your work with numbers, labeled sketches, or words for each
question below.
a How much did Monica’s snake grow in the last year?
b How much more does her snake need to grow to be exactly 13 inches?
NAME | DATE
Number Cards page 1 of 2

Hayley pulled 6 cards from a regular deck of cards. She arranged the cards into these
3-digit numbers: 348 and 956.
1 What is the sum of Hayley’s numbers? Use the strategy of your choice and show
your work below.
2 What is the difference between Hayley’s numbers? Use the strategy of your choice
and show your work below.
3 What is the largest 6-digit number Hayley can make with the numbers she chose?
4 What is the smallest 6-digit number Hayley can make with the numbers she chose?
5 Hayley chose 6 more cards. This time she made these numbers: 278 and 421. Hayley
says she can add 299 and 400 and get the same sum as 278 and 421. Do you agree or
disagree? Why?
6 Hayley says she can find the difference between 278 and 421 by finding the
difference between 300 and 443. Do you agree or disagree? Why?
NAME | DATE
Number Cards page 2 of 2
Review
denominator 100.
5 37 6 6 13 87 4 12
10 + 100 = 10 + 100 = 10 + 100 = 10 + 100 =
8 Place the decimals in their correct places on the number line.

0.4 0.1 0.8 0.25 0.55 0.95
Story Problems
9 There are 137 third graders, 139 fourth graders, and 153 fifth graders at Wood
Upper Primary School. How many students are there in all? Show your work using
numbers, sketches, or words.
10 CHALLENGE Sarah, Rex, and Peter are all friends. One of them lives in a red house,
one lives in a blue house, and the other lives in a green house. The person who lives
in a green house has more than 3 letters in his name. The person who lives in a red
house is not Rex. Which person lives in each house?
NAME | DATE
Thinking About Subtraction page 1 of 2

1 Look at each subtraction problem below. Think about which strategy makes the
most sense for each problem. Solve each problem.
a 4875 What strategy did you use? Why did you use this strategy?
– 4859
b 1,685 What strategy did you use? Why did you use this strategy?
– 1,685
c 699 What strategy did you use? Why did you use this strategy?
– 424
498 – 323 = 500 – ____ 68 – ____ = 70 – 55 1003 – 498 = ____ – 495
NAME | DATE
Thinking About Subtraction page 2 of 2
Review
3 Jenny got a box of 15 stickers for her birthday. Use this information as you solve each
problem below. Use numbers, labeled sketches, or words to show your thinking.
a Jenny used 5 stickers on a thank-you card. What fraction of the box did she use?
b Jenny gave her brother 4 stickers. What fraction does she have left out of her
box of 15?
4 After she gave some stickers to her brother, Jenny’s dog ate 3 of her stickers.
a Now what fraction does Jenny have left of her original box of 15 stickers?
b What fraction of the stickers went to Jenny’s brother and her dog?
5 The third grade gymnastics team has 279 points. In order to place in the top three
teams, they’ll need a score of 425 or more. How many more points do they need to
earn in order to rank in the top three?
6 CHALLENGE Brendan needs to mail a 12-page letter to his friend in Texas. It costs
$1.38 to mail all 12 sheets together. A 6-page letter costs 68¢ to mail. A 4-page letter
costs 45¢ to mail. Envelopes costs 3¢ each. What is the least expensive way to mail
his 12 pages?
Teachers Guide
Module 3
Measurement
Session 1 Measurement Benchmarks�� 3
Session 2 Distance Challenge�� 9
Session 3 It’s About Time�� 17
Session 4 Liquid Volume��23
Session 5 Mass Amounts��29

Subtraction Checkpoint�� T1 Rounded Measures ��147
Record Measures��T2 Which Race Was Run?��148
Distance Challenge Flyer��T3 Work Place Instructions 4D Target Five��149
Work Place Guide 4D Target Five�� T4 Running Longer Distances��150
4D Target Five Record Sheet�� T5 World Records��151
Preparing to Race��152
Drinks for Runners��153
Liquid Intake��154
Fueling Up��155
More Food��156

Which Measurement Is Best?�� 81
Running the Race��83
Unit 4
Unit 4
Module 3
Module 3
Measurement
Overview
This module gives students an opportunity to explore benchmarks and relative sizes for length, time, liquid volume, mass, and
weight. Students use ratio tables to convert units within the same measuring system, and apply some of the place value and
multi-digit computation skills they’ve been practicing to solve story problems related to measurement.
Planner
Session 1 Measurement Benchmarks
Students begin the session by taking a subtraction checkpoint. Then the teacher introduces
measurement benchmarks and scale by reading and discussing with the class the book
Hottest, Coldest, Highest, Deepest. Students list and discuss some of the different units used
to measure length and distance, and then spend the rest of the session using rounding to
answer questions about measurements.
Session 2 Distance Challenge
Students learn how many meters are in a kilometer and create a benchmark for one meter
by attempting to walk using meter-long strides. Then students use ratio tables to convert
given distances from kilometers to meters, first as a class in their math journals, and then
independently on a Student Book page. Near the end of the session, students learn how to
play a new Work Place game designed to provide more practice with multi-digit addition and
subtraction. Finally, the teacher assigns the Which Measurement Is Best? Home Connection.
Work Place 4D Target Five
Players roll 5 dice to create a 5-digit target number. Then they take turns rolling the dice to
form a number that is as close as possible to the target (either under or over), and finding the
difference between their number and the target number. At the end of 5 rounds, each player
adds up his differences for each round; the player with the lower grand total wins the game.
Session 3 It’s About Time
In this session, students identify equivalent amounts of time and convert units of time. Then
the teacher reviews the concept of elapsed time and models how to solve problems on a
number line. Students complete a Student Book page to practice estimating and determining
elapsed time in context.
Session 4 Liquid Volume
In this session, students create benchmarks for 1 milliliter and 1 liter. They visit stations where
they read measurements in milliliters, and then they solve problems in which they convert
milliliters to liters. As they finish, students visit Work Places for the remainder of the session.
Session 5 Mass Amounts
In this session, student explore grams, kilograms, ounces and pounds as they help plan how
much watermelon to purchase for runners of the Distance Challenge. Students convert units
within the same system and create ratio tables to solve problems independently. As students
complete the assignment, they visit Work Places for the remainder of the session.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 151, 153, and 155.
pages 147–156.
Work Place Prepare the materials for Work Place 4D using the list of materials on the Work
Charts Before Session 1, create a 4-column table on a large sheet of lined chart paper
titled Measurement Words. The headings of the columns are Length, Time, Mass/
Weight, and Volume/Capacity.
Special Items Read the book Hottest, Coldest, Highest, Deepest by Steve Jenkins to familiarize
yourself with the content.
Before Session 4:
• Color the water you’ll use to fill the containers with blue or green food coloring
to make it easier to see.
• Fill the oral syringe with colored water.
• Fill four 1-cup/250-milliliter measuring cups with the following amounts of
water: 125 ml, 175 ml, 250 ml, and 165 ml.
• Fill six 1-quart/1-liter measuring cups with the following amounts of water: 500
ml, 635 ml, 510 ml, 400 ml, 490 ml, and 750 ml.
• Set up stations around the room with the filled measuring cups. Label each
station with the corresponding runner letter but not the volume of water.
Runner Amount of Water in ml Runner Amount of Water in ml
A 125 F 635
B 175 G 510
C 500 H 400
D 250 I 490
E 165 J 750
• Keep an empty 250-milliliter cup and an empty 1-liter cup at the front of the
room with the filled oral syringe to start the lesson.
Before Session 5, set up the pan balance scale and metric weights at the front of
the room for demonstration.
Unit 4 Module 3
Unit 4
Module 3
Session 1 Session 1
Measurement Benchmarks
Summary
Students begin the session by taking a subtraction checkpoint. Then the teacher introduces
measurement benchmarks and scale by reading and discussing with the class the book
Hottest, Coldest, Highest, Deepest. Students list and discuss some of the different units used
to measure length and distance, and then spend the rest of the session using rounding to
answer questions about measurements.
Skills & Concepts

• Round multi-digit whole numbers to the nearest ten, hundred, thousand (4.NBT.3)
• Solve story problems involving distance using addition and subtraction of whole numbers (4.MD.2)
Materials
Vocabulary
Assessment Subtraction Checkpoint those terms for which Word
TM T1 • base ten area and linear pieces
Subtraction Checkpoint benchmark
Problems & Investigations Measurement Benchmarks capacity
centimeter (cm)*
TM T2 • Hottest, Coldest, Highest, Deepest • student math journals
Record Measures by Steve Jenkins • lined chart paper (see Preparation) cup*
• markers customary system*
foot (ft.)*
Daily Practice
gallon (gal.)*
SB 147
gram (g)*
Rounded Measures
inch (in.)*
HC – Home Connection, SB – Student Book, TM – Teacher Master kilogram (kg)*
liquid
Preparation liter (l)*
mass*
• Read the book Hottest, Coldest, Highest, Deepest by Steve Jenkins to familiarize yourself with
metric system*
the content.
mile (mi.)*
• Create a 4-column table on a large sheet of lined chart paper titled Measurement Words.
milliliter (ml)*
The headings of the columns are Length, Time, Mass/Weight, and Volume/Capacity. (See
millimeter (mm)*
step 10 below for an example.) Post this chart where everyone can see it and you can leave
it up through this module, as you will make new entries during several of the sessions. ounce (oz.)*
pint (pt.)*
pound (lb.)*
quart (qt.)*
scale*
volume*
weight
Assessment Guide
Subtraction Checkpoint scoring and intervention
suggestions.
1 Begin today’s session by telling students they will have a chance to show
what they have learned about subtraction on a quick checkpoint.
2 Display the Subtraction Checkpoint Teacher Master and give each student
a copy. Give students a minute to look over it and ask any questions, and
then have them begin.
help with the problems on the checkpoint.
• Give students about 10 minutes or so to do the checkpoint.
• If some students finish much earlier than others, ask them to read quietly.

SUPPORT Since this is not a timed test, give students who are unable to complete the work
more time to finish later in the day or early the next day.

Measurement Benchmarks
4 Explain that over the next week or so, students will practice measuring
and comparing items. Today, they will learn about some amazing places on
Earth and discuss how people use measurement in everyday life.
5 Introduce the book Hottest, Coldest, Highest, Deepest and explain that the author
uses benchmarks to help the reader understand the magnitude of measurements.
Discuss the following with the students before you start reading.
• What is a benchmark? (You might have students look up this term on the spot if need be.)
• Why would the author use benchmarks in his book?
• How do benchmarks help us visualize measurements?
6 Read the first page of the book to the class, and ask students to predict the
kinds of measurements they will hear about while you are reading.
Teacher What units do you think are used to measure world records
like “snowiest,” “deepest,” and “highest”?
7 Read the rest of the book aloud. Stop after each page to point out the
benchmark representation and the type of measurement being given.
Ask questions like the following to promote engagement and discussion as you read:
• The author says the Nile is the longest river. What does longest mean? Why does he use
miles instead of feet or inches? Can you think of something that is many miles long?
• Lake Baikal is the oldest and deepest lake. What does the author mean by oldest, deep-
est? Can you think of something that is very old? Very deep?
• Why does the author use the benchmark of the Empire State Building to describe the
highest and deepest places on Earth? How do the places he describes compare to that
benchmark? [5 times as deep, 20 times as high, 60 times as long]
8 Next, display the Record Measures Teacher Master, which lists the different
measurements the author used to describe the most amazing places on Earth.
Record Measures
Record Measures
Record Unit
longest miles
oldest years
deepest feet
largest square miles
highest feet
tallest feet
hottest degrees Fahrenheit
coldest degrees Fahrenheit
wettest inches
driest inches
windiest miles per hour
most active hours, days, and years
most extreme feet
snowiest inches
9 Explain that you’re going to revisit sections of the book. Each day this
week, you’ll do some extension activities that focus on a particular type of
measurement, starting today with length.
10 Point out that the records for deepest, highest, tallest, and most extreme
were all measured in feet. Ask students if any other measurement units
would have been reasonable to use. Then ask them to name some of the
other units people use to measure length.
• Have students give an example for each unit.
• As students share, record their ideas in the first column of the Measurement Words
chart you prepared.
• Have students take out their math journals and copy the units into the handbook
section as you record them on the chart.
Students We can measure length with inches and feet. I’m 4 feet, 2
inches tall.
We can use centimeters and meters, too. My pencil is 15 centimeters long.
A yard is about the same length as a meter. One of our meter sticks
shows a yard on the other side, and it’s close to a meter.
Kilometers are very long, sort of like miles. I think I live 2 kilometers
away from school.
SUPPORT/ELL Use hand gestures to model approximate size when discussing each length.
Include a picture of familiar and landmark items that would be measured by each unit
beside the word.
Measurement Words
Length Time Mass/Weight Volume/Capacity
inch
foot
yard
mile
centimeter
meter
kilometer
11 Revisit the page in Hottest, Coldest, Highest, Deepest that discusses the
highest mountains in the world. Ask students to turn and talk with a
partner about how long they think it takes an average climber to hike up
the highest mountains on Earth.
12 Post the heights of the mountains cited in the book where everyone can see
them and round the heights.
• Have students round the mountains’ heights to the nearest thousand and share their
strategies for doing so.
• Record the rounded distances on the board.
Mountain Heights
Mountain Height Rounded to Thousands
Mt. Everest 29,028 feet 29,000 feet
Denali 20,320 feet 20,000 feet
Mt. Whitney 14,491 feet 14,000 feet
13 Ask students to calculate the number of days it would take someone to
climb each mountain at an average speed of 2,000 feet per day, using the
rounded rather than the actual heights.
• Let students know that average mountain climbers move at a rate of about 2,000 feet
per day.
• Give students a few moments to think about how they might find the number of days
for Mt. Everest, and then write the equation that would be used to show the informa-
tion. [29,000 ÷ 2,000 = ___ days]
• Have students think about the number of days it would take to climb Mt. Everest, share
their ideas with a partner, and show thumbs up when they have an answer.
• Solicit and record their answers, and invite two or three students to share their solu-
tions and strategies with the class.
• Have students determine the number of days it would take to climb Denali and Mt. Whitney.
• Discuss with students how rounding the height of the mountains makes their calcula-
tions easier to do.
14 Reread the page from Hottest, Coldest, Highest, Deepest about the highest Extension
waterfall, and then have students write a comparison problem in their Supply students with
journals using the given numbers. information about other
Example: How much higher are Victoria Falls than Niagara Falls? 355 – 180 = ___ feet or record holders, or have
180 + ___ = 355 feet. them do research at
home, online, or in the
15 Close the session by having a few students share their comparison problems. school library to find the
information themselves.
If there is time, have the class solve several of the comparison questions that students wrote. Then have them each
design their own page to
create a class measure-
Daily Practice ment book. Have students
include a benchmark to
The optional Rounded Measures Student Book page provides additional opportunities to use for comparison in
apply the following skills: each case.
subtraction, and division (4.OA.3)
• Round multi-digit whole numbers to the nearest ten, hundred, and thousand (4.NBT.3)
Unit 4 Module 3
Unit 4
Module 3
Session 2 Session 2
Distance Challenge
Summary
Students learn how many meters are in a kilometer and create a benchmark for one meter by
attempting to walk using meter-long strides. Then students use ratio tables to convert given
distances from kilometers to meters, first as a class in their math journals, and then indepen-
dently on a Student Book page. Near the end of the session, students learn how to play a new
Work Place game designed to provide more practice with multi-digit addition and subtraction.
Finally, the teacher assigns the Which Measurement Is Best? Home Connection.
Skills & Concepts

• Read and write multi-digit whole numbers represented with base ten numerals (4.NBT.2)
• Compare pairs of multi-digit numbers; use >, =, and < symbols to record the comparisons (4.NBT.2)
• Solve story problems involving distance using addition and subtraction of whole numbers (4.MD.2)
Materials
Problems & Investigations Distance Challenge those terms for which Word
Distance Challenge Flyer • meter stick centimeter (cm)*
SB 148
kilometer (km)*
Which Race Was Run?
meter (m)*
Work Places Introducing Work Place 4D Target Five
Work Place Guide 4D Target Five • 3 dice numbered 4–9
TM T5
4D Target Five Record Sheet
SB 149*
Work Place Instructions 4D Target Five
Home Connection
HC 81–82
Which Measurement Is Best?
Daily Practice
SB 150
Running Longer Distances

Preparation
In today’s session, you’ll introduce Work Place 4D Target Five, which replace Work Place 3C
Decimal Four Spins to Win. Before this session, you should review the Work Place Guide, as
well as the Work Place Instructions. Make copies of the Target Five Record Sheet for use today
(1 for each student) and store the rest in the Work Place 4D Target Five tray.

Distance Challenge
1 Begin the session by reminding students of the real-life measurements they
read about in Hottest, Coldest, Highest, Deepest and the benchmarks used
in the book.
Teacher Today we are going to talk more about length and focus on
units like meters, kilometers, and miles.
2 Display the Distance Challenge Flyer Teacher Master, and ask students for
observations about the races.
Explain that although km is the accepted abbreviation for kilometer, K is an informal
abbreviation often used to describe lengths of runs. People say 5K to mean a 5 kilometer
run. Although you won’t want to share more with students just yet, K is used as an informal
abbreviation for 1,000 where the unit is understood. For example, you might say that
someone makes 50K per year. Regarding races, the K makes sense when you consider that 5
kilometers is equal to 5,000 meters.
Teacher Here’s a flyer like one you might see at a sporting goods
store. Take a look and tell me what you see.
Travis It’s a flyer for some races. A lot of races!
Teacher I have heard of someone signing up to run one event, but
seven races? That’s a lot of running!
Elliot Maybe they’re short races.
Teacher Let’s look and see. What does the flyer say about each race?
Sophia It says 5K, 10K, 18K. What does the K mean?
Travis I know! My sister ran a 5K last summer. It means 5 kilome-
ters. And my dad ran a marathon. That’s really long!
Sarah So I think the first race might be short, but then they get longer.
See? Five, then 10, then 18, then 30.
Elliot And there’s a 10-mile race. That’s long, too!
3 Answer questions students might have regarding race lengths, and discuss
the course record information.
• If students ask, tell them a marathon is 26.2 miles (42.2 km) and a half-marathon is
13.1 miles (21.1 km), but they will not be working with these distances today.
• Remind students that one mile is approximately four laps around a track.
• Point out the course records for the 10K race. Make sure students understand the nota-
tion means 27 minutes, 49 seconds and 31 minutes, 31 seconds.
4 Ask students to describe how long they think a kilometer is and explain
their thinking.
• Remind students that they have used the prefix “kilo” when discussing grams and kilograms.
• Review the fact that there are 1,000 grams in each kilogram, and guide students to
make the connection that there are 1,000 meters in a kilometer.
• Brainstorm distances that would be measured in kilometers.
5 Have students turn to the handbook section in their math journals and add
an entry for kilometer.
Have students write “kilometer” and include an example.
6 Using a meter stick, mark out one meter on the classroom floor. Ask stu-
dents to use this benchmark to imagine how long 1,000 meters would be.
7 Remind students that Steve Jenkins used benchmarks in his book to help the
reader visualize how big each measurement was. Have student volunteers
attempt to walk a few steps in the classroom with strides about one meter long.
While students are attempting to stride one meter, remind the class that it would take
1,000 of these strides to span the distance of 1 kilometer.
8 Revisit the flyer and ask, “If we know that 1 kilometer is 1,000 meters, how
long is a 5K race?”
Model how to use a ratio table to figure out how many meters are in 5 kilometers.
km meters
1 1,000
×5 ×5
5 5,000
9 Have students use ratio tables similar to the one you just modeled to deter-
mine how many meters there are in the 10K and 18K races.
Ask them to work in their journals to sketch and label their ratio tables. Some students
might choose to make a separate ratio table for each race, while others might use a single
table for both races.
SUPPORT Ask questions to get struggling students started. Help students organize their
ratio tables while they think about the numbers in the problem.
10 When most students are finished, invite volunteers to share their solutions
and explain their thinking while you record their ratio tables where every-
one can see them.
Teacher How did you figure out how many meters there are in the
10K race?
Sarni Well, there are 1,000 meters in 1 kilometer, so you can multiply
both sides by 10. Then you have 10 kilometers and 10,000 meters.
km meters
1 1,000
× 10 × 10
10 10,000
Teacher What about the next race? How many meters are there in 18K?
Boris I did the same thing as for the 10K. If 1 kilometer is 1,000 meters,
then you can just multiply both sides by 18. I got 18,000 meters.
Tanisha I did something kind of like that, but I just added on to the
ratio table I had started. I already knew that 10 kilometers is 10,000
meters, so I added 8 more kilometers, which is 8,000 meters. Together,
that’s 18,000 meters.
km meters km meters
1 1,000 1 1,000
× 18 × 18 × 10 × 10
18 18,000 10 10,000
×8 ×8
8 8,000
18 18,000
11 Ask students to imagine there is a race that is 12.5 kilometers. Have them
use a ratio table to solve the problem, and invite several students to share
their thinking while you record where everyone can see.
Student Well, the 12K part was easy. You can just multiply 12 by
1,000 to get 12,000 meters.
Teacher Why did you multiply by 1,000?
Student Because there are 1,000 meters in each kilometer.
Teacher All right, then what?
Student Then there’s .5, which is half a kilometer. If a whole kilometer
is 1,000 meters, then half is 500 meters because 500 is half of 1,000. So
you can add 12,000 meters and 500 meters to get 12,500 meters.
km meters
1 1,000
× 12 × 12
× 1 12 12,000 1
×
2 1 500 2
2
1
12 2 12,500
12 Have students use a ratio table to figure out how many meters are in the 30K
race, and then ask several students to share their thinking while you record.
Help students see the connection between the 10K and the 30K. The 30K is three times as
long both in meters and kilometers.
km meters km meters
1 1,000 1 1,000
× 30 × 30 × 10 × 10
30 30,000 10 10,000
×3 ×3
30 30,000
13 Point out the 10-mile race, and tell students that 10 miles is approximately
16 kilometers. Ask them to determine how many meters that race would be,
and then compare this event to the others.
Use relational symbols to record students’ thinking on the board.
5 km = 5,000 m
10 miles is about 16 km, or 16,000 m
5 kilometers < 10 miles
14 Have students turn to Which Race Was Run? in their Student Books, and
review the directions together.
• Give students about 12–15 minutes to work on this page independently.
• Assist as needed and encourage students to show their thinking on a ratio table.
• Encourage students who finish quickly to check their work and then make up some
new problems to solve.
ELL Have ELL students repeat directions to you or another student to ensure understanding.
SUPPORT Give students additional time to complete the assignment within the next day or two.
Work Places
Introducing Work Place 4D Target Five
15 Introduce the game Target Five.
• Display your copy of the Work Place 4D Target Five Record Sheet, and give each
student a copy.
• Tell students you are going to play the game as a whole class, and in the future the
game will be a Work Place.

Players roll 5 dice to create a 5-digit target number. Then they take turns rolling the dice,
arranging them to form a number that is as close as possible to the target (either under
or over), and finding the difference between their number and the target number. That
difference is their score for the round. At the end of five rounds, each player adds up his
differences to get a grand total. The player with the lower grand total wins the game.
17 Model how to play the game.

• Select a student to roll five dice, one at a time.
• As the dice are rolled, line them up, left to right, to form a 5-digit target number.
• Record the target number at the top 4D Target Five Record Sheet as students do so on
their sheets. Have the class read the number aloud, and be sure students understand
that this is the target number for both teams.
Unit 4 Module 3 Session 2 class set, plus more as needed, stored in the Work Place 4D tray
NAME Mrs. Buckner | DATE
49,251
Our Target Number ____________________________
Difference Between My Number
Digits I Rolled Number I Made Score
and the Target Number
18 Take the first turn,

4, 4, 7,and share your strategies
47,443 8 4 with the students as you play.
1,808
4, 3 49,251
1 1
Explain that you will track your results–on47,your
443 record sheet, and the students will track
the results for the class on their sheets. 1,808
Teacher OK, so first I’m going to roll the dice again to see what digits
I have to work with. Let’s see … I got a 7, a 4, a 3, and two more 4s.
I’ll write those down in my top row, first column. Now I need to
decide how to arrange these digits to get as close as I can to the target
number. Will you please talk to the person next to you, and think
about what my best option would be?
Justin The target number is 49,251. Mrs. B doesn’t have a 9, but she
has a 4 and a 7. I’d probably start with 47,000.
Maurice I agree. Then she has to use the other 3 numbers to make the
number as big as she can.
Teacher I’m thinking I’ll have to go with 47,443. That’s as close
as I can get. I’ll write that down. Now I have to find the difference
between Usemy number
the symbol andyourthe
>, =, or < to compare
Circle the winning (lower) score.
Grandtarget
Total with yournumber.
partner’s. I’m going to write that
My Grand Total
combination on my sheet. The game instructions say to use the

standard subtraction algorithm unless there’s another method that
makes more sense. What do you think? Would I be better off using a
differencing strategy, or should I just go ahead and use the algorithm
for this combination?
49,251
– 47,443
Students Well, you could do it on a number line.
You could bump the bottom number up to 48,000 and then bump the
other number up by that much, but that seems like a lot of work.
I think you should use the algorithm. It’s kind of a messy problem
because 443 is more than 251. You’re going to have to do some cross-
outs, but I still think it would be easier that way.
Teacher Yep, I’ll have to say that I agree. Wow—I didn’t exactly get a
great score. I hope you do better than I did!
NAME Mrs. Buckner | DATE
49,251
4, 4, 7, 8 4
4, 3 47,443 49,251
1 1 1,808
– 47,443
1,808
19 Have a volunteer bring his record sheet up and take a turn for the class.
Choose a student who can lead the class through the steps pretty easily.
20 Continue playing until each team has taken five turns. Then work with
students to find each team’s grand total, and compare the two to determine
the winner. (Low score wins the game.)
Pose questions like the following to promote student thinking and engagement:
• How can you arrange these five digits to come closest to the target number?
• Have you considered arranging the digits in such a way that your number is greater
than the target number? It doesn’t matter whether you go over or under; the idea is to
get the closest, either way.
• What method do you think would be the most efficient and effective for finding the
difference between your number and the target number? Why?
• Why would the winning team get the lower rather than the higher score in this game?
Note If time is running short, stop the game at two rounds, and work with students to
find each team’s grand total.
Home Connection
21 Introduce and assign the Which Measurement Is Best? Home Connection,
• Identify the relative sizes of centimeters, meters, and kilometers; inches, feet, yards,
and miles (4.MD.1)
Daily Practice
The optional Running Longer Distances Student Book page provides additional opportu-
• Compare two fractions with different numerators and different denominators, use the
symbols >, =, and < to show those comparisons, and explain why one fraction must by
greater than or less than another (4.NF.2)
• Multiply a 2-digit whole number by 10 or 100 (supports 4.NBT)
• Solve story problems involving distance using addition and subtraction of whole
numbers (4.MD.2)
• Use diagrams to represent measurement quantities (4.MD.2)
Unit 4 Module 3
Unit 4
Module 3
Session 3 Session 3
It’s About Time
Summary
In this session, students identify equivalent amounts of time and convert units of time. Then
the teacher reviews the concept of elapsed time and models how to solve problems on a
number line. Students complete a Student Book page to practice estimating and determining
elapsed time in context.
Skills & Concepts

• Identify the relative sizes of seconds, minutes, and hours (4.MD.1)
• Solve story problems involving intervals of time using addition and subtraction of whole
numbers (4.MD.2)
• Estimate and determine elapsed time in minutes and seconds (supports 4.MD)
Materials
Problems & Investigations It’s About Time those terms for which Word
Distance Challenge Flyer • Measurement Words chart (from Session 1) decade
SB 151* • stopwatch or clock with second hand
elapsed time*
World Records • chart paper
hour (hr.)
• scratch paper, class set
minute (min.)
Daily Practice
second (sec.)
SB 152
Preparing to Race


It’s About Time
1 Open this session by letting students know that today, they will explore
different units of time and review the idea of elapsed time.
ELL Pre-teach new vocabulary and use visual cues to help ELL students recall meaning.
2 Then draw students’ attention to the Measurement Words chart you started
the session before last. Ask them to name some of the units people use to
measure time and give examples for each unit.
Record the units on the chart while students record them in their journals.
Students We can measure time with seconds or minutes. It takes me

1 minute to brush my teeth.
Our school year is 9 months long.
I’m 10 years old. That’s a decade.
We go to school 5 days out of the week.
We do math for an hour every day.
Measurement Words
inch second
foot minute
yard hour
mile day
centimeter week
meter month
kilometer year
decade
3 Ask, “How long is a second? A minute? An hour?”

Students A second is super short.
A second is “One, one thousand,” when you count.
A minute is 60 seconds.
A minute is once around the clock for the longest hand.
An hour is the time it takes to watch one of my favorite shows.
An hour is 60 minutes.
4 Record time equivalencies on the board.

1 minute = 60 seconds, 1 hour = 60 minutes
5 Work with input from the class to record tables that show equivalencies for
1, 2, and then 3 minutes and 1, 2, and 3 hours. Discuss how and why the
charts are similar.
minutes seconds hours minutes

1 60 1 60
2 120 2 120
3 180 3 180
6 Ask students how many seconds there are in 5 minutes. After they’ve had a
minute to work this out, ask volunteers to share, and model their strategies
on a ratio table at the board.
Ask students, “Do we have to record each minute to figure this out?”
minutes seconds
1 60
×5 ×5
5 300
7 Ask students how many minutes there are in 6 hours.
Again, model their strategies on a ratio table once they’ve had time to find the answer.
hours minutes
1 60
×6 ×6
6 360
8 Display the Distance Challenge Flyer Teacher Master from Session 2, and
have students compare the men’s and women’s records.
• Ask questions such as the following.
»» About how much faster is the men’s record than the women’s?
»» How can we find out exactly how much faster the men’s record is?
Run Far Distance Challenge

• Ask students to take out their math journals and solve the problem.
• Circulate while students work and select individuals to share their work with the class.
Seven-raceHave
series includes:
Guide struggling students by having them restate the problem and think aloud.
SUPPORT
them describe their steps while you model on paper.

5K Oct 9
10K Oct 16 10K Course Record
Men 27:49
10 Miler Oct 23
Women 31:31
18K Oct 30
Half Marathon
9
Nov 14
Ask several students to share their thinking. Use open number lines to
30K record their
Novstrategies.
28
Rachel Well, I knew that I was trying to find out how much longer
Marathon Dec 12 time was than the men’s time. So it’s like when we did
the women’s
subtraction. I decided to add.
Register for one race or all
Teacher Why did you decide to add up?
at Sam’s Shoe Outlet!
Rachel Because it would be faster that taking away. So I started
with 27 minutes and 49 seconds and I wanted to get to 28:00 to make
it easier. I made a jump of 1 second to get to 27:50, then jumped
10 seconds to get to 28:00. Then I jumped 1 minute to get to 29:00, Math Practices
another minute to get to 30:00, and 1 more minute to get to 31:00. At in Action 4.MP.4
the end I added the 31 seconds. In all, the men’s time was 3 minutes,
Measuring the passage
42 seconds faster. of time is, in and of itself,
Teacher And where is that on this number line? quite an abstract idea
Rachel It’s all the numbers at the top added together. for students. This level of
abstraction, combined
with the fact that only a
ec sec in in in sec = 3 min, 42 sec = 3:42
1 s 10 1m 1m 1m 31 span of 60 minutes can
be represented at one
time on the clock face,
:49 :50 :00 :00 :00 :00 1:31 make calculating with
27 27 28 29 30 31 3 elapsed time challenging
for many students. When
Finding the difference between 27:49 and 31:31 in small jumps
students model elapsed
Manuel My way was kind of like that one, only I think it was quicker. time mathematically with
the number line, they
Teacher OK, tell us about it. can represent an infinite
Manuel I wanted to add up, too, so I started at 27:49, and then I number of points in time
jumped 11 seconds to get to 28:00. Then I jumped 3 minutes to get to and calculate the elapsed
30:00, and then 1 more minute to get to 31:00, and then the 31 seconds time between them
to stop at the women’s time. with greater ease and
understanding.
Teacher Interesting. So you made four slightly larger jumps.
11 sec 3 minutes 31 sec = 3 min, 42 sec = 3:42
27:49 28:00 31:00 31:31

Finding the difference between 27:49 and 31:31 in larger jumps
10 Then have students solve the following problem: If the 10K race started
at 7:30 a.m. and took a runner 54 minutes 15 seconds to finish, what time
would the runner finish?
Call on a few students to share their thinking while you model on a number line.
SUPPORT Guide students by prompting them to jump by 10-minute increments or get the
next closest hour.
Eva I drew a number line and started at 7:30 a.m. I knew I had to jump
54 minutes, but I don’t know what that is so I did 10 minutes at a time.
So, it went 7:30 plus 10 is 7:40, then 7:50, 8:00, 8:10, 8:20. Then I jumped 4.
Teacher Four what?
Eva Four more minutes
Teacher Why didn’t you jump another 10?
Eva Because I had already done 5 jumps of 10. That’s 50 minutes, so
I just had 4 left. Then I did a small jump of 15 seconds, and the end
time was 8:24:15.
in in in in in in
10 m 10 m 10 m 10 m 10 m 4 m 15 sec
7:30 7:40 7:50 8:00 8:10 8:20 8:24 8:24:15

Teacher Does everyone see what Eva did? Nate, what were you thinking?
Nate Well, I didn’t do as many jumps. I did one big jump of 30
minutes instead of 3 jumps of 10.
Teacher Why did you do that?

Nate Because I am good with half-hours. I started at 7:30, so half
an hour later is 8:00. Then I didn’t have another half-hour, just 20
minutes, so I jumped that next.
Teacher So, you started at 7:30, jumped 30 minutes to 8:00, then 20
minutes more? Where did that get you?
Nate 8:20. Then 4 more minutes is 8:24. Then 15 seconds more is 8:24:15.
30 min 20 min 4 min 15 sec
7:30 8:00 8:20 8:24 8:24:15
11 Next, have students solve the following problem: If a runner finished a race
at 10:15 a.m. and it took her 55 minutes to run it, what time did she begin
the race?
Eloise This problem is backwards!
Teacher What do you mean by that?
Eloise Instead of finding out the end time, you need to figure out the
start time.
Teacher Can we do that?
Eloise Yeah, but it’s harder.
Call on a few students to share their thinking while you model on a number line.
The diagrams below represent three different responses, each of which involves jumping by
larger increments, but all typical of what you might get from your fourth graders.
10 min 10 min 10 min 10 min 10 min 5 min
9:20 9:30 9:40 9:50 10:00 10:10 10:15
40 min 15 min
9:20 10:00 10:15

60 min
5 min
9:15 9:20 10:15
12 Review the three problems students just solved and compare them.
Help students see that although all three problems involve elapsed time, in the first, they
had to find the difference between two times. In the second, they had to determine the
finish time, while in the third, they had to determine the start time.
13 Review the directions for the World Records Student Book page, and allow
students to work on it for the remainder of the session.
14 Close the session by having students generate questions involving elapsed
time and share them with the class.
Daily Practice
The optional Preparing to Race Student Book page provides additional opportunities to
• Solve story problems involving intervals of time using addition and subtraction of
• Estimate and determine elapsed time in minutes and seconds (supports 4.MD)
Unit 4 Module 3
Unit 4
Module 3
Session 4 Session 4
Liquid Volume
Summary
In this session, students create benchmarks for 1 milliliter and 1 liter. They visit stations where
they read measurements in milliliters, and then solve problems in which they convert millili-
ters to liters. As they finish, students visit Work Places for the remainder of the session. Finally,
the teacher assigns the Running the Race Home Connection.
Skills & Concepts

• Identify the relative sizes of milliliters and liters (4.MD.1)
• Solve story problems involving liquid volume using addition, subtraction, multiplication,
and division of whole numbers (4.MD.2)
Materials
Problems & Investigations Liquid Volume those terms for which Word
TM T3 • seven 1-quart/1-liter measuring cups • student math journals Resource Cards are available.
Distance Challenge Flyer • five 1-cup/250-milliliter measuring cups • Measurement Words chart liter (l)*
SB 153* • oral syringe marked in milliliters (from previous sessions)
milliliter (ml)*
Drinks for Runners • food coloring, blue or green
Work Places in Use

4D Target Five (introduced in Unit 4, Module 3, Session 2)
Home Connection
HC 83–84
Running the Race
Daily Practice
SB 154
Liquid Intake

Preparation
• Color the water you’ll use with blue or green food coloring to make it easier to see. Fill the
oral syringe with colored water.
• Fill the 250-milliliter measuring cups with the following amounts of water: 125 ml, 175 ml,
250 ml, and 75 ml.
• Fill the 1-liter measuring cups with the following amounts of water: 650 ml, 525 ml, 450
ml, 400 ml, and 750 ml. (Note that 525 ml falls between two marks on the measuring cup.
Students might estimate slightly more or less than 525ml, but should choose an amount
reasonably between 500 and 550.)
• Set up stations around the room with the filled measuring cups. Label each station with
the corresponding runner letter but not the volume of water.
Runner Amount of Water in ml Runner Amount of Water in ml
A 125 F 650
B 175 G 525
C 500 H 450
D 250 I 400
E 75 J 750
• Keep an empty 250-milliliter cup and an empty 1-liter cup at the front of the room with the
filled oral syringe to start the lesson.
numbers (3D–4D) or write out the full names if you prefer. (See the Work Places in Use row

Liquid Volume
1 Open this session by letting students know that today, they will investigate
liquid volume.
2 Then draw their attention to the Measurement Words chart. Ask them
to name some of the units people use to measure liquid volume and give
examples for each unit.
• Record the units on the chart while students record them in their journals.
Measurement Words
inch second ounce
foot minute cup
yard hour pint
mile day quart
centimeter week gallon
meter month milliliter
kilometer year liter
decade
• Then explain that today, they’re going to do some work with milliliters and liters.
3 Display the Distance Challenge Flyer Teacher Master from Session 2. Tell
students that the organizers of the events have to set up water stations to
keep the runners hydrated. Wonder aloud how much water they need to
plan for each racer.
4 Ask students if they think 1 milliliter is enough for each runner. Hold up
the oral syringe and push out one drop out a time while counting “1 mil-
liliter, 2 milliliters, 3 milliliters … ”
When students respond that the amount is too small, ask them to suggest more appropri-
ate amounts.
5 Hold up 250-milliliter and 1-liter measuring cups.

Tell students that there is no rule to determine how much water a runner should drink
during a race. Runners have to learn to listen to their bodies. For some runners, 250 ml is
enough during a race, and for others a liter or more is necessary.
6 Write 1 liter = 1,000 ml on the board. Ask students to use this information
to help you fill in a table of equivalent amounts for 1, 2, and 3 liters.
liters milliliters
1 1,000
2 2,000
3 3,000
7 Ask students to figure out how many milliliters are in 8 liters. Math Practices
• Ask students to think about whether you need to fill in each row of the table or if there in Action 4.MP.1
is a more efficient way. In establishing
• Have students take out their math journals and find the total milliliters in 8 liters. benchmarks for these
measurements and
• Then model using a ratio table to determine the total. solving problems that
involve the relationships
liters milliliters among them, students
1 1,000 must make sense of
×8 ×8 problems and persevere
8 8,000 in solving them. It is
important for students to
8 Ask, “If I had 6,000 milliliters and wanted to know how many liters that develop a sense for all of
was, how could I use a ratio table to show the amount?” these units so that they
can evaluate whether
Have students find how many liters are equivalent to 6,000 ml, and ask several students to
their reasoning and calcu-
share their thinking. lations make good sense
when solving problems.
Elena Well, we know there are 1,000 milliliters in 1 liter. But you said
we need to find out how many liters are the same as 6,000 ml. So I
was thinking how I can get from 1,000 to 6,000, and that’s just times
6. So, since I did times 6 for the milliliters, I did times 6 on the liters.
It’s 6 liters.
liters milliliters
1 1,000
×6 ×6
6 6,000
Ronald Mine is like that too, but kind of backward.
Teacher What do you mean?

Ronald Well, I started my ratio table with what you told us. 6,000
ml equals some liters. I knew that for every 1,000 ml, it was a liter.
So I divided 6,000 by 1,000 and got 6. So then I knew the other side
had to be 6, too.
liters milliliters liters milliliters liters milliliters

? 6,000 ? 6,000 6 6,000
÷6 ÷6 ÷6 ÷6
1 1,000 1 1,000 1 1,000
Teacher So, you thought of the problem as 6,000 ml = n liters. Can
someone restate what we just heard?
Jose Well, I think the first person used multiplication in his ratio
table and the second person did division.
9 Hold up the 250-milliliter and 1-liter measuring cups again. Ask students
to use a ratio table to show how many times they would have to fill up the
smaller container to equal the larger.
Give students time to work. Then model a volunteer’s thinking on a ratio table.
June If we fill the small one up one time, that’s 250 ml. Double that
and you have 500 ml for 2 pours. Double that again and you get
1,000 for 4 pours. So, you’d have to pour the 250-milliliter cup 4
times to get 1,000 ml.
number of number
250 ml of ml
1 250
×2 ×2
2 500
×2 ×2
4 1,000
10 Have students turn to the Drinks for Runners Student Book page while you
display a copy. Read the directions aloud, show students where stations are
set up around the room, and review expectations.
• Assign students to work in twos or threes and remind them to stay with their
partner(s) at all times.
• Determine how students will move around the room in order to visit all 10 stations.
You might have all groups move clockwise, or tell students they can choose any station
that does not have more than one other group already there.
• Tell students they will work together to determine the volume in each container, and
then work independently to answer the questions at the bottom of the page.
• Answer any questions.
SUPPORT Assign students needing additional support to a partner who will be able to
guide them in reading measurements accurately. Watch struggling students at their early
stations to monitor accurate procedures.
11 Dismiss groups to their starting stations. Circulate as students are working

to observe and offer support.
Place the two measuring cups you were using for demonstration back at their stations.
12 As students finish, have them share and compare solutions and strate- Extension
gies for answering the questions at the bottom of the Drinks for Runners Set up an additional
Student Book page. round of stations for
CHALLENGE Challenge students to generate another context for measuring various amounts students to explore that
of liquid. Have them record amounts and write questions that would require classmates to involves liquid volume in
customary units. Use ques-
convert within the customary system from ounces to cups and pints.
tions that students wrote
about the customary
system as a part of the
Work Places Challenge item at left.
13 Have students who complete the assignment before the end of the session
get their folders and spend any remaining time visiting Work Places.
SUPPORT If students did not complete the questions at the bottom of the Drinks for
Runners Student Book page because they were struggling, take them aside now and work
with them on those problems.
14 Close the session by having students turn to a partner and talk about one
thing they have learned or improved during this unit.
Home Connection
15 Introduce and assign the Running the Race Home Connection, which
• Round multi-digit whole numbers to the nearest ten, hundred, and thousand (4.NBT.3)
Daily Practice
The optional Liquid Intake Student Book page provides additional opportunities to apply
• Solve story problems involving liquid volume using addition, subtraction, multiplica-
tion, and division of whole numbers (4.MD.2)
Unit 4 Module 3
Unit 4
Module 3
Session 5 Session 5
Mass Amounts
Summary
In this session, student explore grams, kilograms, ounces, and pounds as they help plan how
much watermelon to purchase for the Distance Challenge runners. Students convert units
within the same system and create ratio tables to solve problems independently. As students
complete the assignment, they visit Work Places for the remainder of the session.
Skills & Concepts

• Identify the relative sizes of grams and kilograms and of ounces and pounds (4.MD.1)
• Solve story problems involving mass using addition, subtraction, multiplication, and divi-
sion of whole numbers (4.MD.2)
Materials
Problems & Investigations Mass Amounts those terms for which Word
TM T3 • platform scale • student math journals Resource Cards are available.
Distance Challenge Flyer • metric weights (from pan • Measurement Words chart gram (g)*
SB 155* balance scale) • 1-liter bottle of water
kilogram (kg)*
Fueling Up
ounce (oz.)*
Work Places in Use
pound (lb.)*
Daily Practice
SB 156
More Food

Preparation
• Set up the platform scale and metric weights at the front of the room for demonstration.
You’ll also need a 1-liter bnottle of water to use as an approximately 1,000 gram weight.
numbers (3D–4D) or write out the full names if you prefer. (See the Work Places in Use row

Mass Amounts
1 Open this session by letting students know that today, they will investigate
mass and weight.
2 Then draw their attention to the Measurement Words chart. Ask them to
name some of the units people use to measure mass and weight, and give
examples for each unit.
Record the units on the chart while students record them in their journals.
Students We can measure weight with pounds. My cat weighs 14 pounds.

I think my hamster weighs about 6 ounces.
We can use grams to measure mass. Our gram cubes are each 1 gram.
The dictionary weighs about 1 kilogram.
SUPPORT Have items available that weigh 1 gram, 1 kilogram, 1 ounce, and 1 pound so
students can feel them while brainstorming examples.
Measurement Words
inch second ounce ounce
foot minute pound cup
yard hour gram pint
mile day kilogram quart
centimeter week gallon
meter month milliliter
kilometer year liter
decade
3 Tell students that in this session they will explore grams, kilograms,
ounces, and pounds in depth.
4 Display the Distance Challenge Flyer Teacher Master from Session 2, and
tell students that in addition to water stations, organizers often provide
fruit for runners to eat after they finish a race.
5 Tell students that the Distance Challenge organizers have decided to pro-
vide 200 grams of watermelon per runner. Then ask the students to think
about how much watermelon that is.
• Have one student volunteer come to the front of the room and measure out 200 grams
on the platform scale.
• Pass around the weights so students can feel how heavy 200 grams feel.
6 Begin a table on the board that lists 1 runner = 200 g. Have students help
you fill in how much watermelon 1–5 runners would eat.
number of watermelon,
runners in grams
1 200
2 400
3 600
4 800
5 1,000
7 Remind students that 1,000 grams is equivalent to 1 kilogram, and have
them think about how much that is.
• Have a student volunteer come to the front of the room and weigh the 1-liter bottle of
water on the platform scale to represent the watermelon eaten by 5 runners.
• Pass around the bottle so students can get a feel for 1 kilogram.
8 Write 1,000 g = 1 kg on the board. Ask students to use this relationship to

determine how many kilograms are equivalent to 4,000 grams.
Give students time to solve the problem in their journals. Then model a volunteer’s think-
ing on a ratio table.
Student I was going to go in order, like 1 kg, 2 kg, 3 kg, and then 4 kg,
but then I realized I could just multiply both sides by 4 and see that
4,000 grams is 4 kilograms.
kilograms grams kilograms grams

1 1,000 1 1,000
×4 ×4
? 4,000 4 4,000
9 Tell students the organizers need to prepare for larger numbers of runners
so they don’t run out of watermelon. Have students figure out how much
melon would be needed for 30 runners, and express their answers in both
grams and kilograms.
Have students find and record the answers in their journals. Then use ratio tables on the
board to model the strategies they share.
Latifa This problem took a couple of steps. First, I had to figure out
how many grams were for 30 runners. One runner eats 200 grams, so
I made a ratio table starting with that.
Teacher (recording on board) OK, 1 runner eats 200 grams. Then what?
Latifa Then I did 3 runners eat 600 grams.
Teacher Why did you jump to 3 runners?
Latifa Well, after I did 3, I did times 10 to get straight to 30 runners.
Teacher Ahh, efficiency! You were able to figure out how many grams
the 30 runners ate really quickly. Did anybody solve it a different way?
Maritza I thought about 1 runner eating 200 grams, too, but then I
said that 10 runners must eat 2,000 grams. Then I did times 3 to get
to 30 runners.
Teacher Also efficient! So how many grams did you find that 30
runners ate?
Students 6,000 grams.
Freddie Then we had to find out how many kilograms that was.
Orion That part was easier for me. One kilogram is 1,000 grams,
so you can multiply by 6 to get from 1,000 to 6,000. That means you
need 6 kilograms.
runner grams runner grams kilograms grams

1 200 1 200 1 1,000
×3 ×3 × 10 × 10 × 6 ×6
3 600 10 2,000 6 6,000
× 10 × 10 ×3 ×3
30 6,000 30 6,000
10 Give students a new situation that uses ounces instead of grams.

When the organizers got to the store to purchase the watermelon,
they found that it was sold in ounces instead of grams. They did
some measuring on the scales, and they decided that they needed a
bit more watermelon than they originally planned. They settled on 8
ounces per runner.
You might want to remind students that gram is a metric unit of measurement and ounce is
a customary unit.
• Ask students to figure out how many ounces the organizers need to purchase for 30 runners.
• Have students solve the problem in their journals. Then use ratio tables to model some
of the strategies they share.
Teacher Too bad those ratio tables we made weren’t helpful.

Nicole Yes they were! Remember how Latifa started her ratio table
with 1 runner then did times 3, and then times 10? I used that this
time instead of a whole bunch of little steps.
Teacher So you just used the same ratio table? I thought we needed
to figure out ounces now.
Nicole The steps on the ratio table were the same, but the numbers
changed. I just started with 1 runner eats 8 ounces this time. That
makes 3 runners have 24 ounces and then you multiply by 10 to see
that 30 runners need 240 ounces.
Maritza And I did it like I did last time too, except changed the gram
column to ounces. 1 runner eats 8 ounces, 10 runners would be 80
ounces, then 30 runners would be 240 ounces.
runner ounces runner ounces

1 8 ×3 1 8 × 10
×3 × 10
3 24 10 80
× 10 × 10 ×3 ×3
30 240 30 240
11 Write “1 pound = 16 ounces” on the board. Begin a table to show equiva-

lencies between ounces and pounds.
pounds ounces
1 16
2 32
3 48
4 64
5 80
12 Ask students to find how many pounds of watermelon they need to buy for
30 runners and record their work in their journals.
Press students to consider how they can be efficient when they solve the problem.
SUPPORT Give struggling students extra support by asking questions to get them started.
Help them organize their ratio tables while they think about the numbers in the problem.
13 When most of the students have arrived at an answer, solicit and record
their response(s). Select several students to share their strategies, as you
record their thinking using ratio tables.
Pedro I knew that 16 ounces equals 1 pound because we wrote it on
that table on the board, so then I had to figure out how many pounds
there would be with 240 ounces. So first, I multiplied 16 by 10, and
that got me up to 160 ounces. Then I subtracted to find out how many
more ounces I had to go. 240 – 160 was 80. I know that 80 is half of
160 so I did 5 more pounds for the 80 ounces. It was 15 pounds in all.
ounces pounds
× 10 16 1 × 10
160 10
×5
80 5 ×5
240 15
14 Have students turn to the Fueling Up Student Book page while you display
your copy. Read aloud the directions, answer any questions, and have
students begin work.
• Let the students know that they can go to Work Places when they complete the assignment.
• Circulate while students work to make observations and encourage them to use
efficient methods.
Work Places
15 As students finish the assignment, have them get their folders and spend
any time that remains in the session visiting Work Places.
16 Circulate through the classroom to make observations, or pull small groups
to work with students who need support.
Use the Work Place Guides to find suggestions for differentiated instruction.
17 Close the session by having students turn to a partner and talk about an
efficient strategy that works for them in one of the Work Place activities.
Have students put away the materials.
Daily Practice
The optional More Food Student Book page provides additional opportunities to apply the
following skills:
• Multiply a 2-digit whole number by 1,000 (supports 4.NBT)
• Solve story problems involving mass using addition, subtraction, multiplication, and
division of whole numbers (4.MD.2)
Teacher Masters
NAME | DATE
Subtraction Checkpoint
1 Subtract, using the method that seems most efficient to you. Show your work.
1282 349
– 1117 –198
2 Paul is solving the problem below using the conventional algorithm.

Fill in the boxes to complete his work.
17
847
– 568
27
322 – 287 = _______ – 300
1017 – 267 = _______ – 250
2543 – 2368 = _______ − 2,400
Record Measures
Record Measures
Record Unit
longest miles
oldest years
deepest feet
largest square miles
highest feet
tallest feet
hottest degrees Fahrenheit
coldest degrees Fahrenheit
wettest inches
driest inches
windiest miles per hour
most active hours, days, and years
most extreme feet
snowiest inches
Distance Challenge Flyer

Seven-race series includes:
5K Oct 9
Men 27:49
10 Miler Oct 23
Women 31:31
18K Oct 30
Half Marathon Nov 14
30K Nov 28
Marathon Dec 12
Work Place Guide 4D Target Five

Summary
Players roll 5 dice to create a 5-digit target number. Then they take turns rolling the dice to form a number that is as close as
possible to the target (either under or over), and finding the difference between their number and the target number. At the
end of 5 rounds, each player adds up his differences for each round; the player with the lower grand total wins the game.
Skills & Concepts

• Read and write multi-digit whole numbers represented with base-ten numerals (4.NBT.2)
• Compare pairs of multi-digit numbers; use >, =, and < symbols to record comparisons of two multi-digit numbers (4.NBT.2)
Materials
TM T4 • 6 dice numbered 1-6

Work Place Guide 4D Target Five • 9 dice numbered 4-9
TM T5
SB 149

A student is choosing any 5 numbers without SUPPORT Have students work with a partner to Partners tell each other which ten thousands
considering the outcome number and share strategies for deciding on a number. their target number falls between, then look
distance to target number. SUPPORT Invite these students to play Game to see if they can make one of those numbers.
Variation A or B.
Students struggle to find the difference SUPPORT Have students play Target Four, or If a student is having difficulty using the
between their number and the target even Target Three to gain additional practice standard subtraction algorithm correctly:
number. with multi-digit subtraction. • Have him use an open number line, base
SUPPORT Invite these students to play Game ten pieces, or sketches of base ten pieces to
Variation A or B. model and solve the problem.
• Have the struggling student play with an adult
or more capable student who uses the game to
teach him the subtraction algorithm.
Students easily choose a number closest to CHALLENGE Have students come up with a
the target. generalization to share with classmates that will
tell how to easily determine the closest number.
CHALLENGE Pair students of similar skill level,
and invite them to play Game Variation C.
Students easily form numbers that are as close CHALLENGE Encourage these students to
as possible to the target number, and have no examine the numbers carefully and choose the
trouble finding the difference between their most efficient subtraction strategy based on
numbers and the target number. the numbers themselves, rather than resorting
to the standard algorithm every time.
CHALLENGE Invite pairs of these students to
play Target Six, involving numbers in the
hundred thousands place.
• Play the game with the ELL students yourself. Model how to play and put emphasis on how to select numbers. Make sure students understand
that they have a choice and that they understand the goal of getting close to the target number.
• Once students are playing the game with understanding, have them verbalize and demonstrate their strategies.
NAME | DATE

My Grand Total
Use the symbol >, =, or < to compare your Grand Total with your partner’s.
Student Book
NAME | DATE
Rounded Measures
The book Hottest, Coldest, Highest, Deepest talks about the longest rivers on Earth. The
length of each river is shown in the table below.
1 Round the river lengths to the nearest thousand, hundred, and ten. The first one is
done for you.
Rounded to Rounded to Rounded to
River Length in Miles
Nearest 1,000 Nearest 100 Nearest 10
Nile 4,145 miles 4,000 miles 4,100 miles 4,150 miles

Amazon 4,007 miles
Chang Jiang 3,964 miles
Mississippi-Missouri 3,710 miles
2 If the average rate of travel is 100 miles per day, about how long would it take to
travel down each river in days? Write an equation to show. The first one is done for
you. (Hint: Use the most useful rounded figure instead of the actual length.)
Nile: 4,100 ÷ 100 = 41 days Amazon:
Chang Jiang: Mississippi-Missouri:
3 If the average rate of travel is 10 miles per hour, about how long would it take to travel
down each river in hours? Write an equation to show. This first one is done for you.
Nile: 4,100 ÷ 10 = 410 hours Amazon:
Chang Jiang: Mississippi-Missouri:
4 Rounded to the nearest 10, about how much longer is the Nile than the Mississippi-
Missouri? Show your work.
NAME | DATE
Which Race Was Run?

Use the Distance Challenge Flyer to answer the questions below. Make ratio tables to
show your thinking.

5K Oct 9
Men 27:49
10 Miler Oct 23
Women 31:31
18K Oct 30
30K Nov 28
Marathon Dec 12
1 How many meters would Kayla run if she entered the first and second races in the series?
Answer: _______ meters Bridges in Mathematics Grade 4 Teacher Masters T3 © The Math Learning Center | mathlearningcenter.org
2 How many meters would Dana run if she entered the first four races in the series?
(Note: 10 miles is approximately 16 kilometers.)
Answer: _______ meters
3 If Roberto ran 18,000 meters, which race(s) did he run?
Answer: _______________
4 If Matthew ran 48,000 meters, which two races did he run?
Answer: _______________
NAME | DATE

• 2 Target Five Record Sheets
1 Players decide who will go first. Player 1 rolls all 5 dice, one at a time. As the dice are rolled, Player 1
lines them up left to right to form a 5-digit target number. Both players write the target number in the
box at the top of their Target Five Record Sheet.
2 Player 1 rolls all five dice and records the numbers in the first column of his record sheet. Player 1
then arranges those 5 digits to make a number that is as close as possible to the 5-digit target number,
either under or over.
Andrew I rolled a 1, 6, 8, 5, and 1.
Miranda The target number is 68,729.
Andrew Wow! I really lucked out this time, because I got a 6 and an 8. That means I can make a
number that starts with 68,000. I’ll put the 5 for 500, and then the two 1s. That’s as close as I can get.
3 Player 1 records the number in the second column and reads it aloud. Then in the third column,
he finds the difference between his number and the target number, using the standard subtraction
algorithm unless there’s another method that makes more sense.
Note Players need to show and check each other’s work during this game.
4 Finally, Player 1 records the difference between his number and the target number in the fourth
column. That is his score for the first round. Player 2 takes a turn to complete steps 4–6.
Unit 4 Module 3 Session 2 class set, plus more as needed, stored in the Work Place 4D tray Unit 4 Module 3 Session 2 class set, plus more as needed, stored in the Work Place 4D tray
NAME Miranda | DATE NAME Andrew | DATE
4D Target Five Record Sheet 4D Target Five Record Sheet
68,729
Our Target Number ____________________________ 68,729
Difference Between My Number Difference Between My Number
Digits I Rolled Number I Made Score Digits I Rolled Number I Made Score
and the Target Number and the Target Number
6, 8, 8, 68,823 7 11
94 1, 6, 8, 68,511 68,729 218
3, 2 68,823 5, 1 – 68,511
– 68,729 218
94
5 Players continue to take turns until they have played 5 rounds. Then they add up their scores for each
round to get a grand total. The player with the lower grand total wins the game.
6 After the game is finished, each player uses the >, =, or < symbol to compare her final score with her
partner’s at the bottom of her record sheet, and then circles the winning score.
Game Variations
A Students may choose to play Target Five together rather than playing against each other.
B Students may choose to partner up, then play another pair competitively.
C Students may choose a digit at the beginning of the game that, when rolled, acts as a wild number. If a
player happens to roll that digit at the start of a turn, he can replace it with any digit he chooses, 0–9.
This should improve his chances of making a 5-digit number that’s close to the target number.
My Grand Total
My Grand Total
Bridges in Mathematics Grade 4 Teacher Masters T5 © The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 4 Teacher Masters T5 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
Running Longer Distances

1 Make a ratio table to show your thinking.
a Ava signed up to run a half marathon, which is approximately 21 kilometers.

About how many meters will she run in the race?
b Bryan will run a full marathon. About how many meters will his race be?
2 Fill in the blank with the correct relational symbol: <, > or =.
a 16 km _______ 16,000 meters
b 1800 meters _______ 18 km
c 1
13 2 km _______ 13,500 meters
3 Complete the multiplication problems below.
41 32 100
× 10 × × 10 × 12 × 40
320 700 4000
4 Is
4
5
45
greater or less than 100 ? How do you know?
NAME | DATE
World Records
1 Use the Distance Challenge Flyer to solve the problems below. Use an open number
line to model and solve each one.

5K Oct 9
Men 27:49
10 Miler Oct 23
Women 31:31
18K Oct 30
a 30K Nov 28
The world record for men in a 10K is 26:17. How much faster is this than the
Marathon Dec 12
Distance ChallengeRegister
course record?
for one race or all
b The world record for women in a 10K is 29:32. How much slower is the course
record in the Distance Challenge?
c If a runner starts a race at 6:15 a.m. and runs for 75 minutes, what time does
she stop running?
d If a runner ended a race at 8:43 and ran for 73 minutes, what time did he start
running?
2 How many seconds are there in 3 2 minutes? Show your work.

1
3 How many minutes are there in 5 hours? Show your work.
NAME | DATE
Preparing to Race
1 Use an open number line to model and solve each of these problems.
a Jacob woke up at 5:50 a.m. on race day. He got ready in 35 minutes and drove
15 minutes to the event. Will he make it to the race for the 6:45 start time?
Explain your thinking.
b During her practice this month, Briana ran one 10K in 1:02:18 and another in
58: 49. How much faster was her second 10K practice?
c Trevor needs to be at the starting line by 8:00 a.m. He needs 45 minutes to

drive to the event, 20 minutes to eat breakfast, and 15 minutes to shower and
dress. What time should he set his alarm so that he is on time for the race?
2 Fill in the ratio tables.

a Minutes Seconds b Hours Minutes
1 60 1 60
2 3
180 360
5 420
600 8
12 11
NAME | DATE
Drinks for Runners

How much did each runner drink?
Visit each station and examine the measuring cup filled with water. Fill in the chart below
with the volume of water each runner drank. Then answer the questions that follow.
Water Runners Drank
Runner Amount in ml Runner Amount in ml
Runner A Runner F
Runner B Runner G
Runner C Runner H
Runner D Runner I
Runner E Runner J
1 How many milliliters did Runners D and J drink in all? How many liters?
2 How many milliliters did Runners D, E, G, I, and J drink in all? How many liters?
3 How many milliliters did all 10 runners drink? How many liters?
NAME | DATE
Liquid Intake
1 Each runner in the 5K race was given a liter of water to drink as she crossed the
finish line. How many milliliters total were in the first 10 bottles handed out? Show
your work.
Answer: ______ milliliters
2 Carly bought a 2-liter bottle of water on the morning of her race. She drank 450
milliliters before the race began and 250 milliliters during the race. How much was
left for after the race? Show your work.
3 Jon bought a 6-pack of sports drink bottles that each had a volume of 350 ml.
a If Jon drank 4 of them, how many milliliters did he drink? Show your work.
b How many more milliliters would Jon need to drink to have 2 liters? Show your work.
4 Fill in the ratio table to convert liters to milliliters.

liters 1 2 5 12
milliliters 1,000 4,000 9,000
5 Fill in the blanks with the correct relational symbol: < , > , or =
a 13,050 _______ 13,500
b 600,000 + 50,000 + 3,000 + 20 + 9 _______ 653,209
c four hundred thousand, sixty two _______ 400,062
NAME | DATE
Fueling Up
Use a ratio table to model and solve each of the problems below.
1 How many grams are equivalent to 12 kg?
2 8 kilograms is equivalent to how many grams?
3 How many ounces are equivalent to 6 pounds?
4 12 pounds is equivalent to how many ounces?
5 Race organizers for the 10K need to feed twice as many runners as their original
plan. If each runner gets 8 ounces of watermelon, how many ounces will they need
to buy for 60 runners? How many pounds?
NAME | DATE
More Food
1 Ryan bought 3 pounds of bananas to take to his race. When he returned home after
his event, he put what was left on his kitchen scale. He discovered that he had eaten
all but 13 ounces. How much did Ryan eat? Show your work.
Answer: _______ ounces
2 Liz, Dante, and Jasmine each ate 225 grams of oranges. How many more grams would
the 3 of them need to eat to have eaten a kilogram of oranges? Show your work.
Answer: _______ grams
3 Fill in the ratio tables.

a Kilograms Grams b Pounds Ounces
1 1,000 1 16
4 2
6,000 48
11 80
12,000 160
15 15
Home Connections
NAME | DATE
Which Measurement Is Best? page 1 of 2

1 What is the best estimate of the height of the ceiling?
NN 10 inches
NN 10 feet
NN 10 meters
NN 10 centimeters
2 The length of a mouse is best measured in what units?

NN feet
NN ounces
NN centimeters
NN yards
3 What is the best estimate of the distance across your classroom?

NN 30 meters
NN 30 yards
NN 30 feet
NN 30 kilometers
4 Which of these units would best measure the length of a ladybug?

NN millimeters
NN inches
NN grams
NN feet
5 Which of these units would best measure the length of a pair of scissors?
NN grams
NN ounces
NN feet
NN centimeters
NAME | DATE
Which Measurement Is Best? page 2 of 2
6 The distance across the state in which you live is best measured in what units?
NN yards
NN gallons
NN ounces
NN miles
7 Kim was using a give and take strategy. Fill in the blanks to make the equation true.
999 + 587 = 1,000 + _______ = _______
8 Kevin was using the constant difference strategy. Fill in the blanks to make the
equation true.
1,256 – 799 = _______ – 800 = _______
9 CHALLENGE Owen had three different kinds of stickers that he wanted to put on
paper. He put a bird sticker on every 30th paper, a sports sticker on every 50th
paper and a robot sticker on every 60th paper. Will any of the first 600 pages have
all three stickers? If so, which pages?
NAME | DATE
Running the Race page 1 of 2

Use an open number line to model and solve problems 1 and 2.
1 Anna started a race at 9:30 am. She ran for 3 hours and 47 minutes. What time did
she finish her race?
2 Michael and Tyler both ran a half marathon. Michael finished in 1 hour 42 minutes
and 13 seconds. Tyler finished in 97 minutes and 49 seconds.
a Who was faster?
b How much faster was he?
3 Takumi ran the first mile of his race in 450 seconds. How many minutes was his
first mile?
4 Johanna used tiles to build a rectangular array with an area of 54. List all the
possible dimensions of the array.
NAME | DATE
Running the Race page 2 of 2
5 What is 329,456 rounded to the

nearest ten? ________
nearest hundred? ________
nearest thousand? ________
6 Fill in the bubble to show which number listed below is closer to 445,890:
NN 450,000
NN 440,000
7 If you wanted to round 373,417 to the nearest ten thousand, which number below
would you choose?
NN 380,000
NN 370,000
8 CHALLENGE Linda plans to sign up for three Field Day events. She wants to run a
total of more than a kilometer but less than 1.5 kilometers. Which three events
should she sign up for? Her choices are:
Dash Hurdles Run
100 meter dash 200 meter hurdles 800 meter run
200 meter dash 300 meter hurdles 1600 meter run
400 meter dash
Teachers Guide
Module 4
Measurement & Data Displays
Session 1 Measuring Hand Spans & Arm Spans�� 3
Session 2 Looking at Data Displays�� 9

Fourth Grade Arm Spans�� T1 Unit 4 Review 1��85
Arm Spans in Ms. Wu's Class��T2 Unit 4 Review 2��87
Student Book Pages

Hand Spans��157
Arm Spans��158
Butterfly Wingspans��159
Arm Spans Line Plot��160
Median, Mode & Range��161
Marble Roll��162
Unit 4
Unit 4
Module 4
Module 4
Measurement & Data Displays
Overview
Unit 4 concludes with a two-session project that gives students an opportunity to apply some of their measuring skills in a new
context—data analysis. During the last session of this module, students take the Unit 4 Post-Assessment.
Planner
Session 1 Measuring Hand Spans & Arm Spans
Students gather data about the lengths of their hand and arm spans for use in this session
and the next. Today, they organize the data and display it in two different graphs. As they
discuss the graphs, they learn the terms minimum, maximum, and range, which helps them
begin to analyze and interpret data. At the end of the session, the teacher assigns the Unit 4
Review 1 Home Connection.
Session 2 Looking at Data Displays
The class examines the arm span data they collected in the previous session and discusses
the advantages and disadvantages of using a table to display information. Then they consider
other types of data displays and review how to read and construct line plots in order to
display their own data. Students also discuss finding the median and mode and review find-
ing the range for a set of data. At the end of the session, the teacher assigns the Unit 4 Review
2 Home Connection.
Students take the Unit 4 Assessment and visit Work Places as they finish.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 157, 158, and 160.
pages 157–162.
Charts Tape 3 pieces of chart paper together so you have a long rectangular piece. The
shorter side of the chart paper will be the vertical side. The length will be about
90”. Draw a line across the paper so there is about 1/3 of the paper below the line
and 2/3 above it. Make marks at 4-inch increments on the line.
Special Items Fill in students’ names on the Fourth Grade Arm Spans Teacher Master (TM T1)
before Session 1 to save time during the lesson.
Unit 4 Module 4
Unit 4
Module 4
Session 1 Session 1
Measuring Hand Spans
& Arm Spans
Summary
Students gather data about the lengths of their hand and arm spans for use in this session and
the next. Today, they organize the data and display it in two different graphs. As they discuss
the graphs, they learn the terms minimum, maximum, and range, which helps them begin to
analyze and interpret data. At the end of the session, the teacher assigns the Unit 4 Review 1
Home Connection.
Skills & Concepts

• Generate data by measuring lengths to the nearest half of an inch (3.MD.4)
• Determine the range of a set of data consisting of whole numbers (supports 4.MD)
• Describe what the range indicates about the data (supports 4.MD)
Materials
Problems & Investigations Measuring Hand Spans & Arm Spans those terms for which Word
TM T1 • measuring tapes marked in • student math journals Resource Cards are available.
Fourth Grade Arm Spans inches and centimeters, half- • rulers marked in inches and graph
SB 157* class set centimeters, class set
maximum*
Hand Spans • Word Resource Cards for table, • piece of copy paper to cover
minimum, maximum, and range portions of the teacher master minimum*
SB 158*
Arm Spans • 1 or more yardsticks (optional) range*
table*
Home Connection
HC 85–86
Unit 4 Review 1
Daily Practice
SB 159
Butterfly Wingspan

Preparation
• Fill in students’ names on the Fourth Grade Arm Spans Teacher Master beforehand to save
time during the lesson.
• Students will need to be in groups of four for the second Student Book page they do
today: Arm Spans. Decide ahead of time how you want to group them.

Measuring Hand Spans & Arm Spans
1 Open the session by letting students know they will spend the next two
sessions working with measurement and data analysis.
Talk briefly with students about the work of statisticians, and then explain that students
will work as statisticians in this module to collect measurement data and use it to make
different kinds of graphs.
Teacher Statisticians are people who organize and analyze data.

Analyze is a fancy way of saying “study with the goal of learning
something new.” For example, a statistician might study people’s
height. Maybe a statistician has been hired by a group of doctors to
find out more about how tall people are. Has people’s height changed
over time? How tall is the average fourth grader? Statisticians inter-
pret data to try to answer questions like these.
2 Display your copy of the Hand Spans Student Book page, but cover every-
thing after item 1.
• Invite a student to read the first paragraph and item 1 aloud.
• Help students understand what it means to measure their hand spans, and review how
to measure length to the nearest half-inch.
3 Reveal the rest of the page and display the Word Resource Card for table.
Give students a moment to read both the page and the card.
Ask students if they have any questions about what they read.
ELL Write the word table. Draw a sketch of a kitchen table next to a sketch of a mathemati-
cal table. Make sure students understand that the word table is used differently in math.
NAME | DATE
4 Talk with studentsArm

about
Spansthe table. Ask them what it should look like and include.
Your arm span is the distance from fingertip to fingertip when you stand with both
As students talk about what like
arms outstretched, thethetable
person inshould
the picture.look like, sketch a sample on the grid paper
below item 3. Make1 In your small group, discuss how toelements
sure the important measure each of a table are mentioned: labeled columns
or rows; units included for all measurements; etc.
other’s arm spans. Talk about the 3 questions below.
a What tools will you need?
Students Ibthink theyoutable

How might arrangeshould haveit astwo columns—one for the
the tools to make
easy as possible to make accurate measurements?
students’ names and one for the measurements.
c How can you and the people in your group
Each columndouble-check
needs ayour title.
measurements for accuracy?
2 Once you have agreed on a system for measuring, design a table on the grid below
And we need tocan
that you make at least
use to record 5arm
your own rows ontheit—one
span and arm spans offor our
3 other own hand
students.
span, and onetogether

3 Work for atto least 4 other
measure the arm spanskids.
of everyone in your small group and write
them on the table.
4 Collect data from other small groups to add to your table if you have time.
Student’s Name Hand Span (in inches)

Maya 6 in.
José 6½ in.
Sara 5½ in.
Kyle 7½ in.
Eloise 6 in.
5 Then ask students to think about and discuss with a partner what the room
should look like and sound like as they measure their hand spans and
collect data.
Listen for students suggestiong using reasonable voices, interviewing people nearby so
they don’t have to travel all around the room, and using tools carefully. Add anything else
you want to see as students work together.
6 Have students find the Hand Spans page in their Student Books. Ask if they Math Practices
have any questions about the task. in Action 4.MP.5
• Have them get out their rulers and begin. Students must use appro-
• Note several students whose tables are completed accurately, and consider which priate tools strategically
to take careful measure-
student will share with the class.
ments of their own hands.
SUPPORT This is a good time to work individually with students who have a hard time Students need repeated
measuring accurately. opportunities to take
SUPPORT Some students may need help setting up and filling in their tables. You may want measurements of their
to pull students into a small group to work on making their tables with you. Help them own to get familiar with
the units and with the
plan what they need to do before they begin.
measuring tools.
7 Once students have completed their tasks, have them return to their seats
Unit 4 Module 4
NAME
Session 1
| DATE
and give you their attention.

Arm Spans
8 Invite a selected
armsstudent tothe share
outstretched, like person in thehis or her table at the display. Ask the class
picture.
to study the data

1 Ininyour the table
small group, silently,
discuss how to measureandeach then invite a few students to share
their observations.a What tools will you need?
• As students share,
b listen
How mightfor opportunities
you arrange it asintroduce the terms minimum, maximum
the tools to maketo
and range. If necessary, ask the following questions, and then explain the terms.
»» What is the smallest measurement?
double-check your measurements for accuracy?
»» What is the largest measurement?
that you can use to record your own arm span and the arm spans of 3 other students.
»» What is the3 difference

Work together tobetween the
measure the arm minimum
spans and
of everyone in your smallmaximum
group and write measurements?
them on the table.
Student’s Name Hand Span (in inches)

Maya 6 in.
José 6½ in.
Sara 5½ in.
Kyle 7½ in.
Eloise 6 in.
• Post the Word Resource Cards for minimum, maximum, and range as you discuss the terms.
Teacher What is the smallest measurement on Maya’s table?

Roger Sarah’s hand span is 5 1/2 inches. That’s the smallest on that table.
Teacher Yes. Statisticians call the smallest number in a set of data
the minimum. You might have heard the word before. It means the
least or smallest amount. On a graph, we call the lowest number the
minimum. What is the largest measurement?
Molly Kylie’s hand is 7 1/2 inches.
Teacher Right. If the lowest number on a graph is the minimum, does
anyone think they know what the highest number is called?
Tyrell The maximum? Extension

Teacher Yes! The highest number on a graph is called the maximum. At the bottom of the
Something that interests statisticians is the difference between the Hand Spans page,
minimum and the maximum. They call that the range. How far is it students are asked why
from 5 1/2 inches to 7 1/2 inches? using the hand span as
Juanita I think it is 2 inches because it’s 2 inches from 5 to 7, and this a unit of measure might
be problematic. After
is 5 1/2 to 7 1/2. It’s kind of the same, just an extra half-inch for both.
students have discussed
Teacher Right. So on our graph, the minimum is 5 1/2 inches, the this question with their
maximum is 7 1/2 inches, and the range is 2 inches. small groups, let them
know that people once
• Have students open their math journals to the handbook section and record the words used hand spans as a
minimum, maximum, and range under the heading “Words for Analyzing Data.” Have unit of measure, and they
students record each word, its definition, and a quick sketch or example. eventually agreed that
a standard span would
9 Ask students to work in pairs to find the minimum, maximum, and range be about 9 inches (23
of both their sets of data. cm), although this unit of
measure is no longer used
10 Display the Arm Spans Student Book page, and read through it with students. today.
• Discuss what measuring tools will be useful (yardsticks, measuring tapes, etc.) and If there is any time
where to find them. remaining, you could
• Have students move into groups of four to begin. have students estimate
and then measure
• Remind students to discuss and answer items 1 and 2 before they begin measuring. the length of various
classroom items in their
11 As students work, circulate around the room to make observations and own hand spans. Some
offer support. students might also
• As students finish, have them come up to enter their data on your display copy of the want to see if there is a
Fourth Grade Arm Spans Teacher Master. difference between the
spans of their right and
• Groups who finish early can find the minimum, maximum and range of their data.
left hands.
12 When most groups have made tables for their arm spans, bring the class If students are curious
back together. about whether their arm
spans are close to their
13 Display the Fourth Grade Arm Spans Teacher Master, and collect any heights, you might use
measurements students weren’t able to enter due to time constraints. any extra time to have
them measure their
• Ask students to study the class data for a moment and then ask them to analyze it using heights. Then have each
the terms minimum, maximum, and range. student compare his or
• Questions such as the following might help. her height to his or her
arm span. Are the two
»» Now that we have everyone’s data, is it easy or hard to find the minimum? What is
measurements close?
the minimum?
»» Is it easy or hard to find the maximum? What is the maximum?
»» What is the range?
»» What does the range tell us about the arm spans in our class?
Some students might want to say just the name of a student when you ask for the minimum
or maximum (e.g., Jeff’s arm span is the smallest). Remind students to give the actual
measurement, including units (e.g., 48 inches).
14 Let students know they will use the data they collected today in the next session.
15 Close the session by having students turn to a partner and talk about ways to
help them remember what the words minimum, maximum, and range mean.
Home Connection
16 Introduce and assign the Unit 4 Review 1 Home Connection, which pro-
• Solve multi-step story problems involving only whole numbers using addition and
• Read and write multi-digit whole numbers using base ten numerals and expanded
form (4.NBT.2)
• Use the standard algorithm with fluency to add and subtract multi-digit whole
numbers (4.NBT.4)
Daily Practice
The optional Butterfly Wingspans Student Book page provides additional opportunities to
• Determine the range of a set of data (supports 4.MD)
• Solve story problems involving length using addition or multiplication and subtraction
of mixed numbers (4.MD.2)
Unit 4 Module 4
Unit 4
Module 4
Session 2 Session 2
Looking at Data Displays
Summary
The class examines the arm span data they collected in the previous session and discusses
the advantages and disadvantages of using a table to display information. Then they consider
other types of data displays, and review how to read and construct line plots in order to
display their own data. Students also discuss finding the median and mode and review finding
the range for a set of data. At the end of the session, the teacher assigns the Unit 4 Review 2
Home Connection.
Skills & Concepts

• Determine the median, mode, and range of a set of data consisting of whole numbers
(supports 4.MD)
• Describe what the median, mode and range indicate about the data (supports 4.MD)
• Make a line plot to display a data set consisting of measurements taken in halves of a
unit (4.MD.4)
Materials
Vocabulary
Problems & Investigations Looking at Data Displays those terms for which Word
TM T2 • Word Resource Cards for • student math journals Resource Cards are available.
Arm Spans in Ms. Wu’s Class bar graph, line plot, median, • butcher paper or 3 pieces of chart paper bar graph*
SB 160* mode, and table • tape
line plot*
Arm Spans Line Plot • 3” × 3” sticky notes (1 per student)
median*
• Fourth Grade Arm Spans (TM T1, with data
collected in Session 1) mode*
range*
Home Connection
table*
HC 87–88
Unit 4 Review 2
Daily Practice
SB 161
Median, Mode & Range

Preparation
Either use a length of butcher paper or tape pieces of chart paper together so you have a long
rectangular piece. The shorter side will be the vertical side. You need a length of about 90”.
Draw a line across the paper so there is about 1/3 of the paper below the line and 2/3 above it.
Make marks at 4-inch increments on the line.

Looking at Data Displays
1 Connect to the previous session by displaying the filled-out copy of the
Fourth Grade Arm Spans Teacher Master. Ask students to turn to a partner
and share observations about the data.
2 Review the terms minimum, maximum, and range by asking students what
each term means and to find the data for each on the table. Call on students
to answer.
3 Then display the Arm Spans in Ms. Wu’s Class Teacher Master. Explain
that Ms. Wu’s class also measured their arm spans, and they displayed their
data in three different ways.
Unit 4 Module 4
Arm Spans in Ms. Wu's Class

Table Bar Graph
Students Arm Span
Arm Spans in Mrs. Wu’s Class
Anthony 58
Session 2
Anthony
Antonio 62
Antonio
Carlos 53 Carlos
Claudia 55 Claudia
Ian 52 Ian
Kate 50 Kate
Layla
Layla 58 Malik
Malik 60 Priya
Priya 59 Rasheed
T2
Rasheed 56 Sarah
Selma
Sarah 53 Serena
Selma 53
Sigrid
Serena 57 Taiko
Sigrid 51
0 10 20 30 40 50 60 70
Taiko 53
Line Plot
× Arm Spans in Mrs. Wu’s Class
×
× ×
× × × × × × × × × × ×
50 52 54 56 58 60 62
51 53 55 57 59
4 Name each type of data display as you point to it, and then have students
share in pairs their observations about the different displays.
5 As students talk, post the Word Resource Cards for table, bar graph, and
line plot.
ELL The graphics on the Word Resource Cards will be helpful during this lesson.
• Show students both sides of the Word Resource Cards you just posted.
• Ask students if they have any questions about these different ways of displaying data.
6 Discuss the pros and cons of each type of data display with the class.
Pose questions such as these to spark students’ thinking:
• Which display is the easiest for you to read? Why?
• On which display can you find the minimum, maximum, and range most easily? Why?
• What are some advantages and disadvantages of each type of display?
7 Then give each student a sticky note and explain that the class is going to
make a line plot and use sticky notes as Xs or data markers.
8 Have students turn to a partner and brainstorm a list of features that would
need to be included on a line plot of the arm spans in their class. After a
few minutes, invite a few pairs to share.
Make sure students include the basic features of a line plot: the horizontal line and its
length, the numbers under the line and what they should be, the Xs to show the data, a
title, and a label for the horizontal line.
9 After the class agrees on the features that should be included on the line
plot, post the chart paper you prepared earlier.
10 Have students offer suggestions as you write the numbers agreed upon by
the class, the title, and a label for the horizontal axis.
Start with the minimum on the first mark, and continue labeling each mark in half-inch
increments.
ELL Watching you physically make the class line plot will help students understand what
a line plot is and how to make and read one. Emphasize the steps and parts of the line plot
as you build it.
Arm Spans of Our Class
'' '' '' '' '' '' '' '' '' '' ''
49'' 49½ 50'' 50½ 51'' 51½ 52'' 52½ 53'' 53½ 54'' 54½ 55'' 55½ 56'' 56½ 57'' 57½ 58'' 58½ 59'' 59½ 60''
Length in Inches
11 Invite a few students at a time to come up and post their sticky notes on the line.
12 Ask students to share observations about the line plot, first in pairs, and
then as a whole group.
• Look for opportunities to review or introduce the following words: minimum, maxi-
mum, range, mode, and median.
• If students do not mention the terms minimum, maximum, and range, ask them to find Extension
each and call on several students to share.
If you have time, post
• Discuss the mode with students. the Word Resource
Although students may not use the word mode, they will probably still refer to it. For Cards for outlier, cluster,
example, a student might say, “54 inches has the most sticky notes.” and gap. Discuss what
each term means. Then,
»» Post the Word Resource Card for mode and discuss what the word means. have students work with
»» Ask students why the mode is significant and what it tells them about this set of data. a partner to find any
• Introduce the term median. outliers, clusters, and
gaps for the line plot for
»» Display the Word Resource Card for median. Explain that it is the number that their own class as well as
occurs in the middle when the numbers are lined up in order from least to greatest. for Ms. Wu’s class.
»» Show students the 3 numbers to the right and the left of the 8 to emphasize that the
8 is the middle of the set of 7 numbers.
»» Tell students that statisticians are sometimes interested in the numbers that appear
in the middle of a set of data. For one thing, it helps them separate the higher half of
the data from the lower half.
»» Point out that the median is not necessarily the midpoint between the minimum
and the maximum. If there are several numbers close to the minimum, for example,
the median itself could be close to the minimum.
13 Display Arms Spans in Ms. Wu’s Class again, but show only the line plot.
Work with input from the class to identify the steps someone would need
take to find the median on the line plot.
»» Order all of the numbers from least to greatest. If a number occurs twice (there are
2 Xs over a number), list that number twice.
»» Find the middle number and circle it. Students often take turns crossing off a
number on each side until they get to the middle number.
»» The data from Ms. Wu’s class in order is 50 51 52 53 53 53 53 55 56 57 58 58
59 60 62.
»» 55 is the median because there are 15 numbers, and 55 is the middle number.
»» Another method students can try is to use the line plot instead of listing all of the
numbers. If students start at the X on the lowest number and go up, counting half of
the Xs, they will stop at the median.
14 Then have them find the median of their own data.

• Ask students if they have any questions about finding the median.
• Ask students to turn to a partner to summarize how to find the median.
• Finally, have students find the median of the arm spans in their class.
If there is an even, rather than an odd number of data points on the class line plot, with two
numbers rather than one in the middle, explain the median is determined by finding the number
halfway between the two middle numbers. For instance, if you had a data set with the following
values—3, 4, 4, 6, 6, 7—5 would be the median because it is halfway between 4 and 6.
15 Ask students to add the terms mode and median to the “Words for
Analyzing Data” page in their math journal handbooks.
Have students record each word, its definition, and a quick sketch or example.
16 Next, have students turn to the Arm Spans Line Plot Student Book page,
and display your copy.
• Give them a moment to read it over, and then answer any questions they may have.
• Ask students to work independently to complete the page.
17 As students work, circulate around the room to make observations and

provide support and challenge.
SUPPORT Some students may need help setting up their line plots. Help students think about
how to organize their page to leave room for all of the data and space the data evenly.

• Ask students to turn and talk with a partner about why statisticians are interested in
modes and medians. Invite a few students to share their thinking.
Clarify and extend students’ ideas so they begin to see that median and mode are two types
of measures of center. They are important values because they can be used to describe a cen-
tral or typical value for a set of data. In some data sets, the median will be a better measure
of what is typical, and in others the mode will be a better measure. This is one reason why
statisticians find more than one measure of center.
Home Connection
19 Introduce and assign the Unit 4 Review 2 Home Connection, which pro-
• Solve multi-step story problems involving only whole numbers using addition and
• Read and write multi-digit whole numbers using base ten numerals and number names
(4.NBT.2)
• Use place value understanding to round multi-digit whole numbers to any place (4.NBT.3)
numbers (4.NBT.4)
Daily Practice
The optional Marble Roll Student Book page provides additional opportunities to apply
• Determine the median, mode, and range of a set of data made up of whole numbers
(supports 4.MD)
• Describe what the median, mode and range indicate about the data (supports 4.MD)
Unit 4 Module 4
Unit 4
Module 4
Session 3 Session 3
Summary
Skills & Concepts

• Read and write multi-digit whole numbers represented with base ten numerals, number
names, and expanded form (4.NBT.2)
• Round multi-digit whole numbers to the nearest hundred, thousand, and ten-thousand (4.NBT.3)
• Fluently add and subtract multi-digit whole numbers, using an algorithm or other strategy
(supports 4.NBT)
• Identify the relative sizes of centimeters, meters, and kilometers; grams and kilograms;
milliliters and liters; and seconds, minutes, and hours (4.MD.1)
• Solve story problems involving distance, intervals of time, liquid volume, and mass using
addition, subtraction, multiplication, and division of whole numbers (4.MD.2)
Materials
Vocabulary
TM T3–T6 • classroom math manipula- • scratch paper Resource Cards are available.
Unit 4 Post-Assessment tives (excluding calculators) algorithm*
Work Places in Use constant difference
conversion
3E Fractions & Decimals (introduced in Unit 3, Module 4, Session 2) expanded form*
4A Target One Thousand (introduced in Unit 4, Module 1, Session 1) give and take
gram (g)*
4D Target Five (introduced in Unit 4, Module 3, Session 2) kilogram (kg)*
meter (m)*
Daily Practice
milliliter (ml)*
SB 162
Marble Roll

Preparation
Assessment Guide
suggestions.
1 Set the stage for the session.
Think about how and
• Briefly brainstorm with students about the math they’ve been learning the past few weeks.
compare the results
of their pre- and
2 Place the Unit 4 Post-Assessment Teacher Master on display as helpers give post-assessments and
• Remind them to wait to begin the test. need to work on. You’ll
• Give them a minute to look over the assessment. Student Reflection Sheet
3 Review strategies students can use that will help them during an assessment. Assessment Guide.
• Let students know that they can use scratch paper or any of the other math manipula-
4 After students have read through the assessment, refer to the first page, and

Note Think about how and when you want to show students their scored post-assess-
ments. If you decide that you want to give them time to compare the results of their
pre- and post-assessments, and identify those skills and concepts with which they still
need to work, you will find a Unit 4 Post-Assessment Student Reflection Sheet in the
Grade 4 Assessment Guide.
Work Places
Work Place folders and choose a Work Place to do quietly.
• Take a few minutes to discuss the unit post-assessment with the class. Did the problems
seem easier this time than when they took the assessment several weeks ago? Why?
Daily Practice
The optional Marble Roll Student Book page provides additional opportunities to apply
the following skill:
• Determine the range, mode, and median of a set of data made up of whole numbers
(supports 4.MD)
Teacher Masters
Fourth Grade Arm Spans

Fill out the table with the length of each student’s arm span.
Fourth Grade Arm Spans
Name Arm Span in Inches
Arm Spans in Ms. Wu's Class
Unit 4 Module 4
Table Bar Graph

Students Arm Span
Arm Spans in Mrs. Wu’s Class
Anthony 58
Anthony
Session 2
Antonio 62
Antonio
Carlos 53 Carlos
Claudia 55 Claudia
Ian 52 Ian

Kate 50 Kate
Layla
Layla 58 Malik
Malik 60 Priya
Priya 59 Rasheed
T2
Rasheed 56 Sarah
Selma
Sarah 53 Serena
Selma 53 Sigrid
Serena 57 Taiko
Sigrid 51
0 10 20 30 40 50 60 70
Taiko 53
Line Plot
× Arm Spans in Mrs. Wu’s Class
×
× ×
× × × × × × × × × × ×
50 52 54 56 58 60 62
51 53 55 57 59

NAME | DATE

1 Solve each problem. Use numbers, labeled sketches, or words to show your thinking.
a Lynn needs to arrive at the race start by 7:00 a.m. She needs 45 minutes to
drive to the start, 15 minutes to eat breakfast, and 25 minutes to shower and get
dressed. What time does Lynn need to wake up to arrive at the race on time?
b Pete won the first heat in 13 minutes 39 seconds. Jacob won the second heat in
14 minutes 16 seconds. Who ran faster? By how much?
c Emma ran a 5K, a 10K, and then an 18K. How many meters did she run in all?
d Roberto drank 1,300 ml of water before the race, 900 ml during the race,
and 2 liters after the race. How many milliliters of water did he drink in all?
NAME | DATE
2 The planners want to provide 250 grams of watermelon for each runner at the end
of the race. One of the watermelons they bought weighed 5 kilograms. How many
250-gram servings can they get out of a 5-kilogram watermelon?
• Fill in the conversion table below to show how many grams there are in 5 kilograms.
• Use the information to figure out how many 250-gram servings they can get
out of one 5-kilogram watermelon. Show your work.
Kilograms 1 4
Grams
They can get _______ 250-gram servings out of one 5-kilogram watermelon.
3 Which is true?
NN 100 g = 1 kg NN 60 seconds = 1 hour
NN 100 cm = 1 m NN 1 ml = 1,000 liters
Base Ten Numeral Number Name Expanded Form
679,527
Four hundred seventeen thousand

two hundred thirty-five
800,000 + 60,000 + 9,000

+ 400 + 70 + 8
5 Round 676,527 to the nearest

a hundred: b thousand: c ten thousand:
NAME | DATE
6 Solve the problems below. For each one, fill in the bubble to show what method you
used, and explain why you chose that method.
NN give and take

799
a + 432 NN standard addition algorithm
NN give and take

54,719
b + 28,485 NN standard addition algorithm
10,500
c − 6,988 NN standard subtraction algorithm
13,926
d − 4,837 NN standard subtraction algorithm
NAME | DATE
7 Use the symbols >, = or < to compare each pair of numbers.
a 67,000 76,000
b 128,400 129,040

3382 − 299 = 3383 − _______ 12,589 + 31,775 = 12,600 + _______
9 Olivia solved the problems below with the standard algorithm. Fill in the boxes to
complete them correctly.
1 1 1 4 13 12
36,276 65,372
+ 45,954 – 34,465
82,23 30, 07
10 Ryan and Danielle competed in a bicycle race. Ryan biked 11,988 meters and
Danielle biked 13,336 meters. How much farther did Danielle bike than Ryan?
Show your work.
Student Book
NAME | DATE
Hand Spans
Your handspan is the distance between the end of your thumb and the end of your little
finger when you hold your hand outstretched, like the picture here
shows.
1 Measure the span of your right hand to the nearest half-inch

and record it here: ____________________.
2 On the grid below, design a table that you can use to record
your own hand span and the hand spans of at least 4 other
students.
4 Hundreds of years ago, people used the span of a hand as a unit of measure. What
problem do you see with this kind of measurement?
NAME | DATE
Arm Spans
arms outstretched, like the person in the picture.
1 In your small group, discuss how to measure each

a What tools will you need?
b How might you arrange the tools to make it as


double-check your measurements for accuracy?
that you can use to record your own arm span and the arm spans of 3 other students.
3 Work together to measure the arm spans of everyone in your small group and write
them on the table.
NAME | DATE
Butterfly Wingspans
Use the table to answer the questions below.
Butterfly wingspans
Butterfly Wingspan
1
American Copper Butterfly 1 4 inch
Blue Morpho Butterfly 6 inches

1
Eastern Tiger Swallowtail Butterfly 4 2 inches
3
Monarch Butterfly 3 4 inches
Queen Alexandra’s Birdwing Butterfly 11 inches

1
Zebra Swallowtail Butterfly 2 2 inches
1 What do you notice about the data in the table? Write at least two observations.
2 What is the shortest (minimum) wingspan? ______________
3 What is the longest (maximum) wingspan? ______________
4 What is the difference between the shortest and longest wingspans? (range) Show
your work.
5 If there were 5 zebra swallowtail butterflies lined up side-by-side on a branch with

their wings spread out, how much space would they take up? Show your thinking
using numbers, labeled sketches, or words.
NAME
Arm Spans Line Plot

Unit 4 Module 4
1 Draw a line plot showing the arm span measurements for the class.
Session 2

160
2 What observations can you make about the data?
| DATE
3 Based on your observations, how would you describe the typical arm span for a
student in your class?

NAME | DATE
Median, Mode & Range

Use the line plot to answer the questions below. Remember to label your answers with
the unit.
Wingspans of North American Owl Species
× ×
×× ×× × × × × × × × × ×
12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52
13 17 21 Average Wingspans in Inches
1 What is the minimum wingspan?
2 What is the maximum wingspan?
3 What is the range of the wingspans of these owls? Please show your work.
4 What is the median wingspan for these owls?
5 What is the mode for this set of data?
6 Circle the length you think best describes the wingspan of a typical owl in North
America and explain your choice.
17 inches 36 inches 42 inches 52 inches
NAME | DATE
Marble Roll
Carter and Pedro made an obstacle course for a marble roll. They dropped a marble into
the course 10 times and recorded how long the marble took to go through each time.
1 The line plot below shows how long it took the marble to go through the obstacle
course each time.
Marble Roll
×
× × ×
× × × × × ×
0 5 10 15 20 25 30 35 40 45 50 55 60
Time in Seconds
a What is the minimum time?
b What is the maximum time?
c What is the range?
d What is the median?
e What does the median tell you about this set of data?
f What is the mode?
g What does the mode tell you about this set of data?
Home Connections
NAME | DATE
Unit 4 Review 1 page 1 of 2

1 Solve the addition problems below. Use the standard algorithm. The first one is
done for you.
11
459 387 609 1,589
+ 144 + 414 + 734 + 3,437
603
2 Solve the subtraction problems below. Use the standard algorithm. The first one is
done for you.
712
833
1
745 905 3,581
– 547 – 548 – 237 – 1,346
286
3 Complete each equation by writing a number in base ten numerals.
ex 17,508
_______ = 10,000 + 7,000 + 500 + 8 a _______ = 20,000 + 400 + 50 + 6
b _______ = 30,000 + 2,000 + 100 + 10 + 2 c _______ = 7,000 + 40 + 6
d _______ = 90,000 + 6,000 + 30 + 5 e _______ = 60,000 + 3,000 + 7
f _______ = 10,000 + 3,000 + 800 + 50 + 5 g _______ = 50,000 + 300 + 5
4 Fill in the missing number in each equation.
ex 50 + 8 = 46,058
40,000 + 6,000 + ____ a 41,092 = 40,000 + ____ + 90 + 2
b 50,000 + 1,000 + ____ + 50 + 4 = 51,354 c 17,035 = 10,000 + ____ + 30 + 5
d 96,035 = 90,000 + 6,000 + ____ + 5 e 20,000 + ____ + 50 + 6 = 20,456
f 2,000 + 500 + ____ + 7 = 2,567 g 20,408 = 20,000 + ____ +8
NAME | DATE
Solve the problems below. Use the standard algorithms for addition and subtraction.
Show all your work.
5 In December, the cafeteria served 972 breakfast sandwiches. During the first
week in January, they served 486 breakfast sandwiches. During the second week
of January they served 538 breakfast sandwiches. How many more breakfast
sandwiches did they serve serve in the first two weeks of January than during the
whole month of December?
6 There were 6,742 bags of potato chips stored in the cafeteria. They served 781 of
them at lunch and 89 more of them as snacks for the students in after-care. How
many bags of potato chips are left?
7 At the basketball game last night, the home team was losing by 48 points at
halftime, so fans started to leave. There were 45,862 people at the game when it
started and 17,946 left at halftime. Then another 13,892 people left before the last
quarter. How many people were left by the end of the game?
NAME | DATE

The table below shows the populations of Austin, Chicago, New York City, Philadelphia,
and San Francisco in the year 2010.
Population in the year 2010
City Name Population
Austin 790,390
Chicago 2,695,598
New York City 8,175,133
Philadelphia 1,526,006
San Francisco 805,235
1 Use the symbol >, =, or < to compare the populations of New York City and
Philadelphia.
2 Write the population of Chicago in words.
3 The city of Denver, Colorado, had a population of six hundred thousand, one
hundred fifty-eight in the year 2010. Write the population of Denver in numbers.
4 Seattle had a population of 608,660 in the year 2010. Round Seattle’s population to
the nearest:
a ten: __________
b hundred: __________
c thousand: __________
d Fill in the bubble to show what 608,660 would be rounded to the nearest ten
thousand.
NN 600,000
NN 610,000
NN 600,900
NAME | DATE
5 How many hundreds are in 1,000? _______
8 How many thousands are in 38,000? _______
9 How many ten thousands are in 200,000? _______
10 How many hundred thousands are in 5,000,000? _______

11 Fill in the blank with the correct relational symbol: <, > or =.
a 18 km _______ 20,000 meters
b 1700 grams _______ 17 kg
c 1
13 2 liters _______ 13,500 milliliters
12 During his practice this month, Jeff ran one 10K in 1:01:49 and another in 57: 53.
How much faster was his second 10K practice? Show all your work. (Hint: Use an
open number line to model and solve this problem.)
13 Alex bought a 6-pack of sports drink bottles that each had a volume of 350 ml.
a If Alex drank 3 of them, how many milliliters did she drink? Show your work.
Answer: _______ milliliters
b How many more milliliters would Alex need to drink to have 2 liters? Show
your work.
Answer: _______ milliliters
TEACHERS GUIDE
UNIT 5 4
Bridges in Mathematics Grade 4 Home Connections Number Corner Grade 4 Student Book Answer Key

QBB4801-5
Updated 2016-05-27.
ISBN 978-1-60262-488-7
Unit 5
Geometry & Measurement
Module 1 Module 3
Measuring Angles��1 Area & Perimeter��1
Session 1 Unit 5 Pre-Assessment��3 Session 1 Measuring Area��3
Session 2 Introducing Angles��7 Session 2 Measuring Perimeter��7
Session 3 Benchmark Angles��13 Session 3 Area & Perimeter Formulas��11
Session 4 Angle Puzzles��19 Session 4 Hexarights��17
Session 5 S ir Cumference and the
Great Knight of Angleland�� 23 Module 4
Session 6 From Pattern Blocks to Protractors�� 29 Angles in Motion��1
Session 1 Human Angles��3
Module 2
Session 2 Geometry Measurement Problems��7
Polygons & Symmetry��1
Session 3 Geometry Measurement Problems
Session 1 Introducing Parallel Forum��13
& Perpendicular Lines��3 Session 4 Unit 5 Post-Assessment��17
Session 2 Parallels, Perpendiculars & Angles��9
Session 3 Line Symmetry��15
Session 4 Polygon Detectives�� 21
Session 5 Polygon Riddles�� 25
Session 6 Polygon Bingo��31
Unit 5
Unit 5
Geometry & Measurement
Overview
In this unit, students are formally introduced to a host of new geometric concepts, including angles and angle measure, parallel
and perpendicular lines, and reflective symmetry. In Module 1, students focus on comparing, analyzing, classifying, and mea-
suring angles. In Module 2, students investigate parallel and perpendicular lines as well as line symmetry and use these terms
and concepts to sort and classify a wide variety of polygons. During Module 3, students measure the area and perimeter of
rectangles, making generalizations that support the introduction of the formulas for both. Module 4 features a return to angle
measure, with an emphasis on the fact that angles involve turns or rotations around a fixed point and are additive in nature.
Planner
Module Day Session & Work Places Introduced P&I MF WP A HC DP
Module 1 Measuring Angles 1 Session 1 Unit 5 Pre-Assessment
In this module students identify, draw, compare, analyze 2 Session 2 Introducing Angles
and classify angles. Students study angles in isolation as
well as those in two-dimensional figures. They use two 3 Session 3 Benchmark Angles
very basic benchmarks—the 90° right angle and the 180° 4 Session 4 Angle Puzzles
straight angle—to determine the measure of the interior Work Place 5A Angle Puzzles
angles in each of the pattern blocks. The pattern blocks
5 Session 5 S ir Cumference and the
then serve as a tool for checking their work as they move
Great Knight of Angleland
into measuring and sketching angles with a 180° protractor.
The module ends with an examination of circles in which 6 Session 6 F rom Pattern Blocks to
students identify parts of a circle, learn that there are 360° Protractors
in a full turn, and discover that angles, rather than being
static, are measures of rotation.
Module 2 Polygons & Symmetry 7 Session 1 I ntroducing Parallel &
In Module 2, students extend their work with angles Perpendicular Lines
and explore attributes of polygons. In Sessions 1 and 2,
students identify and draw parallel and perpendicular lines. 8 Session 2 P
arallels, Perpendiculars &
They also practice drawing a variety of angles and lines Angles
and complete a work sample drawing lines and measuring 9 Session 3 Line Symmetry
angles. Session 3 introduces students to line of symmetry, Work Place 5B Mosaic Game
and they work to define and create examples of polygons
10 Session 4 Polygon Detectives
with one or more lines of symmetry. In Session 4, students
review different types of triangles, quadrilaterals, and other 11 Session 5 Polygon Riddles
polygons as they create a set of polygon cards for use in Work Place 5C S olving Polygon
Sessions 5 and 6. In Session 5, they use their polygon cards Riddles
to help solve a collection of riddles posed by the teacher. 12 Session 6 Polygon Bingo
Work Place 5D Polygon Bingo
Module 3 Area & Perimeter 13 Session 1 Measuring Area
In the first three sessions of this module, students review 14 Session 2 Measuring Perimeter
concepts related to measuring area and perimeter. They
make observations concerning both types of measure, 15 Session 3 Area & Perimeter Formulas
which leads to generalized formulas. In Session 4, students 16 Session 4 Hexarights
have opportunities to apply these formulas as they solve
problems involving areas and perimeters of complex figures.
Module 4 Angles in Motion 17 Session 1 Human Angles
Module 4 features a return to angles, with an emphasis 18 Session 2 G
eometry Measurement
on the fact that angles are dynamic in that they involve a Problems
turn or rotation around a fixed point. Students approxi-
mate the angles of rotation for various joints in their 19 Session 3 G
eometry Measurement
own bodies, including their knees, wrists, shoulders, and Problems Forum
elbows. Then the students stand in place and make turns 20 Session 4 Unit 5 Post-Assessment
of specified sizes as they solve problems that involve
adding angles. In Session 3, they share and compare
strategies and solutions to these problems during a math
forum. Finally, they take the Unit 5 Post-Assessment.
P&I – Problems & Investigations, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice
There are no Problem Strings in Unit 5.
Unit 5 Introduction
Concepts
In 1957, two Dutch educators, Pierre van Hiele and Dina van Hiele-Geldof, puzzled by the difficulty
their students had with geometry, published what has become a very influential theory in the design
of geometry curriculum. According to the van Hiele theory, students pass through certain levels as
they become more sophisticated in their geometric thinking, and these levels must unfold in order,
propelled by students’ own explorations and discoveries. The five levels are described here.
Description and Examples

Level 0 Visualization
Students describe geometric figures in terms of objects they resemble.
A rectangle I know it’s a That’s not a

looks like a rectangle because square. It’s a A square can’t
door or a table. it looks like one. diamond! be tipped
like that.
Level 1 Analysis
Students describe figures in terms of their properties. Students at this level are able to consider all the
shapes within a class rather than a single shape.
You can see it’s a square

I know it’s a even through it’s turned
rectangle If you turn it so it’s
on the diagonal. All 4
because it has 4 straight up, you can
sides are equal and there
straight sides and see it’s a square.
are 4 right angles.
4 right angles.
Also, it has 2 pairs

of parallel lines.
Level 2 Informal Deduction

Students use “if-then” reasoning to consider the relationships among the properties of shapes. They prove
conjectures about such relationships through intuitive or informal reasoning. Observations go beyond
properties themselves and begin to focus on logical arguments about the properties.
A rectangle has to have 2 That description fits a

pairs of parallel sides like a square perfectly. So a
parallelogram, but it has to square must be a rectangle
have 4 right angles as well. with 4 congruent sides!
Level 3 Formal Deduction

Students use axioms and theorems to prove conjectures and are able to work with abstract statements
about geometric properties and draw conclusions based more on logic than intuition. Traditional high
school geometry texts are generally directed to this level of thinking.
Level 4 Rigor
Students compare different axioms and theorems. At this level, there is an appreciation of the distinctions
and relationship between different axiomatic systems. To see an example of this level, find a textbook used
by college math majors studying geometry as a branch of mathematical science.
Unit 5 Introduction
Progress through the levels of geometric understanding is more dependent on educational

experiences than on age or maturity. It’s interesting to note that while traditional high school
geometry textbooks are generally pitched at about level 3, many high school students enter
functioning at level 0 or, at best, level 1. To arrive at level 3, students must move through all the
prior levels. To move through a level means that a student has experienced geometric thinking
appropriate for that level and has created in his or her own mind the types of objects or relation-
ships that are the focus of thought at the next level.
The van Hieles believe that instruction must begin at a student’s current level and provide many
years of visual and exploratory work before moving into formal deductions. Experience with
shapes, terms, and geometry-related concepts is the greatest single factor influencing advancement
through the levels. So, the question for us as teachers of upper elementary students is twofold: at
what level are our students currently working, and what can we do to support their development?
Most third, fourth, and fifth graders think and work largely at level 1, although we can begin
to nudge our fourth and fifth graders in the direction of level 2 thinking. In fact, deepening
students’ level 1 thinking as they move toward level 2 might be considered the main focus of
geometry instruction in the upper elementary grades. Activities that encourage students to
explore, talk about, and interact with content at the next level, while increasing their experiences
at the current level, have the best chance of advancing their thinking. Listed here are some of the
features of effective instruction at both level 1 and level 2.
Features of Level 1 Activities

»» Begin to focus more on properties of figures than on simple identification. Define,
measure, observe, and change properties with the use of models.
»» Use problem-solving contexts in which properties of shapes are important components.
»» Continue to use models, as with level 0, but include models that permit the exploration of
various properties of figures.
»» Classify figures based on properties of shapes as well as by names of shapes. For example,
investigate properties of triangles, such as side length and angle measure, that make some
alike and others different.
Features of Level 2 Activities
»» Use models and drawings as tools to think with, and begin to look for generalizations and
nonexamples.
»» Make property lists, and discuss which properties are necessary and which are sufficient
conditions for a specific shape or concept.
»» Include language of an informal deductive nature: all, some, none, if-then, what if, etc.
»» Investigate the converse of certain relationships for validity. For example, the converse of “If it
is a square, it must have four right angles” is “If it has four right angles, it must be a square.”
If most of our kindergarten students come to school as level 0 thinkers, and we are still working
on developing level 1 thinking in fourth grade, we may well ask ourselves why the pace is so slow.
One part of the answer is that level 1 thinking cuts across a very broad swath of concepts, skills,
and terms. Although most students will enter fourth grade knowing that shapes can be combined
and partitioned in a variety of ways, that there are many different kinds of quadrilaterals, and that
shapes can be classified by the number of sides and vertices they possess, fourth graders are still
quite limited in their ability to describe, sort and classify shapes by their attributes.
The terms and concepts introduced at this grade level are designed to provide students with a
number of new and important ways in which to describe, as well as operate with and on, shapes.
These include:
• basic elements: points, rays, line segments, lines, and degrees of rotation
• angle types (right, straight, obtuse, and acute), as well as angles of specified measure
• parallel and perpendicular lines
• reflective or line symmetry
The addition of these terms and concepts to students’ repertoire makes it possible to operate at
level 1 and move toward level 2 in new and powerful ways. For the first time, students have the
language needed to describe and classify different types of triangles by their side lengths and
their angle measures. Now, too, students have the tools needed to classify quadrilaterals on the
basis of parallel and perpendicular sides, distinguishing between two entire classes—trapezoids
and parallelograms—based on the fact that trapezoids have exactly one pair of parallel sides
while parallelograms have two pairs of parallel sides. Equipped with the ability to measure,
sketch, and think about angles, students are able to start considering whether or not it would be
possible for a triangle to have more than one obtuse angle, or for a trapezoid to have more than
two right angles, or for a parallelogram to have both acute and obtuse angles. These are impor-
tant and intriguing questions students can now access on their path toward becoming level 2
thinkers over the next few years.
Models
Rulers and protractors figure heavily as tools throughout Unit 5 but play a supporting rather
than a starring role. The four models used in most of the sessions are pattern blocks, geoboards,
colored tiles, and the clock face. These models were chosen for their flexibility, familiarity,
and the fact that students can use them to investigate properties of shapes and develop new
understandings without leaving a record of error. For example, as students learn about parallel
and perpendicular lines, they can experiment freely with geobands on a geoboard to construct
examples and figures free of the need to erase mistakes.
Alysa We have to make a line that’s perpendicular to this one on

the geoboard.
Raul OK, this looks pretty good.
Alysa Let’s use a square pattern block to check and see if the lines
really make a right angle. Nope, not quite.
Raul Oh, wait! I see what we did wrong. Here, I’ll just move this
rubber band over one peg, like this. Now it works.
This kind of freedom and flexibility makes it easier for students to take risks and make mistakes,
both of which are central to learning.
Unit 5 Introduction
Strategies
Much of the work in Unit 5 is designed to allow students to make use of what they already know
as they learn new skills and concepts. For example, students use information about the right
angle they encountered in third grade to determine that a straight angle has 180°. Then they
use those two pieces of information to determine the measures of the interior angles of all the
pattern blocks.
Students We put triangles on the straight angle until they filled it up.
These three angles are each a third of a straight angle.
A straight angle is 180°, so each of the triangles must be 60°, right?
That’s what we think because 3 × 60 is 180.
60°
60° 60°
180°
3 x 60 =180
Abe Then you can use that to figure out the angles on the blue rhom-
bus. I made the rhombus out of two green triangles. Each angle of the
triangle is 60°, so the small angle of the rhombus is 60° and the larger
one is 120° because it is 2 of those angles put together.
60° 60°
60° 60°
60° 60°
Sasha And look! Then you know that the angles on the hexagon are
120° because two of the triangles fit, like this, and 60 + 60 is 120.
60°
60°
Students then use the measures of the pattern block angles to connect fractions and angle measure,
learning that there are 90° in a quarter turn, 180° in a half turn, and 360° in a full turn. The angles
formed by the hands on a clock face give them access to additional benchmarks for angles as well.
NAME | DATE
Using Pattern Blocks to Measure Angles on a Clock Face

Use your pattern blocks to measure each angle on the clock faces below. Then write the
fraction of a whole turn each angle represents.
1 2
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6
Angle measure __________________ Angle measure __________________

Lucy OK, I can use the square pattern block to show for sure that a
Fraction of a whole turn ______________ Fraction of a whole turn ______________
quarter of
3 a circle has 90° in it. So4then I know that it’s 30° from one
number to the next 11
on
12 the clock.
1 11
12
1
Elliot So when
10 it’s 2:00, that’s
2 60°, right?
10 2
Lucy Yep, and

9 when it’s 5:00, 3it must9 be 150°. 3
8 4 8 4

6
Guide
7 5 7
6
v 5 © The Math Learning Center | mathlearningcenter.org

Unit 5 Introduction
At the end of the first module, as they are learning to use a protractor, students are able to use
the pattern blocks to figure out how to use this new tool, and then to confirm their measure-
ments until they become proficient enough to measure angles of any size.
In a similar manner, students use what they learned about area and perimeter in third grade
to develop generalizations leading to the standard formulas for determining area and perim-
eter of rectangles.
18
It’s 10 tiles along the side
and 18 along the top.
10 rows of 18 is 180.
10 If you count by 10s it’s 180.
10 × 18 = 180 square feet
You can get the area if you multiply the length times the width.

Even though we often think of algebra and geometry as two distinctly different topics, they
are intimately related in at least two different ways. The first is the way in which both involve
making and testing conjectures and generalizations— about number in algebra and about
spatial objects in geometry. Studying algebra and geometry at any grade level helps to build
the thinking skills of logic, deductive reasoning, analytical reasoning, and problem solving.
The second is the way in which geometry allows us to build and use visual models for algebraic
operations. For example, the link that is forged between area and multiplication in third grade,
and extended during fourth grade enables students in middle and high school to picture and
expand binomial expressions.
x+2
18”
x+1
10”
10” × 18” = 180 sq. inches (x + 1) (x + 2) = x2 + 3x + 2
Unit 5 Introduction
Teaching Tips
Angles of a Polygon
When referring to the “angles of a polygon” in this unit, we are referring to the interior angles of
a polygon. In later years, students will also examine the exterior angles of a polygon.
Angle Measures
Angles have measures which are in degrees. Angles do not have degrees. It is correct to say that
an angle measures 45°, but not correct to say that an angle has 45 degrees. Similarly, it is correct
to say that the sum of the measures of the interior angles of a triangle is 180°. It is not correct to
say that a triangle has 180 degrees.
Measuring with a Protractor

When students measure angles with a protractor, refer back to their experiences with a number line
to help them understand that a protractor is a measuring device that measures angles in degrees.
Sketching Angles
When sketching angles, suggest that students trace one of the rays first along the straight edge of
the protractor. Then use the protractor to measure the correct angle and mark a point through
which the other ray should go.
Monitoring Work with Protractors

When students use protractors to determine the measure of an angle, try to check each and
every student’s work while they are doing it or soon after. Students are prone to making mistakes
with protractors, so the sooner the mistakes are caught, the better.
Vocabulary
The study of geometry involves the use of specialized vocabulary. Help students remember
terms by using the vocabulary frequently and accurately yourself, and pointing to illustrations
and examples as you do. Have students use their math journal handbooks to write vocabulary,
definitions and examples. Suggest that students refer to their handbooks when necessary.
Unit 5 Introduction


4.MD.3 Apply the area formula for a rectangle to solve I D Units 2, 6, 8 R/E
a problem NC Dec., Jan., Apr
4.MD.5 Identify an angle as a geometric figure formed I D Unit 8 N/A
4.MD.5a Measure angles by identifying the fraction of N/A D NC Feb. N/A
the circular arc between the points where the two rays
forming the angle intersect the circle whose center is at
the endpoints of those rays
4.MD.5b Identify the measure of an angle by identify- N/A D NC Feb. N/A
ing the total number of one-degree angles through
which it turns
4.MD.6 Use a protractor to measure angles in whole N/A M Unit 8 R/E
4.MD.7 Decompose an angle into non-overlapping parts N/A M NC Feb. N/A
4.MD.7 Express the measure of an angle as the sum of N/A M NC Feb. N/A
the angle measures of the non-overlapping parts into
which it has been decomposed
4.MD.7 Solve problems involving finding the N/A M NC Feb. N/A
unknown angle in a diagram, using addition and
subtraction
4.MD.7 Demonstrate an understanding that angle N/A M NC Feb. N/A
measure is additive
4.G.1 Identify points, lines, line segments, rays, and I M Unit 8 R/E
4.G.1 Draw angles (right, acute, and obtuse) , parallel I M Unit 8 R/E
lines, and perpendicular lines NC Dec., Feb., May
4.G.2 Classify 2-D figures based on the presence or I M NC Dec., Feb., Apr., May R/E
absence of parallel lines, perpendicular lines, and
angles of a specified size; identify right triangles
4.G.3 Identify and draw lines of symmetry; identify I M NC Dec., Apr., May R/E
figures with line symmetry

Unit 5 Introduction
Assessments
1, two checkpoints—one in Module 2 and another in Module 3, and a unit post-assessment at
the end of Module 4. There is also one assignment in Module 2 that can be collected as a work
sample. In addition to these, four Work Places introduced over the course of the unit offer teach-
ers opportunities to observe students’ skills in authentic settings. The following chart shows
where and when assessment opportunities appear throughout the unit.

4.MD.3 Apply the area and M1, S1 Unit 5 Pre-Assessment
perimeter formulas for a rectangle M4, S4 Unit 5 Post-Assessment
to solve a problem
4.MD.5 Identify an angle as M2, S1 Angles Checkpoint
a geometric figure formed
where two rays share a common
endpoint
4.MD.6 Use a protractor to M1, S1 Unit 5 Pre-Assessment
measure angles in whole degrees, M2, S1 Angles Checkpoint
and sketch an angle of a specified M2, S2 Lines & Angles Work
measure Sample
4.MD.7 Decompose an angle into M1, S4 Work Place 5A Angle
non-overlapping parts Puzzles
4.MD.7 Express the measure of M1, S4 Work Place 5A Angle M2, S1 Angles Checkpoint
an angle as the sum of the angle Puzzles
measures of the non-overlapping
parts into which it has been
decomposed
4.MD.7 Demonstrate an under- M1, S4 Work Place 5A Angle M2, S1 Angles Checkpoint
standing that angle measure is Puzzles
additive
4.MD.7 Solve problems involving M1, S1 Unit 5 Pre-Assessment
finding the unknown angle in M4, S4 Unit 5 Post-Assessment
a diagram, using addition and
subtraction
4.G.1 Draw lines, line segments, M2, S6 Work Place 5D Polygon M1, S1 Unit 5 Pre-Assessment
angles (right, acute, obtuse), and Bingo M2, S1 Angles Checkpoint
perpendicular and parallel lines M2, S2 Lines & Angles Work
Sample
4.G.1 Identify points, lines, line M2, S3 Work Place 5B Mosaic M1, S1 Unit 5 Pre-Assessment
segments, rays, angles (right, Game M2, S2 Lines & Angles Work
acute, obtuse), parallel lines, and M2, S5 Work Place 5C Solving Sample
perpendicular lines in 2-D figures Polygon Riddles M3, S2 Geometry Checkpoint
M2, S6 Work Place 5D Polygon M4, S4 Unit 5 Post-Assessment
Bingo
4.G.2 Classify 2-D figures based M2, S5 Work Place 5C Solving M1, S1 Unit 5 Pre-Assessment
on the presence or absence of Polygon Riddles M3, S2 Geometry Checkpoint
parallel lines, perpendicular lines, M2, S6 Work Place 5D Polygon M4, S4 Unit 5 Post-Assessment
or angles of a specified size Bingo
4.G.2 Identify right triangles M2, S5 Work Place 5C Solving M1, S1 Unit 5 Pre-Assessment
Polygon Riddles M3, S2 Geometry Checkpoint
4.G.3 Identify and draw lines of M2, S3 Work Place 5B Mosaic M1, S1 Unit 5 Pre-Assessment
symmetry, and identify figures Game M3, S2 Geometry Checkpoint
with line symmetry M2, S5 Work Place 5C Solving M4, S4 Unit 5 Post-Assessment
Polygon Riddles
M2, S6 Work Place 5D Polygon
Bingo
Unit 5 Introduction
Differentiation

Session 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 1 2 3 4
Challenge
Support
ELL
Teachers Guide
Module 1
Measuring Angles
Session 2 Introducing Angles�� 7
Session 3 Benchmark Angles�� 13
Session 4 Angle Puzzles��19
Session 5 Sir Cumference and the Great Knight of Angleland��23
Session 6 From Pattern Blocks to Protractors��29

Unit 5 Pre-Assessment�� T1 Elena’s Trip��163
Unit 5 Pre-Assessment Student Reflection Sheet�� T5 Which Angle Doesn't Belong?��164
Work Place Guide 5A Angle Puzzles �� T6 Pattern Block Angles��165
5A Angle Puzzles Record Sheet��T7 Right, Acute & Obtuse Angles��166
Circle Vocabulary��T9 Measuring Pattern Block Angles��167
Using Pattern Blocks to Measure Angles
on a Clock Face��168
Measuring Interior Angles of Polygons��170
Work Place Instructions 5A Angle Puzzles��171
Angles in Polygons��172
Thinking About Circles ��173
Finding Perimeters of Quadrilaterals��175
Experimenting with Angle Measurement��176
Measuring & Constructing Angles��178

Reviewing Area & Perimeter��89
Angles & Rectangles�� 91
Protractor Practice��93
Unit 5
Unit 5
Module 1
Module 1
Measuring Angles
Overview
In this module students identify, draw, compare, analyze and classify angles. They study angles in isolation as well as those in
two-dimensional figures. They use two very basic benchmarks—the 90° right angle and the 180° straight angle—to determine
the measure of the interior angles in each of the pattern blocks. The pattern blocks then serve as a tool for students to check
their work as they move into measuring and sketching angles with a 180° protractor. The module ends with an examination of
circles in which students identify parts of a circle, learn that there are 360 degrees in a full turn, and discover that angles, rather
than being static, are measures of rotation.
TItle
Session & Work Places P&I MF WP A HC DP
Students spend the first part of this session taking the Unit 5 Pre-Assessment. Those who complete
the assessment before the end of the period turn in their papers, get their Work Place folders, and
choose a Work Place to do quietly while their classmates finish the assessment.
Session 2 Introducing Angles
Students consider the similarities and differences between different kinds of angles by identifying
which angle does not belong in various collections of five angles. Then the teacher introduces the
terms zero angle, acute angle, right angle, obtuse angle, and straight angle. Students apply the terms
and their definitions as they form different angles with their bodies and classify the angles in pattern
block shapes.
Session 3 Benchmark Angles
Students review the terms right angle and straight angle, and are introduced to a new term, interior
angle. Then students use right and straight angles as benchmarks to determine the measure of the
interior angles in each pattern block. Finally, they use pattern blocks to measure angles of rotation on
a clock face and determine the fraction of a complete turn represented by each angle of rotation.
Session 4 Angle Puzzles
After giving students time to reflect on the unit pre-assessments from Session 1, the teacher intro-
duces a new Work Place activity, 5A Angle Puzzles. Students each do the activity once and then spend
the remainder of the session at Work Places.
Introducing Work Place 5A Angle Puzzles
Students spin a spinner to find out what type of angle they will make and use pattern blocks to make
the angle they spun. They write an equation that describes how they made the angle. Then they try to
find another way to make the same angle with a different combination of pattern blocks. The activity
ends when students have sketched and labeled solutions for three different angles.
Session 5 Sir Cumference and the Great Knight of Angleland
After asking students to each record their own definition of a circle, the teacher reads aloud the story
Sir Cumference and the Great Knight of Angleland and uses it as a springboard for discussing circles and
identifying the radius, diameter, and circumference of a circle. Students describe, analyze, compare
and classify circles, radii, diameters, and circumferences with partners. At the end of the session, the
class revisits the definition of a circle and compares what students knew about a circle before today’s
session to what they know now.
Session 6 From Pattern Blocks to Protractors
Students review the different types of angles. Then, they use what they know about angle measures
of pattern blocks to investigate protractors. They use protractors to measure more angles and discuss
the protractor as a tool for measuring angles.
Materials Preparation
as notes about any preparation you’ll need to do in advance. If you would like to prepare materi-
als ahead of time for the entire module, you can use this to-do list.
Task Done
each master.
Run a single display copy of Student Book pages 164–165, 167–170, 172–173, and
175–176.
pages 163–178.
Work Place Prepare the materials for Work Place 5A using the list of materials on the Work
Special Items Students will each need access to a 180° protractor, a geoboard and bands, a
ruler, and crayons to complete the Unit 5 Pre-Assessment in Session 1. Decide
ahead of time how you want to organize these materials for easy access during
the assessment.
Each pair of students will need access to a set of pattern blocks consisting of at
least 1 hexagon, 2 trapezoids, 2 squares, 3 triangles, 3 blue rhombuses, and 3 white
rhombuses during Session 3. You will also need a set of pattern blocks for display.
Read through Sir Cumference and the Great Knight of Angleland before Session 5.
Unit 5 Module 1
Unit 5
Module 1
Session 1 Session 1
Summary
complete the assessment before the end of the session turn in their papers, get their Work Place
folders, and choose a Work Place to do quietly.
Skills & Concepts

• Apply the area and perimeter formulas for a rectangle to solve a problem (4.MD.3)
• Use a protractor to measure angles in whole degrees, and sketch an angle of a specified
measure (4.MD.6)
• Solve problems involving finding the unknown angle in a diagram, using addition and
subtraction (4.MD.7)
• Identify angles (right, acute, obtuse), and perpendicular and parallel lines in 2-D figures (4.G.1)
• Draw lines, line segments, angles (right, acute, obtuse), and perpendicular and parallel lines (4.G.1)
• Identify and draw lines of symmetry, and identify figures with line symmetry (4.G.3)
Materials
TM T1–T4 • 180° protractors, class set • rulers, class set Resource Cards are available.
Unit 5 Pre-Assessment • geoboards and bands, class set • colored pencils for student use acute angle*
• access to pattern blocks
angle*
Work Places in Use area*
3D Decimal More or Less (introduced in Unit 3, Module 3, Session 4) formula
3E Fractions & Decimals (introduced in Unit 3, Module 4, Session 2) length
4A Target One Thousand (introduced in Unit 4, Module 1, Session 1) line of symmetry*
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5) obtuse angle*
4D Target Five (introduced in Unit 4, Module 3, Session 2) parallel*
Daily Practice parallelogram*
perimeter*
SB 163
Elena’s Trip perpendicular*
polygon*
HC – Home Connection, SB – Student Book, TM – Teacher Master protractor*
quadrilateral*
rectangle*
right angle*
scalene triangle*
width
Preparation
• Students will each need access to a 180° protractor, a geoboard and bands, a ruler, and
colored pencils to complete the Unit 5 Pre-Assessment. Decide ahead of time how you
want to organize these materials for easy access during the assessment.
Ongoing
Assessment Assessment
See the Assessment Guide
Unit 5 Pre-Assessment for scoring and interven-
tion suggestions.
• Tell students that today they will take a pre-assessment to help everyone, teacher and
students alike, know where they are with the concepts and skills in the unit. With the
results, everyone will be better able to prepare for the unit.

• Remind them to wait to begin working on the assessment.
• Give them a minute to look over the assessment.
• Let students know that they will each need a protractor, a ruler, a geoboard and bands,
and their colored pencils to complete the items on today’s assessment. They can also
use pattern blocks to help with any of the items on the assessment.
»» Tell students how and where to access these materials when they need them.
»» Pay special attention to math words like those on Word Resource Cards. You
may want to underline them, especially if you are having a hard time under-
standing a question.
This pre-assessment is likely to feel more daunting than most to at least some of the
students because many of the geometry terms and concepts have not yet been introduced.
Encourage them to do their best, and regard this as a preview of what they’ll be learning
over the next few weeks.

Work Places
5 As students complete their assessments, have them turn in their papers, get
their folders and choose a Work Place.
6 At the end of the session, collect students’ assessments, and reassure the stu-
• Have students clean up and put away the Work Place materials.
• Let them know they will get their pre-assessments back within the next few days so
they can set their own goals for Unit 5.
Daily Practice
The optional Elena’s Trip Student Book page provides additional opportunities to apply
• Round multi-digit whole numbers to the nearest ten, hundred, thousand, and ten
thousand (4.NBT.3)
Unit 5 Module 1
Unit 5
Module 1
Session 2 Session 2
Introducing Angles
Summary
Students consider the similarities and differences between different kinds of angles by
identifying which angle does not belong in various collections of five angles. Then the
teacher introduces the terms zero angle, acute angle, right angle, obtuse angle, and straight
angle. Students apply the terms and their definitions as they form different angles with their
bodies and classify the angles in pattern block shapes. At the end of the session, the teacher
introduces and assigns the Reviewing Area & Perimeter Home Connection.
Skills & Concepts

• Identify an angle as a geometric figure formed where two rays share a common endpoint
(4.MD.5)
• Identify angles (right, acute, obtuse) in 2-D figures (4.G.1)
• Draw angles (right, acute, obtuse) (4.G.1)
Materials
Vocabulary
Problems & Investigations Introducing Angles those terms for which Word
SB 164* • access to all classroom • standard pocket chart Resource Cards are available.
Which Angle Doesn’t Belong? manipulatives • student math journals angle*
SB 165* • Word Resource Cards for acute
acute angle*
Pattern Block Angles angle, obtuse angle, right angle,
straight angle, and zero angle obtuse angle*
(see Preparation) ray*
Home Connection right angle*
straight angle*
HC 89–90
Reviewing Area & Perimeter zero angle*
Daily Practice
SB 166
Right, Acute & Obtuse Angles

Preparation
Post the Word Resource Cards only after students have completed and discussed the Which
Angle Doesn’t Belong? Student Book page.

Introducing Angles
1 Set the stage for today’s session by letting students know that they’re going
to be working with angles for the next few days.
• Record the term angle on the board.
• Give student pairs a minute to share anything they already know about this term.
• Invite a few volunteers to share something they know about angles with the class.
2 Then display your copy of the Which Angle Doesn’t Belong? Student Book
page, and have students find the page in their books.
Have students share observations about the sheet, first in pairs and then as a whole class.
NAME | DATE
Which Angle Doesn’t Belong?

In each group of 5 angles, there is one that does not belong. Circle the angle that doesn't
belong for each group.
3
3 Next, have students work on the page independently for a while and then
share their thinking in pairs.
If no one asks whether the lengths of the rays are important, ask pairs to discuss whether
4
they think the lengths matter. [Changing the lengths of the rays does not change the angle
between them.]
4 Circulate while5 students are working, and invite them to share their think-
ing with you.
Most students will likely make generalizations about different kinds of angles, although they
might not use formal terminology to describe their ideas. For instance, they might refer to
acute angles as “skinny” angles and obtuse angles as “ fat” angles. The right angles will prob-
ably be most familiar to fourth graders, but some students may not recognize them when
they have been rotated.
5 When most students have completed the sheet, reconvene the class.
• Ask them to share which angle they thought didn’t belong in each group and why.
• Encourage students to justify their thinking when disagreements arise.
During this discussion, you might make note of which students demonstrate an informal
understanding of degrees.
Mario We couldn’t agree in the third group. I said this last angle
didn’t belong because all the other angles look like they’re opening to
the right or left, but it’s opening up.
Willie And I thought it was the first angle because all the others
opened to the right and this opened to the left.
2
4
Connie Daria and I agree with Willie. The first angle doesn’t belong,
but we have a different reason why.
Daria We said that the angles were all square corners except for the
first one.5Some were tilted, but they were all square corners, except
that first one.
Erica I remember that these angles are called right angles.
Martin I think I heard that they are 180° or maybe 90°. I’m not sure.
6 After students have had a chance to share their thinking about the angles
in each row on the sheet, introduce the formal name for each kind of angle.
From top to bottom, the angles are zero angles, acute angles (angles that measure more than
0° but less than 90°), right angles (exactly 90°), obtuse angles (angles that measure more
than 90° but less than 180°), and straight angles (exactly 180°).
• Post the Word Resource Card for each type of angle one at a time, and ask the class to
develop a working definition for the type.
zero angle acute angle

right angle obtuse angle

straight
angle
7 As students develop a working definition for each type of angle, have them
record the information in their math journals.
• Have them turn to the handbook at the back of their journal, find the next available
page, and title it “Angles.”
• For each type of angle, have them record the name of the type, the definition agreed
upon by the class, and sketch one or more examples.
Teacher Mathematicians would call an angle from the fourth group

an obtuse angle. Here we have a card for obtuse angle. Does anyone
have ideas about how to define this term?
Shawn It is a fat angle.
Teacher What do you mean by fat?
Shawn Well, it opens up a lot.
Teacher I’m not sure what is a lot. Is a right angle a fat angle?
Shawn No, a right angle is a right angle. Can you call on someone else?
Teacher You can ask your classmates to share their ideas.
Shawn Anyone got any ideas?
Tyrone I think an obtuse angle is bigger than a right angle.
Obtuse Angle: An angle that opens wider

than a right angle.
8 During this discussion, ask the students to come up with an easy way to
determine whether an angle is a right, acute, or obtuse angle. For example,
if an angle is very close to a right angle, how could they tell if it was exactly
a right angle, an obtuse angle, or an acute angle?
• Draw a few examples on the board or at the projector, and invite students to consider
which of their math tools they might use to determine whether the angles you’ve
drawn are acute, right, or obtuse.
• Students may suggest a variety of tools, including the corner of a piece of paper, a tile
or square pattern block, or a base ten area mat.
9 After discussing the different kinds of angles, review the terminology by

asking students to form each kind of angle with their bodies.
• Explain that they can use their arms, legs, fingers, or their whole bodies.
• Encourage them to check one another’s poses for accuracy.
10 Then ask the students to identify the angle types that can be found in each
of the pattern blocks.
• Display a copy of the Pattern Block Angles Student Book page, and ask students to find
the page in their books.
• Read the instructions out loud, and then ask a volunteer to share what kinds of angles
she sees in the hexagon. No matter how she responds, ask her to explain her response,
with help from classmates if necessary.
NAME | DATE
Pattern Block Angles

Label the angles in each shape below. Use the words zero, acute, right, obtuse, or straight
to label each angle.
1 2
3 4
11 Then ask students to work in pairs to complete the sheet. Invite them to use
the items they discussed earlier to measure the angles if needed.
When they have finished the sheet, ask each student pair to meet with another pair of
students to share and explain their solutions and strategies.
5 6

• Have students clean up and put their materials away.
• Record the name of each angle type on the board, and ask students to form an example
of that type of angle with their hands or fingers. Challenge them to work silently
during this exercise.
Home Connection
13 Introduce and assign Reviewing Area & Perimeter Home Connection,
• Recognize area as an attribute of plane figures and understand concepts of area
• Solve story problems that involve finding the perimeter of a polygon, given its side
lengths (3.MD.8)
Daily Practice
The optional Right, Acute & Obtuse Angles Student Book page provides additional
• Identify an angle as a geometric figure formed where two rays share a common
endpoint (4.MD.5)
• Identify and draw angles (right, acute, obtuse) (4.G.1)
Unit 5 Module 1
Unit 5
Module 1
Session 3 Session 3
Benchmark Angles
Summary
Students review the terms right angle and straight angle, and are introduced to a new term,
interior angle. Then students use right and straight angles as benchmarks to determine
the measure of the interior angles in each pattern block. Finally, they use pattern blocks to
measure angles of rotation on a clock face and determine the fraction of a complete turn
represented by each angle of rotation.
Skills & Concepts

(4.MD.5)
• Measure angles by identifying the fraction of the circular arc between the points where the
two rays forming the angle intersect the circle whose center is at the endpoints of those
rays (4.MD.5a)
• Identify the measure of an angle by identifying the total number of one-degree angles
through which it turns (4.MD.5b)
• Identify angles in 2-D figures (4.G.1)
Materials
Vocabulary
Problems & Investigations Benchmark Angles those terms for which Word
SB 167* • pattern blocks (see Preparation) Resource Cards are available.
Measuring Pattern Block Angles angle*
SB 168–169* fraction*
Using Pattern Blocks to Measure
Angles on a Clock Face interior angle*
ray*
Daily Practice
right angle*
SB 170 • pattern blocks rotation*
Measuring Interior Angles of
Polygons
straight angle*

Preparation
• Each pair of students will need access to a set of pattern blocks consisting of at least 1
hexagon, 2 trapezoids, 2 squares, 3 triangles, 3 blue rhombuses, and 3 white rhombuses.
You will also need a set of pattern blocks for display.
• Consider assigning student pairs ahead of time so that students who may struggle with
spatial relationships are paired with peers who can help them.

Benchmark Angles
1 Set the stage for today’s session by letting students know they’re going to
work in pairs to measure the interior angles of each pattern block, and then
use that information to measure angles on a clock face.
Explain that an interior angle is an angle on the inside of a shape.
2 Then display your copy of the Measuring Pattern Block Angles Student
Book page and have students find the page in their books.
• Read the instructions at the top of the sheet to the class, and review with students the
terms right angle and straight angle.
• Explain that mathematicians measure angles in degrees.
• Record on the board the information that a right angle measures 90 degrees, and a
straight angle measures 180 degrees.
SUPPORT/ELL Have students use their two hands or their fingers to show examples of both
types of angles.
3 Now assign student pairs or have them partner themselves. Give each pair
a small set of pattern blocks, and ask them to talk to each other about how
they could use the right and straight angles at the bottom of the page to
determine the interior angle measurements of the triangle.
Give them a minute to work, and then invite a few pairs to share their ideas with the
whole group.
It’s fine if they have not yet calculated the exact angle measurements: the point is to make
sure that everyone has some ideas about how to start this activity.
Students We put triangles on the straight angle until they filled it up.
These three angles are each a third of a straight angle.
A straight angle is 180°, so each of the triangles must be 60°, right?
That’s what we think because 3 × 60 is 180.
60°
60° 60°
180°
3 x 60 =180
4 Give students time to work in pairs to determine all the interior angles of
the pattern blocks and label them on their sheets.
• Circulate around the room to see how students are working and to listen to their
conversations.
• If you like, you might ask students to pause so you can share some helpful strategies
you’ve observed. For example, “I saw some people finding angles on some of the
pattern blocks that are equal to the angles they’d already figured out on another block.
That helped them figure out those angles quickly.”
CHALLENGE If some students finish quite a bit earlier than the rest of the group, you can
invite them to tour the room and help others. Ask them to suggest strategies for finding
the angle measurements rather than simply sharing the answers with their classmates.
You might also ask them to turn over their papers and trace the sides of the pattern blocks
to show how they can make other angles by adding the interior angles of different blocks.
Here is an example:
150°
Student We can make a 150° angle by putting these two angles
together. 90° + 60° = 150°
5 When most students have completed their sheets, reconvene the group
and review the page to make sure everyone has their pattern block angles
labeled correctly.
Explain that they will use the blocks to measure other angles in this activity and the next,
so it’s important that they are working with the correct angle measures.
6 Now explain that an angle measures the amount something turns or

rotates. For example, in the course of an hour, the minute hand on the
clock rotates all the way—360°— around the clock face.
• Use a pencil or a pointer to model this idea.
• Start with the pencil or pointer at the 12 o’clock position and rotate it a full 360
degrees, keeping the eraser anchored in one place so that you’re not sliding the pencil,
just rotating it about the eraser.
• Ask students to follow along using a pencil at their desks.
• Ask students how many degrees they rotated the pencil when they turned it one full
turn. [360 degrees]
Some students may connect this to a full turn on a skateboard or snowboard, referred to as a 360.
7 Now ask students to rotate their pencils to the right, or clockwise, one-
fourth of a full turn.
• If they start at the 12 o’clock position, where does the pencil end up pointing after one-
fourth of a turn? [the 3 o’clock position]
• How many degrees is the angle that is formed? [90°]
8 Have students set their pencils back at the 12 o’clock position, and repeat
step 7 with one-half, and then three-fourths of a full turn.
9 Display your copy of the Using Pattern Blocks to Measure Angles on a
Clock Face Student Book page, and read the directions out loud.
• Explain that the students are now going to use the interior angles of the pattern blocks
to measure different angles of rotation on the clock face.
• Use the square pattern block, and then three white rhombuses, to show how they can
measure the example angle with different combinations of pattern blocks.
• Then work with students’ input to fill in the measure of the example angle, as well as
the fraction of a whole turn on the clock face.
Teacher I’m almost certain that the angle formed by the two clock
hands on the first clock is 90°. I can use a square pattern block to be
certain by setting it right on the sheet, like this.
NAME | DATE

1 2
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6

3 4
Teacher I can also use
12 a combination of pattern 12 blocks if I want.
11 1 11 1
How many of the white rhombus blocks would I have to use to mea-
10 2 10 2
sure this angle? Talk with the person next to you, and then hold up
a number of9 fingers to show. OK,
3 I see
9 lots of people holding
3 up three
fingers. How did you figure that
4
out? 4
8 8
Antoine Well, we 7 know that5 a quarter turn 7 on the5clock is 90°, right?

6 6
And the skinny—I mean, acute—angles on the white rhombuses are
30°, so three of them
Angle measure should fit in there
__________________ exactly.
Angle measure __________________
Teacher OK, I’ll try that. Yep, it works. Let’s record the information
on the sheet. What is the measure of this angle?
Students 90 degrees!
Teacher And what fraction of a whole turn are we looking at on this
clock face?
Students It’s a quarter turn!
It’s a fourth of a circle.
NAME | DATE

1 2
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6
90°
1
Fraction of a whole turn ______________
4 Fraction of a whole turn ______________
3 4
10 When students understand

11 what to do, have
11 them
12
1 find the two pages in
12
1
their Student Books, and give them the remainder of2 the session to com-
10 2 10
plete the assignment.

9 3 9 3
• Have them record the information4 about the example angle4 on their own sheets before
8 8
they continue with the rest.
7 5 7 5
6 6
• As they finish, have them share and compare their answers with at least one other
classmate. If there is disagreement
Angle measure __________________ aboutAngle
one or more
measure of the answers, encourage the
__________________
students to work together to determine the correct answer.

11 If most of the students have finished the assignment before the end of the
session, review the sheets as a whole group.
CHALLENGE When reviewing the answers, invite students to express the rotations not
only in terms of the fraction of a whole turn, but also as equivalent fractions based on
the numbers on the clock face and on the number of degrees (e.g., ¼ = 3/12 and ¼ = 90/360).
You’ll need to gauge your students’ comfort level with fractions to determine whether this
would be a worthwhile exercise for the group, or for just a few students.

• Let students know you’ll have a new Work Place about measuring angles to share with
them next session.
Daily Practice
The optional Measuring Interior Angles of Polygons Student Book page provides addi-
endpoint (4.MD.5)
• Measure angles by identifying the fraction of the circular arc between the points where
the two rays forming the angle intersect the circle whose center is at the endpoints of
those rays (4.MD.5a)
Note This Daily Practice assignment requires pattern blocks, so you probably won’t want
to use it as a homework assignment.
Unit 5 Module 1
Unit 5
Module 1
Session 4 Session 4
Angle Puzzles
Summary
After giving students time to reflect on the unit pre-assessment from Session 1, the teacher
introduces a new Work Place activity, 5A Angle Puzzles. Students each do the activity once,
and then spend the remainder of the session at Work Places. Finally, the teacher introduces
and assigns the Angles & Rectangles Home Connection.
Skills & Concepts

• Decompose an angle into non-overlapping parts (4.MD.7)
• Express the measure of an angle as the sum of the angle measures of the non-overlapping
parts into which it has been decomposed (4.MD.7)
• Demonstrate an understanding that angle measure is additive (4.MD.7)
Materials
Vocabulary
TM T5 • Scored Unit 5 Pre-Assessment Resource Cards are available.
Unit 5 Pre-Assessment Student (TM T1–T4 from Unit 5, Module angle*
Reflection Sheet 1, Session 1)
acute angle*
Work Places Introducing Work Place 5A Angle Puzzles obtuse angle*
TM T6 • pattern blocks, class set polygon*
Work Place Guide 5A Angle • spinner overlays, class set right angle*
Puzzles
straight angle*
TM T7–T8
5A Angle Puzzles Record Sheet
zero angle*
SB 171*
Work Place Instructions 5A Angle
Puzzles
Work Places in Use

5A Angle Puzzles (introduced in this session)
Home Connection
HC 91–92
Angles & Rectangles
Daily Practice
SB 172
Angles in Polygons

Preparation
• In today’s session, you’ll introduce Work Place 5A Angle Puzzles, which replaces Work Place
3D Decimal More or Less. Before this session, you should review the Work Place Guide, as
well as the Work Place Instructions. Make copies of the Angle Puzzles Record Sheet for use
today and store the rest in the Work Place 5A Angle Puzzles tray.
numbers (3E–5A) or write out the full names if you prefer. (See the list in the Work Places in
Assessment
• Then they will learn how to do a new Work Place activity that will help them learn
more about angles.
• After you’ve introduced the new Work Place, students will spend the rest of the session
at Work Places.
several weeks to develop their skills, and they will re-take the assessment at the end
of the unit.

Ongoing
Introducing Work Place 5A Angle Puzzles includes a Work Places
6 Move into the next part of the session with a quick review of angles. Differentiation Chart for
Ask questions and give prompts like the following. can use these charts to
• Point to a right angle in the classroom. make notes about which
• What is an angle that is smaller than a right angle called? [acute angle] students need support or
• What is an obtuse angle? [an angle larger than 90° but smaller than 180°] featured in each Work
• Use your hands to show a zero angle. Place. Suggestions for
• Is a straight line also a straight angle? [yes]
Tell students before you begin the review how you want them to respond: as a whole class, included on the Work
with a partner, individually, or a combination of responses. Place Guide.
7 Introduce the activity Angle Puzzles.

• Display the Work Place 5A Angle Puzzles Record Sheet where everyone can see it.
• Explain that this individual activity will help students learn more about angles.
8 Briefly summarize the activity before playing with the class.

Students spin a spinner to find out what type of angle they will make, and use pattern
blocks to make the angle they spun. Students trace the pattern blocks to make a labeled
sketch of their solution and write an equation that describes how they made the angle.
Then they try to find another way to make the same angle with a different combination
of pattern blocks. Then they sketch and label the new way and write another equation.
Students spin 2 more times to make 3 different angles. The activity ends when students
have sketched and labeled solutions for 3 different angles.
9 Model the Angle Puzzles activity with student participation. Use your copy of Math Practices
the Work Place Instructions 5A Angle Puzzles Student Book page as needed. in Action 4.MP.2
Pose questions like the following to promote student thinking and engagement. Using the pattern
• If you are not sure about the type of angle you’ve spun, or whether the arrangement of blocks to draw angles
pattern blocks you’ve made is an accurate representation of that type of angle, what can helps students reason
quantitatively about
you do to figure it out?
angle measurement. Each
• How can you figure out how many degrees there are in each pattern block you use? block gives students a
• Will your equation always be an addition equation? Could it ever be a multiplication or concrete sense of what a
subtraction equation? particular angle measure-
ment looks like, as well
as how it relates to other
benchmark angles like
120° 90° and 180°. After using
30°
the pattern blocks in this
30°
30°
30° 90° way, students are better
prepared to reason more
3 x 30° = 90° 120° – 30° = 90° abstractly about angle
Right Angle measurement.
10 Have students turn to a partner to summarize the directions for Angle Puzzles.
11 Ask students if they have any questions about how to do the activity. Then
have students get the materials they need to try Angle Puzzles on their own.
• Note with students that they’ll each need to share a spinner overlay with a classmate or
work on this activity with a partner.
• If some of the students decide to work in pairs, let them know that they’re each respon-
sible for filling in their own record sheet.
12 As students work, circulate through the room to make observations,

answer questions, and provide differentiated instruction as suggested on
the Work Place Guide.
13 As students complete the record sheet for Angle Puzzles, invite them to
choose another Work Place activity.
• Remind students to pick up their Work Place folders and to file any papers they finish
in their folders.
• Continue to provide differentiated instruction as needed.
Note Let students who go to the new Work Place, 5A Angle Puzzles, know that you will
provide a new Work Place Log for the Unit 5 Work Places in a week or two. Ask them to
place their completed (or partially completed) Angle Puzzles sheets in their folders and
mark the new planner when they get it.

• Then ask students to fill in the blanks in the following equations:
»» 30° + 60° = ____°
»» 40° + ____ = 90°
»» ____ + 60° = 180°
»» 120° – 30° = ____
»» 180° – ____ = 90°
Home Connection
15 Introduce and assign the Angles & Rectangles Home Connection, which
• Find the perimeter of a polygon, given its side lengths (3.MD.8)
• Express the measure of an angle as the sum of the angle measures of the non-overlap-
ping parts into which it has been decomposed (4.MD.7)
Daily Practice
The optional Angles in Polygons Student Book page provides additional opportunities to
apply the following skill:
Unit 5 Module 1
Unit 5
Module 1
Session 5 Session 5
Sir Cumference and the
Great Knight of Angleland
Summary
After asking students to each record their own definition of a circle, the teacher reads aloud
the story Sir Cumference and the Great Knight of Angleland and uses it as a springboard for
discussing circles and identifying the radius, diameter, and circumference of a circle. Students
describe, analyze, compare and classify circles, radii, diameters, and circumferences with
partners. At the end of the session, the class revisits the definition of a circle and compares
what students knew about a circle before today’s session to what they know now.
Skills & Concepts

• Demonstrate an understanding that an angle that turns through 1/360 of a circle is called a “one-
degree angle” and that a “one-degree angle” can be used to measure other angles (4.MD.5a)
• Identify points, lines, line segments, rays, and angles (right, acute, obtuse) in 2-D figures (4.G.1)
Materials
Vocabulary
Problems & Investigations Sir Cumference and the Great Knight of Angleland those terms for which Word
TM T9 • Sir Cumference and the Great • student math journals Resource Cards are available.
Circle Vocabulary Knight of Angleland • 8 1/2” × 2” scratch paper strips, angle*
SB 173–174* • 180° protractors, class set 5 per student (optional, for
acute angle*
Thinking About Circles • 360° protractor support suggestion)
• Word Resource Card for circle
center
circle*
Daily Practice
circumference*
SB 175 diameter*
Finding Perimeters of
obtuse angle*
Quadrilaterals
radius*
HC – Home Connection, SB – Student Book, TM – Teacher Master right angle*
straight angle*
Preparation
Read through Sir Cumference and the Great Knight of Angleland before the session. As with any
interactive read aloud, it is helpful to mark parts of the story where you will pause to allow
students to make observations and predictions and ask questions. See more details in Step 4.

Sir Cumference and the Great Knight of Angleland
1 Open the lesson by quickly reviewing angle types. Have students use their
hands to show you:
• a zero angle
• an acute angle
• a right angle
• an obtuse angle
• a straight angle
2 Have students record a personal definition of the word circle in their math
journals.
• Have students take out their journals, open to the next blank page, and write the date
and “Circles” as a heading.
• Then, have students write a definition of a circle in their own words.
Encourage students to think mathematically, and reassure them that it’s OK if their
definition is not as precise as that in a dictionary; they will return to their ideas at the end
of the session.
3 Then tell students you are going to read a story that will help them under-
stand more about circles and angles.
ELL If possible, give ELL students a chance to look over the book before class begins. A
preview of the words and pictures might help them better understand the story. Engage
ELL students in the read aloud as much as possible.
4 Introduce and read Sir Cumference and the Great Knight of Angleland.
• Either gather students around you as you read the book or project it where everyone
can see it.
• Show students the cover and read the title and author’s name.
• Ask students to turn and talk with a partner to share a few predictions about the story.
• Begin reading the story. As you read, write the name of each character as they appear.
For example, on the first page you would write Radius, Sir D’Grees, Sir Cumference,
and Lady Di of Ameter where everyone can see it.
• As each angle is mentioned in the story, have students make the angle with their hands
or arms.
• When Radius receives the medallion, take time to show students the picture of the
medallion. Have them turn and talk with a partner about what the medallion reminds
them of and what they notice about it.
• Read the rest of the story. Pause occasionally to allow students to ask questions and
make observations and predictions.
5 Then, invite several students to share their ideas about what a circle is.
Students A circle is round.
It doesn’t have any straight sides.
It doesn’t have any sides at all. It’s curved all the way around.
So it doesn’t have any corners either.
6 Use what students say to challenge and extend their definitions of a circle. Math Practices
• Draw an ellipse and ask students if it is a circle. in Action 4.MP.6
• Help students understand that while a circle is round, the mathematical definition of This session challenges
a circle is a two-dimensional figure constructed so that every point of the figure is the students to attend to
same distance from a point called the center. precision in their use of
mathematical language,
• At the end of the discussion, hold up the Word Resource Card for circle and show definition of terms, and
students both sides. use of the protractor.
Using precise language
Teacher What about this shape I’ve drawn? Is it a circle? helps clarify and deepen
their understanding of
circles, and attending
to precision when using
the protractor helps
them develop a better
sense of angles and their
Students No way! It’s an egg shape.
measurement.
It’s an oval.
I think it’s an ellipse.
Teacher But this shape doesn’t have any straight sides or corners. It’s
curved all the way around, so why isn’t it a circle?
Rhonda Because it’s not perfectly round. A circle has to be totally,
perfectly round.
Teacher How can you tell that the shape I’ve drawn up here isn’t
perfectly round? Talk about this with the person next to you, and then
let’s hear some of your ideas.
Students We said you can tell it’s not perfectly round just by looking.
It looks more like an egg than a circle.
We said the same thing. It’s like a circle that’s been squished down a little.
If you put a dot in the very middle and measure from the dot to the
edge in a couple of different places, it won’t be the same, like it would
be with a circle.
We agree. If it’s a circle, all of the lines from the center should be the
same length.
7 Now display the Circle Vocabulary Teacher Master and ask students if they
know what each term means: radius, diameter, circumference, and center. For
each term, invite a student volunteer to sketch in an example on the page.
• Have a different student sketch in an example of each term.
• Discuss each term. Ask if other students agree with what their classmates draw.
• Challenge students to be very specific in talking about each term. Use counterexamples
to elicit greater specificity in definitions and in students’ thinking about the relation-
ships among terms, as illustrated in the dialog.
SUPPORT If most students are unfamiliar with the terms on this page, place a handful of
scratch paper strips at each table or cluster of desks. Ask each student to copy the terms,
one on each strip. Then use a colored overhead marker to sketch or highlight each term on
the circle and ask students to hold up the strip in their collection that matches your work.
Teacher You identified this point as the center, and you all agreed
that we drew in this radius correctly. What about the two other line
segments I just drew up here? Are they also radii? Turn and talk to a
partner, and then we’ll share.
Monica We said the top one wasn’t, because it cut off part of the circle.
Boris But the other one is, because it just sticks into the middle of the circle.
Consuela Wait, I don’t think so. I think if it’s a radius it has to go
right from the center to the edge of the circle.
Teacher It’s true that these other two lines are not radii because they
do not go from the center to a point on the circumference. Who can
come up and draw in another radius? … Thank you. So how does this
radius compare to the other one? Is it longer, shorter, or the sam-
length? How can you tell?
8 Next, ask students to turn to the Thinking About Circles Student Book pages.
• Give them a moment to study the pages and answer any questions.
• Then have students work on the pages with a partner.
9 As students work, circulate through the room to make observations,

answer questions and provide differentiated instruction.
SUPPORT If students have a hard time articulating their thoughts on paper, invite them to share
their thinking aloud with you or a partner before writing. If students have a hard time keeping
track of the new vocabulary, have them refer to the Circle Vocabulary Teacher Master.
CHALLENGE If students complete the pages quickly and accurately, have them research the
terms radius, circumference, and diameter and look for the origins of the words.
10 Toward the end of the session, reconvene to discuss the Thinking About
Circles Student Book pages.
• What did students notice about all the circles on the top left?
• What did they notice about the shapes that are not circles on the top right?
• Invite a few students to explain which shapes are circles and why.
• Invite a few students to share their drawings of shapes that are and are not circles. Have
them show their work where the whole class can see it.
• Invite a few students to share their definitions of a circle. Build discussion until the
class reaches consensus.
11 Have students add today’s vocabulary (circle, circumference, diameter, and

radius) to their math journals.
Have students record each word, add a definition in their own words, and make a sketch
that shows understanding.
12 Then, display the 180° protractor as student helpers hand out protractors.
• You can also show the medallion from the back inside cover of the book and the
360° protractor to review the fact that there are 360 degrees in a whole circle and 180
degrees in half a circle.
• Ask students to think quietly about, then discuss in pairs any mathematical observations
they can make about this tool.
Students It’s like a half-circle with a lot of numbers on it.

90 is at the top.
It has 2 rows of numbers on the curve also numbers on the bottom.
It’s for measuring angles. It’s like a ruler for angles.
It’s like the top half of the one radius used in the story, except his was gold.
13 After students have shared their initial observations, explain that the
protractor that looks like a half-circle is called a 180° protractor.
Unit 5 Module 1 Session 5 Extension
If students enjoyed Sir
Ask questions based on the things they noticed. Cumference and the Great
Knight of Angleland, they
• What do you think the numbers at the bottom are for?
might enjoy other books
• Why do you think it says 90 at the top of the semicircle? What do the rest of the by Cindy Neuschwander,
numbers along the top refer to? including Sir Cumference
• Do you think it’s possible to use this tool to draw angles? How could you do it? and the First Round
Table, Sir Cumference
14 Then discuss the markings. Ask questions to bring out the relationships and the Dragon of Pi,
between the marks and the measures of angles, the size of a one-degree Sir Cumference and the
Sword in the Cone, and Sir
angle, and the additive nature of angles. Cumference and the Isle of
Immeter.
80 100
70 90 80
110
100 70 12
60 110 0
60
50 120
13 0
0
0
13
14
14 0
0
4
0
40
150
30
150
30
160
20
160
20
170
170
10
10
MM
CM 1 2 3 4 5 6 7 8 9 1 0
1 2 4 5
• What do each of these lines mean?

• How big is a one-degree angle? Can you show me a one-degree angle by turning 1 degree?
• How big is a 5° angle?
• Where is the 90° angle mark? Is it where you thought it should be?
• How many little marks are there? Why are there 180 marks, or one-degree angles, in a
half-circle?
• How many one-degree angles would there be in a whole circle?
• What fraction of a whole circle is a one-degree angle? [1/360]
• Compare and contrast this protractor and a number line. How are the two the same?
How are they different?
• How are the radii in the half-circle protractor like the rays of an angle?
15 Confirm that a protractor is a tool for measuring angles. Explain that in

future sessions, students will have a chance to discover for themselves how
to measure and draw angles with a protractor.
16 Wrap up the session by revisiting students’ definitions of circles from the
beginning of the session.
• Have students find the definitions they wrote in their journals about a circle in the
beginning of the session.
• Ask how their thinking has changed.
• Invite a few students to share their reflections.
• Then have students clean up and put away materials.
Daily Practice
The optional Finding Perimeters of Quadrilaterals Student Book page provides additional
• Find the perimeter of a polygon, given its side lengths (3.MD.8)
Unit 5 Module 1
Unit 5
Module 1
Session 6 Session 6
From Pattern Blocks
to Protractors
Summary
Students review the different types of angles. Then they use what they know about angle
measures of pattern blocks to investigate protractors. They use protractors to measure more
angles and discuss the protractor as a tool for measuring angles. Finally, the teacher intro-
duces and assigns the Protractor Practice Home Connection.
Skills & Concepts

(4.MD.5)
• Demonstrate an understanding that an angle that turns through 1/360 of a circle is called a “one-
degree angle” and that a “one-degree angle” can be used to measure other angles (4.MD.5a)
• Measure angles by identifying the fraction of the circular arc between the points where the two
rays forming the angle intersect the circle whose center is at the endpoints of those rays (4.MD.5a)
• Use a protractor to measure angles in whole degrees (4.MD.6)
• Sketch an angle of a specified measure (4.MD.6)
Materials
Vocabulary
Problems & Investigations From Patterns Blocks to Protractors those terms for which Word
SB 176–177* • 180° protractor (class set, plus 1 Resource Cards are available.
Experimenting with Angle for display) acute angle*
Measurement • pattern blocks (class set, plus 1
obtuse angle*
set for display)
• Word Resource Cards for acute protractor*
angle, obtuse angle, ray, right ray*
angle, straight angle, vertex, and right angle*
zero angle (see Preparation)
straight angle*
Home Connection vertex or corner*
HC 93–94 zero angle*
Protractor Practice
Daily Practice
SB 178
Measuring & Constructing Angles

Preparation
Post the Word Resource Cards for acute angle, obtuse angle, ray, right angle, straight angle,
vertex, zero angle.

From Pattern Blocks to Protractors
1 Display your copies of the Experimenting with Angle Measure Student
Book pages as students find the pages in their own books. Have them get
out pencils, 180° protractors, and pattern blocks.
2 Ask students to study the picture on the first Student Book page, and then
turn and talk to a partner about what they notice.
NAME | DATE
Experimenting with Angle Measurement page 1 of 2
Angle 1
While mathematicians commonly define an angle as the union of two rays (the sides of
the angle) that have the same endpoint (the vertex), students will describe the angle in less
formal terms. Angle 2
Students It’s an angle.

The angle is acute because it’s smaller than 90°. Angle 3
The angle
1 has 2 angle:
For each arrows that go in different directions.
a Estimate how many degrees you think it measures.
The lines start in the same place and then go different directions.
b Use a pattern block to check the measure. (Each angle below matches one or
The place where they
more of both
the angles start
in your patternisblocks.)
the vertex, I think. It’s kind of like a
corner for ctheMeasure
angle. it with your protractor.
How many degrees? How many degrees?
Angle
And the arrow1lines are

70°, like the 55°
sides of the angle.
(estimate) (actual measure)
65°, 60°,
2
3
3 After a bit of discussion, draw students’ attention to the Word Resource (continued on next page)
Cards on display. Invite several students to share their thinking about how
the terms relate to the angle.

• Ask how the angle compares to what they see on the Word Resource Cards.
• Also, ask students to locate the vertex and the rays of the angle.
If you haven’t yet formally introduce the term ray, do so now. Draw students’ attention to
the illustrations on the front of the Word Resource Card for ray, and then read and discuss
the definition of the word on the back of the card. Note with students that all angles of any
type are formed where two rays share a common endpoint.
4 Review the instructions and explain that you’ll measure the first angle together.
• Ask students to record an estimate of the measure of Angle 1 in the table provided.
• Then ask volunteers to share and explain their estimates as you record them on your
table for Angle 1.
Students It’s less than 90°, that’s for sure, because it’s smaller than a
right angle. I said it’s 70°.
I said it was 65°. It looks bigger than half a right angle, somewhere
between 45° and 90°.
My estimate is 60°. It looks like it’s about 2/3 of the way to a 90° angle.
Angle 2
Mine was close to that—55°. Half of 90 is 45, and it looks bigger than
half of a 90° angle, but not that much bigger. Angle 3
1 For each angle:
more of the angles in your pattern blocks.)
c Measure it with your protractor.

Angle
1 70°, 65°, 60°, 55°

2
3
5 Now have students work in pairs to find at least one pattern block that fits
into the angle exactly.
After a bit of experimentation, students will discover that any of the three angles on the
green triangle, as well as the acute angles on the trapezoid and the blue rhombus, fit Angle 1.
When they’ve had a minute or two to work, invite several volunteers to share their think-
ing with the class.
Penny We saw that the green triangle fit into Angle 1 exactly, but we
didn’t remember how big that angle was.
NAME | DATE
Angle 1
Willie Then we remembered from the other day that if you put a
green triangle together with a white rhombus, it makes a 90° angle,
and Sara remembered that the little angle on the white rhombus was
Angle 2
30°. So we figured the green triangle had to be 60°.

Tyrone That’s pretty close to what we estimated. Lots of people thought
Angle 1 was going to be more than 50° but less than 90° for sure.
Angle 3
1
Maria We found out that the trapezoid fits into Angle 1 like this, but
For each angle:
we couldn’ta remember
Estimate how many degrees you think it measures.
how big that angle was on the trapezoid.
c
Measure it with your protractor.
NAME | DATE
Angle
Experimenting
1 70°,with
65°, Angle Measurement page 1 of 2
60°, 55°
2
3
Angle 1
Abe So here’s what we did. We put the trapezoid on top of the square
to compare it to 90°, like this. Then we saw there was still room for one
of those skinny rhombuses. But that still didn’t help because we didn’t
Angle 2
know how big that one was either. Finally, we saw that we could fit
exactly 3 of those skinny rhombuses into the square corner. Then we
Angle 3
1 For each angle:

knew that each one of those was 30° because 90 ÷ 3 = 30. That meant
that the angle on the trapezoid that fit into Angle 1 had to be 60°.
6 Once the class has reached consensus that Angle 1 is 60°, ask students to
use the protractors to show that the measure is 60°.
Because most fourth graders are new to using protractors, you’ll want to give them some
time to discover for themselves how to position and read the protractor to get the correct
result. Encourage students to work in pairs or table groups and share their discoveries.
After a few minutes of experimentation, ask a few students to share their strategies, using
a protractor on Angle 1 at the display.
Zoey First we tried just lining up the protractor on the angle like this.
The top of the angle didn’t really come anywhere near the 60.
80 100
70 90 80
110
100 70 12
NAME 60 110 | DATE 0
60
50 120
Experimenting with Angle 13 0
13 Measurement
0 page 1 of 2 0
5
14
14 0
0
4
0
40
150
30
150
30
160
20
160
20
170
170
10
10
MM
CM 1 2 3 4 5 6 7 8 9 1 0
1 2 4 5
Angle 1
Sean Then we thought maybe if we put the middle of the protractor

right on the corner of the angle it would work, like this, but it didn’t.
Angle 2
1
70 906 800
Unit 5 Module 1 80 Session 110
100 12 0
0
6NAME 110 0 70 | DATE
60
120
Angle 3
50
13 0
0 Experimenting with Angle Measurement page 1 of 2

0
1 3
1 angle:
5
For each
14
14 0
0
4
0
40

150
30
150
30
160
20

160
20

170
170
10
10
MM
CM 1 2 3 4 5 degrees?
How many 6 7 8 9 1How
0 many degrees?
Angle
1 2 (estimate) 4 5 (actual measure)
1 70°, 65°, 60°, 55°
2 Angle 1
3
Chanelle We tried some other stuff and after we moved the protractor
around for awhile, we saw that if you put the little hole right over the
Angle 2
vertex and make sure the lines on both sides of the hole line up with
the ray on the bottom, it comes out right.
Angle 3
1 For each angle:

Angle
1 70°, 65°, 60°, 55°

2
3

Bridges in Mathematics Grade 4 Student Book 176
NAME 80 100 | DATE

70 90 80
110
100 12 70
60 110 0
120
Experimenting with Angle
60 Measurement page 1 of 2
50
13 0
0
0
13
14
14 0
0
4
0
40
150
30
150
30
160
20
160
20
170
170
10
10
MM
CM 1 2 3 4 5 6 7 8 9 1 0
1 2 4 5
Angle 1
7 Tell students they will work with a partner to complete the Experimenting
with Angle Measures Student Book pages. Ask them if they have any ques- Angle 2
tions, and then give them most of the time remaining in the session to work.
8 As students work, circulate through the room to make observations and Angle 3
answer questions.1 For each angle:

You might ask students bwho are comfortable using the protractor to help others who
Use a pattern block to check the measure. (Each angle below matches one or
are experiencing difficulty.more
You of themight alsopattern
angles in your work with a small group of students who are
blocks.)
having difficulty. c Measure it with your protractor.

Angle
Help students line 1up their
70°,protractors
65°, 60°, 55° on the angle they are measuring. If neces-
SUPPORT
sary, have them work with you

2 to practice finding the measure of several angles.
3
CHALLENGE If students can measure angles easily and accurately with
(continued a protractor and
on next page)
have completed Challenge item 4, invite them to search for angles with specific measures
around the classroom (e.g., “Can you find a 115° angle, or an angle within just a few
degrees of that somewhere in our room?”).
9 About 10 minutes before the end of the session, reconvene the class to
talk about how the protractor can be used to confirm the pattern block
measures. Help students compare and contrast using pattern blocks and
protractors for measuring.
Have students think about the benefits and drawbacks of each tool.
• Would they prefer to use a protractor or a pattern block to find an angle that measures 30°?
• Would they prefer to use a protractor or a pattern block to find an angle that measures 137°?
10 Discuss with students how they used a protractor to sketch an angle that
measured 60° in response to item 3 on the assignment. Have a student
demonstrate at the display if necessary.

• Let them know they’ll have more opportunities to use their protractors over the
coming days.
Home Connection
12 Introduce and assign the Protractor Practice Home Connection, which
Daily Practice
The optional Measuring & Constructing Angles Student Book page provides additional
Teacher Masters
NAME | DATE

1 Construct each figure described below on your geoboard and then make a sketch of
your work.
a A polygon with exactly 1 line b A polygon with 2 acute angles and
of symmetry—label the line of 2 obtuse angles—label the angles.
symmetry.
c A polygon with 3 sides and 1 right d Two line segments that are parallel
angle—label the right angle. to each other.
e Two line segments that are f A quadrilateral with exactly 2 lines

perpendicular to each other. of symmetry—label the lines of
symmetry.
NAME | DATE
2 Use your protractor to measure this angle.
X = _____°
3 Sketch an angle that measures 30°.
4 Sara sketched a right angle. Then she divided her right angle into 2 smaller angles,
angle b and angle c. Use the information in Sara’s sketch to determine the measure
of angle c.
b = 25° c = _____°
NAME | DATE
5 Max has sorted a collection of shapes and labeled them. Take a good look at his
work and answer the questions below.
Two pairs of At least one
parallel sides obtuse angle
a Do you agree with the labels Max has written for each group? Why or why not?
b Why are there two shapes in the middle, where the two groups overlap?
c Max says that he can’t put a right triangle in either of the groups. Do you agree?
Explain your answer.
d Follow these instructions to color in the shapes in Max’s collection.

• Find all quadrilaterals that are NOT parallelograms and color them green.
• Find the scalene triangle and color it purple.
• Find all the parallelograms and color them red.
NAME | DATE
6 Use this rectangle to answer the questions below.

25 in.
15 in.
a Which formula shows how to find the area of this rectangle?

NN Area = (2 × width) + (2 × length)
NN Area = length + width
NN Area = length × width
b Use the formula you selected to find the area of the rectangle. Show your work.
Label your answer with the correct units.
The area of the rectangle is _____

144 cm
36 cm
a Which formula shows how to find the perimeter of this rectangle?

NN Perimeter = (3 × width) + (3 × length)
NN Perimeter = length + width
b Use the formula you selected to find the perimeter of the rectangle. Show your
work. Label your answer with the correct units.
The perimeter of the rectangle is _____
NAME | DATE

Unit 5 Module 1

Skill Notes
Can you draw figures with line symmetry,

1a, 1f
and draw in the lines of symmetry accurately?
Can you draw figures with acute, obtuse, and

1b, 1c
right angles, and label the angles accurately?
Can you draw parallel lines and find them in

1d, 5a, 5b
2-D figures?
Can you draw perpendicular lines? 1e

Can you use a protractor to measure and

2, 3
T5
sketch angles?
Can you use information about angles to

4
solve problems?
Can you identify or picture in your head right

5c, 5d
triangles and scalene triangles?
Can you identify quadrilaterals that are not

5d
parallelograms?
Do you know what a parallelogram is,
and can you identify different kinds of 5d
parallelograms?
Can you identify the formula for finding the
6a, 6b
area of a rectangle and use it correctly?
Can you identify the formula for finding the

7a, 7b
perimeter of a rectangle and use it correctly?
• After you have made a mark and some notes about each skill above, draw a star next to the two skills that you need to work on the most during this unit.

Work Place Guide 5A Angle Puzzles

Summary
Students spin a spinner to find out what type of angle they will make, and use pattern blocks to make the angle they spun.
Students trace the pattern blocks to make a labeled sketch of their solution and write an equation that describes how they
made the angle. Then they try to find another way to make the same angle with a different combination of pattern blocks.
Then they sketch and label the new way and write another equation. Students spin 2 more times to make 3 different angles.
The activity ends when students have sketched and labeled solutions for 3 different angles.
Skills & Concepts

• Express the measure of an angle as the sum of the angle measures of the non-overlapping parts into which it has been
decomposed (4.MD.7)
Materials
TM T6 • pattern blocks
Work Place Guide 5A Angle Puzzles • 3 spinner overlays
TM T7
5A Angle Puzzles Record Sheet
SB 171
Work Place Instructions 5A Angle Puzzles

Here are some quick observational assessments you can make as students begin to do this activity on their own. Use the

One or more students SUPPORT Review the different types of angles with students. “An acute angle is smaller than a right angle. A
don’t know the types of Have them find examples of all of the angles on pattern blocks right angle looks like the corner of a square. Can
angles. or other classroom materials. Have them use their handbooks you find an example of an acute angle? Find your
to help them as they do the activity. entry for acute angle in your handbook.”
One or more students SUPPORT Have students refer to the Measuring Pattern Block “So, you used the green triangle and the
aren’t sure how to write Angles Student Book page in their books to review how white rhombus to make a right angle? Do you
an equation for their many degrees there are in various pattern block angles. Once remember the measure of each angle in the
sketch. students know the number of degrees in each of the pattern green equilateral block? Let’s look at the work
blocks they have included in a particular sketch, help them you did the other day...”
write an equation.
One or more students can CHALLENGE Invite these students to think about the challenge
easily compose all of the of making an acute angle by subtracting rather than adding
angles on the spinner. angles. Have them start with a block or combination of blocks
in which the angle measure is greater than 90°, and then
subtract to create a block or combination of blocks in which the
angle measure is less than 90°.
Students need a greater CHALLENGE Use the variations on the Work Place Instructions or
challenge. encourage students to make up their own variation.
• Make sure ELL students sit near you when you demonstrate the activity. Use gestures and labeled sketches to make the directions as clear as
possible. Have students actively participate as much as possible.
• Have the Word Resource Cards available for all the types of angles. Go over them with ELL students and let ELL students take the cards to their
seats for reference.
• Pair ELL students with a bilingual student or an English-speaking student who will be helpful and supportive.
Unit 5 Module 1 Session 4 2 class sets: one for use during this session, and a second stored in the Work Place tray
NAME | DATE
5A Angle Puzzles Record Sheet page 1 of 2
Straight Angle
(180°)
Acute Angle Right Angle

(less than 90°) (90°)
Obtuse Angle
(greater than 90°
but less than 180°)
Angle:
First Sketch Second Sketch
Equation: Equation:
Unit 5 Module 1 Session 4 2 class sets: one for use during this session, and a second stored in the Work Place tray
NAME | DATE
5A Angle Puzzles Record Sheet page 2 of 2
Angle:
Equation: Equation:
Angle:
Equation: Equation:
Circle Vocabulary
radius
diameter
center
circumference
Student Book
NAME | DATE
Elena’s Trip
1 Elena traveled from Istanbul to Ankara, which is 351 kilometers. Then she went
from Ankara to Marmaris, which is 527 kilometers. If it is 468 kilometers back to
Istanbul, how far did Elena travel in all on her trip? Show your work.
2 3
Elena and her brother ate cookies on their trip. Elena ate 4 of her cookies and her
2
brother ate 3 of his. Elena says they ate the same amount because they both have
one cookie left. Is she correct? Explain.
3 Which equation is not true?

NN NN
1
1.25 = 1 4 6.05 < 6.5
NN NN
4 1 1
2 100 = 2.4 44 > 45
4 List all of the factor pairs for 63.
5 Fill in the missing information on the Multiple Wheels.
3 12 3 12
5 5
2 2
24 15 24 30
20 20
16 16
4 8 4 8
6 Round 15,615 to the nearest:

ten hundred thousand ten thousand
NAME | DATE
Which Angle Doesn’t Belong?

In each group of 5 angles, there is one that does not belong. Circle the angle that doesn't
belong for each group.
NAME | DATE
Pattern Block Angles

Label the angles in each shape below. Use the words zero, acute, right, obtuse, or straight
to label each angle.
1 2
3 4
5 6
NAME | DATE
Right, Acute & Obtuse Angles

1 Use the information below to help solve the following problems.
A right angle is exactly 90 degrees. An acute angle is less than 90 An obtuse angle is more than 90
degrees. degrees.
a Circle all the right angles.
b Circle all the acute angles.
c Circle all the obtuse angles.
2 Draw another ray to make an acute angle.
3 Draw another ray to make an obtuse angle.
NAME | DATE
Measuring Pattern Block Angles

Label the interior angles of each pattern block shown below. Use the straight and right
angles below to help determine the measure of each pattern block angle.
1 2 3
4 5 6
NAME | DATE

1 2
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6

3 4
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6

NAME | DATE
Using Pattern Blocks to Measure Angles on a Clock Face page 2 of 2
5 6
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6

7 8
12 12
11 1 11 1
10 2 10 2
9 3 9 3
8 4 8 4
7 5 7 5
6 6

NAME | DATE
Measuring Interior Angles of Polygons

Use your pattern blocks to measure the interior angles of each polygon below. Label
each angle with its measurement.
Work Place Instructions 5A Angle Puzzles

Each student needs:
• 1 5A Angle Puzzles Record Sheet
• pattern blocks
1 Spin the spinner to find out what kind of angle to make.

2 Use pattern blocks to make an example of the type of angle spun.
3 Trace the pattern blocks on the record sheet and label each of the interior angles.
4 Record an equation to describe how the angle was made.
Jasmine
Right Angle
60˚
30˚
60˚ + 30˚ = 90˚
5 Make the same angle with a different combination of pattern blocks. Trace and label and write an
equation to represent the second way of making the angle.
6 Repeat steps 2–5 two more times to make 3 different types of angles in all.
If an angle already built is spun, spin again until a new angle is spun.
Game Variations
A Work with a partner to figure out 2 or more different ways to make each angle.
B Work on just one angle and try to find all of the different possibilities for making it.
NAME | DATE
Angles in Polygons
Use the following information to help solve the problems below.
Right Angle Acute Angle Obtuse Angle
exactly 90° a square corner smaller than a right angle larger than a right angle
1 Circle the polygon that has only acute angles.
2 Circle the polygon that has only obtuse angles.
3 Circle the polygons that have only right angles.
4 Circle the polygon that has 2 acute angles and 2 obtuse angles.
NAME | DATE
Thinking About Circles page 1 of 2

Circles Not Circles
1 Study the diagram above.
a Circle the circles in the row of shapes below.
b How do you know that the shapes you circled are circles?
c Draw 2 examples of circles.
d Draw 2 examples of shapes that are not circles.
e How would you define circles?
NAME | DATE
Thinking About Circles page 2 of 2
2 Use the circle below for a–c.
a Draw and label two examples of a radius on the circle below.
b Draw and label two examples of a diameter on the circle below.
c Draw and label an arrow pointing to the circumference of the circle below.
3 Draw three more straight lines to connect the 4 points on the circumference of the
circle below. The first two points have been connected for you. Connect the rest
of the points in the same manner. The points are all spaced equally around the
circumference. Do not connect any points to the center.
a What shape did you just draw inside the circle?
b Use labeled sketches, numbers, or words to convince someone else that you
have identified the shape correctly in part a above.
NAME | DATE
Finding Perimeters of Quadrilaterals

1 Use a ruler to measure the sides of each quadrilateral in centimeters. Label all the sides
of each shape. Then find the perimeter. For a, find the area also. Show your work.
4 cm
2 cm
2 cm
4 cm
2 + 2 + 4 + 4 = 12 cm
ex a
Perimeter = _____
12 cm Area = _________ Perimeter = _____
Perimeter = _____
2 Solve the following problems:

a 347 + 652 = _____ b 65 × 29 = _____
c 60 ÷ 4 = _____ d 501 – 388 = _____
NAME | DATE
Angle 1
Angle 2
Angle 3
1 For each angle:

Angle
1
2
3
NAME | DATE
4 Lan says the angle below measures about 120°. Do you agree or disagree with her?
5 Using a protractor, construct a 60° angle below or on a separate piece of paper. (If
you use another sheet of paper, attach it to this assignment.) Check your work with
a pattern block, and include the pattern block in your angle sketch.
6 CHALLENGE Look around your classroom for acute angles. Choose several. For each
angle you choose:
• Estimate how many degrees you think it measures.
• Measure it with your protractor.
• Record your work on the chart below.
Acute Angles How many degrees? How many degrees?
in the Classroom (estimate) (actual measure)
NAME | DATE
Measuring & Constructing Angles

1 Use a protractor to measure the angles, and then record your measurements. Label
each angle as acute, obtuse, or right.
a
2 Use a protractor to construct and draw the following angles. If you don’t have
enough room here, sketch these angles in your math journal.
a 80° angle b 45° angle
3 Fill in the blanks to make each equation true.

1 1 1 1 1
2 of 28 = ____ 4 of 28 = ____ 4 × 3 = ____ 7× 3 = ____ 10 × 3 = ____
Home Connections
NAME | DATE
Reviewing Area & Perimeter page 1 of 2

1 Find the area and perimeter of each rectangle. Area is the total amount of space
covered by the rectangle. Perimeter is the distance around the rectangle.
ex 5 a 4
3
4
Perimeter _____________________
3 + 3 + 5 + 5 = 16 units Perimeter _____________________
Area _____________________
3 × 5 = 15 square units Area _____________________
b 6 c 7
3
4
Perimeter _____________________ Perimeter _____________________

Area _____________________ Area _____________________
2 CHALLENGE Find the area and perimeter of this shape. Show all your work.
2
3
Perimeter _____________________
Area _____________________
NAME | DATE
Reviewing Area & Perimeter page 2 of 2
3 You can make sketches to help solve the problems below. Remember to include the
units of measurement in your answers. Show all of your work.
a The classroom rug is 9 feet long and 8 feet wide. What is the total area of the rug?
b What is the perimeter of the rug?
4 Chrissy is going to make a big painting on a piece of wood that is 4 feet wide and 7
feet long. What is the total area of the piece of wood?
a What is the perimeter of the piece of wood?
5 The school playground measures 465 feet by 285 feet. What is the perimeter of the
playground?
NAME | DATE
Angles & Rectangles page 1 of 2

1 Alexis put two 90° angles together to make a new angle. How many degrees does
the new angle measure?
a 90° × 2 = _____
b What kind of angle did Alexis make? Fill in the bubble to show.
NN acute angle (less than 90°)
NN right angle (exactly 90°)
NN obtuse angle (more than 90° but less than 180°)
NN straight angle (exactly 180°)
2 Henry put three 45° angles together to make a new angle. How many degrees does
a 45° × 3 = _____
b What kind of angle did Henry make? Fill in the bubble to show.
NN acute angle
NN right angle
NN obtuse angle
NN straight angle
3 Austin put four 15° angles together to make a new angle. How many degrees does
a 15° × 4 = _____
b What kind of angle did Austin make? Fill in the bubble to show.
NN acute angle
NN right angle
NN obtuse angle
NN straight angle
NAME | DATE
Angles & Rectangles page 2 of 2
4 Claudia drew and labeled a rectangle. Here is a miniature picture of her rectangle.
Use this picture to help answer the questions below.
37 cm
43 cm
a What is the sum of the 4 interior angles in Claudia’s rectangle? Show your work.
b What is the perimeter of Claudia’s rectangle? Show your work.
c What is the area of Claudia’s rectangle? Show your work.
d CHALLENGE Claudia colored half of her rectangle blue. What is the area of the
blue part of the rectangle? Show your work.
NAME | DATE
Protractor Practice page 1 of 2

When you measure an angle you usually have to choose between two numbers because
protractors are designed to measure angles that start on either the right or left side.
There are two angles to measure in each of the problems on this sheet and the next. The
angle on the left side is angle A. The angle on the right side is angle B. Find and record
the measure of both angles in each problem.
1 The measure of angle A is ______ degrees.

The measure of angle B is ______ degrees.
80
700 100 90 100
80 11
11 700 12
60 0 60 0
12 1
5030 5030
1
1440
1440
0
0
15 0
15 0
0
3
3
A
0
1600 10
180 170 20
160
2
B
170 180
10
3 2 1 0 1 2 3
0
0

80
700 100 90 100
80 11
11 700 12
60 0 60 0
12 1
5030 5030
1
1440
1440
0
B
15 0
A
15 0
0
3
3
0
1600
180 170 20
160
2
170 180
10
10
3 2 1 0 1 2 3
0
0
NAME | DATE
Protractor Practice page 2 of 2

80
700 100 90 100
80 11
11 700 12
60 0 60 0
12 1
5030 5030
1
1440
1440
0
0
15 0
A
15 0
B
0
1600 3
3
0
1600 10
2
2
170 180
180 170
10
3 2 1 0 1 2 3
0
0

80
700 100 90 100
80 11
1 1 700 12
60 0 60 0
12 1
5030 5030
1
1440
1440
0
A B
15 0
15 0
0
3
3
0
1600
1600
2
2
170 180
180 170
10
10
3 2 1 0 1 2 3
0
0
5 Go back and add each pair of angle measures in Problems 1 through 4. What do
you notice? Why do you think it works this way?
Teachers Guide
Module 2
Polygons & Symmetry
Session 1 Introducing Parallel & Perpendicular Lines�� 3
Session 2 Parallels, Perpendiculars & Angles�� 9
Session 3 Line Symmetry�� 15
Session 4 Polygon Detectives��21
Session 5 Polygon Riddles��25
Session 6 Polygon Bingo��31

Angles Checkpoint�� T1 Dots & Lines Game Record Sheet��179
Parallel, Perpendicular & Intersecting Lines��T3 Lines & Designs��180
Dots & Lines Gameboard�� T4 Thinking About Lines��181
Discussion Figures�� T5 Thinking About Triangles��183
Lines & Angles Work Sample�� T6 Thinking About Line Symmetry��184
Work Place Guide 5B Mosaic Game��T7 Work Place Instructions 5B Mosaic Game��185
5B Mosaic Game Record Sheet��T8 Pattern Block Symmetries��186
5B Mosaic Game Challenge Record Sheet��T9 Naming Polygons��187
Polygon Cards��T10 Drawing Shapes��188
Polygon Riddles��T13 Work Place Instructions 5C Solving Polygon Riddles��189
Unit 5 Work Place Log��T16 Drawing Lines of Symmetry��190
Work Place Guide 5C Solving Polygon Riddles ��T17 Work Place Instructions 5D Polygon Bingo��191
5C Solving Polygon Riddles Record Sheet��T18 Classifying Triangles & Quadrilaterals��192
5C Polygon Riddles��T19
5C Polygon Riddles Answer Key��T21 Home Connections Pages
Work Place Guide 5D Polygon Bingo �� T22
Drawing Two-Dimensional Figures��95
5D Polygon Bingo Record Sheet�� T23
Symmetry��99
5D Polygon Bingo Boards��T24
Classifying & Drawing Quadrilaterals��101
Unit 5
Unit 5
Module 2
Module 2
Polygons & Symmetry
Overview
In Module 2, students extend their work with angles and explore attributes of polygons. In Sessions 1 and 2, students identify
and draw parallel and perpendicular lines. They also practice drawing a variety of angles and lines, and complete a work sample
that involves drawing lines and measuring angles. Session 3 introduces students to line of symmetry, and they work to define
and create examples of polygons with one or more lines of symmetry. In Session 4, students review different types of triangles,
quadrilaterals, and other polygons as they create a set of polygon cards for use in Sessions 5 and 6. In Session 5, the students use
their polygon cards to help solve a collection of riddles posed by the teacher. In Sessions 5 and 6, the teacher also introduces two
new Work Places that provide practice observing, describing, and classifying polygons.
Planner
Session 1 Introducing Parallel & Perpendicular Lines
This session begins with a checkpoint designed to assess students on their understanding of the skills
and concepts explored in the unit so far. Then the teacher introduces the terms parallel, intersecting,
and perpendicular, and plays a game with the class to provide students with practice building and
drawing parallel and perpendicular lines.
Session 2 Parallels, Perpendiculars & Angles
In this session, students review parallel and perpendicular lines by examining figures that are
examples and non-examples. Then they define parallel and perpendicular lines in their own words.
Next, they complete a work sample that asks them to draw parallel and perpendicular lines and
measure acute and obtuse angles. The teacher reconvenes the class toward the end of the session to
discuss the work sample
Session 3 Line Symmetry
In this session, students are formally introduced to the concept of reflective or line symmetry. They
examine examples and non-examples to help define the term, and then identify symmetrical shapes
and their lines of symmetry. Students are also introduced to Work Place 5B Mosaic Game, which they
play first with the teacher and then with a partner if time allows.
Introducing Work Place 5B Mosaic Game
Players take turns using pattern blocks to create designs with as many lines of symmetry as possible.
They get one point for every line of symmetry in their design. Each player takes two turns. At the end
of the game, the player with more points wins.
Session 4 Polygon Detectives
This is the first of three sessions designed to immerse the class in the language of geometry and
consolidate much of what has been studied in the unit so far. Today students review a variety of
shape names, as well as terms related to those shapes, as they label a set of cards they’ll use in solving
polygon riddles over the next two sessions.
Session 5 Polygon Riddles
Today student pairs each use the set of polygon cards they labeled last session to solve several riddles
posed by the teacher. Then the teacher introduces Work Place 5C Solving Polygon Riddles, and sends
students to Work Places as soon as each pair has cut and labeled a second set of cards so each of
them has a set to use during Work Places.
Introducing Work Place 5C Solving Polygon Riddles
Students solve a variety of polygon riddles to practice identifying polygons by their attributes. They
use clues to eliminate polygon cards until there is only one left.
Session 6 Polygon Bingo
Today the teacher introduces a new Work Place game—Polygon Bingo. After playing a demonstration
game with the teacher, students play the game again in pairs and then go out to Work Places.
Introducing Work Place 5D Polygon Bingo
Players take turns selecting polygon cards from one of the decks they made recently. Players draw
and label their polygon on their record sheets. Players find an attribute of the figure on their Polygon
Bingo Game Board and cover it with a game marker. The first player to cover an entire line of boxes
(horizontal, vertical, or diagonal) of attributes wins the game.
Task Done
each master.
Run a single display copy of Student Book pages 181–182, 184, 187, 189, 191.
pages 179–192.
Work Place Prepare the materials for Work Places 5B–5D using the lists of materials on the
Preparation Work Place Guides (Teacher Masters T7, T17, T22).
Remove the Unit 3 Work Place Log from the front of each student’s Work Place
folder, and replace it with a copy of the Unit 5 Work Place Log, stapled at all four
corners. Leave the Unit 4 Work Place Log stapled to the back of each folder.
Special Items Gather 1 small envelope per student.
Unit 5 Module 2
Unit 5
Module 2
Session 1 Session 1
Introducing Parallel &
Perpendicular Lines
Summary
This session begins with a checkpoint designed to assess students on their understanding
of the skills and concepts explored in the unit so far. Then the teacher introduces the terms
parallel, intersecting, and perpendicular, and plays a game with the class to provide students
with practice building and drawing parallel and perpendicular lines.
Skills & Concepts

• Identify an angle as a geometric figure formed where two rays share a common endpoint (4.MD.5)
• Identify lines, parallel lines, and perpendicular lines in isolation and in 2-D figures (4.G.1) Vocabulary
• Draw lines, parallel lines, and perpendicular lines (4.G.1) An asterisk [*] identifies
• Model with mathematics (4.MP.4) those terms for which Word
• Look for and express regularity in repeated reasoning (4.MP.8) Resource Cards are available.
angle*
Materials distance
Copies Kit Materials Classroom Materials horizontal
intersecting
Assessment Angles Checkpoint line*
TM T1–T2 • pattern blocks (class set) • rulers (class set) parallel*
Angles Checkpoint • 180° protractors (class set) perpendicular*
Problems & Investigations Introducing Parallel & Perpendicular Lines right angle*
TM T3 • spinner overlay • black overhead or dry wipe pen vertical
Parallel, Perpendicular & • game markers (16 red and 16 blue) • piece of copy paper to mask
Intersecting Lines • 10 red and 10 blue geobands portions of the teacher master
TM T4 • geoboards and bands (class set) • a red and a blue colored pencil
Dots & Lines Game Board for each student
SB 179
Dots & Lines Game Record Sheet
Daily Practice
SB 180 • geoboards and bands
Lines & Designs

Ongoing
See the Grade 4
Angles Checkpoint Assessment Guide for
scoring and intervention
1 Open the session by telling students they will take a quick checkpoint on suggestions.
angles. Then they will learn some new geometry terms and play a game
with you to practice using those terms.
2 Display the Angles Checkpoint, and give each student a copy. Give students
a minute to look it over, ask questions, and then have them begin.
• Note with students that they will need a ruler, a protractor, and some pattern blocks (at
least one of each shape) to complete the checkpoint. Make sure all students have easy
access to these materials before they begin.
• If some students finish earlier than others, ask them to read quietly.


Introducing Parallel & Perpendicular Lines
4 Display the first drawing at the top of the Parallel, Perpendicular & Intersecting
Lines Teacher Master, keeping the rest of the sheet covered for now.
• Ask pairs to share any mathematical observations they can make about the display.
• Then invite volunteers to share their ideas with the class.
Parallel, Perpendicular & Intersecting Lines

Parallel lines are lines that are always the same distance apart. They will never cross or
intersect. Can you explain why? Make 2 parallel lines on your geoboard. Make 3 lines
on your geoboard that are all parallel.
Students There are 2 straight lines up there and they both have
Intersecting lines are lines that intersect or cross each other. Make 2 intersecting lines
arrows at thegeoboard.
on your ends.
I think they’re never going to cross. They’re kind of like train tracks.
They’re exactly the same length, I think.
• Reveal the information below the 2 parallel lines on the master and read it with the
class. Then give each student a geoboard and rubber bands.
• Ask them to build examples of parallel lines on their boards and share them with the
Perpendicular lines are special intersecting lines. Where they cross, they form a right
people sitting angle.
nearestMake 2them.
lines on your geoboard that are perpendicular.
5 Repeat steps 4 and 5 until you’ve reviewed all the information on the
teacher master.
Be sure students take note of the square drawn at the intersection of the perpendicular
lines. This is a convention used by mathematicians to indicate that the two lines are cross-
ing each other at right angles.
6 Collect students’ geoboards and bands, and have them find the Dots &
Lines Record Sheet Student Book page. Explain that you’re going to play a
game that will help them remember the terms you just reviewed.
• Explain that they’ll play as the Red Team against you, and you’ll play as the Blue Team.
• Have them record the team color assignments on their sheet while you do so on the
Dots & Lines Game Board Teacher Master.
7 Get ready to play the game with the class.

• Place the spinner overlay on top of the spinner and set a clear geoboard below the spinner.
• Use your overhead or dry wipe pen to draw a black line either vertically or horizontally
across the board, following one of the lines of pegs. This is the starting line. Make an
asterisk beside the line.
• Ask students to use a regular pencil to draw a line in the same location on their record
sheet and mark it with an asterisk.
8 Explain that you’re going to take the first turn so students can see how to
play the game.
• Spin the spinner.
• Read the results with the class, and use a blue rubber band to build a line all the way
across the board, either parallel or perpendicular to the starting line, depending on
what the spinner indicated.
• Ask students to use a blue pencil or marker to record the results of your turn on their sheets.
Teacher OK, the spinner landed on “parallel.” That means I have to

use a blue rubber band to make a line that’s parallel to the starting
line. I can put it anywhere on the board, as long as it’s parallel to that
line, but I think I’ll put it right beside the starting line.
Dots & Lines Gameboard

Blue Team _________________________ Red Team _________________________
*
Perpendicular
Lines
NAME Shantell | DATE 2/8
Mr. R.
Blue Team _________________________ The Kids
Red Team _________________________
Game 1 Game 2 Parallel Lines Parallel Lines
*
Perpendicular
Lines
Score: Blue ____________ Red ____________ Score: Blue ____________ Red ____________
Game 3 Game 4
9 Before students take their turn, explain the game of Dots & Lines. Extensions
• The object of the game is to capture the most small squares (i.e., squares without any ••If your students enjoy
pegs between their corners). this game, use your
copy of the Dots &
• Each time a team forms 1 or more squares during their move, you’ll mark those
Lines Record Sheet
squares with game markers in the team’s color.
Student Book page to
• Ask the students if they think they’ll be able to form a square during this turn. make a class set of the
record sheets and play
Sergio Nope. If we land on “parallel” there will just be 3 parallel lines it again. A single game
in a row on the board. If we land on “perpendicular” we can build a makes a nice sponge
line across, but it won’t make a square, no matter where we put it. activity, and you can
Robert Mr. R might be able to make a square on his next turn. I think have students save
it’s better to be the first team to go. their record sheets for
repeated use over the
course of a week.
10 Have students take their turn, and then take turns back and forth until no ••Leave the materials out,
more rubber bands can be placed and all 16 squares have been formed. along with extra copies
If a team spins “parallel” and all the lines parallel to the starting line have already been of the record sheet so
made, they lose that turn. students can play the
game with each other
It’s possible to form more than 1 square during a single move, and students may get more
during Work Places.
strategic about where they’re placing their rubber bands as the game proceeds. Be sure to
mark the squares with game markers and have students use colored dots to mark them on ••CHALLENGE Ask students
their record sheets. The sample record sheet below shows how the game might look midway to explain why there
are no intersecting lines
through and again at the end.
that are not perpen-
dicular in this game.

Mr. R.
Red Team _________________________
Game 1 Game 2
Partway through
Score: Blue ____________ Red ____________ the
Score: Blue gameRed ____________
____________
Game 3 Game 4

Mr. R.
Red Team _________________________
Game 1 Game 2
10 6 End of the
Score: Blue ____________ Red ____________ game
Score: Blue ____________ Red ____________
Game 3 Game 4
Note Dots & Lines goes very quickly, and students have room to record the results of four
games. Take turns with the class to be the starting team. The team that starts first gets to
erase the starting line and draw a new one anywhere they want on the board.
Here are a few important rules to remember about Dots & Lines:
• The starting line has to go all the way across the board, either horizontally or vertically.
• A rubber band can be placed anywhere on the board, as long as it’s oriented correctly
with respect to the starting line.
• Rubber bands have to go all the way across the board.
• The object of the game is to capture the most small squares; squares that have pegs
between corners are not allowed.
• Remember to mark every square a team forms on a given turn.
• Count the squares captured by each team at the end of the game to determine the winner.
Daily Practice
The optional Lines & Designs Student Book page provides additional opportunities to
• Identify lines, parallel lines, and perpendicular lines in isolation and in 2-D figures (4.G.1)
• Draw lines, parallel lines, and perpendicular lines (4.G.1)
Unit 5 Module 2
Unit 5
Module 2
Session 2 Session 2
Parallels, Perpendiculars
& Angles
Summary
In this session, students review parallel and perpendicular lines by examining figures that are
examples and non-examples. Then they define parallel and perpendicular lines in their own
words. Next, they complete a work sample that asks them to draw parallel and perpendicular
lines and measure acute and obtuse angles. The teacher reconvenes the class toward the end
of the session to discuss the work sample, and finally introduces and assigns the Drawing
Two-Dimensional Figures Home Connection.
Skills & Concepts

• Identify angles (right, acute, obtuse), parallel lines, and perpendicular lines in 2-D figures (4.G.1)
Materials Vocabulary
Problems & Investigations Looking at Lines Resource Cards are available.
SB 181–182* • 180° protractors (class set, plus 1 • student math journals acute angle*
Thinking About Lines for display) • rulers (class set) obtuse angle*
TM T5 • pattern blocks (class set) • piece of copy paper to mask parallel*
Discussion Figures • Word Resource Cards for parallel portions of the teacher master
perpendicular*
and perpendicular
right angle*
Assessment Lines & Angles Work Sample straight angle*
TM T6 • 180° protractors (class set) • rulers
Lines & Angles Work Sample • red and blue colored pencils, 1
of each per student
Home Connection
HC 95–98
Drawing Two-Dimensional
Figures
Daily Practice
SB 183
Thinking About Triangles


Looking at Lines
1 Open the session by telling students that they will continue to work with
lines and angles today.
2 Display the first of the two Thinking About Lines Student Book pages, and
have students find the page in their books.
• Ask them to study the pictures in the two boxes at the top of the sheet and share
observations about the lines, first in pairs and then as a class.
NAME | DATE
Thinking About Lines page 1 of 2
Parallel Lines Not Parallel Lines
1 Study the diagram above. Use it to help answer the questions below.
• What do the setsaofCircle
lines inexamples
all the the left-hand box
of parallel lines in have in common? What is it about each
the box.
set that makes them parallel?
• What do the sets of lines in the right-hand box have in common? Why are these sets
not parallel?
3 Then review the problems on the rest of the sheet with the class and give
b How do you know that the figures you circled are examples of parallel lines?
NAME | DATE
students time to work on them.

Circulate as students are working to observe and provide support as needed.
c Draw 2 examples of parallel lines.
4 When most students have completed the first page, reconvene the class to
d Draw 2 examples of lines that are not parallel.
discuss students’ solutions to the problems on the first page.
• Point to each of the sets of lines in problem 1a and have the class indicate whether or
e Write a definition for the term parallel lines.
not that set is parallel. Circle the sets as students respond. (continued on next page)
a Circle all the examples of parallel lines in the box.

• Invite several different students to explain how they know that one of the circled sets
shows lines that are parallel.
• Then invite a few students to share their sketches of parallel and nonparallel lines with
the class.
• Ask students to turn and talk with a partner about their definitions of parallel lines. If
partners’ definitions are significantly different, have them discuss their ideas and try to
come to a consensus.
• Invite a few students to share their definitions of parallel lines and help the class come
to consensus.
5 Repeat steps 2–4 with the second Thinking About Lines Student Book page.
NAME | DATE
Perpendicular Lines Not Perpendicular Lines
a Circle all the examples of perpendicular lines in the box. (Hint: Use the corner
of a piece of paper or a tile to check the angles.)
b How do you know the figures you circled are examples of perpendicular lines?
6 Then display the figure at the top of the Discussion Figures Teacher Master,
keeping the rest cofDraw
the2 examples
sheetof perpendicular
coveredlines.for now.
Ask students to share mathematical observations about the figure, first in pairs and then
d Draw 2 examples of lines that are not perpendicular.
as a class.
e Write
Unit 5 Module 2 aSession
definition fordisplay
2 1 copy for the term perpendicular lines.
Discussion Figures
c
List at least 4 mathematical observations about the figure below in your math journal.
AntoineInclude
Those two
at least lines,about
1 prediction a and b, are
the measure of oneparallel.
or more of the angles.
Elliot I’m pretty sure line

f c is perpendicular to the other two. We can
use a square pattern block to check to see if it is a right angle.
Teacher Let’s check, then.
d 1 2
Elliot (after placing a square pattern
3 4 block on the figure) It works for
e
a. I think all the angles on the whole
5 6
thing
8
are right angles.
7
Teacher What do the rest of you think? Talk with the person next to
you, and then we’ll have some people share their ideas with the class.
Cindy I think they’re all right angles, too, and you don’t really even
need the square pattern block to prove it.
Teacher Why not?
Students Well, line a is like a straight angle, right? So you know that
the angle on the left side of line c is 90° and the angle on the right side
is 90°, because 90 + 90 = 180.
It works that way with line b too.
Yeah, if line a and b are parallel, it would have to work because they
are going the same way.

Discussion Figures
Hey, I know! If we use the square to
c check the bottom line and it turns
out to make a right angle with line c, then that will prove that a and b
are parallel.
a
7 Ask students to take outb their math journals as you reveal the lower portion
of the Discussion Figures Teacher Master.
After they have had a few minutes to record their thoughts, ask volunteers to share their
thinking with the class.
Include at least 1 prediction about the measure of one or more of the angles.
d 1 2
3 4
e 5 6
7 8
Students On that one, lines d and e are parallel, and line f goes
through them both, but it’s not perpendicular.
Line f goes diagonally through them. It’s not a right angle.
I counted 8 angles. I think 4 are acute and 4 are obtuse.
It looks like some of the angles must be the same, like 1 and 5 and also
2 and 6.
I think maybe 2 and 3 are the same, and 6 and 7 are also the same.
Teacher How could we test some of these observations?
Students We could use a protractor.
Or pattern blocks. I think maybe a green triangle will fit into angle 1
or angle 5. If it does, then we’ll know for sure that they’re equal.
Plus it would mean that those angles are both 60°. Remember how we
found out that the green triangle angles are all 60°?
I think angles 1, 4, 5, and 6 are all 60° then.
I bet one of the other pattern blocks would fit into the other angles—
the big ones
We don’t need it! Remember, a straight angle measures 180°, so if we
know those are 60°, the others must be 120°!
I still want to try a pattern block. If those obtuse angles are really
120°, then the hexagon should fit them exactly.
Teacher Well, here’s a protractor and a few pattern blocks. Let’s try
out some of your suggestions.
8 Display the Word Resource Cards for parallel and perpendicular lines. Have
students make entries for both words, along with definitions and several
examples, in the handbook at the back of their math journals.
Ongoing
See the Grade 4
Lines & Angles Work Sample Assessment Guide for
9 Display the Lines & Angles Work Sample Teacher Master and distribute a scoring and intervention
suggestions.
copy to each student.
10 Allow students a minute to look over the page, and then review the directions.
NAME | DATE
• Remind students Lines

they&will work
Angles independently
Work Sample to complete the work sample, but they
can ask questions
1 Onas
eachneeded.
geoboard below:
a Draw a red line parallel to the line shown. Use a ruler to help make your lines straight.
• Make sure each student
b Draw a blue has a 180º protractor, a ruler, and colored pencils in red and
line perpendicular to the line shown. Use a ruler to help make your
blue before they start
lines working.
straight.
• As students work, circulate to make observations and answer questions.

SUPPORT/ELL Confer with students and read key vocabulary or the entire question aloud as
necessary.
2 In the figures below, circle and label
a an angle that measures less than 90°
11 Toward the end of the session, when most students have finished the work
b an angle that measures more than 90° but less than 180°
c an angle that measures exactly 90°
sample, reconvene
d anthe class to discuss the last problem on the sheet.
angle that measures exactly 180°
Display your copy of the page, and invite students to explain how they found the measure
of each angle.
3 Use your protractor to help determine the measure (in degrees) of all 8 angles.
Record them in the box below.
f
Measurements of Angles
1 2 3 4
d 1 2 5 6 7 8
3 4
e 5 6
7 8
Teacher Let’s take a look at the work sample page you completed
today. I’d love to hear how you solved number 3.
Students I thought this one was pretty easy because it was like the
one we talked about together.
Yeah, I was thinking at first that I was going to use a protractor to
find the measure of all the angles.
I noticed that two of the lines were parallel. But the other one was not
perpendicular to them.
Since those two lines were parallel, I was pretty sure that some of the
angles were going to be the same.
Teacher Which angles did you think were the same?
Students The ones on the top line match up with the ones on the
bottom line, like 1 and 5 are the same and 2 and 6 are the same.
Also, 3 and 7 match and 4 and 8 match.
Oh, I was thinking about it one line at a time. I saw that 1 and 4 were
the same size and 2 and 3 were the same size.
Teacher So, you saw some similarities in the angles. How did you
prove your ideas? How did you find actual angle measures?
Carlos I got a protractor and measured all of them to be sure.
Monica I got a protractor too, but I only measured 1 angle and I
knew the rest.
Teacher Is that possible? Can you really only measure one of them to
know all of the angle measures?
Monica Sure. Angles 1 and 2 together make a straight angle, so that’s
180°. I just measured angle 1, and then I knew what 2 had to be.
Teacher But what about all the angles on the line below it?
Monica The lines are parallel so they are the same measures.
Teacher Who can restate what Monica said just now? And do you
believe it’s true?
12 Close the session by asking students to turn to a partner and define the
terms parallel and perpendicular in their own words.
Home Connection
13 Introduce and assign the Drawing Two-Dimensional Figures Home
Connection, which provides practice with the following skill:
• Draw angles and perpendicular and parallel lines in isolation and in 2-D figures (4.G.1)
Daily Practice
The optional Thinking About Triangles Student Book page provides additional opportuni-
• Classify 2-D figures based on the presence or absence of angles of a specified size (4.G.2)
Unit 5 Module 2
Unit 5
Module 2
Session 3 Session 3
Line Symmetry
Summary
In this session, students are formally introduced to the concept of reflective or line symmetry.
They examine examples and non-examples to help define the term, and then identify sym-
metrical shapes and their lines of symmetry. Students are also introduced to Work Place 5B
Mosaic Game, which they play first with the teacher and then, if time allows, with a partner.
Skills & Concepts

• Identify and draw lines of symmetry (4.G.3)
• Identify figures with line symmetry (4.G.3)
Materials
Vocabulary
Problems & Investigations Line Symmetry those terms for which Word
SB 184* • Word Resource Card for line of • student math journals Resource Cards are available.
Thinking About Line Symmetry symmetry • rulers asymmetrical
• colored pencils ellipse
Work Places Introducing Work Place 5B Mosaic Game equilateral triangle*
TM T7 • pattern blocks, class set isosceles trapezoid
Work Place Guide 5B Mosaic Game • dice numbered 1–6, half-class set isosceles triangle*
TM T8 line of symmetry*
5B Mosaic Game Record Sheet rectangle*
TM T9
rhombus*
5B Mosaic Game Challenge
right triangle*
SB 185**
Work Place Instructions 5B Mosaic scalene triangle*
Game square*
Daily Practice symmetry*
SB 186
Pattern Block Symmetries

** Run 1 copy of this page to be stored for use by the teacher and other adult helpers during Work Place time.
Preparation
In today’s session, you’ll introduce Work Place 5B Mosaic Game, which replaces Work Place 3E
Fractions & Decimals. Before this session, you should review the Work Place Guide, as well as
the Work Place Instructions. Makes copies of the 5B Mosaic Game Record Sheet for use today
and store the rest in the Mosaic Game tray.

Line Symmetry
1 Open the session by reviewing parallel and perpendicular lines.
Ask several students to define these terms and draw examples and non-examples on the
board for their classmates to identify.
2 Tell students that today you are going to introduce a new way to think
about shapes.
As the students watch, write the following terms on the board:
• line symmetry
• symmetrical
• line of symmetry
3 Ask students to turn to a neighbor and discuss these terms.

Circulate to listen to conversations between pairs.
• Have students heard of any of these terms before?
• Can they define one or more of these terms?
• Can they draw or label examples?
4 Draw the class together and ask students to share what they heard from
their partners.
Some of the students will likely remember experiences with symmetry in previous grades.
Even though the concept isn’t formally introduced until fourth grade, it’s far too important
an element in geometry and art to keep out of children’s reach until midway through their
fifth or sixth year of schooling.
Students Neither one of us knew what those words meant. We think

maybe a line of symmetry is another kind of line in any shape.
My partner said it was a line that goes down the middle of a shape.
Yeah, my partner said a line of symmetry cuts a shape into two pieces.
I have heard of it before. I think symmetry is when you can draw
a line down the middle of a shape and both sides of the shape are
exactly the same on each side.
You can tell if a shape is symmetrical by folding it. If you fold it and
both halves match up exactly, then it’s symmetrical. And the place
where you fold, I think, is called the line of symmetry.
I don’t think the two sides are exactly the same, though. I think they
are opposite, kind of like looking in a mirror. Can I draw on the
whiteboard?
Teacher Sure!
Maria See, here’s what I mean …
Maria On the first one, the two sides match, right? But the design
isn’t symmetrical. On the second one, the two sides are like looking at
each other in the mirror. That one is symmetrical.
Ayisha I agree with you, Maria. If you have a symmetrical shape,
when you fold it in half, the two halves have to flop over on top of each
other and line up.
5 Display the Thinking About Line Symmetry Student Book page, and have
• Ask them to study the pictures in the two boxes at the top of the sheet and share
observations about the shapes, first in pairs and then as a class.
NAME | DATE
Thinking About Line Symmetry
Symmetrical Figures Asymmetrical Figures
These figures have no lines of symmetry.

These figures all have at least one line of symmetry.
• Do the shapes inathe two boxes confirm what the students just shared with one
Circle all the shapes below that have at least one line of symmetry. Use a colored
another? Why or whypencilnot?
and a ruler to draw in the lines of symmetry on the shapes you circled.
• What do the shapes in the left-hand box have in common? What is it about each shape
that makes it symmetrical?
• What do the shapes in the right-hand box have in common? Why are these shapes
asymmetrical, orb not
Drawsymmetrical?
two shapes of your own that have at least one line of symmetry. Use a
different color pencil to draw in the line(s) of symmetry on each.
6 Next, post the Word Resource Card for line of symmetry where students
c Draw two shapes of your own that have no lines of symmetry.
can see the illustrations on the front of the card.
d Write a definition for the term line of symmetry.
1
2
1
line of
1 3
symmetry
2 1 1
• Give them a few moments to examine the illustrations quietly.

• Note with the students that some of the figures on the Word Resource Card have more
than one line of symmetry. Invite volunteers to explain why that might be.
Students It’s because on the rectangle and the square, you can fold
them in more than one way and get two halves that match up.
With that triangle, there’s only one way you can fold it so the sides match.
Same with those weird shapes like that one that looks kind of like
a tree. If you tried to fold them in half the other way, the two parts
wouldn’t match at all.
7 Next, work with input from the students to identify and draw in the lines
of symmetry on the shapes in the left-hand box at the top of the Thinking
About Line Symmetry Teacher Master.
Use a colored pencil to mark the lines, and a ruler to help make them straight.
NAME | DATE

8 Then review the aproblems on the rest of the sheet with the class and give
pencil and a ruler to draw in the lines of symmetry on the shapes you circled.
students time to work on them.
Circulate as students are working to observe and provide support as needed.
9 When most students have completed the sheet, reconvene the class to Math Practices
discuss students’bsolutions.
Draw two shapes of your own that have at least one line of symmetry. Use a
NAME | DATE
in Action 4.MP.3
• Point to each of the shapes in problem 1a and have the class indicate whether or not
Thinking About Line Symmetry In constructing viable
that shape is symmetrical. Circle
c Draw two shapes thethat
of your own sets
have as students
no lines respond.
of symmetry. arguments and critiquing
• Then go back through each of the circled shapes and have students hold up their fingers the reasoning of others,
students must draw
to indicate how many
d Writelines offorsymmetry
a definition they found. Invite volunteers to come up and
the term line of symmetry.
upon their knowledge
draw them in, or work with input from the class to do so yourself if you’re running a
and understanding of
little short of time. These figures have no lines of symmetry. symmetry and of the
attributes of the featured
a
shapes. Engaging in
pencil and a ruler to draw in the lines of symmetry on the shapes you circled. respectful discussion
and debate presses
students to clarify their
thinking and deepen their
understandings.
b Draw two shapes of your own that have at least one line of symmetry. Use a
• Next, invite a few students
different color to share
pencil to draw their drawings
in the line(s) ofeach.
of symmetry on shapes that do and do not have
lines of symmetry. Have them show their work for the whole class to see.
• Have students turn and talk with a partner about their definitions of line of sym-
metry. If partners’ definitions are different, have them discuss their ideas and try to
come to consensus.
• Invite a few students to share their definitions. Build discussion until the class comes
to an agreement.
10 Return to the Word Resource Card for line of symmetry you displayed
earlier in the session. Share the definition on the back of the card with the
class, and ask a few students to paraphrase it in their own words.
Working Definition
line of symmetry: a real or imaginary line

that divides a shape into two mirror images
11 Have students add line of symmetry to the handbook section of their math
journals, along with a definition and a couple of examples.
Extensions
Work Places ••Have students use as
many as 20 pattern
Introducing Work Place 5B Mosaic Game blocks to create designs
with at least one line
12 Introduce the Mosaic Game, using the 5B Mosaic Game Record Sheet. of symmetry. Pass out
• Display the 5B Mosaic Game Record Sheet where everyone can see it. sticky notes so students
can record how many
• Explain that the game will help students learn more about symmetry.
lines of symmetry are
13 Briefly summarize the game before playing against the class. in their designs. Then,
have the class take
Players take turns using pattern blocks to create designs with as many lines of symmetry a gallery walk and
as possible. Players roll a 1–6 die three times and choose two identical patterns blocks attempt to find the lines
for each roll. The Pattern Block Key at the top of the record sheet shows which pair of of symmetry in each
pattern blocks to take for each number on the die. Then players make designs with their other’s work. Students
six pattern blocks. They draw their designs on the record sheet, determine the number of can compare their
lines of symmetry, and then draw them in. They get one point for every line of symmetry thinking to the builder’s
in their design. Each player takes two turns. At the end of the game, the player with more sticky note.
points wins. ••Invite students to
research and make
14 Model how to play, using the instructions on the Work Place Instructions examples of origami
5B Mosaic Game Student Book page as needed. that use symmetry in
its design. These can be
Pose questions like the following to promote discussion of strategy while you play.
displayed and discussed
• Will you always be able to make a design with one line of symmetry? at a later time.
• Will you always be able to make a shape with more than one line of symmetry?
• What numbers would be best to roll to ensure multiple lines of symmetry?
Model how to manipulate the shapes in a variety of ways instead of immediately accepting
the first design created.
15 Have students turn to a partner to summarize the directions.

16 Ask students if they have any questions about the activity. Then if enough
time still remains in the session, have them get the materials they need to
try Work Place 5B Mosaic Game with a partner.
As students play, circulate through the room to make observations, answer questions, and
provide differentiated instruction as suggested on the Work Place Guide.
Daily Practice
The optional Pattern Block Symmetries Student Book page provides additional opportuni-
Unit 5 Module 2
Unit 5
Module 2
Session 4 Session 4
Polygon Detectives
Summary
This is the first of three sessions designed to immerse the class in the language of geometry
and consolidate much of what has been studied in the unit so far. Today students review a
variety of shape names, as well as terms related to those shapes, as they label a set of cards
they’ll use in solving polygon riddles over the next two sessions.
Skills & Concepts

Materials
Vocabulary
Copies Kit Materials Classroom Materials An asterisk [*] identifies
Problems & Investigations Polygon Detectives those terms for which Word
TM T10–T12 • 180° protractors, class set • chart paper
Polygon Cards (see Preparation) • small envelopes, 1 per student
angle*
SB 187* • rulers, class set equilateral triangle*
Naming Polygons • scissors, class set isosceles triangle*
Home Connection line segment*
parallelogram*
HC 99–100
Symmetry polygon*
quadrilateral*
Daily Practice
rectangle*
SB 188 • rulers, class set rhombus*
Drawing Shapes
right angle*
HC – Home Connection, SB – Student Book, TM – Teacher Master scalene triangle*
Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display. square*
trapezoid*
Preparation
• Running the sets of Polygon Cards Teacher Masters on different colors of copy paper helps
each pair distinguish their set from those of other pairs around them. Keep half of the
polygon cards and envelopes in reserve for the next session.
• Students will need to remain with the same partner for this session and the next, so you
may want to assign partners yourself, using as your criteria students’ ability to work well
together rather than their academic ability. Do take care that one student in each pair has
relatively strong language and reading skills.

Polygon Detectives
to work in pairs to prepare a set of polygon cards for use in a couple of
different games they’ll learn to play over the next two sessions.
2 Review the term polygon with the class.
• Write the word polygon on the board and review its meaning with the class. [A polygon
is a closed two-dimensional shape made up of 3 or more line segments.]
• Draw a circle, a triangle, and a square with a gap along one side on the board, and ask students
to identify which of the three is a polygon. Give them a few moments to discuss ideas, and
then have the entire class respond in unison with a yes or a no as you point to each.
• Then invite a different volunteer to explain why each shape is or is not a polygon.
Polygon
• 2-D figure (flat)
• closed (no gaps or holes)
• 3 or more line segments
Cheyenne That first one isn’t a polygon because it isn’t made out of
line segments. It’s just one big curve.
Briana The next one, the triangle, is a polygon because it’s made out
of 3 line segments.
Miguel The last one is almost a polygon, but it has a hole in the top
corner. It’s not closed all the way. So it’s not a polygon.
3 Take a minute to organize the students and the materials they’ll need to
prepare their cards.
• Have students pair themselves, or assign partners yourself.
• Have the students in each pair get out their rulers, protractors, scissors, pencils, and
Student Books.
• Give each pair one copy of the three Polygon Cards Teacher Masters.
4 Explain that their task today is to label each of the shapes on the cards as
accurately as possible.
• Give the students a minute to find as many quadrilaterals as they can on the three
sheets you’ve just given them
• Then note with them that although all of these figures are four-sided polygons, they’re
not all the same kind of quadrilaterals. Some are rectangles, some are trapezoids, some
are rhombuses, and so on.
• Let students know that as they work together today, they’ll be like detectives, trying to
determine the exact identity of each shape.
5 Display your copy of the Naming Polygons Student Book page and have
Give them a minute to examine the information on the page quietly, and then explain that
they will use this information to help label their polygons accurately.
6 Read the information at the top of the page about polygons and triangles out
loud. Then ask students to find card G on the first Polygon Cards Teacher
Master and identify the shape on that card (right isosceles triangle).
Invite volunteers to share their ideas and rationale with the class.
Students We said it’s an equilateral triangle because all the sides are
the same length.
Wait, we think the diagonal side is longer than the other two. Maybe
we should measure it to be sure.
Wow! The diagonal is longer than the other 2 sides.
The other 2 sides are exactly the same, so it must be an isosceles triangle.
We think it’s a right triangle because it has a right angle in the corner.
We checked it with a square tile to be sure.
Teacher A right triangle can also be an isosceles or scalene triangle,
so mathematicians would call this a right isosceles triangle.
G
right
isosceles triangle
Shape Name _______________________________
SUPPORT Repeat this sequence with one or more of the other cards in the set, working with
students to find the information on the Naming Polygons page to determine the exact
identity of the shapes on those cards.
7 Now give students at least 20 minutes to cut the polygon cards apart and
label each of the shapes as specifically as possible.
• Ask them to use their rulers and protractors, along with the information on the
Naming Polygons Student Book page to identify each polygon.
• Encourage students to ask others nearby for help if they have questions or are confused.
Alysa What did you guys put for shape R? Roberto thinks it’s a paral-
lelogram, but I think it’s a rhombus because it looks just like the blue
rhombus in the pattern blocks.
Cindy We put that it’s a diamond because it is. You can see that it’s a
diamond shape.
Roger But diamond isn’t on the Naming Polygons page. You have
to give it a name that’s on the page. We said it’s a rhombus. First we
thought it was a parallelogram because it has 2 pairs of parallel sides,
but then we measured and found out that all the sides are the same
length, so it’s a rhombus.
R
rhombus
Shape Name _______________________________
8 Reconvene the class about 15 minutes before the end of the session, even if
some of the students aren’t quite finished, and explain that you’re going to
work together to confirm the names of the shapes on all the cards.
Ask student pairs to spread out their cards so that they can see all of them, while you
quickly write the letters A through T on a chart.
9 Explain the process you’ll use to confirm the shape names.

• Let them know that you’ll call on students at random. The first student will identify the
polygon on card A. The second student will identify the polygon on card B, and so on
until all the polygons are identified.
• You will record the name of each shape on the chart beside the correct letter as
students identify it.
• If students need to, they can pass or consult with a classmate before responding.
• If students disagree with someone’s response, ask them to raise their hands and explain
why they disagree and suggest how the polygon should be labeled instead.
The polygons are identified below for your reference. You may need to press students a bit to
name the polygons with the level of specificity reflected in this chart.
Polygon Names
A rectangle F parallelogram K trapezoid P octagon
B right scalene triangle G right isosceles triangle L hexagon Q trapezoid
C rectangle H trapezoid M quadrilateral R rhombus
D square I pentagon N equilateral triangle S isosceles triangle
E pentagon J hexagon O quadrilateral T scalene triangle

• Give each student pair an envelope labeled with one of their names for use in the next
two sessions.
• Let them know that the other student in each pair will label a set of polygon cards next
session so everyone will have their own set.
• Collect students’ envelopes for use next session.
Note Leave the chart of polygon names posted on the board for students’ reference next session.
Home Connection
11 Introduce and assign the Symmetry Home Connection, which provides
practice with the following skills:
Daily Practice
The optional Drawing Shapes Student Book page provides additional opportunities to
• Draw line segments, angles, and parallel and perpendicular lines (4.G.1)
• Identify line segments, angles, and parallel and perpendicular lines in 2-D shapes (4.G.1)
Unit 5 Module 2
Unit 5
Module 2
Session 5 Session 5
Polygon Riddles
Summary
Today student pairs each use the set of polygon cards they labeled last session to solve sev-
eral riddles posed by the teacher. Then the teacher introduces Work Place 5C Solving Polygon
Riddles, and sends students to Work Places as soon as each pair has cut and labeled a second
set of cards so each of them has a set to use during Work Places.
Skills & Concepts

Materials
Problems & Investigations Polygon Riddles those terms for which Word
TM T13–T15 • students’ labeled polygon cards Resource Cards are available.
Polygon Riddles from the previous session acute angle*
SB 187 • piece of copy paper to mask
angle*
Naming Polygons (from the previous session)
congruent*
Work Places Introducing Work Place 5C Polygon Riddles equilateral
TM T16 • 3” × 5” index card equilateral triangle*
Unit 5 Work Place Log (see Preparation) • a set of labeled polygon cards isosceles triangle*
TM T17 borrowed from a student
line symmetry
Work Place Guide 5C Solving Polygon Riddles • students’ Work Place folders
TM T18 (see Preparation) line of symmetry*
5C Solving Polygon Riddles Record Sheet • chart with names of each of the obtuse angle*
TM T19–T20 shapes in the set of polygon parallel*
5C Polygon Riddles (see Preparation) cards you created during the
previous session parallelogram*
TM T21
• envelopes and sets of polygon perpendicular*
5C Solving Polygon Riddles Answer Key
cards you didn’t use last session polygon*
SB 189*
Work Place Instructions 5C Solving Polygon Riddles quadrilateral*
rectangle*
Work Places in Use
rhombus*
right angle*
4D Target Five (introduced in Unit 4, Module 3, Session 2) right triangle*
5A Angle Puzzles (introduced in Unit 5, Module 1, Session 4) scalene triangle*
5B Mosaic Game (introduced in Unit 5, Module 2, Session 3) square*
5C Solving Polygon Riddles (introduced in this session)
trapezoid*
Daily Practice vertex or corner*
SB 190

Preparation
• In today’s session, you’ll introduce Work Place 5C Solving Polygon Riddles, which takes the
place of Work Place 4A Target One Thousand. Before this session, you should review the Work
Place Guide, as well as the Work Place Instructions. Make copies of the 5C Solving Polygon
Riddles Record Sheets to store in the Work Place tray.
• Cut out the Sample Riddle from a copy of the first record sheet and set it aside with an index
card for use in demonstrating the Work Place.
• Run one copy of each of the 5C Polygon Riddles Teacher Masters on light-colored copy paper
or cardstock. Cut the riddles apart and laminate if desired. Store in the Work Place tray.
• Remove the Unit 3 Work Place Log from the front of each student’s Work Place folder, and
replace it with a copy of the Unit 5 Work Place Log, stapled at all four corners. Leave the Unit
4 Work Place Log stapled to the back of each folder. This will allow students to keep track of
the number of times they have visited the Unit 4 Work Places that will remain in use during
Unit 5, and also track their progress through the new Work Places as they’re introduced.
the numbers (4B–5C) or write out the full names if you have time. (See the list in the Work

Polygon Riddles
• Let students know that they are going work with their partners from last session to
solve some polygon riddles using their polygon cards.
• Then you’ll share a new Work Place activity with them.
• After that, they’ll have time to work together to cut out and label a set of polygon cards
for the partner who didn’t get theirs last session.
• When they’re finished making the second set of cards, they’ll have the rest of the ses-
sion to visit Work Places.
2 Take a minute to organize the students and their materials.

• Have students find their partners from the previous session and sit together where
they’ll have enough room to lay out their shared set of cards, and also see the displayed
teacher master. Let them know that one of the partners should also bring his or her
Student Book along.
• Give each pair their envelope of cards from the previous session.
• Have them spread their cards out so they can see all 20 of them at once, and open
the copy of the Student Book they’re sharing to the Naming Polygons page they used
yesterday to help label their cards.
3 Display just the title at the top of the first Polygon Riddles Teacher Master,
keeping the rest of the sheet covered for now, and explain the game you’re
about to play with them.
• Explain that you’ll present clues one at a time that describe one of the polygons in the
set. Each new clue will help them eliminate some of the shapes until they are left with
one polygon after the last clue.
• Reveal the first clue below the heading Polygon Riddle 1 on the teacher master. Read the
clue out loud and ask students to set aside any cards that can be eliminated based on
this clue.
• Encourage them to talk with one another as they work, and invite them to keep their
books open to the Naming Polygons page so they can revisit the polygon definitions
as needed.
Polygon Riddles page 1 of 3
Polygon Riddle 1
1 My polygon is not a parallelogram.
2 My polygon is not a quadrilateral.

Students3 Hmm. It can’t be F, because that’s a parallelogram. Let’s
My polygon is not equilateral; the sides are not all the same length.
move that
4 My polygon has here.
one over exactly 1 line of symmetry.
We can 5getMyrid of the

polygon rectangles
has exactly 5 sides. too, because they’re parallelograms.
What? No they’re
Answer not!is They’re
My polygon pentagon E. rectangles.
But a parallelogram is any shape with 2 pairs of parallel sides. See? It

says right here that rectangles are parallelograms with right angles.
So we can get rid
Polygon of the
Riddle 2 square too, because it has 2 pairs of parallel sides.
1 My polygon does not have line symmetry.
J2 My polygon has acute angles.
B 3 My polygon has exactly 1 right angle.

P
4 My polygon does not have any pairs of parallel sides.
5 My polygon has 3 sides and none of them are the same length.
Answer hexagon
Shape NameMy polygon is right scalene triangle B.
_______________________________
right scalene triangle C
Shape Name _______________________________
Shape Name
___octagon
____________
____________
____
K L
M
rectangle
Shape Name _______________________________
trapezoid
Shape Name _______________________________ hexagon
Shape Name _______________________________ A
E
quadrilateral/kite
Shape Name _______________________________
s
T
D
rectangle
Shape Name _______________________________
___
Shape Na
me pentagon
________
____________
________
N
isosceles triangle
Shape Name _______________________________
scalene triangle
Shape Name _______________________________
G F square
Shape Name _______________________________
equilateral triangle
Shape Name _______________________________
right Shape Nam parallelogram

Q quadrilateral
Shape Na
isosceles tr
me ______
________
e _______________
____________
Shape Name _______________________________ iangle
________
________
_
____
i
h
trapezoid
Shape Name _______________________________
R pentagon
Shape Name _______________________________
trapezoid
Shape Name ______________________________
_
_
________
Shape Na
m
rhombus
e ______
________
________
4 Reveal the next two clues for Riddle 1 one at a time as students continue to
set aside cards that can be eliminated on the basis of those clues.
When you get to the third clue, you might need to explain that any shape in which all the
sides are equal can be referred to as equilateral. This term does not only apply to triangles.
5 Continue to reveal the clues for Riddle 1 until you have worked through Math Practices
all 5 of them with the class, and students have only one shape that has not in Action 4.MP.1
been eliminated. Solving riddles provides
• Before you reveal the answer to the first riddle, review all the clues one more time with a structured way to help
the students so they can make sure the polygon they identified matches each one. students get into the
habit of making sense
• Then reveal the answer. of problems and perse-
vering in solving them. As
students puzzle through
Polygon Riddles page 1 of 3 each clue, they get closer
E to arriving at the final
Polygon Riddle 1 solution: the polygon that
meets all of the criteria.
3 My polygon is not equilateral; the sides are not all the same length. Shape Name
pentagon
____________
_________
_________
4 My polygon has exactly 1 line of symmetry. _
5 My polygon has exactly 5 sides.
Answer My polygon is pentagon E.
6 After Polygon
they check
Riddle 2
their answer, have pairs spread all their polygon cards out
in front of them again and continue with the activity until the class has
solved2 all 6 of your riddles.
My polygon has acute angles.
3 Myyou
Each time present a new riddle, repeat steps 3–5.
polygon has exactly 1 right angle.
Work Places
Answer My polygon is right scalene triangle B.
Introducing Work Place 5C Solving Polygon Riddles

7 Introduce Work Place 5C Solving Polygon Riddles.
• Show students the contents of the Work Place tray—the riddle cards you prepared, a
copy of the Work Place 5C Record Sheet, and a 5" × 8" index card.
• Let them know that when they use this Work Place, they will bring their own envelope
of polygon cards with them, along with their Student Book if they think they might
want to refer to the Naming Polygons page.
8 Have student partners find the Work Place 5C Solving Polygon Riddles
Instructions Student Book page in the book they’re sharing.
Have them read the instructions and ask questions.
SUPPORT If you feel that your students need to see how to do the Work Place version of this
activity, model it for them right now, working with their participation to solve the sample
riddle from the set of polygon riddles you prepared.
• Have each student pair spread out their set of cards again if they’ve already returned
the cards to their envelope.
• Cover the sample riddle with a 5" × 8" index card.
• Uncover one clue at a time, and have students discuss which polygon cards can be
eliminated (turned over) for each clue.
H
Sample Polygon Riddle
Clue A: My polygon is a quadrilateral.
Clue B: My polygon has exactly two sides that are

parallel.
Clue C: My polygon has exactly two right angles.
Clue D: The longer parallel side is about twice as long

trapezoid
Shape Name ____
________________
___________
as the shorter parallel side.
• When students have identified the mystery shape as polygon H (trapezoid), display the
record sheet and have one of the students write the answer to the sample riddle on the
appropriate line.
• Pose questions like the following to promote discussion of attributes and vocabulary
while you play:
»» How did you know which polygons to remove?
»» Does the clue tell you which polygons to keep or to remove? How?
»» Could we have left out any of the clues and still found the correct polygon?
9 When students understand what to do, give each pair an envelope and a
second set of the Polygon Cards Teacher Masters left over from the previ-
ous session.
• Ask them to work together to cut the cards apart and label the shapes, using the other
set for reference, or the list on the chart from last session.
• Ask students to each be sure their name is on the envelope in which they’re storing
their polygon cards.
• Remind them that they’ll each need their own set of cards to use with this Work Place,
as well as another Work Place you’ll introduce next session.
• Decide with them now whether they’ll store their envelope of cards in their own desk,
or keep the envelopes in a central storage location in the classroom, where they can
easily retrieve them (and be less likely to lose them).
10 As each pair finishes cutting out and labeling their second set of cards, have
them get their folders and go to Work Places for the remainder of the session.
• Before they start, note with them that you have removed the Unit 3 Work Place Log
from the front of each Work Place folder and replaced it with a Unit 5 Work Place Log.
Show them that the Unit 4 Work Place Log is still stapled to the back of each folder, as
some of the Work Places from Unit 4 will remain in use during Unit 5.
• Remind them to mark Work Place 5A Angle Puzzles if that was an activity they did last
time they went to Work Places.

• If a few minutes still remain in the session, pose one or more of the following questions
for students to ponder, perhaps overnight.
»» Can a right triangle have an obtuse angle? Why or why not?
»» Can a right triangle have an acute angle? Why or why not?
»» Can a right triangle have 2 right angles? Why or why not?
Daily Practice
The optional Drawing Lines of Symmetry Student Book page provides additional oppor-
Unit 5 Module 2
Unit 5
Module 2
Session 6 Session 6
Polygon Bingo
Summary
Today the teacher introduces a new Work Place game—Polygon Bingo. After playing a
demonstration game with the teacher, students play the game again in pairs and then go out
to Work Places. At the end of the session, the teacher introduces and assigns the Classifying &
Drawing Quadrilaterals Home Connection.
Skills & Concepts

• Draw line segments, angles, perpendicular, and parallel lines (4.G.1)
• Identify lines of symmetry (4.G.3)
Materials
Vocabulary
Work Places Introducing Work Place 5D Polygon Bingo those terms for which Word
TM T22 • game markers, 30 for display, • students’ polygon cards from Resource Cards are available.
Work Place Guide 5D Polygon and 30 per student pair Unit 5 Module 2, Session 4 acute angle*
Bingo
angle*
TM T23
5D Polygon Bingo Record Sheet congruent*
TM T24 equilateral
5D Polygon Bingo Boards equilateral triangle*
SB 191* isosceles triangle*
line of symmetry*
Polygon Bingo
obtuse angle*
Work Places in Use parallel*
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5) parallelogram*
4D Target Five (introduced in Unit 4, Module 3, Session 2) perpendicular*
5A Angle Puzzles (introduced in Unit 5, Module 1, Session 4)
5B Mosaic Game (introduced in Unit 5, Module 2, Session 3) polygon*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) quadrilateral*
5D Polygon Bingo (introduced in this session) rectangle*
Home Connection rhombus*
HC 101–102 right angle*
Classifying & Drawing right triangle*
Quadrilaterals scalene triangle*
Daily Practice square*
symmetry*
SB 192
Classifying Triangles & trapezoid*
Quadrilaterals vertex or corner*
Preparation
• In today’s session, you’ll introduce Work Place 5D Polygon Bingo, which replaces Work Place
4B Round, Add & Compare. Before this session, you should review the Work Place Guide, as
well as the Work Place Instructions. Makes copies of the 5D Polygon Bingo Record Sheet and
the 5D Polygon Bingo Boards Teacher Masters for use in demonstrating the game and having
students play the game again in pairs, and also for storing in the Work Place tray for later.
the numbers (4C–5D) or write out the full names if you have time. (See the list in the Work
Work Places
Introducing Work Place 5D Polygon Bingo
• Let students know that you are going to introduce a new Work Place by playing a
demonstration game with the class and having students play it again in pairs.
• As they finish playing the game, they’ll have time to choose other Work Places for the
remainder of the session.
2 Introduce the game Polygon Bingo.

• Display the Work Place 5D Polygon Bingo Record Sheet where everyone can see it.
• Explain that the game will give students practice identifying different types of poly-
gons and their attributes.
3 Briefly summarize the game, using your copy of the Work Place 5D
Polygon Bingo Instructions Student Book page.
In this game, players identify, describe, and classify polygons. Players take turns selecting
polygon cards from one of the decks they made recently. They draw and label the polygon
on their record sheets. After their partner verifies the polygon’s name, the player finds
an attribute of the figure on his Polygon Bingo Game Board and covers it with a game
marker. The first player to cover an entire line of boxes (horizontal, vertical, or diagonal)
of attributes wins the game.
4 Play a game of Polygon Bingo with the class.

• Display the Polygon Bingo Game Boards Teacher Master, have the class choose which
game board they want to use, and then choose one of the other game boards on the
same sheet for yourself.
• Borrow a set of polygon cards from one of the students in order to play the game with
the class.
• Have students take turns drawing on one copy of the Work Place 5D Polygon Bingo
Record Sheet for the class, while you draw on a second copy of the record sheet.
• Pose questions like the following to promote discussion of attributes and vocabulary
while you play.
»» So, you got a parallelogram. Which attribute description do you want to choose? Why?
»» Which other description could you choose?
»» Should you choose the first description you see that fits?
»» Why might you want to look around and choose a different description?
»» Which descriptions can be used by more shapes?
»» Which description can only be used by one or a couple of shapes?
5 Ask students to turn to a partner and summarize the directions for Polygon
Bingo. Then have student pairs get the materials they’ll need to play the
game again right now.
6 As students finish playing Polygon Bingo again in pairs, have them get
their folders and go to Work Places.
7 Close the session by asking students to name some of the likenesses and
differences between rhombuses, rectangles, and squares.
Home Connections
8 Introduce and assign the Classifying & Drawing Quadrilaterals Home
Connection, which provides practice with the following skills:
• Draw line segments, angles, perpendicular, and parallel lines (4.G.1)
• Classify 2-D figures based on the presence or absence of parallel lines, perpendicular
lines, or angles of a specified size (4.G.2)
Daily Practice
The optional Classifying Triangles & Quadrilaterals Student Book page provides addi-
lines, or angles of a specified size (4.G.2)
Teacher Masters
NAME | DATE
Angles Checkpoint page 1 of 2

1 Write the correct name for each figure. Choose from the following terms: ray, acute
angle, obtuse angle, right angle, straight angle, point.
a b c
d e f
2 Sketch these figures. Use your ruler to help. You can also use pattern blocks if you want.
a a pattern block shape that has b a pattern block shape that has
exactly 4 right angles exactly three 60° angles
c a pattern block shape that has only d a pattern block shape that has 2
obtuse angles acute angles and 2 obtuse angles
3 Fill in the bubbles beside all the statements that are true about an acute angle.
NN An acute angle measures less than 90°.
NN An acute angle measures more degrees than a right angle.
NN If you put two 35° angles together, they form an acute angle.
NN All the angles in a green pattern block triangle are acute.
NAME | DATE
Angles Checkpoint page 2 of 2
4 Fill in the bubbles beside all the statements that are true about an obtuse angle.
NN An obtuse angle measures more than 90° but less than 180°.
NN An angle that measures 181° is obtuse.
NN There is one pattern block that has only obtuse angles.
NN If you put two 45° angles together, they form an obtuse angle.
5 If a pattern block angle that measures 60° is put next to a different pattern block
angle that measures 30°, what is the measure of the total angle? Use numbers and
labeled sketches to prove your answer.
6 Use your protractor to measure the angle below. Be as accurate as possible, and label
the angle with its measure.
______ degrees
7 Use your protractor to sketch an angle that measures 120°. You can use one or more
of the pattern blocks to check your work.
Parallel, Perpendicular & Intersecting Lines

Parallel lines are lines that are always the same distance apart. They will never cross or
intersect. Can you explain why? Make 2 parallel lines on your geoboard. Make 3 lines
on your geoboard that are all parallel.
Intersecting lines are lines that intersect or cross each other. Make 2 intersecting lines
on your geoboard.
Perpendicular lines are special intersecting lines. Where they cross, they form a right
angle. Make 2 lines on your geoboard that are perpendicular.
Dots & Lines Gameboard

Blue Team__________________________ Red Team__________________________
Perpendicular
Lines
Parallel Lines Parallel Lines
Perpendicular
Lines
Discussion Figures
c
Include at least 1 prediction about the measure of one or more of the angles.
d 1 2
3 4
e 5 6
7 8
NAME | DATE
Lines & Angles Work Sample

1 On each geoboard below:
a Draw a red line parallel to the line shown. Use a ruler to help make your lines straight.
b Draw a blue line perpendicular to the line shown. Use a ruler to help make your
lines straight.
2 In the figures below, circle and label

a an angle that measures less than 90°
b an angle that measures more than 90° but less than 180°
c an angle that measures exactly 90°
d an angle that measures exactly 180°
3 Use your protractor to help determine the measure (in degrees) of all 8 angles.
Record them in the box below.
f
Measurements of Angles
1 2 3 4
d 1 2 5 6 7 8
3 4
e 5 6
7 8
Work Place Guide 5B Mosaic Game

Summary
Players use pattern blocks to create designs with as many lines of symmetry as possible. Players roll a 1–6 die three times
and take two pattern blocks for each roll. The Pattern Block Key on the record sheet shows which pair of pattern blocks
to take for each number on the die. Then players make designs with their six patterns blocks. They draw their designs on
the record sheet, determine the number of lines of symmetry, and then draw them in. They get one point for every line of
symmetry in their design. The game ends after each player has drawn two designs. The player with more points wins.
Skills & Concepts

• Identify points, lines, line segments, rays, angles (right, acute, obtuse), parallel lines, perpendicular lines in 2-D figures (4.G.1)
Materials
TM T7 • pattern blocks • rulers

Work Place Guide 5B Mosaic Game • 3 dice numbered 1–6 • colored pencils
TM T8
5B Mosaic Game Record Sheet
TM T9
5B Mosaic Game Challenge
SB 185
Work Place Instructions 5B Mosaic Game


Students are working slowly, SUPPORT Review the meaning of symmetry. Create a few sample "Tell me what you know about symmetry.
and having a hard time designs and have students find the lines of symmetry with you. Where can you find more information about
completing one design. Have students draw only their own design and not their symmetry? Does this shape have any lines of
partner’s design. symmetry? Where are they?"
Use variation A, in which students work together to create a

design and find the symmetry. Conversely, you can also allow
students to work independently so they can work through the
challenge on their own.
Students can build designs CHALLENGE Encourage students to analyze the game. Which pattern
with symmetry. blocks make designs with more or fewer lines of symmetry?
Give students the option of rejecting one or more rolls so they
can try again to get the pieces they want to make a design with
more lines of symmetry.
Encourage these students to try the Mosaic Game Challenge.
• Use the Word Resource Card for line of symmetry. Have students refer to their journal handbooks for a definition.
• As you teach the game, model how to play with gestures and labeled sketches. Refer to each step on the Work Place 5B Instructions Student
Book page as you explain it. Then play a game with ELL students in which you continue to model how to play.
• Encourage ELL students to discuss the colors, numbers, and shapes of figures in their native languages.
Unit 5 Module 2 Session 3 class set plus more as needed, stored in the Work Place tray
NAME | DATE

Player 1____________________________ Player 2____________________________
Pattern Block Key
Number rolled 1 2 3 4 5 6
Take two of this
block:
Round 1 Round 2
Player 1 total points __________
Round 1 Round 2
Unit 5 Module 2 Session 3 half-class set stored in the Work Place Tray, used as a challenge or game variation
NAME | DATE
5B Mosaic Game Challenge Record Sheet

Roll the die just as before, but this time take the number of pattern blocks indicated on the
new Pattern Block Key. You can also decide if you want your design to be symmetrical in
both color and shape, or just in shape.
Pattern Block Key
Take this many
of this block. 4 2 2 3
1 4
Player 1
Design
Lines of Symmetry Order of rotational symmetry
Player 2
Design
Lines of Symmetry Order of rotational symmetry
NAME | DATE
Polygon Cards page 1 of 3

a b
Shape Name _______________________________ Shape Name _______________________________
c d
e f
g h
NAME | DATE
i j
k l
m n
o p
NAME | DATE
q r
s t
Polygon Riddle 1
3 My polygon is not equilateral; the sides are not all the same length.
4 My polygon has exactly 1 line of symmetry.
5 My polygon has exactly 5 sides.
Answer My polygon is pentagon E.
Polygon Riddle 2
2 My polygon has acute angles.
3 My polygon has exactly 1 right angle.
Answer My polygon is right scalene triangle B.
Polygon Riddle 3
1 My polygon is a quadrilateral.
2 My polygon is a parallelogram.
3 My polygon has line symmetry.
4 My polygon does not have any right angles.
Answer My polygon is rhombus R.
Polygon Riddle 4
2 My polygon does not have any right angles.
4 My polygon does not have any obtuse angles.
5 My polygon has exactly 2 congruent sides.
Answer My polygon is isosceles triangle S.
Polygon Riddle 5
1 My polygon is a quadrilateral.
2 My polygon has at least 1 right angle.
3 My polygon has 2 pairs of congruent sides; that is, 2 sides that are the same length,
and 2 sides that are the same length as each other, but not the same length as the
first 2.
Answer My polygon is quadrilateral M (also known as a kite).
Polygon Riddle 6
1 My polygon is not a triangle.
2 My polygon has at least 1 obtuse angle.
4 My polygon has line symmetry.
6 My polygon does not have 5 vertices.
7 My polygon does not have 4 sides.
Answer My polygon is hexagon L.
NAME | DATE
5A Angle Puzzles 5B Mosaic Game 5C Solving Polygon Riddles
5D Polygon Bingo
Work Place Guide 5C Solving Polygon Riddles

Summary
Students solve a variety of polygon riddles to practice identifying polygons by their attributes. They lay out their entire set of
polygon cards (from Unit 5, Module 2, Session 4). Then they choose a riddle, cover it with an index card, and reveal one clue
at a time. They use the clues to eliminate polygon cards until there is only one left. After confirming that the one remaining
polygon matches all of the clues, students record the polygon on their record sheet. Then they choose a new riddle to solve.
Skills & Concepts

• Classify 2-D figures based on the presence or absence of parallel lines, perpendicular lines, or angles of a specified size (4.G.2)
• Identify lines of symmetry and figures with line symmetry (4.G.3)
Materials
TM T17 • 3” × 5” index cards

Work Place Guide 5C Solving Polygon Riddles • students’ labeled sets of polygon cards
TM T18 (from Unit 5, Module 2, Session 4)
5C Solving Polygon Riddles Record Sheet
TM T19–20
5C Polygon Riddles
TM T21
5C Solving Polygon Riddles Answer Key
SB 189
Work Place Instructions 5C Solving Polygon Riddles

Students are struggling to SUPPORT Review the meanings of key terms. Refer students “Do you remember what perpendicular lines
eliminate the correct polygons. to the Word Resource Cards or the handbooks in their are? Where could you look to find out? … OK,
journals. Support students as they solve one or more perpendicular lines intersect at right angles.
riddles by helping them make sure they have found all of What does that mean? … Look at the window.
the polygons they can eliminate for each clue. Are there any perpendicular lines? Which
polygons have perpendicular lines?”
Students are working very slowly. SUPPORT Have students work in pairs to figure out what
the clues mean and which polygons they can eliminate.
Students have revealed all the SUPPORT Have students go back through the clues and “You have used all of your clues, but you still
clues but they still have more make sure they have eliminated all of the polygons for have three polygons left? Hmm, let’s see. Look
than one polygon left or none each clue and that they have eliminated the correct at your clues again. Can you use any of these
at all. polygons. clues to eliminate two more polygons?”
Students can solve the riddles CHALLENGE Have students see if they can solve the riddles
quickly. with as few clues as possible. Let them look at all the clues
and see if they can only use two or three of them.
Students have solved all of the CHALLENGE Have students write their own riddles and trade
riddles accurately and easily, and with a partner. You can also have students make and add
are interested in solving more. a few new polygon cards to their set and see how adding
new shapes changes the game.
• Make sure the Word Resource Cards are posted and that ELL students have access to their math journal handbooks.
• Help students figure out what the terms are in their native language. This will help them understand what they mean in English.
• Pair ELL students with bilingual partners or with an English-speaking partner who will help them play the game.
NAME | DATE
5C Solving Polygon Riddles Record Sheet

Use this sheet to record the answer to each polygon riddle you solve.
Riddle Number The mystery polygon is
Sample
10
11
12
13
Unit 5 Module 2 Session 5 1 copy on light-colored copy paper or cardstock, cut out and stored in the Work Place tray
5C Polygon Riddles page 1 of 2
Sample Polygon Riddle

Polygon Riddle 1
Clue A: My polygon’s sides are all the same length.
Clue B: M
y polygon has exactly two sides that are
parallel. Clue B: My polygon has no obtuse angles.
Clue C: My polygon has exactly two right angles. Clue C: My polygon has no right angles.
Clue D: T he longer parallel side is about twice as long Clue D: My polygon has exactly 3 sides.
as the shorter parallel side.
Polygon Riddle 2 Polygon Riddle 3

Clue A: My polygon has obtuse and acute angles. Clue A: My polygon’s sides are all the same length.
Clue B: My polygon has no line of symmetry. Clue B: My polygon is not a quadrilateral.
Clue C: My polygon has no right angles. Clue C: My polygon has more than 5 vertices.
Clue D: My polygon has two sets of parallel sides. Clue D: My polygon has 8 lines of symmetry.
Polygon Riddle 5
Polygon Riddle 4
Clue A: My polygon has more than 3 vertices.
Clue B: My polygon has no parallel lines.
Clue B: My polygon is a parallelogram.
Clue C: M
y polygon has acute and obtuse angles, but
Clue C: My polygon is a rhombus.
no right angles.
Clue D: My polygon has no right angles.
Clue D: My polygon has exactly 1 line of symmetry.
Polygon Riddle 6
Polygon Riddle 7
Clue B: My polygon has perpendicular sides.
Clue B: My polygon has no right angles.
Clue C: My polygon has 2 sets of parallel sides.
Clue C: My polygon has exactly 2 obtuse angles.
Clue D: T he shorter two sides of my polygon are
Clue D: My polygon has exactly 1 pair of parallel sides.
about half as long as the longer two sides.
Unit 5 Module 2 Session 5 1 copy on light-colored copy paper or cardstock, cut out and stored in the Work Place tray
5C Polygon Riddles page 2 of 2
Polygon Riddle 8 Polygon Riddle 9

Clue A: My polygon is not a quadrilateral. Clue A: My polygon is a quadrilateral.
Clue B: My polygon has 3 interior angles. Clue B: M

y polygon has exactly 2 pairs of congruent
sides.
Clue C: O
ne of my polygon’s interior angles is a right
angle. Clue C: My polygon has 2 obtuse angles.
Clue D: My polygon has exactly 2 congruent sides. Clue D: My polygon has no parallel sides.
Polygon Riddle 11
Polygon Riddle 10
Clue A: My polygon is not a parallelogram.
Clue A: My polygon has fewer than 5 sides.
Clue B: My polygon is not a quadrilateral.
Clue B: M
y polygon has perpendicular and parallel
sides. Clue C: M
y polygon is not equilateral; the sides are
not all the same length.
Clue C: My polygon has exactly 4 right angles.
Clue D: My polygon has line symmetry.
Clue D: All of the sides of my polygon are congruent.
Clue E: My polygon has exactly 5 sides.
Polygon Riddle 13
Polygon Riddle 12
Clue A: My polygon is not a parallelogram.
Clue A: My polygon does not have line symmetry.
Clue B: My polygon does not have any right angles.
Clue B: My polygon has acute and obtuse angles.
Clue C: M
y polygon does not have any pairs of parallel
Clue C: M
y polygon does not have any pairs of parallel sides.
sides.
Clue D: My polygon has exactly 3 acute angles.
Clue D: My polygon has exactly 3 interior angles.
Clue E: My polygon has exactly 2 congruent sides.
5C Polygon Riddles Answer Key
Sample Riddle: Polygon H (trapezoid)

Riddle 1: Polygon N (equilateral triangle)
Riddle 2: Polygon F (parallelogram)
Riddle 3: Polygon P (octagon)
Riddle 4: Polygon R (rhombus)
Riddle 5: Polygon L (hexagon)
Riddle 6: Polygon C (rectangle)
Riddle 7: Polygon K (trapezoid)
Riddle 8: Polygon G (right isosceles triangle)
Riddle 9: Polygon M (quadrilateral/kite)
Riddle 10: Polygon D (square)
Riddle 11: Polygon E (pentagon)
Riddle 12: Polygon T (scalene triangle)
Riddle 13: Polygon S (isosceles triangle)
Work Place Guide 5D Polygon Bingo

Summary
In this game, players identify, describe, and classify polygons. Players take turns selecting polygon cards from one of the
decks they made recently. They draw and label the polygon on their record sheets. After their partner verifies the polygon’s
name, the player finds an attribute of the figure on his Polygon Bingo Game Board and covers it with a game marker. The
first player to cover an entire line of boxes (horizontal, vertical, or diagonal) of attributes wins the game.
Skills & Concepts

• Draw line segments, angles (right, acute, obtuse), parallel lines, and perpendicular lines (4.G.1)
• Classify 2-D figures based on the presence or absence of parallel lines, perpendicular lines, or angles of a specified size (4.G.2)
• Identify lines of symmetry (4.G.3)
Materials
TM T22 • approximately 90 game markers • students’ sets of polygon cards from Unit 5,
Work Place Guide 5D Polygon Bingo • geoboards and geobands (optional) Module 2, Session 4
TM T23
5D Polygon Bingo Record Sheet
TM T24
5D Polygon Bingo Game Boards
SB 191
Work Place Instructions 5D Polygon Bingo

One or more students SUPPORT Have students make the shapes on geoboards before
struggle to draw the drawing them. Have students refer to their math journal
shapes on their record handbooks to remind them what each shape looks like. Have
sheets. students postpone playing the game and spend time choosing a
figure card and building the shape on a geoboard. You can also
have them collaborate with a partner instead of playing against a
partner.
Students don’t know how SUPPORT Challenge students to see how many different attributes “So, you made a trapezoid. What can you tell
to describe their shapes. they can identify for each shape. If necessary, review the different me about it? What kind of angles do you see?
types of angles and lines to help them know how to describe their What kind of lines does it have? Where could
shapes. you get more information about lines and
angles to describe each shape?”
Students go through the CHALLENGE Encourage students to try the game variation or to play
game quickly and easily. with two game boards at the same time.
One or more students can CHALLENGE Change the focus of the game by having students “It seems like you know your shapes really
make and describe the not only make and describe shapes, but also find the area of the well. Let’s change the game. How could you
shapes easily. shapes on the geoboard. Tell students that each small square on figure out the area of this trapezoid? If each
the geoboard has an area of 1 and have them try to find the area small square on the geoboard has an area of 1,
of each shape they make. what is the area of the trapezoid?”
• Find out if students know how to play the original game of Bingo. This point of reference will help them understand more about how to play
Polygon Bingo.
• Make the Word Resource Cards for all of the figures on the game boards available (square, rectangle, parallelogram, rhombus, trapezoid, right
triangle, acute triangle, and obtuse triangle) and for all of the attributes (acute angle, obtuse angle, parallel lines, etc.).
• Pair students with partners who speak the same language or with partners who will help students play the game and learn more about the
attributes of each shape.
NAME | DATE
5D Polygon Bingo Record Sheet

1 2 3
_______________________ _______________________ _______________________
4 5 6
_______________________ _______________________ _______________________
7 8 9
_______________________ _______________________ _______________________
10 11 12
_______________________ _______________________ _______________________
Unit 5 Module 2 Session 6 1 class set run on colored copy paper, stored in the Work Place tray
5D Polygon Bingo Boards

Board 1 Board 2
2 sets of
parallel ines, 1 set of
2 sides the No sets of At least 2 All sides the At least 2
and all sides All right angles perpendicular
same length parallel lines obtuse angles same length obtuse angles
the same lines
length
Acute angles At least

No right 1 set of 0 Lines of No right No sets of 0 Lines of
and parallel one line of
angles parallel lines Symmetry angles parallel lines Symmetry
lines symmetry
2 or more
1 set of Exactly 2 sets Acute angles
All sides the At least 2 sets of 1 set of At least 2
perpendicular of parallel and parallel
same length acute angles perpendicular parallel lines acute angles
lines lines lines
lines
2 sets of
2 or more
At least Exactly 2 sets parallel lines,
Exactly 1 sets of 2 sides the Exactly 1
All right angles one line of of parallel and all sides
obtuse angle perpendicular same length obtuse angle
symmetry lines the same
lines
length
Board 3 Board 4
2 or more
1 set of Acute angles
No right 1 set of At least 2 sets of 0 Lines of 2 sides the
perpendicular and parallel
angles parallel lines acute angles perpendicular Symmetry same length
lines lines
lines
2 sets of
2 or more
At least parallel lines, At least
sets of At least 2 At least 2 All sides the No right
one line of and all sides one line of
perpendicular obtuse angles acute angles same length angles
symmetry the same symmetry
lines
length
1 set of
2 sides the All sides the No sets of Exactly 1 No sets of At least 2 1 set of
perpendicular
same length same length parallel lines obtuse angle parallel lines obtuse angles parallel lines
lines
2 sets of
Exactly 2 sets Acute angles Exactly 2 sets parallel lines,
0 Lines of Exactly 1
All right angles of parallel and parallel All right angles of parallel and all sides
symmetry obtuse angle
lines lines lines the same
length
Student Book
NAME | DATE

Blue Team __________________________ Red Team__________________________
Game 1 Game 2
Game 3 Game 4
NAME | DATE
Lines & Designs

1 Fill in the bubbles in front of the words that describe each set of lines below. Then
explain your answer. How do you know? The first one is done for you.
ex a b
NN intersecting lines NN intersecting lines NNintersecting lines

NN parallel lines NN parallel lines NN parallel lines
NN perpendicular NN perpendicular NN perpendicular
How do you know? How do you know? How do you know?
These are intersecting
lines because they cross.
They are not perpendicular
because they don't cross
at right angles.
2 Get a geoboard and some colored rubber bands. Use them to make each of the
designs described below. Then use regular and colored pencils to record your work
on this sheet.
ex Make a design with 6 gray a Make a design with 6 red intersecting
parallel line segments. line segments.
NAME | DATE
a Circle all the examples of parallel lines in the box.

NAME | DATE
Perpendicular Lines Not Perpendicular Lines
a Circle all the examples of perpendicular lines in the box. (Hint: Use the corner
of a piece of paper or a tile to check the angles.)
b How do you know the figures you circled are examples of perpendicular lines?
c Draw 2 examples of perpendicular lines.
d Draw 2 examples of lines that are not perpendicular.
e Write a definition for the term perpendicular lines.
NAME | DATE
Thinking About Triangles

Use the following information to help solve the problems below.
You can group triangles by the size of their angles.
Acute Triangles Right Triangles Obtuse Triangles
all 3 angles are acute 1 angle is a right angle 1 angle is an obtuse angle
You can also group triangles by the lengths of their sides.

Equilateral Triangles Isosceles Triangles Scalene Triangles
all 3 sides are the same length 2 sides are the same length no sides are the same length
1 Fill in the bubble to show what kind of triangle each one is.
a NN acute b NN acute
NN right NN right
NN obtuse NN obtuse
c NN acute d NN equilateral
NN right NN isosceles
NN obtuse NN scalene
e NN equilateral f NN equilateral
NN isosceles NN isosceles
NN scalene NN scalene
NAME | DATE

a Circle all the shapes below that have at least one line of symmetry. Use a colored
pencil and a ruler to draw in the lines of symmetry on the shapes you circled.
b Draw two shapes of your own that have at least one line of symmetry. Use a
Work Place Instructions 5B Mosaic Game

• pattern blocks
• 2 colored pencils
• 2 rulers
• 5B Mosaic Game Record Sheet for each player
1 Each player rolls the die. The player with the higher roll goes first.
2 The player rolls the die three times. For each roll, she takes a pair of pattern blocks. The Pattern Block
Key on the record sheet shows which pair of pattern blocks to take for each number on the die.
Unit 5 Module 2 Session 3 class set plus more as needed, stored in the Work Place tray
NAME | DATE

Player 1 ___________________________ Player 2 ___________________________
Pattern Block Key
Take two of this
block:
Round 1 Round 2
3 Then the player makes a design with the six pattern blocks. She gets a point for every line of
symmetry in the design.
4 Both players—the one who madeCheyenne
the design and her partner—sketch the design on their record
sheets and draw in the line(s) of symmetry.
Briana Cheyenne
Round 1 Round 2
5 Players take turns until each player has gone twice. After two rounds, players add their total number
of lines of symmetry.
6 The player with the higher total score wins.
Game Variations
A Partners collaborate on a design and help each other find the lines of symmetry.
B Players use the Mosaic Game Challenge page.
C Players take 1 or 3 pattern blocks with each roll instead of 2, so they end up with a total of 3 or 9 blocks
instead of 6. What happens? Is it easier or harder to make symmetrical shapes with more or fewer pieces? Is it
easier or harder to make symmetrical shapes with an odd number of pieces rather than an even number?
NAME | DATE
Pattern Block Symmetries

For each of the shapes below:
• Decide whether the shape has any lines of symmetry.
• Draw in all the lines of symmetry you can find.
1 2
isosceles trapezoid equilateral triangle
3 4
rhombus
rhombus
5 6
square
regular hexagon
NAME | DATE
Naming Polygons
Naming Polygons
A polygon is a closed two-dimensional figure made up of 3 or more line segments. The
name of a polygon depends on how many sides it has.
Triangle Quadrilateral Pentagon Hexagon Octagon

3 sides 4 sides 5 sides 6 sides 8 sides
Naming Triangles
You can name a triangle by looking at its side lengths. You can also name a triangle by
looking at its angles.
Scalene Triangle Isosceles Triangle Equilateral Right Triangle

Each side is a different length. Two sides are Triangle Has exactly one
the same length. All three sides are right angle.
the same length.
Naming Quadrilaterals
Any polygon with 4 sides is a quadrilateral, but some quadrilaterals have more than one name.
Trapezoid Parallelogram Rhombus Rectangle Square

a quadrilaterial with a quadrilateral with 2 a parallelogram with a parallelogram with a rectangle with all
exactly 1 pair of pairs of parallel sides all 4 sides the same 4 right angles 4 sides the same
parallel sides the same length length length
NAME | DATE
Drawing Shapes
1 Draw a shape with 5 sides and 2 Draw a shape with only 2
1 right angle. parallel sides.
3 Draw a shape with 2 acute angles. 4 Draw a shape with only obtuse angles.
5 Draw a quadrilateral with 6 Draw a quadrilateral with

2 pairs of parallel sides. 4 congruent sides.
Work Place Instructions 5C Solving Polygon Riddles

This is a one-player game.
Each player needs:
• 3 or more polygon riddles
• 1 index card, 3 × 5 inches
• an envelope of polygon cards
• a 5C Polygon Riddles Record Sheet
1 The player spreads out all of the polygon cards.

2 The player chooses one polygon riddle and places it under an index card.
3 The player moves the index card just enough to see only the first clue, then turns all of the polygon
cards that don’t fit the clue face-down.
4 The player continues to move the index card to reveal one clue at a time, turning polygon cards face-
down until only one remains face-up.
5 The player checks to make sure the polygon on the final polygon card matches all of the clues, then
records the answer to that polygon riddle on the correct line of the record sheet.
6 After choosing another riddle and turning all of the polygon cards face-up, the player repeats steps 1–5.
Players may solve as many riddles as time allows.
7 When time is up, the player collects the polygon cards into the envelope, then returns it and the
riddles to the Work Place 5C tray.
The player keeps their Polygon Riddles Record Sheet in their Work Place folder.
Game Variations
A Two players work as a team to solve each riddle. In that case, they use only one set of polygon cards.
B A player writes polygon riddles to match some of the polygon cards in the set, then challenges a
partner to solve them.
NAME | DATE

ex 1
This figure has _____

1 line(s) of symmetry This figure has _____ line(s) of symmetry
2 3
This figure has _____ line(s) of symmetry This figure has _____ line(s) of symmetry
4 5
This figure has _____ line(s) of symmetry This figure has _____ line(s) of symmetry
6 Complete each equation about angles.
a 30° + ______ = 180°
b 4 × 90° = ______
c 270° – 180° = ______
d 90° ÷ ______ = 30°
NAME | DATE
Work Place Instructions 5D Polygon Bingo

• 1 set of polygon cards
• 5D Polygon Bingo Record Sheets for each player
• 2 Polygon Bingo Game Boards
• 30 game markers
1 Players shuffle the polygon cards and place them face-down in a stack.
2 Each player chooses a different Polygon Bingo Game Board to use.
3 Player 1 selects a card and reads the shape name aloud.
4 Player 1 draws the polygon on his record sheet and writes its name below the drawing. Player 2
verifies that the drawing and name are correct.
Player 2 That looks right. Your rhombus has 4 sides and they’re all the same length.
Darik
5 Then Player 1 finds an attribute that describes the shape on the Polygon Bingo Game Board and
places a game marker on it. Player 2 verifies that the shape has the attribute described.
Player 1 I made a rhombus. That has all equal sides. I can cover that one.
Unit 5 Module 2 Session 6 1 class set run on colored copy paper, stored in the Work Place tray
5D Polygon Bingo Boards

Board 1 Board 2
2 sets of
parallel ines, 1 set of
2 sides the No sets of At least 2 All sides the At least 2
and all sides All right angles perpendicular
same length parallel lines obtuse angles same length obtuse angles
the same lines
length
Acute angles At least

No right 1 set of 0 Lines of No right No sets of 0 Lines of
6
and parallel one line of
Play continues, with players taking turns repeating steps 3, 4, and 5.

angles parallel lines Symmetry angles parallel lines Symmetry
lines symmetry
2 or more
7
1 set of Exactly 2 sets Acute angles
The game continues until one player has covered a complete line of boxes (horizontal, vertical, or
perpendicular
lines
All sides the
same length
At least 2
acute angles
sets of
perpendicular
1 set of
parallel lines
At least 2
acute angles
of parallel
lines
and parallel
lines
diagonal) on the game board. If Player 1 is the first player to complete a line, Player 2 can take one
lines
2 sets of
2 or more
more turn to see if she can also complete a line and make it a tie game.
All right angles
At least
one line of
Exactly 2 sets
of parallel
Exactly 1
obtuse angle
sets of
perpendicular
parallel lines,
and all sides
2 sides the
same length
Exactly 1
obtuse angle
symmetry lines the same
lines
length
Game Variation
Board 3 Board 4
A Players try to cover the entire game board.

No right 1 set of At least 2
1 set of
2 or more
sets of
Acute angles
0 Lines of 2 sides the
perpendicular and parallel
angles parallel lines acute angles perpendicular Symmetry same length
lines lines
lines
2 sets of
2 or more
At least parallel lines, At least
sets of At least 2 At least 2 All sides the No right
one line of and all sides one line of
perpendicular obtuse angles acute angles same length angles
symmetry the same symmetry
lines
length
1 set of
2 sides the All sides the No sets of Exactly 1 No sets of At least 2 1 set of
perpendicular
Bridges in Mathematics Grade 4 Student
same length
Book
same length parallel lines obtuse angle
191 lines © The Math
parallel lines
Learning
obtuse angles parallel lines
Center | mathlearningcenter.org
2 sets of
Exactly 2 sets Acute angles Exactly 2 sets parallel lines,
0 Lines of Exactly 1
NAME | DATE
Classifying Triangles & Quadrilaterals

1 All of the triangles in the box have something in common. Fill in the circle next to
the triangle that belongs with them.
� � � �
a How do you know the triangle you picked belongs in the group?
b What is the name for this kind of triangle?
2 All of the quadrilaterals in the box have something in common. Fill in the circle
next to the quadrilateral that belongs with them.
� � � �
a How do you know the quadrilateral you picked belongs in the group?
b What is the name for this kind of quadrilateral?
Home Connections
NAME | DATE
Drawing Two-Dimensional Figures page 1 of 3

Note to Families
When studying geometry, it is important to understand and be able to use precise language for describing and comparing
shapes. In this assignment, students illustrate certain terms and use their understanding of geometry words to draw shapes
with different combinations of attributes. We include the vocabulary guide below to refresh your memory and help students
remember what the words mean.
Term Definition Example
two or more lines that run in

parallel lines
either direction and never cross
two or more lines that cross at

perpendicular lines
right angles
right angle an angle that measures exactly 90°
an angle that measures between 0°

acute angle
and 90°
an angle that measures between

obtuse angle
90° and 180°
quadrilateral a closed shape with 4 sides
pentagon a closed shape with 5 sides
hexagon a closed shape with 6 sides
NAME | DATE
1 Draw at least two examples of each term below. If you can’t remember what the
words mean, look at the guide to geometry terms on page 95.
Term Your Drawings
a parallel lines
b perpendicular lines
c right angle
d obtuse angle
e acute angle
NAME | DATE
2 Draw at least one shape that matches each description below. For each shape, use
arrows and words to show how your shape matches the description.
Description Your Shape
2nd pair of
1st pair of parallel sides
parallel sides
A quadrilateral with 2 pairs
ex
of parallel sides
4 sides in all makes
it a quadrilateral
A quadrilateral with only

a
1 pair of parallel sides
A pentagon with exactly

b 1 right angle and exactly
1 acute angle
A hexagon with exactly

c
1 pair of perpendicular sides
A hexagon with exactly

d
1 pair of parallel sides
NAME | DATE
Symmetry page 1 of 2
1 Figures a–c show only half of the designs, on the left side of their lines of symmetry.
Complete each design on the right side of the line of symmetry.
ex a
b c
2 What did you do to make sure that the other half of each design you drew was accurate?
NAME | DATE
Symmetry page 2 of 2
3 Preston says that when a figure has a line of symmetry, the halves on both sides are
congruent (exactly the same size and shape). Do you agree or disagree with him?
4 Tasha says that this shape has 4 lines of symmetry. Do you agree or disagree with
her? Explain your answer and be sure to draw in any lines of symmetry you can
find. (Hint: Trace the figure, cut it out, and fold it before you make your decision.)
5 CHALLENGE Find a picture in the newspaper, in a magazine, or on the computer that

has exactly two lines of symmetry. Attach the picture, and then draw in its lines of
symmetry. Explain how you would convince someone that it has exactly two lines
of symmetry.
NAME | DATE
Classifying & Drawing Quadrilaterals page 1 of 2

A quadrilateral is any polygon that has 4 sides. There are many kinds of quadrilaterals,
including these:
Trapezoid: a quadrilateral with exactly 1 pair of parallel Rectangle: a quadrilateral with 2 pairs of parallel sides
sides and 4 right angles
Rhombus: a quadrilateral with 4 sides that are all the Square: a quadrilateral with 4 right angles and 4 sides
same length that are all the same length
Parallelogram: a quadrilateral with 2 pairs of parallel sides
1 Look carefully at the figures below. Decide how many right angles, pairs of congruent
sides, and pairs of parallel sides each has. Then circle the word or words that say what
kind of figure it is. You might circle more than one word for some figures.
Right Pairs of Pairs of Parallel Circle the word(s) that
Figure
Angles? Congruent Sides? Sides? describe(s) the figure.
trapezoid
rectangle
a rhombus
square
parallelogram
trapezoid
rectangle
b rhombus
square
parallelogram
trapezoid
rectangle
c rhombus
square
parallelogram
NAME | DATE
Classifying & Drawing Quadrilaterals page 2 of 2
2 Start with the same line each time to draw the different shapes named below.
ex square a Parallelogram that is not a rhombus
or rectangle
b Trapezoid c Rectangle that is not a square
3 CHALLENGE Which of your shapes above has the largest area? How can you tell?
Teachers Guide
Module 3
Area & Perimeter
Session 1 Measuring Area�� 3
Session 2 Measuring Perimeter�� 7
Session 3 Area & Perimeter Formulas�� 11
Session 4 Hexarights�� 17

Geometry Checkpoint�� T1 Area & Perimeter Review��103
Introducing Hexarights��T3 Area, Perimeter & Multiplication��105
Measuring Hexarights�� T4
Measuring Hexarights�� T4
Hexarights, Perimeter = 24 cm�� T5
Centimeter Grid Paper�� T6
Student Book Pages

Measuring Area��192
Area Problems��193
Measuring Perimeter��194
Thinking About Area��195
Area & Perimeter Formulas��196
Area & Perimeter Problems��198
Finding the Area & Perimeter of Complex Figures��199
Unit 5
Unit 5
Module 3
Module 3
Area & Perimeter
Overview
In the first three sessions of this module, students review concepts related to measuring area and perimeter. They make obser-
vations concerning both types of measure that lead to generalized formulas. In Session 4, students have opportunities to apply
the formulas as they solve problems involving areas and perimeters of complex figures.
Planner
Session 1 Measuring Area
Students review the term area and work together to generate a formula for determining the area of
rectangles and squares. In the process, they have an opportunity to see and handle a square inch and
a square foot. Then they apply the information as they work in pairs to find the area of various items
around the classroom.
Session 2 Measuring Perimeter
This session begins with a checkpoint designed to assess students’ understandings of 2-D shapes and
symmetry. Then students review the terms area and perimeter, and find the perimeter of a rectangular
and a square piece of construction paper. Together they generate formulas for determining the
perimeter of rectangles and squares. Finally, they apply the information as they work in pairs to find
the perimeter of various items around the classroom.
Session 3 Area & Perimeter Formulas
Students revisit the area and perimeter formulas, working in metric rather than customary units during
this session. As they finish the related assignment in their Student Books, they go to Work Places.
Session 4 Hexarights
Students continue to investigate relationships between area and perimeter as they measure and
construct polygons called “hexarights” (hexagons with pairs of adjacent sides that meet at right
angles). Today’s problems provide opportunities for students to apply many of the measurement and
geometry skills and concepts they have investigated throughout Unit 5.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 193, 195, and 197–198.
pages 193–200.
Paper Cutting Before Session 1, gather 1 piece of 12” × 12” red construction paper , 1 piece of
10” × 18” blue construction paper for every 4 students. Before Session 2, get
another piece of 12" × 12" red construction paper and 1 piece of 9” × 12” green
construction paper for every 2 students.
Unit 5 Module 3
Unit 5
Module 3
Session 1 Session 1
Measuring Area
Summary
Students review the term area and work together to generate a formula for determining the
area of rectangles and squares. In the process, they have an opportunity to see and handle a
square inch and a square foot. Then they apply the information as they work in pairs to find
the area of various items around the classroom.
Skills & Concepts

Materials
Vocabulary
Problems & Investigations Measuring Area those terms for which Word
SB 193* • colored tiles, class set • 12” × 12” red construction Resource Cards are available.
Measuring Area • measuring tapes paper, 1 piece area*
• Word Resource Cards for area • 10” × 18” blue construction
dimension*
and dimension paper, 1 piece for every 4
students formula
• student math journals length
• rulers, class set rectangle*
• yardstick, at least 1 square*
• calculators, optional, for support
suggestion
square foot
square inch
Daily Practice
square unit*
SB 194 surface
Area Problems
width

Measuring Area
1 Set the stage for the session by letting students know you’ll be moving into
a sequence of activities about area and perimeter starting today.
2 Post the Word Resource Card for area on the board. Ask pairs to share with
each other what they know about this term. After a minute or two, invite
volunteers to share their ideas with the class.
As the discussion unfolds, review the following concepts:
• Area is a measure of how much surface something takes up.
• Area is measured in square units such as square inches, square feet, or square miles.
area
3 Hold up a single tile and ask students to report its area in square inches.
Use a loop of masking tape to fasten the tile to the board. Work with class
input to label its dimensions and area.
SUPPORT If necessary, have a volunteer measure the dimensions of the tile and work with
the class to establish the fact that it’s exactly 1 square inch.
4 Distribute sets of tiles to groups of four students. Ask them to work together
in their groups to build a square with an area of exactly 144 square inches.
After they’ve had a few minutes to work, have them share and compare their results.
Students We thought it was going to be really big, but it’s not so big
after all.
We knew it was going to be a 12" × 12" square because 12 × 12 is 144.
We each made 3 rows of 12 and put them together. It went pretty fast
for us.
5 Ask each group to measure the dimensions of the square they’ve just built with
the inch side of their ruler. What can they tell you about the square now?
As volunteers share with the class, press them to explain their thinking.
Tanner It’s 12 inches on both sides.
Teacher What is the area of your square, and how do you know?
Students It’s 144 square inches because that’s what you told us to do.
It’s 144 square inches because we used 144 tiles, and each tile is 1
square inch.
You can see a 10 × 10 square inside the 12 × 12. Then just add 12 on
the top and bottom, and 10 on both sides. It makes 144 in all.
It’s 12 rows of 12. If you just multiply 12 × 12, you get 144.
6 Show students the 12" × 12" square of red construction paper you prepared. Math Practices
Ask a volunteer to compare the paper to the tile square at his or her table. in Action 4.MP.4
After confirming that the two are the same size, fasten the paper square to Students model with
the board. mathematics when they
• Work with class input to label its dimensions and area. measure and calculate
the area of a rectangle
• Explain that because it is 12" or 1' on each side, it’s called a square foot, and record this using the square tiles.
information on the board. By handling and using
a model of a square
12 inch and a square foot,
students develop a
deeper understanding of
what area is, as well as a
better intuitive sense of
12 the size of each unit of
area measure.
1
1
1 square inch 1 square foot
1 sq. in. 1 sq. ft.
1 in2 1 ft2
7 Give each group a 10" × 18" piece of blue construction paper. Ask them to
find the area of this rectangle, using their rulers or the tiles to help.
• Challenge them to find a more efficient method than covering the entire rectangle
with tiles.
• Have them each record the answer, along with any computations they made, in
their journals.
8 When they’ve had a few minutes to work, ask students to share their
answers and explain how they found the area of the rectangle. Record their
strategies at the board.
Chances are, some students will have compared the paper rectangle to the tile square at their
table to find the side lengths, and then used some kind of counting strategy to find the area.
Others may have done the same but multiplied the dimensions to find the area. Still others
may have measured the dimensions with their rulers and multiplied.
18
It’s 10 tiles along the side
and 18 along the top.
10 rows of 18 is 180.
10 If you count by 10s it’s 180.
10 × 18 = 180 square inches
Note If the strategy of measuring the dimensions and then multiplying to find the area
doesn’t come from the students, tape one of the 10" × 18" pieces of paper to the board and
model it yourself.
9 Post the Word Resource Card for dimension on the board. Explain that
to find the area of a square or a rectangle, we measure its dimensions and
multiply the 2 numbers.
Press students to explain how and why this works, and then work with input from the class
to write the general formula for the area of a rectangle: area = length × width or A = lw.
length
width
dimension height
length
width
10 Explain that in a minute, students will be working in pairs to find the area
of some things around the classroom.
• Before they start, ask them to look around. Can they spot anything they’d measure in
square inches?
• What about the Calendar Grid pocket chart or the whiteboard? Would they find the
area of these in square inches or square feet? Why?
Students I’d use square inches to find out the area of small stuff like
my math journal or probably my desk.
I’d maybe use square feet instead of square inches to get the area of
the calendar chart.
I’d definitely use square feet to measure the area of the rug or the
whole room.
11 Display a copy of the Measuring Area Student Book page and have students
find the page in their books. Examine the chart together and explain the
tasks as needed.
• Make sure they know where to find the yardsticks and measuring tapes as they need them.
• Then ask them to work in pairs to complete the sheet.
• Advise students to work to the nearest inch in measuring the dimensions of the items
listed on the Student Book page.
SUPPORT You might also allow students to use calculators to help with the computation,
especially if some of your students aren’t yet completely fluent with 2-digit by 2-digit
multiplication.
Daily Practice
The optional Area Problems Student Book page provides additional opportunities for
students to apply the following skill:
Unit 5 Module 3
Unit 5
Module 3
Session 2 Session 2
Measuring Perimeter
Summary
This session begins with a checkpoint designed to assess students’ understandings of 2-D
shapes and symmetry. Then students review the terms area and perimeter, and find the perim-
eter of a rectangular and a square piece of construction paper. Together they generate formulas
for determining the perimeter of rectangles and squares. Finally, they apply the information as
they work in pairs to find the perimeter of various items around the classroom. At the end of the
session, the teacher introduces and assigns the Area & Perimeter Review Home Connection.
Skills & Concepts

• Apply the perimeter formula for a rectangle to solve a problem (4.MD.3)
• Identify angles, perpendicular lines, and parallel lines in 2-D figures (4.G.1)
• Draw angles , perpendicular lines, and parallel lines (4.G.1)
and angles of a specified size (4.G.2)
• Identify and draw lines of symmetry; identify figures with line symmetry (4.G.3)
Materials
Vocabulary
Assessment Geometry Checkpoint those terms for which Word
TM T1–T2 • pattern blocks available • rulers, class set Resource Cards are available.
Geometry Checkpoint • colored pencils for student use area*
Problems & Investigations Measuring Perimeter distance
feet
SB 195* • measuring tapes • 12” × 12” red construction
Measuring Perimeter • Word Resource Cards for area paper, 1 piece formula
and perimeter • 9” × 12” green construction inches
• have geoboards available paper, 1 piece for every 2 length
• have base ten mats available students
linear units
• rulers, class set miles
• yardstick, at least 1 perimeter*
• calculators, optional, for support rectangle*
suggestion square*
Home Connection yard (yd.)*
HC 103–104
Area & Perimeter Review
Daily Practice
SB 196
Thinking About Area

Ongoing
See the Assessment Guide
Geometry Checkpoint for scoring and interven-
tion suggestions.
1 Open the session by telling students they will take a checkpoint on shapes
and symmetry. Then they will do some more work with area and perimeter.
2 Display the Geometry Checkpoint, and give each student a copy. Give
students a minute to look it over, ask questions, and gather the materials
they’ll need. Then have them begin.
• Have students each get out their ruler and colored pencils. Let them know that they
can use pattern blocks to help with any of the items on the assessment, and explain
how they’re to access the blocks if they need them.
• Encourage them to read each question carefully, and remind them they can ask you for
help reading any of the questions.
• Remind them to work quietly by themselves.
• Give students 15–20 minutes to do the checkpoint.


Measuring Perimeter
4 Move into the next part of the session by reviewing two terms that should
be familiar to most students—area and perimeter.
• Post the Word Resource Cards for these terms, and ask student pairs to compare and
contrast the two terms. How are they alike? How are they different?
• After a minute or two, invite volunteers to share their ideas with the class.
• As the discussion unfolds, review the following concepts:
»» Area and perimeter are both measurements.
»» Area is a measure of how much surface something takes up.
»» Area is measured in square units such as square inches, square feet, or square miles.
»» Perimeter is a measure of the total distance around something.
»» Perimeter is measured in linear units such as inches, feet, yards, or miles.
area perimeter
5 Explain that they’ll be working with perimeter today.

• Have students pair up or assign partners.
• Ask them to get out their rulers and math journals in preparation for finding the
perimeter of the piece of construction paper you’re about to give them.
• Give each pair a 9" × 12" sheet of construction paper without mentioning the dimensions.
• Ask them to use the inch side of their ruler to find the perimeter, or the total distance
around the paper.
• Have them each record the answer, along with any computations they made, in their journals.
6 When they’ve had a couple of minutes to work, ask students to share their
answers and explain how they found the perimeter of the paper.
Use numbers and labeled sketches to record the strategies they share.
12 9 + 12 + 9 + 12 = 42
2 x 9 = 18
9 9
2 x 12 = 24
18 + 24 = 42
12
(2 x 9) + (2 x 12) = 42
7 Chances are, some students will have added all 4 side lengths, while others
may have multiplied each of the lengths by 2 and then added. If the second
strategy doesn’t come from the students, model it yourself.
Then work with input from the class to write a general formula for finding the perimeter
of a rectangle: perimeter = 2 × the width + 2 × the length, or P = 2w + 2l.
8 Hold up the 12" square of construction paper. Ask students to estimate the
perimeter of this square based on the measurements they just made.
• Let them know it’s fine if they want to set one of the 9" × 12" sheets directly on top of
the square to help make a more accurate estimate.
• Record their estimates on the board.
9 Then have a volunteer measure one of the sides of the square and share the
measurement with the class. Ask students how they can use that informa-
tion to find the perimeter. Is it possible to do so without measuring the
other 3 side lengths?
Students Sure! It’s a square, so all the sides are the same.
Just add 12 four times.
Or you could multiply 12 × 4 to get the answer. It’s 48 inches.
10 Work with input from the class to write a general formula for finding the
perimeter of a square: perimeter = 4 × the length of one side, or P = 4s.
11 Ask students to consider the following question: If there are 12" in a foot,
what is the perimeter of the paper square in feet?
Have them give the thumbs-up sign when they have the answer and then invite a couple of
volunteers to share their thinking.
Students Each side is a foot, so it’s 4 feet all the way around.
Also, it’s 48 inches and 48 ÷ 12 = 4, so that’s 4 feet.
Wow! That’s pretty big around. My little sister isn’t much taller than
about 4 feet.
12 Explain that in a minute, students will be working in pairs to measure the

perimeter of some things around the classroom. Ask them to look around.
Can they spot anything they’d measure in inches?
• What about the Calendar Grid pocket chart or the whiteboard? Would they find the
perimeter of these in inches or feet?
• Hold up a yardstick and ask them if there’s anything in the room with a perimeter it
would make most sense to measure in yards.
Students I’d use inches to find out the perimeter of small stuff like a
book or probably my desk.
I’d definitely use feet instead of inches to get the perimeter of the
whiteboard.
I’d use yards to measure the perimeter of the rug or the whole room.
13 Display a copy of the Measuring Perimeter Student Book page and have
students find the page in their books. Examine the chart together and
explain the tasks as needed.
• Ask students if they need to measure the length of every side in order to find the
perimeter of their math journal or their desk. Why not?
• Make sure they know where to find the yardsticks and measuring tapes as they need them.
• Then ask them to work in pairs to complete the sheet.
• Advise students to work to the nearest inch in measuring the side lengths of the items
listed on the Student Book page.
Home Connection
14 Introduce and assign the Area & Perimeter Review Home Connection,
which provides practice with the following skill:
• Apply the area or perimeter formula for a rectangle to solve a problem (4.MD.3)
Daily Practice
The optional Thinking About Area Student Book page provides additional opportunities
for students to apply the following skills:
• Generate a number pattern that follows a given rule (4.OA.5)
pattern (4.OA.5)
• Multiply a2-digit whole number by a 1-digit whole number using strategies based on
Unit 5 Module 3
Unit 5
Module 3
Session 3 Session 3
Area & Perimeter Formulas
Summary
Students revisit the area and perimeter formulas, working in metric rather than customary
units during this session. As they finish the related assignment in their Student Books, they go
to Work Places.
Skills & Concepts

Materials
Vocabulary
Problems & Investigations Area & Perimeter Formulas those terms for which Word
SB 197–198* Resource Cards are available.
Area & Perimeter Formulas area*
Work Places in Use centimeter (cm)*
formula
4D Target Five (introduced in Unit 4, Module 3, Session 2) metric system*
5A Angle Puzzles (introduced in Unit 5, Module 1, Session 4) metric units
5B Mosaic Game (introduced in Unit 5, Module 2, Session 3) perimeter*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5)
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) square centimeter
Daily Practice
SB 199
Area & Perimeter Problems

Copy instructions are located at the top of each teacher master. * Run 1 copy of each page for display.
Preparation
numbers (4C–5D) or write out the full names if you have time. (See the list in the Work Places
Problems & investigations

Area & Perimeter Formulas
1 Begin the session by telling students that today they will work with area
and perimeter of rectangles in metric units, and then go to Work Places in
any time remaining in the session.
2 Ask students to find the area and perimeter of a 25 cm × 76 cm rectangle.
As students work, circulate and note how they are finding both area and perimeter.
SUPPORT/ELL Encourage students to draw an open array to represent the rectangle and
label it appropriately. Ask if the picture helps them to know what to do. Share the Word
Resource Cards for area and perimeter if necessary.
CHALLENGE Encourage students to do the computations efficiently and to seek clever strategies.
3 When most students have finished, confirm the answers as a class by asking
one or two volunteers to share.
The area is 1,900 square centimeters and the perimeter is 202 centimeters.
4 Display the first of the two Area & Perimeter Formulas Student Book pages
as students find the page in their books.
Explain that the page shows several students’ strategies for finding the area and perimeter
of the 25 cm × 76 cm rectangle.
SUPPORT/ELL Emphasize that the first ten items all represent the 25 cm × 76 cm rectangle.
The students’ task is to figure out which of the equations or statements pertain to finding
the area of the rectangle, and which have to do with finding the perimeter of the rectangle.
CHALLENGE Encourage students to think about why a student might choose each strategy.
Which one would they choose and why?
5 Have students look at problems 1a and 1b, and decide whether the student
was finding area or perimeter. After a few moments, ask students to share
their thinking, first in pairs and then as a whole class.
Teacher What is the student finding in number 1a?
Eli They’re adding up the side lengths, so that is perimeter.
Teacher What else can you tell me?
Tanisha They added the side lengths in order. They started with the
25, then the next side would be 76.
Teacher If they did that, what units would they use to label the answer?
Maria What do you mean?
Teacher If you added up all the side lengths of a rectangle to find the
perimeter and got 202, what is the 202? Feet, square inches, milliliters?
Maria Since they were adding up centimeters, it would be 202 centimeters.
Teacher How about number 1b? What is the student finding there?
Willie Area.
Willie That’s what I did. I multiplied the side lengths to find the area.
Teacher What is the unit for the area of this rectangle? 1,900 what?
Sean Square centimeters because it’s like finding how many little
square centimeters are in the 25 × 76 array.
6 Review the rest of the problems on the first page of the assignment, and ask
students to complete them.
As students work, circulate and ask scaffolding questions if needed. Ask students to justify
their thinking.
CHALLENGE Have students complete the two challenge problems on the second page of
the assignment.
7 When most students have finished the first page, reconvene the class to
discuss problems 1c–1j together.
• Draw a sketch representing a 25 cm × 76 cm rectangle on the board to facilitate this discus-
sion. Work with input from the students to label the rectangle with its dimensions and area.
• Encourage students to explain how they decided whether each of the equations or state-
ments in the first problem pertained to finding the area or the perimeter of the rectangle.
8 Give students time to examine and compare the equations and statements
in the first problem that pertain to finding the perimeter. [a, b, g, h, and j]
• Ask students what these problems have in common.
• Then invite several students to share their observations.
NAME | DATE
Area & Perimeter Formulas page 1 of 2

1 Students are solving area and perimeter problems. Which kind of problems are they
solving? Write “area” or “perimeter” next to each equation or statement below.
a perimeter
25 + 76 + 25 + 76 ___________ b (2 × 25) + (2 × 76) perimeter
___________
c area
25 × 76 ___________ d area
50 × 38 ___________
e area
(20 × 76) + (5 × 76) _________ f area
length × width ___________
g perimeter
length + width + length + width ___________
h perimeter
2 × length + 2 × width ___________
i area
The answer is labeled in square units. ___________
j perimeter
The answer is labeled in linear units. ___________
2 Teri wasOn
Students finding the area and perimeter of a rectangle. She spilled ketchup on her work.
all the ones we said were perimeter, they’re adding the
side lengths. (2 × ) + (2 × 99) =
(100 × ) – (1 × 37) =
I kind of agree, but on b, there’s multiplication. How can you have
a Use the information
multiplication in a perimeter problem?
in the picture above to draw Teri’s rectangle and label its
dimensions.
On that one, it’s the same thing as99
adding 2 of the lengths and 2 of the
widths. They just did the multiplication to make it faster.
37
They all have linear units because even when you are multiplying,
you’re really just doubling a side length.
b Write in the numbers that got covered with ketchup on Teri’s work. Also,
circle the word to show whether each equation involves finding the area or the
9 Give students time to examine and compare the equations and statements
perimeter of the rectangle.
in the first problem 37 that
(2 × _____ ) + (2 pertain _____to finding
× 99) = 272 the area. [c, d, e, f, i]
area or perimeter?
• Ask students what these

37 ) problems
(100 × _____ have in
– (1 × 37) = 3,663
_____ common.
area or perimeter?
• Then invite several students to share their observations.
Students All the ones we said were

Bridges in Mathematics Grade 4 Student Book 197
about area are multiplying the
short side length times the long side length.

They would all have square units because when you multiply side
lengths, you get the number of little squares in the array.
Unit 5 Module 3 a Session 3 + 76 ___________
25 + 76 + 25 perimeter b (2 × 25) + (2 × 76) perimeter
___________
c area
25 × 76 ___________ d area
50 × 38 ___________
Somee of(20 × 76) are

them + (5 ×
showingareahow theyf would
76) _________ length ×do
width area
the___________
multiplication, like
splitting up the
g length 25 into
+ width 20+and
+ length width5.___________
perimeter
h perimeter
2 × length + 2 × width ___________
10 Next, discussi students’ solutions
The answer is labeled to the
in square units. second problem, and press students
area
___________
to justify their thinking.
j The answer is labeled in linear units. ___________
perimeter
2 Teri was finding the area and perimeter of a rectangle. She spilled ketchup on her work.
(2 × ) + (2 × 99) =
(100 × ) – (1 × 37) =
a Use the information in the picture above to draw Teri’s rectangle and label its
dimensions.
99
37
37 ) + (2 × 99) = 272
(2 × _____ _____ area or perimeter?
37 ) – (1 × 37) = 3,663
(100 × _____ _____ area or perimeter?
11 Then ask students to share any generalizations they can make about how to
find the perimeter of a rectangle.
• Review the fact that people often use the formula P = (2 × length) + (2 × width) or P =
2l + 2w to find the perimeter of a figure.
• Write both equations on the board, and explain that these are called formulas because
they describe how to find the perimeter for any rectangle.
• Ask students to compare the formulas to the method they used to find the perimeter
of the 25 cm × 76 cm rectangle at the beginning of the lesson. Have students turn to a
partner and share their thinking.
12 Now ask students to share any generalizations they can make about how to Math Practices
find the area of a rectangle. in Action 4.MP.8
• Review the fact that people often use the formula A = length × width or A = l × w to When developing
find the area of a figure. an understanding of
formulas and algorithms,
• Write each equation on the board as you are talking.
students look for and
• Ask students to compare the formulas to the method they used to find the area of the make use of regularity in
25 cm × 76 cm rectangle at the beginning of the lesson. Have students turn to a partner repeated reasoning. The
and share their thinking. process of repeatedly
solving similar problems
13 Invite students to add the terms area and perimeter to the handbook sec- and looking for regularity
tion of their journals. in that repetition helps
students develop an
Have students record each word, its formula, and a sketch or example.
understanding of the
SUPPORT If necessary, show the Word Resource Cards for area and perimeter and review formulas before using
the terms one more time to support students in making their handbook entries. them widely.
As students examine the word perimeter, they might notice the familiar word “meter.” The
word comes from the Greek peri-, meaning “around” and metron, meaning “measure.”
Students might also see the word “rim,” which does not relate to the structure of the word
itself but can provide a visual cue for remembering its meaning.
14 Let students know that when they are finding the area and perimeter of
rectangles, they can continue to use their own strategies, but now they can
also recognize and use the formulas.
Work Places
15 If enough time remains in the session, invite students to get their folders
and go to Work Places.
Daily Practice
The optional Area & Perimeter Problems Student Book page provides additional opportu-
nities for students to apply the following skills:
Unit 5 Module 3
Unit 5
Module 3
Session 4 Session 4
Hexarights
Summary
Students continue to investigate relationships between area and perimeter as they measure
and construct polygons called “hexarights” (hexagons with pairs of adjacent sides that meet
at right angles). Today’s problems provide opportunities for students to apply many of the
measurement and geometry skills and concepts they have investigated throughout Unit 5. At
the end of the session, the teacher introduces and assigns the Area, Perimeter & Multiplication
Home Connection.
Note Hexaright is not some long-forgotten concept from your high school geometry days.
It is a made-up term borrowed from Measuring Up: Prototypes for Mathematics Assessment
(Mathematical Sciences Education Board National Research Council, 1993. Washington, DC:
National Academy Press). You may want to let students know this so that they won’t expect to
see or use it on standardized tests.
Skills & Concepts

• Identify parallel lines, perpendicular lines, and right angles in 2-D figures (4.G.1)
and angles of a specified size (4.G.2)
Materials Vocabulary
Copies Kit Materials Classroom Materials An asterisk [*] identifies
those terms for which
Problems & Investigations Hexarights Word Resource Cards are
TM T3 • rulers marked with both centi- available.
Introducing Hexarights meters and inches, class set
area*
TM T4 • piece of paper to mask portions
Measuring Hexarights of the teacher masters centimeter (cm)*
TM T5 distance
Hexarights, Perimeter = 24 cm hexagon*
TM T6 length
Centimeter Grid Paper parallel*
Home Connection perpendicular*
HC 105–106 perimeter*
Area, Perimeter & Multiplication rectangle*
Daily Practice right angle*
square centimeter (cm)*
SB 200
Finding the Area & Perimeter of
Complex Figures


Hexarights
1 Set the stage for the session by explaining that you have a set of problems
that involve area and perimeter to share with the students today.
2 Display just the top portion of the Introducing Hexarights Teacher Master,
masking the rest with a piece of paper.
• Give students a minute to share any observations they can make with a neighbor.
• Then invite volunteers to share their thinking with the class.
• Record some of their ideas in the space to the left of the shape.
3 Then reveal the definition below the shape, still keeping the rest of the
teacher master covered. Read and discuss it with the class.
As you do so, review the meanings of the terms hexagon, perpendicular, and right angle.
NAME | DATE
Introducing Hexarights
1 Describe this shape.
• has 6 sides
• has 5 right angles inside
and3 1 right
Unit 5 Module Session 4angle
1 copy foroutside
display
NAME• some of the lines ae perpendicular | DATE
• kind of like 2 rectangles are stuck together

•Introducing
none of the lines Hexarights
are the same length
1
The Describe thisisshape.
shape above a hexagon because it has 6 sides, but let’s call it a hexaright.
A hexaright is a hexagon in which sides that touch each other are perpendicular.
4 Next, reveal (Th
theat is,two nonexamples
they meet at right angles.) shown in the middle of the teacher
master. Can 2students explain
Here are 2 examples of shapeswhythat areneither
not hexarights.of
Canthese are hexarights?
you see why?
Have them share with the class so their classmates can see what they’re talking about.
The shape above is a hexagon because it has 6 sides, but let’s call it a hexaright.
(That is, they meet at right angles.)
2 Here are 2 examples of shapes that are not hexarights. Can you see why?
3 Using centimeters, find the area and perimeter of the hexarights below.
3 Using
Students The first shape isn’t a hexaright because there are 2 angles
centimeters, find the area and perimeter of the hexarights below.
that aren’t right angles.

I thought they were wrong about the second one because it’s all right
angles, but then I realized there are 10 sides! A hexaright can only
have 6 sides.
5 Now show the two hexarights at the bottom of the teacher master and
briefly discuss strategies for finding the area and perimeter of each.
6 Then give students each a copy of the Measuring Hexarights Teacher

Master. Ask them to experiment with both the inch side and the centimeter
side of their rulers. Which unit of measure works best?
Students will quickly discover that most of the measurements don’t come out evenly
unless they use centimeters.
7 Solicit agreement from the class that they’ll work in centimeters and square
centimeters rather than inches and square inches, and let them get started.
Encourage them to share and compare their strategies and solutions as they work.
8 When most students have finished finding the perimeter and area of at least
one of the hexarights, invite volunteers to share their work with the class.
Provide a fresh copy of the half-sheet each time a new volunteer comes up to accommo-
date several different presentations.
Here is an example of the sort of work you might expect from students, although some will
divide the hexarights differently.
Unit 5 Module 3 Session 4 half-class set, cut in half, plus several extra copies for display
NAME | DATE
Measuring Hexarights
Find the area and perimeter of the hexarights below. Show all your work.
2 cm 2 x 3 = 6 sq. cm
8 cm
3 cm 4 cm
sq. cm
7 =7
6 cm
2 cm 1 x 7 cm 3 cm
1 cm
3x4= 1 x 4 = 4 sq. cm
12 sq. cm 3 cm 1 cm
1 + 8 + 4 + 1 + 3 + 7 = 24 cm
P = 24 cm A= 11 sq cm
4 cm
6 + 2 + 3 + 2 + 3 + 4 = 20 cm
A = 18 sq cm P = 20 cm
NAME | DATE
9 As students share, discuss the methods they’re using to find the area and
perimeter of these shapes.
• Did they use the perimeter formulas they developed during the previous two sessions?
Why not? [Because these are irregular polygons. All you can do is simply add all the
different side lengths.]
• Did they use the area formula they reviewed over the past several sessions? How? [To
find the area without covering the shape with centimeter square units or drawing them
in, you need to divide each hexaright into 2 rectangles. Then you can use A = l × w to
find the area of each rectangle and add these areas to get the area of the hexaright.]
10 After two or three strategies have been shared for each hexaright, give
students each a copy of the Hexarights, Perimeter = 24 cm Teacher Master.
• Display a copy of the teacher master. Review the instructions together and clarify
as needed.
• Place a small stack of the centimeter grid paper on each table and give students the
remainder of the math session to work.
• Encourage them to share and compare their strategies for finding other hexarights
with perimeters equal to 24 centimeters.
• What are some of the areas that result? Are they all equal?
11 Reconvene the class to share strategies and solutions either at the end of the
session or at another time.
Home Connection
12 Introduce and assign the Area, Perimeter & Multiplication Home
Daily Practice
The optional Finding the Area & Perimeter of Complex Figures Student Book page
provides additional opportunities for students to apply the following skills:
Teacher Masters
NAME | DATE
Geometry Checkpoint page 1 of 2

1 For each of the terms below:
• Write a definition.
• Make a sketch to show what it means.
Term Definition Sketch
a acute angle
b obtuse angle
c parallel lines
d perpendicular
lines
2 For each of the shapes below:

• Draw in the line(s) of symmetry.
• Write the most specific name of the shape (if it is a triangle, tell what kind of triangle it is).
• Tell how many lines of symmetry it has.
a b c d
Shape name: Shape name: Shape name: Shape name:
Line of symmetry: Line of symmetry: Line of symmetry: Line of symmetry:
NAME | DATE
Geometry Checkpoint page 2 of 2
3 Maria has sorted a collection of shapes and labeled them. Take a good look at her
At least one At least one pair

right angle of parallel sides
a Do you agree with the labels Maria has written for each group? Why or why not?
b Why are there two shapes in the middle, where the two groups overlap?
c Follow these instructions to color in some of the shapes in Maria’s collection.

• Find all the trapezoids and color them green.
• Find the isosceles right triangle and color it red.
• Find the scalene right triangle and color it brown.
• Find all the parallelograms and color them yellow.
NAME | DATE
Introducing Hexarights
1 Describe this shape.
The shape above is a hexagon because it has 6 sides, but let’s call it a hexaright.
(That is, they meet at right angles.)
2 Here are 2 examples of shapes that are not hexarights. Can you see why?
3 Using centimeters, find the area and perimeter of the hexarights below.
Unit 5 Module 3 Session 4 half-class set, cut in half, plus several extra copies for display
NAME | DATE
NAME | DATE
NAME | DATE
Hexarights, Perimeter = 24 cm
1 Draw two different hexarights with a perimeter of 24 cm, and find the area of each.
Then draw a third hexaright with a perimeter of 24 cm. This time, make the area as
large as you can.
2 You can use the space below and the back of this sheet. Or, you can draw your
hexarights on centimeter grid paper, cut them out, and glue them to this sheet. Use
your ruler to help make the lines straight and accurate.
3 Label your hexarights with their dimensions, perimeter, and area. Use numbers,
sketches, or words to show how you found the perimeter and area of each hexaright.
4 On the back of the sheet, write at least two sentences to describe what you found out
about the areas of hexarights with a perimeter of 24 cm.
Unit 5 Module 3 Session 4 class set plus a few extra
NAME | DATE
Centimeter Grid Paper
Student Book
NAME | DATE
Measuring Area
Dimensions Area
(Measure to the nearest (Show your work and
Find the area of each item listed below.
inch and show your units in label the answer with
inches or feet.) the correct units.)
ex A piece of blue construction paper

Length = 18”
Width = 10” 18” × 10” = 180 sq. in.
1 Your math journal
2 Your desk or table
3 A geoboard
4 Calendar Grid pocket chart
5 The top of a bookshelf
6 The front of a chapter book
7 A Calendar Grid marker
A work table larger

8
than the one where you sit
9 The whiteboard
10 CHALLENGE The classroom
NAME | DATE
Area Problems
1 Frank bought a rug for his room. It is 60 inches by 40 inches. What is the total area
of the rug in square inches? Use labeled sketches, numbers, or words to solve this
problem. Show all your work.
2 The school gym is 80 feet by 50 feet. What is the total area of the gym floor in
square feet? Use labeled sketches, numbers, or words to solve this problem. Show all
your work.
3 CHALLENGE Lisa’s room is 90 inches by 90 inches. She bought a rug for her floor that
is 50 inches by 40 inches. How much of her floor is not covered by the rug? Use
labeled sketches, numbers, or words to solve this problem. Show all your work.
NAME | DATE
Measuring Perimeter
Perimeter
Side Lengths Circle the formula
Find the perimeter of (Show your work and
(Include units: inches, you need to find the
each item listed below. label the answer with
feet, or yards.) perimeter.
the correct units.)
A piece of green P = 2w + 2l
ex 9 inches and (2 × 9) +
construction paper 12 inches P = 4s (2 × 12) = 42 in.
P = 2w + 2l
1 Your math journal
P = 4s
P = 2w + 2l
2 Your desk or table
P = 4s
P = 2w + 2l
3 A geoboard
P = 4s
P = 2w + 2l
4 Calendar Grid pocket chart
P = 4s
P = 2w + 2l
5 The top of a bookshelf
P = 4s
P = 2w + 2l
6 A base ten mat
P = 4s
P = 2w + 2l
7 The whiteboard
P = 4s
P = 2w + 2l
8 The classroom
P = 4s
NAME | DATE
Thinking About Area

1 Determine the area of each rectangle below. Write the area inside the rectangle.
3 6 12 24
3 3 3 3
a Look at the rectangles above. What happens to the area of the rectangle when
one of the dimensions is doubled?
2 Determine the area of each rectangle below. Write the area inside the rectangle.
32 16 8 4
4 4 4 4
a Look at the rectangles above. What happens to the area of the rectangle when
one of the dimensions is halved?
3 CHALLENGE What happens to the area of a rectangle when both dimensions are
doubled? Start with this rectangle and then draw and label two more rectangles to
show what happens.
5
NAME | DATE

a 25 + 76 + 25 + 76 ___________ b (2 × 25) + (2 × 76) ___________
c 25 × 76 ___________ d 50 × 38 ___________
e (20 × 76) + (5 × 76) _________ f length × width ___________
g length + width + length + width ___________
h 2 × length + 2 × width ___________
i The answer is labeled in square units. ___________
j The answer is labeled in linear units. ___________
2 Teri was finding the area and perimeter of a rectangle. She spilled ketchup on her work.
(2 × ) + (2 × 99) =
(100 × ) – (1 × 37) =
a Use the information in the picture above to draw Teri’s rectangle and label its
dimensions.
(2 × _____ ) + (2 × 99) = _____ area or perimeter?
(100 × _____ ) – (1 × 37) = _____ area or perimeter?
NAME | DATE
3 CHALLENGE Teri used an over strategy to multiply the dimensions of the rectangle.
Show and describe a different multiplication strategy Teri could have used to find
the area of the rectangle.
4 CHALLENGE The area of a rectangle is 4,500 square centimeters. One dimension is 30

cm and the perimeter is 360 cm. What is the other dimension? Show your work.
NAME | DATE
Area & Perimeter Problems

Find the area and perimeter of each figure. Show your work.
1 a rectangle with dimensions 22 × 89 cm

a area =
b perimeter =
2 a square with side length 44 cm

a area =
b perimeter =
3 130 miles
a area =
9 miles
b perimeter =
4 5 km
a area =
125 km
b perimeter =
NAME | DATE
Finding the Area & Perimeter of Complex Figures

Determine the area and perimeter of each figure below. Some of the figures are divided
into rectangles for you with dotted lines, but some aren't. You will need to figure out the
missing lengths on some of the figures to find their perimeter. Show all your work.
1 15˝ 2 15˝
7˝ 7˝
8˝
22˝
area = ______ perimeter = ______ area = ______ perimeter = ______
3 20˝ 4 14˝
10˝
10˝ 7˝
10˝
7˝ 21˝
10˝
10˝
7˝
10˝
7˝
30˝
area = ______ perimeter = ______ area = ______ perimeter = ______
Home Connections
NAME | DATE
Area & Perimeter Review page 1 of 2

1 Hector says you have to measure the length of every side of this square to find its
perimeter. Do you agree with him? Why or why not? Explain your answer.
2 Which equation shows how to find the perimeter of this rectangle?

8 ft.
NN 3 × 8 = 24 ft.
NN (2 × 3) + 8 = 14 ft.
3 ft. NN (2 × 3) + (2 × 8) = 22 ft.
NN 4 + 8 = 12 ft.
3 Mr. Hunter is trying to find the distance from one end of his whiteboard to the
other. Mr. Hunter is measuring:
NN the whiteboard’s area

NN the whiteboard’s length
NN the whiteboard’s perimeter
whiteboard
4 Which of these situations is about perimeter?

NN determining the number of tiles needed to cover a floor
NN determining how many feet of fencing is needed to surround a backyard
NN determining the width of a table
5 Beckett and his mom are going to paint the living room. They need to measure the
room so they know how much paint to buy. They should measure the wall in:
NN square centimeters
NN square feet
NN square inches
NN square miles (continued on next page)
NAME | DATE
Area & Perimeter Review page 2 of 2
6 This rectangle has an area of 45 square feet. What is the missing measure? Show
your work.
? ft.
5 ft. 45 sq. ft.
7 Tom wants to find the area of his school’s basketball court. Which formula should
he use? (circle one)
A=l+w A=l×w A=l–w A = (2 × w) + (2 × l)
8 Alexandra and her dad built a deck in their backyard. It had an area of 48 square
feet and a perimeter of 28 feet. Circle the drawing that shows the deck they built.
Use numbers, labeled sketches, and words to explain your answer.
6 ft.
9 ft.
12 ft.
8 ft. 5 ft. 4 ft.
NAME | DATE
Area, Perimeter & Multiplication page 1 of 2

1 Jeff is going to hang wallpaper on the big wall in his living room. The wall is 16
feet tall and 23 feet wide. There is a window in the middle of the wall that is 5 feet
tall and 8 feet wide. How many square feet of wall does Jeff have to cover with
wallpaper? Hint: Draw a picture. Show all of your work.
2 The wallpaper Jeff wants to use comes in rolls that are 1 yard wide and 10 yards
long. How many square feet of wallpaper are in each roll? Show all of your work.
3 CHALLENGE What happens to the area of a rectangle if you double one side while
cutting the other side in half? Start with the rectangle below. Draw and label two
more rectangles to show what happens.
8
NAME | DATE
Area, Perimeter & Multiplication page 2 of 2
4 Complete each multiplication puzzle. Fill in the products of rows and diagonals.
ex 35 a 56 b
8 6 1 48 1 6 3 0
3 5 3 45 4 2 32 4 2 72
7 4 2 56 4 1 36 3 3 45
80 18 42
5 Find the area and perimeter of each figure below.

a 49 b 99 c 133
38
46
75
84 46
Area = _____ Area = _____ Area = _____
Perimeter = _____ Perimeter = _____ Perimeter = _____
6 CHALLENGE On a separate piece of paper, draw and label a rectangle with an area of
32 square units and a perimeter of 36 units. Use numbers or words to show that you
are correct. Attach the piece of paper to this page.
Teachers Guide
Module 4
Angles in Motion
Session 1 Human Angles�� 3
Session 2 Geometry Measurement Problems�� 7
Session 3 Geometry Measurement Problems Forum�� 13

Range of Motion in Human Joints�� T1 Clock Angles & Shape Sketches��107
Geometry Measurement Problems Forum Planner ��T2 Unit 5 Review��109
Student Book Pages

Measuring the Range of Motion of Your Joints�� 200
Drawing Angles of Rotation��202
Geometry Measurement Problems��203
Turns & Fractions at the Skate Park�� 206
Mystery Angles��207
Shapes & Angles�� 208
Unit 5
Unit 5
Module 4
Module 4
Angles in Motion
Overview
Module 4 features a return to angles, with an emphasis on the fact that angles are dynamic in that they involve a turn or
rotation around a fixed point. In Session 1, students approximate the angles of rotation for various joints in their own bodies,
including their knees, wrists, shoulders, and elbows. In Session 2, the students stand in place and make turns of specified
sizes as they solve problems that involve adding angles. In Session 3, they share and compare strategies and solutions to these
problems during a math forum, and in Session 4, they take the Unit 5 Post-Assessment.
Planner
Session 1 Human Angles
In the first of three sessions that emphasize the dynamic aspect of angles, students work in pairs to
sketch and then estimate the angle of rotation for various joints in their bodies, again using right
angles, straight angles, and the interior angles of the pattern blocks as benchmarks. They also
estimate the approximate fraction of a complete turn represented by each angle.
Session 2 Geometry Measurement Problems
Students revisit the idea that angles involve rotations around a fixed point by standing up and
making turns of specified sizes in the classroom. Then the group works together to solve and discuss
a problem that involves adding angle measures as a hypothetical student makes 3 turns of 60° to the
right, one directly after the other without going back to her starting position at any time. After that,
students work in pairs on a variety of geometry measurement problems that will be the focus of a
math forum next session.
Session 3 Geometry Measurement Problems Forum
In this session, students participate in a math forum in which they share strategies and solutions for at
least two of the geometry measurement problems from the previous session. The discussion provides
the opportunity to emphasize the fact that some learners use strategies that are based in computa-
tion, while others use strategies that are more spatial in nature. After the forum, students spend any
time remaining in the session at Work Places.
Students take the Unit 5 Post-Assessment. When they are finished, they visit Work Places.
Task Done
each master.
Run a single display copy of Student Book pages 201–202 and 204–206, as well
as page 168 (from Unit 5, Module 1, Session 3).
pages 201–209.
If students do not have their own Home Connections books, run a class set of
the assignments for this module using pages 107–110.
Unit 5 Module 4
Unit 5
Module 4
Session 1 Session 1
Human Angles
Summary
In the first of three sessions that emphasize the dynamic aspect of angles, students work in pairs
to sketch and then estimate the angle of rotation for various joints in their bodies, again using
right angles, straight angles, and the interior angles of the pattern blocks as benchmarks. They
also estimate the approximate fraction of a complete turn represented by each angle.
Skills & Concepts

• Identify an angle as a geometric figure formed where two rays share a common end-
point (4.MD.5)
• Measure angles by identifying the fraction of the circular arc between the points where the
two rays forming the angle intersect the circle whose center is at the endpoints of those
rays (4.MD.5a)
Materials
Vocabulary
Problems & Investigations Human Angles those terms for which Word
SB 167* • 180° protractors (see Preparation) Resource Cards are available.
Using Pattern Blocks to Measure Angles • pattern blocks, class set angle*
on a Clock Face (completed by students
in Unit 5, Module 1, Session 3) fraction*
TM T1 interior angle*
Range of Motion in Human Joints right angle*
SB 201–202* rotation*
Measuring the Range of Motion of Your
straight angle*
Joints
Daily Practice
SB 203 • 180° protractors
Drawing Angles of Rotation • pattern blocks

Preparation
• Since today’s activity involves students’ bodies, it is probably best to let students choose
their own partners to ensure they are working with a classmate they like and feel comfort-
able with.
• If you want your fourth graders to use their protractors during this activity, you might have
students use them to help estimate the range of motion for each joint. Do remind them,
however, that although they can measure the angles in their sketches with great precision
using the protractor, their angle measures are approximate because they are working from
sketches. Even if they use their protractors to help make estimates, those estimates should
be only to the nearest 10 degrees.

Human Angles
1 Set the stage for the session by explaining that you’re going to wind up this
unit on geometry by having students investigate some of the ways in which
angles relate to fractions of a circle.
2 Before you start into the main activity for this session, take a few minutes Math Practices
to review with the class an assignment students completed during Module in Action 4.MP.5
1, Session 3 of this unit. Students use the known
angles of the pattern
• Display your copy of the first Using Pattern Blocks to Measure Angles on a Clock Face
blocks, along with bench-
Student Book page, and have students locate the page in their books.
mark angles like 90 and
• Explain that before working on today’s activity, students will need to make sure that they 180 degrees, to estimate
have identified the angles and fractions of a turn on this sheet and the next correctly. the angle formed by the
• Work with input from the class to enter the correct answers to each problem on your complete rotation of each
displayed copies of both sheets. Invite students to correct any errors on their own joint. This is an example
of using appropriate tools
sheets right now. Here are the answers to each of the problems for your reference:
strategically, which, in this
»» 1) angle measure = 270°, fraction of a whole turn = 3/4 case, enhances students’
»» 2) angle measure = 360°, fraction of a whole turn = 1/1 or 1 understanding of angle
measurement.
»» 3) angle measure = 180°, fraction of a whole turn = 1/2
»» 7) angle measure = 300°, fraction of a whole turn = 10/12 or 5/6
3 Now explain that in today’s activity, students will be estimating the range
of motion in some of the different joints in their bodies, including their
wrists, elbows, knees, and shoulders.
• Explain that different kinds of joints can rotate different amounts. Sometimes, when
people are injured, they go to physical therapy to help regain the full range of motion
in the injured joint.
• For example, if a soccer player hurts her knee, she might need physical therapy to
regain the full range of motion in her knee, and if a quarterback injures his shoulder,
he also might need physical therapy to move his shoulder the way he needs to in order
to make a long pass.
Physical therapists use a device called double-armed goniometer to measure the exact
range of motion of their patients’ joints. A goniometer consists of a stationary arm holding
a protractor that is placed parallel with a stationary body segment, a pin (the axis of the
goniometer) that is placed over the joint, and a movable arm that moves along a movable
body segment. (If you or the students do an Internet search for goniometer, you can find a
variety of illustrations and photos of this measuring device.)
4 Display the Range of Motion in Human Joints Teacher Master and explain
that students will work in pairs to test the range of motion of different
joints in their own bodies.
• Each student will move his or her joints as shown on this display, and his or her
partner will sketch where the motion ended.
• Then they will use the pattern blocks and the Student Book pages they just reviewed with
you to estimate the angle of rotation and fraction of a full turn for each joint movement.
Range of Motion in Human Joints

1 Knee 2 Shoulder: to the side
stop
start
start
stop
3 Elbow 4 Wrist
up
stop start
down
5 Shoulder: back and front
stop
start
5 Now invite a volunteer to show how to perform each movement shown on

the teacher master and help correct them if they don’t do it quite right.
• Emphasize that they are to rotate their joints only as far as it is comfortable. If they
start to feel like they are straining, they must stop.
• Explain that they can injure themselves if they try to push their joints farther than they
should go.
6 Next, display your copy of first Measuring the Range of Motion of Your
Joints Student Book page, and work with the help of a different volunteer to
model the process of sketching and measuring.
• Have your volunteer show the knee motion again, and model how to sketch the ending
point of that rotation on your copy of the sheet.
• Then model how to use the interior angles of the pattern blocks to estimate the angle of
rotation to the nearest 10 degrees.
• While the volunteer is doing the motion and while you are sketching it, note with
students how they can use 90 and 180 degrees as benchmarks in their sketches and in
making their estimates.
• Remind students to refer to the sheets they reviewed with you at the beginning of the
session to help estimate the fraction of a complete turn this angle represents.
Extensions
NAME | DATE ••Have students research

Measuring the Range of Motion of Your Joints page 1 of 2 the different kinds of
Work with a partner to test how much you can rotate each of the joints shown below. joints in the body. Each
Each of you will sketch. First sketch the ending points of the joint’s rotation. Then use kind of joint performs a
your pattern blocks to estimate the degree of rotation to the nearest 10 degrees. When
testing your joints, only bend as far as is comfortable: don’t rotate your joints until it different kind of motion
feels difficult or painful! and, as a result, has a
1 Knee different possible range
of motion.
start
start
••Invite students to
research different birds,
stop
approximate degrees of rotation: approximate fraction of a complete turn: some of which, such
1
120°
3 as barn owls, have an
2 Shoulder: to the side stop
impressive range of
motion in their necks.
7 Have students find the Measuring the Range of Motion of Your Joints pages Ask them to draw
in their own books, and answer any questions they have about the activity sketches of each bird’s
start
range of neck motion.
start
right now. Then give them most of the time remaining in the session to
work in pairs.approximate degrees of rotation: approximate fraction of a complete turn: ••Invite students to make
sketches showing
Circulate around the room to answer questions that emerge as students are working, and
3 Elbow different angles of
to make sure students are conducting the activity safely and respectfully. rotation in skate-
start
boarding, ice skating,
8 When five or ten minutes still remain, reconvene the class and ask them to
stop start
and snowboarding
share their work by asking questions like the following: tricks. You might
approximate degrees of rotation: approximate fraction of a complete turn:
• Which joint had the greatest range of motion? consider having them
make posters and
• Which joint had the smallest range of motion? (continued on next page)
Bridges in Mathematics Grade 4 Student Book 201 © The Math Learning Center | mathlearningcenter.org present the information
• Which fractions of a full turn were most difficult to estimate? How did you handle to the class.
those situations?
• Did any of your estimated measures surprise you?
Note You might also ask students to share and compare the estimated measures they
made for the last problem on the second sheet.

• Let them know that they’ll do some more work with rotations, turns, angles, and frac-
tions next session.
Daily Practice
The optional Drawing Angles of Rotation Student Book page provides additional opportu-
nities for students to apply the following skills:
Unit 5 Module 4
Unit 5
Module 4
Session 2 Session 2
Geometry Measurement
Problems
Summary
Students revisit the idea that angles involve rotations around a fixed point by standing up
and making turns of specified sizes in the classroom. Then the group works together to solve
and discuss a problem that involves adding angle measures as a hypothetical student makes
3 turns of 60° to the right, one directly after the other without going back to her starting
position at any time. After that, students work in pairs on a variety of geometry measurement
problems that will be the focus of a math forum next session. As they finish, students visit
Work Places. At the end of the session, the teacher introduces and assigns the Clock Angles &
Shape Sketches Home Connection.
Skills & Concepts

• Multiply 2- and 3-digit whole numbers by a 1-digit whole number using strategies based
(4.MD.5)
Materials
Problems & Investigations Geometry Measurement Problems

TM T2 • 180° protractors, class set • rulers, class set
Geometry Measurement Problems • pattern blocks
Forum Planner
SB 204–206*
Problems
Work Places in Use

5B Mosaic Game (introduced in Unit 5, Module 2, Session 3)
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6)
Home Connection
HC 107–108
Clock Angles & Shape Sketches
Daily Practice
SB 207
Turns & Fractions at the Skate Park

Preparation
• Since today’s Geometry Measurement Problems Student Book assignment will be used for
a math forum in the next session, you might choose to assign partners in advance.

Geometry Measurement Problems
1 Begin the session by telling students that today they will work on some geom-
etry measurement problems and then go to Work Places when they finish.
2 Review with the students the idea that angles involve turns or rotations
around a fixed point by having them stand up and make some turns as you
direct them.
• Have all the students stand up and face the front of the classroom.
• Ask them to make a 90°, or quarter, turn to the right without moving from the place
where they’re standing right now.
• Ask them how many more 90°or quarter turns to the right they would need to make to
wind up facing the front of the classroom in exactly the same position as when they started.
• Solicit a few ideas. When there is general agreement that it would take three more
quarter turns to the right to get back to their original position, have them try it.
• Ask them to work in pairs to determine the total number of degrees they’ve just
rotated, and then solicit answers.
• Work with input from the students to record on the board what they’ve just enacted,
using a labeled sketch and two or more equations. Emphasize the fact that they were
turning around a fixed point—that is, they didn’t move from their original spot in
making their turns.
front of the room
90° 90°
90° + 90° + 90° + 90° = 360°
4 x 90° = 360°
90° 90°
back of the room
SUPPORT/ELL If this enactment seems to help your students understand that angles are
rotations around a fixed point, and that angle measures can be added (and also sub-
tracted), try one or more exercises similar to the one described above, following the same
steps. Here are some possibilities:
• Have students face the back of the room and make two 90° or quarter turns to the left.
• Have students face the front of the room and make one 180° or half turn to the right,
and then a 90° or quarter turn to the right, continuing from where they left off, rather
than returning to their start position.
• Have students face the front of the room and make one 180° or half turn to the right,
and then a 90° or quarter turn to the left. (Note with them that the net result is a 90° or
quarter turn to the right, relative to the front of the classroom.)
3 Next, display the first of the three Geometry Measurement Problems

Student Book pages while students turn to the page in their own books.
Read the text at the top of the first page aloud, and then ask a student to read the first part
of problem 1.
NAME | DATE
Geometry Measurement Problems page 1 of 3

Mr. White asked some of his fourth graders to demonstrate making turns in their
square-shaped classroom. Each of the students started their turn facing either the front
or the back of the classroom.
1 Mia started facing the front wall of the classroom. She turned 60° to the right. Then
she turned 60° more to the right, and then 60° more.
a How many degrees did Mia turn in all? Use numbers and a labeled sketch to
solve this problem.
4 Ask students to briefly discuss the situation described in problem 1 and
predict the outcome. Then have a volunteer stand and enact the situation by
facing the front of the classroom and making three 60° turns in succession.
• Have the student continue to rotate from each stopping point rather than starting over
each time.
b Which wall in the classroom was Mia facing when she stopped?
• Did the student end up facing the direction the class predicted?
SUPPORT If students are unsure as to how far a 60° turn is, encourage them to use the more
2 Marcus started facing the back of the classroom. He turned 360°. Then he kept on
familiar 90° or quarter
turning inturn
the sameas direction,
a benchmark.
180° more. You might also encourage them to look at the
clock face for help. If the
Unit 5 Module 4
NAME
number
Session 2
of degrees
a How many degrees did Marcus turn in the
all? minute hand
Use numbers and travels
a labeled
| DATE
from the 12 to the 3 is
sketch
90°, how many degrees does the hand travel as it moves from the 12 to the 1; the 12 to the 2?
to solve this problem. Show all your work.
5 Then have students solve problems 1a and 1b, sharing and comparing their
strategies and solutions as they finish. When most have finished both prob-
lems, invite volunteers totheshare

1 Mia started facing front wall their sketches
of the classroom. She turnedand equations
60° to the right. Then with the class.
b Which wall in the classroom was Marcus facing when he stopped?
solve this problem.
Encourage students to use pattern blocks or protractors, as well as their rulers, to help as
they sketch the2situation
Marcus started facing the back of the classroom. He turned 360°. Then he kept on
described in problem 1.
turning in the same direction, 180° more.
Amandaa IHow knew many degrees did Marcus turn in all? Use numbers and a labeled sketch
she was going to end up facing the back because we
already saw that with Derek when he went 60° and then 60° and then
60°. So, I made a sketch to show, and then I added 60 three times in
my equation. I used the blue rhombus from the pattern blocks to help
get 60° each time.
BennettbI did
Whichitwall
pretty much the
in the classroom samefacing
was Marcus way, just
when multiplied 60 by 3. I
he stopped?
know that’s 180 because 3 x 6 is 18. When I did my sketch, I thought
about the clock. I know it’s 360° all the way around, so 180° is like
6:00. Then the first 60° is like 2:00, and the next 60° is like 4:00, and
then 6:00.
front front
60° 60°
60° 60°
60° 60°
back back
60° + 60° + 60° = 180° 3 x 60° = 180°
6 Briefly review the rest of the problems on the first two pages of the assign-
ment, and answer any questions the students may have. When they
understand what to do, have them pair up, or assign partners, and start work.
• Note with students that they’ll each need a protractor to complete problem 5 on the
second page.
• Depending on the needs and strengths of your students, you may wish to make the chal-
lenge problems on the third page of the assignment optional, or assign them selectively.
7 As students work, take time to offer support as needed. Circulate around Math Practices
the room and use your copy of the Geometry Measurement Problems in Action 4.MP.1
Forum Planner to make notes about who you’ll have share in tomorrow’s When students know
math forum. that a forum is coming
up, they are motivated to
Take time to confer with students as necessary, especially those in need of support or
make sense of problems
challenge.
and persevere in solving
SUPPORT/ELL Circulate and read questions to students while they enact the turns described. them. They must also
As students act out the situation described in a given problem, draw attention to the think carefully about the
direction they are facing in the beginning to help them decide if they are facing the same problem and their solution
direction or another orientation when they stop. strategies so that they can
CHALLENGE Have students work on the challenge problems on the third page of the assign-
be prepared to present
viable arguments and
ment and compare their answers with each other.
critique the reasoning of
Note The math forum next session will revolve around students’ strategies and solutions others during the forum.
for problems 4 and 5, so do what you can to ensure that all of the students address both
before the end of today’s session.
Work Places
8 As students finish the assignment, have them get their folders and go to
Work Places if enough time still remains in the session.
9 At the end of the session, have students put away materials.
Remind them that they’ll have an opportunity to share and compare their solutions and
strategies for today’s problems during the math forum next session.
Home Connection
10 Introduce and assign the Clock Angles & Shape Sketches Home
endpoint (4.MD.5)
• Classify 2-D figures based on the presence or absence of angles of a specified size or
parallel lines (4.G.2)
Daily Practice
The optional Turns & Fractions at the Skate Park Student Book page provides additional
opportunities for students to apply the following skills:
Unit 5 Module 4
Unit 5
Module 4
Session 3 Session 3
Problems Forum
Summary
In this session, students participate in a math forum in which they share and compare their
strategies and solutions for at least two of the geometry measurement problems from the
previous session. The discussion provides the opportunity to emphasize the fact that some
learners use strategies that are based in computation, while others use strategies that are
more spatial in nature. After the forum, students spend any time remaining in the session at
Work Places. Finally, the teacher introduces and assigns the Unit 5 Review Home Connection.
Skills & Concepts

Materials
Vocabulary
Math Forum Geometry Measurement Problems Forum An asterisk [*] identifies
• Geometry Measurement Problems those terms for which Word
Forum Planner (TM T2, completed Resource Cards are available.
during and after Session 2)
angle*
• Geometry Measurement Problems (SB
203–205, from Session 2) degree*
fraction*
Work Places in Use
measure
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5) protractor*
5A Angle Puzzles (introduced in Unit 5, Module 1, Session 4) rotation*
Home Connection
HC 109–110
Unit 5 Review
Daily Practice
SB 208
Mystery Angles

Preparation
• Look over the students’ work from the previous session, and use the Geometry Measurement
Problems Forum Planner Teacher Master to make notes about their strategies. Think about
which student work should be showcased in the forum, and use the last column on the plan-
ner to indicate the order in which you’ll have students share their work in today’s forum.
Math Forum
Geometry Measurement Problems Forum
1 Begin the session by telling students that today they will participate in a
math forum in which some of them will share their solutions and strate-
gies for two (or more) of the problems from the set they solved last session.
After the forum they will visit Work Places.
2 Ask students to take out the Geometry Measurement Problems assignment
they completed last session and look over their work for problems 4 and 5.
Give them a minute to look over their work privately, and then have them share and
compare solutions and strategies in pairs. Did they get the same answers? Can they
understand each other’s strategies?
3 Once students have reflected on their work, start the forum, inviting those
students you preselected to present their work one pair at a time.
For each pair:
• Invite the students to present their work.
• After they have finished, ask the other students if they understood what the students
did and whether anyone else used the same or similar approach.
• If a student shares something similar that elevates the level of discussion, model what
that student did with sketches, numbers, and words.
• Invite the rest of the class to ask questions, and have the presenters respond to those questions.
4 After the preselected students have shared, draw attention to the fact that
some of them took a numerical approach to these problems, by multiply-
ing, adding, and subtracting degrees to find answers. Others used a more
spatial approach, perhaps enacting the situations by turning or rotating
themselves, thinking in terms of the fractions of a circle represented by
angle measures such as 45° or 90°, or overlaying angles.
Ask students to consider which approach they seemed to use most often and when each
might be advantageous.
Teacher As I was watching you yesterday, and listening to you during

today’s forum, I noticed that some of you thought about numbers of
degrees, and added, multiplied, and subtracted to find your answers.
Some of you stood up and made the turns yourselves to help solve
these problems, or traced an angle over another angle so that you
could compare the difference between them and think about the
problem spatially. Think for a moment about which approach you
used most often. … When do you think you might want to use one
approach or the other?
Students If the numbers weren’t as easy to picture, like if it were

68° instead of 90°, then it would be harder to actually turn the right
number of degrees.
If the answer had come out closer, then it would be harder to tell how
close to 360° you are.
But if the numbers are nice, why not just turn—or think about the
fraction, like how 90° is the same as a quarter turn? Instead of doing all
that figuring, you can do the turn yourself, or picture it in your head.
With problem 5, if all you had were the measurements and not the
pictures of the angles, it’s easier to just subtract.
But if you didn’t have the measurements and just the pictures, then
you might want to line them up to compare.
5 Have students turn to a partner and talk about one thing they learned in
the math forum or one question they still have. Then have them put away
their work and get ready for Work Places.
Work Places
6 Invite students to spend the remainder of the session at Work Places.
• Remind students to pick up their Work Place folders and to file any papers they finish
in their folders.
• Continue to provide differentiated instruction as needed.
SUPPORT Work with individuals or pull a small group to play a specific Work Place game
together. Help students prepare for the upcoming unit assessment by reviewing important
concepts and skills.
CHALLENGE Challenge students to play the Work Place game that is the most difficult for them.

• Ask students to share with a neighbor one thing they have learned about geometry
during this unit, and invite several of them to share with the class if time allows.
• Remind them that they will take the Unit 5 Post-Assessment next session, and encour-
age them to complete the Unit 5 Review Home Connection in preparation.
Home Connection
8 Introduce and assign the Unit 5 Review Home Connection, which provides
• Identify and draw points, angles (right, acute, obtuse), parallel lines, and perpendicular
lines (4.G.1)
• Draw lines of symmetry (4.G.3)
Daily Practice
The optional Mystery Angles Student Book page provides additional opportunities for
students to apply the following skills:
Unit 5 Module 4
Unit 5
Module 4
Session 4 Session 4
Summary
Skills & Concepts

• Use a protractor to measure angles in whole degrees, and sketch an angle of a specified
measure (4.MD.6)
• Identify angles (right, acute, obtuse), and perpendicular and parallel lines in 2-D figures (4.G.1)
• Draw lines, line segments, angles (right, acute, obtuse), and perpendicular and parallel
lines (4.G.1)
• Identify and draw lines of symmetry, and identify figures with line symmetry (4.G.3)
Materials
Vocabulary
TM T3–T6 • 180° protractors, class set • rulers, class set
Unit 5 Post-Assessment • geoboards and bands, class set • scratch paper acute angle*
• pattern blocks • colored pencils for student use angle*
Work Places in Use area*
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5) formula
4D Target Five (introduced in Unit 4, Module 3, Session 2) length
5A Angle Puzzles (introduced in Unit 5, Module 1, Session 4) line of symmetry*
obtuse angle*
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) parallel*
parallelogram*
Daily Practice
perimeter*
SB 209 • 180° protractor
perpendicular*
Shapes & Angles
polygon*
HC – Home Connection, SB – Student Book, TM – Teacher Master protractor*
quadrilateral*
Preparation rectangle*
right angle*
scalene triangle*
width
Assessment Guide
suggestions.
Think about how and
• Let students know they are going to take the Unit 5 Post-Assessment today.
• Briefly brainstorm with students about the math they have been learning the past few weeks. students their scored
• Encourage students to do their best work and make sure they explain their thinking post-assessments. You
where requested. may decide, as well,
• Tell students they will have as long as they need to complete the assessment.
compare the results
Most students will need about 45–50 minutes. of their pre- and
2 Place the Unit 5 Post-Assessment Teacher Master on display as helpers give identify those skills
a copy of the assessment to each student. and concepts they still
• Have students write their name and the date on the first page. need to work on. You’ll
• Remind them to wait to begin the assessment. Student Reflection Sheet
• Give them a minute to look over the assessment. for this purpose in the
Assessment Guide.
3 Take a minute to make sure students have the tools they will need to
complete the assessment.
• Have them get out their rulers, colored pencils, and 180° protractors.
• Have helpers give each student a geoboard and bands.
• Have helpers set out at least one container of pattern blocks at each table or cluster of
desks, where all the students can easily access them. Let students know they can use
the blocks to help with any of the problems on the assessment.
4 Review strategies students can use that will help them during an assessment.
• Let students know that they can use scratch paper, or any of the other math manipula-

Work Places
Work Place folders and choose a Work Place to do quietly until everyone in
class has finished.
9 Have students put away the Work Place materials.
10 Take a few minutes to discuss the unit post-assessment with the class. Did
the problems seem easier this time than when they took the assessment
several weeks ago? Why?
Daily Practice
The optional Shapes & Angles Student Book page provides additional opportunities for
students to apply the following skills:
• Classify 2-D figures based on the presence or absence of angles and side lengths of a
specified size (4.G.2)
Teacher Masters
Range of Motion in Human Joints

1 Knee 2 Shoulder: to the side
stop
start
start
stop
3 Elbow 4 Wrist
up
stop start
down
5 Shoulder: back and front
stop
start
Geometry Measurement Problems Forum Planner

Note Because the math forum in Session 3 will focus on problems 4 and 5, the examples below show some of the different
approaches you may see students take to those two problems. If you see interesting work from students around a different
problem, you may wish to make note of that on the planner, and extend the sharing to include problems other than 4 and 5.

Problem 4: Angles as Fractions of a Turn
Look for one or more student pairs who use fractions (i.e., 90° is a quarter
turn) to help solve the problem, as show in the example below.
90˚
45˚ 1 1 1 1 7
+ + + =
4 4 4 8 8
45˚ + 45˚ 90˚
1
He still has to go another 8 to get all the way around,
and that's the same as 45
Problem 4: Computation
Look for other students who use computation, either addition or a
combination of multiplication and addition, to determine that Anthony
turned a total of 315°. These students will likely then subtract 315° from 360°
to find that Anthony would need to turn 45° more to complete the circle.
Examples: 90 + 90 + 45 + 45 + 45 = 315, and 315 + 45 = 360, so he has to
turn 45° more to make a full turn.
(2 × 90) + (3 × 45) = 180 + 135 = 315, and 360 – 315 = 45°
Problem 5: Measure & Subtract

Look for one or more student pairs who use a protractor to measure
each angle, and then subtract the smaller from the larger to find their
difference.
Example: angle a = 75° and angle b = 35°
75 – 35 = 40, so angle a is 40° more than angle b.
Problem 5: Measure & Find the Difference

Look for students who measure both angles and then find the difference
by adding to the measure of the smaller angle rather than subtracting the
measure of the smaller from the larger.
Example: angle a = 75° and angle b = 35°
35 + 5 = 40, then 40 +35 = 75, so angle a is 40° more than angle b.
Problem 5: Direct Comparison

Look for one or more pairs of students who solve the problem by
superimposing the two angles and measuring the angle of difference.
Example: We put the small angle inside the big one and measured the
difference. It’s 40°.
a
b
NAME | DATE

1 Construct each figure described below on your geoboard and then make a sketch of
your work.
a A polygon with exactly 2 lines of b A triangle—label the angles as
symmetry—label the lines of symmetry. acute, obtuse, or right.
c A polygon with 4 sides and 1 obtuse d Three line segments of different

angle—label the obtuse angle. lengths, all parallel to one another.
e A polygon with at least 2 sides that f A pentagon with exactly 1 line

are perpendicular to each other— of symmetry—label the line of
label one pair of sides that are symmetry.
perpendicular.
NAME | DATE
2 Use your protractor to measure this angle.
X = _____°
3 Sketch an angle that measures 50°.
4 Tom sketched a straight angle. Then he divided his straight angle into two smaller
angles, angle b and angle c. Use the information in Tom’s drawing to determine the
measure of angle c.
c b = 45° c = _____°
NAME | DATE
5 Kelly has sorted a collection of shapes and labeled them. Take a good look at his
Two pairs of At least one
parallel sides right angle
a Do you agree with the labels Kelly has written for each group? Why or why not?
b Why are there two shapes in the middle, where the groups overlap?
c Kelly says that he can’t put a right triangle in either of the groups. Do you
agree? Explain your answer.
d Follow these instructions to color in the shapes in Kelly’s collection.

• Find all quadrilaterals that are NOT parallelograms and color them green.
• Find the trapezoid and circle it with purple.
• Find all the parallelograms and color them red.
NAME | DATE

35 in.
6 in.
a Which formula shows how to find the area of this rectangle?

NN Area = (2 × width) + (2 × length)
NN Area = length + width
NN Area = length × width
b Use the formula you selected to find the area of the rectangle. Show your work.
Label your answer with the correct units.
The area of the rectangle is _____

132 cm
24 cm
a Which formula shows how to find the perimeter of this rectangle?

NN Perimeter = length + width
b Use the formula you selected to find the perimeter of the rectangle. Show your
work. Label your answer with the correct units.
The perimeter of the rectangle is _____
Student Book
NAME | DATE
Measuring the Range of Motion of Your Joints page 1 of 2

Work with a partner to test how much you can rotate each of the joints shown below.
Each of you will sketch. First sketch the ending points of the joint’s rotation. Then use
your pattern blocks to estimate the degree of rotation to the nearest 10 degrees. When
testing your joints, only bend as far as is comfortable: don’t rotate your joints until it
feels difficult or painful!
1 Knee
start
start
stop
2 Shoulder: to the side stop
start
start
3 Elbow
start
stop start
NAME | DATE
Measuring the Range of Motion of Your Joints page 2 of 2
4 Wrist
up
start
down
5 Shoulder: back stop
and front
start
start
6 Your choice
NAME | DATE
Drawing Angles of Rotation

Draw and label the angles that are equal to each fraction of a whole turn around the
circle. Use your pattern blocks to make the angles exact. Remember that there are 360
degrees in a full turn around the circle.
1 1
ex Draw and label 6 turn 1 Draw and label 2 turn
60˚
1 3
2 Draw and label 4 turn 3 Draw and label 4 turn
NAME | DATE

1 Mia started facing the front wall of the classroom. She turned 60° to the right. Then
solve this problem.
2 Marcus started facing the back of the classroom. He turned 360°. Then he kept on
turning in the same direction, 180° more.
a How many degrees did Marcus turn in all? Use numbers and a labeled sketch
b Which wall in the classroom was Marcus facing when he stopped?
NAME | DATE
3 Sara started facing the front of the classroom. She turned 45° to the left, and then
kept on turning to the left—80° more, then 45° more, then 120° more. Did she turn
all the way around in a complete circle, so she was facing the front of the room
again? If not, how many more degrees would she need to turn to complete the
circle? Use numbers and a labeled sketch to solve this problem. Show all your work.
4 Anthony started by facing the back wall of the classroom. He turned 90° to the
right, and then 90 more degrees to the right. After that, he kept turning to the right,
45° more, 45° more, and 45° more. Did he turn all the way around in a complete
circle? If not, how many more degrees would he need to turn to complete the circle?
Use numbers and a labeled sketch to solve this problem. Show all your work.
NAME | DATE
5 Measure the two angles with your protractor. What is the difference between the
measure of angle a and angle b?
a
angle a = _____˚ b angle b = _____˚
The difference between the measure of angle a and angle b is ______ degrees.
6 CHALLENGE If the area of a rectangle is 240 and one dimension is 40, what is the
other dimension? Use numbers and a labeled sketch to solve this problem.
7 CHALLENGE If the perimeter of a rectangle is 90 and one dimension is 20, what is the
other dimension? Use numbers and a labeled sketch to solve this problem.
8 CHALLENGE Write two different combinations of six turns each so that the person
who is turning ends up facing the same way he started.
Note You don’t have to stick with a single turn of 360° as long as the person who is
turning ends up facing the same way he started.
NAME | DATE
Turns & Fractions at the Skate Park

1 A group of kids were practicing tricks on their skateboards at the skate park. Solve
the following problems about the kids and their skateboard tricks. Write and solve
an equation for each problem.
a Molly made a turn on her board that was 3 times more than Todd’s. Todd
turned 120° on his board. How many degrees did Molly turn?
My Equation:
b How many more degrees did Molly turn than Todd?

My Equation:
1
c Teri turned 160° on her board. Lana made a turn that was 4 that much. How
many degrees did Lana turn on her board?
My Equation:
d How many more degrees did Teri turn than Lana?

My Equation:
e Pablo made a 360° turn on his board. His brother, Marco, made a turn that was
1
6 of Pablo’s. How many degrees did Marco turn on his board?
My Equation:
f How many more degrees did Pablo turn than Marco?

My Equation:
2 Solve the following pairs of multiplication problems.
1 1 1 1
2 of 360 is _____ 3 of 360 is _____ 4 of 360 is _____ 6 of 360 is _____
1 1 1 1
2 × 360 = _____ 3 × 360 = _____ 4 × 360 = _____ 6 × 360 = _____
NAME | DATE
Mystery Angles
1 Find the measure of each of the mystery angles below. (Hint: If you remember that
a right angle measures 90° and a straight angle measures 180°, you may be able to
solve some of these problems without a protractor.)
a b
d=?
b=?
a = 30° c =45°
mystery angle b = _______ mystery angle d = _______

c
f=? e =60°
mystery angle f = _______

d
h=?
i =50°
g =100°
mystery angle h = _______
2 Jami knows that when the clock says it’s exactly 1:00, the hands make an angle of 30°.
What angle is formed by the hands on the clock when it’s exactly 5:00? Use numbers,
labeled sketches, or words to explain your answer.
NAME | DATE
Shapes & Angles

1 Using a protractor, sketch the following shapes with the correct angles.
a a triangle with two 50° angles b a triangle with a right angle and 30°
and 60° angles
2 If a quadrilateral has angles that are all the same size, what name(s) might it have?
3 If a quadrilateral has side lengths that are all the same size, what name(s) might it have?
Review
4 Is 7 a factor of 27?
7 List the factors of 100.
Home Connections
NAME | DATE
Clock Angles & Shape Sketches page 1 of 2

1 Follow the directions below to construct an angle on each clock face. Use a ruler or
a notecard to keep your lines straight. For each one, give the measure of the angle
and explain how you know it’s that many degrees. (Hint: A circle measures 360°.)
a Draw a line from the point above the 12 to the center of the clock and a line
from the center to the point beside the 3.
Angle = _____ °
Here's how I know:
b Draw a line from the point above the 12 to the center of the clock and a line
from the center to the point below the 6.
Angle = _____ °
Here's how I know:
c Draw a line from the point above the 12 to the center of the clock and a line
Angle = _____ °
Here's how I know:
d Draw a line from the point above the 12 to the center of the clock and a line
Angle = _____ °
Here's how I know:
NAME | DATE
Clock Angles & Shape Sketches page 2 of 2
2 Write instructions to a friend explaining how to sketch a 60° angle on a clock.
3 Danny is learning to make a full turn of 360° on his skateboard. So far, he can make
a turn of 270°. How many more degrees does he have to go to make a full turn? Use
numbers and a labeled sketch to solve this problem.
4 CHALLENGE Sketch the following if they are possible. If they are not possible, explain
why they can’t be sketched.
a a triangle with parallel sides
b a trapezoid with two lines of symmetry
c a pentagon with two right angles
NAME | DATE
Unit 5 Review page 1 of 2

1 Label each item in the box below. Use the words under the box to help you.
perpendicular lines parallel lines point right triangle angle
2 Circle the polygons in the box below.
3 Circle the polygons in the box below that have exactly one line of symmetry. Then
draw in the line of symmetry on each polygon you circled.
4 A right angle measures 90°. A square has all right angles. Circle the correct word to
make each statement true.
a An acute angle measures more / less than 90°.
b An obtuse angle measures more / less than 90°.
NAME | DATE
5 Draw an example of the angle described in each box.

an acute angle a right angle an angle that measures about 120°
Story Problems
Show your work using numbers, labeled sketches, or words.
6 An ant walked around a rectangular garden. One side of the garden was 16 feet
long. The other side was 23 feet long.
a How far did the ant walk? (What was the perimeter of the garden?)
b What was the area of the garden?
7 CHALLENGE Clover is mowing her backyard. Her backyard is a rectangle. One side is
60 feet long and the other side is 25 feet long. It took Clover 30 minutes to mow half
of her backyard. What is the area of the space that Clover mowed?
TEACHERS GUIDE
UNIT 6 4

QBB4801-6
Updated 2016-05-27.
ISBN 978-1-60262-489-4
Unit 6
Module 1 Module 3
Multiplication & Division Strategies��1 Line Plots, Fractions & Division��1
Session 1 Unit 6 Pre-Assessment��3 Session 1 Pool Times on a Line Plot��3
Session 2 Larger Division with Money��7 Session 2 Data Analysis��9
Session 3 Discussing Larger Division Session 3 Fraction Spin & Add��15
with Money��11 Session 4 Present Purchase�� 21
Session 4 More Multiplication Strategies��17 Session 5 Division Strategies Math Forum�� 25
Session 5 Modeling Multiplication & Division,
Part 1�� 23
Module 4
Session 6 Modeling Multiplication & Division,
More Division��1
Part 2��31
Session 7 Revisiting the Doubling & Halving Session 1 Lowest Remainder Wins��3
Strategy�� 39 Session 2 More Division Strategies��9
Module 2
Revisiting Area & Perimeter��1
Session 1 Area Problems��3
Session 2 Investigating Perimeter��9
Session 3 Perimeter Problems��15
Session 4 Area or Perimeter�� 21
Session 5 Area & Perimeter Checkpoint�� 27
Unit 6
Unit 6
Overview
The instruction in Unit 6 is designed to help students understand, in ways that are both deep and robust, the many connections
between multiplication and division. Each module in the unit is rich with opportunities to model and solve problems, share and
explain strategies, play games, and apply computational skills and concepts in a variety of contexts.
Unit 6 Planner
Module 1 Multiplication & Division Strategies 1 Session 1 Unit 6 Pre-Assessment
Unit 6 opens with a review of some of the division 2 Session 2 Larger Division with Money
strategies students developed earlier in the year.
Students then solve and discuss a set of division 3 Session 3 D
iscussing Larger Division with
problems that move beyond the basic facts. Money
Sessions 3 and 4 focus on multiplication strate- 4 Session 4 More Multiplication Strategies
gies, while Sessions 5 and 6 bring multiplication
5 Session 5 Modeling Multiplication &
and division together as students discover that
Division, Part 1
they can use the same models for both opera-
tions. The module ends with an emphasis on the 6 Session 6 M
odeling Multiplication &
importance of choosing strategies based on the Division, Part 2
numbers involved in the problems. 7 Session 7 Revisiting the Doubling &
Halving Strategy
Module 2 Revisiting Area & Perimeter 8 Session 1 Area Problems
In this module, students revisit and extend their 9 Session 2 Investigating Perimeter
understanding of area and perimeter. They focus
in particular on the role division plays in area and 10 Session 3 Perimeter Problems
perimeter problems. Students spend one session Work Place 6A Factors & Multiple
finding the unknown dimension in problems where 11 Session 4 Area or Perimeter
they know the area and one dimension. They spend Work Place 6B Area or Perimeter
two more sessions finding the unknown dimension
12 Session 5 Area & Perimeter Checkpoint
in problems where they know the perimeter and
one dimension. They discuss strategies for solving
both types of problems during math forums and
use these strategies when playing Area or Perimeter,
a new Work Place game.
Module 3 Line Plots, Fractions & Division 13 Session 1 Pool Times on a Line Plot
In Module 3, the focus shifts from multiplication 14 Session 2 Data Analysis
and division to collecting and representing data
measured in fractions of a unit on a line plot. As 15 Session 3 Fraction Spin & Add
students work with line plots during the first three Work Place 6C Fraction Spin & Add
sessions, they solve problems that involve addition 16 Session 4 Present Purchase
and subtraction of fractions using the line plot data.
17 Session 5 Division Strategies Math Forum
The last two sessions in the module close the loop,
as students solve division problems with remain-
ders, using fractions and decimals in the process.
Module 4 More Division 18 Session 1 Lowest Remainder Wins
Module 4 provides additional opportunities for Work Place 6D Lowest Remainder Wins
students to hone their division skills. The module 19 Session 2 More Division Strategies
opens with a problem string that reinforces the
connection between division and equivalent ratios. 20 Session 3 Unit 6 Post-Assessment
Then students learn a new Work Place game that
provides practice dividing with and without remain-
ders. The second session features a wrap-up, as
students solve division problems, share strategies,
and work together to create a class chart for division,
analogous to the multiplication strategies chart they
generated in the first module of this unit. Finally,
students take the Unit 6 Post-Assessment.
P&I – Problems & Investigations, PI – Problem Strings, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice
Unit 6 Introduction
The instruction in Unit 6 picks up where Unit 2 left off, further developing the skills and con-
cepts associated with multi-digit multiplication and division. Students discover that the models
they have been using and strategies they have developed for multi-digit multiplication work
equally well for division. They learn to divide numbers into the thousands by 1-digit numbers,
using strategies based on the relationship between multiplication and division, as well as on
place value, and the properties of operations.
Concepts
Typically, students entering fourth grade understand that division means sharing. Even
relatively large combinations tend to elicit a sharing strategy in which students deal out counters
or tally marks in a one-for-you, one-for-me manner. In the second session of Module 1, however,
students are encouraged to move beyond sharing by ones to working in chunks of tens and ones,
skip-counting, and using familiar multiplication facts instead, as illustrated in the chart below.
Strategies for Solving 72 ÷ 3 Visual or Explanation

Count out $72 in tens and ones,
using either the bills or base ten $10 $10 $10 $10 $10 $10
area pieces. Then share the tens
until no further sharing is possible. $1 $1 $1 $1 $1 $1
Trade tens for ones and then
$10 $1
$1 $1 $1 $1 $1
continue to share the ones equally
among the 3 groups.
$10 $10 $10 $10 $10 $10

$1 $1 $1 $1 $1 $1
$1 $1 $1 $1 $1 $1
Count out $72 in twenties, tens, and

ones using bills. Share the twenties. $20 $20 $20
Then trade in the remaining $10 for
10 ones. Share the resulting 12 ones $1 $1 $1 $1 $1 $1
$10 $1
among the 3 groups. $1 $1 $1 $1 $1
$20 $20 $20

$1 $1 $1 $1 $1 $1
$1 $1 $1 $1 $1 $1
Count by 3s to $72. We counted by 3s all the way to $72. It took us a long time and we kept
losing track, but it helped to write it down. We had to do it 24 times, so that
meant they got $24 each.
Combine groups of 3 into larger We said 4 × 3 = 12, and it wasn’t so bad to add 12s until we got up to 72. 12 +
chunks and add up to 72. 12 = 24, and 24 + 24 = 48. 48 + 12 = 60, and then it’s just another 12 to get up
to 72. Then we went back and counted six 12s, which is like twenty-four 3s.
So they get $24 each.
Estimate using landmark numbers We said 20 × 3 is 60, and then you have 12 more to go, so that’s 4 more 3s.
and then make adjustments as So that’s 24 for each group.
necessary. We said, 25 × 3 is 75, and if you take away one 3, it’s 72, so 24 × 3 = 72.
Much of the work that follows Session 2 is predicated on the relationship between multiplication
and division. Just as younger students often add to subtract, building from the subtrahend to the
minuend to determine the difference between the two, so do third, fourth, and fifth graders with
good number sense tend to lean heavily on multiplication to help solve division problems. Many of
the sessions throughout the unit encourage students to build up to the dividend using groups of the
divisor. For example, in solving 252 ÷ 7, students employ arrays and ratio tables to find out how many
groups of 7 it takes to make 252, using familiar combinations such as 10 × 7, 20 × 7, and the like.
Unit 6 Introduction
Shawna We decided to try to build up to 252 by going in chunks.

Romero We know that 7 × 10 is 70, so that seemed like an easy way
to do it.
Shawna We did that three times, and we kept subtracting to see how
much we had left to go. When we got down to 42, we knew we couldn’t
use any more chunks of 10, but we remembered that 6 × 7 was 42. In all,
it took 36 × 7 to make 252, so then we knew that 252 ÷ 7 must be 36.
36
10 10 10 6
252
7 70 70 70 42 – 70
182
252 ÷ 7 = 36 – 70
112
– 70
42
– 42
0
Carol We did kind of the same thing, but we started with a bigger
chunk of 20 because we knew that 20 × 7 was 140, and we had to get
up to 252.
Dominic Here’s how it looked when we were done.
20 10 6
7 140 70 42
252 ÷ 7 = 36 140 + 70 = 210

252 – 210 = 42
42 ÷ 7 = 6
Mario We used a ratio table. We started out the regular way with
1, 2, 10, and then 20 times 7. Then we did 5 because we thought we
might need it.
Francis We weren’t really getting big enough numbers, so we did 30 × 7.
That was 210, and when we added the 35 from 5 × 7, we were really close.
Then we realized we just needed to add one more 7, and that was 36 in all.
252 ÷ 7 = ?
1 7
2 14
10 70 35 + 210 = 245
20 140 245 + 7 = 252
5 35 so 252 ÷ 7 = 36
30 210
35 245
36 252
Unit 6 Introduction
In this unit, students also continue to interpret remainders based on the contexts in which they
occur. When sharing money, students learn that the remainder can be partitioned into deci-
mals. For example, $81.00 shared by 5 people results in $16.20 for each person. When sharing
continuous items, such as cookies or brownies, students learn that the leftovers can be split into
fractional parts. When division involves discrete objects, such as balloons or fish, they learn that
the answer is often rounded up or down. For example, students will generally opt to leave the
leftover balloon whole, and round the answer down to 16 when the situation involves dividing
81 balloons evenly to decorate 5 tables. On the other hand, most are able to see the wisdom of
rounding up when each aquarium only accommodates 5 fish and there are 81 fish, reasoning
that it is better to have 17 aquariums than to leave 1 fish high and dry.
Models
Students continue to use arrays and ratio tables to model and solve multi-digit multiplication
problems, and learn that both can also be used to model and solve division problems. In using
an array to solve a division combination, the dividend is the area and the divisor is one of the
dimensions. Students solve to find the other dimension. In the example below, the dividend is
344 and the divisor is 8. The divisor can be placed on the left or the top of the array, but in order
to ease students’ eventual transition to the standard division algorithm, the divisor is usually
placed on the left, as shown below. Students typically build up to the dividend, although some
may think in terms of “taking bites out of it,” often working in sets of 10 times or 20 times the
divisor. Youngsters express and track their calculations in a variety of ways, as shown in the
work of two different students below.
Student Strategies for Solving 344 ÷ 8

Student A Student B
43 43
10 10 10 10 3 20 20 3
8 80 80 80 80 24 8 160 160 24
80 + 80 + 80 + 80 = 320 8 × 43 = 344 – 344

320 + 24 = 344 so – 320 20 + 20 + 3 = 43
344 ÷ 8 = 43 – 24
– 24 344 ÷ 8 = 43
0
In using ratio tables to solve division combinations, students place the divisor in the first row or
column, then build up to the dividend by groups of the divisor, using the table to record their think-
ing. Ratio tables can be either vertical or horizontal, and you will find examples of both throughout
the unit. Students will often write equations alongside their tables to clarify their thinking.
Student Strategies for Solving 243 ÷ 9

Student C Student D
20 + 5 + 2 Groups Total
Number of Groups 1 10 20 5 2 27 1 9 01 × 9 = 009
Total 9 90 180 45 18 243 10 90 10 × 9 = 090
180 + 45 + 18 20 180 20 × 9 = 180

5 45 05 × 9 = 045
2 18 02 × 9 = 018
27 243
– 243
243 ÷ 9 = 27 – 225
– 018
Unit 6 Introduction
Multiplication
The chart below describes and gives examples of the strategies that are either reinforced or intro-
duced during Unit 6. Most of them can be modeled on an array or a ratio table.
Strategies for Multiplying Multi-digit Numbers
Strategy Name & Description Modeled on Arrays or Ratio Tables

Four Partial Products Array Model
Students list and find all the partial products 24
and then add. 20 4
Example
25 × 24 = (20 × 20) + (20 × 4) + (5 × 20) + (5 × 4)
20 × 4 = 80
= 400 + 80 + 100 + 20
20 20 × 20 = 400
= 600
25
5 × 4 = 20
5 5 × 20 = 100
400 + 100 + 80 + 20 =600
25 × 24 =600
Two Partial Products Array Model
Students list and find two partial products 24
instead of four, and then add.
Example
25 × 24 = (20 × 24) + (5 × 24) 20 20 × 24 = 480
= 480 + 120 = 600 25
5 5 × 24 = 120
480 + 120 = 600
25 × 24 =600
Over Strategy Array Model Ratio Table

Students find the product of a nearby 17
1 17
“friendly” combination, and then subtract 9 × 17 = 10 – 1 = 9 170 – 17 = 153
as needed. 10 × 17 = 170 10 170
10 9 153
Example – 1 × 7 = 17 9 153 9 × 17 = 153
9 × 17 is very close to 10 × 17. 1 17 9 × 17 = 153
10 × 17 = 170
170 – 17 = 153
Five Is Half of Ten Array Model Ratio Table
Students solve a multiplication combination 16 10 160
in which 5 is one of the factors by multiply- ×½ ×½
ing by 10 and then dividing the product in 5 80
half. 5 80
10 160
Example 5 80
5 × 16
10 × 16 = 160
160 ÷ 2 = 80
Doubling & Halving Array Model
Students make an easier combination by 25
doubling one factor and cutting the other
in half.
24 600
Example
24 × 25 = 12 × 50 = 6 × 100 = 600
50
12 600
100
6 600
Unit 6 Introduction
Division
As students become more comfortable with division, leveraging familiar multiplication strate-
gies and well-known combinations in the process, they are able to recognize and use strategies
more specific to division, including those listed and described below.
Strategies for Dividing Multi-digit Numbers
Strategy Name & Description Modeled on Arrays or Ratio Tables

Multiplying to Divide Array Model Ratio Table
Students use familiar groups of the divisor to build 24
up to the dividend. Teams Students
10 10 4 quotient 1 9
Example
216 ÷ 9 = 24 2 18
9 90 90 24 10 90
20 180
216 20 + 4 5 45 180 + 36
10 + 10 + 4 = 24
– 90 4 36
126 216 ÷ 9 = 24 24 216
–90
36 24 × 9 = 216 so 216 ÷ 9 = 24
–36
0
Partial Quotients Array Model Ratio Table
Students partition a dividend into smaller chunks, 99
8 720 72 792
each more easily managed, divide each by the divi- 90 9
sor, and add the results to get the quotient. 1 90 9 99
Example 8 720 72
792 ÷ 8 = (720 ÷ 8) + (72 ÷ 8)
= 90 + 9
792
= 99
Over Division Array Model Ratio Table
Students solve a nearby friendly combination and 100
then subtract sets of the divisor as needed. 8 800 792
99 1
Example 1 10 99
800 ÷ 8 = 100 8 792 8
8÷8= 1
800 – 8 = 792 and 100 – 1 = 99, 800
so 792 ÷ 8 = 99
Equivalent Ratios Ratio Table
There are times when the numbers allow a use of
equivalent ratios in which the dividend and the divi- Number of Tickets 792 396 198 99
sor can be halved repeatedly to find the answer. Number of Kids 8 4 2 1
Example
792 ÷ 8 = 792/8 = 386/4 = 198/2 = 99/1

There is strong and consistent use of properties throughout the unit, especially the associative
and distributive. In the second module of Unit 6, area and perimeter problems provide oppor-
tunities for students to apply their budding multiplication and division skills in a measurement
context. As students use the area and perimeter formulas for rectangles to solve for a missing
dimension, they are working with equations in a way that will lead to algebraic equation solving.
For example, given an area of 54 and one dimension of 3 for a rectangle, students write A = l × w,
or 54 = 3 × w. They find the dimension w by recognizing it as the unknown factor in a multi-
plication equation. Alternatively, they can identify it as the division equation 54 ÷ 3 = w. When
given a perimeter of 54 and one dimension of 3 for a rectangle, students write P = 2 × l + 2 × w,
or 54 = 2 × 3 + 2 × w. Then they might double the known side and remove it, and then cut the
result in half. Or they might find half the perimeter and then subtract the known side. This kind
of algebraic thinking and reasoning helps students reason in a logical and orderly manner.
Unit 6 Introduction
Teaching Tips
Larger Chunks of Numbers
Students may mistakenly think that using base ten materials is a preferred strategy. By this time
of the year, we want students working with bigger chunks of numbers and with open arrays.
Help students realize that as the numbers get larger, counting one by one or in small chunks is
limiting. Encourage them to think in fewer, bigger chunks.
Division Problem Contexts

When working with division problems with remainders, stay in context to help students think
about the meaning of the remainder. Use the context to help them decide if they should report
the answer as a quotient and remainder, as a decimal or mixed number, or if they should round
up or down.
Mathematical Language
Use both the language of division (dividend, divisor, quotient), the language of multiplication
(factor, product) and the language of arrays (area, dimensions) when discussing strategies. This
helps students make connections.
Modeling
Model doubling & halving and partial product strategies with an open array. Model chunking
and the over strategy with an array or a ratio table. Model the Five is Half of Ten strategy with a
ratio table. Write equations to represent the work in the models.
Unit 6 Introduction


Supports 4.OA Solve single-step story problems N/A M Unit 2 R/E
involving division with remainders NC Jan., Apr., May
whole numbers, using addition, multiplication and NC Oct., Nov., Jan., Feb.
division
4.NBT.5 Multiply a 2 or 3-digit whole number by a I M Units 2, 5, 7 R/E, S
1-digit whole number using strategies based on place NC Sep., Oct., Jan.
value and the properties of operations
4.NBT.5 Multiply two 2-digit numbers using strategies N/A M Units 2, 5, 7 R/E, S
based on place value and the properties of operations NC Sep., Oct., Jan.
4.NBT.5 Use equations or rectangular arrays to explain I M Units 2, 5, 7 R/E, S
strategies for multiplying with multi-digit numbers NC Sep., Oct., Jan.
4.NBT.6 Divide a 2- or 3-digit number by a 1-digit N/A M Unit 2 R/E, S
number, using strategies based on place value, the NC Jan., Apr., May
properties of operations, or the relationship between
multiplication and division
4.NBT.6 Use equations or rectangular arrays to explain N/A M Unit 2 R/E, S
strategies for dividing a multi-digit number by a 1-digit NC Jan., Apr., May
number
4.NF.1 Use a visual model to explain why a fraction a/b I R/E Units 3, 7 N/A,
is equivalent to a fraction (n × a)/(n × b) NC Sep.–Nov., Jan.–May S
4.NF.1 Use visual models to generate and recognize I R/E Units 3, 7 N/A,
equivalent fractions NC Sep.–Nov., Jan.–May S
4.NF.3c Add and subtract fractions and mixed N/A R/E Unit 3 N/A,
numbers with like denominators NC Feb.–Apr. S
4.NF.6 Write fractions with denominators 10 and 100 N/A R/E Units 3, 7 R/E
in decimal notation NC Oct., Feb.–Apr.
4.MD.3 Apply the area and perimeter formulas for a I M Units 2, 5, 8 R/E
rectangle to solve a problem NC Dec., Jan., Apr
4.MD.4 Make a line plot to display a data set com- I M Unit 8 R/E
prised of measurements taken in halves, fourths, and NC Apr.
eighths of a unit

Unit 6 Introduction
Assessments
There are three written assessments in Unit 6—a unit pre-assessment at the beginning of
Module 1, a checkpoint at the end of Module 2, and a unit post-assessment at the end of Module
4. There is also one assignment in Module 1 that can be collected as a work sample. In addition
to these, four Work Places introduced over the course of the unit offer teachers opportunities to
observe students’ skills in authentic settings. The following chart shows where and when assess-
ment opportunities appear throughout the unit.

4.OA.3 Solve multi-step story problems M1, S1 Unit 6 Pre-Assessment
involving only whole numbers, using addi-
tion, subtraction, and multiplication
division with remainders
4.OA.4 Find all factor pairs for a whole M2, S3 Work Place 6A Factors
number between 1 and 100 & Multiples
4.OA.4 Demonstrate an understanding M2, S3 Work Place 6A Factors
that a whole number is a multiple of each & Multiples
of its factors, and determine whether a
whole number between 1 and 100 is a
multiple of a given 1-digit number
4.NBT.4 Use the standard algorithm with M2, S4 Work Place 6B Area or M1, S1 Unit 6 Pre-Assessment
fluency to add and subtract multi-digit Perimeter M4, S3 Unit 6 Post-Assessment
whole numbers
4.NBT.5 Multiply a 1 or 2-digit whole M4, S1 Work Place 6D Lowest M1, S4 Multiplication Problem
number by a 1 or 2-digit whole number Remainder Wins Strings Work Sample
using strategies based on place value and
4.NBT.5 Multiply 2- and 3-digit whole M1, S1 Unit 6 Pre-Assessment
numbers by 1-digit whole numbers using M1, S4 Multiplication Problem
strategies based on place value and the Strings Work Sample
properties of operations M4, S3 Unit 6 Post-Assessment
4.NBT.5 Multiply two 2-digit numbers M1, S1 Unit 6 Pre-Assessment
using strategies based on place value and M1, S4 Multiplication Problem
the properties of operations Strings Work Sample
arrays to explain strategies for multiplying M1, S4 Multiplication Problem
with multi-digit numbers Strings Work Sample
4.NBT.6 Divide a 2-, 3-, or 4-digit number by M2, S4 Work Place 6B Area or M1, S1 Unit 6 Pre-Assessment
a 1-digit number, with or without a remain- Perimeter M2, S5 Area & Perimeter
der, using strategies based on place value, the M4, S1 Work Place 6D Lowest Checkpoint
properties of operations, or the relationship Remainder Wins M4, S3 Unit 6 Post-Assessment
arrays to explain strategies for dividing a M2, S5 Area & Perimeter
multi-digit number by a 1-digit number Checkpoint
4.NF.1 Recognize and generate equivalent M3, S3 Work Place 6C Fraction
fractions; Use a visual model to explain why Spin & Add
a fraction a/b is equivalent to a fraction
(n × a)/(n × b)
4.NF.3c Add mixed numbers and fractions M3, S3 Work Place 6C Fraction
with like denominators Spin & Add
4.MD.3 Apply the area or perimeter M2, S4 Work Place 6B Area or M1, S1 Unit 6 Pre-Assessment
formulas for a rectangle to solve a problem Perimeter M2, S5 Area & Perimeter
Checkpoint
Unit 6 Introduction
Differentiation
Session 1 2 3 4 5 6 7 1 2 3 4 5 1 2 3 4 5 1 2 3
Challenge
Support
ELL
Teachers Guide
Module 1
Multiplication & Division Strategies
Session 2 Larger Division with Money�� 7
Session 3 Discussing Larger Division with Money�� 11
Session 4 More Multiplication Strategies�� 17
Session 5 Modeling Multiplication & Division, Part 1��23
Session 6 Modeling Multiplication & Division, Part 2��31
Session 7 Revisiting the Doubling & Halving Strategy��39

Unit 6 Pre-Assessment�� T1 Quimby’s Quadrilaterals��210
Paper Bills�� T5 Money Story Problems �� 211
Money for Endangered Wildlife��T9 Find or Write the Matching Equation��213
Multiplication Problem Strings Work Sample��T10 Jeremy’s Birthday��214
Unit 6 Pre-Assessment Student Reflection Sheet�� T11 More Multiplication Strategies ��215
Three Story Problems��T12 Multiplication Strategies��216
Sports Challenges��T13 Zinnia’s Garden�� 217
More Sports Challenges��218
More Multiplication Strings��220
The Slug’s Lettuce Garden��221
Baking Fun�� 223

Area & Perimeter Story Problems�� 111
Fraction Stories�� 113
Conrad’s Room�� 115
Paloma’s Picture�� 117
Unit 6
Unit 6
Module 1
Module 1
Multiplication & Division Strategies
Overview
Unit 6 opens with a review of some of the division strategies students developed earlier in the year. Students then solve and discuss
a set of division problems that move beyond the basic facts. Sessions 3 and 4 focus on multiplication strategies, while Sessions 5
and 6 bring multiplication and division together as students discover that they can use the same models for both operations. The
module ends with an emphasis on the importance of choosing strategies based on the numbers involved in the problems.
Planner
Students take the Unit 6 Pre-Assessment today. Those who complete the assessment before
the end of the session go to Work Places.
Session 2 Larger Division with Money
Today’s session moves directly into division beyond the basics, asking students to deal with
such problems as $72 ÷ 3 and $56 ÷ 4. The story problems featured today capitalize on
students’ interest in money and their inclination to work with it in chunks rather than dealing
out the dollars one by one. Students solve the first problem in a whole-class setting and share
their strategies. Then they work in pairs to solve similar problems as the teacher circulates
to observe and offer support as needed. Students will share and discuss their solutions and
strategies for some of today’s problems next session.
Session 3 Discussing Larger Division with Money
Today students share and compare their solutions and strategies for some of the money story
problems they solved last session. Then the teacher leads a problem string that reinforces the
idea of using smaller combinations to help solve larger ones. The Packs of Pens problem string
also reviews the use of the ratio table to model and solve larger multiplication problems.
Session 4 More Multiplication Strategies
This session begins with a problem string that leads students toward using an over strategy for
multiplication problems. In this string, the teacher uses a ratio table to record student work.
Then students complete a multiplication string work sample on their own. Next, they work in
pairs on an assignment that reinforces the idea of using smaller combinations to help solve
larger multiplication problems. Toward the end of the session, the teacher reconvenes the
class to discuss the assignment.
Session 5 Modeling Multiplication & Division, Part 1
After reflecting on the unit pre-assessment from Session 1, students work with the teacher
to model and solve multiplication and division problems using ratio tables and open arrays.
Students go to Work Places if enough time remains in the session.
Session 6 Modeling Multiplication & Division, Part 2
The teacher reviews the use of the ratio table and the area model for solving multiplication
and division problems. Then students work with a partner to complete a related assignment in
their books, and go to Work Places as they finish.
Session 7
This session begins with a problem string to help students deepen their understanding of and
flexibility with the doubling & halving strategy for multiplication. Then students solve a series
of problems in which they apply the doubling & halving strategy along with other strategies
they have studied recently. A key part of their problem solving is to think about which strategy
makes the most sense for each problem, based on the numbers in the problem.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 211, 212 ,218, 219, 221, 222.
pages 210–223.
Charts Prior to session 2, find the Division Strategies chart you made with the class in Unit
2, Module 4, Session 3 and display it where students will be able to see it easily.
Title a piece of chart paper with “Multiplication Strategies."
Paper Cutting Prior to session 2, run a half-class set of each of the Paper Bills Teacher Masters
on green copy paper and cut the bills apart. Sort the bills by denomination (or
have a student do so), and organize them in such a way that each table group
will have easy access to them.
Unit 6 Module 1
Unit 6
Module 1
Session 1 Session 1
Summary
Students take the Unit 6 Pre-Assessment today. Those who complete the assessment before
the end of the session go to Work Places. At the end of the session, the teacher introduces and
assigns the Area & Perimeter Story Problems Home Connection.
Skills & Concepts

• Solve multi-step story problems involving only whole numbers, using addition, subtrac-
tion, and multiplication (4.OA.3)
• Multiply 2- and 3-digit whole numbers by 1-digit whole numbers using strategies based on
numbers (4.NBT.5)
• Divide a 2-, 3-, or 4-digit number by a 1-digit number, using strategies based on place value, the
division (4.NBT.6)
• Use equations and rectangular arrays to explain strategies for dividing a multi-digit
number by a 1-digit number (4.NBT.6)
• Apply the area and the perimeter formulas for a rectangle to solve problems (4.MD.3)
• Look for and make use of structure (4.MP.7) Vocabulary
Materials those terms for which Word
area*
Assessment Unit 6 Pre-Assessment array*
TM T1-T5 • money value pieces • scratch paper, class set centimeter (cm)*
Unit 6 Pre-Assessment • base ten area pieces
decimal*
Work Places in Use dimension*
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5) divide*
double
5B Mosaic Game (introduced in Unit 5, Module 2, Session 3) equation*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) feet
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) fraction*
Home Connection half*
HC 111–112 length
Area & Perimeter Story Problems perimeter*
Daily Practice ratio table*
remainder*
SB 210
Quimby’s Quadrilaterals rectangle*
square foot
whole number*
Preparation
Assessment Guide
Assessment
See the Grade 4
1 Set the stage for the Unit 6 Pre-Assessment. suggestions.
• Tell students that today they will take a pre-assessment to help everyone, teacher and

• Let students know that they can use money value pieces, base ten area pieces, or
scratch paper to help with any of the items on the assessment.
»» Pay special attention to math words like those on Word Resource Cards. You
may want to underline them, especially if you are having a hard time under-
standing a question.

• Remind students to raise their hand if they need help reading a problem; this is not
Work Places
6 At the end of the session, collect students’ assessments, and reassure the stu-
• Have students clean up and put away the Work Place materials
• Let them know they will get their pre-assessments back within the next few days so
Home Connection
8 Introduce and assign the Area & Perimeter Story Problems Home
Daily Practice
The optional Quimby’s Quadrilaterals Student Book page provides additional opportuni-
• Draw line segments, right angles, and parallel lines (4.G.1)
lines, angles of a specified size (4.G.2)
Unit 6 Module 1
Unit 6
Module 1
Session 2 Session 2
Larger Division with Money
Summary
Today’s session moves directly into division beyond the basics, asking students to deal with
such problems as $72 ÷ 3 and $56 ÷ 4. The story problems featured today capitalize on
students’ interest in money and their inclination to work with it in chunks rather than dealing
out the dollars one by one. Students solve the first problem in a whole-class setting and share
their strategies. Then they work in pairs to solve similar problems as the teacher circulates
to observe and offer support as needed. Students will share and discuss their solutions and
strategies for some of today’s problems next session.
Skills & Concepts

Materials
Teacher Masters Kit Materials Classroom Materials
Problems & Investigations Larger Division with Money

TM T5–T8 • base ten area pieces • Division Strategies class chart
Paper Bills (from Unit 2, Module 4, Session 3;
TM T9 see Preparation)
Money for Endangered Wildlife • student math journals
SB 211–212*
Money Story Problems
Work Places in Use

Daily Practice
SB 213
Find or Write the Matching
Equation

Preparation
• Run a half-class set of each of the Paper Bills Teacher Masters on green copy paper and cut
the bills apart. Sort the bills by denomination (or have a student do so), and organize them
in such a way that each table group will have easy access to them.
• Display the Division Strategies chart you made with the class toward the end of Unit 2
where students will be able to see it easily.

Larger Division with Money
to work as a group and then in pairs to solve some money story problems
that involve multiplication and division.
• Draw their attention to the Division Strategies chart they made with you several
months ago. Give them a minute to study it quietly, and then briefly review each of the
strategies on the chart with the class.
• Let them know that they will likely use similar strategies in solving some of today’s
problems, but will hopefully be able to come up with more efficient strategies as well,
especially because the numbers with which they’ll be working will be greater.
Division Strategies
Here are some of the ways we know right now to do
division problems like 29 ÷ 3.
• Share out (deal out) 1 by 1.
• Share out (deal out) in bigger chunks.
• Skip-count until you get close to the number and
then see if there are any leftovers.
• Use the multiplication facts that you know. If you
know that 9 × 3 = 27, that tells you that the
answer is 9 with a remainder of 2.
2 Display the Money for Endangered Wildlife Teacher Master. Read the
problem with the class, discuss it briefly, and have students work in pairs to
solve it in their journals.
• Ask students to discuss what the problem is asking to make sure everyone understands
that the situation calls for dividing $72 equally among 3 groups.
• Acknowledge that one way to solve the problem would be to share out 72 dollar bills
(or tiles or other counters) one by one among the 3 groups, but let students know that
you’d like them to use strategies that are more efficient (and less time-consuming).
• Offer them the use of paper bills in denominations of $1, $5, $10, and $20 or base ten
area pieces if these seem helpful, but let them know it’s fine to work without these.
3 After a few minutes, solicit and record students’ answer(s) on the teacher
master. Then invite volunteers to share their thinking with the class, using
paper bills, base ten area pieces, or equations.
The chart below shows some of the strategies students are most likely to volunteer at this point.

Count out $72 in tens and ones,
using either the bills or base ten $10 $10 $10 $10 $10 $10
area pieces. Then share the tens
until no further sharing is pos- $1 $1 $1 $1 $1 $1
sible. Trade tens for ones and
$10 $1
$1 $1 $1 $1 $1
then continue to share the ones
equally among the 3 groups.
$10 $10 $10 $10 $10 $10

$1 $1 $1 $1 $1 $1
$1 $1 $1 $1 $1 $1
Count out $72 in twenties, tens,

and ones using bills. Share the $20 $20 $20
20s. Then trade in the remaining
$10 for 10 ones. Share the result- $1 $1 $1 $1 $1 $1
$10 $1
ing 12 ones among the 3 groups. $1 $1 $1 $1 $1
$20 $20 $20

$1 $1 $1 $1 $1 $1
$1 $1 $1 $1 $1 $1
Count by 3s to $72. We counted by 3s all the way to $72. It took us a long time and we kept
losing track, but it helped to write it down. We had to do it 24 times, so
that meant they got $24 each.
Combine groups of 3 into larger We said 4 × 3 = 12, and it wasn’t so bad to add 12s until we got up
chunks and add up to 72. to 72. 12 + 12 = 24, and 24 + 24 = 48. 48 + 12 = 60, and then it’s just
another 12 to get up to 72. Then we went back and counted six 12s,
which is like twenty-four 3s. So they get $24 each.
Estimate using landmark We said 20 × 3 is 60, and then you have 12 more to go, so that’s 4 more
numbers and then make 3s. So that’s 24 for each group.
adjustments as necessary. We said 25 × 3 is 75, and if you take away one 3, it’s 72, so 24 × 3 = 72.
You may also discover that a few students doled out 72 tally marks one by one. As they
watch classmates share other strategies, they may recognize that it is easier and more
efficient to work with 20s, 10s, and 1s than it is to share the money out one dollar at a time.
As a result, some may be eager to try these other methods. In general, students begin to
adopt more efficient strategies as soon as they are able to do so.
SUPPORT If no one suggests using 5, 10, or 20-dollar bills to divide $72 efficiently, be sure
to model the idea yourself, as it is key in helping students develop strategies for dealing
with long division.
4 Then display the Money Story Problems Student Book pages, and have
students find the pages in their books. Review the instructions at the top of
the first sheet with the class, and clarify as needed.
Let students know that they can use the paper bills, base ten area pieces, or scratch paper
to help with any of these problems, but they don’t have to.
SUPPORT Many students will have enough time to complete all seven problems during
this session. Have struggling students begin with problems 2, 4, and 7 so they’ll be better
prepared to participate in the discussion next session.
5 When students understand what to do, assign partners or have them pair
themselves, get the materials they’ll need, and start work.
• Circulate to observe and talk with pairs as the students are working.
• Ask guiding questions to clarify the strategies students are using for each problem and
to nudge them toward more sophisticated and efficient strategies.
CHALLENGE Encourage students to find a variety of ways to solve the last problem in the set.
Then ask them to choose the strategy that seems the most efficient, most sophisticated, or
easiest, and justify their selection.
SUPPORT Pull a group of students to work on similar problems with smaller numbers.
Share your thinking with them as you help students who are struggling move toward
strategies for division that are more efficient than by 1s counting.
Work Places
6 As pairs finish their work on the Money Story Problems, invite them to get
their folders and spend the remainder of the session at Work Places.
• Let them know that you’ll take some time at the beginning of the following session to
share and compare solutions and strategies for the problems they solved today.
Note
Be sure to collect and save the paper bills you prepared for this session. You will need them
again in Modules 3 and 4 of this unit.
Daily Practice
The optional Find or Write the Matching Equation Student Book page provides additional
• Use a letter to represent an unknown quantity in an equation (supports 4.OA)
• Model story problems involving multiplication and division within 100 by writing
expressions and equations with a symbol for the unknown number (supports 4.OA)
Unit 6 Module 1
Unit 6
Module 1
Session 3 Session 3
Discussing Larger
Division with Money
Summary
Today students share and compare their solutions and strategies for some of the money story
problems they solved last session. Then the teacher leads a problem string that reinforces the
idea of using smaller combinations to help solve larger ones. The Packs of Pens problem string
also reviews the use of the ratio table to model and solve larger multiplication problems. At
the end of the session, the teacher assigns the Fraction Stories Home Connection.
Skills & Concepts

division (4.OA.3)
• Multiply a 2 or 3-digit whole number by a 1-digit whole number and two 2-digit numbers
• Use equations or rectangular arrays to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
Materials
Problems & Investigations Discussing Larger Division with Money

SB 211–212 • paper bills in different • Division Strategies class chart
Money Story Problems (com- denominations (from last session)
pleted in Session 2) • base ten area pieces
Problem String Packs of Pens

Home Connection
HC 113–114
Fraction Stories
Daily Practice
SB 214
Jeremy’s Birthday


Discussing Larger Division with Money
1 Set the stage for today’s activities by letting students know you’ll take time
to have them share their solutions and strategies for some of the problems
they solved last session, and then do a problem string together.
• Display your copy of the first of the two Money Story Problems Student Book pages.
• Have students get out their books, find the pages they did last session, and seat them-
selves with their partners from the previous session.
2 Ask student pairs to reread the second problem, and review how they
solved it. Then solicit and record students’ answer(s), and invite two or
three pairs to explain how they solved the problem.
• Encourage each pair to show, as well as tell, how they solved the problem, using paper
bills, base ten area pieces, or sketches and equations.
• Ask the class to compare and contrast the strategies shared by their classmates.
Jose OK, we used the play money to help. We made $56 with 5 tens
and 6 ones. We knew there were four kids and they had to share $56.
So we gave each of them one of the tens.
Shandra That was $40. Then all we had was a ten and 6 ones, so we
split up the ten into 10 ones so we could divide it up.
Jose We gave them one dollar at a time. Each kid got four more dollars.
Shandra They each ended up with a ten and four ones, so $14 total,
like this.
Teacher What equation could we write to describe the problem and

answer you got?
Students 56 ÷ 4 = 14
Teacher All right. Charlie, will you tell us what you and your partner did?
Charlie Sure. We knew the problem was 56 ÷ 4, but we decided to
think about how many 4s we knew instead of dealing the money out.
Teacher Tell us more please. I’m not sure I understand what you mean.
Charlie We knew that 10 fours was 40. We had 16 more dollars left so
we just needed to split that up, like the other group said.
Teacher Can you write a equation on the board to show what you
just described?
Charlie Yes, it’s like this.
56 ÷ 4
10 x 4 = 40 and 4 x 4 = 16, so 14 x 4 = 56
Teacher And where is your answer in those equations?

Brooke It’s how many 4s there were. Ten 4s and four more 4s. So it’s $14.
Teacher OK, so Jose and Shandra decided to deal money out, first
by tens, and then the ones that were left. And Charlie and Brooke
thought about how many 4s there were in 56. Are these strategies alike
in any way? Talk to your partner—what do you think?
Students We think they’re kind of different, because Jose and
Shandra used the play money, and Charlie and Brooke used numbers.
The first way was more like division because they took all the money
and split it up. The other way was more like multiplication—finding
out how many 4s it takes to make 56.
Their ways were kind of alike because of the tens. In the first way, they
gave each kid $10 to start, and in the second way, they knew right
away that 4 × 10 was 40. With both ways, they had 16 at the end, and
had to figure out what to do with it.
3 Repeat step 2 with problems 4 and 7, and any of the others in the set that
were either very interesting or challenging for your group.
The chart below shows problems 4 and 7, along with some of the strategies your students
will likely share.
Strategy Equations
Problem 4 Morgan had $120 in his bank account. He took out half the money and spent it
on books. If each book cost $15, how many books did he buy?
Split $120 in half to get $60. Then skip-count by $120 ÷ 2 = $60
15s up to 60. 15, 30, 45, 60 … Morgan bought 4 books.
Split $120 in half to get $60. Then use multiplica- $120 ÷ 2 = $60
tion to find out how many groups of 15 it takes 15 × 2 = 30 and 30 × 2 = 60, so we know that
to make 60. 15 × 4 = 60. He bought 4 books.
Problem 7 Five friends shoveled snow from people’s driveways. They charged $4.00 per
driveway. At the end of the month, they divided the money equally and each got $24. How
many driveways did they shovel?
First, add 5 groups of $24 to get the total amount $24 + $24 + $24 + $24 + $24 = $120
of money the 5 kids made. Then use multiplica- 4 × 25 = 100 and 4 × 5 = 20. That’s 25 + 5 , or
tion to find out how many groups of 4 it takes to 30 × 4 to make 120. So they shoveled 30 driveways.
make $120.
First, multiply 24 × 5 to get the total amount of (20 × 5) + (4 × 5) = 100 + 20 = $120
money. Then use a known multiplication fact to 3 × 4 = 12, so 30 × 4 must be 120. That’s 30 driveways.
solve the division problem.
Figure out how many driveways 1 kid shoveled, $24 ÷ $4 = 6 driveways per kid
and then multiply that by 5. 6 × 5 = 30 driveways in all.
Conclude this part of the session by revisiting the Division Strategies chart with the class.
Did the students who shared use any of the strategies on the chart? If so, which ones? Are
there any strategies that weren’t used? Why not?
You might add some notes to the chart, especially if your students shared strategies that
were altogether new, rather than variations on the strategies already listed.
Problem String
Packs of Pens
4 Next, ask students to write today’s date on a fresh page in their journals
and title it “Packs of Pens Problem String.”
5 Deliver the problem string.
• Pose each problem one at a time by reading the problem and writing the multiplication
combination for the problem on the board.
• Give students time to work in their journals.
• Solicit and record all answers to a given problem, and then invite a couple of students
to share how they solved the problem.
• Starting with the first problem and continuing through the string, build a single ratio
table that grows as you add each new combination. After the first four combinations, use
open arrays as well to emphasize and reinforce some of the relationships that will emerge.
Problem String Packs of Pens

My favorite rainbow mark- Many students will likely double 14 to find out Students will likely be able to solve the first several combina-
ers come in packs of 14. how many pens there are in 2 packs. tions in the string easily, and you can move through them
How many pens in 1 pack? quickly.
How many pens in 2 packs? Number of Packs 1 2 By now, many students are probably comfortable multiplying
1 × 14 Total Pens 14 28 a number such as 14 by 10. Some may explain this by saying
2 × 14 that you just add a 0 to the end of 14. Others may explain that
140 is 10 times as much as 14. You can reinforce this relation-
How many pens in 10 packs? × 10
ship by marking the ratio table as shown at left to show
10 × 14 Number of Packs 1 2 10 that when the number of packs is multiplied by 10, the total
number of pens is also multiplied by 10.
Total Pens 14 28 140
× 10 Big Idea
In a ratio table, the relationship between the numbers in both
How many pens in 20 packs? Just as they doubled 14 to find out how many pens rows has to stay the same. When you multiply a number in
20 × 14 are in 2 packs, many students will likely double 140 the top row by 10, or by 2, you have to do the same to the
to find out how many pens are in 20 packs. corresponding number in the bottom row. However, the
× 10 × 2 numbers in the bottom row of this particular table are all 14
times their corresponding numbers in the top row because
Number of Packs 1 2 10 20
each pack contains 14 pens.
Total Pens 14 28 140 280 So when you add 1 + 2 packs in the top row, you have to add
× 10 ×2 (1 × 14) and (2 × 14) or 14 pens and 28 pens in the bottom row.
How many pens in 3 packs? Some students will likely make use of the Note that some students may apply the distributive property
3 × 14 information from the first two combinations in differently to solve 3 × 14, breaking 14 into 10 + 4 instead
the string, reasoning that if you add the number of breaking 3 into 1 + 2. If this is the case, you may want
of pens in 1 pack to the number in 2 packs, that to sketch a second open array to illustrate the difference
will yield the number in 3 packs. between the two ways of finding the solution.
1 + 2 packs
14
Number of Packs 1 2 10 20 3 5 15 10 4
Total Pens 14 28 140 280 42 70 210
3 30 12
14 + 28 pens
You can sketch and label an open array to
reinforce this idea. 42
14
1 14
3 packs 42 pens
2 28

How many pens in 5 packs? Look for one or more students who cut 10 × 14 in Big Idea
5 × 14 half to get 70. At this point, the string introduces a strategy similar to one
students may have learned in third grade for multiplying by
÷2 5s. With the “Five is Half of Ten” strategy, students realize
Number of Packs 1 2 10 20 3 5 they can use what they know about multiplying by 10 (and
multiples of 10) to combinations that involve multiplying by
Total Pens 14 28 140 280 42 70 5. For example, if they know 10 × 14 = 140, then they can take
÷2 half of 140 to get 5 × 14 or 70. They can extend this strategy
to problems that involve multiplying by 15, by combining the
You can sketch and label an open array to results: 15 × 14 = (10 × 14) + (5 × 14) = 140 + 70 = 210.
reinforce this idea.
14 14
5 70
10 140 140
5 70
How many pens in 15 packs? Look for a student who uses the results of
15 × 14 multiplying 10 × 14 and 5 × 14 to share.
10 + 5 packs
Number of Packs 1 2 10 20 3 5 15
Total Pens 14 28 140 280 42 70 210
140 + 70 pens
6 At the conclusion of string, review the purpose of problem strings with the class.
Note with the students that a string is a series of related problems designed to help
promote the use of efficient strategies.
7 Write the combination 23 × 14 on the board and ask students to share, first
in pairs and then as a whole class, ideas about some of the combinations on
the ratio table they could use to help them solve this problem.
Students You could use 10 × 14 and double it, and then add 3 × 14.
Or, you could use 20 × 14 and 3 × 14.
You could also add the last 3 numbers on the top row to get the
number of packs—3 + 5 + 15 makes 23, and then add the number of
pens for those 3 to get the total. I think it’s 322 in all.
I agree, because 10 packs is 140, 20 packs is 280, then 3 more packs is
42, and that’s 322.
CHALLENGE Give students another combination unrelated to the string they just solved,
such as 27 × 16, and invite them to work with you to list easier combinations that would
allow them to solve this one.
• Write 27 × 16 on the board.
• Ask students to think about what combinations might be in a string that would end
with 27 × 16.
• List their suggestions on a ratio table as they’re volunteered.
Manuel You could do 10 × 16 and double it. Then you could do 7 × 16.
Teacher I’m going to write your idea in a ratio table. We could have
10 × 16, so I’ll write a 10 in the top row but then what goes on the
bottom? What is 10 × 16?
Students 160.
Teacher OK. Then, I’ll write 20 here because that is 10 doubled. So,
what is 160 doubled?
Students 320.
Teacher Then, I’ll write a 7 here. Now we need to find 7 × 16. That’s
harder, isn’t it?
Ari We could add more problems to help us. You told us to always
start with 1 times the number, so you could do 1 × 16 first. Then,
double that to get 2 times 16. That’s 32.
Ellen We can do 5 × 16 from taking half of 10 x 16. Then we can use
the 5 × 16 and the 2 × 16 to get 7 × 16.
27 x 16
10 20 7 1 2 5 7
160 320 ? 16 32 80 112
27 x 16 = (20 x 16) + (7 x 16)

= 320 + 112
= 432
8 Conclude the session by asking the class to discuss and summarize the strat-
egy of listing and solving easier combinations to help solve a bigger problem.
Encourage them to give specific examples by referring to the ratio table on the board.
Lin I think what we’re saying is that one way to solve a multiplication
problem is to make a list of easier problems that can help.
Willie Then you choose the ones that are best for the problem, like
with 23 × 14, I think 20 × 14 and 3 × 14 are the best.
Carlos Those ones are like pieces of the big problem.
Derrick But you need to multiply all the little problems by the same
number. Like, we did everything times 14 for 23 × 14—1 × 14, 2 × 14,
10 × 14, and like that.
Home Connection
9 Introduce and assign the Fraction Stories Home Connection, which pro-
• Divide a 2- or 3-digit number by a 1-digit number, using strategies based on place value, the
Daily Practice
The optional Jeremy’s Birthday Student Book page provides additional opportunities to
Unit 6 Module 1
Unit 6
Module 1
Session 4 Session 4
More Multiplication Strategies
Summary
This session begins with a problem string that leads students toward using an over strategy
for multiplication problems. In this string, the teacher uses a ratio table to record student
work. Then students complete a multiplication string work sample on their own. Next, they
work in pairs on an assignment that reinforces the idea of using smaller combinations to help
solve larger multiplication problems. Toward the end of the session, the teacher reconvenes
the class to discuss the assignment.
Skills & Concepts

numbers (4.NBT.5)
Materials
Vocabulary
Problem String An Over Strategy (Bottled Water) those terms for which Word
Assessment Multiplication Problem Strings Work Sample array*

multiply*
TM T10
Multiplication Problem Strings
ratio table*
Work Sample strategy
Problems & Investigations More Multiplication Strategies
SB 215 • chart paper (see Preparation)
More Multiplication Strategies • student math journals
Daily Practice
SB 216

Preparation
• Title the chart paper “Multiplication Strategies” for use near the end of this session and
throughout the unit.
• Students will work in partners on the More Multiplication Strategies Student Book page.
Pairing students with partners of similar ability will allow you to work with pairs or small
groups of struggling learners. At the same time, capable students can push each other to
find sophisticated and clever strategies.
Problem String
An Over Strategy
1 Open the session by letting students know they will continue to explore
multiplication and division in upcoming sessions, and that today’s session
will begin with a problem string.
Ask students to write today’s date on a fresh page in their journals and title it “Bottled
Water Problem String.”

• Pose each problem one at a time by reading the problem and writing the multiplication
combination for the problem on the board.
• Use ratio tables and equations to model students’ thinking.
Problem String An Over Strategy (Bottled Water)

There’s a sale at the store Many students will likely double 26 to find out how many In these problems, students review how to use a
on cases of water. Each case water bottles there are in 2 cases. ratio table to solve multiplication problems.
contains 26 bottles of water. ×2
Big Ideas
How many bottles in 1 case?
Number of Cases 1 2 • Ratio tables can be organized horizontally or
How many in 2 cases?
vertically.
1 × 26 Total Water Bottles 26 52
• Ratio tables show a multiplicative relationship
2 × 26
×2 between numbers.
How many bottles in 4 It’s safe to anticipate that many students will continue to double • Ratio tables can be used to model and solve
cases? to find the answers to these problems. Reinforce this with arrows multiplication and division problems.
4 × 26 and symbols on the ratio table, as well as equations.
Use the story problem context to help students
×2 ×2 ×2
remember and understand that if you add or
Number of Cases 1 2 4 8 subtract a case, you add or subtract 26 bottles.
How many bottles in 8 Also, if you double the number of cases, you
Total Water Bottles 26 52 104 208
cases? double the number of bottles.
8 × 26 ×2 ×2 ×2
4 × 26 = 2 × (2 × 26)
8 × 26 = 2 × (4 × 26)
How many bottles in 10 Some students will likely “just add a 0 to the end of 26” or
cases? reason that 260 is 10 times as much as 260. Others may pro-
10 × 26 pose adding the answers for 2 × 26 and 8 × 26 to get 10 × 26.
How many bottles in 9 Look for a student who removed 1 set of 26 from 260 to share. The string ends with a focus on the over
cases? This line of thinking can be represented with the following strategy, in which students use a larger, easier
9 × 26 equation: problem to solve a smaller, more challenging
(9 × 26) = (10 × 26) – (1 × 26) one.
= 260 – 26 9 × 26 = (10 × 26) − (1 × 26)
= 234 and
99 × 26 = (100 × 26) − (1 × 26)
How many bottles in 100 Look for a student who removed 1 set of 26 from 2,600 to
cases? share so you can reinforce the efficiency of this strategy.
100 × 26 ×2 ×2 ×2 +2 × 10 –1
Number of Cases 1 2 4 8 10 9 100 99

Total Water Bottles 26 52 104 208 260 234 2,600 2,574
How many bottles in 99
× 2 × 2 × 2 + 52 × 10 – 26
cases?
99 × 26 99 × 26 = (100 × 26) – (1 × 26)
= 2,600 – 26
= 2,574
3 Conclude the string by noting with students how efficient it is to use

100 × 26 to find 99 × 26, and asking them to discuss how they might use
this strategy with other multiplication problems.
Ronaldo You could do the same thing if you had 99 × 27. Just multi-
ply by 100 and then take off the extra one.
Teacher What do you mean by “the extra one”?
Ronaldo You only need ninety-nine 27s, so once you have one-
hundred 27s, you have to subtract one 27.
Teacher Does that work with anything? Like if I had 56 × 27, do I just
find 57 × 27 and subtract 1 × 27?
Helene Well, that would work, but it wouldn’t be easy. It’s easy with
99 because any number times 100 is easy.
Assessment Guide
Assessment
See the Grade 4
Multiplication Problem Strings Work Sample scoring and intervention
4 Introduce the Multiplication Problem Strings Work Sample Teacher suggestions.
Master, and then have students begin work.
• Display the Multiplication Problem Strings Work Sample Teacher Master and give
students a minute to look it over.
• Encourage students to use strategies they just discussed as they work independently to
complete these problems.
• As students work, circulate through the room to make observations and offer encouragement.
5 Collect the completed Multiplication Problem Strings Work Sample.

This work sample assesses students’ current skills with multiplicative thinking, their flex-
ibility with multiplication strategies, and whether they are able to analyze problems and
select strategies on their own.
You can use the Multiplication Problem Strings Work Sample Scoring Guide in the Grade 4
Assessment Guide, or you may choose to use the work sample more informally. Either way,
the work sample should help guide your instruction in the coming sessions.

6 As students finish the work sample, have them turn it in, and then work on
the More Multiplication Strategies Student Book page with a partner.
7 About 15 minutes before the end of the session, bring the class back
together. Ask students what they noticed about the first problem on More
Multiplication Strategies Student Book page.
• Structure your conversation to elicit the “over” strategy.
• As the discussion unfolds, use ratio tables and open arrays to model student thinking.
With the over strategy, you multiply by a larger number and then subtract. For example, if
you need to multiply 12 × 28, you can multiply 12 × 30 and then take away two 12s.
(12 × 30) − (12 × 2) = (12 × 28); 360 − 24 = 336
Monica With some of the ones in problem 1, it seemed like we could

take away instead of add.
Trevor Yeah, in the other ones, we combined problems, but in these it
was easier to take away.
Sean I kind of don’t get what you mean, Monica and Trevor.
Monica OK, well first we did 1 × 17 and 10 × 17. Then, we did 9 × 17.
If you just take one 17 away from 10 × 17, then you have nine 17s.
Teacher Did other people see that? Do other people agree with that?
Scott It worked on the other problems too. At first I thought 99 times
17 would be really hard, but it was easy!
Teacher Let’s look at what’s happening here on a ratio table and an
array to see if this is something we can use with other problems.
9 x 17 =
9 = 10 - 1 1 17 153 = 170 – 17
10 170
9 153
17
10 x 17 = 170
10 9 153 – 1 x 7 = 17
1 17 9 x 17 = 153
8 Ask students to summarize the key strategies they worked with this session
and last.
As students share, try to elevate their understanding so they can use these strategies even
more efficiently. For example, when they use smaller combinations to solve bigger ones,
they need to make logical choices so they use the fewest combinations, or the ones that are
easiest to solve or combine.
9 Then ask students to add the Five Is Half of Ten strategy, the Over strategy, Math Practices
and the Using Smaller Problems to Solve Bigger Problems strategy to their in Action 4.MP.7
math journals while you write them on a piece of chart or poster paper This activity encourages
titled “Multiplication Strategies.” students to look for and
make use of structure
Keep the Multiplication Strategies chart posted for reference throughout the unit, and
in both the models and
ideally throughout the year.
the numbers. When
students understand the
underlying structure that
makes certain strategies
viable and generalizable,
they are better equipped
to develop fluency with
strategies for multi-digit
multiplication.
• Five is Half of Ten Strategy
5 x 16 = half of 10 x 16 16
1 10 160 12 80
2
5 80 10 5 160
5 80
• The “Over” Strategy
17 x 9 = (17 x 10) – (17 x 1) 10
10 170 9 1
10 170
–1 1 17 – 17
9 9 153 153 10 x 17 = 170
17 153 17 – 1 x 17 = 17
9 x 17 = 153
• Using Smaller Problems to Solve Bigger Problems

27 x 16 16
1 16
2 32 20 x 16 = 320
10 160 20 320
+ 5x 16 = 80
20 320 + 2x 16 = 32
5 80 27 432
5 80 27 x 16 = 432
27 432
2 32
• Doubling & Halving
10 WrapMake
up the session
an easier by asking
combination students
by doubling 1 to solve
factor andthree related
cutting problems
the other in half. mentally.
Sometimes if you do this more than once, you can make an easy combination.
Write the combinations below on the board one by one. Have students work each in their
heads and
24show
x 25thumbs
= 600 up when they have the answer. Ask the class as a whole to report the
answer as
12 x 50 = 600the board. Then invite a volunteer to explain how he got the answer.
you record it on
• 10 × 6
18 x 100
[180] = 600
• 5 × 18 [half of 180, or 90]
• 15 × 18 [(10 × 18) + (5 × 18) = 180 + 90 = 270]
Daily Practice
The optional Multiplication Strategies Student Book page provides additional opportuni-
• Multiply a 2 or 3-digit whole number by a 1-digit whole number using strategies based
Unit 6 Module 1
Unit 6
Module 1
Session 5 Session 5
Modeling Multiplication
& Division, Part 1
Summary
After reflecting on the unit pre-assessment from Session 1, students work with the teacher
to model and solve multiplication and division problems using ratio tables and open arrays.
Students go to Work Places if enough time remains in the session. Finally, the teacher intro-
duces and assigns the Conrad’s Room Home Connection.
Skills & Concepts

numbers (4.NBT.5)
• Use equations or rectangular arrays to explain strategies for dividing a multi-digit number
Materials
Teacher Masters Kit Materials Classroom Materials Vocabulary
TM T11 • Scored Unit 6 Pre-Assessments Resource Cards are available.
Unit 6 Pre-Assessment Student (completed in Unit 6, Module 1, array*
Reflection Sheet Session 1)
divide*
Problems & Investigations Three Story Problems dividend*
TM T12 • student math journals divisor*
Three Story Problems • a piece of copy paper to mask multiply*
quotient*
Work Places in Use ratio table*
Home Connection
HC 115–116
Conrad’s Room
Daily Practice
SB 217
Zinnia’s Garden

Preparation
numbers (4C–5D) or write out the full names if you prefer. (See the Work Places in Use row of
Assessment Guide
Reflecting on the Unit 6 Pre-Assessment scoring and intervention
suggestions.
• Then they will continue to explore multiplication strategies, using ideas from the last
two sessions.
explain, or use one of the associated items on the pre‑assessment to explain the skill to
the class.
Problems & Investgations

Three Story Problems
6 Display the first problem on the Three Story Problems Teacher Master as
students get out their journals and pencils.
Have students write the heading “Three Story Problems” and the date on the next blank
journal page.
7 Invite a student to read the first problem aloud, and work with input from
the class to write an equation representing the problem.

1 The Sports Store at the mall got 15 boxes of soccer jerseys yesterday. Each box had
23 jerseys. How many jerseys did the store get in all?
23
2 Keisha’s dad got 25 cases of water for the soccer tournament next week. Each case
• Ask studentscontains
to think about
24 bottles how
of water. tomany
How represent
bottles ofthe
waterproblem
did he get inusing
all? an equation.
• Then model writing an equation for the problem with a letter standing for the
unknown: 15 × 23 = j
8 Have students estimate the answer and then solve the problem in their journals.
• Ask them to record an estimate for the first problem.
3 Mrs. Jones is the gym teacher at P.S. 129. She teaches 450 students. If she has 25
• Next, invitestudents
them intoeach
turn and
class, howtalk
many with a partner
classes does about
Mrs. Jones teach? a strategy they would use to
solve the problem.

• Then have them solve the problem independently in their journals.
CHALLENGE Ask students who are able to find the answer quickly and easily to double-
check their work using a ratio table or the area model.
9 When most students are finished, solicit and record their answer(s) on the
board. Then invite a few students to share their strategies as your record
their thinking.
15 x 23
Boxes Jerseys T13 © The Math Learning Center | mathlearningcenter.org
1 23
10 + 5 10 230 230 + 115
5 115
15 345
15 x 23 = 345 jerseys
Arthur I got 345 shirts. I used a ratio table like we did yesterday. I started
with 1 box and 23 shirts. Then I did 10 boxes. That was 230 shirts. Then I
155 ×x 23,
split that in half to get 23so that was 115, and 115 + 230 was 345.
10 x 23 = 230
5 x 23 = 115
15 × 23 = 345 jerseys
Elliot I did 10 × 23 and 5 × 23. It was easy for me because I saw I
could use the Five is Half of Ten strategy to get 5 × 23, and then I just
added 10 × 23 and 5 × 23.
Corinne I used an array. I put 15 on one side and 23 on the other.
Then I split the array into four parts to make it easier. That way I
could multiply with 10 and 5 for the 15 and with 20 and 3 for the 23.
10 Then show students how to model and solve 15 × 23 using a two-part area model.
• If one of your volunteers solved 15 × 23 with a four-part area model, ask students to
study the array and think about how it might look if it was split into only two parts
instead of four.
• If none of the students used an area model to solve the problem, ask the class to
imagine a 15 × 23 array. After they have had a moment of private think time, sketch the
outline for this array, divide it into two parts, and work with input from the students to
label each part with its dimensions and area.
• Help students see that they can use what they know about multiplying by 10 and by 20
to divide the array into two pieces and still solve the problem easily. They can split the
15 into 10 and 5 and multiply 10 × 23 and 5 × 23, or they can split the 23 into 20 and 3
and multiply 20 × 15 and 3 × 15.
15 x 23
23
23 20 3
15 x 3 = 45
10 10 x 23 = 230
15 15 15 x 20 = 300
5 5 x 23 = 115
230 + Three
115Story
= 345 jerseys
Problems 300 + 45 = 345
11 Now display the second problem on the teacher master

23 and have students
model and solve it in their journals using a two-part area model.
contains 24 bottles of water. How many bottles of water did he get in all?
• Have one ofstudents
the students read
in each class, howthe
manyproblem
classes doesaloud.
Mrs. Jones teach?
• Ask the class to come up with an equation including a letter for the unknown to
represent the problem. Record the equation on the teacher master.
• Then ask students to sketch and label an area model in their journals to show and solve
the problem. Encourage them to split their model into two parts instead of four.
12 When most students are finished, solicit and record students’ answer(s) on
the board. Then invite a couple of volunteers who were able to model and
solve the problem using a two-part area model to share their work.
• Ask eachBridges
of these students to bring their
in Mathematics Grade 4 Teacher Masters T13
work up to the document camera or replicate
it on the board so their classmates can see what they’re talking about as they explain
their thinking.
24
24 20 4
25 x 4 = 100
20 20 x 24 = 480
25 25 25 x 20 = 500
5 5 x 24 = 120
480 + 120 = 600 bottles 500 + 100 = 600 bottles

Shawna Briana
Shawna I made a 25-by-24 array. Then I split up the 25 because I
thought it would be easy to multiply by 20 and 5. I did 20 × 24 by
doing 24 times 10 and then doubling that. So, 24 times 10 is 240 and
240 doubled is 480. Then I multiplied 24 by 5. I used 24 × 10, which I
already knew, and then cut it in half to get 120. 480 and 120 are 600.
Briana I started with a 25 by 24, but I split up the 24 instead of the
25. It was easy to multiply the 20 and the 4 by 25. I know 2 × 25 is 50,
so I did 20 × 25 and got 500. Then, I did 4 × 25 and that’s 100. So, I
added the 500 and the 100 together and got 600 in all.
• As students share, discuss the pros and cons of the two-part area model, and invite
the rest of the class to ask questions. Here are some questions you might use to help
students think about the issues.
»» Why is it faster to use a two-part area model instead of a four-part area model?
[When you divide the array into two pieces, you solve fewer multiplication prob-
lems, and you have fewer numbers to add at the end.]
»» Are there times when the two part model might not be such a good strategy? [When the
resulting multiplication problems are too hard to solve mentally or quickly on paper.]
»» What strategies can help you solve the multiplication combinations that show up
on a two-part array? [Using what you know about multiplying by 10 and multiples
of 10, splitting the array thoughtfully so you have easier multiplication problems, or
using what you know about multiplication facts and strategies.]
13 Ask students to turn to a partner and summarize the steps for solving a
multiplication problem with a two-part area model.
14 Then ask students to help you solve 25 × 24 with a ratio table.
• Sketch a T-chart and label the columns, cases on the left side and bottles on the right side.
• Ask students what combinations should be included in the table to help solve the
problem easily.
• Invite a few students to share their ideas and record their suggestions on the table.
15 Then work with students to compare and contrast the ratio table and the
two-part array.
Help them see that they are solving the same smaller combinations to find the answer to a
bigger problem on both models.
25 x 24
Cases Bottles 24
1 24
10Three 240 Story Problems 20 20 x 24 = 480

20 + 5 15 The Sports120
480 + 120 25
Store at the mall got 15 boxes of soccer jerseys yesterday. Each box had
20 480
5 5 x 24 = 120
25 600
480 + 120 = 600 bottles 23
25 x 24 = 600 bottles
16 Ask students to consider how they might use a ratio table or an area model
to solve a division problem.
• Show the final problem on the Three Story Problems Teacher Master and invite a
student to read the problem aloud.
students in each class, how many classes does Mrs. Jones teach?
• Model how to write a division equation to represent the problem with a letter standing
for the unknown: 450 ÷ 25 = c.
• Ask students to turn and talk to a partner about how they could solve the division
problem with a ratio table or an area model.
• Have students solve the problem. Let them know their area model can have more than
two parts.
17 Invite a few students to share their thinking while you record at the board
or projector, using labeled sketches and equations.
As you record students’ thinking, clarify how to set up an array when only one dimension
and the area are known. Help students understand that when they use the area model,
they don’t need to know both factors; they just have to multiply the divisor by thoughtfully
selected numbers (1, 2, 10, 5, 20, and so on) until they can add products to get the dividend.
Recording the array with the unknown dimension at the top is not necessary mathemati-
cally, but it will ease the eventual transition to the standard algorithm by providing a more
closely matched visual.
10
25 250
Monique We drew a big array and put 25 on one side, on the left side.
Pedro Then we started multiplying by 25 to see if we could get up to 450.
We did 25 × 10 and that’s 250. We divided the array to show 25 × 10.
10 5
25 250 125
375
Monique That wasn’t enough, so we did 25 × 5. That was 125. We
added that piece to the array and had a total of 375.
Pedro That was fifteen 25s, but we needed a few more to get to 450, so
we skip-counted up 3 more 25s.
Teacher That would be three strips of 25 here, right? So, where is your
final answer?
Monique It’s the 10, the 5 and the three 1s. That’s 18.
10 5 111
10 + 5 + 1 + 1 + 1 =18
25 250 125 25 x 18 = 450
450 ÷ 25 = 18 classes
25 2525
375
Teacher Did anyone have an idea about using the ratio table for division?
Nathan We did. It’s not that different from the array. You’re still
multiplying until you get up to 450.
Erin We set up our ratio table and started with 25 × 10, just like they
did. Then we did 25 × 20, and that was 500, which was too much, so
we went to smaller numbers.
Nathan We did 25 x 5 which got us to 125. We put that with the 250
and saw 75 more would get to 450, and we knew 75 was three 25s so
we did 3 × 25. Then we added those rows and got to 450.
Teacher How did you find the answer? What is 450 divided by 25?
Erin It’s 18 because we used ten 25s, five 25s, and three 25s and
10 + 5 + 3 = 18.
1 25
10 250 250 + 125 = 375
5 125 375 + 75 = 450
15 375 10 + 5 + 3 = 18
3 75 450 ÷ 25 = 18 classes
18 450
18 Ask students to turn to a partner and summarize what they understand at

this point about using a ratio table or an array to solve division problems.
Let them know that you will review both models next session, and then pose some more
multiplication and division problems for them to solve using one or both of these models.
Work Places
19 Invite students to spend the remainder of the session at Work Places.
Have them get their folders, and remind them to mark their Work Place Logs as they
finish each game or activity.
Home Connection
21 Introduce and assign the Conrad’s Room Home Connection, which pro-
• Solve multi-step story problems using addition, multiplication, and division (4.OA.3)
division (4.NBT.6)
• Compare fractions (including mixed numbers) with the symbols <, >, = (supports 4.NF)
Daily Practice
The optional Zinnia’s Garden Student Book page provides additional opportunities to
Unit 6 Module 1
Session 6
Modeling Multiplication
& Division, Part 2
Summary
The teacher reviews the use of the ratio table and the area model for solving multiplication
and division problems. Then students work with a partner to complete a related assignment
in their books, and go to Work Places as they finish.
Skills & Concepts

numbers (4.NBT.5)
• Use equations or rectangular arrays to explain strategies for dividing a multi-digit number
Materials
Vocabulary
Problems & Investigations Modeling Multiplication & Division those terms for which Word
TM T13 • whiteboards, erasers, and markers, Resource Cards are available.
Sports Challenges class set area model
SB 218–219* • a piece of copy paper to mask por-
array*
More Sports Challenges tions of the teacher master
divide*
Work Places in Use dividend*
4C Roll & Subtract One Thousand (introduced in Unit 4, Module 2, Session 5) divisor*
4D Target Five (introduced in Unit 4, Module 3, Session 2) multiply*
5B Mosaic Game (introduced in Unit 5, Module 2, Session 3) partial products
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) quotient*
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) ratio table*
Daily Practice
SB 220
More Multiplication Strings

Preparation

Modeling Multiplication & Division
1 Open the session by letting students know you’re going to review two
models for multiplication and division today—the ratio table and the area
model. After the review, students will complete a related assignment in
their books and go to Work Places.
2 Display the first problem on the Sports Challenges Teacher Master as help-
ers pass out whiteboards, markers, and erasers.
3 Read the problem aloud, and then ask students to write an equation on
their whiteboards to represent the situation, using the letter s to stand for
the answer.
Sports Challenges
1 Kyle brought oranges to his soccer game to eat at half-time. He had 28 oranges. He
cut each orange into 12 slices. How many orange slices did he bring to the game?
Equation: _____________________
• Have them hold up their boards, and briefly scan the room to see their responses.
• Write the equation on the board: 28 × 12 = s.
SUPPORT If more than a few students wrote the equation incorrectly, demonstrating
potential confusion about the operation needed to solve the problem, clarify the meaning
of each term with the class, by posing the following questions:
• What does the 28 in this equation represent? [The number of oranges Kyle brought to
his soccer game.]
2 Mrs. Brown, the gym teacher at Live Oaks School, is planning Field Day. She wants
• What does theto12 in this
organize equation
her 216 represent?
students into [The
teams of 9 for the number
different of slices
events. How many Kyle cut each orange.]
teams can she make?
• Why did we use a multiplication
Equation: sign? [Because there were 28 oranges and he cut them
_____________________
into 12 slices each, so we need to figure out what 28 groups of 12 totals, and multiply-
ing is faster than adding 12 twenty-eight times.]
• What does the s at the end of the equation stand for? [The total number of orange slices.]
4 Have students work in pairs to model and solve the problem using a ratio
table and an open array.
• Assign partners or have students pair themselves.
• Explain that one student in each pair needs to solve the problem using a ratio table,
and the other needs to solve the problem by sketching an area model, partitioning it
into four or two regions, finding the area of each region, and adding to get the total. Let
them know that it’s fine to help one another.
• When most pairs are finished, have them compare and contrast their models. How are
they alike? How are they different? Does one seem preferable? Why?
SUPPORT Scaffold students in setting up and carrying out the work with each model,
rather than asking them to work in pairs. Draw a ratio table and work with input from the
class to label both columns. Enter the following numbers of oranges in the left column and
see if students can take it from there: 1, 2, 10, 20, and 5. Then outline and label an open
array, with 28 up the side and 12 across the top. Decide with students how best to divide
the array, using four regions rather than two if that seems the most appropriate right now,
and see if the students can continue on their own. If not, continue to support them until
they find the solution.
5 Solicit and record students’ answer(s) on the teacher master. Then demon-
strate the use of each model as students watch.
• Explain your thinking as you go.
• Ask students to watch carefully to make sure you’re working correctly.
• Invite students to make additions or changes to the work on their boards if they feel
the need to do so as you demonstrate.
CHALLENGE If some of the students used one or both of the models differently than you did,
encourage them to share their strategies, especially if they’re more efficient than yours.
For example, some of them may have chosen to divide the open array into regions of 10
and 2 along the top, resulting in (28 × 10) + (28 × 2) instead of (20 × 12) + (8 × 12).
Sports Challenges
28 x 12 = s
Equation: _____________________
Oranges Slices 12
1 12
2 24 240
20 20x12=240 + 96
10 120
28 336 slices
20 240
8 96 8 8x12=96
28 336 slices
6 Work with thetoteams
class to identify the two partial products that appear in
organize her 216 students into teams of 9 for the different events. How many
can she make?
both models. Equation: _____________________
216 ÷ 9 = t
• Draw their attention
Teamsto the area model, and note with them that you split 28 x 12 into
Students
two smaller parts, 1or partial
9 products, in order to solve it more easily.
• Then ask if they can locate those two partial products on the ratio table.
• Have them share ideas with a neighbor, and then ask a volunteer to come up to the
display and point out the partial products in both models. [20 × 12 = 240 and 8 × 12 = 96]
SUPPORT Reinforce this idea by having the students record both partial products on
their whiteboards.
? 216
7 Now display the second problem on the teacher master as students erase
their whiteboards. Read the problem aloud, and ask students to write an
equation on their whiteboards to represent the situation, using the letter t

to stand for the answer.
• Have them hold up their boards and briefly scan the room to see their responses.
• Write the equation on the display: 216 ÷ 9 = t.
SUPPORT If more than a few students wrote the equation incorrectly, demonstrating
potential confusion about the operation needed to solve the problem, clarify the meaning
of each term with the class, by posing the following questions:
• What does the 216 in this equation represent? [the total number of students]
• What does the 9 in this equation represent? [the number of students Mrs. Brown wants
to put on each team]
• Why did we use a division sign? [Because there are 216 students, and we have to divide
them to find out how many teams Mrs. Brown can make.]
• What does the t at the end of the equation stand for? [the number of teams she can
make with 216 students]
8 Have students share estimates with a neighbor. Then call on several volun-
teers to share their estimates with the class and explain their thinking.
9 Next, have the class work with you to model and solve the problem using a
ratio table.
Here, you need to be aware of the fact that you’re using multiplication to build up to the
dividend, using the divisor as one of the factors. In other words, you’re treating this division
situation as an unknown-factor problem: 9 × __ = 216.
• Show students how to set up a ratio table that displays the information given in the
problem, and have them
Sports replicate the table on their whiteboards.
Challenges
Teacher cutLet’s set up
each orange intoa12ratio table
slices. How weorange
many canslices
usedidtohehelp solve
bring to this prob-
the game?
lem. I’m Equation:

going to 28draw
x 12 a= T-chart
s
_____________________ here on my paper, and I’d like you
to do the same
Oranges on your
Sliceswhiteboards. Now let’s12label both columns.
We’re working 1 with teams
12 and students, so let’s use those as headings.
How many students
2 are going to be on each team? Yep, it’s
24 2409. And how
20 20x12=240
many students 10 does120 Mrs. Brown want to organize into teams + 96 of 9?
28 336 slices
Yes, 216. I’m20going to 240 write that number way down at the bottom of
the ratio table,
8 so we’ll
96 have room to think about how many students
8 8x12=96
there are in 28
different336 numbers of teams.
slices
to organize her 216 students into teams of 9 for the different events. How many
teams can she make?
216 ÷ 9 = t
Equation: _____________________
Teams Students
1 9
? 216
• Then solicit ideas from the students about what numbers to include on the left side of
the ratio table.
Teacher What numbers of teams might be helpful to us in building

up to 216?
Students Ten times would be really good. That’s 90, so twice that
would be 180, and then you’re really getting close to 216.
I think we should have the numbers we usually do, like 2, 5, 10, and 20.
I agree with you, Molly. Then if we need other numbers, we can put
them in.
• Record students’ suggestions, and then work with their input to record the product of each
number times 9 on the right side of the table as they do so on their whiteboards.
10 120 + 96
28 336 slices
20 240
8 96 8 8x12=96
28 336 slices
teams can she make?
216 ÷ 9 = t
Equation: _____________________
Teams Students
1 9
2 18
10 90
20 180
5 45
? 216
• Ask students to examine the information on the ratio table now. Do they have what
they need to solve the problem? Have them share thoughts in pairs, and then invite two
or three volunteers to share their thinking with the class.
Tyrell I think we can stop now because we’re really close. If you put
Sports Challenges
the last two answers together, it’s 225, so we’re just a little bit over.
Sharon cutI think weinto
each orange should
12 slices.put
Howone
many more thing
orange slices onbring
did he thetotable,
the game?and that’s
4. Twenty-five groups of 9 is too much, but I think 24 groups will be

Equation: _____________________
just right.
Fionna I agree with you, Sharon, and it does come out just right—I
checked it.
• Follow students’ suggestions and complete the table, as they do so on their white-
boards. Clarify the fact that they have solved this division problem by using
multiplication, finding out how many groups of 9 it takes to make 216.
teams can she make?
216 ÷ 9 = t
Equation: _____________________
Teams Students
1 9
2 18
10 90
20 20 180 180
+4 5 45 + 36
24 216
teams 4 36 students
24 216
24 x 9 = 216, so 216 ÷ 9 = 24
10 Ask students to erase their boards, and then repeat step 9, using an open
array to model and solve the problem a second time.
Like the ratio table, the area model works on the basis of building up to the dividend, using
sensible chunks.
• Start by drawing and labeling a vertical line to define the divisor, 9. Then sketch and
label an array that’s 10 across the top to get the ball rolling. Have students replicate
your sketch on their whiteboards. Subtract 90 from 216 to see how much of the
dividend still remains.
teams can she make?
216 ÷ 9 = t
Equation: _____________________
Teams Students 10
1 9
2 18 9 90
10 90
216
20 20 180 180 – 90
+4 5 45 + 36 126
24 216
teams 4 36 students
24 216
24 x 9 = 216, so 216 ÷ 9 = 24
• Solicit suggestions from students about additional chunks to use in building up to the
Sports Challenges
dividend. Encourage them to use the information on the ratio table to help.
Students Let’s do 10 again—then we’ll be up to 180!
Equation: _____________________
If we do 10 and then 4, we’ll have the answer.
We already know it’s 24. We could just put on 14, and then we’ll have it.
Maybe it’ll turn out different this way, plus we don’t know 14 × 9. I
think we should just do 10 and then 4 more.
• Implement students’ suggestions to complete the model. Note with them that the
quotient, or the unknown dimension of the array, appears across the top of the sketch.
teams can she make?
216 ÷ 9 = t
Equation: _____________________
quotient
Teams Students 10 10 4
1 9 10
9 90 90 36 10
2 18 +4
10 90 24
216
20 180 – 90 so 216 ÷ 9 = 24
20 180
+4 5 45 + 36 126
24 216 – 90
teams 4 36 students 36
– 36
24 216 0
24 x 9 = 216, so 216 ÷ 9 = 24
11 Ask students to compare and contrast the two models for division. How are
they alike? How are they different? Do they prefer one over the other? Why
or why not?
Students They seem kind of alike because with both of them, you’re
building up to get the answer.
I kind of like the second one because you can see how much you’ve got
left to go, like when we subtracted 90 from 216, we could see that we
still have 126 more.
I like the ratio table because it seems quick and easy. If you know how
much 10 times the number is, it’s easy to get 20 times and 5 times, and
then you can kind of put pieces together to get the answer.
You can use the ratio table to help with the array, too.
12 Now display your copies of the More Sports Challenges Student Book pages
while students find the pages in their book.
• Review the instructions at the top of the first page with the class, and clarify as needed.
• Be sure they understand that they don’t have to use both models to solve each problem.
They can use either the ratio table or the area model, as they choose.
CHALLENGE Note with students that the problems on the second page are marked as
challenges. We recommend that you assign these selectively, rather than expecting all the
students to complete both pages.
session to complete the assignment.
• Give them the choice of working alone or with a partner.
• As students finish, have them meet with at least one individual or pair to share and
compare solutions and strategies. If they got different answers, ask them to work
together to find the correct solution.
SUPPORT If you know that some of the students need more help to understand the process
or the operation of division—specifically, multiplying to divide—work with them to com-

plete both problems on the first page of the assignment. Give them the option of working
the problems on the second page with you or on their own.
Work Places
14 Ask students who finish the assignment before the end of the session to get
their folders and go to Work Places.
• Ask them to indicate by show of thumbs (up, down, or sideways) how comfortable they
feel using ratio tables to solve multiplication and division problems.
• Do the same to assess students’ comfort level with open arrays as a way to model and
solve multiplication and division problems.
Daily Practice
The optional More Multiplication Strings Student Book page provides additional opportu-
Unit 6 Module 1
Session 7
Revisiting the Doubling
& Halving Strategy
Summary
This session begins with a problem string to help students deepen their understanding of and
flexibility with the doubling & halving strategy for multiplication. Then students solve a series
of problems in which they apply the doubling & halving strategy along with other strategies
they have studied recently. A key part of their problem solving is to think about which strat-
egy makes the most sense for each problem, based on the numbers in the problem. At the
end of the session, the teacher introduces and assigns the Paloma’s Picture Home Connection.
Skills & Concepts

• Assess the reasonableness of answers to multi-step story problems using rounding and
other estimation strategies (4.OA.3)
numbers (4.NBT.5)
Materials
Vocabulary
Problem String Doubling & Halving those terms for which Word
• Multiplication Strategies chart array*
from Session 4 (see Preparation)
double
• markers
half*
Problems & Investigations The Slugs’ Lettuce Garden multiply*
SB 221–222* strategy
The Slugs’ Lettuce Garden
Work Places in Use

Home Connection
HC 117–118
Paloma’s Picture
Daily Practice
SB 223
Baking Fun

Preparation
• Be sure to have the Multiplication Strategies chart you made with the class during Session
4 on display where all the students can see it, and where you can add another strategy to it
later this session.
numbers (4C–5D) or write out the full names if you prefer. (See the Work Places in Use row
Problem String
Doubling & Halving
1 Open the session by explaining that today students will participate in
a problem string and then solve some problems in which they’ll have a
chance to apply the strategies from the problem string.
2 Ask students to write today’s date on a fresh page in their journals and title
it Doubling & Halving Problem String.
• Pose each problem one at a time by writing the combination on the board.
• Solicit and record all answers to a given problem, and then invite one or two students
• Emphasize the relationships of the numbers in the problems and the effect doubling,
halving, or doubling & halving, has on the product and size of the array.
Problem String Doubling & Halving

24 × 25 Some students will likely use a ratio table to solve this combination, while others Big Idea
may use a four-part or even a two-part array. After a couple of students have When one of the factors in a multiplication
shared their strategies, sketch and label an open array to show the factors and combination is doubled, and the other factor
the product, as shown below. in that combination is halved, the product
25 remains the same.
24 × 25 = 600 24 600
12 × 50 Ask students to examine this combination carefully to see if there is anything

that might be helpful in the numbers themselves. After most have solved the
problem and a couple have shared their strategies, sketch and label an open
array directly below the first, and invite students to share their observations
about the arrays and the combinations. Note with students that 12 is half of 24,
while 50 is double 25.
25
24 × 25 = 600 24 600
50
12 × 50 = 600 12 600
6 × 100 As most students are likely to know the answer to this combination right away,
ask them to compare it with the first two combinations in the string and share
observations about what is happening to each of the factors. [The first is cut in
half each time, while the second is doubled each time.] Reinforce their observa-
tions by sketching a third open array.
25
24 × 25 = 600 24 600
50
12 × 50 = 600 12 600
100
6 × 100 = 600 6 600
13 × 8 Repeat the sequence described for the first three problems in the string as you You might regard this set of problems as
go through the next set of four combinations. After students share their strate- an opportunity to have students test their
26 × 4
gies for solving 13 × 8, press them to look for evidence of doubling & halving in hypotheses about the first set. If you cut one
52 × 2 each of the next three. In each case, choose students to share who have been of the factors in half while doubling the other,
104 × 1 able to spot and use these relationships. do you really get the same product each time?
4 Have students turn to a partner and summarize the big idea from the string.
5 Then ask students to consider how to use the doubling & halving strategy Math Practices
to solve 32 × 21. Have them solve the problem in their journals, and then in Action 4.MP.8
invite a few students to share. Many problem strings,
Emphasize the importance of thinking about which number to double and which to halve. including this one, involve
Also, help students see that, while they will generate a lengthy list of problems, they only repeated reasoning.
need to solve one. For 32 × 21, students might write 16 × 42, 8 × 84, 4 × 168, 2 × 336, 1 × 672 When students solve
problems that involve
and just solve 1 × 672.
repeating the same kind
Ronaldo I started by doubling the 32 and halving the 21. That gave of reasoning, they begin
to recognize patterns
me 64 and 10 1/2. I didn’t know what to do with the 10 1/2 so I started
that help them develop
again. That time I halved the 32 and doubled the 21. That gave me
generalized methods for
better numbers.
completing certain kinds
Teacher Did anyone else do that too? of calculations.
Anna You have to look at the numbers to see which one is better for
cutting in half.
Teacher That can make a big difference between making this strategy
efficient and making it frustrating. Who else can share about what
they did?
Lara I started by trying to solve 32 × 21, but that wasn’t really easy,
so I cut 32 in half and doubled the 21. I got 16 × 42. That was still
hard, so I doubled and halved again and got 8 × 84. I did it again and
again and got to 2 × 336. That seemed pretty easy but I realized if I
did it one more time, I’d have 1 × 672. That was really easy because 1
times anything is itself.
CHALLENGE Ask students to think about doubling 32 and halving 21 to get 64 × 10 1/2. What
does it mean to have 10 1/2 of anything? What would the array look like? Can they find 1/2
of 64? So 10 1/2 × 64 = (10 × 64) + (1/2 × 64) = 640 + 32 = 672.
6 Have students add a description and an example of the “doubling &

halving” strategy to their journals while you add these to the class
Multiplication Strategies chart.
5 x 16 = half of 10 x 16 16
1 10 160 12 80
2
5 80 10 5 160
5 80
17 x 9 = (17 x 10) – (17 x 1) 10
10 170 9 1
10 170
–1 1 17 – 17
9 9 153 153 10 x 17 = 170
17 153 17 – 1 x 17 = 17
9 x 17 = 153

27 x 16 16
1 16
2 32 20 x 16 = 320
10 160 20 320
+ 5x 16 = 80
20 320 + 2x 16 = 32
5 80 27 432
5 80 27 x 16 = 432
27 432
2 32
Make an easier combination by doubling 1 factor and cutting the other in half.
24 x 25 = 600
12 x 50 = 600
6 x 100 = 600
7 Ask students to give a show of thumbs (up, down, or sideways) to indicate

how comfortable they are with the doubling & halving strategy right now.
Let them know they will get to practice the strategy as they work with a partner to solve
some more problems.

The Slugs’ Lettuce Garden
8 Display your copies of The Slugs’ Lettuce Garden Student Book pages as
students find the pages in their books. Review the instructions and the
problems with the class before they begin.
• Give students a few moments to look over the assignment, and invite a student to read
problems 1 and 2 aloud.
• Draw students’ attention to the Multiplication Strategies chart, and ask them to share
with a neighbor their ideas about one or more of the strategies on the chart that might
be useful in solving the problems on the first and second page.
session to complete the assignment.
• Consider giving students the option of working alone or in pairs.
• As students work, circulate to observe and provide support and challenge as needed.
ELL Match ELL students with supportive peers who can either translate or help appropriately.
SUPPORT Help students brainstorm efficient strategies for each problem. Have them look
for numbers that are easy to double and half (25 × 56; double 25 twice to get to 100),
numbers that are close to landmark numbers so they can use the over strategy (39 × 22 is
close to 40 × 22), or problems that are easy to solve with a two-part array or ratio table.
SUPPORT Look for students who know which strategy to use but need help setting up a
model. For example, if a student wants to use the doubling & halving strategy but doesn’t
know where to start, help write out the first combination and sketch the array. Then
work with the student to sketch an array that is doubled and halved and write the second
combination (one factor doubled, one factor halved) directly below the first.
CHALLENGE Help students figure out how to combine two efficient strategies. For example, chal-
lenge students to figure out how to use partial products to make numbers that are easy to double
and half. For example, students might split 55 × 18 into two parts, (50 × 18) + (5 × 18). 50 × 18
doubles and halves easily to 100 × 9. Then they can use the answer to 50 × 18 to help with 5 × 18.
Work Places
10 Invite students who complete the assignment before the end of the session
to get their folders and go to Work Places.
Home Connection
12 Introduce and assign the Paloma’s Picture Home Connection, which
Daily Practice
The optional Baking Fun Student Book page provides additional opportunities to apply
subtraction, multiplication, and division (4.OA.3)
Teacher Masters
NAME | DATE

1 Marco used a doubling & halving strategy to solve 25 × 56. Fill in the blanks in the
arrays and the equations to represent his work.
56
25
50
25 × 56 = × = × =
2 True or False?
a 19 × 37 = (20 × 37) − 1 ___ b 32 × 24 = 64 × 12 ___

c 49 × 73 = (40 × 70) + (9 × 3) ___ d 61 ÷ 5 = 12 R1 ___

a b c
10 5 12
Soccer Teams Players
1 11
4
160
20
40
39
× =
4 48 39 × 11 =
× =
NAME | DATE

a 57 × 28 = ____ × 14 b 42 × 5 = 21 × ____
c 99 × 79 = (____ × 79) – (1 × 79) d 57 × 29 = (____ × 20) + (57 × 9)
e 57 × 29 = (50 × 29) + (____ × 29)
5 Fill in the ratio table to find 256 ÷ 8.
1
8 256
256 ÷ 8 = _____
6 Finish the array to find 726 ÷ 6.

100
6 600
726 ÷ 6 = _____
7 The scouts are collecting canned food to donate to the food bank. Their goal is to
collect 550 cans of food. By the end of the first hour, they had collected 13 bags with
16 cans of food in each bag. By the end of the second hour, they had collected 12
more bags with 15 cans of food in each bag. How many more cans of food do they
need to collect to meet their goal of 550? Show all your work.
The scouts need to collect _____ more cans of food to meet their goal of 550.
NAME | DATE
8 The fourth graders are setting up the playground for field day. One of the parents
brings 74 balloons to decorate the tables.
a If the fourth graders divide the balloons evenly among 8 tables, how many
balloons will each table get? Show your work.
Answer: ____________________
b How did you handle the remainder in this problem?

NN Left it as a whole number.
NN Turned it into a fraction.
NN Turned it into a decimal number.
c Explain your choice.
9 Eight friends are going skiing. They are paying a group rate of $264. How much
does each friend need to pay? Show your work.
Each friend needs to pay ____________________.

NAME | DATE
10 The area of a path is 8,024 square feet, and one of the dimensions is 8 feet. What is
the length of the other dimension? Use labeled sketches or equations to model and
solve this problem. Show all your work. Label your answer with the correct units.
The length of the other dimension is ____________________.
11 The perimeter of a rectangle is 846 centimeters, and one of the dimensions is 134
centimeters. What is the length of the other dimension? Use labeled sketches or
equations to model and solve this problem. Show all your work. Label your answer
The length of the other dimension is ____________________.
NAME | DATE
12 Darius has a collection of snails. He wanted to see which snail could travel the
farthest in one minute. Below is a table showing the distance each snail traveled.
a Complete the line plot below to display the Snail Distance Traveled
information shown in the chart. Be sure to A 4 38 inches
finish labeling all of the marks along the B 3 18 inches
line before you plot the data points. C 4 78 inches
D 3 12 inches
E 4 14 inches
F 3 78 inches
G 4 18 inches
Number of Snails
4 2
3 38 4 48 5
Distance Traveled in Inches
b What is the difference between the shortest and longest distance? Show your work.
c Find the two snails that traveled the farthest in one minute and add up their
distances. How many inches did the two of them travel in all? Show your work.
Unit 6 Module 1 Session 2 half-class set on green paper, cut apart
NAME | DATE
Paper Bills page 1 of 4
NAME | DATE
NAME | DATE
NAME | DATE
NAME | DATE
Money for Endangered Wildlife

The students in Mrs. Nash’s class have been raising money for the last few months. They
earned $72 in all. They want to donate equal amounts to 3 different organizations that
help endangered animals. If they donate all the money they earned, how much will each
organization get?
Answer _______________________
Strategies:
NAME | DATE
Multiplication Problem Strings Work Sample

1a Find the products on the left side of the page. Then use the information to find the
products on the right side of the page.
1 × 13 = ________ 3 × 13 = ________
2 × 13 = ________ 5 × 13 = ________
10 × 13 = ________ 30 × 13 = ________
20 × 13 = ________ 15 × 13 = ________
b Find the product shown below. Explain how you got your answer.
23 × 13 = ________
2a Find the products on the left side of the page. Then use the information to find the
1 × 22 = ________ 3 × 22 = ________
2 × 22 = ________ 5 × 22 = ________
10 × 22 = ________ 30 × 22 = ________
20 × 22 = ________ 15 × 22 = ________
25 × 22 = ________
NAME | DATE

Unit 6 Module 1

Skill Notes
Can you use the doubling & halving strategy

1, 2b, 4a, 4b
for multiplication problems?
Can you use the distributive property to to 2a, 2c, 4c, 4d,
help solve multiplication problems? 4e
Can you model and solve a multiplication or
1, 3a, 3b, 6, 10
division problem using an open array?

Can you model and solve a multiplication or
3c, 5
division problem using a ratio table?
Can you solve a multi-step word problem
where you have to multiply, add, and 7
subtract to find the answer?
T12
Can you solve division word problems? 8a, 9
Do you know how to handle remainders in

2d, 8b, 8c
division problems?
Can you find the unknown dimension of a
rectangle if you know the area and one of the 10
dimensions?
Can you find the unknown dimension of a
rectangle if you know the perimeter and one 11
of the dimensions?
Can you complete a line plot to display data? 12a

mixed numbers to solve problems about 12b, 12c
data on a line plot?


23
students in each class, how many classes does Mrs. Jones teach?
Sports Challenges
Equation: _____________________
teams can she make?
Equation: _____________________
Student Book
NAME | DATE
Quimby’s Quadrilaterals
1 Quimby looked at a rectangle and said, “This rectangle is also a parallelogram.”
Can a parallelogram also be a rectangle? Explain.
2 Quimby’s apartment complex has a playground in the shape of a quadrilateral. The

perimeter of the playground is 210 feet. The lengths of three of the sides are 50 feet,
60 feet, and 30 feet. How long is the fourth side of the playground? Show your work.
3 Quimby looked at a trapezoid. The trapezoid had one set of parallel sides and two
right angles. Draw a trapezoid with one set of parallel sides and two right angles.
4 Complete the number pattern below.

1 1
4, 2, ____, 2, 4, ____, ____, 32, ____ 128
5 What is the rule for the number pattern?
6 Show a number pattern for the following rule: × 2, – 1.

____, ____, ____, ____, ____, ____, ____, ____, ____, ____,
NAME | DATE
Money Story Problems page 1 of 2

Story Problem Instructions:
• Work with a partner to share ideas and problem-solving strategies.
• Use numbers, labeled sketches, or words to model and solve each problem.
• Show all your work, as well as the answer.
• You do not have to work the problems in order.
1 Mrs. Sanchez gave her three grandchildren $78.00 to share equally. How much
money did each grandchild receive?
2 James, Kendra, Nick, and Natasha spent $56.00 to buy a present for their Aunt Jane.
If they all contributed the same amount, how much did each person contribute?
3 Students at Shoreham School held a bake sale to raise money to buy books. They
earned $90. If five classes share the money equally, how much will each class get?
NAME | DATE
Money Story Problems page 2 of 2
4 Morgan had $120 in his bank account. He took out half the money and spent it on
books. If each book cost $15, how many books did he buy?
5 If 12 cans of dog food cost $9.50, how much would 6 cans cost?
6 Tanya and three friends have saved $75 to help protect the pandas. If they each gave
the same amount, how much money did each person contribute?
7 Five friends shoveled snow from people’s driveways. They charged $4.00 per
driveway. At the end of the month, they divided the money equally and each got
$24. How many driveways did they shovel?
NAME | DATE
Find or Write the Matching Equation

1 Draw a line from each problem situation to the equation that best matches it.
Nina had 2 cats. They had kittens, and now Nina
8÷k=2
has 8 cats. How many kittens did they have?
Tim had 8 kites. He gave them to his friends.

Each friend got 2 kites. How many friends did 8–k=2
Tim give kites to?
Kaylee had 8 keys on her keychain. She got rid

of some of them, and now she has 2 keys left. 2×k=8
How many keys did she get rid of?
Takumi was tying knots. He tied the same

number of knots on 2 different pieces of string.
2+k=8
When he was done, he had tied 8 knots. How
many knots did he tie on each piece of string?
2 Write an equation, inequality, or expression to show each situation.

Joe and Keira were putting their money
together to buy a present for their mom. Joe $15 + k > $30
had $15 and together they had more than $30.
Esteban was organizing his rock collection. He

put the same number of rocks into each box.
He had 30 rocks and 5 boxes. How many rocks
did he put into each box?
Ebony made 9 bracelets. She gave each of her

3 friends the same number of bracelets. How
many bracelets did each friend get?
Gregory had $45. His sister asked to borrow

some money. Gregory gave her some money,
but he still had more than $30 left.
NAME | DATE
Jeremy’s Birthday
1 Jeremy and his mom are getting ready for his birthday party. His mom got 31
balloons for the party.
a If Jeremy divides the balloons evenly among 4 tables, how many balloons will
each table get? Show your work.
Answer: ____________________

2 Jeremy got $53.00 from his grandparents for his birthday. He wants to spend exactly
half of the money on a new toy, and put the other half in his savings account.
a How much money will Jeremy put into his savings account? Show your work.
Answer: ____________________

NAME | DATE

1 Solve the problems.
1 × 17 = 19 × 17 =
2 × 17 = 18 × 17 =
10 × 17 = 100 × 17 =
9 × 17 = 99 × 17 =
20 × 17 = 98 × 17 =
2 What do you notice about these problems? How did you solve them?
3 Write and solve your own series of related problems. You can choose any 2-, 3-, or
4-digit number that doesn’t end in a zero to be your multiplier.
1× = 19 × =
2× = 18 × =
10 × = 100 × =
9× = 99 × =
20 × = 98 × =
4 Now write one more combination using your multiplier that can be solved using the
problems you wrote. Find the answer and explain how you got it.
NAME | DATE
1 Solve the problems below. Show your work with numbers, labeled sketches, or words.
a 1 × 42 =
b 2 × 42 =
c 10 × 42 =
d 20 × 42 =
e 5 × 42 =
f 15 × 42 =
2 Choose problem d, e, or f. What strategies and models did you use to solve it?
3 Edie says she can solve 27 × 99 by solving 27 × 100 and then taking away 1 × 27. Do
you agree or disagree? Explain.
4 What multiplication combinations might help you solve 63 × 99?
NAME | DATE
Zinnia’s Garden
Think about the most efficient strategy for each problem. Then show your work using
numbers, labeled sketches, or words.
1 Zinnia is planting her garden. She made 9 rows for carrots. She put 28 carrot seeds
in each row. How many carrot seeds did she plant?
2 Zinnia has 15 pots for flowers. She planted 12 flower seeds in each pot. How many
flower seeds did she plant?
3 Zinnia has 13 rows for tomatoes. She planted 29 tomato seeds in each row. How
many tomato seeds did she plant?
4 CHALLENGEZinnia planted 108 cucumber seeds in 6 different pots. How many

cucumber seeds are in each pot?
NAME | DATE
More Sports Challenges page 1 of 2

For each problem:
• Decide if the problem is best solved using multiplication or division.
• Write an equation with a letter to stand for the unknown number.
• Use a ratio table or a labeled area model to solve it. Show all of your work.
1 Alexandra brought water for her hockey team. There are 14 players on her team and
she brought 24 ounces of water for each. How many ounces of water did she bring?
Equation: _____________________
Answer: _____________________
2 Mr. White, the gym teacher at Kennedy School, is planning Field Day for his
students. He wants to organize the 280 students into teams of 8 for the different
events. How many teams can he make?
Equation: _____________________
Answer: _____________________
NAME | DATE
More Sports Challenges page 2 of 2
3 CHALLENGE Sasha’s big sister is a long-distance runner and is participating in a

marathon today. Sasha is helping at one of the stations along the race course that
provides runners with water. So far, 129 runners have stopped to get water at Sasha’s
station. 75 of them each got 12 ounces of water. The others each got 18 ounces of
water. How many ounces of water has Sasha given out so far today?
Equation: _____________________
Answer: _____________________
4 CHALLENGE There are 8 ounces in a cup. How many cups of water has Sasha given
out so far today?
Equation: _____________________
Answer: _____________________
NAME | DATE
More Multiplication Strings

1a Find the product on the left side of the page. Then use the information to find the
1 × 34 = ________ 3 × 34 = ________
2 × 34 = ________ 5 × 34 = ________
10 × 34 = ________ 30 × 34 = ________
20 × 34 = ________ 15 × 34 = ________
40 × 34 = ________
2a Write and solve your own series of related problems. You can choose any 2-, 3-, or
4-digit number that doesn’t end in a zero to be your multiplier.
1 × ________ = ________ 3 × ________ = ________
2 × ________ = ________ 5 × ________ = ________
10 × ________ = ________ 30 × ________ = ________
20 × ________ = ________ 15 × ________ = ________
b Now write one more combination using your multiplier that can be solved
using the problem you wrote. Find the answer and explain how you got it.
________ × ________ = ________
NAME | DATE
The Slug’s Lettuce Garden page 1 of 2

Look at the numbers in each problem before you begin to solve it. Think about which
strategy would be the most efficient. Then solve the problem and show your work using
1 Last spring the Slug family decided to plant a lettuce garden. They marked off an
area of 25 by 56 centimeters for their garden, and then they went to the Slug Garden
Center and got 1,200 tiny lettuce plants. If each lettuce plant needs exactly 1 square
centimeter of growing space, will they have enough room for all 1,200 plants?
2 The Slug family also wanted to plant tiny carrots. They marked off an area that was
26 by 32 centimeters for a carrot garden. Tiny carrots also need 1 square centimeter
of growing space. How many tiny carrots can they plant in their tiny carrot garden?
3 Solve each problem using a strategy or combination of strategies that makes your
work as easy as possible. Show all your work.
a 39 b 642 c 55
× 22 ×5 × 18
NAME | DATE
The Slug’s Lettuce Garden page 2 of 2
4 CHALLENGE Write and solve a multiplication problem that looks hard but is actually
easy if you use the doubling & halving strategy.
5 CHALLENGE Write and solve a multiplication problem that looks hard but is actually
easy if you use the Five is Half of Ten strategy.
NAME | DATE
Baking Fun
1 Sara and her 3 friends baked cookies last Saturday. By the end of the afternoon, they
had made 7 dozen cookies.
a If they put 50 of the cookies in the freezer for the bake sale next week, and split
the rest evenly among themselves to take home, how many cookies will each of
the 4 friends get? Show your work.
Answer: ____________________

2 The butter for the cookies cost $3.50. The chocolate chips cost $4.50. The raisins cost
$2.00. Sara’s mom donated the rest of the ingredients.
a If the 4 friends split the cost of the butter, chocolate chips, and raisins evenly,
how much money did each friend have to pay?
Answer: ____________________

Home Connections
NAME | DATE
Area & Perimeter Story Problems page 1 of 2

You can make sketches to help solve the problems below. Remember to include the units
of measurement in your answers. Show all of your work.
1 The classroom rug is 9 feet long and has an area of 72 square feet. What is the width
of the rug?
a What is the perimeter of the rug?
2 Chrissy is going to make a big painting on a piece of wood that is 4 feet wide and
has an area of 28 square feet. How long is the piece of wood?
a What is the perimeter of the piece of wood?
3 The school playground measures 465 feet by 285 feet. What is the perimeter of the
playground?
NAME | DATE
Area & Perimeter Story Problems page 2 of 2
4 Shanice and Micah are using yellow craft paper to cover a bulletin board. The board
is 11 feet wide and 7 feet tall. The craft paper comes in a roll that is 1 yard wide.
They can roll it out and cut it to any length, but the paper will always be 1 yard
wide. Draw and label on the bulletin board pictures below to show 2 different ways
Shanice and Micah can cover the bulletin board.
1 yard
a First way. b Second way.

11 ft. 11 ft.
7 ft. 7 ft.
5 CHALLENGE Which of the two ways above wastes less paper? Use pictures, numbers,
and words to explain your answer.
NAME | DATE
Fraction Stories page 1 of 2

Fraction Stories
1 Susie wants to make some hot cereal for breakfast. The directions say to use 3 cups
of water with 1 cup of cereal to make 4 servings. Susie only wants 1 serving.
a How much cereal should she use? ______________________
b How much water should she use? ______________________
c Show your thinking below.
2 The sports store is having a half-off sale where everything is half its original price.
Complete the table below. Show your work in the space beside the table.
Original Price Sale Price
$84
$56
$120
$40.50
$42.50
$46.20
$71.75
NAME | DATE
Fraction Stories page 2 of 2
What about me? I

weigh 5 pounds, so I
need more than 1 can
I weigh 8 pounds, so but less than 2. Can
I need 2 cans a day! you help me out?
3 Missy’s mother owns a pet supply store. The directions on the small cans of cat food
say to feed a cat 1 can of food each day for every 4 pounds of body weight. Missy
started to make a table to help people know how much of this food to give their cats
every day. Finish the table.
weight in pounds cans per day weight in pounds cans per day
4 1 10
5 11
6 12
7 13
8 2 14
9 15
NAME | DATE
Conrad’s Room page 1 of 2

Think about the most efficient strategy for each problem. Then show your work using
1 Conrad is cleaning his room. His bookcase has 7 shelves. He put 18 books on each
shelf. How many books did Conrad put away?
2 Conrad’s dresser has 6 drawers. He put 13 pieces of clothing in each drawer. How
many pieces of clothing did he put away?
3 Conrad has 11 containers for his toys. He put 17 toys in each container. How many
toys did he put away?
NAME | DATE
Conrad’s Room page 2 of 2
Review
a 1
2 of 24 is ____ b 1
4 of 24 is ____ c 1
8 of 24 is ____
d 1
3 of 24 is ____ e 1
6 of 24 is ____ f 1
12 of 24 is ____
5 Fill in the blanks with <, >, or =.

1 4 7 4
a 3 9 b 12 8
5 1 9 2
c 15 3 d 12 3
6 CHALLENGE Tina collects cans to recycle at the supermarket. Last week, on Monday,
Wednesday and Thursday, she collected 37 cans each day. On Tuesday, Friday,
Saturday, and Sunday, she collected 43 cans each day. Tina gets 5 cents for every can
she recycles.
a How much money did Tina get for her cans last week?
b Tina kept $5 for herself. She divided the rest of the money evenly among her
three little brothers. How much money did each brother get?
NAME | DATE
Paloma’s Picture page 1 of 2

Paloma is painting a picture of a house. Help Paloma solve the following problems.
Show your work using numbers, sketches, or words.
Hint: Use some of the strategies we have been studying lately to solve these
combinations as easily as possible.
1 The door of Paloma’s house is 49 millimeters by 24 millimeters. What is the area of

the door?
2 One of the windows is 15 millimeters by 32 millimeters. Another window is 30

millimeters by 16 millimeters. Paloma says the windows have the same area. Do
you agree or disagree? Why?
3 The porch is 12 centimeters by 19 centimeters. What is the area of the porch?
NAME | DATE
Paloma’s Picture page 2 of 2

a 48 × 25 = 24 × ____
b 48 × 29 = (48 × 30) – (48 × ____)
c 48 × 29 = (48 × 20) + (48 × ____)
d 50 × 29 =
1
2 of ____ × 29
5 True or False?
a 16 × 17 = 34 × 8 ____
b 39 × 8 = (40 × 8) – 1 ____
c 64 × 20 = 32 × 40 ____
d 50 × 89 = 100 × 89 ____
6 CHALLENGE Paloma added a garden to her painting. She has 12 rows of flowers. Each
row has 13 plants in it. Each plant has 15 flowers on it. How many flowers are in
Paloma’s garden? Show all your work.
Teachers Guide
Module 2
Revisiting Area & Perimeter
Session 1 Area Problems�� 3
Session 2 Investigating Perimeter�� 9
Session 3 Perimeter Problems�� 15
Session 4 Area or Perimeter��21
Session 5 Area & Perimeter Checkpoint��27

Area Problems�� T1 Area Challenges��224
Area Challenges Forum Planner ��T2 Quinn’s Quilt��226
Work Place Guide 6A Factors & Multiples ��T3 String Rectangles ��227
6A Factors & Multiples Record Sheet�� T4 Kaylee’s Kilometers��228
PJ’s String Rectangle Problem�� T5 Work Place Instructions 6A Factors & Multiples ��229
Perimeter Problems Forum Planner �� T6 Perimeter Problems�� 230
Work Place Guide 6B Area or Perimeter ��T7 Finding Factors & Multiples��232
6B Area or Perimeter Record Sheet��T8 Work Place Instructions 6B Area or Perimeter��233
Area & Perimeter Checkpoint��T9 Area & Perimeter Challenges�� 234
Unit 6 Work Place Log�� T11 Frederico’s Fort��235

Frankie’s Fairground�� 119
Perimeter & Area��121
Unit 6
Unit 6
Module 2
Module 2
Revisiting Area & Perimeter
Overview
In this module, students revisit and extend their understanding of the area and perimeter of rectangles. They focus in par-
ticular on the role division plays in area and perimeter problems. Students spend one session finding the unknown dimension
in problems where they know the area and one dimension. They spend two more sessions finding the unknown dimension in
problems where they know the perimeter and one dimension. They discuss strategies for solving both types of problems during
math forums, and use these strategies when playing Area or Perimeter, a new Work Place game. They show what they have
learned on a checkpoint in Session 5.
Planner
Session 1 Area Problems
Today, the teacher displays the unfinished work of two hypothetical fourth graders who are
solving the same problem using different models. Students work together to figure out what the
problem is and how to finish the work of both children. The teacher then reviews some of the
units in which area is measured, and students work in pairs to solve more area problems, which
will be discussed during a math forum next session.
Session 2 Investigating Perimeter
This session begins with a math forum in which students discuss their work with division from
Session 1. Then the class engages in a perimeter investigation in which the teacher gives each pair
of students a length of string to form into a variety of rectangles. Students know the entire length
of the string (perimeter) and one dimension of each rectangle they need to make.
Session 3 Perimeter Problems
This session opens with an introduction to a new Work Place game. Then the students review the
perimeter work they did last session and complete a related assignment in their books. As they
finish, they go to Work Places.
Work Place 6A Factors & Multiples
Players take turns choosing a target number on the Factors & Multiples Game Board and circling
it. The other player identifies all the numbers on the game board that are factors of the target
number and circles those numbers. To determine the winner, players find the sum of the numbers
in their circled squares.
Session 4 Area or Perimeter
In this session, students participate in a math forum to discuss their work with perimeter from
Session 3. Then the teacher introduces another new Work Place. Students play the Area or
Perimeter game as a class and then with a partner.
Work Place 6B Area or Perimeter
Players find the unknown dimension of a rectangle. Players roll the more/less die to find out if
they will play for more or fewer points. They take turns spinning one of the dimension spinners to
get the known dimension, and rolling two dice. They multiply the numbers they roll and decide
if they want the product to represent the area or the perimeter of a rectangle. They then figure
out the unknown dimension of the rectangle. After three rounds, players add all the unknown
dimensions they found to determine the winner.
Session 5 Area & Perimeter Checkpoint
Today students take a checkpoint on area and perimeter, and then spend the remainder of the
session at Work Places.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 224, 225, 227, 230, 231, 233.
pages 224–235.
Work Place Prepare the materials for Work Places 6A–6B using the lists of materials on the
Preparation Work Place Guides (Teacher Masters T3, T7).
Prior to Session 5, remove the Unit 4 Work Place Log Teacher Master from the
back of each student’s Work Place folder, and replace it with a copy of the Unit 6
Work Place Log Teacher Master, stapled at all four corners. Leave the Unit 5 Work
Place Log stapled to the front of each folder.
Special Items Cut a half-class set of 60” pieces of string prior to Session 2. Each student pair
will also need a strip of regular or blue masking tape, about 8” long.
Unit 6 Module 2
Unit 6
Module 2
Session 1 Session 1
Area Problems
Summary
Today, the teacher displays the unfinished work of two hypothetical fourth graders who are
solving the same problem using different models. Students work together to figure out what
the problem is and how to finish the work of both children. The teacher then reviews some of
the units in which area is measured, and students work in pairs to solve more area problems,
which will be discussed during a math forum next session.
Skills & Concepts

numbers (4.NBT.5)
Materials
Vocabulary
Problems & Investigations Area Problems those terms for which Word
Area Problem • piece of copy paper to mask area*
SB 224–225* portions of the teacher master
centimeter (cm)*
Area Challenges • a meter stick
• whiteboards, markers, and decimeter
TM T2
Area Challenges Forum Planner erasers, class set kilometer (km)*
• Multiplication Strategies chart meter (m)*
from Unit 6, Module 1, Session 7
foot (ft.)*
Daily Practice inch (in.)*
SB 226 yard (yd.)*
Quinn’s Quilt mile (mi.)*


Area Problems
1 Open today’s session by letting students know they will spend a few days
focusing on division as they work on area and perimeter challenges.
2 Display the top portion of the Area Problem Teacher Master.
• Read the text to the class, or have a student do so.
• Then give the students a minute to examine the partially completed work of the first
fourth grader, and have student pairs discuss ideas about the problem and the model.
Students It looks like someone started a ratio table but didn’t finish it.
He’s multiplying something by 3.
Or dividing. Maybe he has to divide 450 by 3, since he put that at the
end, and he’s trying to get there to see how many 3s are in 450.
3 After some discussion, reveal the second partially completed solution on Math Practices
the teacher master. in Action 4.MP.1
• Give students a few moments to examine the display and then discuss it with them. Students make sense of
• Guide students to understand that both models show work on the problem 450 ÷ 3. problems and persevere
in solving them when
they use the partially
completed solutions to
Area Problems work backward to deter-
Two fourth graders started solving the same problem in two different ways. Can you mine what the problem
figure out what problem they are solving? Identify and complete the models they used
to solve the problem. was and then solve it. In
1 Student One:
carefully examining the
incomplete solutions,
×5 × 10 students must make
sense of the relationships
1 5 10
among the numbers and
3 15 30 450
think about what informa-
×5 × 10
tion is known and what
information needs to be
2 Student Two: determined.
100
3 300
450
Students This student is using an array.

3 A certain rectangle has an area of 252 square meters. This rectangle is 7 meters
She did 3wide.
× 100 and got 300. Now she has to figure out the rest of the array.
How long is it?
a Make a sketch that shows what you know about the situation.
The total is 450.
Teacher Do you see any connections between the ratio table and the array?
Students They’re both working with 3 and with 450.
b Write an equation to represent the problem. _______________________
I think they are both trying to find 450 ÷ 3.
c Use an array or a ratio table to model and solve the problem.
Teacher Show thumbs up if you agree that both of these models show
work for finding 450 ÷ 3.
4 Have students discuss, first in pairs and then as a class, how they would
complete the ratio table and the array to solve 450 ÷ 3.
Record students’ thinking on the teacher master as they share their thinking with the group.
Area Problems
Two fourth graders started solving the same problem in two different ways. Can you
Aria figure
Onout thewhat
ratio table,
problem hesolving?
they are did 5Identify
× 3 and then the
and complete 10models
timesthey3.used
I think I
to solve the problem.
would do 50 × 3 and 100 × 3 next.
1 Student One:
Teacher So, what should we write on the ratio table?
Emma
Unit 6 Put
Module 250 Session
×5
on top
× 10
1 1 copyand
for display150 below, then 100 on top and 300 below.
Teacher 1Area
HowProblems
5
does10 that help us find 450 ÷ 3?
3 15 30 450
Chauncy
Two fourthBecause 150solving
graders started and 300 are
the same 450,insotwoyou
problem canways.
different add Canthe
you 50 and
figure out× what
5 ×problem they are solving? Identify and complete the models they used
100 toto solve
get 150. 150 × 3 is 450, so 450 ÷ 3 is 150.
10
the problem.
1
2 Student Two:
Student One:
100
3 ×5 × 10 50300+ 100
1 5 10 50 100 150
450
3 15 30 150 300 450
3 A certain
×5 rectangle
× 10 has an
150area+of300
252 square meters.
3 xTh150
is rectangle
= 450 is 7 meters
so
wide. How long is it?
450 ÷ 3 = 150
2 Student
Teacher Does Two:
everyone agree? Great! There are other strategies that
100 50
could be3 used on the ratio300table, but let’s go ahead and look at the
Area would
Problems
150
array. What you do next?
Two fourth graders started solving the same problem in two450
different ways. Can you
Damien She
figure out did
what 100they
problem × 3areto3solving?
get
x 150300. She’s
Identify
= 450 somissing
and complete
3150.
450the÷ models Sheused
they
= 150 needs to
multiply c 3the
to solve Useproblem.
by an array or a ratio table to model and solve the problem.
something to get 150.
1 wide. How
Student long is it?
One:
Eduardo We can use the 50 from the ratio table. 50 × 3 is 150. Put 50
on top and×150
5 ×in
10 the middle.
50 + 100 ?
T1
Teacher 1 That's
Bridges in Mathematics Grade 4 Teacher Masters © The Math Learning Center | mathlearningcenter.org
75 ma great
10
connection
50 100 252 sq.youm found between the150 ratio table
and this 3array!
15 OK, 30 so we have
150 300 50 on top. Where is our final
450 answer?
b Write an equation to represent the problem. 252 ÷ 7 = length

_______________________
Fiona It's the
×5 100
× 10 and the 15050+ together.
300 3× 3 150
x 150 is 450
= 450 or so
450 ÷ 3 is 150.
450 ÷ 3 = 150
2 Student Two:
100 50
3
300
T1
150
450
3 x 150 = 450 so 450 ÷ 3 = 150

5 Have students3 Aturn to a partner and talk about which model looks more
certain rectangle has an area of 252 square meters. This rectangle is 7 meters
related to a problem
a Make a about area.
sketch that shows what you know about the situation.
Invite a few students to share their thinking,
? and help them see that although the array
resembles an area problem,
7 m both strategies
252 can
sq. mbe used effectively.
Students
b The
Write array looks
an equation like an
to represent area problem
the problem. 252 ÷ 7because
= length you can see
_______________________
the dimensions andorthe

c Use an array total
a ratio area.
table to model and solve the problem.
The array could be showing the area of anything that’s a rectangle—it

could be a basketball court, a backyard, a swimming pool, or
anything like that.
It would have to be something really skinny, though, if it was really 3

feet wide and 150 feet long, like a path or something.
The ratio table doesn't look like an area problem, but you get the
same answer.
Teacher Is that important?
Georgia Well, you don’t have to draw an array to find the answer.
There are other strategies that work, too.
6 Then explain that the students are going to solve some area problems them-
selves. Before they start, however, you want to review some of the units that
are used to measure and express area.
• Ask students to brainstorm a list of units in which area is measured. Record their ideas
on the board, and note the abbreviation for each as well.
Measurement Abbreviation
square feet sq. ft.
square inches sq. in.
square yards sq. yd.
square miles sq. mi.
square centimeters sq. cm
square meters sq. m
square kilometers sq. km
• Then, ask students to name some items they might measure in the following units:
»» square centimeters [area of a book cover, bookmark, piece of paper, and so on]
»» square feet [area of a rug, a sandbox, a wall, and so on]
»» square meters [area of a playground, a swimming pool, a supermarket, and so on]
»» square miles [area of a city, a state, or a country, and so on]
7 Now reveal the problem at the bottom of the Area Problem Teacher Master.
Read it to the class and ask students to imagine a rectangle that is 7 meters
wide, with an area of 252 square meters.
• Show them a meter stick, and then work with their input to measure the length of the
whiteboard so they have some kind of benchmark.
• Ask if they can think of any location in or around the school that might be about 7
meters wide and as long as would be needed to have an area of 252 square meters.
• Give them a minute to share with a neighbor, and then invite several volunteers to
share their thinking with the class.
Students Our classroom is probably about 7 meters across, but

it’s hard to think
Unit 6 Module 2 about
Session 1 1 copy for where
display the rectangle would be in the school
because we don’t know how long the rectangle is.
Area Problems
If it was 10 meters
Two fourth long,solving
graders started thatthewould be 70in two
same problem square meters.
different ways. CanAnd
you with
20 meters long, it would be 140. This rectangle is supposed to be 252
square meters. That’s really big!
1 Student One:
Maybe the soccer field?

Area Problems
× 10 50 + 100
Maybe
Twothe whole
×5
fourth gradersplayground,
started solving thebut
sameIproblem
thinkinit’s
twomore
differentthan 7 meters
ways. Can you across.
figure1 out what
5 problem 10 they 50
are solving?
100 Identify and complete the models they150
used
Maybe thethesmall
to solve problem. parking lot outside the gym?
3 15 30 150 300 450
1 Student
×5
One:
8 Work with students to define150
the+ problem
300
a3450
x 150 = 450 so
little
÷ 3 more
= 150 clearly before solving it.
× 10
×5 × 10
• Make a sketch in the
2 Student Two:space provided on the teacher master to help students understand
what’s known 1about5 the 10situation,
100
and what they need to50find out.
3 15 30 450
3 300 150
• Work with input from the class to write a matching equation, and note with them in order
×5
to solve the problem, they need to determine how many groups of 7 it takes to make 252.
× 10
450
3 x 150 = 450 so 450 ÷ 3 = 150

2
3 Student
A certainTwo:
rectangle has an area of 252 square meters. This rectangle is 7 meters
wide. How long is it? 100
3 a Make a sketch that shows

300 what you know about the situation.
?
450
7m 252 sq. m
b Write
wide. Howan long 252 ÷ 7 = length
is it? to represent the problem. _______________________
equation
a
c Make
Use anaarray
sketchorthat shows
a ratio what
table you know
to model and about the problem.
solve the situation.
9 Have students get out their journals and work in pairs to solve the problem.
b
Write an equation to represent the problem. _______________________

Let them know that they can use either an array or a ratio table to model and solve the
problem, and it’s fine to use both.
10 After they’ve had a few minutes to work, reconvene the class. Solicit and
record students’ answer(s) on the board, and then invite two or three pairs
to share and explain their work.
Ask these students to bring their work up to the document camera, or replicate it on the
board so their classmates can see as well as hear their explanations.
Mara We used an array. We decided to try to build up to 252 by

going in chunks.
Nathan We knew that 7 × 10 is 70, so that seemed like an easy way
to do it.
Mara We did that three times, and we kept subtracting to see how
much we had left to go. When we got down to 42, we knew we couldn’t
use any more chunks of 10, but we remembered that 6 × 7 was 42. So
we got that it was 36 meters long.
Roger We did kind of the same thing, but we started with a bigger chunk
of 20 because we knew that 20 × 7 was 140, and we had to get up to 252.
Diana Here’s how it looked when we were done.
Teacher So, we’ve seen two different ways to use arrays to solve this
problem. Did anyone use a ratio table?
Tyrell We did. We started out the regular way with 1, 2, 10, and then
20 times 7. Then we did 5 because we thought we might need it.
Sammy We weren’t really getting big enough numbers, so we did 30 × 7.
That was 210, and when we added the 35 from 5 × 7, we were really
close. Then we realized we just needed to add one more 7, and that
was 36 in all.
1 7
2 14
10 70 35 + 210 = 245
20 140 245 + 7 = 252
5 35 so 252 ÷ 7 = 36
30 210
35 245
36 252
11 Now display your copies of the Area Challenges Student Book pages, and
have students find the pages in their book.
• Give them a minute to look over the problems, and answer any questions they may have.
• When they understand what to do, have them pair up, or assign partners, and start work.
• Let students know they will share their work in a math forum in the next session.
SUPPORT In order to participate meaningfully in the math forum, students will need to
have completed the first three problems in the set. The last three problems are identified as
challenges, and it may not be reasonable to expect all of your students to complete them.
12 As students work, take time to offer support as needed. Circulate around

the room and use your copy of the Area Challenges Forum Planner to
make notes about who you’ll have share in tomorrow’s math forum.
Confer with students as necessary, especially those in need of support or challenge.
You may find the Multiplication Strategies chart from the previous module helpful in providing
both support and challenge to students. Be sure to draw their attention to the chart as needed.
SUPPORT If you see students skip-counting or using repeated addition, help them find a
more efficient strategy. For example, for 693 ÷ 7, help a student see that it is faster and
easier to multiply 7 by 10, 20, 50, or 100 than to count by 7s. Help students see how they
can use bigger chunks to find a solution.
CHALLENGE Encourage students to think about the numbers in each problem and consider
some of the ideas listed on the Multiplication Strategies chart before they get started. For
example, 693 ÷ 7 can be solved very quickly using the over strategy because 700 – 7 is 693,
and 700 ÷ 7 is 100.
CHALLENGE If students work through the first three problems quickly, have them check
their work to see if they can find more efficient strategies for solving one or more of them.
For example, can they find a way to use the doubling & halving strategy for problem 2b?
(Work from problem 2a might help students see that 3,500 is half of 7,000.) Then have
them work on the challenge problems on the second page of the assignment.

Remind students they will discuss today’s problems in a math forum in the next session.
Daily Practice
The optional Quinn’s Quilt Student Book page provides additional opportunities to apply
Unit 6 Module 2
Unit 6
Module 2
Session 2 Session 2
Investigating Perimeter
Summary
This session begins with a math forum in which students discuss their work with division
from Session 1. Then the class engages in a perimeter investigation in which the teacher gives
each pair of students a length of string to form into a variety of rectangles. Students know
the entire length of the string (perimeter) and one dimension of each rectangle they need to
make. Finally, the teacher introduces and assigns the Frankie’s Fairground Home Connection.
Skills & Concepts

Materials
Vocabulary
Math Forum Area Challenges Forum those terms for which Word
• Word Resource Cards for • Area Challenges Forum Planner (com- Resource Cards are available
dimension and perimeter pleted during and after Session 1) area*
• Area Challenges Student Book pages
dimension*
(from Session 1)
• student math journals dividend*
division
Problems & Investigations Investigating Perimeter
divisor*
SB 227* • measuring tapes marked in • heavy cotton string (see Preparation) length
String Rectangles inches and centimeters, one • masking tape (see Preparation)
for each student pair multiplication
• rulers, class set
perimeter*
Home Connection quotient*
HC 119–120 rectangle*
Frankie's Fairground
Daily Practice
SB 228
Kaylee’s Kilometers

Preparation
• Cut a piece of heavy cotton string 60 inches long for each pair of students.
• Each student pair will also need a strip of regular or blue masking tape, about 8” long, plus
more as needed.
• Look over the students’ work from the previous session, and use the Area Challenges
Forum Planner to make notes about their strategies. Think about which student work
should be showcased in the forum, and use the last column on the planner to indicate the
order in which you’ll have students share their work in today’s forum.
Math Forum
Area Challenges Forum
math forum in which some of them will share their solutions and strate-
gies for the first three problems in the set they solved last session. After the
forum, they will do some work with perimeter.
2 Ask students to take out the Area Challenges assignment they completed
last session and look over their work for problems 1c, 2a, and 2b.
Give them a minute and then have them share and compare solutions and strategies with
classmates other than their partners from the previous session. Did they get the same
answers? Can they understand each other’s strategies?
For each pair:
• Invite the rest of the class to ask questions, and have the presenters respond to those questions.
4 As students share, elicit and emphasize the following key ideas.

• It is possible to solve division problems by building up to the dividend. In other words,
one can multiply to divide.
• Open arrays and ratio tables are effective ways to model a variety of strategies and can
be used to solve division as well as multiplication problems.
• Multiplication strategies, and thoughtfully selected multiplication combinations can be
used to solve division problems.
• Just as we can find partial products when we multiply multi-digit numbers, we can
also find partial quotients. For example, it is easier to solve 7,147 ÷ 7 by splitting the
dividend into 2 parts that each divide easily by 7, such as 7,000 and 147.
5 Have students turn to a partner and talk about one thing they learned in
the math forum or one question they still have. Then have them put away
their work and get ready for a new investigation.

Investigating Perimeter
6 Hold up one of the pieces of string you cut, and let students know that it
is 60 inches long. Then ask them how you could form it into a rectangle in
which one of the dimensions is 12 inches.
Have students turn and talk about the challenge with a partner.
ELL Use the Word Resource Cards to review the definitions of perimeter and dimension. The
hands-on activity in this session will help ELL students deepen their understanding of perimeter.
7 Then explain that you will give each student pair a 60-inch length of string Math Practices
and you want partners to make a rectangle with one dimension of 12 in Action 4.MP.5
inches. Tell students their task is to figure out what the other dimension is. Students use appropriate
Be sure students realize that they need to use the entire 60 inches of string to form the tools strategically when
rectangle. In other words, their rectangle must have a perimeter of 60 inches, with one they use string to model
dimension that measures 12 inches. and measure perimeter.
The string is appropriate
• Let students know that you will also give each pair a short length of masking tape they can for a number of reasons.
tear into smaller pieces to help anchor the string as they work to form it into a rectangle. Because it is cut to a
• Briefly demonstrate, without providing a lot in the way of instruction, how the tape length exactly equal
might make their job a little easier. to the total perimeter,
it constrains students’
Teacher See how I can use tiny pieces from my length of masking work in a meaningful
tape to help hold the string down? This might make things just a little way. Using a length of
easier as you and your partner work together to form a rectangle with string also reinforces the
one dimension of 12 inches. crucial understanding
that perimeter is a form of
linear measurement that
describes the distance
around a figure.
8 Ask students if they have any questions as you pass out the prepared lengths
of string and strips of masking tape. Then have them get started.
• Make tape measures available, and let students know it’s fine to use their rulers to help also.
• Challenge students to think about a strategy that could work for any length of string
and one known dimension.
9 As students work, circulate to observe and differentiate instruction.

SUPPORT Some students might benefit from using their 60" classroom measuring tapes
in addition to, or even instead of, the string so they can see the numbers more easily. If
students are really struggling, it might help to sketch a rectangle on the board with one
dimension labeled 12" and questions marks for the other dimensions.
CHALLENGE Some students might see right away that they can double the known dimension,
subtract that from the perimeter (60"), and then divide the difference by 2 to find the unknown
dimension. If students solve the problem this way, challenge them to see if their strategy works
every time. Ask them to find the unknown dimension for other rectangles with 60" perimeters.
Use 4", 23", and 16" for the known dimensions. Also, encourage students to consider the semi-
perimeter (half of the perimeter) and its relationship to the dimensions.
10 After they’ve had an adequate amount of time to work on this problem,

reconvene the class and invite a few student pairs to share how they formed
the rectangle. Elicit strategies for finding the unknown dimension.
If possible, start with a pair of students who used the string and a measuring tape or ruler
to model and solve the problem, and then move to a pair that started with the numbers
involved, rather than taking the more hands-on approach.
Max We started by making the side we knew about, so we used part

of the string and a measuring tape to make one side 12 inches.
Amber Since that side was 12 inches, we knew the side across from it
had to be 12 inches too.
Max Then we played with the string until the other sides were even.
Amber We measured the other sides and they were about 18 inches.
Max We checked the perimeter by adding all the sides, and it was
60 inches.
Teacher That was smart thinking to check your work. It sounds like
you really made good use of the string to model and solve the problem.
Did anyone else do that? (Several student pairs raise their hands).
Who solved it differently?
Victor We tried to use the numbers to find the missing side. We knew
that there would be two 12-inch sides which makes 24 inches.
Drew So, then you have 36 inches left because 60 subtract 24 is 36.
Victor Then we figured out how much of 36 would go to one side
and how much would go to the other. There were two sides, so we just
divided the 36 in half and got 18, just like they did.
11 Next, display your copy of the String Rectangles Student Book page, and
have students find the page in their books. Review the instructions with the
class, and answer any questions the students might have at this point.
Let students know that they don’t have to use the physical supplies (string, masking tape,
measuring tape) if they can come up with alternative strategies that are effective and accurate.
12 When they understand what to do, have students rejoin their partners and
give them the remainder of the session to complete the assignment.
As students work, circulate to see if more of them are finding the unknown dimension by
doubling the known dimension, subtracting that from 60, and dividing the difference in half.
SUPPORT Don’t worry if students do not begin using this strategy right away. If you see
students who could do this with just a little support, however, help them figure out how to
use this strategy.
CHALLENGE Ask students who complete the first three problems on the sheet quickly and
easily to solve the challenge problem at the bottom of the page. This involves finding all
the different rectangles that can be made with a perimeter of 60 inches and dimensions
that are whole numbers. Ask these students to work the problem in their journals, and
challenge them to find a way to be sure they’ve found every possibility. [There are 15 dif-
ferent rectangles with a perimeter of 60.] Encourage the students working this problem to
look for patterns in the pairs of dimensions they find.

• Have students carefully fold their strings and return them to you for future use.
• Let students know that they’ll continue investigating perimeter next session.
Home Connection
14 Introduce and assign the Frankie’s Fairgrounds Home Connection, which
division (4.NBT.6)
Daily Practice
The optional Kaylee’s Kilometers Student Book page provides additional opportunities to
• Add mixed numbers with like denominators (4.NF.3c)
• Solve story problems involving distance using addition, multiplication, and division of
whole numbers and fractions (4.MD.2)
Unit 6 Module 2
Unit 6
Module 2
Session 3 Session 3
Perimeter Problems
Summary
This session opens with an introduction to a new Work Place game. Then the students review
the perimeter work they did last session and complete a related assignment in their books. As
they finish, they go to Work Places.
Skills & Concepts

Materials
Work Places Introducing Work Place 6A Factors & Multiples those terms for which Word
TM T3 • Word Resource Cards for • 2 colored pencils in 2 Resource Cards are available
Work Place Guide 6A Factors & Multiples factor and multiple different colors
area*
TM T4
6A Factors & Multiples Record Sheet
dimension*
SB 229* dividend*
Work Place Instructions 6A Factors & Multiples division
Problems & Investigations Perimeter Problems divisor*
factor*
TM T5 • student math journals
PJ’s String Rectangle Problem length
SB 230–231** multiple*
Perimeter Problems multiplication
TM T6 perimeter*
Perimeter Problems Forum Planner
quotient*
Work Places in Use rectangle*
6A Factors & Multiples (introduced in this session)
Daily Practice
SB 232
Finding Factors & Multiples

Copy instructions are located at the top of each teacher master. ** Run 1 copy of each of these pages for display.
Preparation
• In today’s session, you’ll introduce Work Place 6A Factors & Multiples, which replaces Work
Place 4C Roll & Subtract One Thousand. Before this session, you should review the Work
Place Guide, as well as the Work Place Instructions. Make copies of the Factors & Multiples
Record Sheet. Use one for today’s demonstration game, and store the rest in the Work
Place 6A Factors & Multiples tray.
numbers (4D–6A) or write out the full names if you prefer. (See the Work Places in Use row
Work Places
Introducing Work Place 6A Factors & Multiples
1 Set the stage for the session by letting students know that you’re going to intro-
duce a new Work Place game. After that, you’ll review yesterday’s work with
string rectangles with the class. They’ll work in pairs to complete an assign-
ment about perimeter in their Student Books and then go to Work Places.
2 Post the Word Resource Cards factor and multiple and review with students.
• Ask students to turn and talk with a partner about what each word means.
• Ask volunteers to share the definitions for both terms in their own words, and then
read the definitions on the cards.
• Provide examples for both words and emphasize their relationship.
3
4 8 1 3 1×3=3
2 16 3
4 16
factor multiple 2 6
3
2×3=6
16
1 16 3 9
3×3=9
Teacher (Writing the number 15 on the board). Let’s take a look the
number 15. What are the factors of 15? What numbers can we divide
15 by evenly? In other words, what numbers can we skip-count by and
land on 15?
Students One is a factor of every number.
And 15.
You can divide 15 by 5 to get 3, so those are both factors.
Yeah, you can count 5, 10, 15 or 3, 6, 9, 12, 15.
Teacher Are those all of the factors of 15?
Students I think so. It’s not an even number, so 2 doesn’t work.
15 divided by 4 doesn’t work evenly.
Neither do 6, 7 or 8.
The only ways to make 15 is 1 × 15 and 3 × 5, so that’s all of them.
Teacher So here’s a question for you. If 3 and 5 are both factors of 15,
is 15 a multiple of 3 and 5?
Students I don’t get it.
She’s talking about if you can multiply 3 by another number to get to 15.
Well, yeah! You can go 3 × 5 and that’s 15.
When you talk about multiples, it’s like up on the card—1 × 3 is 3, 2 × 3 is

6, 3 × 3 is 9, 4 × 3 is 12, 5 × 3 is 15, and you could keep on going. Three, 6,
9, 12, 15, and all the counting by 3s numbers are multiples of 3.
It’s the same with 5s. 15 is a multiple of 5 because you land on it when
you count by 5s.
3 Then display the 6A Factors & Multiples Record Sheet to introduce the game.
Explain that the game will help students practice identifying factors of different numbers,
and that this skill is one that will help with some of the division work they’ll be doing soon.

Player 1 chooses a target number on the Factors & Multiples Game Board and circles it with
her colored pencil. Player 2 then identifies all the numbers on the game board that are fac-
tors of the target number and circles those numbers with his colored pencil. Players alternate
until no more factors and multiples remain uncircled and then find the sum of the numbers
in their circled squares to determine a winner.
5 With student participation, model how to play Factors & Multiples, using
your copy of Work Place Instructions 6A Factors & Multiples Student Book
page as needed.
Teacher Let’s play one game together so we are all clear about the
instructions. Then you can choose this Work Place later in the session
if you have time. I’m going to be Player 1 and you will all work
together as Player 2. The instructions say I should choose a number
to be the target number and circle it in the color I am using, which
is blue. I choose 16. Now it’s your job to find all the numbers on the
board that are factors of 16, or in other words, that 16 is a multiple of.
Talk with your neighbor about that please.
Teacher (after giving time for discussion) Who can come up and
circle in red a number that 16 is a multiple of? (Students circle the 1,
2, 4, and 8 on the sheet.)
Student But what about 16? Isn’t 16 a factor of 16?
Teacher Good thinking! Yes, it is. Since I circled the 16 already and
each number is only used one time, you aren’t able to use it.
Student Our turn! Let’s pick 27 as our target number.
Teacher OK, so that means I need to find the numbers that 27 is a
multiple of. I know that 1 × 27 is 27. But both 1 and 27 are already
circled. I also know that 3 × 9 is 27. I’ll circle those.
Unit 6 Module 2 Session 3 class set, cut in half, plus more as needed, stored in the Work Place tray
NAME | DATE

Ms. Fernandez (blue)
Player 1 ___________________________ The Class (red)
Player 2 ___________________________
Factors & Multiples Game Board
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 20 21
22 24 25 26 27
28 30 32 34 36
Player 1 ___________________________ Player 2 ___________________________

1 Guide
2 3 4 5 17 © The Math Learning Center | mathlearningcenter.org
6 7 8 9 10
Student So who is winning so far?

Teacher Your score is the sum of the numbers that you’ve circled in
your color. So you have 1, 2, 4, 8, and 27. That’s how much?
Students 42.
Teacher And I have 16, 3, and 9 circled in my color. How much is that?
Students 28. We are winning!
Pose questions like the following to promote discussion of factors and multiples while you play:
• If you are not sure what numbers to cover, what can you do?
• How can writing multiplication facts help determine the factors?
• How can you be sure you covered all the factors for your target number?
• What strategies might help you get a higher score than your opponent?
6 Continue to take turns with the class choosing target numbers and circling
factors until no further plays can be made.
7 At the game’s conclusion, have the students find the sum of the numbers
circled in the class color, while you find the sum of the numbers circled in
your color.
The side with the greater total is the winner.
8 Ask students to turn to a partner to summarize the directions for Factors &
Multiples, and take a minute or two to answer any questions they may still have.
Remind them that they can choose this game during Work Places later in the session if
they have time, and it will be available for several weeks to come.

Perimeter Problems
9 Display the PJ’s String Rectangle Problem Teacher Master. Read it to the
class, or have a student do so. Then have students share, first in pairs and
then as a class, what they would do next to solve the problem.
PJ’s String Rectangle Problem

PJ is in fourth grade. The other day, PJ’s teacher gave her a piece of string that was 84
inches long and asked PJ to make a rectangle with it. The teacher said to make one
dimension of the rectangle 13 inches, and figure out the length of the other dimension.
PJ got out her measuring tape and started to work, but was soon very frustrated.
Every time she tried to arrange the string, it got messed up. She put the string and the
measuring tape aside and decided to solve the problem by making a sketch instead.
Here is PJ’s work so far. What would you do next to solve the problem?
13 in.
13 + 13 = 26
Use equations, along with
84 – 26 = 58labeled sketches as needed, to represent at least some of the
ideas students share.
58 ÷ 2Stop shortofofthefinding
= length the answer, however.
other dimension
84 ÷ 2 = 42
42 – 13 = length of the other dimension
Bridges in Mathematics Grade 4 Teachers Guide d18 © The Math Learning Center | mathlearningcenter.org
84" all the way around
Half of 84"

Camille What
PJ got out I would
her measuring tapedo
and is addto 13
started and
work, 13soon
but was because you know the
very frustrated.
otherEvery
side of the rectangle has to be 13. Then subtract that from 84 to
time she tried to arrange the string, it got messed up. She put the string and the
see how much you have left.
Adam I figured out that 13 and 13 is 26, and so you’d have 58 left.
Then I’d split 58 in half for the other two sides.
Joel Yesterday, 13
wein.realized that you can just start with the whole
thing—84 inches. If you split that in half, which would be 42, you can
just take 13 away and then you know how long the other side has to be.
13 + 13 = 26
84 – 26 = 58
58 ÷ 2 = length of the other dimension
84 ÷ 2 = 42
42 – 13 = length of the other dimension
d
84" all the way around
Half of 84" 13"
13" + d = 42" so 42 – 13 = d
10 Ask students to solve the problem in their journal, using one of the strate-
gies shared by their classmates.
• Have them share and compare their solutions and strategies with the people sitting
nearby as they finish.
• When most students have finished, solicit their answer(s) and record them on the master.
• Then invite two or three volunteers to explain how they finished the calculations
needed to find the unknown dimension.
Kristina I did it where you add two 13s and take that away from 84.
That’s 58, and I got half of 58 by thinking, OK, half of 50 is 25, and
half of 8 is 4, so it must be 29.
Sydney I liked Kristina’s idea of splitting the whole thing in half first.
That’s 42, and then if you take away 13, you know the other side. I got 29.
Miles I got 29, and then I added everything up to see if it came out to
be 84. So 13 + 13 is 26, then 29 and 29 is 58, and 26 plus 58 is 84.
11 Next, display your copies of the Perimeter Problems Student Book pages,
and have students find the pages in their books. Review the instructions
with the class, and answer any questions the students have.
• Note with them that the problems on these pages are similar to the work they’ve just
done, but some of the numbers are larger.
• Explain that they will continue to work in pairs, but each of them will be responsible
for completing the assignment in his or her own book.
• Let students know they will share their work in another math forum next session.
12 When students understand what to do, give them any time remaining in
the session to work the problems on the first page.
13 As students work, take time to offer support as needed. Circulate around

the room and use your copy of the Perimeter Problems Forum Planner to
Take time to confer with students as necessary, especially those in need of support or challenge.
SUPPORT Now that students are dealing with larger numbers, it will be harder to guess
and check. Help students figure out how to use what they know about rectangles to help
them solve the problems. Encourage them to label the two sides they know to help them
see that they need to find the difference between the total perimeter and the sum of the
two known sides. Help them figure out what to do with that difference so they can find the
unknown side more easily.
SUPPORT In order to participate meaningfully in the math forum, students will need to
have completed the first four problems in the set. The last problem on the second page of
the assignment is identified as a challenge, and it may not be reasonable to expect all of
your students to complete it.
CHALLENGE If students finish quickly, ask them to complete the challenge problem on the
second page of the assignment. Then encourage them to make up their own perimeter
problems and exchange them with a partner. Students need to determine the answer to
their own problems before they trade with a partner.
Work Places
14 As students complete the assignment, have them get their folders and go to
Work Places.
Note Let students who go to the new Work Place, 6A Factors & Multiples, know that you
will provide a new Work Place Log for the Unit 6 Work Places session after next. Ask them
to place their completed (or partially completed) Factors & Multiples record sheets in their
folders and mark the new planner when they get it.

Remind students they will discuss today’s problems in a math forum in the next session.
Daily Practice
The optional Finding Factors & Multiples Student Book page provides additional opportu-
• Demonstrate an understanding that a whole number is a multiple of each of its
factors (4.OA.4)
number (4.OA.4)
Unit 6 Module 2
Unit 6
Module 2
Session 4 Session 4
Area or Perimeter
Summary
In this session, students participate in a math forum to discuss their work with perimeter from
Session 3. Then the teacher introduces another new Work Place. Students play the Area or
Perimeter game as a class and then with a partner. Finally, the teacher introduces and assigns
the Perimeter and Area Home Connection.
Skills & Concepts

Materials
Vocabulary
Math Forum Perimeter Problems those terms for which Word
• Perimeter Problems Forum Resource Cards are available
Planner (completed during and area*
after Session 3)
dimension*
• Perimeter Problems Student
Book pages (from Session 3) dividend*
division
Work Places Introducing Work Place 6B Area or Perimeter
divisor*
TM T7 • dice numbered 1–6, half-class factor*
Work Place Guide 6B Area or set plus 1 for display
Perimeter • dice numbered 4–9, half-class
length
TM T8 set plus 1 for display multiple*
6B Area or Perimeter Record Sheet • more/less dice, half-class set multiplication
SB 233* plus 1 for display perimeter*
Work Place Instructions 6B Area or • spinner overlays, half-class set
plus 1 for display
quotient*
Perimeter
rectangle*
Home Connection
HC 121–122
Perimeter & Area
Daily Practice
SB 234
Area & Perimeter Challenges

Preparation
• In today’s session, you’ll introduce Work Place 6B Area or Perimeter, which replaces Work
Place 4D Target Five. Before this session, you should review the Work Place Guide, as well
as the Work Place Instructions. Make copies of the Area or Perimeter Record Sheet for use
today, and store the rest in the Work Place 6B Area or Perimeter tray.
• Look over the students’ work from the previous session, and use the Perimeter Problems
Forum Planner Teacher Master to make notes about their strategies. Think about which
student work should be showcased in the forum, and use the last column on the planner
to indicate the order in which you’ll have students share their work in today’s forum.
Math Forum
Perimeter Problems
math forum in which some of them will share their solutions and strategies
for the perimeter problems they solved last session. After the forum, you
will introduce a new Work Place game.
2 Ask students to take out the Perimeter Problems assignment they com-
pleted last session and look over their work.
Give them a minute to look over their work privately, and then have them share and com-
pare solutions and strategies with classmates other than their partners from the previous
session. Did they get the same answers? Can they understand each other’s strategies?
For each pair:
• Invite the rest of the class to ask questions, and have the presenters respond to
those questions.
4 As students present, help them connect their work to the formula for perimeter.
5 Wrap up the math forum by reinforcing the connection between students’
work on the perimeter problems and the formula for perimeter.
• Remind students that when they learned the formula, they found that they could
double the length and the width and add those together to get the perimeter.
• Explain that in these problems, they worked backward because they knew the perim-
eter and had to find one of the dimensions.
• Tell students that when they reach higher levels of geometry and algebra, they will use
formulas to solve for unknowns, just like they did today.
Work Places
Introducing Work Place 6B Area or Perimeter
6 Display the 6B Area or Perimeter Record Sheet to introduce the game.
• Have on hand a spinner overlay, a more/less die, a die numbered 1–6, and a die
numbered 4–9.
• Explain that the game will help students practice addition, division, and algebraic
thinking as they deepen their understandings of area and perimeter.

In the Area or Perimeter game, players find the unknown dimension of a rectangle.
Players roll the more/less die to find out if they will play for more or fewer points. Then
they take turns spinning one of the dimension spinners to get the known dimension, and
rolling two dice. They multiply the numbers they roll and decide if they want the product
to represent the area or the perimeter of a rectangle. Players use the area or perimeter and
the known dimension to figure out the unknown dimension of the rectangle. After three
rounds, players add all the unknown dimensions they found. If they rolled less, the player
with the smaller sum wins. If they rolled more, the player with the larger sum wins.
8 With student participation, model how to play Area or Perimeter using

the game instructions on the Work Place Instructions 6B Area or
Perimeter as needed.
9 As you demonstrate how to play the game, emphasize the rules and proce-
dures that might be challenging for students.
SUPPORT You can play this game against the class, in which case you’ll need two copies of
the record sheet, one for yourself and one for the class. Or, if you think students are going
to need more support from you than a competitive situation allows, you can work with
their input to play a one-sided version of the game, using one record sheet.
• Be sure students understand that the product of the two numbers they roll must be at
least twice as much as the known dimension that was spun, plus 2. For example, if a
known dimension of 8 is spun, and a roll of 2 × 6 (resulting in a product of 12) is made,
the player must roll again until he or she gets a product that’s large enough to work with.
You might demonstrate what happens when the product is less than the known dimen-
sion plus 2 to reinforce the importance of this rule.
• Be sure they also understand that the product has to be a multiple of the known dimen-
sion if they want to choose either area or perimeter. If the product is not a multiple of the
known dimension, they must use it to represent the perimeter of the rectangle.
• Emphasize the importance of using labeled sketches and equations to model and solve
each problem.
6B Area or Perimeter Record Sheet
5 2 9 6
4 3 8 7
3 4 7 8
2 6 5 6 9
10
Dimension Spinner A Dimension Spinner B
We are playing for more / less (circle one). Work Space
5
Known Dimension ________ 8 12 2 x 5 = 10
27 – 10 = 17
(Circle one) 17 ÷ 2 = 812
Round 1
3 × _____
Area or Perimeter _____ 9 = _____
27 5 5
1 8 12
82
Missing Dimension ________ (2 x 5) + (2 x 8 12 ) = 27
Known Dimension ________4

• Note with students
(Circle one) the strong influence of rolling the more/less cube has on the strate-
4
Round 2
6 8 48
gies they use during the game. If you are playing the game for more, you’ll work with
Area or Perimeter _____ × _____ = _____
the numbers you spin and roll to yield the largest unknown dimension possible for
Missing Dimension ________
each round. This is the reverse if you are playing for less, and either situation will influ-
Known Dimension ________
ence whether you choose to make the product you’ve rolled represent the area or the
(Circle one)
perimeter of the
Arearectangle. You× _____
may=even
_____ want to work with the students to investigate
Round 3
or Perimeter _____
both possibilities before making your choice.
My Total My Partner's Total Winner

5 2 9 6
4 3 8 7
3 4 7 8
2 6 5 6 9
10
5
Known Dimension ________ 8 12 2 x 5 = 10
27 – 10 = 17
(Circle one) 17 ÷ 2 = 812
Round 1
3 × _____
27 5 5
1 8 12
82
Missing Dimension ________ (2 x 5) + (2 x 8 12 ) = 27
4
4
(Circle one)
Round 2
6 × _____
48

Teacher(Circle Well,
one) this is interesting! Our known dimension for the
Round 3

second round is 4, and Jason rolled a 6 and an 8 for us, so we got a
productMissing
of 48.Dimension
You’ve________ already told me that 48 is a multiple of 4, so we
can choose
My Total to make My 48Partner's
either Total the perimeter
Winner or area of our rectangle.
We’re trying to get the greatest unknown dimension we can, because
we’re playing for more. Will it make a difference if we choose perim-
eter instead of area? Talk with the person next to you about this.
Students I think if we use it for perimeter, we’ll get a bigger number
for the other dimension.
I don’t get it. I don’t see why it would be different.
5 2 9 6
4 3 8 7
3 4 7 8
2 6for5area, you know the other
6 dimension
9
Well, if we use 48
Unit 6 Module 2
10 will be 12
Session 4 2 class sets, plus more as needed, stored in the Work Place tray
because 6B
12 Area4 isorSpinner
×Dimension 48.
Perimeter
A Record Sheet Dimension Spinner B
We are playing for more / less (circle one).

If we use it for perimeter, that would be 48 minus 8 for the two sides
Work Space
5 2
you know about. That leaves 40.
Known Dimension ________5 9 6
4 8
2 x 5 = 10
3 7
1
82
27 – 10 = 17
(Circle one) 17 ÷ 2 = 812
Round 1
Oh yeah!AreaItordoes make
Perimeter 3 a×difference!
_____ _____ = _____ Forty split in half is 20, so with
9 27 5 5
3
area, the other dimension 48 12
is 12, but with perimeter, it’s 20.
8 12 (2 x 5) + (2 x 8 1 ) = 27
7 8
2 6 54 6 9
2
10
20 48 ÷ 4 = 12 (area)
4 4
(Circle one)
Round 2

6 × _____
48 20
We are playing for more / less (circle one). 4) = 40 48 Space
Work - (2 x
40 ÷ 2 = 20 (perimeter)
MissingDimension
Known 20
Dimension________
________
5 (2 x 4) + (2 =x 10
2 x 5 20) = 48 8 12
27 – 10 = 17
(Circle one) 17 ÷ 2 = 812
4
Round 3Round 1

3 × _____
9 = _____
27 5 6
Area or Perimeter _____ 5
• Be sure to model at least one round
(Circle one)
in which 4
you’re working
4 24 ÷ 4 =6
with the known dimen-
sion and the area,
Area orrather
Perimeter 3
than
_____ the
×
1 8
_____ = 24
perimeter,
_____ to find
1
the unknown
4 x 6 = 24
dimension. Note
8
Missing Dimension ________ 2
8 2 (2 x 5) + (2 x 8 12 ) = 27
6
with students that this can be 64 set up as a division equation
20 48 ÷ or
4 = a
12 missing
(area) factor equation.
Missing Dimension________
For example, you spin a 6 for the known dimension
My Total
(Circle one)
4 and roll
My Partner's Total
4 a 3 and an 8, resulting in a
Winner
Round 2
product of 24.Area Youor Perimeter

decide_____ to
6 use 8the=area
× _____ 48 of the rectangle,
_____ 20 and determine the unknown
48 - (2 x 4) = 40
dimension by dividing 24 by 6 or by determining what times 40 ÷ 2 = 6 equals 24.
20 (perimeter)
Missing
Bridges Dimension
in Mathematics
20
________
Grade 4 Teacher Masters T8 © The Math Learning Center
(2 x 4)| mathlearningcenter.org
+ (2 x 20) = 48
4
Known Dimension ________ 6
(Circle one) 4 4 24 ÷ 4 =6
Round 3
3 × _____
24 4 x 6 = 24
6
6
10 At the game’s conclusion, have the students find the sum of the unknown
dimensions to determine the winner.
• If you were playing a one-sided version of the game, reflect with students how you
fared, with respect to the fact that you were playing for more or less.
• If you were playing against the class, have them find the sum of their unknown dimen-
sions while you find the sum of yours, and compare the totals to determine the winner.
11 Ask students to turn to a partner to summarize the directions for Area or

Perimeter, and take a minute or two to answer any questions they may still
have. Then have students get the materials they need to play the game in pairs.
As students play, circulate to make observations, answer questions, and provide differenti-
ated instruction as suggested on the Work Place Guide.

• If time allows, pose one or more of the following questions about the new Work Place.
»» Did you choose area or perimeter more often? Why? [Answers will vary.]
»» Was it easier to find the area or the perimeter? [Answers may vary; ask students to
explain and justify their responses.]
»» Did either area or perimeter seem to give you more points? [While it depends on the
numbers, using the product rolled to represent the perimeter, rather than the area,
of the rectangle frequently results in a longer second dimension.]
Home Connection
13 Introduce and assign the Perimeter & Area Home Connection, which
subtraction, multiplication, division (4.OA.3)
Daily Practice
The optional Area and Perimeter Challenges Student Book page provides additional
division (4.NBT.6)
Unit 6 Module 2
Unit 6
Module 2
Session 5 Session 5
Area & Perimeter Checkpoint
Summary
Today students take a checkpoint on area and perimeter, and then spend the remainder of
the session at Work Places.
Skills & Concepts

Materials
Vocabulary
Assessment Area & Perimeter Checkpoint those terms for which Word
TM T9–T10
Resource Cards are available
Area & Perimeter Checkpoint area*
Work Places array*
dimension*
TM T11 • students’ Work Place folders
Unit 6 Work Place Log (see Preparation) (see Preparation) feet
length
Work Places in Use
measure
meter (m)*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) mile (mi.)*
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) perimeter*
6A Factors & Multiples (introduced in Unit 6, Module 2, Session 3) ratio table*
6B Area or Perimeter (introduced in Unit 6, Module 2, Session 4)
rectangle*
Daily Practice unit*
SB 235
Federico’s Fort

Preparation
• Remove the Unit 4 Work Place Log Teacher Master from the back of each student’s Work
Place folder, and replace it with a copy of the Unit 6 Work Place Log Teacher Master, stapled
at all four corners. Leave the Unit 5 Work Place Log stapled to the front of each folder. This
will allow students to keep track of the number of times they have visited the Unit 5 Work
Places that will remain in use during Unit 6, and also track their progress through the new
Work Places as they’re introduced.
numbers (5A–6B) or write out the full names if you prefer. (See the Work Places in Use row
Assessment Guide
Area & Perimeter Checkpoint scoring and intervention
suggestions.
1 Open the session by telling students they will take a checkpoint on area and
perimeter, and then go to Work Places.
2 Display the Area & Perimeter Checkpoint, and give each student a copy. Give
students a minute to look it over, ask questions, and then have them begin.

Ongoing
4 Invite students to spend the remainder of the session at Work Places. The Assessment Guide
• Before they start, note with them that you have removed the Unit 4 Work Place Log Differentiation Chart for
from the back of each Work Place folder and replaced it with a Unit 6 Work Place Log. each unit. If you like, you
Show them that the Unit 5 Work Place Log is still stapled to the front of each folder, as can use these charts to
some of the Work Places from Unit 5 will remain in use during Unit 6. make notes about which
• Take the opportunity to remind students to mark their Work Place Logs each time they students need support or
complete one of the games or activities. challenge with the skills
• Circulate as students are working to provide differentiated instruction as needed. Place. Suggestions for
Daily Practice included on the Work
Place Guide.
The optional Federico’s Fort Student Book page provides additional opportunities to apply
Teacher Masters
Area Problems
Two fourth graders started solving the same problem in two different ways. Can you
1 Student One:
×5 × 10
1 5 10
3 15 30 450
×5 × 10
2 Student Two:
100
3 300
450
Unit 6 Module 2 Sessions 1 & 2 1 copy
Area Challenges Forum Planner

Strategies for Solving Problem 1 693 ÷ 7

Strategy Student Names & Notes Order of Sharing in Forum
1 Look for students who use and combine chunks of 7 times 10 or multiples
of 10 (e.g., 7 × 10, 7 × 20, 7 × 50, and so on) to solve the problem. This sort
of strategy can be employed in an array or a ratio table, and you may find
examples of both among your students.
2 Look for students who use the over strategy in a ratio table or on an open array.
1 10 20 5 50 100 99
7 70 140 35 350 700 693
100 7 × 100 = 700

99 1 –7× 1 =7
7 700 7 × 99 = 693
Strategies for Solving Problem 2a 7,147 ÷ 7

1 Look for students who split 7,147 into two parts before solving:
7,000 ÷ 7 and 147 ÷ 7.
Strategies for Problem 2b 3,521 ÷ 7

1 Look for students who see that 3,500 is half of 7,000 and use that to help
solve the problem. For example, students might reason that if 7 × 1,000 =
7,000 then 7 × 500 = 3,500. So, 3,500 ÷ 7 is 500, and 3,521 ÷ 7 = 503 because 3
more groups of 7 are needed to account for the extra 21.
Work Place Guide 6A Factors & Multiples

Summary
Player 1 chooses a target number on the Factors & Multiples Game Board and circles it with her colored pencil. Player 2
then identifies all the numbers on the game board that are factors of the target number and circles those numbers with his
colored pencil. Players alternate until no more factors and multiples remain uncircled and then find the sum of the numbers
in their circled squares to determine a winner.
Skills & Concepts

• Determine whether a whole number between 1 and 100 is a multiple of a given 1-digit number (4.OA.4)
Materials
TM T3 • colored pencils, 2 per pair

Work Place Guide 6A Factors & Multiples
TM T4
SB 229
Work Place Instructions 6A Factors & Multiples


One or more students struggle to identify SUPPORT Once a target number is chosen, have "Tammy, you covered 12 as your target
numbers that are factors of the target students create a “factor rainbow” to begin number. Jack, what are the numbers that are
number. their list of numbers they can color in. factors of 12? What is the highest number?
Have students skip-count multiples aloud for The lowest? OK, let’s write 1 and 12 down
their partner and record any numbers that then. So now we know that only numbers
land on the target number. between 1 and 12 have 12 as a multiple. Will 2
work? Skip-count the multiples of 2 and see if
you land on 12 …"
Students choose a target number at random, SUPPORT Suggest that partners watch
using no strategy. students who do use strategy for a few rounds
and listen to their reasoning about how they
choose numbers. Have partners play together
against another set of partners so they can
discuss target number strategy.
Students strategically and easily find numbers CHALLENGE Have students verbalize how they
that are factors of the target number. choose target numbers to keep their partner
from scoring high amounts.
Assign students partners who also have
developed a sense of strategy for the game
and have them create a game board with
larger numbers.
• Play the game with ELL students yourself. Model how to play and put emphasis on strategies for finding factors.
• Once students are playing the game with understanding, help them verbalize and demonstrate their strategies.
NAME | DATE

Player 1____________________________ Player 2____________________________
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 20 21
22 24 25 26 27
28 30 32 34 36
Player 1____________________________ Player 2 ____________________________
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 20 21
22 24 25 26 27
28 30 32 34 36

PJ got out her measuring tape and started to work, but was soon very frustrated.
Every time she tried to arrange the string, it got messed up. She put the string and the
13 in.
Perimeter Problems Forum Planner

Strategy Student Names & Notes Order of Sharing in Forum

1 Look for students who double the known dimension, subtract
that from the perimeter, and divide the difference by 2 to find the
unknown dimension.
Example Rectangle A has a perimeter of 72 feet and one dimension
of 30 feet.
2 × 30 = 60
72 – 60 = 12
12 ÷ 2 = 6, so the length of the missing dimension is 6 feet.
2 Look for students who divide the entire perimeter by 2 to find

the semi-perimeter and subtract the known dimension to find the
unknown dimension.
Example Rectangle B has a perimeter of 738 meters and one
dimension of 199 meters.
738 ÷ 2 = 369
369 – 199 = 170, so the length of the missing dimension is 170
meters.
3 Look for students who use the traditional formula for perimeter,
P = (2 × length) + (2 × width) or P = 2l + 2w.
Example Rectangle C has a perimeter of 500 miles and one
dimension of 125 miles.
Perimeter = (2 × 125) + (2 × w)
250 + (2 × w) = 500, so 2 × w must be 250, and 250 ÷ 2 = 125
The missing dimension is 125 miles.
Work Place Guide 6B Area or Perimeter

Summary
In the game of Area or Perimeter, players find the unknown dimension of a rectangle. Players roll the more/less die to find
out if they will play for more or fewer points. Then they take turns spinning one of the dimension spinners to get the known
dimension, and rolling two dice. They multiply the numbers they roll and decide if they want the product to represent the
area or the perimeter of a rectangle. Players use the area or perimeter and the known dimension to figure out the unknown
dimension of the rectangle. After three rounds, players add all the unknown dimensions they found. If they rolled less, the
player with the smaller sum wins. If they rolled more, the player with the larger sum wins.
Skills & Concepts

• Divide a 2- or 3-digit number by a 1-digit number, with or without a remainder, using strategies based on place value, the
• Apply the area or perimeter formulas for a rectangle to solve a problem (4.MD.3)
Materials

Work Place Guide 6B Area or Perimeter • 3 dice numbered 4–9
TM T8 • 3 more/less dice
6B Area or Perimeter Record Sheet • 3 spinner overlays
SB 233
Work Place Instructions 6B Area or Perimeter


One or more students are SUPPORT Help students sketch a model and use it to figure
having a hard time finding the out the missing dimension.
missing dimension. Make sure students know how to find the area or perimeter
when both dimensions are known. Then review how to find
a missing dimension.
Help students estimate to decide if it will be easier to find
the perimeter or the area.
Students don’t know what to SUPPORT Remind them that if the product they rolled is A student has spun 6 for the known
do when the known dimension not a multiple of the known dimension, they must choose dimension and rolled a 5 and a 7, resulting in
doesn’t divide into the product perimeter, not area. (They may have to deal with dividing an a product of 35. Since 35 is not a multiple of 6,
they rolled evenly odd number by 2 to find the unknown dimension, and may the student must select the perimeter option.
need help to interpret the remainder of 1, but the remainder 35 – 12 = 23, and 23 ÷ 2 results in an unknown
will never be more than 1, or 1/2 per side length.) dimension of 11 1/2.
Students find the missing CHALLENGE Encourage students to look for patterns to Ask questions like the following: What
dimensions accurately see if perimeter or area regularly yield more points or if happens when the known dimension is a
and efficiently but are not the numbers they get when they spin and roll are more bigger number? What happens when it is a
challenged by the game. important. smaller number? Is one or the other more
Invite these students to try the Game Variations. helpful to you?
• Model the game for ELL students and emphasize its directions and object. Elicit as much participation as possible.
• Review the terms area, perimeter, and dimension. Use the Work Resource Cards to help.
• Match ELL students with supportive partners who will help them play the game and improve their understanding of the mathematics.
5 2 9 6
4 3 8 7
3 4 7 8
2 6 5 6 9
10

(Circle one)
Round 1

(Circle one)
Round 2

(Circle one)
Round 3

NAME | DATE
Area & Perimeter Checkpoint page 1 of 2

1 Find the unknown dimension of a rectangle if its area is 216 square miles and one
dimension measures 6 miles. Use labeled sketches and equations to model and solve
this problem. Show your work. Label your answer with the correct units.
Answer: The unknown dimension of the rectangle is _______________.
2 Find the unknown dimension of a rectangle if its perimeter is 254 meters and one
dimension measures 6 meters. Use labeled sketches and equations to model and
solve this problem. Show your work. Label your answer with the correct units.
Answer: The unknown dimension of the rectangle is _______________.

NAME | DATE
Area & Perimeter Checkpoint page 2 of 2
1
4 260
Answer: 260 ÷ 4 = ______
4 Michael is planning to build a path that is 3 feet wide and has an area of 726 square
feet. Finish the array sketch below he has started to find the length of the path.
Label the answer with the correct units.
100
3 300
Answer: The length of Michael’s path is ___________________.
5 A 6-by-449 rectangle has an area of 2,694 square meters. Which equation is true?
NN 6 ÷ 449 = 2,694
NN 449 ÷ 2,694 = 6
NN 2,694 ÷ 6 = 449
NN 2,694 × 6 = 449
NAME | DATE
6A Factors & Multiples 6B Area or Perimeter 6C Fraction Spin & Add
6D Lowest Remainder Wins
Student Book
NAME | DATE
Area Challenges page 1 of 2

c Use an array or a ratio table to model and solve the problem. Show all of your work.
2 Use an array or a ratio table to model and solve problems 2a and 2b. Show all of
your work.
a A paved bike trail has an area of 7,147 square feet. If the trail is 7 feet wide, how
long is the trail?
b 3,521 ÷ 7 = ____
NAME | DATE
Area Challenges page 2 of 2
3 CHALLENGE Use a ratio table or an array to model and solve each of the problems
below. Show all of your work. If you think you’ll need more room, do these
problems in your math journal.
a 340 ÷ 8 = ____
b Petra is raking leaves in her backyard. Petra’s backyard is rectangular and has
an area of 476 square feet. One side of the backyard is 28 feet. How long is the
other side?
c 900 ÷ 36 = ____
NAME | DATE
Quinn’s Quilt
1 Read each problem below. First make an estimate. Then write an equation with a
letter standing for the unknown quantity. Finally, solve the problem. Show your
work using numbers, labeled sketches, or words.
a Quinn made a quilt. The quilt is 72 inches by 96 inches. What is the area of
Quinn’s quilt?
Estimate: __________ Equation: _____________________________
b Quinn made a pillowcase to go with her quilt. The area of the top of the
pillowcase is 189 in2 (square inches). One dimension of the pillowcase is
9 inches. What is the other dimension?
Estimate: __________ Equation: _____________________________
2 Solve the following problems. Show your work.
25 × 38 = ____ 600 ÷ 8 = ____
NAME | DATE
String Rectangles
Use your 60-inch length of string, some small bits of masking tape, a measuring tape,
and numbers to help solve the problems below. Use equations and labeled sketches to
show your work.
1 If you use your string to form a rectangle with one dimension of 24 inches, what is
the length of the other dimension? Make a labeled sketch of the rectangle, and use
one or more equations to find or check your answer.
The length of the other dimension is ____ inches.
2 If you use your string to form a rectangle with one dimension of 19 inches, what is
the length of the other dimension? Make a labeled sketch of the rectangle, and use
one or more equations to find and/or check your answer.
The length of the other dimension is ____ inches.
3 Jason says it’s possible to form a square with a 60" length of string. Use a labeled
sketch and one or more equations to prove that Jason is correct.
4 CHALLENGE How many different rectangles with dimensions that are whole numbers
can you make with a 60" piece of string? List them in your journal, and record the
answer here.
You can make ____ different rectangles with a 60" piece of string.
NAME | DATE
Kaylee’s Kilometers
Kaylee is training to run a marathon next summer. Help Kaylee figure out how far she is
running each day. Show your work with numbers, labeled sketches, or words.
1 There is a rectangular path for running in Kaylee’s town. She runs around the path every
1 1
day. One side of the path is 5 2 kilometers long. Another side is 3 2 kilometers long.
a What is the perimeter of the path?
b If Kaylee ran around the path 7 times during one week, how many kilometers
did she run that week?
c How many meters did Kaylee run that week?
d 5
It takes Kaylee 1 6 hours to run around the path. How many minutes does it
take Kaylee to run around the path?
e CHALLENGE
1
Kaylee ran around the path 1 2 times three days in a row. How far
did she run on those three days in all?
Work Place Instructions 6A Factors & Multiples

• 2 colored pencils of different colors
• 6A Factors & Multiples Record Sheet (1 copy to share)
1 Player 1 chooses a target number on the game board by drawing a circle around it. This number
represents Player 1’s points for this round.
2 Using a different color, Player 2 circles all the numbers on the board that are factors of the target
number, not including the target number itself. Player 2 adds these numbers together. The sum is
Player 2’s points for this round.
For example, if Player 1 chooses 14 as a target number, Player 2 would circle 1, 2, and 7 because they are all factors
of 14. So, Player 1 has 14 points and Player 2 has 10 points so far.
NAME | DATE

Player 1 Shayne
___________________________ Player 2 Cana
___________________________
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 20 21
22 24 25 26 27
28 30 32 34 36
3
Player 1 ___________________________ Player 2 ___________________________
Then Player 2 chooses and circles a new target number and Player 1 circles all the numbers that are
factors of that number. Once a number onFactors
the game board has been circled, it may no longer be used.
& Multiples Game Board
1 2 3 4 5
4 Players take turns choosing target numbers and circling factors.
6 7 8 9 10
If after completing a turn, a player realizes he missed a factor, he does not get to go back and cover that number.
11 12 13 14 15
5 When no further plays can be made, the game is over.
16 17 18 20 21
6 Each player then finds the sum of the22numbers
24
in
25
her26circled
27
squares. The player with the greater total
is the winner.
28 30 32 34 36
Game Variations Bridges in Mathematics Grade 4 Teacher Masters T4 © The Math Learning Center | mathlearningcenter.org
A A pair of players may play against another pair.

B Players may create a game board that contains numbers greater than 36.
NAME | DATE
Perimeter Problems page 1 of 2

Use the perimeter and the known dimension to find the length of the missing
dimension for each rectangle below. Show all your work.
1 Rectangle A 30 feet
Perimeter = 72 feet
Dimension a = ____ feet feet
Dimension b = 30 feet
2 Rectangle B meters
Perimeter = 738 meters
Dimension a = 199 meters
Dimension b = ____ meters
199 meters
3 Rectangle C Make your own labeled sketch here.
Perimeter= 500 miles

Dimension a = 125 miles
Dimension b = ____ miles
NAME | DATE
Perimeter Problems page 2 of 2
4 Rectangle D Make your own labeled sketch here.
Perimeter= 129 yards

Dimension a = ____ yards
Dimension b = 37 yards
5 CHALLENGERectangle E Make your own labeled sketch here.
Perimeter= 3,465 meters

Dimension a = 952 meters
Dimension b = ____ meters
NAME | DATE
Finding Factors & Multiples

1 Tell whether each of the following numbers is prime or composite.
a 26 _______
b 46 _______
c 97 _______
d 121 _______
2 Write all of the factor pairs for each of the following numbers.
a 34
b 64
c 72
d 79
3 Mandy was making a list of the multiples of 14. Which of the following lists is correct?
NN 14, 28, 41, 55
NN 28, 42, 56, 74
NN 28, 42, 56, 70
NN 14, 28, 42, 66
4 The area of a large rectangular rug is 54 square feet. List all the possible pairs of
dimensions for the rug.
5 Which of the following lists contains a number that is not a multiple of 7?

NN 14, 28, 42, 56
NN 7, 14, 28, 35
NN 7, 21, 35, 64
NN 14, 21, 42, 56
Work Place Instructions 6B Area or Perimeter

• 1 die numbered 1–6 and 1 die numbered 4–9
• 1 more/less die
• 1 spinner overlay to share
• 6B Area or Perimeter Record Sheets (1 for each player)
1 Players decide who will go first. One player rolls the more/less die to find out if they are playing for
more or less.
2 Player 1 chooses Dimension Spinner A or B and spins to get one known dimension.
3 Then Player 1 rolls both dice, multiplies the numbers rolled, and decides whether he wants the
product to be the perimeter or the area.
• The product of the roll has to be at least twice as much as the known dimension plus 2. For example, if a player
spins a dimension of 6 and rolls 3 × 4 for a product of 12, he must roll again until he gets a product or 14 or
higher.
• If the product is not a multiple of the known dimension, the player has to choose perimeter, not area. If the
product is a multiple of the known dimension, the player can choose either perimeter or area.
4 Player 1 uses the known dimension and the perimeter or area to find the unknown dimension and
records the information and work on his record sheet.
Players must record a labeled sketch and one or more equations to show how they found the missing dimension.
5 After Player 1 has determined the unknown dimension, Player 2 checks to see if the dimension is
correct. Player 1 corrects the dimension, if necessary.
6 Then Player 2 takes a turn and repeats steps 3–6.
7 Players take three turns each. At the end of the game, players add the unknown dimensions they
found during the game. If they rolled “less” on the more/less die, the player with a smaller sum wins
the game. If they rolled “more” on the more/less die, the player with a larger sum wins.
Game Variations
A Players can use 2 dice numbered 4–9.
B Players who want to work with even larger products can use 2 dice numbered 4–9 and 1 die
numbered 1–6, and multiply all 3 numbers they roll.
C Instead of rolling the more/less die at the beginning of the game, players can set a target number for
points and play until the first person reaches the target number. For example, if the target number is
50, players continue the game until one player’s unknown dimensions add up to 50 or more. If Player
1 reaches the target first, Player 2 gets one more turn to see if it’s a tie game.
D Instead of rolling the more/less die at the beginning of the game, players can set a low target number
and try to keep their final scores after three rounds below the target number. For example, if the
target number is 10, players play three rounds and try to keep their scores under 10. The player with
the lowest score wins.
NAME | DATE
Area & Perimeter Challenges

Use labeled sketches and equations to model and solve each problem below. Show your work.
1 A rectangle has a perimeter of 84 meters. One dimension is 7 meters. How long is

the unknown dimension?
2 If the perimeter of a rectangle is 24 cm and one dimension is 10 cm, what is the area?
3 CHALLENGE A rectangle has an area of 243 square feet. One dimension is 9 feet.
What is the length of the other dimension? Draw a sketch and show your work.
4 CHALLENGE If the area of a rectangle is 36 square yards and one dimension is 12

yards, then what is the perimeter?
NAME | DATE
Frederico’s Fort
Frederico is building a tree fort. Help Frederico solve the following problems. Show your
work using numbers, sketches, or words.
1 The floor of the fort is 14 by 19 feet long. What is the area of the floor?
2 Frederico has 2 windows in his fort. One window is 36 cm by 24 cm. The other
window is 18 cm by 48 cm. Frederico says the area of both windows is the same. Do
you agree or disagree? Why?
3 The door of the fort is 55 inches by 28 inches. What is the area of the door?
a 29 × 17 = (30 × 17) – (____ × 17)
b 32 × 16 = (30 × 10) + (30 × ____) + (2 × 10) + (____ × ____)
c 24 × 42 = 12 × ____ = 6 × 168 = ____ × 336
Home Connections
NAME | DATE
Frankie’s Fairground page 1 of 2

Frankie goes to the county fair every year. This year, she finds a math problem
everywhere she goes. Help Frankie solve the problems. First make an estimate. Then
write an equation with a letter standing for the unknown quantity. Finally solve the
problem. Show your work using numbers, labeled sketches, or words.
1 Frankie buys 24 tickets to use at the fair. Each ticket costs 25 cents. How much
money does Frankie spend on tickets?
Estimate: _________ Equation: ___________________________
Answer: _________
2 Frankie goes on the Ferris wheel first. The Ferris wheel stands on a rectangular
platform that has an area of 324 yd2 (square yards). One dimension is 9 yards. What
is the other dimension?
Answer: _________
NAME | DATE
Frankie’s Fairground page 2 of 2
3 Next, Frankie goes on the Thrill Ride roller coaster. The roller coaster takes up a
large rectangular area of the fairground. It is 99 yards on one side and 88 yards on
the other side. How much space does the roller coaster take up in square yards?
Answer: _________
4 Write and solve an equation for each of the problems below. Use the table to help.
Measurement Equivalents
1 kilometer 1,000 meters 10,000 decimeters 100,000 centimeters

1 meter 10 decimeters 100 centimeters
1 decimeter 10 centimeters
a How many centimeters are in 45 meters?
b How many meters are in 45 kilometers?
c How many meters are in 800 centimeters?
d CHALLENGE How many decimeters are in 40 kilometers?
NAME | DATE
Perimeter & Area page 1 of 2

Use labeled sketches and equations to solve the problems on this page and the next.
Show all your work.
1 Josie is putting a fence around her rectangular yard. One dimension measures 24
feet and the other dimension is twice as long. What is the perimeter of Josie’s yard?
2 If Josie puts grass in her yard, how many square feet of grass should she buy?
3 Sean measured his rectangular patio and determined the area was 216 square feet.
He remembered that one dimension was 9 feet.
a What is the other dimension?
b What is the perimeter of Sean’s patio?
NAME | DATE
Perimeter & Area page 2 of 2
4 Rafael and his sister each drew a rectangle on their driveway. The dimensions of
Rafael’s rectangle are 16 inches and 24 inches. His sister’s rectangle has dimensions
of 18 inches and 22 inches.
a Whose rectangle has the larger area?
b By how much?
c Whose rectangle has a larger perimeter?
5 CHALLENGE Daria and Luis both drew rectangles. Daria’s rectangle has an area of
180 inches and one of the dimensions is 12 inches. Luis’s rectangle has a perimeter
of 48 inches with one dimension of 13 inches.
a What is the perimeter of Daria’s rectangle?
b What is the area of Luis’s rectangle?
Teachers Guide
Module 3
Session 1 Pool Times on a Line Plot�� 3
Session 2 Data Analysis�� 9
Session 3 Fraction Spin & Add�� 15
Session 4 Present Purchase��21
Session 5 Division Strategies Math Forum��25

Work Place Guide 6C Fraction Spin & Add�� T1 Rope Climb Results & Skills Review ��123
6C Fraction Spin & Add Record Sheet��T2 Bakery Bundles��125
Present Purchase Forum Planner ��T3 Danny’s Data��127
Student Book Pages

Swimming Pool Times�� 236
Factors & Multiples Moves�� 238
The Swimming Contest��239
Snail Race��240
Work Place Instructions 6C Fraction Spin & Add��241
Playing Fraction Spin & Add��242
Present Purchase��243
Fraction Review��245
Splitting the Cost��246
Unit 6
Unit 6
Module 3
Module 3
Overview
In Module 3, the focus shifts from multiplication and division to collecting and representing data measured in fractions of a
unit on a line plot. As students work with line plots during the first three sessions, they solve problems that involve addition and
subtraction of fractions using the line plot data. The last two sessions in the module close the loop, as students solve division
problems with remainders, using fractions and decimals in the process.
Planner
Session 1 Pool Times on a Line Plot
Today students review how to calculate elapsed time and are introduced to a fundraising scenario
that requires data collection and display. Students complete the collection of data on a chart and
create a line plot to display the data, which will be discussed in Session 2. After students finish the
assignment, they spend any remaining time visiting Work Places.
Session 2 Data Analysis
In this session, students study the line plot they completed last session to consider the range,
median, and mode of the data. Then students complete a related assignment in their Student Books.
Session 3 Fraction Spin & Add
Today students continue to look at the line plot data from Sessions 1 and 2 and answer questions
about the data that involve fractions. Then the teacher introduces Work Place 6C Fraction Spin
& Add. In this game, students spin and add fractions and represent the sum with pattern block
pieces on their record sheets. Students play first with the teacher and then with a partner.
Work Place 6C Fraction Spin & Add
Players take turns spinning a fraction spinner twice and adding the fractions spun. Then they find
pattern blocks to represent their spins and place them on their record sheets. Whenever possible,
players trade up pattern blocks so they always have the fewest blocks possible on their sheet.
Players continue to alternate turns spinning, adding, and placing pattern blocks until one player
fills all six hexagons on the Fraction Spin & Add Record Sheet.
Session 4 Present Purchase
Today’s session opens with a problem string designed to help students connect division, fractions,
and decimals. Then students solve division problems with remainders.
Session 5 Division Strategies Math Forum
Today students participate in a math forum to share some of the strategies they used to solve the
division problems last session. After solutions and strategies have been shared, teacher and students
examine the results of all six problems to look for patterns and relationships among the dividends,
divisors, and quotients. Then students spend the remainder of the session at Work Places.

Resources
to supplement your
each master.
instruction.
Run a single display copy of Student Book pages 236, 237, 239, 243, 244.
pages 236–246.
Work Place Prepare the materials for Work Place 6C using the lists of materials on the Work
Special Items Prior to Session 4, find the paper bills in different denominations from Unit 6,
Module 1, Session 2.
Unit 6 Module 3
Unit 6
Module 3
Session 1 Session 1
Pool Times on a Line Plot
Summary
Today students review how to calculate elapsed time and are introduced to a fundraising
scenario that requires data collection and display. Students complete the collection of data
on a chart and create a line plot to display the data, which will be discussed in Session 2. After
students finish the assignment, they spend any remaining time visiting Work Places. Finally,
the teacher introduces and assigns the Rope Climb Results & Skills Review Home Connection.
Skills & Concepts

• Solve story problems involving intervals of time using addition of whole numbers (4.MD.2)
• Make a line plot to display a data set comprising measurements taken in fourths of a unit (4.MD.4)
Materials
Problems & Investigations Pool Times on a Line Plot those terms for which Word
SB 236–237* • Word Resource Card for line plot • student math journals Resource Cards are available.
Swimming Pool Times data*
Work Places in Use line plot*
6A Factors & Multiples (introduced in Unit 6, Module 2, Session 3)
Home Connection
HC 123–124
Rope Climb Results & Skills Review
Daily Practice
SB 237
Factors & Multiples Moves


Plotting Data
1 Open today’s session by letting students know that they are going to shift
their attention to data collection and display for several sessions before
returning to work with multiplication and division strategies.
2 Display the first Swimming Pool Times page to introduce the context for
today’s work.
• Read the paragraph at the top of the page to the class.
• Allow students time to find the page in their Student Books and examine the chart.
NAME
Unit 6 Module 3
Swimming Pool Times page 1 of 2
The school choir is planning their annual Swimming Pool Fundraiser where they sell tickets for a special party at a
nearby pool. Last year Ben kept track of how long people stayed in the pool. He began to calculate each person’s total
time and he plotted the first five times on the line plot, but he hasn’t finished yet.
Session 1
1 Fill in the rest of the values in the last column of the chart.
Last Year’s Swimming Pool Times
Children Time In Time Out Total Hours in Pool Children Time In Time Out Total Hours in Pool
Tristan 4:05 pm 4:50 pm 3

4
Lucas 2:00 pm 3:00 pm
Tamara 2:10 pm 3:10 pm 1 Craig 2:09 pm 3:39 pm
Ben 3:00 pm 5:00 pm 2 Robert 3:10 pm 4:55 pm

236
George 2:10 pm 3:25 pm 1 14 Heather 2:45 pm 5:00 pm
Henry 4:05 pm 4:50 pm Melissa 2:55 pm 3:55 pm

3
4
Rachel 2:15 pm 2:45 pm 1

2
Bridget 2:30 pm 3:45 pm
Patty 2:25 pm 4:10 pm 1 34 Mandy 2:30 pm 4:30 pm
Kim 2:25 pm 4:55 pm 2 1

2
Natalie 3:16 pm 4:46 pm
| DATE
Ryan 3:19 pm 4:49 pm 1 12 Catalina 3:45 pm 5:00 pm
Deborah 3:00 pm 4:30 pm 1 12 Cesar 3:15 pm 5:00 pm
Kelly 3:36 pm 4:36 pm 1 Jonathon 3:28 pm 4:58 pm
Jason 2:00 pm 3:30 pm 1 12 Riley 3:17 pm 4:32 pm
3 Have students share observations, first in pairs and then as a whole class,
about the information shown on the chart. Then explain that they’ll com-
plete the chart to show how much time each of the children spent in the
swimming pool.
4 Review how to calculate elapsed time on a number line by using the infor-
mation on the chart given for Heather.
Teacher Please take a look at the information for Heather, a little
more than halfway down the chart. What time did Heather get into
the pool? [2:45 p.m.] What time did she get out of the pool? [5:00 p.m.]
Our job is to find out how long she was actually in the pool. How can
we do that?
Adam I would draw a number line and put 2:45 on the left side and
5:00 on the right side.
Teacher OK, let me draw that while you tell me what to do.
Adam I would just jump one hour to get to 3:45, then another hour to get
to 4:45. I know I am trying to get to 5:00, so that’s just 15 more minutes.
15 min.
1 hour 1 hour
2:45 3:45 4:45 5:00

Teacher So what is the amount of time Heather spent in the pool?
Adam The jumps I made—one hour, one hour, and 15 minutes. So, it
was 2 hours and 15 minutes.
Teacher Would anyone have found the time in a different way?
Luis I would draw a number line and put 2:45 on the left side. Then
I like to get to a whole hour as soon as I can so I would jump 15
minutes to get to 3:00. Then I just can make a big jump of two hours
from 3:00 to 5:00. It’s still 2 hours 15 minutes.
15 min.
2 hours
2:45 3:00 5:00

5 Ask students to look at the first Swimming Pool Times Student Book page
again. Note with them that all of the times currently entered in the last
column are either whole numbers or mixed numbers that involve 1, 2, or 3
quarters of an hour.
Then work with their input to record Heather’s time of 2 hours and 15 minutes so it
matches the way the other times have been recorded.
Teacher It sounds like we agree that Heather was in the pool for 2
hours and 15 minutes. How should I write that here on the chart?
Manuel You can’t just write 2 hours 15 minutes because the other
times are just in hours and have fractions. I think we have to show the
15 minutes as a fraction.
Shawnda Well, 30 minutes would be half of an hour. 15 minutes is
half of that, so I think it’s a fourth of an hour.
Manuel Yeah, there are 4 chunks of 15 minutes in an hour. 15, 30, 45, 60.
I agree. It’s 2 1/4 hours.
6 Record 2 1/4 hours for Heather on your copy of the page as students do so
on theirs.
7 Next, display the second Swimming Pool Times page and ask students to
share observations, first in pairs and then as a class.
NAME | DATE
2 Complete the line plot Ben started using the data from the chart.
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
Hours Spent in the Pool
Be sure students take note of the following:

• The display isAnalyzing
calledthea line plot. It represents data, or pieces of information.
Line Plot
• The line plot start with

3 Calculate the 0 and
total ends
amount with
of time 3,thewhich
spent in isfithe
pool by the rst fivegreatest
children. number of hours
anyone spent in the pool.
• Each hour is divided into fourths.
8 Display the Word Resource

4 Complete Card
the following using the line for line plot, and discuss it briefly with
plot above.
the class. a Circle and label the minimum and maximum amout of time spent in the pool.
b Determine and label the range, or the difference between the greatest and least
value in the data. The range is _____________.
c
Number of Students
Find the mode, or value that appears most often. The mode is _____________.
d Find the middle value, or median. The median is _____________.
line plot
1 2 3 4 5 6 7 8 9
Number of Books Read This Month
9 Then let students know that, just as on the Word Resource Card, each X on
the line plot on their Student Book page represents one child. Explain that
when they finish the assignment, they should have 24 Xs on their line plot
to represent the 24 children on the chart.
• Note with students that each of the 5 Xs already entered represents one of the children
on the chart.
• Have students work in pairs to identify the 5 children whose pool times have already
been recorded on the line plot. [Tristan, Tamara, Ben, George, and Henry]
• After confirming these with the class, have students mark them off on their charts so
they don’t inadvertently record the information for these 5 children twice.
10 Have students work in pairs to complete the line plot.

• Remind the class that although the elapsed time has been recorded for 12 students,
only the first 5 have been entered on the line plot.
• Students may work together, but remind them to record their work individually.
11 As they work, circulate to answer questions and observe how students find
elapsed time and determine where to mark data on the line plot.
SUPPORT Pull a small group of students who are struggling to find elapsed time or plot
data and work through more examples with them. You may need to help some students
convert the hours and minutes (e.g., 1 hour 45 minutes) to mixed numbers (1 3/4 hours) in
order to plot these points correctly.
Note Let students know that they’ll complete the Analyzing the Line Plot part of the
Student Book page in the next session.
Work Places
12 As pairs complete the assignment, invite them to spend any time remain-
ing in the session at Work Places.
• Ask them to each add an entry for line plot in the handbook at the back of their math
journal, along with a definition and an example.
• Let them know they will do more work with their line plots next session.
Home Connection
14 Introduce and assign the Rope Climb Results & Skills Review Home
• Convert a decimal to a fraction, and a fraction to a decimal (supports 4.NF)
• Make a line plot to display a data set comprising measurements taken in eighths of a
unit (4.MD.4)
Daily Practice
The optional Factors & Multiples Moves Student Book page provides additional opportu-
• Demonstrate an understanding that a whole number is a multiple of each of its
factors (4.OA.4)
number (4.OA.4)
Unit 6 Module 3
Unit 6
Module 3
Session 2 Session 2
Data Analysis
Summary
In this session, students study the line plot they completed last session to consider the
range, median, and mode of the data. Then students complete a related assignment in their
Student Books.
Skills & Concepts

• Make a line plot to display a data set comprising measurements taken in halves, fourths,
and eighths of a unit (4.MD.4)
• Solve problems involving addition and subtraction of fractions shown on a line plot (4.MD.4)
• Determine the median, mode, and range of a set of data comprising fractional numbers
(supports 4.MD)
Materials
An asterisk [] identifies
Problems & Investigations Looking at Data those terms for which Word
SB 236–237 • Word Resource Cards for Resource Cards are available.
Swimming Pool Times (with work median, mode, and range
data*
from Session 1)
line plot*
SB 239*
The Swimming Contest median*
Daily Practice mode*
SB 240
range*
Snail Race


Looking at Data
1 Open the session by reviewing the Session 1 vocabulary (data and line plot).
Display a copy of the second Swimming Pool Times Student Book page
from the previous session, and have students turn to the same page in their
Student Books.
2 With students’ help, fill in the remaining data points on the line plot that is
displayed. Discuss any inaccuracies or disagreements students have about
the times or the placement of the Xs on the line plot.
NAME | DATE
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
3 Once the class agrees on the location of all 24 Xs on the line plot, ask
students to examine
Analyzing thethe data privately for a minute, and then invite them to
Line Plot
share their observations, first in pairs

3 and then as3 a class.
Calculate the total amount of time spent in the pool by the first five children.
3 1
4
+ 1 + 2 + 14 + 4
Teacher Tell me what you notice about the line plot

1 we created.
Students No one spent the whole three34 hours
+ 4 + 1 in
= 5the
3 pool.
4
Lots of4theComplete
kids the
swam between
following one
using the line plot and
above. two hours.
a Circle and label the minimum and maximum amout of time spent in the pool.
Four kids were only in the pool for an hour.
Six kids werevalue
ininthere
the data.an
The hour and a half.
range is _____________.
c Find the mode, or value that appears most often. The mode is _____________.
Some times have the same number of kids, like three-fourths of an
hour and two hours both have two Xs.
If you look at the shape of the Xs, it’s kind of like a hill. They go up
and up to 1 1/2 hours, and then they go back down.
4 Ask students how they would determine the total amount of time spent in
the pool by all of the children.
Once they agree that each of the values would have to be added together to find the total,
ask them to calculate the total amount of time spent in the pool for the first five children
only, and show thumbs up when they have the answer. [5 3/4 hours]
5 Solicit and record students’ answer(s) on the board, and invite two or three
volunteers to share their thinking with the class.
Record students’ explanations on the board using equations and diagrams similar to those
shown below.
X X X X
Number of
Unit1 6 Module
1 33 Session1 2 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
Teacher So the first five students spent 3/4 hour, 1 hour, 2 hours, 1 1/4
hours, and 3/4 hour in the pool. How much time did they spend in the
pool together?
Tiana I got 5 3/4 hours. First I added the whole numbers together and
Analyzing the Line Plotgot 4 hours. Then I added the fractions: 3/4 and 1/4 is another whole hour.
Number of Children
XSo thatofmakes
3 Calculate the total amount 5 hours. Plus the other 3/4 of an hour. So 5 3/4 hours total.
time spent in the pool by the first five children.
X X X X
3 + 1 + 2 + 11 + 3
4 4 4
1 1 3 1 1 3 1 1 3
0 4 2 4 1 1 4 1 2 1 4 2 2 4 2 2 24 3
Hours Spent in the Pool 1
3
4
+ 4 + 1 = 5 34
4 Complete the following using
Jonas the5line
I got plotmy
3/4 for above.
answer too. I found nice numbers to put
together first. I added 1 1/4 and 3/4 to get 2 hours. Then I added the 1
Analyzing the Line Plothour and the 2 hours to that and got 5 hours. Then I added the other
b Determine
3 Calculate the total
3/4 ofthe
andamount
label an range,
hour and gotdiff
or the
of time spent
5 3/4 hoursbetween
in theerence
in all. the greatest and least
pool by the first five children.
3 + 1 + 2 + 11 + 3
4 4 4
d Find the middle value, or median. The median3is _____________.
2
53 4 Math Learning Center | mathlearningcenter.org
Bridges in Mathematics Grade 4 Student Book 237 © The
4 Complete the following using the line plot above.
6 Now display the Word Resource Cards for median, mode, and range. Tell
a Circle and label the
students minimum
that when and maximum amout
mathematicians of timedata,
collect spentthey
in theoften
pool. look for these
b things
Determine and to help
label the them
range, learn more
or the diff about
erence the data
between so they
the greatest andcan
leastmake predictions.
7 Draw students’ attention to the card for range and review the definition of
c Find thethe word
mode, by asking
or value a volunteer
that appears to restate
most often. The modeit isin_____________.
her own words.
d Find the middle value, or median. The median is _____________. Working Definition
range: the difference between the greatest

and least values in a data set
4 6 7 8 8 11 13
Bridges in Mathematics Grade 4 Student Book range 237 © The Math Learning Center | mathlearningcenter.org
13 – 4 = 9
Monique It’s the difference between the highest and the lowest X.
8 Have students identify the minimum (smallest) and maximum (largest) Math Practices
amount of time spent in the pool [1/2 hour and 2 1/2 hours], and circle those in Action 4.MP.4
values on your copy of the Student Book page as students do so in their Creating line plots and
books. Work together to find the range of the data [2 hours], and add that other graphs is one
to your page as students do the same on theirs. way to model with
mathematics. In this case,
Explain that the range of this data tells the difference between the times of the student
the line plot creates a
who stayed the longest and the student who stayed the shortest time in the pool.
complete picture that
allows students to analyze
the data and draw
conclusions. The line plot
incorporates a number
line on its x-axis, which
also makes it a helpful
and familiar model for the
fractional data repre-
sented on it.
NAME | DATE
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
minimum Hours Spent in the Pool maximum
value value
1 1
range 2 2 - 2 = 2 hours
Analyzing the Line Plot

3 Calculate the total amount of time spent in the pool by the first five children.
9 Review the definition of mode. Have students determine the mode of the
data displayed on the line plot [1 1/2 hours] and interpret what it means.
Record the value on your copy of the Swimming Pool Times Student Book
page, and have4 students do the same.
Complete the following using the line plot above.
Discuss the possibility of having
a Circle and label themore
minimumthan one amout
and maximum mode orspent
of time noinmode
the pool. in data.
Working Definition
mode: the value (or values) that appear
c Find the mode, or value that appears most oftmost
en. The often
mode is in
_____________.
a set of data;
there may be no
mode mode,
d Find the middle value, or median. The median
4 6 7 8 11 11 13
one mode, or multiple modes in a
is _____________.
single set of data
Frankie Mode is easy! It’s the one that happens the most. Mode is most!
Teacher You mean it is the highest value? Most?
Frankie No, it happens the most often. Mode is most often.
Teacher What is the mode of this data?
Gregory One and a half hours has the most Xs, so that’s the mode.
NAME | DATE
1
mode 1 2 hours
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
value value
1 1

Teacher3 And what
Calculate does
the total that
amount tell
of time spentus?
in the pool by the first five children.
Gregory More kids stayed for 1 1/2 hours than any other time.
Teacher Can someone explain why that information might be helpful
to the people who organized the fundraiser?
Juan Carlos I think that instead of three hours of pool time, they could
have had abshorter time since most kids stayed for only 1 1/2 hours.
Determine and label the range, or the difference between the greatest and least
Teacher I want to point out that sometimes in data there is no mode

or there is more than one mode. How can that be?
Bao Well, six kids stayed for 1 1/2 hours, and that was the most. If two
more kids had stayed for one hour, it would have six too, so then there
would be two modes.
Teacher That’s a good point. What about no mode though?
Bao I’m not sure. But maybe that means all the times have the same
number of kids? So then there would not be a time that had more than
the others?
Teacher I agree. On this line plot, we collected a lot of data and
several kids stayed the same amount of time, so there is a mode. But
if I created a line plot about favorite colors and asked four kids, and
they all chose a different color, then there would not be a mode.
10 Review the definition of median with the class.

Working Definition
median: the middle value of an ordered set of

numerical data; in a set with an even number
median 4 6 7 8 8 11 13
of data points, the median is the average of
the two middle points
Kendra I think the median just means it’s the X that’s in the very middle.
Teacher You mean in the middle of the page?
Kendra No, it is the X that is in the middle of all of the Xs.
Teacher Say more about that.
Mayumi You have to count the Xs and find the X in the middle. If
there were five Xs then it would be the third X.
11 Ask students to turn to a partner and describe how they would determine the
middle value on this set of data. Then discuss it as a class and model how to
find the median on the displayed copy of the Swimming Pool Times page.
• Demonstrate finding the median by alternately crossing out the highest and lowest
values until the final two pieces of data are left. Have students replicate your work on
their copy of the page.
• Record the value on your copy of the page and have students do the same.
NAME | DATE
1 1
median 1 2 hours mode 1 2 hours
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
value value
1 1

b Determine
Bridges in Mathematics Grade 4 Teachers Guide 13
and label the range, or the difference between the greatest and least
12 Discuss the median for this set of data (1 1/2 hours) and how to find the aver-
age of the final two data points if they do not represent the same amount.
If you haven’t already, address finding the median of odd and even sets of data.
Teacher On this line plot, it looks like the middle pieces of data are
both located at 1 1/2. So the median is 1 1/2. What would we do if one of
the middle Xs was at 1 1/2 hours and the other was at 1 hour? Talk to
your neighbor about what you think the median would be then.
Natalie We decided that we think it would have to be 1 1/4 hours.
Teacher Why is that?
Natalie Because 1 1/4 is in the middle of 1 and 1 1/2. When you have an
even number of data, you can still find the middle of the whole set of data.
13 Next, display your copy of The Swimming Contest Student Book page, and
have students find the page in their books. Review the page with the class,
and give students the remainder of the session to complete the assignment.
• Note with students that they will have to use their knowledge of equivalent fractions to
convert some of the mixed numbers on the chart from halves and fourths to eighths in
order to enter the data on the line plot.
• Circulate as students are working to observe and provide support as needed.
14 Close the session by having students turn to a partner and explain what
mode, median, and range mean in their own words along with how they
remember the meaning of each.
Daily Practice
The optional Snail Race Student Book page provides additional opportunities to apply the
following skills:
• Make a line plot to display a data set comprising measurements taken in halves,
fourths, and eighths of a unit (4.MD.4)
• Solve problems involving subtraction of fractions shown on a line plot (4.MD.4)
• Determine the median, mode, and range of a set of data comprising fractional num-
bers (supports 4.MD)
Unit 6 Module 3
Unit 6
Module 3
Session 3 Session 3
Fraction Spin & Add
Summary
Today students continue to look at the line plot data from Sessions 1 and 2 and answer ques-
tions about the data that involve fractions. Then the teacher introduces Work Place 6C Fraction
Spin & Add. In this game, students spin and add fractions and represent the sum with pattern
block pieces on their record sheets. Students play first with the teacher and then with a partner.
At the end of the session, the teacher introduces the Bakery Bundles Home Connection.
Skills & Concepts

• Recognize and generate equivalent fractions (4.NF.1)
• Use a visual model to explain why a fraction a �b is equivalent to a fraction (n × a) �(n × b) (4.NF.1)
Materials
Problems & Investigations Line Plot Fractions those terms for which Word
SB 236–237 Resource Cards are available.
Swimming Pool Times (with work from Sessions equivalent fraction*
1 & 2)
hexagon*
Work Places Introducing Work Place 6C Fraction Spin & Add line plot*
TM T1 • pattern blocks, class set median*
Work Place Guide 6C Fraction Spin & Add • spinner overlays, half- mode*
TM T2 class set
range*
6C Fraction Spin & Add Record Sheet
rhombus*
SB 240*
Work Place Instructions 6C Fraction Spin & Add trapezoid*
triangle*
Home Connection
HC 125–126
Bakery Bundles
Daily Practice
SB 241
Playing Fraction Spin & Add

Preparation
In today’s session, you’ll introduce Work Place 6C Fraction Spin & Add, which replaces 5A
Angle Puzzles. Before this session, you should review the Work Place Guide, as well as the
Work Place Instructions. Makes copies of the Fraction Spin & Add Record Sheet for use today
and store the rest in the Work Place 6C Fraction Spin & Add tray.

Line Plot Fractions
1 Open the session by displaying the completed Swimming Pool Times
Student Book page from Session 2, and ask students to open their Student
Books to the same page.
2 Focus students’ attention on the completed line plot at the bottom of the
page and review the median, mode, and range of the data displayed.
Ask students to share the definition of each term with a neighbor, and then invite a differ-
ent volunteer to state the definition of each term in his or her own words.
NAME | DATE
1 1
median 1 2 hours mode 1 2 hours
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3
value value
1 1
3 Pose questions3 about the data on the line plot.

Calculate the total amount of time spent in the pool by the first five children.
• For each question, give students a few moments of private think time.
• Then have them turn and talk with a partner about the answer and any fractions they
can think of that are equivalent
4 Complete tothethe
the following using answer.
line plot above.
• Invite several student

a Circlevolunteers to share
and label the minimum with
and maximum theof time
amout class.
spent in the pool.
»» What fraction ofvalue
thein entire
the data. Thgroup of students were in the pool for 3/4 hour? [2/24 = 1/12]
e range is _____________.
Terrence There are
d Find the 2 Xs at 3/4 so that means 2 out of 24, or 2/24.
middle value, or median. The median is _____________.
Teacher Can you think of any fractions that are equivalent to 2/24?
Talk to the person next to you and show thumbs up when you have an idea.
Bonnie 1/12 is the same as 2/24.
Lin But wait, 1/12 isn’t equivalent to 3/4.
Bonnie No, the fractions are for two different things. Three-fourths
of an hour is how much time they spent in the pool. One-twelfth is
equivalent to 2/24, which is the fraction of kids that were in the pool for
that long.
»» What fraction of the student group was in the pool for exactly 1 1/2 hours? [6/24 = 3/12 = 1/4]
»» What fraction of the students were in the pool at least 2 hours? [4/24 = 2/12 = 1/6]
David Two hours. There were two kids, so that’s 2/24 or 1/12.
Elena Wait, Mr. Ortiz said at least 2 hours. That means 2 hours or
more. So we have to count the kids that were in the pool for 2 hours or
more than 2 hours.
David Oh, well then, that’s 4 students.
Teacher What fractional part of the group does four students represent?
Elena Four out of 24, or 4/24.
Teacher Can you come up with any fractions that are equivalent to 4/24?
Elena 2/12 is equivalent with 4/24.
David So is 1/6.
»» What fraction of the students were in the pool more than 1 1/2 hours? [7/24]
»» What fraction of the students were in the pool for more than 1 hour but less than 2
hours? [13/24]
Work Places
Introducing Work Place 6C Fraction Spin & Add
4 Introduce Work Place 6C Fraction Spin & Add, using two copies of the 6C
Fraction Spin & Add Record Sheet, one for you and one for the class.
• Display the 6C Fraction Spin & Add Record Sheet where everyone can see it.
• Explain that the game will help students add fractions, represent fractional parts of a
whole, and find equivalent fractions.

Players take turns spinning a fraction spinner twice and adding the fractions spun. Then they
find pattern blocks to represent their spins and place them on their record sheets. Whenever
possible, players trade up pattern blocks so they always have the fewest blocks possible on their
sheet. Players continue to alternate turns spinning, adding, and placing pattern blocks until
one player fills all six hexagons on the Fraction Spin & Add Record Sheet.
6 Review the fractional values of each pattern block based on one hexagon
being the unit (one whole).
• Display each pattern block and discuss its fractional part of the whole—one hexagon.
• Discuss the fractional relationships among the trapezoid, blue rhombus, and triangle.
Teacher We said this red trapezoid is one-half. And this green

triangle is one-sixth. Are there any relationships we can talk about
between these two pieces?
Students The trapezoid is bigger.
Three green triangles can fit on a trapezoid.
The trapezoid is three times bigger than the green triangle.
You can also say that the green triangle is one-third the size of the
trapezoid.
Teacher Let’s think about how the trapezoid, blue rhombus and
triangle relate to each other as fractions of a hexagon. You’ve men-
tioned that the triangle is 1/6 of a hexagon, and the trapezoid is 1/2 of a
hexagon, so how many sixths are there in a half?
Nathan There are 3 sixths in a half because 3 triangles make a
trapezoid.
Teacher And how many sixths are there in 1/3? What about in 2/3?
Students Um, I think two sixths would fit in a rhombus.
Yeah, two sixths is the same as one-third.
And two thirds is just another rhombus, so that would be 4/6.
SUPPORT Give students pattern blocks so they can experiment and prove their thinking as
you discuss fractional parts of a whole and the relationships between pieces.
ELL Hold up pattern block pieces and describe them by both name and color when you
discuss each shape.
7 With student participation, model how to play Fraction Spin & Add, using
the game instructions on your copy of the Work Place Instructions 6C
Fraction Spin & Add Student Book page as needed.
Teacher Let’s play one game together so we are all clear about the
instructions. Then you can play with a partner later in the session. I’m
going to be Player 1 and you can all be Player 2. (Spins) OK, I spun 1/6
and 2/3. I know that 1/6 is a green triangle and 2/3 is two blue rhombuses.
I wonder if there is a way I can fill my first hexagon with even fewer
pieces. Let me add them together. 2/3 is the same as 4/6 and I have one
more 1/6, so that means my total is 5/6. I can make 5/6 by using a red
trapezoid to show 3/6 plus one more rhombus to represent the other 2/6.
NAME | DATE

Player 1 ___________________________ Player 2 ___________________________
1
5 2 1
6 3
2 1
= 1 whole
6 2 6
3
Fraction Spinner
Charlie You just made lots of trades! And you almost have one whole.
Teacher I do! Let me write down what I just did. 1/6 + 2/3 = 1/6 + 4/6 =
5/6 = 1/2 + 1/3.
Helene Our turn. I spun a 5/6 and a 2/3 for us.
Teacher So what can you put on your record sheet? Talk with your
neighbor about what you need to represent the fractions you spun.
Shawn We thought it would be easier to think about 2/3 like sixths so we
could combine them and get the total before we find the pattern blocks.
Teacher OK, so tell us what you want to do.
Roman Well, 2/3 is two rhombuses, which is the same as four green
triangles, or 4/6. Plus we have 5/6, so in all that is 9/6.
Teacher Nine sixths? That’s interesting.
Students Yeah, we got more than a whole on those spins. Let’s put
down nine triangles.
No, remember, we have to use just a few pieces if we can.
Oh, yeah. Use one whole hexagon to be 6/6 and then a trapezoid for the
other 3/6.
Pose questions like the following to promote discussion of fractional parts and equivalen-
cies while you play:
• How can you represent each of your spins individually?
• What fractions are equivalent to the ones you spun?
• What trades can you make so you have as few pieces as possible on your record sheet?
8 Ask students to turn to a partner to summarize the directions for Fraction Spin
& Add, and take a minute or two to answer any questions they may still have.
Then have students get the materials they need to play the game in pairs.

• Ask students to share with a neighbor some of the equivalent fractions they used
during the game they just played.
Home Connection
10 Introduce and assign the Bakery Bundles Home Connection, which pro-
• Generate a fraction equivalent to fraction a �b by multiplying the numerator (a) and
denominator (b) by the same number (4.NF.1)
• Solve story problems involving liquid volume using addition of whole numbers and
simple fractions (4.MD.2)
Daily Practice
The optional Playing Fraction Spin & Add Student Book page provides additional oppor-
• Add mixed numbers and fractions with like denominators (4.NF.3c)
Unit 6 Module 3
Unit 6
Module 3
Session 4 Session 4
Present Purchase
Summary
Today’s session opens with a problem string designed to help students connect division,
fractions, and decimals. Then students solve division problems with remainders.
Skills & Concepts

division (4.OA.3)
• Divide a 2 or 3-digit number by a 1-digit number, with a remainder, using strategies based
Materials
Problem String Division, Fractions & Decimals

Problems & Investigations Present Purchase

SB 243–244* • money value pieces • paper bills in different
Present Purchase denominations
TM T3
Present Purchase Forum Planner
Daily Practice
SB 245
Fraction Review

Problem String
Division, Fractions & Decimals
1 Open the session by letting students know that they will work through a
problem string together and then work on some division problems.
The goal of today’s string is to emphasize the connection between division, fractions, and
decimals in the context of sharing money. This work will help students in solving the prob-
lems that appear on the Present Purchase Student Book page that follows.
it “Division, Fractions & Decimals Problem String.”
• Pose each story problem one at a time. After you have posed the problem in context,
record the matching expression on the board.
• Use equations to represent students’ thinking, and record the answer in three different
ways each time, as noted in the chart below.
• Emphasize the connection between division, fractional notation, and decimal notation
as you deliver the string.
Problem String Division, Fractions & Decimals, Part 1

If 5 kids were to Most fourth graders are familiar enough with In order to help students see
share 5 dollars, how money context to know the answer without a lot and understand the connection
much would each of figuring. between division, decimals, and
kid get? fractions, record a division equa-
$5.00 ÷ 5 tion in standard horizontal form
for each problem. Then show the
What if 10 kids were Students’ explanations are likely to vary, and may same operation using a horizontal
to share 5 dollars? include the idea that because there are more bar between the dividend and the
$5.00 ÷ 10 kids than dollars, the dollars will have to be split divisor, noting with the students
up. Some students may reason that $5.00 is the that this means exactly the same
same as 20 quarters, and 20 ÷ 10 = 2 quarters per thing as the horizontal equation,
kid. Others may reason that twice as many kids and is read the same way. Finally,
means each kid will get half as much, or half a record the division as a fraction
dollar each. Record the results in three different and a decimal (e.g., 5/5 = 1).
ways, as shown below.
Big Idea
A division situation can be
represented as a fraction. In
What if 10 kids were Some students will likely divide the $4.00 by any fraction, the numerator
to share 4 dollars? chunks, giving each of the 10 kids a quarter, then represents the dividend, and
$4.00 ÷ 10 a dime, and then a nickel for a total of 40 cents the denominator represents the
each. This line of thinking can be represented divisor. Even though we often
with a ratio table. think of 5/10 as 5 parts out of 10,
this fraction literally means 5
divided by 10. Because a fraction
× $0.25 × $0.10 × $0.05 with a denominator of 10 can
be written in decimal notation,
1 $0.25 $0.10 $0.05 $0.40 per kid
situations that involve sharing
10 $2.50 $1.00 $0.50 $4.00 total money are useful in helping stu-
dents begin to understand the
× $0.25 × $0.10 × $0.05
connections between division,
fractions, and decimals.

continuted Other students may reason that $4.00 is the By the time you’ve reached the
What if 10 kids were same as 400 cents, and 400 ÷ 10 = 40 cents per third problem, you might expect
to share 4 dollars? kid. This explanation can be represented with that at least a few students will
an equation. When there is general agreement deal with the situation by writ-
$4.00 ÷ 10 that the answer is $0.40, record it in the following ing 4/10 to start, and then writing
three formats: the fraction in decimal form, 0.4.
If necessary, help these students
complete the connection by
noting with them that 4/10 is the
What if 10 kids were Look for a student who used the results of the same as 4 dimes or 40 cents, and
to share 8 dollars? previous problem to solve this one, reasoning 0.4 written in money notation is
$8.00 ÷ 10 that if 10 kids share $8.00, they’ll each get twice $0.40, or 40 cents.
as much as when they shared $4.00. Look also
for a student who is able to make the leap to the If none of the students make this
fraction 8/10 immediately, and then reason that leap, model it yourself, and take
8/10 of a dollar is 8 dimes, or 80 cents. Continue to students through the same loop
record the results in three different ways. with the fourth and fifth prob-
lems, by starting with a fraction
(8/10 for the fourth problem and
2/10 for the fifth problem), and
What if 10 kids were Look for a student who halves the results of $4.00 then working backward to the
to share 2 dollars? ÷ 10 to get $0.20 per kid. Look also for a student money involved, noting with
$2.00 ÷ 10 who represents the situation as a fraction, 2/10, them that 8/10 of a dollar is $0.80
and then reasons that 2/10 is the same as 2 tenths because one-tenth of a dollar is
of a dollar, or 2 dimes. a dime, and 8 dimes is equal to
80 cents.
4 To reinforce the connection between division, fractions, and decimals, record

the following four equations on the board as students do so in their journals.
»» $5.00 ÷ 10 = 5/10 = 0.5 = 0.50
»» $4.00 ÷ 10 = 4/10 = 0.4 = 0.40
»» $8.00 ÷ 10 = 8/10 = 0.8 = 0.80
»» $2.00 ÷ 10 = 2/10 = 0.2 = 0.20
• Ask students to share, first in pairs and then as a class, any connections they notice
between the problems and answers.
• Note with students that they can use the fact that ten dimes make a whole dollar to
help them solve these division problems about money.
5 Conclude the string by posing two additional problems.

Problem String Division, Fractions & Decimals, Part 2

If 10 kids were to share 3
dollars, how much would each
kid get?
$3.00 ÷ 10
If 10 kids were to share 1 dollar,
how much would each kid get?
$1.00 ÷ 10

Present Purchase
6 Next, display your copies of the Present Purchase Student Book pages, and Math Practices
in Action 4.MP.2
have students find the pages in their books. Review the instructions with
the class, and answer any questions the students have. Students will reason
abstractly and quantita-
• Explain that in each of the problems, they will determine the share of money each
tively as they solve these
student needs to contribute in order to buy and wrap a present for their teacher.
problems, which involve
• Note with students that the problems on these pages are similar to those in the string dividing with money.
they just completed, in that each situation involves dividing amounts of money. Some students will
• Explain that they will work in pairs, but each of them will be responsible for complet- move fairly comfortably
between representing
ing the assignment in his or her own book.
their thinking with
• Assign partners, or have students choose their own. numbers and thinking
• Let students know they will share their work in a math forum next session. about those numbers
in the context of the
SUPPORT Let students know they can use the paper bills or money value pieces to help with
problem. Others will need
any of the Present Purchase problems.
the support of the money
value pieces, which
7 When students understand what to do, give them any time remaining in represent the quantities
the session to work on the assignment. explicitly, to make sense
of the quantities and
8 As students work, take time to offer support as needed. Circulate around divide with them.
the room and use your copy of the Present Purchase Forum Planner to
Confer with students as necessary, especially those in need of support or challenge.
ELL Pair students with partners who can read and rephrase the questions as needed.
SUPPORT Help struggling students visualize each problem by sketching the scenario.
Scaffold their thinking with questions such as:

• What do you already know about the situation; what information does the problem
give you?
• Does each student need to contribute one dollar? Two dollars? Fifty cents? How do
you know?
CHALLENGE Ask students who easily and quickly complete the assignment to create their
own versions of the first three problems, writing different story problems that result in the
same answers. Have them trade their versions of the problems with classmates to check
one another’s work.

Remind students they will discuss today’s problems in a math forum next session.
Daily Practice
10 The optional Fraction Review Student Book page provides additional opportunities to
• Generate equivalent fractions (4.NF.1)
Unit 6 Module 3
Unit 6
Module 3
Session 5 Session 5
Division Strategies Math Forum
Summary
Today students participate in a math forum to share some of the strategies they used to solve
the division problems last session. After solutions and strategies have been shared, teacher
and students examine the results of the first three problems and then the second three
problems to look for relationships. Then students spend the remainder of the session at Work
Places. Finally, the teacher assigns the Danny’s Data Home Connection.
Skills & Concepts

• Divide a 2 or 3-digit number by a 1-digit number, with a remainder, using strategies based
Materials
Vocabulary
Math Forum Division Strategies those terms for which Word
SB 243–244 • money value pieces • Present Purchase Forum Planner (TM T3,
Present Purchase completed during and after Session 4) dividend*
• student math journals divisor*
Work Places in Use quotient*
6C Fraction Spin & Add (introduced in Unit 6, Module 3, Session 3)
Home Connection
HC 127–128
Danny’s Data
Daily Practice
SB 246
Splitting the Cost

Preparation
• Look over the students’ work from the previous session, and use the Present Purchase Forum
Planner Teacher Master to make notes about their strategies. Think about which student work
should be showcased in the forum, and use the last column on the planner to indicate the
order in which you’ll have students share their work in today’s forum. Be prepared to model any
strategies that are not shown in your students’ work as a way to solve the problems.
numbers (5B–6C) or write out the full names if you prefer. (See the Work Places in Use row
Math Forum
Division Strategies
math forum in which some of them will share their solutions and strategies
for the division problems they solved last session.
After the forum, they will go to Work Places.
2 Ask students to take out the Present Purchase assignment they completed
last session and look over their work.
Give them a minute to look over their work privately, and then have them share and com-
pare solutions and strategies with classmates other than their partners from the previous
session. Did they get the same answers? Can they understand each other’s strategies?
students you preselected to present their work on problems 1, 2, or 3, one
pair at a time.
did and whether anyone else used the same or a similar approach.
• Invite the rest of the class to ask questions, and have the presenters respond to their questions.
4 As students present, make sure the strategies listed below emerge, even if
you have to share one or more of them yourself. Use equations, ratio tables,
and fractions to represent each as it is shared.
• Using partial products to build up to the dividend; for example working with the fact
that if 8 people are contributing equally to pay for a gift that costs $12.00, they will
each have to pay at least $1.00 because 8 × $1.00 is $8.00, and then working with the
remaining $4.00 to get the final answer. The equations and ratio table below represent
the work of two students who started with the first piece of information; overshot
the mark by discovering that $2.00 per person was too much; and then realized that
because $4.00 is half of $8.00, each person would have to pay an additional 50 cents.
$1.00 + $0.50
÷2
8 × ? = $12.00 amount paid by
8 × $1.00 = $8.00 each person $1.00 $2.00 $0.50 $1.50
8 × $2.00 = $16.00 (too much)
total amount $8.00 $16.00 $4.00 $12.00
8 × $0.50 = $4.00
8 × $1.50 = $12.00 ÷2
$8.00 + $4.00
• Using partial quotients—breaking $12.00 apart into chunks that are easier to divide by
8, such as $8.00 and $4.00. The visual below represents this as a sequence of equations,
and also in fractional form.
• Using equivalent ratios, starting with the information that 8 people are contributing
equally to pay for a $12 gift, and cutting both quantities in half until the amount 1
person has to contribute is found. The visual below represents this strategy in the form
of a ratio table, and as a series of equivalent fractions.
Dollars $12.00 $6.00 $3.00 $1.50
People 8 4 2 1
5 Reinforce these strategies—partial products, partial quotients, and equiva-

lent ratios—by working with input from the students to apply all three to
solving problem 4, which involves dividing $1.60 by 8.
SUPPORT Make money value pieces available to students who want or need to use them to
help understand and solve the problem using the strategies you’re going to reinforce.
Strategy Equations Other Representations

×2
Partial Products 8 × ? = $1.60
using multiplication 8 × $0.10 = $0.80 $0.10 $0.20
Ratio Table
to build up to the $0.80 + $0.80 = $1.60, $0.80 $1.60
dividend so 8 × $0.20 = $1.60 ×2
Partial Quotients $1.60 ÷ 8 = ?
Fraction
breaking the dividend $1.60 = $0.80 + $0.80
& Decimal
into chunks that are $0.80 ÷ 8 = $0.10, so
Form
easier to divide $1.60 ÷ 8 = $0.20
Dollars $1.60 $0.80 $0.40 $0.20
Equivalent Ratios Ratio Table
People 8 4 2 1
6 Wrap up the math forum by working with students to explore some of the
relationships that can be found among the Present Purchase problems.
• Explain that you want to take a little time to look at how the division problems they
solved last session and discussed today relate to one another, starting with the set on
the first page of the assignment.
• Working on the board or at the projector, set up a grid similar to the one shown in the
illustration below, and ask students to copy it into their journals.
• Record an equation for each of the first three problems on the grid, and have students
do the same in their journals.
Dividend Divisor Quotient Dividend Divisor Quotient

#1 #1 $12.00 ÷ 8 = $1.50
#2 #2 $12.00 ÷ 16 = $0.75
#3 #3 $24.00 ÷ 16 = $1.50
• Pose the following questions about the equations.

»» How are the three equations related?
»» Which numbers are the same in the equations? Which numbers are different?
»» How are the dividends different from one equation to the next?
»» How are the divisors different from one equation to the next?
»» How are the quotients different from one equation to the next?
• Give students several minutes to share their responses in pairs, and encourage them to
mark, loop, or color-code the numbers, and make notes in their journals to help them
remember some of the relationships they find.
• Invite volunteers to share their thinking with the class. As the discussion unfolds,
reinforce the following generalizations:
»» If the total amount (the dividend) stays the same, but the number of people sharing (the
divisor) doubles, the share per person (the quotient) is half as much (see problems 1 and 2).
»» If the total amount (the dividend) doubles and the number of people sharing (the divi-
sor) stays the same, each person’s share (the quotient) doubles (see problems 2 and 3).
»» If the total amount (the dividend) doubles and the number of people sharing (the divi-
sor) doubles, the share per person (the quotient) stays the same (see problems 1 and 3).
7 Repeat the process in step 6 with the last three Present Purchase problems.
These problems reinforce the generalization that when the dividend doubles but the divisor
stays the same, the quotient also doubles; something that most students may understand
intuitively from their own experiences outside of school.
Mark your own chart as the students share their thinking to emphasize and make visible
the relationships among the three equations.
Dividend Divisor Quotient

#1 $12.00 ÷ 8 = $1.50
x2 ÷2
#2 $12.00 ÷ 16 = $0.75
x2 x2
#3 $24.00 ÷ 16 = $1.50
Work Places
8 At the conclusion of the forum, invite students to spend the remainder of
the session at Work Places.
Have students clean up and put away their materials.
Home Connection
10 Introduce and assign the Danny’s Data Home Connection, which provides
• Solve problems involving addition and subtraction of fractions shown on a line plot (4.MD.4)
• Determine the median, mode, and range of a set of data comprising fractional num-
bers (supports 4.MD)
Daily Practice
The optional Splitting the Cost Student Book page provides additional opportunities to
• Use a letter to represent an unknown quantity in a equation (supports 4.OA)
Teacher Masters
Work Place Guide 6C Fraction Spin & Add

Summary
Players take turns spinning a fraction spinner twice and adding the fractions spun. Then they find pattern blocks to
represent their spins and place them on their record sheets. Whenever possible, players trade up pattern blocks so they
always have the fewest blocks possible on their sheet. Players continue to alternate turns spinning, adding, and placing
pattern blocks until one player fills all six hexagons on the Fraction Spin & Add Record Sheet.
Skills & Concepts

• Recognize and generate equivalent fractions (4.NF.1)
• Add mixed numbers and fractions with like denominators (4.NF.3c)
Materials
TM T1 • 1 set pattern blocks

Work Place Guide 6C Fraction Spin & Add • 3 spinner overlays
TM T2
SB 240
Work Place Instructions 6C Fraction Spin & Add


One or more students are unsure SUPPORT Review the fractional part of the hexagon that
which pattern block pieces each pattern block piece represents.
represent each fraction spun. Have students play Game Variation A and only spin once
until they show more understanding of the fraction of a
hexagon represented by each pattern block.
One or more students struggle to SUPPORT Suggest that students find the pieces to “What did you get for your first spin? Let’s
add the two fractions spun. represent each spin individually first and then combine show that amount. Now, what did you get in
them. the second spin? OK, make that now. Let’s fit
the pieces together. Can we make a whole?
What fraction is represented now?”
Students are not trading up SUPPORT Remind students that they should have the
correctly. fewest number of pattern blocks possible on their record
sheet.
Have students show equivalencies with pattern blocks
before making trades.
Students easily add and represent CHALLENGE Have pairs of students play Game Variations C
the fractions spun. and D, which involve writing equations to show addition
and subtraction of fractions.
• As you talk about the pattern blocks, hold them up each time. Use the color and shape name to identify the blocks.
• Write the fractions when you say them. Point to the numerator and the denominator when referring to each. For example, when using 1/6, say
“One part out of six; that’s one-sixth.”
• When referring to common fractions, interchange calling the fraction 3/5 three-fifths and three one-fifths.
• Have ELL students watch pairs play part of a game before playing on their own.
NAME | DATE

Player 1 ___________________________ Player 2 ___________________________
1
5 2 1
6 3
2 1
= 1 whole
6 2 6
3
Fraction Spinner
Present Purchase Forum Planner

Note Plan to have students share their strategies for the first three problems only. You’ll then review and reinforce these
strategies by investigating problem 4 with the class.
1 Building Up to the Total in Chunks, Using Multiplication

For example, in problem 1, which involves finding out how much 8
friends will each need to contribute to buy a $12.00 book for their
teacher, look for students who build up to the total by multiplying
$1.00 by 8, and then multiplying $0.50 by 8.
(8 × $1.00) + (8 × $0.50) = $8.00 + $4.00 = $12.00, so each friend
has to contribute $1.50.
2 Using Partial Quotients

For example, in problem 1, look for students who solve $12.00 ÷ 8 by
breaking it into more manageable chunks.
$12.00 = $8.00 + $4.00
$8.00 ÷ 8 = $1.00
$4.00 ÷ 8 = $0.50
$1.00 + $0.50 = $1.50, so each friend has to contribute $1.50
3 Finding Equivalent Ratios

For example, in problem 1, look for students who solve $12.00 ÷ 8 by
creating a ratio table similar to the one shown below.
$12.00 $6.00 $3.00 $1.50
8 4 2 1
4 Using the Results of One Problem to Solve Another

For example, in problem 2, look for students who use the results of
the first problem to help. These students might reason that if each
of 8 friends has to contribute $1.50 to buy a $12.00 gift, each of 16
friends would have to contribute half that amount because 16 is
twice as many as 8.
$12.00 ÷ 8 = $1.50, so $12.00 ÷ 16 = $0.75
Another example would be problem 3, in which students might
reason that if each of 16 friends has to contribute $0.75 to buy a
$12.00 gift, they’d each have to contribute twice that amount, or
$1.50, to buy a $24.00 gift because $24.00 is twice as much as $12.00.
Student Book
NAME

The school choir is planning their annual Swimming Pool Fundraiser where they sell tickets for a special party at a
Unit 6 Module 3
nearby pool. Last year Ben kept track of how long people stayed in the pool. He began to calculate each person’s total
time and he plotted the first five times on the line plot, but he hasn’t finished yet.
Session 1
1 Fill in the rest of the values in the last column of the chart.
Last Year’s Swimming Pool Times

Children Time In Time Out Total Hours in Pool Children Time In Time Out Total Hours in Pool
Tristan 4:05 pm 4:50 pm 3 Lucas 2:00 pm 3:00 pm

4
Tamara 2:10 pm 3:10 pm 1 Craig 2:09 pm 3:39 pm
Ben 3:00 pm 5:00 pm 2 Robert 3:10 pm 4:55 pm
236
George 2:10 pm 3:25 pm 1 14 Heather 2:45 pm 5:00 pm
Henry 4:05 pm 4:50 pm 3 Melissa 2:55 pm 3:55 pm

4
Rachel 2:15 pm 2:45 pm 1 Bridget 2:30 pm 3:45 pm

2
Patty 2:25 pm 4:10 pm 1 34 Mandy 2:30 pm 4:30 pm
Kim 2:25 pm 4:55 pm 1 Natalie 3:16 pm 4:46 pm

2 2
Ryan 3:19 pm 4:49 pm 1 12 Catalina 3:45 pm 5:00 pm

| DATE
Deborah 3:00 pm 4:30 pm 1 12 Cesar 3:15 pm 5:00 pm
Kelly 3:36 pm 4:36 pm 1 Jonathon 3:28 pm 4:58 pm
Jason 2:00 pm 3:30 pm 1 12 Riley 3:17 pm 4:32 pm

NAME | DATE
Number of Children
X
X X X X
1 1 3 1 1 3 1 1 3
0 4 2 4 1 14 12 14 2 24 22 24 3

NAME | DATE
Factors & Multiples Moves

1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 20 21
22 24 25 26 27
28 30 32 34 36
1 Jasmine and Briana are playing Factors & Multiples. Jasmine chose 27 as her first
target number and circled it. Briana gets to circle all of the factors of 27. What
numbers does Briana get to circle?
2 Danny and Justin are also playing Factors & Multiples. Danny’s first target number
is 24. What numbers does Justin get to circle?
3 Bethany circled 1, 2, 4, and 8. What target number did Bethany’s partner choose?
4 After Oscar chose his target number, his partner circled 1, 2, 3, 4, and 6. What was
Oscar’s target number?
5 Aaron is trying to decide if he wants to choose 14 or 18 as his first target number. Which
number would give him a higher score than his partner? Explain your thinking.
6 List the prime numbers that are on the Factors & Multiples Game Board.
NAME | DATE
The Swimming Contest

Sixteen of the kids who came to the Swimming Pool Fundraiser had a contest to see
how many laps they could each swim in five minutes.
Student Laps Swam Student Laps Swam
3 1
Melissa 44 Tamara 44
1 1
Robert 58 Henry 48
1 3
Craig 52 Kim 48
1
Tristan 52 Ryan 5
1 1
Ben 44 Jason 54
7 3
Rachel 48 Natalie 54
Bridget 1
44 Kelly 5
7 3
Catalina 58 Riley 58
1 Enter the data on the line plot below.

Number of Students
1 2 3 4 5 6 7 1 2 3 4 5 6 7
4 48 48 48 48 48 48 48 5 58 58 58 58 58 58 58 6
Laps Swam
2 How many students swam 5 8 laps or more?

1
3 How many students swam fewer than 5 laps?
4 What is the mode of this data?
5 Find the range of the data (the difference between the fewest and the most laps).
Show your work.
NAME | DATE
Snail Race
Cindy had a collection of snails. She wanted to see which snail could travel the farthest
in one minute. Below is a table showing the distance each snail traveled.
Snail Distance Traveled 1 Complete the line plot below to display the information
A 1
4 4 inches shown in the chart and then answer the questions that
7
follow. Be sure to finish labeling all of the marks along the
B 4 8 inches line before you plot the data points.
3
C 3 4 inches
1
D 4 4 inches
5
E 4 8 inches
1
F 4 2 inches
3
G 4 8 inches
Number of Snails
4 2
3 38 4 48 5
Distance Traveled in Inches
2 What is the shortest (minimum) distance?
3 What is the longest (maximum) distance?
4 What is the difference between the shortest and longest distance (range)? Show your work.
5 Which distance appears most often (mode)?
6 Which distance is the middle value of all the measurements (median)?
Work Place Instructions 6C Fraction Spin & Add

• 6C Fraction Spin & Add Record Sheets (1 for each player)
• pattern blocks
1 Players determine who will be Player 1 and Player 2 and write their names on their record sheets.
2 Player 1 spins the spinner twice and adds the two spins (fractions) together.
3 Player 1 then finds pattern blocks to represent the sum of the fractions and places them on the first
row of hexagons on his record sheet.
4 Player 2 takes a turn and repeats steps 3 and 4.
5 Whenever possible, players must “trade up” to have the fewest pattern blocks possible.
Player 2 OK, first I landed on 13 , and then I landed on 16 . I know a blue rhombus is 13 of a hexagon,
and a triangle is 16 . If you put those together, they make a trapezoid, which is half a hexagon.
6 The first player to fill all six hexagons wins. If Player 1 wins, Player 2 gets one more turn to try to
make it a tie game. Going over six hexagons is allowed.
Game Variations
A Students spin only one time and place pattern block pieces on the record sheet.
B The game continues until one player fills up the six hexagons exactly without going over.
C Players record their moves (spins and trades) by writing fraction addition equations.
D Players start with six whole hexagons, spin, and subtract pieces until they are left with none. Players
record subtraction equations.
NAME | DATE
Playing Fraction Spin & Add

1 Melinda is playing Fraction Spin & Add. She spins
1
6
2
and 3 .
a What is the sum of Melinda’s spins?
b What pattern blocks should she put on her record sheet so she uses the fewest pieces?
2 Now it’s Kevin’s turn. He spins

2
3
5
and 6 .
a What is the sum of Kevin’s spins?
b What pattern blocks should he put on his record sheet so he uses the fewest pieces?
3 Ryan and Elizabeth are also playing Fraction Spin & Add. Ryan spins 2 and 3 .
1 2
1 5
Elizabeth spins 3 and 6 . Who has the greater sum? How do you know?
4 1 7
Michael’s sum for his spins is 1 3 . Jana’s sum is 6 . Who has the greater sum? How
do you know?
5 1
Emily has filled 5 3 of the hexagon shapes on her record sheet. What final spin
would completely fill her sixth hexagon?
NAME | DATE
Present Purchase page 1 of 2

1 Joanna and seven friends wanted to buy a hardcover book for their teacher from the
latest book order. If the book cost $12, how much would each of the 8 friends need
to give in order to buy the present?
2 Another 8 students overheard Joanna’s conversation and wanted to participate in

the gift giving as well. If 16 students wanted to buy the hardcover book, how much
would each need to give?
3 The 16 students decided they wanted to purchase the book’s sequel, too, which cost
another $12. How much would each student need to give to buy $24 in books?
NAME | DATE
Present Purchase page 2 of 2
4 After much discussion, the group decided that Joanna and her original 7 friends
would purchase one book, and the other group would get a different gift. If Joanna’s
group purchased plain wrapping paper, it would cost $1.60. How much additional
money would the 8 friends each need to give to buy the wrapping paper?
5 One friend mentioned that she saw glitter wrapping paper for $3.20. If the 8 friends
chose this paper, how much would they each spend on it?
6 Joanna also wanted to get ribbons and bows to decorate the package. If the total cost
for wrapping and decorating was $6.40, how much would each of the 8 friends spend?
NAME | DATE
Fraction Review
1 Change the following fractions to mixed numbers.
15 =
a 4
13 =
b 5
21 =
c 4
27 =
d 6
2 Change the following mixed numbers to fractions.
a 3 14 =
b 6 78 =
c 5 45 =
d 2 16 =
3 Write an equivalent fraction for each of the following.

2 =
a 100
4 =
b 5
3 =
c 12
2 =
d 8
4 Compare the following fractions. Fill in the blank with <, >, or =.
7 6
a 6 7
3 4
b 12 16
3 4
c 4 5
1 7
d 2 16
NAME | DATE
Splitting the Cost

1 Ten students will split the cost of a $4 book. Which of the equations does not
represent the situation? (m stands for the amount of money each student will pay)
NN NN NN 10 NN
4 2
$4 ÷ 10 = m 10 × m = $4 = 5 = 0.40 10 ÷ 4 = m
2 Fill in the ratio table to find 2,721 ÷ 3.

1
2,721 ÷ 3 =
3 2,721
3 Finish the array to find 2,721 ÷ 3.

300
3 900
2,721 ÷ 3 =
4 What is the length of a rectangle that has an area of 2,721 ft² and a width of 3 feet?
5 CHALLENGE What is the length of a rectangle that has a perimeter of 2,721 feet and a
width of 3 feet? Show your work.
Home Connections
NAME | DATE
Rope Climb Results & Skills Review page 1 of 2

Your P.E. teacher has challenged your class to a rope climb! There are 8 blue pieces of tape
equally spaced, and wrapped around the rope to mark off the distances. The following
results represent the goal levels that were reached by the students in your group.
4 1 3 1 4 2 3 8 4 6 7
8 8 8 8 8 8 8 8 8 8 8
1 Display this data on the line plot below. Enter the rest of the goal levels below the
heavy line. Make an X above the heavy line to represent each student in your group.
Give your finished line plot a good title.
Title
Number of Students
1 8
8 8
Goal Levels Reached Along the Rope
2 How many students stopped at the goal line 3/8?
3 Which goal level did the most students reach?
4 How many students touched or even passed 3/8 of the rope?
5 What was the total distance combined for climbing the rope?
NAME | DATE
Rope Climb Results & Skills Review page 2 of 2
6 Solve 216 ÷ 6. Use a ratio table or an array to model and solve the problem.
7 6
Kevin says that 0.6 is the same as 10 . Do you agree or disagree? Why?
8 Write each fraction as a decimal.

4 5 7
10 = 0.4 10 = 10 =
25 3
100 = 100 =
10 Write each decimal as a fraction.

31
0.31 = 100 0.9 = 0.1 =
0.36 = 0.75 =
11 Fill in the blanks with <, >, or =.

2 3 5 10 1 1
3 4 6 12 3 9
4 1 7 75
10 2 10 100
NAME | DATE
Bakery Bundles page 1 of 2

1 Rachel owns a bakery and sells cookies by the dozen. She sold 16 dozen cookies on
Monday. How many cookies did Rachel sell? Show your work.
2 1
For each dozen cookies, Rachel used 1 2 cups of milk. How many cups of milk did
she use for 16 dozen cookies? Show your work.
3 A customer ordered 28 cupcakes. What are all the different rectangular

arrangements Rachel could use to package the cupcakes? Use labeled sketches to
show the possible arrangements below.
4 Rachel’s assistant says that

3
5 cup of oil is more than
2
3 cup of oil. Is he correct?
Explain your reasoning.
NAME | DATE
Bakery Bundles page 2 of 2
5 4
Rachel uses 5 cup of cocoa for her brownies. Write two fractions that are equivalent to 5 .
4
6 A large order of 240 cookies was placed. How many cookies would go in each box if
Rachel put them in the different numbers of boxes listed below? Show your work for each.
a 24 boxes? b 12 boxes? c 6 boxes?
7 CHALLENGE
1
Rachel had 4 gallon of milk left in her bakery. She needed to make
4 desserts for an order that afternoon. Use the table to help Rachel decide which
dessert she can make 4 of with the milk she has left. Use equations, labeled
sketches, or words to prove that your choice will work.
Dessert Milk needed
Oatmeal Cookies 2 cups

Banana Pie 8 fluid ounces
Apple Cake 12 fluid ounces
1
Brownies 2 2 cups
Lemon Squares 14 fluid ounces
Shortbread Cookies 16 fluid ounces
1
Cobbler 1 2 cups
NAME | DATE
Danny’s Data page 1 of 2

Danny collected data about the length of 12 worms he found while he was digging in
his yard. Use the data shown on Danny’s line plot to answer the questions.
Number of Worms
X
X X X
X X X X X X X X
1 2 3 4 5 6 7 1 2 3 4 5 6 7
4 48 48 48 48 48 48 48 5 58 58 58 58 58 58 58 6
Length in Inches
1 What is the range of the data? (The range is difference between the length of the
longest and the shortest worm.) Show your work.
2 What is the median (the middle value in the set of X’s) of the data?
3 What is the mode (the most common worm length) of the data?
4 What fraction of the 12 worms were less than 5 inches long?
5 7
What fraction of the worms were longer than 4 8 inches but shorter than 5 8 inches?
5
6 What fraction of the worms were more than 5 inches long?
7 If Danny laid the two shortest worms end to end, how long would they be together?
Show your work.
8 If Danny put the longest and shortest worm end to end, how long would they be
together? Show your work.
NAME | DATE
Danny’s Data page 2 of 2
9 Add or subtract these mixed numbers. Show your work.
a 1
23 + 43 =
2
b 5
16 8 − 4 8 =
3
c 4
87− 37 =
5
d 5
14 9 + 6 9 =
7
e 1
20 8 − 19 8 =
7
10 CHALLENGE Danny found one more worm and wanted to add the data to his line
plot. He wondered how it would affect the original mode, median and range.
a What is a length the worm could be that would not change the mode?
b What is a length that would change the mode?
c What is a length the worm could be that would not change the range?
d What is a length that would change the range?
e What is a length the worm could be that would not change the median?
f What is a length that would change the median?
Teachers Guide
Module 4
More Division
Session 1 Lowest Remainder Wins�� 3
Session 2 More Division Strategies�� 9

Work Place Guide 6D Lowest Remainder Wins �� T1 Unit 6 Review��129
6D Lowest Remainder Wins Record Sheet��T2
6D Lowest Remainder Wins Challenge Record Sheet��T3
Unit 6 Post-Assessment�� T4
Student Book Pages

Work Place Instructions 6D Lowest Remainder Wins��247
David Goes Shopping��248
School Carnival��249
Remainder Review��250
Tessa’s Tickets��251
Unit 6
Unit 6
Module 4
Module 4
More Division
Overview
Module 4 provides additional opportunities for students to hone their division skills. The module opens with a problem
string that reinforces the connection between division and equivalent ratios. Then students learn a new Work Place game
that provides practice dividing 2- and 3-digit numbers by 1-digit numbers, with and without remainders. The second session
features a wrap-up, as students solve division problems, share strategies, and work together to create a class chart for division,
analogous to the multiplication strategies chart they generated in the first module of this unit. Finally, students take the Unit 6
Post-Assessment.
Planner
Session 1 Lowest Remainder Wins
This session opens with a problem string that revisits some of the relationships and generaliza-
tions from the previous session. Then the teacher introduces a new Work Place by playing a
demonstration game with the class. Then students play the game in pairs.
Work Place 6D Lowest Remainder Wins
In this game, players attempt to get the smallest possible remainder. They spin to get a divisor
that both players will use, and they set up a ratio table for that divisor. Then each player rolls two
or three dice, arranges the numbers rolled to make a dividend, and uses the ratio table to help
find the quotient. After confirming their work with their partners, players record their remainders
as their scores and begin the next round. After three rounds, players add up their scores. The
player with the lower score wins.
Session 2 More Division Strategies
In this session, students solve several division problems set in the context of a school carnival and
create a class chart of division strategies analogous to the chart of multiplication strategies the
teacher created with the class earlier in this unit. Then students visit Work Places. At the end of the
session, students reconvene to record the division strategies in their journals.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 247, 249.
pages 247–251.
Work Place Prepare the materials for Work Place 6D using the lists of materials on the Work
Special Items Prior to Session 2, find and display the Multiplication Strategies chart from Unit
6, Module 1, Session 7.
Unit 6 Module 4
Unit 6
Module 4
Session 1 Session 1
Lowest Remainder Wins
Summary
This session opens with a problem string that revisits some of the relationships and general-
izations from the previous session. Then the teacher introduces a new Work Place by playing a
demonstration game with the class. Then students play the game in pairs.
Skills & Concepts

• Solve story problems involving a multiplicative comparison using division (4.OA.2)
• Multiply a 1 or 2-digit whole number by a 1 or 2-digit whole number using strategies
based on place value and the properties of operations (4.NBT.5)
• Divide a 2 or 3-digit number by a 1-digit number, with and without remainders, using
strategies based on place value, the properties of operations, or the relationship between
multiplication and division (4.NBT.6)
Materials
Vocabulary
Problem String Equivalent Ratios those terms for which Word
• chart paper Resource Cards are available.
• student math journals dividend*
Work Places Introducing Work Place 6D Lowest Remainder Wins divisor*
equivalent ratio*
TM T1 • spinner overlays, 1 per student
Work Place Guide 6D Lowest pair, plus 1 for display quotient*
Remainder Wins • dice numbered 0–5, 1 per ratio table*
TM T2 student pair, plus 1 for display remainder*
6D Lowest Remainder Wins • dice numbered 1–6, 1 per
Record Sheet student pair, plus 1 for display
TM T3
6D Lowest Remainder Wins
Challenge Record Sheet
SB 247*
Work Place Instructions 6D Lowest
Remainder Wins
Daily Practice
SB 248
David Goes Shopping

Preparation
In today’s session, you’ll introduce Work Place 6D Lowest Remainder Wins, which replaces
5B Mosaic Game. Before this session, you should review the Work Place Guide, as well as the
Work Place Instructions. Make copies of the first of the two 6D Lowest Remainder Wins Record
Sheets for use today and store the rest in the Work Place 6D Lowest Remainder Wins tray.
Relationships & Equivalent Ratios

The combinations in today’s problem string reinforce generalizations students made last session, and
introduce some new ones. The chart below describes each and gives an example from the string.
Generalization Examples from Today’s String

When the dividend remains the same but the divisor is $20 ÷ 10 = $2
halved, the quotient doubles. $20 ÷ 5 = $4
When the dividend doubles, but the divisor remains the $20 ÷ 10 = $2
same, the quotient doubles. $40 ÷ 10 = $4
When the dividend remains the same but the divisor $20 ÷ 10 = $2
doubles, the quotient is halved. $20 ÷ 20 = $1
When the dividend is halved but the divisor remains the $5 ÷ 10 = $0.50
same, the quotient is halved. $2.50 ÷ 10 = $0.25
When both the dividend and the divisor are halved, the $20 ÷ 20 = $1 $5 ÷ 10 = $0.50
quotient remains the same. $10 ÷ 10 = $1 $2.50 ÷ 5 = $0.50
The last listing above corresponds to a relationship noted by students last session: when
both the dividend and the divisor are doubled, the quotient remains the same. Students have
actually leaned heavily on both of these relationships throughout the unit as they’ve used
equivalent ratios to solve division problems. Consider the two examples below.
Problem Ratio Table Comments

Shane bought some 10 + 9 In this typical example, students
DVDs for $17 each make use of equivalent ratios
last year. He paid DVDs 1 10 20 5 9 19 (e.g., 1 to 17, 10 to 170, 20 to 340)
$323 in all. How many to determine how many groups
Cost $17 $170 $340 $85 $158 $323
DVDs did he buy? of 17 there are in 323, using multi-
$323 ÷ $17 = 19 DVDs $170 + $153 plication (×10, ×20, ×5, and so on)
to build up to the dividend.
Eight people went This example is much less typical,
Total Cost $208 $104 $52 $26
out to dinner, and but there are times when the
split the bill evenly. People 8 4 2 1 numbers allow a use of equiva-
If the bill was $208, lent ratios in which the dividend
how much did each and the divisor can be halved
person have to pay? repeatedly to find the answer.
$208 ÷ 8 = $26 each
Problem String
Equivalent Ratios
1 Open the session by letting students know they will participate in a prob-
lem string and then learn how to play a new Work Place game.
it “Equivalent Ratios Problem String.”
• Pose each story problem one at a time. After you have posed the problem in context,
record the matching expression on the board.
• Use equations to represent students’ thinking, and record each answer as a fraction as well.
• Emphasize the connection between division, fractional notation, and decimal notation
as you deliver the string.
Problem String Equivalent Ratios

How much money Most fourth graders are familiar enough with If the dividend doubles, but
would each person money context to know the answer without a the divisor stays the same, the
get if 10 people lot of figuring. Record the answer shared by your quotient doubles.
shared $20? volunteers, and record it in the form of a fraction
$20 ÷ 10 as well.
What if 10 people
40
shared $40? $40 ÷ 10 = $4 10
=4
$40 ÷ 10
What if 5 people In this problem, the dividend and
shared $20? the divisor are both half of those
$20 ÷ 5 Once students have shared their solutions and in the second problem. When that
you have recorded the equations above, discuss is the case, the quotient remains
the fact that 40/10 and 20/5 are equivalent ratios. the same.
Reinforce this by writing the two equations
below side by side on the board, and then writ-
ing the ratios side by side.
What if 20 people Big Idea

share $20? When the ratios involved in two
$20 ÷ 20 division combinations are equiva-
What if 10 people lent, their quotients are equal.
share $10? After students have solved both
$10 ÷ 10 of these problems, note with
them that 20/20 = 10/10 because the
dividend and the divisor have both
been halved.
What if 10 people Look for at least one student who solves this In this problem, the same number
share $5? problem by reasoning that if each person got of people share half the amount of
$5 ÷ 10 $1 in the previous problem, each person will get money as they did in the previous
$0.50 in this situation because the same number problem. When this is the case,
of people (10) are sharing half the amount of each person’s share is halved.
money as in the preceding problem.
What if 5 people Look for a student to share who makes use of the Big Idea
share $2.50? results of the previous problem, noting that the When the ratios involved in two
$2.50 ÷ 5 dividend and the divisor are both half of what division combinations are equiva-
they were in the preceding problem. lent, their quotients are equal.
2.5 After students have solved this
$2.50 ÷ 5 = $0.50 = 0.50 = 0.5
5 problem and the one prior to it,
press them to explain why the
answers are the same. Discuss the
fact that 5 ÷ 10 is equivalent to 2.5
÷ 5 because the dividend and the
divisor have both been halved.
5 2.5
10
= 5
What if 10 people Look for a student to share who was able to make In the final problem, twice as
share $2.50? use of the previous problem to help solve this one, many people (10) share the
$2.50 ÷ 10 reasoning that if the number of people sharing same amount of money as in the
the same amount of money ($2.50) is doubled, the problem previous. When this is
share they each receive is cut in half. the case, each person’s share is cut
in half.
4 Wrap up the problem string by working with students to explore some of the
relationships that can be found among the combinations they just solved.
• Explain that you want to take a little time to look at how some of the division problems
they just solved relate to one another.
• Record each pair of equations shown below on the board, and pose the related ques-
tion. Ask students to share their responses with a neighbor. Then invite a volunteer to
share his response with the class, and explain why it works that way.
Equation Pair Question to Pose

$20 ÷ 10 = $2 What happens when half the number of people share the
$20 ÷ 5 = $4 same amount of money? [Each person’s share doubles.]
$20 ÷ 10 = $2 What happens when the same number of people share
$40 ÷ 10 = $4 twice the amount of money? [Each person’s share doubles.]
$20 ÷ 10 = $2 What happens when twice the number of people share the
$20 ÷ 20 = $1 same amount of money? [Each person gets half as much.]
$5 ÷ 10 = $0.50 What happens when the same number of people share half
$2.50 ÷ 10 = $0.25 the amount of money? [Each person gets half as much.]
$20 ÷ 20 = $1 $5 ÷ 10 = $0.50 What happens when half the number of people share half
$10 ÷ 10 = $1 $2.50 ÷ 5 = $0.50 the amount of money? [Each person’s share stays the same.]
Work Places
Introducing Work Place 6D Lowest Remainder Wins
5 Introduce the game Lowest Remainder Wins using the Work Place 6D
Lowest Remainder Wins Record Sheet, one die numbered 0–5, two dice
numbered 1–6, and a spinner overlay.
• Display the Work Place 6D Lowest Remainder Wins Record Sheet where everyone can see it.
• Explain that the game will help students think about multiplication and division and give
them practice working with remainders.
6 Briefly summarize the game before playing against the class. Math Practices
In this game, players attempt to get the smallest possible remainder. They spin to get a in Action 4.MP.7
divisor that both players will use, and they set up a ratio table for that divisor. Then each Students look for and
player rolls two or three dice, arranges the numbers rolled to make a dividend, and uses make use of structure
the ratio table to help find the quotient. After confirming their work with their partners, in their ratio tables in
players record their remainders as their scores and begin the next round. After three order to play for the
rounds, players add up their scores. The player with the lower score wins. lowest remainder. This
builds their fluency
7 With student participation, model how to play Lowest Remainder Wins. with division, as well as
their understanding of
Use the game instructions on the display copy of the Work Place Instructions 6D Lowest
multiples and remainders.
Remainder Wins Student Book page as needed.
8 As you demonstrate how to play the game, emphasize the parts of the game
that might be challenging for students.
• If necessary, review how to set up a ratio table to solve a division problem. Point out that
if the dividend is not evenly divisible by the divisor, it will not appear on the ratio table.
• Let students know that they can use models or strategies other than building up to the
dividend on a ratio table. Alternatives might include using partial quotients, labeled
array sketches, or even basic fact strategies if they happen to spin a divisor of 2 and roll
an even number. No matter what strategy they choose, however, they must show their
thinking in the work space provided for each round on the record sheet.
• Review how to find a remainder and how to record it. (For example, 125 ÷ 6 is 20 r5.)
• Encourage students to think flexibly about the dividends they create. Have them
come up with multiple dividends in one turn to help them see that they can adjust the
numbers in order to get a lower remainder.
9 Ask students to turn to a partner to summarize the directions for Lowest

Remainder Wins, and take a minute or two to answer any questions they
may still have. Then have students get the materials they need to play the
game in pairs.

• If you have a few minutes to spare, pose some of the following questions about the new
Work Place game, Lowest Remainder Wins:
»» What strategies did you use to divide?
»» Did your thinking change as you played the game? How?
»» Were you able to arrange and rearrange the numbers you rolled so you could get a
lower remainder? Explain.
»» What advice would you give someone just learning this game?
Daily Practice
The optional David Goes Shopping Student Book page provides additional opportunities
division (4.NBT.6)
Unit 6 Module 4
Unit 6
Module 4
Session 2 Session 2
More Division Strategies
Summary
In this session, students solve several division problems set in the context of a school carni-
val. They create a class chart of division strategies analogous to the chart of multiplication
strategies the teacher created with the class earlier in this unit. Then they visit Work Places. At
the end of the session, students reconvene to record the division strategies in their journals.
Finally, the teacher introduces and assigns the Unit 6 Review Home Connection.
Skills & Concepts

• Solve multi-step story problems involving only whole numbers, using addition and divi-
sion (4.OA.3)
Materials
Problems & Investigations More Division Strategies

SB 249* • chart paper
School Carnival • student math journals
• Multiplication Strategies chart
from Unit 6, Module 1, Session 7
(see Preparation)
Work Places in Use

6D Lowest Remainder Wins (introduced in Unit 6, Module 4, Session 1)
Home Connection
HC 129–130
Unit 6 Review
Daily Practice
SB 250
Remainder Review

Preparation
• Display the Multiplication Strategies chart you made with the class earlier in this unit on
display for students’ reference this session.
numbers (5C–6D) or write out the full names if you prefer. (See the Work Places in Use row

More Division Strategies
1 Open the session by explaining that students are going to solve some
division problems, share their solutions and strategies, and work together
to create a chart of division strategies similar to the chart of multiplication
strategies they created earlier in the unit.
5 x 16 = half of 10 x 16 16
1 10 160 12 80
2
5 80 10 5 160
5 80
17 x 9 = (17 x 10) – (17 x 1) 10
10 170 9 1
10 170
–1 1 17 – 17
9 9 153 153 10 x 17 = 170
17 153 17 – 1 x 17 = 17
9 x 17 = 153

27 x 16 16
1 16
2 32 20 x 16 = 320
10 160 20 320
+ 5x 16 = 80
20 320 + 2x 16 = 32
5 80 27 432
5 80 27 x 16 = 432
27 432
2 32
Make an easier combination by doubling 1 factor and cutting the other in half.
24 x 25 = 600
12 x 50 = 600
6 x 100 = 600
2 Before you begin today’s work, revisit and briefly review the strategies and
models on the multiplication chart with the class.
• Draw students’ attention to the Multiplication Strategies chart. Give them a minute to
examine the chart quietly, and then ask them to talk in pairs about the strategies they
have found most useful over the last few weeks.
• Note with students that they have used ratio tables and arrays to model and solve divi-
sion, as well as multiplication problems throughout Unit 6.
• Explain that some of the strategies on the chart can also be used for division as well as
multiplication, and explain that you’re going work with them to create a chart showing
how these work for division problems.
3 Then introduce the School Carnival Student Book page.

• Have students turn to the School Carnival Student Book page in their books as you
display a copy.
• Explain that today students will be solving problems about tickets for a school carnival.
• Ask students about their experiences with school carnivals and their thoughts about
the money it takes to hold one.
Even if your school does not hold a carnival, some students might have experienced them in
other schools. If necessary, give a brief description of the events that take place at a school
carnival, such as buying tickets for food and game booths and contests for prizes.
Teacher When you think about our school carnival last year, what
was your favorite part?
Students The dunking booth! The food! The contests! The prizes!
Teacher Have you ever thought about the money that goes into a
school carnival? Where does money get spent at a carnival?
Students It costs money to get in.
They have to rent the dunking booth and the jumping castle.
The school has to buy the stuff like the food and prizes, and then we
have to pay for them.
4 Have a student read the first problem aloud, and then call on another
student to restate the problem in her own words. Ask students to solve the
problem individually in their books and show their thinking.
The numbers in the problems today were chosen purposefully to prompt discussion of the
over division strategy in the first problem and the Five is Half of Ten division strategy in
the second problem.
Circulate and find students who:
• Used a partial quotient strategy
• Used an over division strategy (e.g., started with 800 ÷ 8, and then subtracted 1 set of 8
from the dividend and 1 from the quotient to get the answer)
• Used an equivalent ratio strategy
SUPPORT Ensure that students understand what the question is asking. Refrain from telling
them that it is a division problem. Instead, ask them what they would do in that situation.
ELL Help students understand the scenario with gestures, pictures, or a same language partner.
CHALLENGE Encourage students to try different, efficient strategies and discuss with each
other which strategy they think works best for these numbers.
5 When most students have finished, solicit and record their answer(s). Then
invite selected students to share their thinking.
• As they share, record their thinking on chart paper to create a poster showing each of
the three strategies: partial quotient, over-division, and equivalent ratio.
• If no students used a particular strategy, offer it yourself.
Chauncy I solved the problem in chunks. I know what 72 ÷ 8 is—it’s

9. So I also know that 720 ÷ 8 is 90. I subtracted 720 from 792 to see
how much I had left to go, and it was 72. Since 72 ÷ 8 is 9, I got 99 for
my answer.
Bonnie Hey, I used an array to do the same chunks.
Carmen And I used a ratio table for the same thing!
Teacher Let’s show those chunks, which we can call partial quotients,
using equations, an array, and a ratio table on our division chart.
Division Strategies
• Partial Quotients Strategy 99
792 ÷ 8 90 9
720 ÷ 8 = 90 8 720 72
072 ÷ 8 = 09
792 ÷ 8 = 99 792
8 720 72 792
1 90 9 99Division Strategies
Teacher
• Partial Who used
Quotients a different strategy?
Strategy 99
• The “Over”
792Daria Strategy
÷ 8 I noticed that 792 is awfully close to 800 and
90 I know 800 ÷ 8.9
792That’s
÷ 8 100. So since 792 is 8 less than 800, that means 100
720ninety-nine
÷ 8 = 908s in 792. 8 720 that there are72
072 ÷ 8 = 09 99 1
800Teacher
÷ 8 =
Let’s100
see, how can we describe
8 what Daria just did
792 792 8 as a strategy?
792 ÷ 8 = 99
008 ÷ 8 =It’s001
Eduardo like the over multiplication strategy, so I’d call this the
792
8 over ÷division
720 8 72= 099
strategy.
792 800
Teacher
18 90 All right,
9 99 I’ll show that over strategy with equations, an
800 792
array, and a ratio table, too. Who can tell me what to draw?
1 100 99
• 792
The Equivalent
÷8 Ratio Strategy 100
792 ÷ 8
792 99 1
792
800÷ 8 ÷ 8= =8 100 8 792 8
008 ÷ 8 = 001
Number
792 of ÷ 8792 = 099
Tickets 396 198 99 800
Number of 8 4 2 1
8 800 792
Kids
1 100 99
• Five Teacher
is Half Did
of Ten
anyoneStrategy
use a different strategy?
• The Equivalent
135Martina
÷ 9 I was Ratio Strategy 15
792 ÷ 8 trying to use what we’ve been doing the last few days
5 written as5792/8. Then I divided
5
79290with
÷÷8ratios.
9==792 I know 792 ÷ 8 can also be
10 9 45 45 45
135both– the
90numerator
= 45 and the denominator by 2 a few times to get
8
equivalent ratios: 396/4, 198/2, and 99/1—so it’s 99.

45
Number ÷of9 = 5
Tickets 792 396 198 99 135
Number
90 of45 135 8 4 2 1
Kids
10 5 15

800 ÷ 8 = 100 8 792 8
008 ÷ 8 = 001
Unit 6 Module792
4 ÷ Session
8 = 099 2
800
Division Strategies
8Teacher
800 What
792 a great connection to our recent work! Let’s show your
• Partial Quotients
100 99
1equivalent Strategy 99
792 ÷ 8 ratio strategy on our division poster, too.
90 9
• The
720Equivalent
÷ 8 = 90Ratio Strategy 8 720 72
792 ÷ 8
072 ÷ 8 = 09
792 ÷ 8 = 792 99
8
792
Number
8 720 of 72 792
Tickets 792 396 198 99
1 90
Number of 98 99 4 2 1
Kids
6
Next, have a student read the second question aloud. Ask another student
• 792
Five is÷ Half
8 of Ten Strategy 100
to restate the problem in his own words. Then ask 15students to solve the
135 ÷ 9
problem individually and show their thinking.
5 99
5 5 1
800 ÷ 8
90and÷ find
Circulate
= 100
9 =students
10 who: 9 8 45 792
008–÷90 8 == 001 45 45 8
135 45
• Used a partial quotient strategy
792
45 ÷÷ 98 == 5099
• Used a Five is Half of Ten strategy 135 800
8 800
90 45 792
135
7 Have students share their thinking and add it to the poster. If none of the
10 5 99
1 100 15
students used a Five is Half of Ten strategy, offer it yourself.
• The Ariel
Equivalent Ratio Strategy
Since the problem is 135 ÷ 9, I thought about what I know about
7929÷that’s
8 close to 135. I know that 90 ÷ 9 is 10. So then I found out how
792
792much
÷ 8I =had8 left. 135 − 90 is 45. Since 45 ÷ 9 is 5, the answer is 15.
Guillermo Look at that—it’s Five is Half of Ten showing up in division!
Number of
Teacher 792
Tickets Where396
do you 99
see that?
198
Number of 8Well, 445 is half
Guillermo 2 of 901 and 5 is half of 10. So the answer is 15.
Kids
Teacher Great! Let’s add that to our division strategy poster.

135 ÷ 9 15
5 5 5
90 ÷ 9 = 10 9 45 45 45
135 – 90 = 45
45 ÷ 9 = 5
135
90 45 135
10 5 15
8 Ask students to complete the last two problems on the School Carnival
page, using one or more of the strategies on the new chart.
• Circulate as students are working to provide support as needed.
• Have them share and compare solutions and strategies with at least one classmate as
they finish the assignment.
CHALLENGE Invite students for whom these problems are easy to write their own story
problem or division combination that lends itself to being solved using either the over or
equivalent ratio strategy for division. Have them trade and solve each others’ problems.
(This is not a trivial assignment; the numbers for either strategy have to be chosen carefully.)
Work Places
9 As students finish the assignment, have them get their folders and choose a
Work Place.
Remind students to fill out their Work Place Logs as they finish each one.
10 Shortly before the end of the session, have students put away their Work Place
materials. Reconvene the class and have students record each of the four
division strategies in their math journals: partial quotients, over division,
equivalent ratios, and Five is Half of Ten, using the class chart for reference.
• Have students record the date and “Division Strategies” at the top of a new page.
• Ask students to record the name of each strategy, along with an example that makes
sense to them.
Rather than requiring every student to record equations, a ratio table, and an array for each
strategy, encourage them to note the representation that makes the most sense to them. They
may use the problems on the class poster as examples.
11 Close the session by having students put a star by the strategy that seems
the easiest to use right now and a check by the strategy that seems most
challenging. Have students turn and talk to partners about their choices.
Note Post the Division and Multiplication Strategy charts side by side where students can
see and refer to them for the remainder of the school year.
Home Connection
division (4.OA.2)
• Divide a 3 or 4-digit number by a 1-digit number, using strategies based on place value, the
13 Let students know they’ll be taking the Unit 6 Post-Assessment next ses-
sion, and can use the Home Connection as a way to practice some of the
skills and types of problems that will show up on the assessment.
Daily Practice
The optional Remainder Review Student Book page provides additional opportunities to
Unit 6 Module 4
Unit 6
Module 4
Session 3 Session 3
Summary
Skills & Concepts

• Solve multi-step story problems involving only whole numbers, using addition, subtrac-
tion, and multiplication (4.OA.3)
• Multiply 2- and 3-digit whole numbers by 1-digit whole numbers using strategies based on
numbers (4.NBT.5)
• Divide a 2-, 3-, or 4-digit number by a 1-digit number, using strategies based on place value, the
division (4.NBT.6)
• Apply the area and the perimeter formulas for a rectangle to solve problems (4.MD.3)
Materials
Vocabulary
TM T4–T7 • money value pieces • scratch paper Resource Cards are available.
Unit 6 Post-Assessment • base ten area pieces • paper bills in different area*
denominations
array*
Work Places in Use centimeter (cm)*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) decimal*
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) dimension*
divide*
6C Fraction Spin & Add (introduced in Unit 6, Module 3, Session 3) double
6D Lowest Remainder Wins (introduced in Unit 6, Module 4, Session 1) equation*
Daily Practice feet
fraction*
SB 251
Tessa’s Tickets half*
length
HC – Home Connection, SB – Student Book, TM – Teacher Master perimeter*
ratio table*
remainder*
rectangle*
square foot
whole number*
Preparation
• Look around the classroom and decide if there is anything you want to take down or cover
before you conduct the assessment.
Assessment Guide
suggestions.
• Briefly brainstorm with students about the math they have been learning the past few weeks. Think about how and
• Encourage students to do their best work, and make sure they explain their thinking
students their scored
»» Most students will need about 45–50 minutes. to give them time to
compare the results
2 Place the Unit 6 Post-Assessment Teacher Master on display as helpers give of their pre- and
a copy of the assessment to each student.
identify those skills
• Remind them to wait to begin the assessment. need to work on. You’ll
• Give them a minute to look over the assessment.
Student Reflection Sheet
Assessment Guide.
• Let students know that they can use scratch paper, money value pieces, paper bills in differ-
ent denominations, or base ten area pieces to help with the problems on the assessment.

Work Places
Work Place folders and choose a Work Place to do quietly until everyone in
class has finished.
7 Once everyone has finished the post-assessment, have students spend any
Have students put away the Work Place materials.
Daily Practice
The optional Tessa’s Tickets Student Book page provides additional opportunities to apply
division (4.NBT.6)
Teacher Masters
Work Place Guide 6D Lowest Remainder Wins

Summary
In this game, players attempt to get the smallest possible remainder. They spin to get a divisor that both players will use,
and they set up a ratio table for that divisor. Then each player rolls two or three dice, arranges the numbers rolled to make
a dividend, and uses the ratio table to help find the quotient. After confirming their work with their partners, players record
their remainders as their scores and begin the next round. After three rounds, players add up their scores. The player with
the lower score wins.
Skills & Concepts

• Multiply a 1 or 2-digit whole number by a 1 or 2-digit whole number using strategies based on place value and the
properties of operations (4.NBT.5)
• Divide a 2- or 3-digit number by a 1-digit number, with and without remainders, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and division (4.NBT.6)
Materials
TM T1 • 3 spinner overlays
Work Place Guide 6D Lowest Remainder Wins • 3 dice numbered 0–5
6D Lowest Remainder Wins Record Sheet
TM T3
6D Lowest Remainder Wins Challenge Record Sheet
SB 246
Work Place Instructions 6D Lowest Remainder Wins

Students are struggling SUPPORT Encourage students to start with 2-digit dividends.
to divide.
Review how to use a ratio table to solve a division problem.
Have students refer to their math journal handbooks to
review other division strategies that might be helpful.
Encourage students to estimate first and then make a quick
sketch or use base ten grid paper, if necessary.
One or more students SUPPORT Remind students to think about the division "You’re trying to divide 125 by 6? Let’s write that as a
can’t figure out how to problem as a multiplication problem where they are trying multiplication equation: 6 × ___ = 126. What did you
have a small remainder to find one of the factors. Then have them use the factor multiply 6 by in your ratio table? 6 × 10 is 60. Good.
or no remainder at all. they know to multiply by other numbers until they get How about 6 × 20? 120? Right. Well, that’s really close
close to the dividend. The difference between the closest to 125. Can you add 1 more 6 to 125? No. So, what’s
product and the actual dividend is the remainder. the difference between 120 and 125? Five; that’s right.
Do you want to keep 5 as your remainder or rearrange
Also, remind students they can arrange the numbers they
the numbers to try for a smaller remainder?"
rolled in any order they like to make a dividend.
Students can play the CHALLENGE Encourage students to try some of the game
game quickly and easily. variations to make the game more challenging. They can
also make up their own game variations.
• Review the terms dividend, divisor, and quotient with ELL students. Review how to solve a division problem with a ratio table before students
play the game.
• Pair ELL students with speakers of the same language or with supportive partners who will help them play the game and understand the
mathematics.
NAME | DATE
6D Lowest Remainder Wins Record Sheet
2
Ratio Table for:
9 3
1 10 20 5
8 4
Round 1
Work Space
7 5
6
Divisor Spinner
Ratio Table for: Ratio Table for:
1 10 20 5 1 10 20 5
Round 2 Round 3
Work Space Work Space
Player 1 Scores Player 2 Scores

Round 1 Round 2 Round 3 Total Round 1 Round 2 Round 3 Total
NAME | DATE
6D Lowest Remainder Wins Challenge Record Sheet
4
Ratio Table for:
31 6
1 10 20 5
29 9
Round 1
Work Space
25 12
15
Challenge Divisor Spinner
Ratio Table for: Ratio Table for:
1 10 20 5 1 10 20 5
Round 2 Round 3
Work Space Work Space
Player 1 Scores Player 2 Scores

Round 1 Round 2 Round 3 Total Round 1 Round 2 Round 3 Total
NAME | DATE

1 Shin used a doubling & halving strategy to solve 25 × 68. Fill in the blanks in the
arrays and the equations to represent her work.
68
25
50
25 × 68 = × = × =
2 True or False?
a ___ 29 × 18 = (30 × 18) − (1 × 18) b ___ 32 × 17 = 16 × 34

c ___ 34 × 62 = (30 × 60) + (4 × 2) d ___ 63 ÷ 6 = 10 R4

a b c
10 5 18-egg cartons eggs
2
1 18
33 10
260 26
20
29
× =
× =
29 × 18 =
NAME | DATE

a 38 × 32 = ___ × 16 b 104 × 5 = ___ × 10 c 99 × 87 = (____ × 87) – (1 × 87)
d 47 × 32 = (___ × 30) + (47 × 2) e 36 × 59 = (30 × 59) + (___ × 59)
1
9 288
288 ÷ 9 = _____
6 Finish the array to find 976 ÷ 8.

50
8 400
976 ÷ 8 = _____
7 The Boys & Girls Club in our town is collecting bottled water to donate to the Red
Cross. Their goal is to collect 1,000 bottles of water. So far, they have collected 29
cases of 24 bottles, and 15 half-cases of 12 bottles. How many more bottles of water
do they need to collect to meet their goal of 1,000? Show all your work.
The club needs to collect _____ more bottles of water to meet their goal of 1,000.
NAME | DATE
8 There are 4 friends going to a concert. They are paying a group rate of $176. How
much does each friend need to pay? Show your work.
Each friend needs to pay _________.
9 After the concert, the 4 friends ordered a large pitcher of soda for $7.
a How much does each of the 4 friends need to pay? Show your work.

NAME | DATE
10 The area of a path is 7,049 square feet, and one of the dimensions is 7 feet. What is
the length of the other dimension? Use labeled sketches and equations to model and
solve this problem. Show all your work. Label your answer with the correct units.
The length of the other dimension is _______________.
11 The perimeter of a rectangle is 734 centimeters, and one of the dimensions is 116
centimeters. What is the length of the other dimension? Use labeled sketches and
equations to model and solve this problem. Show all your work. Label your answer
The length of the other dimension is _______________.

NAME | DATE
12 Dylan is digging up worms in his backyard and measuring their Worm Length
length for a science project. This table shows the length of every A 4 12 inches
worm he has found so far. B 4 34 inches
a Complete the line plot below to display the information shown C 5 14 inches
in the chart. Be sure to finish labeling all of the marks along D 4 18 inches
the line before you plot the data points. E 4 12 inches
F 5 18 inches
G 4 34 inches
H 4 12 inches
I 4 58 inches
J 5 14 inches
3
K 5 8 inches
of worms
Number
1 3 4 1
4 48 48 48 5 58 5 78 6
Length in inches
b What is the difference in length between the shortest and longest worm Dylan
found? Show your work.
c Dylan’s little brother laid all the worms that were 4 1/2 inches long end to end.
How long did they measure in all? Show your work.
Student Book
Work Place Instructions 6D Lowest Remainder Wins

• 2 copies of the 6D Lowest Remainder Wins Record Sheets
1 Players decide who will go first. One player spins the spinner to get the first divisor for both players.
2 Players start a ratio table for the divisor in the Round 1 box on their record sheets. They fill in the
ratio table for 10, 20, and 5.
3 Each player rolls either two dice (for a 2-digit dividend) or three dice (for a 3-digit dividend). Players
may arrange the digits in any order to make a dividend.
Players should try to make a number that won’t leave a remainder when it is divided by the divisor. If that doesn’t
work, they try to make a number that will leave a very small remainder.
4 Each player records her division problem on her own record sheet and solves it.
Players add any useful combinations to their ratio table to help.
Brianna Maria Jose
8 8
7 3
8 80 160 40 56 8 80 160 40 24
256 ÷ 8 = 32 256 65 ÷ 8 = 8r1 65

25 × 8 = 200 – 200 5 × 8 = 40 – 40
7 × 8 = 56 56 3 × 8 = 24 25
– 56 – 24
0 1
5 When both players have solved their division problems, they explain their work to each other. When
both players agree that each other’s work is correct, they enter their scores on the scorecard at the
bottom of their record sheets.
Players get 0 points if they have no remainder. Otherwise, players get the number of points that matches their
remainder. (For example, a remainder of 3 scores 3 points.)
6 After completing three rounds, players add the points to get their total scores. The player with the
lower score wins.
Game Variations
A Players can use the challenge record sheets instead of the regular record sheets for this game. The
challenge sheets have a spinner with higher divisors.
B Players can use two dice marked 4–9 and one die marked 1–6.
C Players can use four dice to try dividing some 4-digit numbers.
NAME | DATE
David Goes Shopping

Solve each problem below. Choose the strategy that is easiest for you. Show your work.
1 David gave $272 worth of books to the local library. Each book was worth $8. How
many books did he give to the library?
David gave _____ books to the library.
2 David spend $216 on plants for his business. He bought 9 plants. If each plant cost
the same amount, how much did one plant cost?
One plant cost _____.
3 David spent $408 on DVDs over the past few years. Each DVD cost $17. How many
DVDs did he buy? (You do not have to use the ratio table, but it might help you
solve the problem.)
Number of DVDs 1
Cost $17 $408
David bought _____ DVDs.
NAME | DATE
School Carnival
Brightwood School is holding a carnival to earn money for new library books.
1 Jarrod and his 7 friends sold tickets at the front gate. They were supposed to keep
track of how many tickets each person sold, but they forgot. They sold a total of 792
tickets. If each of the 8 children sold the same number of tickets, how many tickets
did Jarrod sell?
2 During the carnival Madison and 8 of her friends collected tickets at the Jumpy
Castle. They collected a total of 135 tickets. If each of the 9 children collected the
same number of tickets, how many tickets did Madison collect?
3 594 ÷ 6
4 120 ÷ 8
NAME | DATE
Remainder Review
1 Julia spilled ketchup on her paper and can’t see a part of the problem anymore.
5 Martha had xx beads. She wanted to make 7 bracelets. How many will go on
each bracelet?
xx ÷ 7 = 3r2
a How many beads did Martha have? Fill in the blank: _____ ÷ 7 = 3 r 2.
b What does the remainder of 2 mean in this problem?
2 Each of the division problems below includes a remainder. Solve each and show
your work. Figure out the best way to treat the remainder for each one: as a whole
number, a fraction, or a decimal.
a Rachel earned $46 dollars for walking dogs Monday through Friday last week.
If she earned the same amount every day, how much did she earn per day?
b Bryson bought 27 balloons to share with three friends. How many balloons
does each of the 4 children get?
c Ropes come in 16 foot lengths at the hardware store. Jorge bought one rope and
then cut it into three equal size pieces. How long was each of the three pieces?
3 Abby did a story problem and got 30 ÷ 4 = 7 R2 as the answer. Write a problem that
could have been the one Abby solved.
NAME | DATE
Tessa’s Tickets
Tessa is performing in a production of The Wizard of Oz. She began selling tickets two
weeks before the show’s opening night. Show your work on each of the problems below.
1 Adult tickets cost $7.00.
a How much do 28 adult tickets cost?
b Tessa’s neighbor spent $105 on adult tickets. How many tickets did her
neighbor buy?
2 Children’s tickets cost $4.00.
a How much do 136 children’s tickets cost?
b Tessa’s aunt spent $96 on children’s tickets. How many tickets did her aunt buy?
3 CHALLENGE Tessa’s teacher spent $44 on tickets. He bought some tickets for children
and some for adults. How many children’s tickets and how many adult tickets did
Tessa’s teacher buy?
Home Connections
NAME | DATE

1 If the area of a rectangle is 306 square centimeters (cm²) and one dimension is 6
centimeters, what is the measurement of the other dimension? Use labeled sketches
and equations to model and solve this problem.
2 If the area of a rectangle is 612 square centimeters (cm²) and one dimension is 12
3 If the perimeter of a rectangle is 306 centimeters and one dimension is 6

NAME | DATE
4 Six people are splitting the cost of a boat trip. The total is $306. What is each
person’s share? Show your work.
5 Twelve people are splitting the cost of the same boat trip for a total of $306. Jenny
says that each person’s share will be half as much as in problem 4. Do you agree with
Jenny? Explain your answer, and then solve the problem to prove that you are correct.
6 Three people are splitting the cost of meals on the boat trip. The cost is $153. What
is each person’s share? Pedro says that the answer to this problem will be the same
as the answer to problem 4. Do you agree with Pedro? Explain your answer, and
then solve the problem to prove that you are correct.
7 CHALLENGE Orlando and his 4 friends joined Michael and his 3 friends in purchasing
a gift for their baseball coach. The gift cost $15.75 and the 9 friends split the amount
equally. How much did each person spend? Show your work.
TEACHERS GUIDE
UNIT 7 4

QBB4801-7
Updated 2016-05-13.
purpose is expressly prohibited. For usage questions please contact The Math Learning Center.
ISBN 978-1-60262-490-0
Unit 7
Reviewing & Extending Fractions,
Decimals & Multi-Digit Multiplication
Module 1 Module 3
Comparing Fractions Introducing the Standard
& Writing Equivalent Fractions��1 Multiplication Algorithm��1
Session 1 Unit 7 Pre-Assessment��3 Session 1 Revisiting Single-Digit Multiplication��3
Session 2 Represent & Compare Fractions��7 Session 2 Introducing the Standard
Session 3 Compare & Capture Fractions��15 Multiplication Algorithm��7
Session 4 Equivalent Fraction Fill�� 21 Session 3 Think Before You Multiply��11
Session 5 Generating Equivalent Fractions�� 29 Session 4 Double-Digit Quick Sketches��15
Session 6 C
omparing Fractions Session 5 Four Partial Products��19
with Unlike Denominators�� 35
Session 7 Fraction Showdown��41 Module 4
Extending the Standard
Module 2 Multiplication Algorithm��1
Decimals & Decimal Fractions��1 Session 1 Working with a Two‑Part Area Model��3
Session 1 F rom Hundredths Grids Session 2 Extending the Standard
to Decimal Strips��3 Multiplication Algorithm��9
Session 2 Comparing Decimal Fractions��9 Session 3 Reviewing & Evaluating
Multiplication Methods��13
Session 3 Comparing Decimal Numbers��15
Session 4 O
ff to the Races!
Adding Tenths & Hundredths��19
Unit 7
Unit 7
Reviewing & Extending Fractions,
Decimals & Multi-Digit Multiplication
Overview
Unit 7 reviews and extends skills and concepts in several areas that are foundational to the major work of fifth grade. In the first
two modules, students refine their skills at recognizing and generating equivalent fractions, as well as comparing fractions with
unlike denominators using visual models, benchmarks such as one half, and rewriting to share common denominators. In the
latter half of the unit, students review some of the strategies they have developed for multi‑digit multiplication over the year
and explore the standard multiplication algorithm.
Planner
Module Day Session P&I WP A HC DP
Module 1 Comparing Fractions & Writing Equivalent Fractions 1 Session 1 Unit 7 Pre-Assessment
Students use bar models and number lines to represent,
2 Session 2 Represent & Compare Fractions
compare, and order fractions with unlike denominators.
After a careful review of equivalent fractions, students 3 Session 3 Compare & Capture Fractions
are challenged to compare pairs of fractions with unlike
denominators that are not factors or multiples of each other, 4 Session 4 Equivalent Fraction Fill
such as 4/5 and 5/6 or 3/8 and 4/12. Because some of these pairs are 5 Session 5 Generating Equivalent Fractions
too close to compare visually with any accuracy, they invite
strategies that involve finding common denominators. 6 Session 6 C
omparing Fractions with Unlike
Denominators
7 Session 7 Fraction Showdown
Module 2 Decimals & Decimal Fractions 8 Session 1 F rom Hundredths Grids to

After reviewing the hundredths grid, students work in pairs Decimal Strips
to cut a grid apart and rearrange the columns to form a single
9 Session 2 Comparing Decimal Fractions
meter-long strip. They use their decimal strips to represent, com-
pare, order, and add fractions with denominators 10 and 100. 10 Session 3 Comparing Decimal Numbers
11 Session 4 O
ff to the Races!
Adding Tenths & Hundredths
12 Session 1 R
evisiting Single-Digit
Multiplication
13 Session 2 Introducing the Standard

Multiplication Algorithm
14 Session 3 Think Before You Multiply
15 Session 4 Double-Digit Quick Sketches
16 Session 5 Four Partial Products
Module 4 Extending the Standard Multiplication Algorithm 17 Session 1 W

orking with a Two-Part Area
The first three sessions in this module parallel some of Model
the instruction in the previous module, as students are
18 Session 2 E xtending the Standard
introduced to the standard algorithm for double‑digit
multiplication. In the third session, students review and
evaluate some of the multiplication methods and strate- 19 Session 3 R
eviewing & Evaluating
gies they have investigated over the past couple of weeks, Multiplication Methods
including the standard algorithm. The module ends with a
unit post-assessment. 20 Session 4 Unit 7 Post-Assessment
PI – Problems & Investigations, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice
There are no Problem Strings or Math Forums in Unit 7. No new Work Places are introduced in this unit.
Unit 7 Introduction
Concepts
Unit 7 reviews some of the skills and concepts central to fourth grade, including those most
relevant to comparing fractions with unlike denominators, solving multi‑digit multiplication
combinations, and working multi-step story problems. This unit also extends some of these
skills to the next level in anticipation of the next school year. The first half of the unit reviews
identifying and generating equivalent fractions, and comparing fractions with unlike numerators
and denominators. While students have used visual models and benchmarks such as 1/2 to
compare fractions in earlier units and Number Corner workouts, challenging pairs such as 3/5
and 2/3 or 3/8 and 5/12 elicit the strategy of finding common denominators, a skill that is critical
to students’ success in learning to add and subtract fractions with unlike denominators in fifth
grade. Adding tenths and hundredths in Module 2 reinforces the need to rewrite fractions so they
share the same denominator in order to compare or combine them.
The second half of the unit provides a review of multi‑digit multiplication, with a fairly tight
focus on four-part and two-part arrays and partial products. These models and strategies
are then use as bridges into the standard multiplication algorithm. While students will not
be expected to master the standard algorithm until next year, fourth graders are invited to
consider it as another option. They are also asked to evaluate a variety of methods for multi‑digit
multiplication, including the standard algorithm, in terms of when each method might be
particularly useful.
Recognizing & Generating Equivalent Fractions

Students use bar models throughout Module 1 to investigate equivalent fractions. Initially, they
line up the bars to determine whether or not two fractions are equivalent.
2
3
8
12
Brianna All right, so you can see that the bars are lined up with the
index card. The bars are exactly the same size and 8/12 takes up exactly
the same amount of the whole bar that 2/3 does, so they’re equal.
In Session 5, the bar model serves to introduce the fact that a fraction a/b is equivalent to a fraction
(n × a)/(n × b). The teacher starts by shading in two thirds on two bars of equal length. She then
divides each of the thirds on the second bar into two equal parts, doubling the number of parts on
that bar, including the number of parts that are shaded, without changing the value of the fraction.
2
3
2 × 22 = 46
3
2 3
3 ×3=
After discussing the results with students, the teacher uses numbers to represent the model,
demonstrating how both the numerator (the number of shaded parts) and the denominator (the
number of parts) have doubled.
2
3
2 × 22 = 46
3
Later in the same session, student pairs make posters of equivalent
2 fractions,
3 applying this
principle to generate at least three fractions equivalent to the one
3 they × =
3 were assigned to start
with.
Unit 7 Introduction
Comparing Fractions with Unlike Denominators

Although students have used visual and benchmarking strategies to compare fractions throughout
the year, the work in this unit drives toward rewriting fractions so they share a common
denominator by presenting pairs of fractions that are close together with denominators that are
not factors or multiples of one another. Take, for example, 3/8 and 5/12. While it’s certainly possible
to model both fractions on bars, it’s challenging to compare them visually with any degree of
precision. By making use of what they’ve learned about equivalent fractions, however, students
are able to determine that 5/12 is, in fact, greater than 3/8, but only by a very tiny amount.
3 x 3 = 9
8 3 24 10 > 9
24 24
5 x 2 = 10
12 2 24
Work with decimal fractions in Module 2 reinforces the fact that you can’t compare, combine, or
subtract two fractions unless they share the same denominator.
6 38
10 100
Mara We got 6 tenths and 38 hundredths for our turn. We’re going to
have to turn the tenths into hundredths to add them up, though.
Jorge If we color them in on the decimal strip, it’s pretty easy. You can
see that 6 tenths is the same as 60 hundredths, and then just add 38
6 38
more hundredths.
10 100
0 1
60 38 98
100 100 100
Teacher What if you didn’t rewrite the tenths as hundredths?
Ella You’d get the wrong answer. Like if you just added 6 for the tenths
and 38 for the hundredths, you’d get 46, but the answer is really 98.
Taylor Plus, you wouldn’t know whether the answer was in tenths or
hundredths. It wouldn’t make sense.
Multi-Digit Multiplication
The Common Core Standards set the following expectations for fourth graders with regard to
multi‑digit multiplication:
Multiply a whole number of up to four digits by a 1‑digit whole number, and multiply two
2‑digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, or area models.
While these expectations don’t preclude the standard multiplication algorithm, the authors
have wisely left the mastery of this algorithm as a task to be accomplished in fifth grade,
allowing fourth graders the time and space they need to develop deep understandings of the
operations, as well as a variety of strategies, many of which are particularly efficient for solving
combinations that involve specific types of numbers. The Over strategy, for example, takes
advantage of the fact that one of the multipliers is very close to a multiple of 10 or 100, is more
efficient than the standard algorithm for combinations like 98 × 7 or 299 × 5. The same could be
said of such strategies as Doubling & Halving, and Five Is Half of Ten.
Unit 7 Introduction
As far as strategies that can be used to solve any multiplication combination in the range
expected of fourth graders (2- and 3‑digit by 1‑digit and 2‑digit by 2‑digit), regardless of the
numbers involved, students have by this time investigated and reached some level of fluency
with the partial products that emerge when combinations are modeled on an open array. In
Module 3 of this unit, students also learn to write out the partial products with and without the
visual support of the array. This, in turn, invites the introduction of the standard algorithm,
which also involves partial products, albeit in a much more compressed and less transparent
way. When this occurs in Module 3, Session 2, and again in Module 4, Session 2, students use
partial products to solve a multiplication problem, and then use their current understandings of
partial products to help interpret the standard algorithm.
Teacher Now that I’ve demonstrated the standard multiplication

algorithm for 23 × 27, let’s talk about it some more. Can you see any
connection between the algorithm and the area models you used to
solve the same problem a few minutes ago? Can you find the partial
products 81 and 540 anywhere in either of the arrays?
27 27
x 23 x 23
81 81
+ 540
621
Mai They’re right there in the two-part array. They’re just switched
around, so first it’s 540 and then it’s 81.
20 7 27
27 27
x 23 x 23
20 20 x 20 = 400 20 3 x 27 = 81
400 140 20 x 7 = 140 540
20 x 27 = 540
3 x 20 = 60
3 x 7 = 21 621
3 60 21 621 3 81
Thanh I don’t see them on the first array, though—the one with 4 parts.
Kent If you add the numbers going across it works. It’s 400 + 140 on
top. That’s 540. Then it’s 60 + 21 on the bottom. That’s 81.
Dennis With the standard algorithm, it’s kind of like you’re multiply‑
ing and adding at the same time.
Students are also asked to compare and contrast the partial products strategy and the standard
algorithm. In doing so, many allude to the fact that the partial products strategy is more
transparent than the algorithm.
Standard Algorithm Four-Part Model

4 36
36
x 77 x 77
252 70 x 30 = 2,100
+ 2,520 70 x 6 = 420
2,772 7 x 30 = 210
7x6= + 42
2,772
Students There’s so much more writing with the four-part way!
There’s not so much if you just write each of the answers, and don’t
write the multiplication equations too.
But you still have to add 4 numbers. It just seems like more work.
I think it’s way easier to understand.
Unit 7 Introduction
Models: Fractions & Decimals

Over the course of the year, students have used a variety of area models to represent, compare,
add and subtract fractions, including geoboards, egg cartons, circles, and grids. By contrast,
the models featured in this unit—bars, strips, and number lines—are linear. The use of linear
models may offer students new insights and understandings about fractions and decimals. The
bar model simplifies the process of generating equivalent fractions because students only need to
divide one dimension (length), rather than two (length and width).
Equivalent fractions 1/2, 2/4, and 4/8 shown on a bar model and on a geoboard
Too, the use of a linear decimal strip rather than a hundredths grid makes it possible to connect
decimals and metric length in a meaningful way.
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
2
3
4
5
6
7
8
9
Teacher If I start at 0 and move my finger down the line to this point
on my decimal strip, how far have I gone?
Students It’s 30!
You went 30 centimeters.
Isn’t that like 3 decimeters, you know, like what we’re doing in
Number Corner right now?
Teacher What fraction of a meter would that be?
Students It’s 3 tenths, right?
Yes! A decimeter is the same as a tenth of a meter, so 3 decimeters
would be 3 tenths of a meter.
Or you could say 30 hundredths, since each hundredth is a centimeter.
Bar Models
As described in the Mathematical Background section above, students use fraction bars
to compare fractions with unlike denominators throughout Module 1. In contrast to the
fraction strips they folded, cut, and labeled in Unit 3, the bars are subdivided ahead of time,
making it possible to compare fractions visually with a better degree of accuracy. The bars also
offer another opportunity to help students who are still confused about fractions gain some
additional insights before the end of the school year.
Teacher Lupe has the card with ½ and Marcus has 3/8. Which of these
fractions is greater? In other words, when we turn the cards over to see
the fraction bars, which one will take up more of the whole bar, ½ or
3/8? Sam, what do you think?
Sam 1 is less than 3 and 2 is less than 8, so I think ½ is less than 3/8.
Marianna I don’t agree. I think 4/8 would fill half the bar, and since 3/8
is less than 4/8, it has to also be less than ½.
Sam That kind of makes sense, because 4 is half of 8, but I still don’t
really get it.
Unit 7 Introduction
Teacher Let’s turn the cards over to look at the fraction bars on the
back. What do you notice?
1 3
2 8
Sam Well, ½ is definitely more than 3/8, but it’s weird how you can
have smaller numbers and the fraction is bigger.
Teacher Do the bars help you think about how you can have a fraction
with a smaller numerator and denominator that is actually bigger than
a different fraction whose numerator and denominator are larger?
Hiroko Well, Sam is right. 1 and 2 are smaller than 3 and 8. But you
have to think about what they mean. If your denominator is small,
that means the pieces are bigger. A half is bigger than an eighth by so
much that just 1 half is still more than 3 eighths.
As accurate as the pre-divided bars are, they have their limitations as

a tool for comparing fractions with unlike denominators when the
differences are small.
3
4
Teacher How do ¾ and 5/6 compare? Which is greater?
Le We think 5/6 is more because it’s only 1/6 less than 1, and
¾ is ¼ less than 1. We know that 1/6 is less than ¼, but it’s 5
pretty hard to tell if you just look at the bars. 6
The bar model itself offers a bridge from comparing fractions visually to comparing them
numerically in that the bars can be easily subdivided to generate equivalent fractions.
Decimal Strips
After establishing that the area of the Hundredths Grid is 1, students determine the value of a
single square [1/100] and a single column [1/10]. Then they cut the columns apart and rearrange
them to form a single meter-long strip glued to a length of adding machine tape. Finally, they
label their strip in tenths and hundredths, using fraction and decimal notation.
Unit 7 Module 2 Session 1 half-class set, cut apart (1 grid for every 2 students), plus a couple for display
Hundredths Grid
We shaded in 1
100
of the grid red.
There are 100
little squares, so one
of them is one-hundredth
of the whole grid.
0.01 is another way to
1
write 100 . 1 2 3 4
10 10 10 10
0.1 0.2 0.3 0.4
What part of the grid
did we shade in blue? 10 20 30 40
100 100 100 100
1 There are 10 strips like this, so 0.10 0.20 0.30 0.40
10 one of them is one-tenth of the grid.
10 There are 100 little squares. We colored in

100 10 of them, so you can say it’s ten hundredths.
0.1 means the same as one-tenth.
0.10 means the same as ten hundredths.
In Module 2, Session 2, student pairs use their decimal strips to play Scoot the Marker, in which
they take turns flicking a game marker and measuring the distance it travels in fractions of a
meter. Each turn is assigned a score of 0–3 points, with distances between 4/10 and 6/10 of a meter
awarded 3 points, and distances greater than 9/10 of a meter awarded 0 points. The scoring guide
encourages students to flick their markers with finesse, while the game itself motivates a need to
measure with accuracy and compare decimal fractions carefully. In Session 3, students play the
game again, recording and scoring their results in decimal numbers rather than fractions.
Unit 7 Introduction
Models: Multi-Digit Multiplication

Students review the use of two-part and four-part arrays and partial products to model and
solve multiplication combinations. When such arrays are divided into regions corresponding to
the place values of the numbers, the partial products can be seen, computed, and added.
Two Partial Products

20 8 28
x8
8 160 64 8 x 20 = 160
8 x 8 = 64
224
Four Partial Products
20 7
27
x 24
20 20 x 20 = 400
20 x 7 = 140
4 x 20 = 80
4 x 7 = 28
4 648

In this unit, students are asked to move beyond comparing fractions with unlike denominators
visually or by reasoning about their size relative to benchmarks such as ½ and 1 toward the
understanding that any fraction a/b is equivalent to a fraction (n × a)/(n × b), as shown below.
This is a significant move in the direction of generalized arithmetic or algebraic thinking.
Teacher How do ¾ and 5/6 compare? Which is greater?

Allyson We think 5/6 is more than 3/4, but it’s a little bit hard to tell for
sure just looking at the bars.
Teacher Is there any way you can be completely confident about the
comparison?
Joanna Well, if we split up both fractions into the same number of
parts, we can tell for sure which one is more.
Marcus OK. If we split each of the sixths into two parts, it’s 10/12. And
we can make the fourths into twelfths if we split each of them into
three parts, like this.
3 x 3 = 9
4 3 12
5 x 2 = 10
6 2 12
DJ Now we know for sure. Ten twelfths is more than 9 twelfths, so 5/6
is more than ¾.
Sara Plus now we know that 5/6 is exactly 1 twelfth more than ¾.
Unit 7 Introduction
Teaching Tips
The Standard Multiplication Algorithm
Do not expect your students to master the standard algorithm for multiplication. This is a fifth
grade expectation. While the algorithm is elegant, it is also very compressed and nontransparent,
and will likely confuse some students. The unit assessments ask students to solve a wide variety
of multi‑digit multiplication problems, but they are not expected to use the standard algorithm.
You may reasonably expect your fourth graders to be able to model and solve these problems using
arrays and partial products, as well as some of the other strategies they have explored this year.

The table below shows the major skills and concepts addressed in Unit 7. It offers a snapshot of
expectations for students’ learning during this unit, as well as information about how these skills are
addressed in Bridges Grade 3, elsewhere in Grade 4 including Number Corner (NC), and in Grade 5.

4.OA.3 Solve multi-step story problems involving only whole I M Units 1, 2, 4, 6 R/E
numbers, using addition, subtraction, multiplication, and division NC Oct., Nov., Jan., Feb.
4.OA.3 Write equations with a letter standing for an unknown I M NC Oct., Feb. R/E
quantity to represent a multi-step story problem
4.OA.3 Assess the reasonableness of answers to multi-step I M NC Oct., Nov., Jan., Feb. R/E
story problems using mental computation, rounding, or other
estimation strategies
4.NBT.5 Multiply a 2 or 3‑digit whole number by a 1‑digit I R/E Units 2, 5, 6 R/E,
whole number using strategies based on place value and the NC Sep., Oct., Jan. S
4.NBT.5 Multiply two 2‑digit numbers using strategies based N/A R/E Units 2, 5, 6 R/E,
on place value and the properties of operations NC Sep., Oct., Jan. S
4.NBT.5 Use equations, rectangular arrays, or an area model to I R/E Units 2, 5, 6 R/E,
explain strategies for multiplying with multi‑digit numbers NC Sep., Oct., Jan. S
4.NF.1 Recognize equivalent fractions; use a visual model to N/A R/E Units 3, 6 R/E
explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) NC Sep.–Nov., Jan.–May
4.NF.1 Generate a fraction equivalent to fraction a/b by multiply- N/A R/E Units 3, 6 R/E
ing the numerator (a) and denominator (b) by the same number NC Nov., Mar.
4.NF.2 Compare two fractions with different numerators and N/A R/E Unit 3 R/E
different denominators NC Oct., Jan.–Apr.
4.NF.2 Use the symbols >, =, and < to record comparisons of two N/A R/E Unit 3 R/E
fractions with different numerators and different denominators NC Oct., Jan.–Apr.
4.NF.2 Explain why one fraction must be greater than or less N/A R/E Unit 3 R/E
than another fraction NC Oct., Jan.–Apr.
4.NF.5 Express a fraction with denominator 10 as an equiva- N/A R/E Unit 3 R/E
lent fraction with denominator 100 NC Oct., Feb., Mar.
4.NF.5 Add a fraction with denominator 10 to a fraction with N/A R/E Unit 3 R/E
denominator 100 by rewriting the first fraction as an equivalent NC Oct., Feb., Mar.
4.NF.6 Write fractions with denominator 10 or 100 in decimal N/A R/E Units 3, 6 R/E
notation NC Oct., Feb.–Apr.
4.NF.7 Compare two decimal numbers with digits to the N/A R/E Unit 3 R/E
hundredths place NC Feb., Mar.
4.NF.7 Use the symbols >, =, and < to record comparisons of N/A R/E Unit 3 R/E
two decimal numbers with digits to the hundredths place NC Feb., Mar.
4.NF.7 Explain why one decimal number must be greater than N/A R/E Unit 3 R/E
or less than another decimal number NC Feb., Mar.
Unit 7 Introduction
Assessments
There are four written assessments in Unit 7—a unit pre-assessment at the beginning of
Module 1, a checkpoint at the beginning of Module 2, another checkpoint near the end of
Module 3, and a unit post-assessment at the end of Module 4. The following chart shows where
and when assessment opportunities appear throughout the unit.
There are no new Work Places introduced in Unit 7, but the Work Places carried forward from
Units 5 and 6 provide teachers with continued opportunities to observe and evaluate students’
work with the skills related to those particular games and activities.
Skills/Concepts Assessed Written Assessments

4.OA.3 Solve multi-step story problems involving only whole M1, S1 Unit 7 Pre-Assessment
numbers, using addition, subtraction, multiplication, and division M3, S4 Problems & Equations Checkpoint
4.OA.3 Select and write equations with a letter standing for
an unknown quantity to represent a multi-step story problem
4.OA.3 Assess the reasonableness of answers to multi-step
story problems using mental computation, rounding, and
other estimation strategies
4.NBT.5 Multiply a 2- or 3‑digit whole number by a 1‑digit
whole number using strategies based on place value and the
4.NBT.5 Multiply two 2‑digit numbers using strategies based
on place value and the properties of operations
4.NBT.5 Use equations, rectangular arrays, or an area model
to explain strategies for multiplying with multi‑digit numbers
4.NF.1 Use a visual model to explain why a fraction a/b is M1, S1 Unit 7 Pre-Assessment
equivalent to a fraction (n × a)/(n × b) M2, S1 Comparing Fractions Checkpoint
4.NF.1 Recognize equivalent fractions
4.NF.1 Generate a fraction equivalent to fraction a/b by multiply-
ing the numerator (a) and denominator (b) by the same number
4.NF.2 Compare two fractions with different numerators and
different denominators
4.NF.2 Use the symbols >, =, and < to record comparisons of two
fractions with different numerators and different denominators
4.NF.2 Explain why one fraction must be greater than or less
than another fraction
4.NF.5 Express a fraction with denominator 10 as an equiva- M1, S1 Unit 7 Pre-Assessment
lent fraction with denominator 100 M4, S4 Unit 7 Post-Assessment
4.NF.5 Add a fraction with denominator 10 to a fraction with
denominator 100 by rewriting the first fraction as an equiva-
lent fraction with denominator 100
4.NF.6 Write fractions with denominator 10 or 100 in decimal
notation
4.NF.7 Compare two decimal numbers with digits to the
hundredths place
4.NF.7 Use the symbols >, =, and < to record comparisons of
two decimal numbers with digits to the hundredths place
4.NF.7 Explain why one decimal number must be greater than
or less than another decimal number
4.MD.3 Apply the area formula for a rectangle to solve a problem
Unit 7 Introduction
Differentiation
game or activity are included on the Work Place Guide. In addition to these explicit suggestions,
you’ll find that many activities are open-ended enough that you’ll be differentiating your
Session 1 2 3 4 5 6 7 1 2 3 4 1 2 3 4 5 1 2 3 4
Challenge
Support
ELL
Teachers Guide
Module 1
Comparing Fractions

& Writing Equivalent Fractions
Session 2 Represent & Compare Fractions�� 7
Session 3 Compare & Capture Fractions�� 15
Session 4 Equivalent Fraction Fill��21
Session 5 Generating Equivalent Fractions��29
Session 6 Comparing Fractions with Unlike Denominators��35
Session 7 Fraction Showdown��41

Unit 7 Pre-Assessment�� T1 Multiplication Review��252
Fraction Card Templates�� T5 Fraction Mixer Card��253
Compare & Capture Fractions Spinner��T8 Shading & Comparing Fractions�� 254
Equivalent Fraction Fill Spinner��T9 Lining Up Fractions��255
Unit 7 Pre-Assessment Student Reflection Sheet��T10 Shading & Comparing Fractions Using Half�� 256
Fraction Bars: Halves & Thirds�� T11 Equivalent Fraction Fill Record Sheets��257
Fraction Bars: Fourths & Fifths��T12 Equivalent Fraction Fill Experimentation Sheet��259
Fraction Bars: Sixths & Eighths��T13 Comparing Fractions�� 260
Fraction Bars: Tenths & Twelfths��T14 Comparing Fractions with a Number Line��261
Fraction Showdown Record Sheet��T15 Shade & Describe Equivalent Fractions��262
Comparing Fractions in Context��263
Comparing Fractions in Context Fraction Bars��265
Comparing Fractions with Different Denominators�� 266
Comparing Fractions at the Wild Animal Park��267
Shade & Describe More Equivalent Fractions�� 268

Conversion Tables�� 131
Multiplication Review & Fraction Comparisons��133
Sketch & Compare Fractions��135
Unit 7
Unit 7
Module 1
Module 1
Comparing Fractions

& Writing Equivalent Fractions
Overview
Students use bar models and number lines to represent, compare, and order fractions with unlike denominators. After a careful
review of equivalent fractions, students are challenged to compare pairs of fractions with unlike denominators that are not
factors or multiples of each other, such as 4/5 and 5/6 or 3/8 and 4/12. Because some of these pairs are too close to compare visually
with any accuracy, they invite strategies that involve finding common denominators.
Planner
Session P&I WP A HC DP
Students take the Unit 7 Pre-Assessment. Those who complete the assessment before the end of the
session turn in their papers, get their Work Place folders, and choose a Work Place to do quietly while their
classmates finish the assessment.
Session 2 Represent & Compare Fractions
The session begins with each student creating a card that shows a fraction on a bar model and in numeric
form. Then students take part in a mixer, during which they talk to as many classmates as they can to compare
their fractions. Each student fills out a card to record fractions that are less than, equal to, and greater than
their own. The teacher reconvenes the class to share observations and experiences. Then the class works
together to compare and order different fractions, some of which are actually equivalent fractions. The teacher
reviews how to record inequality statements to describe each comparison. Students record ideas—things they
learned, noticed, or found surprising or interesting—about comparing fractions. The teacher keeps the class
set of Fractions Cards for use in future sessions.
Session 3 Compare & Capture Fractions
Students use the Fraction Cards they created in Session 2 to play a whole-class game, Compare & Capture
Fractions. To set up, students put 10 Fraction Cards in order from least to greatest, first according to whether
they are greater or less than 1/2 and then in exact order. Then two teams take turns drawing a Fraction Card and
spinning a comparison (less than, greater than, or equal to), which tells them whether they need to capture a
fraction less than, equal to, or greater than the fraction they drew. After all 10 cards have been captured, the
team with the most captured fractions wins. Finally, students complete a Student Book page that gives them a
chance to place fractions on the number line so they can see the proportional relationships among them.
Session 4 Equivalent Fraction Fill
Students play a whole-group game called Equivalent Fraction Fill that gives them practice generating
equivalent fractions with the support of a visual model. The game prepares students for the more in-depth
work with equivalent fractions that comes in Sessions 5 and 6.
Session 5 Generating Equivalent Fractions
The teacher uses the bar model to act out the process of generating fractions equivalent to 2/3: first by
dividing each third into 2 equal pieces to create a bar divided into sixths that shows 4/6 and then by dividing
each third into 3 equal pieces to create a bar divided into ninths that shows 6/9. Then students work through
a similar process in pairs to generate a few fractions that are equivalent to a single fraction. Each pair creates
a poster of their equivalent fractions, and the class discusses the patterns and rules or generalization they
noticed. These posters will help students make comparisons among a variety of fractions with different
denominators in Session 6.
Session 6 Comparing Fractions with Unlike Denominators
Students revisit the posters of equivalent fractions they created in Session 5. Then they use the posters to help
make comparisons among fractions with unlike denominators in a story context. They begin to see that they
can rewrite any pair of fractions with a common denominator in order to compare them and that when the
fractions are quite close together, this is really the only way to arrive at a precise comparison. After working on
three problems together as a class, students work independently or in pairs on a Student Book page.
Session 7 Fraction Showdown
Students use the Fraction Cards they made in Session 2 to play Fraction Showdown. Teams earn points
by comparing fractions and writing equivalent fractions. After playing the game, students have time to
revisit any unfinished work from the module, and the teacher can address any lingering misconceptions or
challenges students may have.
P&I – Problems & Investigations, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice

Resources
as notes about any preparation you’ll need to do in advance. If you would like to prepare materi‑ Please see this module’s
Copies Run copies of Teacher Masters T1–T15 according to the instructions at the top of each master.
to supplement your
Run a single display copy of Student Book pages 253, 255, 257, and 263–265. instruction.
If students do not have their own Student Books, run a class set of Student Book pages
252–267.
Home Connections pages 131–136.
Paper Before Session 2, cut apart your copies of the Fraction Card Template Teacher Masters
Cutting and label the front and back of each card as described and shown here:
Fraction Cards
Halves Thirds Fourths Sixths Eighths Twelfths
1/2 1/3 1/4 1/6 1/8 1/12
2/3 2/4 2/6 2/8 2/12
3/4 3/6 3/8 3/12
4/6 4/8 4/12
5/6 5/8 5/12
6/8 6/12
7/8 7/12
8/12
9/12
10/12
11/12
1
1
3 3
Front of card Back of card
Before Session 5, make sure you have a half-class set of 12” × 18” sheets of poster paper.
You can cut these from standard 18” × 24” sheets.
Unit 7 Module 1
Unit 7
Module 1
Session 1 Session 1
Summary
Students take the Unit 7 Pre-Assessment today. Those who complete the assessment before the
end of the session choose a Work Place to do quietly while their classmates finish the assessment.
Skills & Concepts

addition; write equations with a letter standing for an unknown quantity to represent a
multi-step story problem (4.OA.3)
• Assess the reasonableness of answers to multi-step story problems using mental computa-
tion, rounding, or other estimation strategies (4.OA.3)
• Multiply a 2- or 3-digit whole number by a 1-digit whole number, or two 2-digit numbers,
• Use equations or an area model to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b);
generate equivalent fractions (4.NF.1)
• Compare two fractions with different numerators and different denominators; use the symbols
>, =, and < to record comparisons of two fractions with different numerators and different
denominators, and explain why one fraction must be greater than or less than another (4.NF.2)
• Add a fraction with denominator 10 to a fraction with denominator 100 by rewriting the first
fraction as an equivalent fraction with denominator 100 (4.NF.5)
• Compare two decimal numbers with digits to the hundredths place; use the symbols >, =,
and < to record comparisons of two decimal numbers with digits to the hundredths place,
and explain why one decimal number must be greater than or less than another (4.NF.7)
Materials
Assessment Unit 7 Pre-Assessment
TM T1-T4 Unit 7 Pre-Assessment • scratch paper, class set Resource Cards are available.
Work Places in Use compare
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) decimal*
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) equivalent fractions*
6A Factors & Multiples (introduced in Unit 6, Module 2, Session 3) equation*
estimate*
6D Lowest Remainder Wins (introduced in Unit 6, Module 4, Session 1) fraction*
greater than*
Daily Practice
less than*
SB 252 Darryl’s Presents
multiplication*
HC – Home Connection, SB – Student Book, TM – Teacher Master repeated addition
Copy instructions are located at the top of each teacher master. square foot
strategy
unknown number
Preparation
numbers (5C – 6D) or write out the full names if you have time. (See the list in the Work
• Note that you will need to score the Unit 7 Pre-Assessment before Module 1, Session 5.
(See the Grade 4 Assessment Guide for scoring and intervention suggestions.) If you
Assessment Guide
Assessment
See the Grade 4
1 Set the stage for the Unit 7 Pre-Assessment. suggestions.
•• Tell students that today they will take a pre-assessment to help everyone, teacher and
•• Let them know that once you’ve introduced the assessment, they will have the entire

•• Have students write their names and the date on the first page.
•• Remind students to wait to begin working on the assessment.
•• Give students a minute to look over the assessment.
•• Let students know they can use scratch paper to help with items on the assessment, and
let them know how and where to get the scratch paper if they need it.
•• Model the following strategies as you describe them to students.

•• Remind students to raise their hand if they need help reading a problem; this is not
Work Places
6 At the end of the session, collect students’ assessments, and assure any students
who were not able to finish that you’ll give them additional time later.
•• Have students clean up and put away the Work Place materials.
•• Let them know they will get their pre-assessments back within the next few days so
Daily Practice
The optional Multiplication Review Student Book page provides additional opportunities
•• Multiply a 2-digit whole number by a 1- or 2-digit whole number using strategies based
•• Solve story problems involving money using multiplication and division of whole num‑
bers and decimals (4.MD.2)
Unit 7 Module 1
Unit 7
Module 1
Session 2 Session 2
Represent & Compare Fractions
Summary
The session begins with each student creating a card that shows a fraction on a bar model and
in numeric form. Then students take part in a mixer, talking to as many classmates as they can to
compare their fractions. Each student fills out a mixer card on which they record fractions that
are less than, equal to, and greater than their own. The teacher reconvenes the class to share
observations and experiences. Then the class works together to compare and order different
fractions, some of which are actually equivalent fractions. The teacher reviews how to record
inequality statements to describe each comparison. Students conclude the session by recording
some ideas—things they learned, noticed, or found surprising or interesting—about comparing
fractions. The teacher keeps the class set of Fractions Cards for use in future sessions.
Skills & Concepts

• Recognize and explain, using a visual model, that equivalent fractions are the same size,
even though the number and size of the parts in each fraction differ (4.NF.1)
• Use the symbols >, =, and < to record comparisons of two fractions with different numera-
tors and different denominators (4.NF.2)
Materials
Problems & Investigations Represent & Compare Fractions those terms for which Word
TM T6–T7 • Word Resource Cards for • colored pencils Resource Cards are available.
Fraction Card Templates numerator, denominator and • a few index cards denominator*
SB 253* equivalent fractions
Fraction Mixer Card
fraction*
Home Connection numerator*
HC 131–132
Conversion Tables
Daily Practice
SB 254
Shading & Comparing Fractions

Copy instructions are located at the top of each teacher master. *Make 1 copy of this page for display.
Preparation
Fraction Cards
Copy the Fraction Card Template Teacher Masters on card stock and cut the cards apart. Label
the front and back of each card with a fraction as shown in the illustration and table below.
You’ll have a few extra cards that you can recycle or save for another use.
Fraction Cards
Halves Thirds Fourths Sixths Eighths Twelfths
1/2 1/3 1/4 1/6 1/8 1/12 1
2/3 2/4 2/6 2/8 2/12 3
3/4 3/6 3/8 3/12 Front of card
4/6 4/8 4/12
5/6 5/8 5/12
6/8 6/12 1
7/8 7/12
8/12
3
9/12 Back of card
10/12
11/12
Spend some time looking at the Fraction Cards featured in today’s lesson and thinking about
your students. Consider assigning at least some of the cards carefully. For example, assign the
1/2 card to your student who struggles most with fractions. The 2/4, 3/6, 4/8, and 6/12 cards will be
appropriate for other students who are still getting comfortable with fractions. Students who
are ready for more challenging work with fractions might benefit from being assigned any of
the following fractions: 3/8, 5/8, 7/8, 5/12, 7/12, or 11/12.
Note that there are 29 cards in all. To ensure that the complete set is made, you may need to
have some students complete two cards, or have a couple pairs of students work together to
complete a card. Alternatively, you could have student helpers complete any remaining cards
prior to Session 3.

Represent & Compare Fractions
1 Begin today’s session by showing students one of the Fraction Cards and
explaining what they will do.
1
1
3 3
•• Each student will get a card. Each card has a bar and a fraction on the front and the
same fraction in only numeric form on the back.
•• Students shade in the bar using a colored pencil to show the fraction.
•• Each kind of fraction is assigned a color. Write each denominator and its color on the
board so students know what color to use when they shade in the fraction on their cards.
»» Fractions with denominator 2 are colored yellow.
»» Fractions with denominator 3 are colored purple.
»» Fractions with denominator 4 are colored red.
»» Fractions with denominator 6 are colored green.
»» Fractions with denominator 8 are colored orange.
»» Fractions with denominator 12 are colored blue.
2 Distribute the cards and then give students just a couple of minutes to
shade in their fractions.
1
1
3 3
3 Ask for students’ attention and let them know that they’ll spend some time
doing a Fraction Mixer.
Explain that a mixer is a gathering where people get to know each other. In this Fraction
Mixer, they’re getting to know each other’s fractions, because everyone has a different
fraction on their card.
4 Display a copy of the Fraction Mixer Card Student Book page and review
how they should fill in each part.
Note that they won’t fill in the part at the very bottom until the end of this session.
5 Explain that as they talk to their classmates and compare their Fraction
Cards with each other, they will add information to their Fraction Mixer
Card. Every time they talk to a different classmate, they will write that class‑
mate’s fraction in one of the three sections on their card to show whether that
person’s fraction is less than, equal to, or greater than their own.
If necessary, review class protocols for moving about the room in a safe and respectful
manner, and let students know how much time they will have and what signal you will use
to indicate that the mixer has come to an end.
6 Before beginning the mixer, ask students to think quietly to themselves and
then talk to the person beside them about the following question: Do you
think you will find more fractions that are greater than your own or more
fractions that are less than your own? Why do you think that?
7 Then give students about 7 minutes to do the mixer.
We are intentionally refraining from talking ahead of time about how to compare the
fractions on students’ cards. Use this as an information opportunity to see what students
remember about comparing fractions with different denominators.
Students with the fractions listed below will encounter certain limitations. You might
feature these points in the class discussion that follows the mixer, or you might have students
investigate them at another time. Doing so will give them an opportunity to do some deeper
thinking about the relationships among the fractions in the class collection.
1/12: This is the smallest fraction in the collection, so there will be no fraction less than 1/12.
11/12: This is the greatest fraction in the collection, so there will be no fraction greater than 11/12.
3/8, 5/8, 7/8, 1/12, 5/12, 7/12, 11/12: These fractions have no equivalents in the collection.
CHALLENGE At another time, you might invite students to investigate and explain why they
could find no equivalents for the following fractions: 3/8, 5/8, 7/8, 1/12, 5/12, 7/12, 11/12. Do frac‑
tions exist that are equivalent to these fractions? What are they? What would they look
like on a bar model? How would you write them using numbers?
8 Signal to students that the mixer has ended. Ask them to return to their
seats with their Fraction Cards and Student Books.
9 Ask students to share what they noticed during the mixer.
Students are likely to share the following observations and ideas. You’ll need to gauge
students’ comfort level and interest to decide how much time you want to spend discuss‑
ing each. We recommend no more than a few minutes, because the emphasis of the class
discussion is on comparing and ordering fractions as a whole group.
•• Some students will have found a lot of fractions that were greater than their own and
not very many that were less (or vice versa). Why?
•• Some students, as mentioned above, will have found no fractions that were less than
(equal to, greater than) their own. Why?
•• Some students will have found a few equivalent fractions, while others found only one
or none. Why?
10 After students have shared a few observations, invite the students who have
the 1/2 and 3/8 cards to display them at the projector so everyone can see.
Ask them to show just the fraction side of their cards.
1 3
2 8
11 Invite the class to think quietly for a moment about which fraction is larger
and which is smaller. In other words, when you turn the cards over in a
moment to show the bars, which one will take up more of the whole bar?
Ask students to share their ideas in pairs first and then as a whole group.
(If the students who created these cards already compared them during the
mixer, ask them to refrain from sharing right now, and instead think about
how they might justify their thinking to the class if needed.)
SUPPORT/ELL Students might comment on the sizes of the numerators and the denominators.
Use the Word Resource Cards to review those terms if needed.
Teacher Jerry has 1/2 and Cecilia has 3/8. Which fraction is greater?
In other words, when we turn the cards over to see the fraction bars,
which one will take up more of the whole bar: 1/2 or 3/8? … Paul, what
do you think? Math Practices in
Paul Umm, well, 1 is less than 3, and 2 is less than 8, so I think 1/2 is Action 4.MP.2
less than 3/8. When students consider
Teacher What do you think about Paul’s idea? the fractions in only
Julia I don’t think so. I think 4/8 would fill half the whole bar, and numeric form, they are
pressed to reason in
since 3/8 is less than 4/8, it has to also be less than 1/2.
abstract ways. When
Paul That makes sense to me. If the bar is divided into 8 pieces, students turn the cards
half of them would be 4. Huh, that’s sort of weird that you can have over, they can use the
smaller numbers but the fraction is bigger. fraction bars to reason
Teacher Paul is talking about something that a lot of people find quantitatively. For some
students, this shift will
surprising. Let’s turn the cards over to see the bars. Maybe the picture
support the abstract
will give us a way to think about this. Jerry and Cecila, can you please
reasoning they were
turn over your cards so we can see your bars?
employing to compare
the fractions. For others,
the visual support will
1 3 be necessary for them
to make comparisons.
2 8 Shifting between abstract
Teacher What do you notice? Think about Paul’s question too. Does the and quantitative reasoning
makes this activity
picture give you a way to think about how you can have a fraction with
accessible to a range of
a smaller numerator and a smaller denominator that is actually bigger
learners, and employing
than a different fraction whose numerator and denominator are larger? both kinds of reasoning
Akiko Well, Paul is right. 1 and 2 are smaller than 3 and 8. But you helps all students deepen
have to think about what they mean. If your denominator is small, their understanding of
that means the pieces are bigger. A half is bigger than an eighth. And the relationships among
it’s so much bigger that just 1 half is still bigger than 3 eighths. fractions.
12 After students have had a moment to confirm their comparisons with the bars,
model how to write two different inequality statements to record the comparison.
1 > 3
2 8
3 < 1
8 2
13 Now invite students with the 2/3 and 8/12 cards to display just the fraction
sides of their cards. As you did with 1/2 and 3/8, invite students to think
quietly about how these fractions compare.
14 Then have students share their ideas in pairs and as a whole class before turn‑
ing the cards over to confirm the comparison with the visual model.
Again, if the two students who created the cards already compared them during the
mixer, ask them to refrain from sharing what they learned for now.
15 Have the two students turn the cards over to show the bar sides and invite
the class to talk about how these two fractions can be equal. The denomina‑
tors are not the same. The numerators are not the same. So how can it be
that the two fractions represent the same part of the whole bar?
Math Practices in
Action 4.MP.3
2 8
3 12 Use these conversations as
an opportunity for students
Teacher What do you all think? Are you convinced that 2/3 and 8/12 to construct viable argu-
are equal as some of your classmates suggested they would be? ments and critique others’
reasoning. If students
Zelda No. I mean, they look close, but I can’t tell if they’re just really are confused, help them
close or if they’re exactly equal. find ways to articulate
Teacher Can anyone prove it using the bar models? … Tom, you have what they do understand
an idea? and identify where they
encounter confusion. Then
Tom Yes, here, we can line them up.
invite others to construct
Teacher Tom, you can use this index card if you want to help line up explanations that can help
the end of each bar. resolve that confusion.
When students make
assertions, whether they
are correct or incorrect,
2 ask them to justify those
3
8 assertions with a viable
argument. For example, you
12 might invite them to show
elements of the model that
Tom All right, so you can see the bars are lined up with the index support their ideas and then
card. The bars are exactly the same size, and 8/12 takes up exactly the invite their classmates to
same amount of the whole bar that 2/3 does. evaluate their reasoning.
Such conversations deepen
Lola Oh! I see something else! Can I show?
all students’ understanding
Tom Sure, here you go. of insights and accurate
Lola OK, so look. See, there’s 4 of these twelfths in each third. Can observations, and they also
you see? Here, look I can show with the pencil. So if each third is 4 help to draw out and resolve
misconceptions.
twelfths, 8 twelfths has to be equal to 2 thirds.
Teacher Zelda, what do you think? Are you convinced?
Zelda Hmm. Yeah, I think so. Here, can I try? … OK, so if take my
pencil, yeah, I can see what Lola is talking about. Four of the twelfths
line up with 1 of the thirds, so 8 twelfths has to be equal to 2 thirds.
2
3
8
12
16 Explain to students that when fractions represent the same amount of the
same-size whole, we refer to them as equivalent fractions. Use the Word
Resource Card to review this term.
ELL Emphasize that equi- shares the same root as the word equal. Equivalent fractions
represent parts of the same whole that are equal.
17 Ask the students who created the 2/3 and 8/12 cards to share with the class
whether either of them found another card that showed an equivalent frac‑
tion. If they didn’t, invite the student who created the 4/6 card to display the
card, and propose for students that 4/6 is also equivalent to 2/3 and 8/12. Give
students some time to prove it using the bar model.
18 Repeat the process of comparing fractions with these last two pairs of cards:
3/4 and 5/6 (5/6 > 3/4) 3/4 and 7/12 (3/4 > 7/12)
In the course of comparing these fractions, you might address the following ideas:
•• Because each fraction is represented on a bar that is the same size, students can line up
the bars to see which fraction takes up more of the bar.
•• The sizes of the numerators and denominators, in and of themselves, do not necessarily
indicate which fraction is larger. Students must take into account both the number and
size of each piece.
•• It is easy to compare fractions when one is clearly less than half and the other is clearly
greater than half.
•• If two fractions are each one unit fraction away from 1, the fraction composed of
smaller unit fractions is greater (closer to 1). For example, 5/6 is greater than 3/4, because
the difference between 5/6 and 1 (1/6) is less than the difference between 3/4 and 1 (1/4).
19 In Session 3, students will work together to put 10 fractions in order from

least to greatest. Help them warm up for that today by spending a little time
at the end of this session putting a few different sets of three fractions in
order. We recommend the following sets:
1/2, 2/3, 2/8 1/3, 5/8, 10/12 3/8, 3/6, 9/12
20 Wrap up by inviting students to write a sentence or two at the bottom of
their Fraction Mixer Card about what they noticed or learned during the
session. Have students turn in their Fraction Cards.
Take a look at students’ Fraction Mixer Card Student Book pages before Session 3 to get a
sense of their comfort level with comparing fractions.
You’ll use the Fraction Cards extensively throughout this module, so store the entire set
somewhere where you can access them easily in future sessions, including Session 3.
Home Connection
21 Introduce and assign the Conversion Tables Home Connection, which
provides practice with the following skills:
•• Make a comparison statement to match a multiplication equation (4.OA.1)
•• Choose a multiplication equation to represent a verbal statement of a multiplicative
comparison (4.OA.1)
•• Multiply a 2 or 3-digit whole number by a 1 or 2-digit whole number using strategies
based on place value and the properties of operations (4.NBT.5)
•• Identify the relative sizes of centimeters, meters, and kilometers; and ounces and
pounds (4.MD.1)
•• Express a measurement in a larger unit in terms of a smaller unit within the same
•• Record equivalent measurements in different units from the same system of measure‑
•• Solve story problems that involve expressing measurements given in a larger unit in
Daily Practice
The optional Shading & Comparing Fractions Student Book page provides additional
•• Recognize and explain, using a visual model, that equivalent fractions are the same
size, even though the number and size of the parts in each fraction differ (4.NF.1)
•• Compare two fractions with different numerators and different denominators (4.NF.2)
•• Use the symbols >, =, and < to record comparisons of two fractions with different
Unit 7 Module 1
Unit 7
Module 1
Session 3 Session 3
Compare & Capture Fractions
Summary
Students use the Fraction Cards they created in Session 2 to play a whole-class game,
Compare & Capture Fractions. To set up, students put 10 Fraction Cards in order from least to
greatest, first according to whether they are greater or less than 1/2 and then in exact order.
Then two teams take turns drawing a Fraction Card and spinning a comparison (less than,
greater than, or equal to), which tells them whether they need to capture a card that is less
than, equal to, or greater than the fraction they drew. The team with the most captured
fractions at the end of the game wins. Finally, students complete a Student Book page that
gives them a chance to place fractions on the number line so they can see the proportional
relationships among them.
Skills & Concepts

• Compare two fractions with different numerators and different denominators by compar-
ing each to a benchmark such as 1/2 or 1 (4.NF.2)
Materials
Problems & Investigations Compare & Capture Fractions
TM T8 • spinner overlay • Fraction Cards (created by students in Session 2) Resource Cards are available.
Compare & Capture • a few base ten linear • colored pencils
Fractions Spinner pieces (10-cm strips) denominator*
• a few index cards
SB 255* • masking tape or blue painters’ tape equivalent fractions*
Lining Up Fractions • red and blue construction paper, 1 piece each fraction*
• 8 1/2" × 11" paper, cut in half lengthwise (see Preparation) numerator*
Daily Practice
SB 256
Shading & Comparing
Fractions Using Half

Copy instructions are located at the top of each teacher master. * Make 1 copy of this page for display.
Preparation
• Remove the following 10 cards from the class set of Fraction Cards: 1/4, 3/12, 2/6, 3/8, 1/2, 5/8, 2/3,
3/4, 5/6, 11/12. Mix these cards in random order. Set the rest aside for use later in the session.
• Cut a sheet of 8 1/2" × 11" copy paper in half lengthwise. Label one half “Less than 1/2” and
the other “Greater than 1/2.”

Compare & Capture Fractions
1 Gather students around a large work space such as a rug or table and explain
that today they will use the Fraction Cards they made in the previous session
to play a game together as a class. Before they can play, they need to work
together to place 10 of the Fraction Cards in order from least to greatest.
2 Ask students to watch while you set out the 10 cards you removed from the
set. Then invite them to study the set quietly and think about what they
notice about the fractions.
2 3 2 3 5 11 1 3 1 5
3 12 6 4 6 12 4 8 2 8
3 Ask students to turn and talk to the person beside them about how they
might begin to put these cards in order from least to greatest. What kind of
strategy could they use to make that task easier?
4 Invite students to share their ideas as a group, and if no one suggests it,
propose that they begin by dividing the cards into three groups: fractions
that are less than 1/2, fractions that are greater than 1/2, and fractions that
are exactly equal to 1/2.
5 Begin by placing a piece of tape in the work space to mark the halfway
point. Then place the 1/2 card on it. Place the half-sheet of paper labeled
“Less than 1/2” to the left of the halfway mark and the half-sheet labeled
“Greater than 1/2” on the right.
6 Then have a student volunteer choose a card and place it either to the left
or right of 1/2, depending upon whether it is greater than 1/2 or less than 1/2.
Repeat until all the cards are categorized as either less than or greater than
1/2 (no cards in the set of 10 are equal to 1/2 except, of course, 1/2 itself).
Each time a student selects and categorizes a fraction, invite the student to explain how he
or she knows where to place the card. Invite classmates to agree or disagree and prove their
thinking. If students feel unsure, they can ask for their classmates’ input. Students can use
logical reasoning to explain how they know a given fraction is greater or less than 1/2, and
they might also turn the Fraction Card over to prove it visually with the bar model.
1 1
Less than 2 Greater than 2
2 1 3 3 2 11 5 3 5
6 4 12 8 3 12 8 4 6
1
2
7 Invite students to confirm that they agree with the placements. If anyone
wants to challenge the placement of a given card, let them know this is
their chance. This is also the time when you can challenge the placement of
any cards that students have placed incorrectly.
8 Then invite students to put the cards in exact order from least to greatest.
Students can reason about how the fractions in each category compare to one another in a
variety of ways, including attending to the size and number of each part of the whole and
using the bars on the other side of the cards for visual support.
SUPPORT Turn the cards over so that the bars are visible the whole time to support
students in arranging the cards by size.
Tamara I can put two of them in order. I know that 1/4 is less than 3/8,
so let’s put them like this.
1
Less than 2
1 3
4 8
1
2 3 2
6 12
Teacher What do the rest of you think? Do you agree that 1/4 is less than 3/8?
Isaac No, I don’t get it. How can you tell, Tamara?
Tamara Well, I know that 2/8 is equal to 1/4 because 2 times 4 is 8. So
3/8 is more than 2/8. That means it’s also greater than 1/4.
John I don’t understand what you mean about 2 times 4 is 8. I mean,
I know that’s right, but I don’t get what it has to do with fractions.
Teacher Can anyone think of another way to explain this comparison?
Levante I can. Here, turn the cards over and you can see. I’ll line them
up with an index card. You can see 3/8 takes more of the bar than 1/4.
1
4
3
8
Tamara Levante, can you leave the cards like that for a sec? Here, I’m
going to put these strips on here to divide both bars into fourths. John,
can you see this? There are 4 groups of 2 eighths in the yellow bar. So 2
eighths is equal to a fourth. Three eighths is an eighth greater than 1/4.
1
4
3
8
John Oh, I see what you mean now.
9 Continue in this manner until students have arranged all 10 Fraction Cards Comparing Fractions
in order from least to greatest. with Precision
You won’t be able to approximate the relative placement of the cards. That is, the distance Some of the fractions
between each pair of cards does not indicate how far apart the fractions would be if placed will be more challenging
to compare accurately
on a number line. You’ll discuss this at the end of today’s session.
than others. For example,
students will have a
1 1 hard time determining
Less than 2 Greater than 2 whether 2/3 is greater or
1 3 2 1 less than 5/8 or whether 3/8
5 5
4 8 6 2 8
2 3
6
11
12
is greater or less than 2/6.
3 4
3 Press them to achieve a
12 greater degree of preci-
sion in their comparisons
The selected Fraction Cards arranged in order from least to greatest. by using the index cards
and linear strips to line
the fraction bars up
10 When all the cards have been placed in order, briefly explain how students exactly. You’ll revisit these
will play Compare & Capture Fractions. kinds of comparisons
•• Teams take turns drawing a card from the stack of remaining Fraction Cards. Then later in this module when
they will spin a spinner that tells them whether they need to capture a fraction that is students learn how to
rewrite such pairs of
less than, equal to, or greater than the fraction on their card.
fractions with a common
•• Team members work together to capture a card and write an inequality statement to denominator to make
record the capture. If they can’t capture a card, they lose that turn. a precise comparison.
•• The team with the most cards at the end of the game wins. When they do, they will
see, for example, that 3/8
11 Set out the pieces of red and blue construction paper to use as mats. Display is exactly 1/24 greater than
the Compare & Capture Fractions Spinner and overlay. Then divide the 2/6 (3/8 = 9/24 and 2/6 = 8/24).
Because the bars on the
class into two teams and play Compare & Capture Fractions.
Fraction Cards were pre-
Teams take turns one at a time. For each turn: divided for students, even
•• A representative from the team takes the next Fraction Card from the deck. a difference that small
will be apparent if they
Invite the team to talk about what they know about the fraction on the card. Is it
are careful to be precise
greater or less than 1/2? Pretty close to 1? Very close to 0? How do they know? This about lining them up.
discussion helps them consider the fraction on their card in relation to the benchmark
1/2 and in relation to the ten ordered cards from which they can choose.
•• The representative spins the spinner to determine whether they need to capture a fraction
that is less than, equal to, or greater than the fraction shown on the card they drew. 3
8
•• Team members advise their representative about which Fraction Card in the ordered 2
6
set of 10 to capture.
Students will need to make accurate comparisons, and they will also need to think
It might be difficult for
about which card is most advantageous to capture if they have more than one choice.
students to make a visual
Prompt students to consider their strategy by asking how they could make the best
comparison between
choice from among the possibilities. fractions such as 3/8 and
•• If the team cannot capture any of the fractions, they lose the turn. 2/6, which are different by
If an earlier move has made it impossible for them to capture a fraction, you might only 1/24. Using the index
card or the linear strips
invite them to think about whether a different move in that earlier turn would have
can help students achieve
afforded them more flexibility in this turn. For example, if students took the 11/12 card
the degree of precision
when they needed to capture a fraction greater than 1/3, they will lose their turn if they
necessary to make these
need a fraction greater than 10/12 later in the game. Instead of taking the largest fraction comparisons accurately.
in the set in the earlier turn, they could have chosen to capture, for example, the 5/8 card.
•• If they can capture a fraction, they do so and place the card on their mat and record an
inequality statement on the board to record the capture.
•• The card drawn by the representative is returned to the mixed deck.
•• Play continues until all 10 cards have been captured. The team with the most cards
(and most inequality statements recorded on the board) wins.
Teacher OK, red team, Maribel drew the 5/12 card. Before she spins,
talk about 5/12. What do you know about this fraction?
Students It’s a little bit less than half because 6/12 is half and 5/12 is
just 1 twelfth less than that. It’s not really tiny, though.
Right, like 1/12 and 1/6 are much smaller.
Even 1/4 and 1/3 are smaller than 5/12.
Yeah, it’s kind of in the middle. Not really big, not really small.
Teacher So before Maribel spins, look at the sections on the spinner.
Do you care which section you get? Is there one that’s better or worse
than the others?
James Oh! Equal to. We don’t want that. There’s nothing equal to 5/12
in the set. I remember because that’s my card from yesterday. Come on,
Maribel, anything but Equal to!
Compare & Capture Fractions Spinner
Less than Equal to

5
12 Greater than
Maribel I spun Greater than! No problem. OK, so I have to capture a

card that’s greater than 5/12. What do you all think I should do?
Steven I think you should take 5/8. Since eighths are bigger than
twelfths, 5 of them have to be more than 5 twelfths.
Maribel Can I turn the card over to be sure?
Teacher Absolutely, you can confirm that you and the rest of the
team agree with Steven before making a capture.
5 5
12 8
Maribel Great. Let’s take 5/8.
Teacher Maribel, please put the 5/8 card on your team’s mat. I’ll write
an inequality statement to record your capture. How can I write an
inequality to compare 5/12 and 5/8?
Felipe You can write 5/12 is less than 5/8.
Red Team Blue Team

5 5
12 < 8
12 When the first game is over, take the 10 cards from the red and blue mats and
line them up in order again. Give students a few minutes to talk about what
they learned about the game and how they might use a winning strategy
next time, then play the game again.
Before moving on to the next part of the session, ask students to once again arrange the 10
cards in order from least to greatest.
13 Ask students to return to their desks and open their Student Books to the
Lining Up Fractions page. Review the page as a class, then give students the
rest of the session to work on the page alone or with a partner.
•• Explain that they can think more carefully about the relationships among fractions by
using the distances between them on the number line.
•• Read the instructions and review the way the fractions are marked on the number line.
•• Label a few of the marks together as a class to get| DATE
NAME students started. Then model circling
Unit 7 Module 1
each kind of fraction with a different color: halves in yellow, thirds in purple, sixths in
Lining Up Fractions
green, twelfths in blue, fourths in red, and eighths in orange.
1 Label each unlabeled mark on the number line below. You will be able to label some of them with more than one fraction.
1 1 2
Session 3
3 2 3
1 2
6 6
1
12
1 5
0 8
2
8 1
8
1 2 3
4 4 4
255
2SUPPORT
What fraction
Labelis equivalent
the entire
1
to 4number
? _______line together.
3SUPPORT
Name three more pairs

Gather of equivalent
students who fractions you see on the
are struggling numberin
to work line.
a small group with you. Use the
bars on the
________ Fraction Cards to________
= ________ support students in making
= ________ comparisons
________ = ________ among fractions.
4 a Which fraction is closer to 1:

11
12
7
or 8 ? _______
b Write an inequality statement to compare
11
12 and
7
8 using < or >. ______________
Daily Practice
5 a Which fraction is closer to 1
2:
5
12
3
or 8 ? _______
b Write an inequality statement to 5 3
compare 12 and 8
using < or >. ______________
The optional Shading & Comparing Fractions Using Half Student Book page provides
6additional
a Whichopportunities 1 3
is greater: 3 or 8 ? to
_______
b Explain how you know.
•• Compare two fractions with different numerators and different denominators by
comparing each to a benchmark such as 1/2 or 1 (4.NF.2)
Unit 7 Module 1
Unit 7
Module 1
Session 4 Session 4
Equivalent Fraction Fill
Summary
Students play a whole-group game called Equivalent Fraction Fill that gives them practice
generating equivalent fractions with the support of a visual model. The game prepares
students for the more in-depth work with equivalent fractions that comes in Sessions 5 and 6.
Skills & Concepts

Materials
Problems & Investigations Equivalent Fraction Fill those terms for which Word
TM T8 • spinner overlay • Lining Up Fractions Student Resource Cards are available.
Equivalent Fraction Fill Spinner • a few base ten linear pieces Book pages, completed by denominator*
SB 257*–258 (10 cm strips) students in previous session
• colored pencils
Record Sheets fraction*
SB 259 numerator*
Experimentation Sheet
SB 260
Comparing Fractions
Home Connection
HC 133–134
Multiplication Review & Fraction
Comparisons
Daily Practice
SB 261
Comparing Fractions with a
Number Line

Copy instructions are located at the top of each teacher master. * Run several copies of this page for display.

1 Begin today’s session by asking students to turn to the first Equivalent
Fraction Fill Record Sheet in their Student Books. Ask them to look at the
page in silence for a moment and think about what they notice. Then ask
them to share observations first in pairs and then as a whole group. Use
questions like the following to draw out student thinking:
•• Which bar is divided into the most/fewest pieces?
•• Which bar is divided into the largest/smallest pieces?
•• Use the bars to show how many eighths are equal to 1/4.
•• Use the bars to show how many twelfths are equal to 1/4 (equal to 1/3, equal to 1/6).
During the discussion, emphasize that while the bars are divided into different numbers
of equal parts and that those equal parts are different sizes, the whole bar is always the
same size. This is what makes it possible to compare the fractions on them.
2 Explain that students will use the page to play a game in two teams. Display
the Equivalent Fractions Fill Spinner and explain that in the game, they’ll
take turns spinning this spinner and then filling in an equivalent fraction
on their sheet. The first team to fill all five bars will win the game.
3 Explain they’ll spin a few times together to get warmed up.
•• Ask a student volunteer to spin the spinner.
•• Invite students to talk quietly in pairs about which bars you could use to show a fraction
equivalent to the one the student volunteer just spun. Then ask them to share their ideas.
Equivalent Fraction Fill Spinner
1
1 4 4
3 6
3 1
12 3 2
4
Teacher So what do you think? Three twelfths. In the game, I can’t

show 3/12 on the twelfths bar. Instead, I have to use a different bar, one
that is not divided into twelfths, to show a fraction equivalent to 3/12.
How can I do that?
George I remembered that 3/12 is equal to 1/4, so you could show 1/4 on
the fourths bar.
Teacher George, can you show us how you know that 1/4 is equivalent
to 3/12? You can write on this sheet if you want to. We’re not playing
the game yet, so this is just for showing our thinking right now.
George Sure. So look. You can divide the twelfths bar into fourths.
There’s 3 twelfths in each fourth, so 1/4 is equivalent to 3/12.
NAME | DATE
Equivalent Fraction Fill Record Sheet 1
Julia But you only made 3 lines. So that’s thirds.

George Wait, here. Yes, I made 3 lines, but the bar=is divided into 4
parts. It’s not about the lines. It’s about how many equal parts. One,
two, three, four. So each of these parts is a fourth of the whole bar.

=
NAME | DATE

1 2 3 4
=
=
Teacher Is there another fraction that’s equivalent to 3/12?

=
Brittany So this is really weird. I thought we could=use the sixths bar,
but we can’t. Since 6 doubled is 12, I thought that would work, but
when I put a blue strip on the page you can see that it doesn’t. But
look at this! Three twelfths lines up with 2/8. So is 2/8 equivalent to 3/12?
=
NAME | DATE

=
=
=
=
Teacher What do the rest of you think?

Whitney Well, she’s right. Look, it lines up perfectly: 3/12 and 2/8.
Lin I also see that each of them—3/12 and 2/8—is equal to 1/4. Since
they’re both equal to 1/4, they must be equivalent to each other too.
•• Repeat with another spin or two to get students warmed up.
4 Divide the class into two teams and explain Equivalent Fraction Fill.
•• A team representative spins the spinner. Team members work together to determine
which bars they could use to show a fraction equivalent to the one they spun.
•• Then they decide which one to use and fill in their record sheet to show the equivalent
fraction, labeled with an equation on the right showing that the fraction they filled is
equivalent to the one on the spinner.
•• Later in the game, teams will find that they cannot use any of their unused bars to
show a fraction equivalent to the one they spun. When this happens, they lose the turn.
•• The first team to use all five bars wins.
Once a bar has been used to represent an equivalent fraction, it is considered used.
The winning record sheet will show five fractions (some of which might be equivalent),
each represented on a single bar. None of the bars will be filled in all the way, because
each one will have been used to show only a single fraction that is less than 1.
SUPPORT Work with students to label the unit fractions on the record sheet before playing.
Let students know that they can use the Equivalent Fraction Fill Experimentation Sheet in
their Student Books to test out the possibilities for each turn. Note that the way the bars
are lined up on the sheet makes it possible to locate the fraction spun and line it up with
the other bars to see which ones they could use to make an equivalent fraction. There are
extra fraction bars on the sheet so that students can shade them in, make lines to divide
them, or use them in other ways to confirm their thinking.
5 Play the game one time.

During the game, press students to talk with their teammates about the different ways in
which they can fill in equivalent fractions for each spin. Ask them to think carefully about
whether one choice is better or more strategic then the others. Invite the other team to
listen carefully so that they can confirm the other team is making a valid move, that is,
that the fraction they propose filling in is indeed equivalent to the one they spun.
1
1 4 4
3 6
3 1
12 3 2
4
Teacher Shanda spun 1/4. Look at your record sheet and talk to each
other for a minute. Which bars could you fill with a fraction equiva‑
lent to 1/4? Remember, you can only use bars that don’t have a fraction
shown on them yet.
Students You can’t fill in some number of thirds and make anything
equal to 1/4, so we can’t use the bar divided into thirds.
That’s true for sixths too.
I think you could do eighths. Two eighths is equal to 1/4.
We could also do 3/12. That’s also equal to 1/4.
Teacher So you have two choices. 3/12 or 2/8. What do you think? Is
one a better idea than the other to fill?
Mei Um … What do you mean? They both work. I don’t think it matters.
Cayel Well, wait. I think we could fill in a lot of those fractions with
some number of twelfths. Let’s keep the twelfths bar empty for now.
There are lots of ways we could use it later.
Teacher Shanda, please make the final decision, shade the bar, and
write an equality statement here. Other team, watch carefully. If you
think this team is incorrect, you can challenge them.
NAME | DATE
1 2
4 = 8
CHALLENGE During the game, invite students to think more deeply about the structures
underlying equivalent fractions using questions like the following:

=
•• On which bars could you show a fraction equal to 1/2 (equal to 3/4)?
•• On which bars would it be impossible to show a fraction equal to 1/2 (equal to 1/4, equal to 1/3)?
6 = give students some

When the game is over, before playing a second time,
time to discuss what they learned about the game and how they might
adopt a winning strategy next time.
Invite students to think about which bars were easiest to fill=and which were hardest to fill.
If they spun 1/3 in their first turn, for example, which bar would it be best to fill and why?
The table below shows the fractions on the spinner that can be represented on each bar on
the record sheet. If you look in the 1/2 column, you’ll see that this is the fraction on the spin‑
ner that can be represented on the most bars. If you look in the twelfths row, you’ll see that
the bar divided into twelfths can be used to represent all but one of the fractions on the spin‑
ner. If you look at the row for thirds, you’ll see that if students spin 4/6, they should represent
it as 2/3 on the thirds bar, because that is the only spin for which they can fill the thirds bar.
Spinner Fractions that Can Be Shown on the Bar

Bar on Record Sheet 4/6 1/2 3/4 3/12 1/3 2/8
thirds 2/3
fourths 2/4 1/4 1/4
sixths 3/6 2/6
eighths 4/8 6/8 2/8
twelfths 8/12 6/12 9/12 4/12 3/12
7 After students have shared some ideas, play the game a second time, using
the second page of the record sheet in their Student Books.
Again, students can use the Equivalent Fraction Fill Experimentation Sheet to test out
possibilities for each turn.
8 Invite students to talk about what they noticed or learned, or what surprised
them, as they were playing the game. Students might share ideas like these:
•• It was really easy to show a lot of fractions on the twelfths bar.
•• There was only one fraction they could show on the thirds bar (4/6).
•• Lining up the bars helped them check their ideas. If, for example, they found 4/6 on the
sixths bar, they could see that it lined up exactly with 2/3.
9 After students have shared a few comments, ask a student volunteer to

bring his completed Lining Up Fractions Student Book Page from Session 3
up to display so the entire class can see. Ask students to think for a moment
about the fractions on this number line. Where do they see some examples
of equivalent fractions?
CHALLENGE Invite students to look for patterns (things they notice happening over and
over again). Also ask them to explain things that never occur. For example, what kind
of denominator can they not use to represent a fraction
NAME | DATE equivalent to 1/2? Why is this the
Unit 7 Module 1
case? Can they imagine other kinds of fractions (other denominators) they could never
Lining Up Fractions
use to write a fraction equivalent to 1/2?
1 1 2
Session 3
3 2 3
1 2 3 4 5
6 6 6 6 6
1 2 3 4 5 6 7 8 9 10 11
12 12 12 12 12 12 12 12 12 12 12
1 5
0 8
2 3 4
8
6 7 1
8 8 8 8 8
1 2 3
4 4 4
255
2 1
What fraction is equivalent to 4 ? _______
10 After students have had some time to compare the number line with the
3 Name three more pairs of equivalent fractions you see on the number line.
work they just did using the bar models on their record sheets, ask them to
review what it means for
________ = ________
fractions to be equivalent.
________ = ________
How can they use the
________ = ________
4 bars
a Which
andfraction
the number
11
is closer to 1: line
7
12 or 8to explain?
? _______
b Write an inequality statement to compare
11 7
12 and 8 using < or >. ______________
5 a Which Anisa
fraction isIfcloser
fractions
to 2 : 12are
1 5
or equivalent,
3
8 ? _______
you find them in the same place on
the number line. Like look 5 1/3. You
at can see that it’s also marked 2/6
b Write an inequality statement to compare 12 and 8 using3
< or >. ______________
and 4/12. 1That3 means all three of those fractions are equivalent.
6 a Which is greater: 3 or 8 ? _______
b ExplainTeacher
how you know.
So what would that look like on a bar model? Could you show
that 1/3, 2/6, and 4/12 are equivalent fractions using the bar model too?
Anisa Yes. Here, if I use these linear pieces to line them up, you can
see that 1/3 lines up with 2/6 and 4/12. That means they take up the same
amount of the whole bar.
NAME | DATE
11 Ask students to open their Student Books to the Comparing Fractions

Student Book page. Review the page as a class, and then give students the
rest of the period to work on the page alone or with a partner.
SUPPORT Gather students who are struggling to work in a small group with you.
Home Connection
12 Introduce and assign the Multiplication Review & Fraction Comparisons
Home Connection, which provides practice with the following skills:
rewriting them as equivalent fractions with a common denominator (4.NF.2)
Daily Practice
The optional Comparing Fractions with a Number Line Student Book page provides
•• Recognize equivalent fractions (4.NF.1)
•• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n × a)/
(n × b) (4.NF.1)
comparing each to a benchmark such as 1/2 or 1 (4.NF.2)
Unit 7 Module 1
Unit 7
Module 1
Session 5 Session 5
Generating Equivalent Fractions
Summary
The teacher uses the bar model to act out the process of generating fractions equivalent to 2/3:
first by dividing each third into 2 equal pieces to create a bar divided into sixths that shows 4/6 and
then by dividing each third into 3 equal pieces to create a bar divided into ninths that shows 6/9.
Then students work through a similar process in pairs to generate a few fractions that are equiva-
lent to a single fraction. Each pair creates a poster of their equivalent fractions, and the class
discusses the patterns and rules or generalization they noticed. These posters will help students
make comparisons among a variety of fractions with different denominators in Session 6.
Skills & Concepts

• Generate a fraction equivalent to fraction a/b by multiplying the numerator (a) and
Materials
TM T9 • scored Unit 7 Pre-Assessments Resource Cards are available.
Unit 7 Pre-Assessment Student (completed in Session 1) denominator*
Reflection Sheet
Problems & Investigations Generating Equivalent Fractions fraction*
TM T10–T13 • colored pencils numerator*
Fraction Bars • glue sticks
• black markers, half-class set
• 12" × 18" sheets of poster paper,
half-class set plus one for display
Daily Practice
SB 262
Shade & Describe Equivalent Fractions

Preparation
• Read the session ahead of time, and think ahead about how you’d like to partner students
and which fractions you want to assign to each pair of partners.
• Make copies of the Fraction Bars teacher masters as needed according to what fractions
you’ll assign to each student pair. Cut the sheets in half. Each student pair will receive a
half-sheet with three bars divided into parts that match the denominator of their fraction.
• Make an extra copy of the Fraction Bars divided into thirds. Attach this half-sheet of bars to
a sheet of poster paper so that there’s room to write to the left and right of the bars.
• Read Session 6 before you begin this session so you can ensure that the posters students make
in this session are complete and correct enough for the fraction comparisons in Session 6.
Assessment
Tell students that you are going to return the pre-assessments they took the other day, and
give them some time to reflect on the results.
2 Hand students their scored Unit 7 Pre-Assessments, and give them a

minute or so to look over their papers.
•• Review with students how they can use the results of the Unit 7 Pre-Assessment to help
•• Encourage students to ask questions, but do not explain how to do problems at this
3 Then display a copy of the Unit 7 Pre-Assessment Student Reflection sheet.

Give students each a copy and work with them to fill it in.
•• For each row, read the skill and make sure students understand it. Ask volunteers to explain,
•• Have students look at the assessment item(s) associated with that particular skill, talk in

Generating Equivalent Fractions
6 Open today’s session by displaying your prepared half-sheet of Fraction
Bars divided into thirds. Ask students to watch carefully and silently while
you shade in 2/3 in first one and then another bar.
7 Then carefully divide each third in the second bar into 2 equal parts.
8 Ask students to talk quietly with a partner about what they saw you do.
While students talk for just a few minutes, listen to their conversations. You
can use questions like the following to draw out discussion.
•• What did you change, and what stayed the same?
•• What fraction is shown on each bar?
•• How would you label each fraction with numbers?
9 Then reconvene the group and invite students to share some of their
thoughts. During this whole-group conversation, draw out the following:
•• The total portion of each bar that is shaded is exactly the same. The value of the fraction
did not change.
•• The number of parts doubled, and so did the number of those parts that were shaded.
•• This shows that 2/3 is equal to 4/6.
10 Record the fraction beside each bar, and for 4/6, show how the numerator
and denominator both doubled.
2
3
2 × 22 = 46
3
When you double the numerator and the2denominator,3 you are multiplying by 2/2, which
× =
is equal to 1. This is why the value of the fraction
3 3 does not change: as students learned
when multiplying whole numbers, multiplying by 1 keeps the value unchanged. This line
of reasoning is fairly abstract. If you think it might be interesting or helpful, spend some
talking about it together.
2 × 22 = 46 and 2 = 1 so 2 × 2 = 23 × 1 which means 2 = 46
3 2 3 2 3
11 Shade in two-thirds of a third bar, and write 2/3 × 3/3 = beside the bar.
2
3
2 × 22 = 46
3
2 × 33 =
3
12 Now ask students what this bar will look like after you draw some more
lines to divide each third into 3 equal parts. Invite students to think silently
for a moment, and encourage them to visualize the result.
•• How many equal parts will they see in the entire bar then?
•• What fraction of the bar will each of those pieces represent?
•• How many of those parts will be shaded?
•• How could they name the resulting fraction?
13 Ask students to watch in silence as you divide the bar into ninths, 6 of
which are filled. Then ask them to help you label the fraction numerically.
2
3
2 × 22 = 46
3
2 × 33 = 69
3
14 Invite students to share what they notice about these three fractions. Did
anything surprise them while you were making these drawings and label‑
ing the bars with fractions? What patterns do they notice?
During the whole-group discussion, draw out the idea that 2/3, 4/6, and 6/9 are all equivalent
fractions and that you can generate a fraction equal to 2/3 by multiplying the numerator
and denominator by the same number.
15 Now explain that students will spend some time working with a partner to
make their own equivalent fractions. They will:
•• Select (or be assigned) a fraction.
•• Shade and divide fraction bars to create as many fractions as they can (at least three)
that are equal to their fraction.
•• Create a poster of their equivalent fractions by cutting out their fraction bars, gluing
them to poster paper, and labeling them.
16 Use the fraction bars you made for 2/3 to model what the posters should look like.
Fractions Equivalent to 23
2 2
3 3
4 2 × 22 = 46
6 3
6 2 × 33 = 69
9 3
17 Assign (or let students choose) partners and a fraction to work with.
1/2 1/3 1/4 1/5 2/6 3/8* 3/10*
2/3* 3/4* 2/5* 4/6 5/8* 7/10*
3/5* 5/6* 8/10
* There is an asterisk beside the fractions you’ll be comparing in the following session.
Be sure these fractions are assigned to a pair.
SUPPORT Students who are struggling can work on 1/2 or 1/3, which are easier to deal with,
both conceptually and in terms of making additional divisions on the bars. Students
having the most difficulty might want to continue working with 2/3, using the whole-group
work as a jumping-off point for finding at least one more fraction equivalent to 2/3.
18 Distribute poster paper, colored pencils, markers, fraction bars, scissors, and
glue sticks to partners, and let them know how much time they have to work.
Make sure each pair gets fraction bars that match their fraction’s denominator.
19 Circulate to see how students are doing and to provide support as needed.
SUPPORT Students might need help drawing the additional lines to divide the bars into
more equal pieces. You might scaffold this task by asking them to tell you how they want
the bar divided and then (rather than drawing all of the divisions yourself) do it for just
one section, or make tic-marks showing where they can draw each division.
CHALLENGE Invite students to use the generalizations they’re making to generate equivalent
fractions without the support of the bar model. They can use the model at first but move to
symbolic work when the divisions become too small to show reasonably on the bars. Challenge
them, too, to use the notation you used during the whole-group exploration of 2/3 to show
multiplication of the numerator a and denominator b by the same number n as multiplication
of the entire fraction a/b by another fraction equal to 1 expressed in the form n/n.
CHALLENGE If some students are working very quickly and comfortably, ask them to create a
second poster with a fraction that has a different denominator. They could also act as peer sup‑
port for classmates who are struggling to generate equivalent fractions. This will press them to
explain their reasoning and will give them exposure to fractions with other denominators.
CHALLENGE Especially if it came up during the class discussion, but even if it did not, invite
students who finish early to consider the following question: You can multiply the numera‑
tor and denominator by the same number to make an equivalent fraction. What if you add
the same number to the numerator and to the denominator?
2
3
2 × 22 = 46
3
We doubled 2 and 3 to make 4/6, which is equivalent
2 3 to62/3.
What if we add 2 to 2 and 2 to 3? 3 3 9 × =
Ask them use to the visual models to explain why adding the same number to the
numerator and denominator does not produce an equivalent fraction.
2+2=4
3+2=5
2
3
4
5
If we add 2 to the numerator and also to the denominator,
we get 4/5, and that’s not equal to 2/3.
20 When you have about 15 minutes left, reconvene the class to talk about Math Practices
in Action 4.MP.8
their strategies and the patterns they are noticing. Use questions like the
following to draw out their thinking: When you invite students
•• Can you work in a systematic way or think of a rule for making equivalent fractions? to look for and explain
patterns in the repetitive
•• What kinds of patterns do you notice?
process of generating
equivalent fractions for
21 After students have shared ideas for a few minutes, using their posters to a single fraction, you are
show their ideas, invite them to spend the rest of the session completing giving them the chance
their posters. Ask them to include a few sentences of captions on their to look for and express
poster that describe their strategy for making equivalent fractions, the pat‑ regularity in repeated
terns they see, and/or a rule for generating equivalent fractions. reasoning. It is through
this repetition, and the
22 Give students the rest of the session to create their posters. search for patterns and
rules within that repeti-
Gather students who need extra support to work in a small group with you.
tion, that students come
Save students’ completed posters for use in Session 6. Make sure the posters are complete and to understand that any
correct enough to facilitate the fraction comparisons you’ll do in Session 6. time they multiply the
numerator and denomi-
nator of a given fraction
Fractions Equivalent to 23 Fractions Equivalent to 35 by the same number, the
result is an equivalent
2 2 3 3
3 3 5 5 fraction.
4 2 × 22 = 46 6 3 × 22 = 10
6
6 3 10 5
2 9 3 × 33 = 15
9
6
9 3 × 33 = 69 15 5
2 12 3 × 44 = 12
8
12 3 × 44 = 12
8
20 5 20
2 15 3 × 55 = 15
10
15 3 × 55 = 10
15 25 5 25
18 It was too hard to draw, but there would 3

12 2 × 66 = 12 30 be 30 parts and 18 parts would be blue. 5 × 66 = 18
30
18 3 18
Daily Practice
The optional Shade & Describe Equivalent Fractions Student Book page provides addi‑
•• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
(4.NF.1)
•• Generate a fraction equivalent to fraction a/b by multiplying the numerator (a) and
rewriting them as equivalent fractions with a common denominator (4.NF.2)
Unit 7 Module 1
Unit 7
Module 1
Session 6 Session 6
Comparing Fractions
with Unlike Denominators
Summary
Students revisit the posters of equivalent fractions they created in Session 5. Then they use
the posters to help make comparisons among fractions with unlike denominators in a story
context. They begin to see that they can rewrite any pair of fractions with a common denomi-
nator to compare them and that when the fractions are quite close together, this is really the
only way to arrive at a precise comparison. After working on three problems together as a
class, students work on a Student Book page with similar problems.
Skills & Concepts

• Compare two fractions with different numerators and different denominators by rewriting
them as equivalent fractions with a common denominator (4.NF.2)
Materials
Problems & Investigations Comparing Fractions with Unlike Denominators

SB 263*–264* • students’ equivalent
Comparing Fractions in Context fraction posters from
SB 265* Session 5
Comparing Fractions with Different Denominators
TM 15
Comparing Fractions in Context Fraction Bars
(optional, for support suggestions)
Home Connection
HC 135–136
Sketch & Compare Fractions
Daily Practice
SB 266
Comparing Fractions at the Wild Animal Park

Copy instructions are located at the top of each teacher master. * Make 1 copy of these pages for display.
Preparation
Look over students’ posters to find examples of common denominators. For example, you’ll
see fifteenths on posters that show equivalent fractions for 3/5 and 2/3, twentieths on posters
that show equivalent fractions for 3/4 and 2/5, and so on. During the opening part of this session,
students will look for examples of common denominators, and you’ll be able to help direct
them if needed if you’ve spent some time looking at the posters in advance.
Comparing Fractions
Problems & Investigations This session features
story situations in which
1 Return the posters students made in Session 5 to them, and give student students compare pairs
pairs a few minutes to put the finishing touches on them. of fractions with different
denominators. You’ll
2 Then give students time to do a gallery walk to look at everyone else’s work. notice that in all pairs,
Ask them to think about the denominators of the fractions on their own both fractions are either
posters. Can they find other posters that started with a different kind of greater or less than 1/2.
fraction than their own, yet share some denominators in common? This makes it impossible
for students to use 1/2 as a
For example, the poster for 1/3 might include the fraction 5/15. Students could find a
benchmark for comparing
fraction with denominator 15 on any poster that started with a fraction that has 5 in the them. You’ll also see that
denominator, because 5 is also a factor of 15. For example, the poster for 1/5 might show the two fractions in each
the equivalent fraction 3/15. pair are extremely close
together. It’s probable
3 Reconvene the class to discuss what they discovered. Invite students to that the fraction bars on
share examples of denominators that appeared on different posters. students’ posters, while
offering visual support
4 Now display the posters that show equivalent fractions for: 2/3, 3/4, 3/5, 2/5, 3/8, related to equivalent
and 7/10. Set the other posters aside in an easily accessible place. fractions, do not offer
enough precision for
5 Display your copy of the Comparing Fractions in Context Student Book students to use them as a
page while students turn to the page in their own books. Show just the first reliable tool for compari-
problem, and read it aloud. sons. These features of the
story situations and pairs
6 Then ask students to work with you to write two fractions to show how of fractions are designed
to make it necessary for
much of the whole piece of gum each child chewed. Work together, record‑ students to rewrite the
ing the work on your display copy, and invite students to record the work two fractions in each pair
on their own pages as well. as equivalent fractions
SUPPORT Students can represent the fractions on the Comparing Fractions in Context Fraction with a common denomi-
Bars page. The models won’t be very helpful for comparing the fractions or arriving at a nator to compare them.
common denominator, but they will provide a visual anchor for students who are struggling. Although expectations for
fourth grade emphasize
7 Ask students to locate the equivalent fractions posters that show 2/3 and 3/5. fluency with fractions that
have denominators 2, 3,
8 Invite students to talk in pairs for a moment about how these posters could 4, 5, 6, 8, 10, 12, and 100,
comparisons of such frac-
help them determine which person chewed more gum. Listen to their con‑
tions that involve common
versations and reconvene the group after a few minutes to discuss their ideas. denominators require
When students share their ideas, invite them to stand next to the posters and show what students to use denomina-
they are noticing on the bars and in the numbers. Try to ensure the discussion addresses tors that are multiples of
the following points: these numbers (such as 15
and 20).
•• The whole strips are the same size, so they can be used to represent the pieces of gum
that were the same size.
•• Because the strips are exactly the same size, we can use them to compare different
fractions of the same whole.
•• When two different fractions are written with the same denominator, we can make
precise comparisons of them.
Fractions Equivalent to 23 Fractions Equivalent to 35

2 2 3 3
3 3 5 5
4 2 × 22 = 46 6 3 × 22 = 10
6
6 3 10 5
2 9 3 × 33 = 15
9
6
9 3 × 33 = 69 15 5
2 12 3 × 44 = 12
8
12 3 × 44 = 12
8
20 5 20
2 15 3 × 55 = 15
10
15 3 × 55 = 10
15 25 5 25
18 It was too hard to draw, but there would 3

12 2 × 66 = 12 30 be 30 parts and 18 parts would be blue. 5 × 66 = 18
30
18 3 18
Teacher OK, so you decided that Brianna chewed 2/3 of the whole
gum tape and her brother Corey chewed 3/5. Who chewed a greater
amount of gum?
Frank Whew, I don’t know. They look really, really close.
Teacher Frank, can you tell us more about how they look really close?
Frank Well the pink part, 2/3, looks pretty much the same size as the
blue part, which shows 3/5.
2 2 3 3
3 3 5 5
Josie He’s right. I can’t really tell any difference.

Teacher So if we look at the bars, Frank and Josie are saying they
pretty much look the same. What can we do? What other information
do we have on these posters? Talk to your partner for a minute …
Lisa Wait, we made the 2/3 poster, and we said 2/3 is equal to 10/15. I
can see that whoever made the 3/5 poster found out that 3/5 is equal to
9/15. 10/15 is greater than 9/15, so 2/3 has to be greater than 3/5.
Teacher Lisa, can you come show where you see that on each poster?
9 After students have shared their strategies for comparing 2/3 and 3/5, explain
that when fractions are very close in value, the visual models are less help‑
ful. Instead, it becomes important to rewrite the fractions using a common
denominator so that you can make a precise comparison between them.
Teacher Frank and Josie noticed that 2/3 and 3/5 appear to be very
close in size. In fact, they’re so close that we really can’t tell just by
looking at the bars whether they’re equal or whether one is just a tiny
bit bigger than the other. This is when we need to turn to numbers so
that we can be completely precise. On this poster, we can see that 2/3
is equal to 10/15, and on this poster we can see that 3/5 is equal to 9/15.
They are really close, but 2/3 is greater than 9/15.
Comparing
Unit 7 Module 1 SessionFractions
6 in Context page 1 of 2
1 Brianna and her brother Corey love the kind of bubble
10 Workgumwith
thatstudents
looks liketo record
a long equations
roll of and an
tape. The whole rollinequality
is statement on the
boardway
totoo much gum
express this to chew at once, Ask
comparison. so their grandma
them to record this information in
theircut two pieces
Student that as
Books were exactly the same length and
well.
gave one to Brianna and one to Corey. Brianna cut her
2 and
gum tape into 3 equal pieces 10 chewed 23of them.
9
Corey cut his gum tape3into 515
=
equal pieces 5
and15 3
and chewed
=
of them. Who chewed 10more gum?
9
15 > 15 , so OZ
N E T W T 2.0
2 3
3 > 5
Fraction relationship written on the board.
2 3
a Brianna chewed _______
3 of a strip. Corey chewed _______
5 of a strip.
b Brianna chewed more than ______________.
______________ Corey
2 3
We know because _________
3 > _________.
____ 5
Information filled in on the Student Book page.
2 Their cousins Malik and Caitlin came over, so, to be fair, their grandma gave each
3
11 of them
Repeat this aprocess
piece of gum
withtape
the that was
next exactly the
problem on same
the length.
page, Malik chewed
which asks 4 of
students
7
his and Caitlin chewed 10 of hers. Who chewed more: Malik or Caitlin?
to compare 3/4 and 7/10.
•• Invite students to locate the two posters that show these fractions.
•• When they see that the bars don’t help with a precise enough comparison, invite them
to think about how they could rewrite the two fractions with a common denominator.
If the poster for 3/4 doesn’t include twentieths, some students might feel that a com‑
parison is impossible. Others might have a sense that if they keep dividing the fourths
into more and more parts, they should eventually arrive at one of the denominators
onathe 7/10 poster. Others might
______________ chewedseemore
thatthan
since______________.
4 and 10 are both factors of 20, they will
be able to express each fraction as some number of twentieths.
•• Give students
We know time to think
because about this____
_________ question first in pairs and then as a whole group.
_________.
Work together, if necessary, to rewrite 3/4 and 7/10 as equivalent fractions with a common
denominator
Bridges in Mathematicsof 20.4Have
Grade Studentstudents
Book record 263
the comparison
© The Math in theirCenter
Learning Student Books.
SUPPORT Students can represent the fractions on the Comparing Fractions in Context Fraction
Bars page. The models won’t be very helpful for comparing the fractions or arriving at a
common denominator, but they will provide a visual anchor for students who are struggling.
3
4 × 55 = 15 7 2 14
20 and 10 × 2 = 20
15 14 , so
20 > 20
3 7
4 > 10
12 Finally, repeat the process with the third problem on the master, which
prompts students to compare 3/5 and 5/8.
•• Invite students to locate the two posters that show these fractions.
•• When they see that the bars don’t help with a precise enough comparison, invite them
to think about how they could rewrite the two fractions with a common denominator.
There’s a good chance that you’ll need to work together as a whole group to rewrite
both fractions with the common denominator 40.
•• Record the comparison with equations and an inequality statement. Ask students to fill
in the information in their Student Books.
3
5 × 88 = 24
40 and
5
8 × 55 = 25
40
24 25 , so
40 < 40
3 5
5 < 8
13 Ask students to open their Student Books to the Comparing Fractions with
Different Denominators Student Book page.
14 Review the page as a class, and then give students the rest of the period to
work on the page alone or with a partner.
•• Read the instructions on the page.
•• Invite students to use the class set of equivalent fractions posters to help if needed.
•• Answer any questions students have.
•• Give students the rest of the period work.
15 Quickly post the remaining posters so that students can refer to them as
needed while working on the page.
SUPPORT Gather students who are struggling to work in a small group with you. If
students still need the support of a visual model, focus on those problems that involve
relatively small denominators and use the posters to help students rewrite each pair of
fractions as a equivalent fractions with a common denominator. Focus on problems 1 and
2 with students who are struggling.
Home Connection
16 Introduce and assign the Sketch & Compare Fractions Home Connection,
which provides practice with the following skills:
(4.NF.1)
•• Compare two fractions with different numerators and different denominators by rewrit‑
ing them as equivalent fractions with a common denominator (4.NF.2)
Daily Practice
The optional Comparing Fractions at the Wild Animal Park Student Book page provides
•• Solve story problems involving comparing fractions with different numerators and dif‑
ferent denominators (supports 4.NF)
Unit 7 Module 1
Unit 7
Module 1
Session 7 Session 7
Fraction Showdown
Summary
Students use the Fraction Cards they made in Session 2 to play Fraction Showdown. Teams
earn points by comparing fractions and writing equivalent fractions. After playing the game,
students have time to revisit any unfinished work from the module, and the teacher can
address any lingering misconceptions or challenges students may have.
Skills & Concepts

• Generate a fraction equivalent to fraction a/b by multiplying the numerator (a) and
• Compare two fractions with different numerators and different denominators, for example
by rewriting them as equivalent fractions with a common denominator or by comparing
each to a benchmark such as 1/2 or 1 (4.NF.2)
Materials
Problems & Investigations Fraction Showdown

TM T16 • Fraction Cards from earlier
Fraction Showdown Record Sheet sessions
• students’ past work from this
module (Student Book pages;
see Preparation)
Work Places in Use

Daily Practice
SB 267
Shade & Describe More Equivalent
Fractions

Preparation
Work Places
Reviewing the Module

Look back over students’ from the earlier sessions in this module and think about which Student
Book pages they might need to revisit at the end of this session. This is the last session of the
module, and it’s a nice opportunity to have students shore up their understandings or revisit
challenging problems before moving on. You might assign students to revisit different pages
and problems according to their needs. You’ll also want to take into account what you have
observed about their developing understanding of fractions over this course of this module.
Consider working with a small group or even with the whole class on a task or problem that
gives you the opportunity to address any lingering misunderstandings or confusion.

1 Let students know that they are going to play the Fraction Showdown game
to practice what they have learned about comparing fractions and writing
equivalent fractions.
2 Begin by dividing the class into two teams. Then invite a representative from
each team to each come draw a Fraction Card and place it fraction side up.
3 Ask students to determine which fraction is greater. Invite them to think
about what they know about each fraction, compare each to a benchmark such
as 1/2 or 1, or visualize them as fraction bars or points on the number line.
SUPPORT Always turn over the cards so that students can use the bar models to make
sense of their classmates’ reasoning. While some students will have been able to make the
comparisons by reasoning abstractly and logically, others will need the support of the bar
models to make sense of the comparisons.
4 When they have determined which is greater, record both fractions on the
Fraction Showdown Record Sheet, circle the winning fraction, and write an
inequality statement to record the comparison.
Unit 7 Module 1 Session 7 3–4 copies
Fraction Showdown Record Sheet

Team 1 Team 2
Cards
3 5
8 6
3 5
Round 1
Inequality <
8 6
Bonus
10 = 5
12 6
5 Then explain that the team that just won that round can earn a bonus point
by naming a fraction equivalent to the one they drew. If they succeed, they
Cards
get an additional point and play moves on to the next round. If not, the
other team can earn a bonus point by naming a fraction equivalent to the
Round 2
Inequality
fraction on their card.

Bonus
Cards
Round 3

Inequality 4 Teachers Guide 42 © The Math Learning Center | mathlearningcenter.org
3 5
8 6
Jayla Yes! Your team got 3/8, but we got 5/6. I know 5/6 is greater
because it’s greater than half, but 3/8 is less than half.
Teacher OK, so Jayla’s team, you won, which means you get a point.
You can also earn a bonus point if you can name a fraction that is
equivalent to 5/6.
Hector We got it. 10/12. You double the numerator and double the
denominator. That makes 10/12.

Team 1 Team 2
Cards
3 5
8 6
3 5
Round 1
Inequality <
8 6
Bonus
10 = 5
12 6
Cards
6 Continue to play until all three rounds are complete. The team with the
Round 2
most points at the end wins.

Inequality
If at any point in the game teams draw cards that show equivalent fractions, they return
Bonus
the cards to the bottom of the deck and draw new cards.
7 After the first round, collect some ideas from the group about how they can
Cards
compare fractions.
Round 3
Inequality
How to Compare Fractions

Bonus
1
• Compare each fraction to 2 .
Total Points:
If one is greater and one is less, you know
which is greater.
• Compare each fraction to 1. The fraction

closest to 1 is greater.
• Think about common denominators.
• If the numerators are the same, think about
the size of the denominators.
(For example, 34 > 123
because fourths are
larger than twelfths.)
8 Play a few more rounds of the game.
9 Give students additional time, if needed, to work on unfinished assignments
from earlier in the module (see Preparation).
If students are working independently or in pairs, take this opportunity to nestle in with
individual students or small groups to address any lingering challenges or misconceptions
they may have at this time.
Ongoing
10 Invite students to spend the rest of the session at Work Places. The Assessment Guide
Have them get their folders, and remind them to mark their Work Place Logs as they
Differentiation Chart for
complete each game or activity.
can use these charts to
11 Close the session. make notes about which
Have students clean up and put away the Work Place materials. students need support or
Daily Practice Place. Suggestions for

The optional Shade & Describe More Equivalent Fractions Student Book page provides Work Place activity are
additional opportunities to apply the following skills: included on the Work
Place Guide.
(4.NF.1)
•• Recognize and explain, using a visual model, that equivalent fractions are the same
size, even though the number and size of the parts in each fraction differ (4.NF.1)
•• Compare fractions with different numerators and different denominators (4.NF.2)
•• Explain why one fraction must be greater than or less than another fraction (4.NF.2)
Teacher Masters
NAME | DATE

1 Write the answer to each problem.
30 40 80 40 60 24 22
× 4 × 7 × 5 × 60 × 50 × 20 × 30
2 Solve each of the problems below. Show your work. You can use any strategy that
makes sense to you except repeated addition.
24 249 642
× 8 × 4 × 5
3 Choose one of the multiplication problems below and circle it. Pick the one that
seems best for you—not too hard and not too easy.
12 15 22 26 38 87
× 14 × 13 × 23 × 23 × 27 × 56
Find the answer to the problem you circled. Be sure to show all of your work.
NAME | DATE
4 Fill in the bubble to show the best estimate for each problem. Explain your choice.
a 26 NN 100 b 49 NN 1,200
× 6 NN 150 × 31 NN 1,300
NN 200 NN 1,400
NN 250 NN 1,500
Why? Why?
5 We can hear the workers out mowing the lawn in front of our school. There are two
sections to mow. The first one is 24 feet wide and 49 feet long. The second one is 6 feet
wide and 23 feet long. How many square feet of grass do they have to mow in all?
a Write an equation to represent this problem. Use a letter to stand for the
unknown number.
b Molly got 1,000 square feet for her answer. Is Molly’s answer reasonable? Why
or why not? Use estimation to help answer this question.
c Use numbers, labeled sketches, or words to model and solve this problem. Show
all of your work.
They have to mow _____ square feet of grass in all.

NAME | DATE
6 Shade in the bars to show each fraction. Then complete each statement with <, =, or >
to compare the fractions.
a 5
6
b 4
6
2 3
3 4
5 2 4 3
6 _______ 3 6 _______ 4
2
7 Sketch and name two fractions that are equivalent to 3 .
2
3
a
8 Rewrite each pair of fractions with a common denominator. You can use the fraction bars
to help if you like. Then complete each statement with <, =, or > to compare the fractions.
a 1 1 b 2 1
3 = 2 = 6 = 4 =
1 2
3 6
1 1
2 4
1 1 2 1
3 _______ 2 6 _______ 4
9 Fill in the blank with the correct symbol: <, =, or >.

a 0.50 _____ 0.05 b 0.29 _____ 0.3 c 0.6 _____ 0.63
2 25 89 9 4 34
d 10 _____ 100 e 100 _____ 10 f 10 _____ 100
NAME | DATE
10 Brianna and Lupe each got a strip of fruit leather exactly the same size.
4 3
Brianna ate 6 of her strip. Lupe ate 4 of her strip.
a Which girl ate more? ________________________
b Fill in the blank with <, =, or > to compare the fractions.

4
6 _____ 3
4
11 Label each of the marked points on the number line with 2 fractions and 2 decimals.
0 0.____ 0.____ 1
0.____ 0.____
12 Max says 104 + 100

35 39 4 35 75
= 100 . Ari says 10 + 100 = 100 .
a Who is correct? ________________________
b How do you know? Include a labeled sketch on the decimal strip below
in your explanation.
0 1
Unit 7 Module 1 Session 2 1 copy on card stock
Fraction Card Templates page 1 of 3
Unit 7 Module 1 Session 2 2 copies on card stock
Unit 7 Module 1 Session 2 6 copies on card stock
Compare & Capture Fractions Spinner
Less than Equal to
Greater than
1
1 4 4
3 6
3 1
12 3 2
4
NAME | DATE

Unit 7 Module 1

Skill Notes
Can you multiply 1- and 2-digit numbers by

1
multiples of 10 (such as 20, 30, 40, 50, etc.)?
Can you use strategies (other than
repeated addition) to multiply 2- and 2
3-digit numbers by 1-digit numbers?

Can you multiply two 2-digit numbers? 3, 5c
Can you make good estimates for the

4a, 4b, 5b
answers to large multiplication problems?
Can you write (or choose) equations to
T10
5a
represent multi-step problems?
Can you come up with fractions that are

7a, 7b, 8a, 8b
equivalent to one another?
Can you compare fractions that have
6a, 6b, 8a, 8b,
different numerators and different
9d, 9e, 9f, 10a,
denominators, and explain why one must
10b, 10c
9a, 9b, 9c
hundredths place?

11
Can you add two fractions with unlike
denominators (tenths and hundredths) by 12a, 12b
rewriting the tenths as hundredths?

Fraction Bars: Halves & Thirds
Unit 7 Module 1 Session 5 3 copies
Fraction Bars: Fourths & Fifths
Fraction Bars: Sixths & Eighths
Fraction Bars: Tenths & Twelfths
Unit 7 Module 1 Session 6 half-class set or so, for support suggestions (optional)
NAME | DATE
Comparing Fractions in Context Fraction Bars

Team 1 Team 2
Cards
Round 1
Inequality
Bonus
Cards
Round 2
Inequality
Bonus
Cards
Round 3
Inequality
Bonus
Total Points:
Student Book
NAME | DATE
Multiplication Review
1 Solve.
3 × 8 = _____ 6 × 10 = _____ 12 × _____ = 60 _____ = 8 × 4
12 × _____ = 36 _____ = 3 × 4 4 × 6 = _____ 8 × _____ = 48
6 × 3 = _____ 12 × 4 = _____ 10 × _____ = 120 12 × 40 = _____
2 Multiply. Show your work. You can use the problems you solved above to help.
40 × 36 = _____ 43 × 12 = _____
3 This table is about the cost of apples. Pounds of Apples Total Cost
Fill in the missing numbers in the table.
1 $1.75
4 CHALLENGE Use numbers, tables, sketches, 2
or words to solve the problems below.
$5.25
a How many pounds of apples can
5
you get for $70?
10
$35.00
b How much do you have to pay for 15 pounds of apples?
NAME | DATE
Fraction Mixer Card

My fraction:
Fractions less than my fraction:
Fractions equal to my fraction:
Fractions greater than my fraction:
CHALLENGE A fraction that makes 1 when I add it to mine:
What I learned or noticed today about comparing fractions:
NAME | DATE
Shading & Comparing Fractions

1 Shade in a bar below to show each fraction. Write the fraction you shaded beside
each bar.
9 2 5 1 1 6
12 3 6 4 2 8
2 Which fraction above is the greatest, and which is the least? Write a comparison
statement using < or > to show.
3 Which two fractions above are equivalent fractions? Explain how you know.
NAME | DATE
Lining Up Fractions
Unit 7 Module 1
1 2
3 3
Session 3
1 2
6 6

1 5
0 8 8 1
1 2 3
4 4 4
255
1
2 What fraction is equivalent to 4 ? _______
3 Name three more pairs of equivalent fractions you see on the number line.
________ = ________ ________ = ________ ________ = ________

11 7
4 a Which fraction is closer to 1: 12 or 8 ? _______
11 7
b Write an inequality statement to compare 12 and 8 using < or >. ______________
1 5 3
5 a Which fraction is closer to 2 : 12 or 8 ? _______
5 3
b Write an inequality statement to compare 12 and 8 using < or >. ______________
1 3
6 a Which is greater: 3 or 8 ? _______

NAME | DATE
Shading & Comparing Fractions Using Half

1
This bar shows 2 .
1 Shade in some of each bar below to show five fractions. Make them so that no two
of your fractions are equivalent to each other.
2 Next to each bar, write the fraction that describes your work, then use <, =, or >
1
to show how the fraction you shaded compares to 2 .
1
2
1
2
1
2
1
2
1
2
3 Write your five fractions in order from least to greatest.
________ ________ ________ ________ ________
NAME | DATE
NAME | DATE
Equivalent Fraction Fill Experimentation Sheet
12 12
12 12
8 8
8 8
6 6
6 6
4 4
4 4
3 3
3 3
NAME | DATE
Comparing Fractions
1 Represent each fraction on a bar. Then complete each statement with <, >, or = to
compare the fractions.
a 5 2
6 ______ 3
b 2 3
3 ______ 8
c 4 3
6 ______ 4
2 a Find two fractions above that are equivalent. Write them here.
_______ = _______
b Explain how you know the fractions are equivalent.
NAME | DATE
Comparing Fractions with a Number Line

Use this number line to help you solve the problems and answer the questions below.
1 2 3
4 4 4
1 2 3 4 5 6 7
8 8 8 8 8 8 8
1 1 3 1 5 3 7 2 9 5 11
0 12 6 12 3 12 6 12 3 12 6 12
1
2 2 6 4 10
12 6 12 6 12
4 8
12 12
1 Use what you know about how each fraction compares to 1 to complete these
comparisons with <, =, or >.
5 11 5 7 11 7 7 2 3 5
6 12 6 8 12 8 8 3 4 6
2 Use what you know about how far each fraction is from 0 to complete these
comparisons with <, =, or >.
1 1 1 3 1 3 3 1 1 1
6 12 6 8 12 8 8 3 4 6
4
3 On this bar, shade in 6 .
4
4 Use this bar to show how many thirds are equal to 6 . Then write an equation to show.
4
5 Use this bar to show how many twelfths are equal to 6 . Then write an equation to show.
NAME | DATE
Shade & Describe Equivalent Fractions

2
1 Use the bars below to draw and shade two fractions that are equivalent to 3 .
For each new fraction, write an expression to show how you multiplied both the
numerator and the denominator to make the new fraction.
2 × 1 = 2
3 1 3
a
2× =
3
b
2× =
3
3
2 Use the bars below to draw and shade two fractions that are equivalent to 5 .
For each new fraction, write an expression to show how you multiplied both the
numerator and the denominator to make the new fraction.
3 × 1 = 3
5 1 5
a
3× =
5
b
3× =
5
2 3
3 Which fraction is greater: 3 or 5 ? How do you know?
NAME | DATE
Comparing Fractions in Context page 1 of 2

1 Brianna and her brother Corey love the kind of bubble
gum that looks like a long roll of tape. The whole roll is
way too much gum to chew at once, so their grandma
cut two pieces that were exactly the same length and
gave one to Brianna and one to Corey. Brianna cut her
gum tape into 3 equal pieces and chewed 2 of them.
Corey cut his gum tape into 5 equal pieces and chewed 3
of them. Who chewed more gum? N E T W T 2.0
OZ
a Brianna chewed _______ of a strip. Corey chewed _______ of a strip.
b ______________ chewed more than ______________.
We know because _________ ____ _________.
2 Their cousins Malik and Caitlin came over, so, to be fair, their grandma gave each
of them a piece of gum tape that was exactly the same length. Malik chewed 34 of
his and Caitlin chewed 107 of hers. Who chewed more: Malik or Caitlin?
a ______________ chewed more than ______________.
We know because _________ ____ _________.
NAME | DATE
Comparing Fractions in Context page 2 of 2
3 Later that day, Brianna and Corey left their grandma’s house and went home. Their
dad gave them some fruit leather in long strips as a snack. Brianna and Corey each
got their own strip, and the strips were exactly the same length. Brianna cut her
strip into 5 equal pieces and ate 3 of them. Corey cut his strip into 8 equal pieces
and ate 5 of them. Who ate a greater amount of fruit leather, Brianna or Corey?
a Brianna ate _______ of a fruit leather strip.
Corey ate _______ of a fruit leather strip.
b __________ ate more than _________.
We know because _______ ____ _______.
NAME | DATE
Comparing Fractions with Different Denominators

1 Rewrite each fraction with the denominator 24.
1 12 12 1 2
ex 2
× 12 = 24 a 3 b 3
1 3 1
c 4 d 4 e 6
5 3 5
f 6 g 8 h 8
5 7
i 12 j 12
2 Rewrite each pair of fractions with a common denominator.

Then write an inequality to compare them.
1 5 2 5 5 3 3 1
ex 3 12 a 3 8 b 12 4 c 8 3
8 10
24 24
1 5
3 < 12
1 2 7 6 5 7 5 7
d 3 5 e 12 8 f 8 10 g 6 8
CHALLENGE
2 5 7 2 2 3
h 3 7 i 9 3 j 5 7
NAME | DATE
Comparing Fractions at the Wild Animal Park

Jazmin and Brent visited a wild animal park. In most of the park, you look at the
animals from a distance that is safe for both people and animals, but in one part of the
park it’s OK to get close and feed some animals. You can buy seed bars to give to the
prairie dogs, and little bricks of hay to feed to the deer.
Solve the problems below. You can use the fraction bars to help.
1 Brent and Jazmin each bought a seed bar to feed the prairie dogs. When they were
3
done walking through the animal feeding area, Brent had 8 of his seed bar left.
2
Jazmin had 5 of her seed bar left. Who had more of a seed bar left over?
__________________ had more seed bar left over.
2 a Brent and Jazmin each bought a little brick of hay to feed to the deer.
5 6
Brent fed 6 of his hay to the deer. Jazmin fed 8 of her hay to the deer.
Who fed more hay to the deer?
__________________ fed more hay to the deer.
b CHALLENGE Who had more hay left over, and how much did they have left?
__________________ had of a brick of hay left over.
NAME | DATE
Shade & Describe More Equivalent Fractions

8
1 a Use the bars to show and name two fractions that are equivalent to 12 .
The denominators for two fractions you can make are filled in for you.
8
12
3
4 2
b How many sixths are equal to 12? c How many thirds are equal to 6 ?
Write an equation to show. Write an equation to show.
= =
2
2 a Shade in this bar to show 5 .
2
5
2
b Use this bar to show and name a fraction that is equivalent to 5 .
The bar has been divided into fifths for you. Draw more lines to make your equivalent fraction.
8 2
3 Which fraction is greater: 12 or 5 ? How do you know?
Home Connections
NAME | DATE
Conversion Tables page 1 of 2

1 Complete the table below and record at least two mathematical observations about
the rule and relationship between the measurement conversions.
Meters (m) Centimeters (cm)
I noticed:
1m 100 cm
2m
300 cm
4m
500 cm
600 cm
7m
2 A very large bag of frozen vegetables weighs 64 ounces (oz.). How many pounds
(lb.) is this? Create a table to show your thinking.
Ounces (oz.) Pounds (lb.)
16 oz. 1 lb.
Show your thinking another way.
NAME | DATE
Conversion Tables page 2 of 2
3 Solve the conversion problems below. Show your work for each one.
6 ft 7 in = ______ in. 30 ft = ______ yd. ______ ft.
1 yd 2 ft = ______ ft. 32 in = ______ ft. ______ in.
2 ft 4 in = ______ in. 8 ft 6 in = ______ inches
4 Draw a line from each statement on the left to the multiplication equation on the
right that matches. Then solve the multiplication equation.
My sister is 4 feet tall. Her height in

100 × 3 = ______
inches is 12 times as much as 4.
My cat weighs 12 pounds. His weight

12 × 4 = ______
in ounces is 16 times as much as 12.
Our rug is 3 meters wide. Its width in

16 × 12 = ______
centimeters is 100 times as much as 3.
5 CHALLENGE There are 5,280 feet in a mile. Write your own comparison statement to
match this multiplication equation: 5,280 × 24. Then solve the equation.
NAME | DATE
Multiplication Review & Fraction Comparisons page 1 of 2

1 Complete the multiplication problems.
3 3 8 6 3 4 2
× 4 × 3 × 2 × 3 × 8 × 6 × 6
2 Represent each fraction on a bar. Then complete each statement with <, >, or = to
compare the fractions.
ex 5 > 2
6 ______ 3
a 3 2
4 ______ 3
b 2 1
8 ______ 6
c 3 5
4 ______ 6
NAME | DATE
Multiplication Review & Fraction Comparisons page 2 of 2
3 3
Use one of the bars below to show a fraction equivalent to 4 . Use the other bar to
2
show a fraction equivalent to 3 . Think carefully about which bar you’ll use for each
fraction. Write an equation beside each bar to show the equivalence.
4a CHALLENGE Use one of the bars below to show a fraction equivalent to 5 . Use the
4
6
other bar to show a fraction equivalent to 8 . Think carefully about which bar you’ll
use for each fraction. Write an equation beside each bar to show the equivalence.
b 6 4
Draw lines on the bars above to show 8 and 5 with common denominators,
and rewrite them here with the common denominator.
6 4
8 = _________ 5 = _________
c Which fraction is larger,

6
8
4
or 5 ? How do you know?
NAME | DATE
Sketch & Compare Fractions

2
2
3
_______
_______
3
3
4
_______
_______
2 3
3 Rewrite 3 and 4 with a common denominator.
2 3
3 = ___________ 4 = ___________
2 3
4 Write two statements using <, =, or > to compare 3 and 4 .
____________________________ ____________________________
NAME | DATE
Sketch & Compare Fractions page 2 of 2
1
1
4
a
_______
b
_______
6 Sketch and name one fraction that is equivalent to 10.

3
3
10
_______
1 3
7 Rewrite 4 and 10 with a common denominator.
1 3
4 = ___________ 10 = ___________
1 3
8 Write two statements using <, =, or > to compare 4 and 10.
____________________________ ____________________________
9 Rewrite each pair of fractions with a common denominator.

Then write a statement to compare them.
CHALLENGE
ex 1
3 and
2
5 a 2
6 and
3
8 b 5
6 and
3
4 c 3 2
7 and 5
1 x 5 5
3 5 = 15
2 x 3 6
5 3 = 15
5 6 1 2
15 < 15, so 3 < 5
Teachers Guide
Module 2
Decimals & Decimal Fractions
Session 1 From Hundredths Grids to Decimal Strips�� 3
Session 2 Comparing Decimal Fractions�� 9
Session 3 Comparing Decimal Numbers�� 15
Session 4 Off to the Races! Adding Tenths & Hundredths��19

Comparing Fractions Checkpoint�� T1 Decimal Fractions & Numbers�� 268
Hundredths Grid��T3 Scoot the Marker Instructions��269
Decimal Fraction Labels�� T4 Scoot the Marker Record Sheet
Decimal Games Scoring Guide�� T5 Decimal Fractions Game��270
Decimal Number Labels�� T6 Decimal Fractions on Line & Grid ��271
Adding Decimal Fractions��T7 Scoot the Marker Record Sheet
Decimal Numbers Game��272
Writing & Comparing Decimal Numbers ��273
Adding Decimal Fractions��274
Snail & Caterpillar Race to 300/100 Instructions��275
Snail & Caterpillar Race to 300/100 Record Sheets��276
Decimal Review��278

Fraction Action ��137
Decimals on Number Lines & Grids��139
Unit 7
Unit 7
Module 2
Module 2
Decimals & Decimal Fractions
Overview
After reviewing the hundredths grid, students work in pairs to cut a grid apart and rearrange the columns to form a single
meter-long strip. They use their decimal strips to represent, compare, order, and add fractions with denominators 10 and 100.
Planner
Session 1 From Hundredths Grids to Decimal Strips
The session begins with a checkpoint designed to assess students’ proficiency with recognizing and gener-
ating equivalent fractions, as well as comparing fractions with unlike numerators and denominators. Then
students revisit the Hundredths Grid, a visual they have used throughout the year, to model, compare, and
add decimals. After they’ve identified the value of one square and one column of squares on the grid, each
pair of students cuts a grid apart and rearranges the columns to form a single strip. The class reconvenes to
discuss the decimal strip and determine its length. Finally, students label their strips in preparation for use
next session.
Session 2 Comparing Decimal Fractions
Students play Put It on the Line, a whole-group game that involves placing fractions with denominators of
10 and 100 on a number line and determining scores based on where each fraction has been placed. This is
followed by Scoot the Marker, a partner game in which students take turns gently flicking a game marker,
measuring the distance it travels in tenths or hundredths of a meter, and scoring each flick using the system
introduced earlier in the session. Both games provide engaging contexts for reading, writing, and comparing
decimal fractions between 0 and 1.
Session 3 Comparing Decimal Numbers
This session opens with a review of decimal notation. Then students play Put It on the Line and Scoot the
Marker, using decimal numbers instead of decimal fractions.
Session 4 Off to the Races! Adding Tenths & Hundredths
This session provides a review of adding decimal fractions. The students solve several problems together.
Then the teacher plays a new version of a game students may recognize from Number Corner. Like Don’t
Break 3.0, the goal of Snail & Caterpillar Race to 300/100 is to try to get as close as possible to 3 without going
over. To do so, players take turns rolling three dice, taking one of the digits in tenths and the other two in
hundredths with the goal of creating two fractions that sum as close as possible to 100 hundredths. After
three turns each, they add their fractions to determine the winner.

Resources
Each session includes a complete list of the materials you’ll need to conduct the session, as
well as notes about any preparation you’ll need to do in advance. If you would like to prepare Please see this module’s
materials ahead of time for the entire module, you can use this to-do list. Resources section of the
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 269, 270, 272, and 275–277.
pages 268–278.
the assignments for this module using Home Connections pages 137–140.
Paper Cutting Before Session 1, cut a strip of adding machine tape about 110 centimeters long
for each student pair, and one for display. Alternatively, you can use butcher
paper to cut strips 110 cm long and about 2 inches wide.
When cutting out your copies of the Decimal Fraction Labels and Decimal
Number Labels, if you cut them first horizontally, then along the diagonal and
vertical lines, they will be easier to trim.
Cut along these lines first.
Unit 7 Module 2
Unit 7
Module 2
Session 1 Session 1
From Hundredths Grids
to Decimal Strips
Summary
The session begins with a checkpoint designed to assess students’ proficiency with recognizing
and generating equivalent fractions, as well as comparing fractions with unlike numerators and
denominators. Then students revisit the Hundredths Grid, a visual they have used throughout
the year, to model, compare, and add decimals. After they’ve identified the value of one square
and one column of squares on the grid, each pair of students cuts a grid apart and rearranges
the columns to form a single strip. The class reconvenes to discuss the decimal strip and
determine its length. Finally, students label their strips in preparation for use next session.
Skills & Concepts

• Generate equivalent fractions (4.NF.1)
• Express a fraction with denominator 10 as an equivalent fraction with denominator 100 (4.NF.5 )
Materials
Assessment Comparing Fractions Checkpoint those terms for which Word
TM T1–T2 Resource Cards are available.
Comparing Fractions Checkpoint
centimeter*
Problems & Investigations From Hundredths Grids to Decimal Strips common denominator*
TM T3 • measuring tape marked in • adding machine tape decimal*
Hundredths Grids centimeters • scissors decimal fraction
• glue sticks decimal number
• red and blue colored pencils, 1 decimeter
each per student pair
• clear tape
fraction*
Home Connection
hundredth*
HC 137–138 meter*
Fraction Action
tenth*
Daily Practice
SB 268
Decimal Fractions & Numbers

Preparation
Cut a strip of adding machine tape about 110 centimeters long for each student pair, and one
for display.
Assessment Guide
Comparing Fractions Checkpoint scoring and intervention
suggestions.
1 Open the session by telling students they will take a quick checkpoint on
fractions. Then you’re going review a familiar decimal model with them, and
have them work in pairs to create a new tool for working with decimals.
2 Display the Comparing Fractions Checkpoint, and give each student a
copy. Give students a minute to look it over and ask questions, then have
them begin.
•• Encourage students to read each question carefully, and remind them they can ask you
•• Remind students to work quietly by themselves.
•• While students work, circulate to make observations and answer questions.
•• Give students about 20 minutes or so to do the checkpoint.

SUPPORT Since this is not a timed assessment, give students who are unable to complete
the work more time to finish later in the day or early the next day.

From Hundredths Grids to Decimal Strips
4 Have students pair up, or assign partners. Give each student pair a
Hundredths Grid page, and place one on display. Initiate a review of this
familiar model by reminding students that the entire grid has a value of 1.
5 Give students a minute to pair-share Unit 7 Module 2 Session 1 half-class set, cut apart (1 grid for every 2 students), plus a couple for display
anything they already know about Hundredths Grid
the grid as it relates to fractions and

decimals. Then have a student in
each pair shade the first column on
the grid with a blue colored pencil as
you do so on your display grid. Ask
students what part of the grid has
been shaded in blue. Record their
responses and explanations on your What part of the grid
did we shade in blue?
copy of the sheet. 1 There are 10 strips like this, so
•• Ask students to justify their responses. 10 one of them is one-tenth of the grid.
•• Press for at least two fractions, 1/10 and 10 There are 100 little squares. We colored in
10/100, and record each in decimal notation 100 10 of them, so you can say it’s ten hundredths.
as well. 0.1 means the same as one-tenth.
6 Have the other student in each pair shade the square at the bottom of the
second column on the grid with a red colored pencil as you do so on your
copy. Ask students what part of the grid has been shaded in red, and record
their responses and explanations.
Unit 7 Module 2 Session 1 half-class set, cut apart (1 grid for every 2 students), plus a couple for display
Hundredths Grid
We shaded in 1
100
of the grid red.
There are 100
little squares, so one
of them is one-hundredth
of the whole grid.
0.01 is another way to
1
write 100 .
What part of the grid

did we shade in blue?
1 There are 10 strips like this, so
10 one of them is one-tenth of the grid.
10 There are 100 little squares. We colored in

100 10 of them, so you can say it’s ten hundredths.
0.1 means the same as one-tenth.
7 Let students know that they’re going to cut their grid apart and rearrange
the pieces to form one long strip. Invite them to imagine the results by
posing questions like these:
•• How many columns are on your grid? If you cut them apart and glued them together to
form a single strip, about how long do you think the strip would be? Can you imagine
it in your mind’s eye? Would it be as long as your arm? Longer?
•• Can you see anything in the room that might be about the same length as the strip
you’re going to make?
•• What would the value of the strip be? [1] What would the value of each small square
along the strip be? [1/100] How do you know?
8 Use a fresh copy of the Hundredths Grid master to demonstrate how to

color in the grid in alternating columns of red and blue, cut the columns
apart, and glue them to a strip of adding machine tape. Trim away the
excess adding machine tape at either end.
9 Give each student pair one of the strips of adding machine tape. Have them
get scissors and glue sticks and go to work.
While students are working, complete your own decimal strip and fasten it to the board.
10 Reconvene the class as students finish making their decimal strips. Use
your completed strip along with the Hundredths Grid master on which you
recorded students’ responses earlier in the session to facilitate a discussion
about the value and length of the decimal strip. Pose questions such as these:
•• How is this strip the same as the Hundredths Grid? How is it different?
•• Are you surprised at how long the strip turned out to be? Why or why not?
•• Where are the hundredths now? Where are the tenths?
•• What is the value of the entire strip? [1; also 10/10 and 100/100]
•• If one of the tiny squares on the decimal strip is 1 centimeter by 1 centimeter, how long is
the whole strip? [1 meter] How do you know?
11 Fasten the measuring tape above your decimal strip on the board, and
invite one of the students to come up and confirm the length of the strip.
Then trace the distance from the beginning of the strip to the end of the
third set of 10 squares with your finger, and ask the students how far you’ve
“traveled” along the line. After some discussion, press students to express
the distance as a fraction of a meter.
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
2
3
4
5
6
7
8
9
Students It’s 30!

You went 30 centimeters.
Isn’t that like 3 decimeters, you know, like what we’re doing in
Number Corner right now?
Teacher So, what fraction of a meter would that be?
Students It’s 3 tenths, right?
Yes! A decimeter is the same as a tenth of a meter, so 3 decimeters
would be 3 tenths of a meter.
Or you could say 30 hundredths, because each hundredth is a
centimeter.
12 Work with input from the students to record the distance in tenths and
hundredths, using fraction and decimal notation.
Write the information on the board, rather than on the adding machine tape, as you’ll need
your display strip to remain unlabeled for next session.
3
10
0.3
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
2
3
4
5
6
7
8
9
30
100
0.30
13 Repeat steps 11 and 12 once or twice. Then have students label all of the
tenths on their own strips. Ask them to record the tenths in fraction and
decimal notation above the strip and the equivalent in hundredths below
the strip, writing directly on the adding machine tape.
1 2 3 4
10 10 10 10
0.1 0.2 0.3 0.4
10 20 30 40
100 100 100 100
0.10 0.20 0.30 0.40
14 Collect students’ decimal strips as they finish labeling them. Let students
know that they’ll be using the strips for a new game next session. Leave
your unlabeled decimal strip on display for use next session.
Home Connection
15 Introduce and assign the Fraction Action Home Connection, which pro‑
vides practice with the following skills:
(4.NF.1)
•• Generate a fraction equivalent to fraction a/b by multiplying the numerator (a) and
•• Compare two fractions with different numerators and different denominators; use the
symbols >, =, or < to record the comparisons (4.NF.2)
•• Explain why one fraction must be greater than or less than another fraction (4.NF.2)
•• Add fractions with like denominators (4.NF.3c)
•• Solve story problems involving addition and subtraction of fractions with unlike
denominators (5.NF.2)
Daily Practice
The optional Decimal Fractions & Numbers Student Book page provides additional
•• Express a fraction with denominator 10 as an equivalent fraction with denominator
100 (4.NF.5)
•• Write fractions with denominators 10 and 100 in decimal notation (4.NF.6)
Unit 7 Module 2
Unit 7
Module 2
Session 2 Session 2
Comparing Decimal Fractions
Summary
Students play Put It on the Line, a whole-group game that involves placing fractions with
denominators of 10 and 100 on a number line and determining scores based on where each
fraction has been placed. This is followed by Scoot the Marker, in which partners take turns gently
flicking a game marker, measuring the distance it travels in tenths or hundredths of a meter,
and scoring each flick using the system introduced earlier in the session. Both games provide
engaging contexts for reading, writing, and comparing decimal fractions between 0 and 1.
Skills & Concepts

• Compare two fractions with different numerators and different denominators; use the
symbols >, =, and < to record comparisons (4.NF.2)
Materials
Vocabulary
Problems & Investigations Comparing Decimal Fractions those terms for which Word
TM T4 • game markers, 1 each red and • students’ and teacher’s decimal Resource Cards are available.
Decimal Fraction Labels blue per student pair strips from previous session
centimeter*
TM T5 • clear tape
Decimal Games Scoring Guide • cafeteria tray or shallow box lid decimal*
SB 269* of similar size
decimal fraction
Scoot the Marker Instructions • student whiteboards, markers,
SB 270* and erasers hundredth*
Scoot the Marker Record Sheet: meter*
Decimal Fractions Game
tenth*
Daily Practice
SB 271
Decimal Fractions on Line & Grid

Preparation
• Cut apart a copy of the Decimal Fraction Labels and arrange the labels face-down in
random order on a tray.
• Fold back a copy of the Decimal Games Scoring Guide so only the points and fraction
ranges show. Place it near the board so you can access it easily when you need it, but keep
it out of sight for now.
• Post your decimal strip from last session on the board.

Comparing Decimal Fractions
1 Draw students’ attention to the unlabeled decimal strip on display. Let
them know that they’ll use it to practice comparing decimals with unlike
denominators in a new version of a familiar game, Put It on the Line.
2 Distribute whiteboards, markers, and erasers, and divide the class into
two teams. Then show students the tray of decimal fraction labels you’ve
prepared, and explain that teams will take turns choosing one of the labels
and posting it where it belongs on the decimal strip. All the members of each
team will record the fractions drawn and posted by their team. When all the
fractions have been posted, you’ll show them how to determine their score.
3 Decide which team will start. Invite two of the students from that team
to come up, select one of the labels from the tray, and show it to the class.
Have them work together to tape it to the board so that it’s pointing to the
correct location along the decimal strip.
•• Encourage all the students to think about where the label belongs and why.
•• Allow the two students to consult with their team members if they need help.
•• Once the label is posted, have everyone show thumbs up if they agree with the location,
thumbs down if not.
•• Ask students to justify the placement of the label. If there is disagreement, invite
volunteers to suggest and defend a different placement.
48
100
Teacher Travis and Belinda, can you explain how you decided where to
place this label? Looking around, I see some people who agree with you,
others who don’t agree, and perhaps a few who aren’t sure.
Travis OK, we knew it was 48 hundredths, so that would be like 48 of
the little boxes because each one of those is 1 hundredth.
Belinda So then we just counted over from the start of the line—10,
20, 30, then 41, 42, 43, 44, 45, 46, 47, 48.
Teacher Natalia, you disagree? Can you explain why, and suggest a
new location?
Natalia I get how they counted it because I almost did the same thing.
It seems kind of easy to get mixed up when all the boxes are stretched
out in a line like that. I think you just have to move it up 10 more
boxes—can I come up and show? See, it’s 10 hundredths at the end of
the first blue strip. Then 20 at the end of the first red one. Then it’s 30 at
the end of the next blue, but you have to go all the way to the end of the
next red to get to 40. Then you go 8 more and it’s 48 hundredths.
Tomas I agree … 48 hundredths is almost like 50, and that would be right
in the middle of the line. Travis and Belinda didn’t put it far enough.
Belinda I see what we did wrong! We put it on 38 instead of 48.
When we got to 30, we skipped the rest of the 30s, and started count‑
ing 41, 42, 43, like that.
4 When everyone agrees that the label has been correctly placed, have the
members of that team record the fraction on their whiteboards as you
record it at the board.
5 When all the labels have been placed, post the Decimal Games Scoring Guide.
Give students a few moments to examine it quietly. Then discuss it with the
class and work together to determine the score for one team’s first fraction.
Teacher Your score depends on where each number has been placed
along the line. Take a minute to look over the scoring guide, and then
hold up your fingers to show what you think the score for 48/100 would
be. That’s the first fraction placed by Team 1. We’ll score one of the
fractions for Team 2 in a minute.
Team 1 Team 2
48 16
Decimal Games Scoring Guide
4 100 100
1 point < 10
76 97
4 to 6
3 points
10 10 100 100
T5
2 points
61 to 9 20 4
100 10
100 10
9
0 points > 10 89 32
100 100
50 7
100 10
16 32 48 7 89
100 100 100 10 100
20 4 50 76 97
100 10 100 100 100
Teacher (Waits until most students are signaling a response) I see a Math Practices
lot of people holding up 3 fingers, a few holding up 2, and several who in Action 4.MP.3
look a little unsure. Who’d like to share their thinking? Tasha? Use students’ facial
Tasha I think we get 3 points for 48 hundredths because it’s more expressions and body
than 4 tenths, but less than 6 tenths. language as clues
signaling possible
Teacher Does everyone agree with Tasha? Anthony, you look kind of
confusion. Invite a student
puzzled. What are you thinking?
who looks puzzled or
Anthony I don’t really get it. How can 48 hundredths be less than 6 suddenly discouraged
tenths, when 48 is way more than 6? or disengaged to share
Teacher Let’s write the two fractions on the board. OK … can you say his thinking. If necessary,
more about this, Anthony? restate and clarify the
misconception. Then
48
? 6
encourage others
to construct viable
100 10 explanations and
Anthony Well, look! Forty-eight is more than 6 and 100 is way more arguments that can help
than 10. How can 48 hundredths be less than 6 tenths? resolve the issue. Students
may be especially eager
Teacher Comments or suggestions, anyone? Do you see why someone to make and justify
might get confused in trying to compare these two fractions? assertions in the context
Students But tenths are bigger than hundredths! of mildly competitive
games such as this one.
Six tenths is the same as 60 hundredths, so 48 hundredths is definitely less.
If you change the tenths into hundredths, it makes more sense.
Maya Can I show on the line? Look, here’s 4 tenths, right? And here’s
6 tenths over here. You can see that 48 hundredths is between those
two places, so we get 3 points.
16 32 48 7 89
100 100 100 10 100
20 50 76 97
100 100 100 100
Marcus If you just turn the tenths into hundredths—like you just
know that there are 10 hundredths in every tenth, right—then it
makes sense.
Teacher So, Marcus … you’re suggestiong that it’s easier to compare
the fractions if we rewrite them so they have the same denominators?
Let’s try that. A lot of you seem to think that 48 hundredths falls
between 4 tenths and 6 tenths. So, what’s the value of 4 tenths in
hundredths? What about 6 tenths? How does 48 hundredths compare
to each of those fractions?
4
= 40 6
= 60
10 100 10 100
6 Show students how to record an inequality to show the range into which
the fraction falls. Then have the students on that team write the inequality
on their boards, along with the points scored.
40
< 48 < 60 3 pts.
100 100 100
7 Repeat with the first fraction scored by the other team. Then have the stu‑
dents on each team write inequalities and points scored for the rest of their
fractions, and add their points to determine the total. High score wins.
8 Next, introduce Scoot the Marker, a partner game using the scoring system
you just introduced.
•• Display a copy of the Scoot the Marker Instructions page and have students find the
page in their books. Give them a minute to read the game instructions quietly.
•• Then display a copy of the Decimal Fractions Game version of the Scoot the Marker
Record Sheet, and have students find the page in their books. Review the record sheet
with the class and answer any questions students may have.
•• Note with students that they’ll need the decimal strips they made last session, and
they’ll be working in the same pairs.
9 Borrow a decimal strip from one of the pairs, and gather students in the
discussion area to demonstrate the game, following the instructions on the
sheet. As you model the game:
•• Emphasize the importance of positioning the game marker beside, rather than on, the
decimal strip, with the leading edge of the marker at 0.
•• Take several practice flicks, and let students know you’ll give them a couple of minutes
to do the same before they start playing.
•• Demonstrate how to use your pencil to help read the distances accurately when the marker
lands too far away from the decimal strip (which it is likely to do pretty frequently).
•• Re-examine the scoring guide, and note with students that distances that are greater than
9 tenths of a meter score 0 points; this game is about finesse, rather than raw power.
•• Engage students in reading and reporting the distances as fractions of a meter, i.e.,
forty-two hundredths of a meter, six tenths of a meter, and so on.
•• Take time to record your results carefully, working with students to be sure they
understand the process.
10 Have students gather their materials (Student Books, pencils, decimal strips,
game markers, and a few pieces of tape) and find a place in the room to work.
Give them a couple of minutes to get their strip set up and make a few practice
flicks. Then have them get started.
Pairs that finish well before the end of the session can be invited to play the game again.
11 Reconvene the group a few minutes before the end of the session, and invite
students to share advice about how to get the optimal score. Let them know
that they’ll have an opportunity to play the game again next session.
•• Give students a five-minute warning before it’s time to clean up so they can each
complete the same number of turns, even if they’re not able to finish the game.
•• Have them store their decimal strips or collect them for use next session.
Remove the Decimal Fraction Labels from your decimal strip, but leave the strip on display
for use next session.
Daily Practice
The optional Decimal Fractions on Line and Grid Student Book page provides additional
100 (4.NF.5)
Unit 7 Module 2
Unit 7
Module 2
Session 3 Session 3
Summary
This session opens with a review of decimal notation. Then students play Put It on the Line
and Scoot the Marker, using decimal numbers instead of decimal fractions.
Skills & Concepts

and < to record the comparisons (4.NF.7)
• Explain why one decimal number must be greater than or less than another decimal
number (4.NF.7)
Materials
Problems & Investigations Comparing Decimal Numbers those terms for which Word
TM T5 • game markers, 1 each red and • students’ and teacher’s decimal Resource Cards are available.
Decimal Games Scoring Guide blue per student pair strips from previous sessions
• clear tape
centimeter*
TM T6
Decimal Number Labels • cafeteria tray or shallow box lid decimal*
SB 269* of similar size
decimal fraction
Scoot the Marker Instructions • student whiteboards, markers,
SB 272* and erasers decimal number
Scoot the Marker Record Sheet: equivalent fractions*
Decimal Numbers Game
hundredth*
Daily Practice
meter*
SB 273
Writing & Comparing Decimal tenth*
Numbers

Preparation
• Run 1 copy of the Decimal Number Labels teacher master. Cut out the labels along the
dotted lines. Arrange them face-down in random order on a tray.
• Unfold the Decimal Games Scoring Guide from last session and display the entire sheet.
• Make sure your decimal strip from last session is posted on the board. Remove the Decimal
Fraction Labels if you haven’t done so already.

1 Let students know that they’ll play Put It on the Line and Scoot the Marker
again today, using decimal numbers instead of fractions. You’ll review how
to write tenths and hundredths in decimal notation first.
2 As students watch, draw three blanks on the board, with a decimal point
between the first and second blank. Label the blanks as shown below. Point
to and read each label with the students. Then write the fraction 2/10 on the
board. Invite a volunteer to read it to the class. Work with input from the
students to write the fraction in decimal notation. Then review the mean‑
ing of the decimal point, and read the number with the class.
Teacher Let’s write this fraction as a decimal number. Since 2 tenths
is less than one whole, we’ll write 0 in the ones place. What digit
should we write in the tenths place?
Students Two because there are 2 tenths.
2 0. 2
10
es
ths
nth
on
red
te
nd
hu
Teacher What does the decimal point in this number mean? Turn
and talk with the person next to you for a minute, and then I’ll invite
several of you to share your ideas with the group.
Students It means that the number is less than 1.
Well, the numbers on the right side of the decimal point are less than 1.
It’s like when you write dollars and cents. The number before the decimal
point tells how many dollars, and the number after tells how many cents.
Teacher So, how would we read this number?
Students It’s still 2 tenths … it’s just a different way to write it.
Or you could read it like “zero and 2 tenths,” because the decimal
point is kind of like the word “and.”
3 Prompt students to consider the relationship between 2 tenths and 20

hundredths by asking about the hundredths place. Should it be filled in?
Why or why not, and if so, how?
Teacher What about the blank for the hundredths place? Do we need
to write anything there?
Students You just leave it blank because there aren’t any hundredths
in 2 tenths.
But there aren’t any ones in 2 tenths, and we put a 0 in the ones place.
If you put a 0 in the hundredths place, it’ll say 20 hundredths, not 2 tenths.
They’re the same, though!
4 After some discussion, write a 0 in the hundredths place and ask students to
read the number. Then work with their input to write the corresponding frac‑
tion, 20/100. How are 2 tenths and 20 hundredths alike? How are they different?
SUPPORT Ask a volunteer to locate 2 tenths on your decimal strip, and encourage students
to refer to the visual model as they compare the numbers.
0. 2 0 20
100
es
ths
nth
on
red
te
nd
hu
Students I think they’re exactly the same because there are 20
hundredths in 2 tenths.
I disagree. They’re the same amount, but hundredths are smaller pieces.
Yeah! It’s kind of like whether you have 2 dimes or 20 pennies.
Since 0.2 and 0.20 are equivalent, some students may assert that it doesn’t matter whether
or not you write a 0 in the hundredths place. Let them know that we generally leave the
hundredths place blank when recording tenths in decimal notation.
5 Erase the digits you recorded in the blanks. Then distribute whiteboards,
markers, and erasers, and have students draw and label three blanks to
match yours. Write the fraction 43/100 on the board. Have students record
it in decimal notation [0.43] and read the number aloud. Then have them
erase the digits, leaving just the labeled blanks. Repeat with the following
fractions: 5/10 [0.5], 50/100 [0.50], and 5/100 [0.05].
SUPPORT Have volunteers locate each of these quantities on the decimal strip as you work
through them. Where do they see the tenths? What about the hundredths?
6 Draw students’ attention to the Decimal Games Scoring Guide from last
session. Work with their input to write each of the fractions on the sheet in
decimal notation, since they’ll be playing Put It on the Line and Scoot the
Marker with decimal numbers instead of decimal fractions today.
•• Have students erase the digits on their whiteboards, leaving just the labeled blanks.
•• Point to the first fraction on the Scoring Guide, 4/10. Have students write the fraction in
decimal notation and hold up their boards for you to see. Write 0.4 in the first row of
the right half of the Scoring Guide to confirm their responses.
•• Repeat for each of the other fractions on the Scoring Guide: 6/10 [0.6], 61/100 [0.61], and 9/10 [0.9].
7 Have students erase their boards in preparation for playing Put It on the Line.
•• Divide the class into two teams.
•• Show students one of the decimal number labels, and explain that teams will take turns
drawing and posting decimals rather than fractions where they belong on the line.
•• Follow the game rules and procedures described in Session 2.
8 When all the labels have been placed, work together to determine the score
for one of the decimals that was posted by the first team.
SUPPORT Select a decimal that may be problematic for your students, such as 0.07, 0.89, or
0.41. You may have students who believe that 0.07 is greater than 0.4 because 7 is more than 4.
Others may have difficulty deciding whether 0.89 is less than or greater than 0.9 because 89 is
more than 9. Still others may think that 0.41 is less than 0.4, operating under the misconcep‑
tion that the more digits there are to the right of the decimal point, the smaller the number is.
Ask students to use the decimal strip to back up their assertions or resolve misconceptions.
9 Show students how to record an inequality to show the range into which
the decimal falls. Then have the students on that team write the inequality
on their boards, along with the points scored.
10 Repeat steps 8 and 9 for one of the decimals posted by the other team.
Team 1 Team 2
Unit 7 Module 2
4
< 10 <
1 point 1 point 0.4
0.07 < 0.4 1 pt. 0.61 < 0.89 < 0.9 2 pts.
Sessions 2 & 3 1 copy for display, folded on dotted line

4 to 6
3 points
10 10
3 points 0.4 to 0.6
0.5 0.14
T5
61 to 9
2 points
100 10
2 points 0.61 to 0.9
0 points
9
> 10 0 points > 0.9
0.41 0.7
0.3 0.58
0.96 0.50
0.14 0.41 0.7 0.96
0.07 0.3 0.5 0.58 0.89
11 Have students on each team write inequalities and points scored for the rest of
their decimals, and add their points to determine the total. High score wins.
12 Next, have students find the Scoot the Marker Instructions page in their
Student Books. Note that the game rules are the same as last session, but today,
they’ll record each turn with decimal numbers rather than fractions. Then,
display a copy of the Decimal Numbers Game version of the record sheet
and have students find the page in their books. Review the sheet together and
answer any questions students may have.
SUPPORT Demonstrate the process of flicking, measuring the distance traveled by the
game marker, recording, and scoring. Reinforce the fact that each tenth is 1 decimeter,
while each hundredth is 1 centimeter long.
13 Have students gather their materials (Student Books, pencils, decimal strips,
game markers, and a few pieces of tape) and find a place in the room to work.
Give them a couple of minutes to get their strip set up and make a few practice
flicks. Then have them get started.
Pairs that finish well before the end of the session can be invited to play the game again.
Remove the Decimal Number Labels from your decimal strip, but leave the strip on display
for use next session.
Daily Practice
The optional Writing & Comparing Decimal Numbers Student Book page provides
•• Express a fraction with denominator 10 as an equivalent fraction with denominator 100 (4.NF.5)
•• Compare two decimal numbers with digits to the hundredths place; use the symbols >, =, and
< to record the comparisons (4.NF.7)
Unit 7 Module 2
Unit 7
Module 2
Session 4 Session 4
Off to the Races!
Summary
This session provides a review of adding decimal fractions. The students solve several
problems together. Then the teacher plays a new version of a game students may recognize
from Number Corner. Like Don’t Break 3.0, the goal of Snail & Caterpillar Race to 300/100 is to
try to get as close as possible to 3 without going over. To do so, players take turns rolling
three dice, taking one of the digits in tenths and the other two in hundredths with the goal of
creating two fractions that sum as close as possible to 100 hundredths. After three turns each,
they add their fractions to determine the winner.
Skills & Concepts

Materials
Problems & Investigations Off to the Races! Adding Tenths & Hundredths those terms for which Word
TM T7 • dice, one each 0–5, 1–6, and 4–9 • decimal strip on display from Resource Cards are available.
Adding Decimal Fractions per student pair previous sessions
• piece of paper to mask parts of
decimal*
SB 274
Adding Decimal Fractions the display decimal fraction
SB 275* • colored pencils, 2 different
colors per student
denominator*
Snail & Caterpillar Race to 300/100
Instructions • scratch paper equivalent fractions*
SB 276*–277 hundredth*
Snail & Caterpillar Race to 300/100
Record Sheets sum or total*
Home Connection tenth*
HC 137–138
Decimals on Number Lines & Grids
Daily Practice
SB 278
Decimal Review

* Run a copy of these pages for display. You’ll need two copies of the Snail & Caterpillar Race to 300/100 Record Sheet
(the two copies in the Student Book are identical).
Preparation
Make sure your decimal strip from last session is posted on the board. Remove the Decimal
Number Labels if you haven’t done so already.

Off to the Races! Adding Tenths & Hundredths
1 Let students know that the focus of today’s session will be adding decimal
fractions. To start, you’ll solve several problems together. Then you’ll
introduce a new partner game in which they’ll be adding tenths and
hundredths.
2 Display the Adding Decimal Fractions Teacher Master. Keep everything on
the sheet covered except the title, and have students locate the sheet in their
Student Books. Give them a few moments to examine their sheets quietly.
Then draw students’ attention to the first problem. Can they predict whether
the sum will be less than, more than, or equal to ½? Can they make any
predictions at all about the sum? Why or why not? Give them a minute to
pair-share, and then invite volunteers to share their thinking with the class.
Unit 7 Module 2 Session 4 1 copy for display Unit 7 Module 2 Session 4
NAME | DATE
Adding Decimal Fractions

Will the sum be…
1 5 2
10 + 10 = Will the sum be…
N N N
1 1 1
less than 2 equal to 2 greater than 2 1 10 + 10 =
N N N
1 1 1
less than 2 equal to 2 greater than 2
0 1
0 1
Will the sum be…
2 4 38
100 + 100 = Will the sum be…
DJ Those fractions don’t have any numbers
N N
on the top.
N
You don’t
equal to know
1 1 1
less than 2 equal to2 2 + = greater than 2
N N N
100 100 1 1 1
less than greater than 2 2 2
0
how many tenths you have,1so you can’t tell how big the answer will be.
0 1
3 2 30
Teacher
Will the sum be… So, without the numerators, you can’t predict what the total
10 + 100 Will the sum be…
N N N
might be? Isequalthere anything at all you can predict about
less than the sum?
1 1 1
less than 2 to greater than2 3 + 2
N N N
10 100 1 1 1
equal to greater than 2 2 2
2 30
10 + 100 = 100 + 100 =
Students If the numerators are small, like 1 and 2, the answer will be 10 + 100 = 100 + 100 =
0 less than ½. 1
0 1
4 18 4
100 + 10
But N
the answer
Will the sum be…
less than
1
equal to
could
N
be even more than 1 if you had
greater than
1
N
numerators like
Will the sum be…
1
2 2 4 + 2
8 and 9. N N N
100 10 1 1 1
less than equal to greater than 2 2 2
18 4
100 + 10 = 100 + =
100
100 + 10 = 100 + 100 =
If one of the numerators was 2 and the other one was 3, you’d get
0
exactly ½, because 5/10 is the
1
same as a half.
0 1
You can say for sure that you’re going to get some number of tenths,
Bridges in Mathematics Grade 4 Teacher Masters T7 © The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 4 Student Book 274 © The Math Learning Center | mathlearningcenter.org
because you’re adding tenths plus tenths.
3 Reveal the first problem on your copy of the sheet, 5/10 + 2/10, and note with
students that the numerators have been filled in. Ask them to fill in the
appropriate bubble on their sheet to indicate whether they think the sum
of these two fractions will be less than, equal to, or greater than ½. Invite
volunteers to share and explain their predictions.
Neah I said more than half, because I can just do it in my head, and
7/10 is more than ½.
Mason You don’t even have to add the numbers, really, because the
first one is 5/10. That’s already ½, so you know the answer is going to be
more than ½.
4 Have students copy the numerators for problem 1 from your sheet and
record the answer. Ask them to confirm their results visually, shading in
5/10 on the decimal strip in one color, and 2/10 in a second color.
SUPPORT Work on your sheet as students work on theirs, leaning heavily on the model
provided by the decimal strip. Invite students to explain and show where they see the
different numbers of tenths, and how they know the sum is, in fact, greater than ½.
NAME | DATE
NAME
Adding Decimal Fractions | DATE
Adding
5 2 Decimal
7 WillFractions
the sum be…
1 10 + 10 =
N less N N
1 1 1
5 2 10
7 Will the than
sum be…
2 equal to 2 greater than 2
1 10 + 10 =
N N N
1 1 1
10 less than 2 equal to 2 greater than 2
0 1
0 1
5 Repeat steps
2 2–4
+
with
=
the
Willsecond problem, 4/100 + 38/100.
the sum be…
N less N N
100 100 1 1 1
Will the than
sum be…
2 equal to 2 greater than 2
6 2 reveal
Before you 100 + 100 the
= third problem on your1 sheet, note with students that
N N N
1 1
they’ll be adding tenths and hundredths. Have them pair-share ideas about
how to add0 two fractions with different denominators, and then 1 invite
volunteers0 to share their ideas with the class.

Will the sum be…
1
3 2 30
10 + 100 N N tenths
equal to 2thereNare,
1 1 1
Annie When we find less
the than
Willout how 2 many
sum be… greater
we than
can 2turn
3 2 30
+ 100
them210into hundredths.
30 20 30 N less50
1
than 2 N equal to 2
1
N greater than 2
1
10 + 100 = 100 + 100 = 100
Simon
2 +I 30agree. If you
20 30turn50both of the fractions into hundredths, you
10 100 = 100 + 100 = 100
can add them, like we just did with the second problem.
Teacher
0 What would happen if we didn’t rewrite the fractions so1they
shared
0 the same denominator? 1
Will the sum be…
Joanna
4 100 +It10wouldn’t make sense. You wouldn’t know if the answer was
N less N equal to 2 N greater than 2
1 1 1
Will than
theLike
sum if
be…
in4 tenths+ or hundredths. 2
you had 3 tenths and 5 hundredths,
N less and2 5 isN8,”equal N greater
100 10 1 1 1
maybe you’d say, “Well,
100 + 10 = 100 + 100 =
3than but tothen
2 you’d be stuck
than 2 because
is it 8 hundredths
+ = or
+ 8 tenths?
=
100 10 100 100
7 Reveal the
0 problem. Have students copy the numerators onto 1their sheets
and predict
0 whether the sum of 2/10 and 30/100 will be less than,1 equal to, or
greater thanAdding
½. AskDecimal
several
Unit 7 Module 2
of them to explain their predictions.
Fractions

Gabriel I said it’s going to sum
Will the be exactly
be… one-half, because 2 tenths is the
1 105 + 102 =
same
1 5 as 20 hundredths.
+ 2 =
Will Twenty
the
N less than 2 plus
sum be…
1
N 30 is 50,
equal to 2 andN50greater
1
hundredths
than 2 is half.
1
10 10
N N N
1 1 1
less than equal to greater than
Georgina I said it was going to
2
be half, but 2I kind of went the2 other
way. I know that 30 hundredths is like 3 tenths, so it would be 2 tenths
0 3 tenths. That’s 5 tenths, which is the same as one-half.
and 1
0 1
Julius I looked at the Willdecimal strip. I could see 2 tenths and then 3
the sum be…
2 100
more
4 38
+ 100
tenths = for the 30 hundredths
Will the sum be… would be1 halfway to 1.
N less than 2 N equal to 2 N greater than 2
1 1
2 4 38
100 + 100 =
N N N
1 1 1
8 Rewrite the equation as 20/100 + 30/100 on your sheet as students do so on

theirs. Then
0 have them fill in the answer and confirm their results
1 by shad‑
ing in the decimal strip.
0 1
2 30 Will the sum be…
3 10 + 100
Will thethan
sum be…
N less N N
1 1 1
2 30 equal to greater than
3 10 + 100 2 2 2
N N N
1 1 1
20 30 less
50than 2 equal to 2 greater than 2
2 30
10 + 100 = 100 + 100 =
2 30
+ 100
20 30 100
= 100 + 100 =
50
10 100
0 1
0 1
4100 + 10 Will thethan
sum be…
N less N N
1 1 1
18 4 equal to greater than
4100 + 10
2 2 2
N less than 2 N N
1 1 1
equal to 2 greater than 2
18 4
100 + Grade
10 = 1004+Teachers
100 = Guide 21 © The Math Learning Center | mathlearningcenter.org
18 4
100 + 10 = 100 + 100 =
9 Repeat steps 7 and 8 with the last problem, 18/100 + 4/10.

10 Next, write the fraction 300/100 on the board and read it to the class—300
hundredths. Explain that you’re going to introduce a game in which a snail and
a caterpillar race to get closest to that amount. Then discuss the meaning of the
fraction. It sounds like a lot, but how much is it really? How do they know?
SUPPORT Use your decimal strip to help students think about and describe 300 hun‑
dredths. How many hundredths are on the strip? [100] What is the value of the entire
strip? [1, or 1 meter] How many decimal strips would it take to have 300 hundredths?
[3] What is the distance the snail and the caterpillar are actually trying to travel? (300
centimeters or 3 meters)
11 Display a copy of the Snail & Caterpillar Race to 300/100 Instructions. Have
students turn to the page in their Student Books and give them a few
moments to examine the instructions. Then use the text and illustrations to
review and explain the game.
•• Let students know that you’re going to play a demonstration game with them, and then
they’ll play again in partners.
•• Have a student choose which creature the class will play for.
12 Take the first turn.

•• Roll all three dice, and record the numbers you rolled on the board.
•• Share your thinking with the class as you decide which number to take in tenths, and
how to arrange the other two to form a number of hundredths that when added to the
tenths comes as close as possible to 100/100.
•• If the numbers you roll force you to go over 100/100, remind students that you might be
able to compensate for this during one of your other turns by arranging the numbers
to create a sum that’s less than 100/100.
Teacher I got 7, a 3 and a 5. Let’s see … I think I’ll write some possibili‑
ties here on the board before I write on my record sheet. I could choose
the 3 for my tenths, and the 7 and the 5 for my hundredths. That would
give me 3/10 + 75/100. Three tenths is the same as 30 hundredths, so that
would give me 105 hundredths in all. That’s pretty close.
7, 3, 5
3 + 75 = 30 + 75 = 105
10 100 100 100 100
Teacher Does anyone have a different idea?
Angelique Well, you could do 7 tenths and 35 hundredths, but that
would still give you 105 hundredths.
Sergio What if you take the 5 for your tenths, and then do 37
hundredths? Oh, wait … that’s 87 hundredths.
Lupe Mr. G should do that, because then he won’t go over 100
hundredths.
Rashan I disagree. It’s less than 100 hundredths, but 87 is 13 less
than 100 and 105 is only 5 more than 100. Plus, if Mr. G goes over 300
hundredths and we don’t, we automatically win!
Teacher I think I’ll stick with 105 hundredths. I can try to make a
fraction that’s a little less than 100 hundredths on one of my other
turns to make up for it.
13 Once you’ve decided how to use the numbers you rolled, work with input
from the class to fill in the first round on your record sheet.
My fractions:
7 +
35 =
70 +
35 = 105
10 100 100 100 100
Round 1
0 1
0 1
Note for students that when they play in pairs, they can opt to fill in the second decimal strip
“racetrack” to show the other creature’s progress each round. While you’re playing against
them, though, you’ll record your turns on one sheet, and the class’ turns on a second sheet.
14 Display your second record sheet, and have students take their first turn.
•• Invite one of the students to roll the three dice for the class and write the numbers
rolled on the board.
•• Give students a minute to talk in pairs about how best to use the three numbers rolled.
Make scratch paper available to students who want to use it to keep track of their ideas.
•• Solicit ideas from the group about how to use the numbers they rolled. When there
seems to be general consensus, have one of the students record the results on the class
record sheet.
15 Take turns back and forth with the class until both teams have taken three
turns. Then work with the students to determine the winner.
•• Show them how to find their total by adding your own scores at the bottom of your
record sheet. Then work with their input to compare your total to 300/100.
•• Display the class record sheet. Have one of the students lead the class in finding their
total, comparing it to 300/100, and determining whether you or they got closest to 300/100.
»» If one of the teams ends with a total greater than 300/100, the other team automati‑
cally wins. If both teams end with totals that exceed 300/100, the team with the total
closer to 300/100 wins.
My fractions:
9 +
14 =
90 +
14 = 104
10 100 100 100 100
Round 1
0 1
0 1
My fractions:
7 +
25 =
70 +
25 = 95
10 100 100 100 100
Round 2
0 1
0 1
My fractions:
6 +
38 =
60 +
38 = 98
10 100 100 100 100
Round 3
0 1
0 1
300 My Total My Partner's Total

Compare your total to 100 .
Do the same
My Total
104 + 95 +
98 = 297 for your partner's total. Circle the total 297 291
< 300 < 300
100 100 100 100 that is closest to, but not greater than, 300
100 . 100 100 100 100
Students We won! We beat Mr. G!

We’re only 3 hundredths away from 300, and he’s 9 hundredths away.
16 Have students locate the record sheet in their student books and play the
game in pairs.
•• Each pair will also need three dice (one 0–5, one 1–6, and one 4–9) and colored pencils.
•• Pairs that finish well before the end of the session can be invited to play the game
again, using extra copies of the record sheet you ran.
Home Connection
17 Introduce and assign the Decimals on Number Lines & Grids Home
100 (4.NF.5)
•• Add a fraction with denominator 10 to a fraction with denominator 100 by rewriting
•• Compare two decimal numbers with digits to the hundredths place (4.NF.7)
Daily Practice
The optional Decimal Review Student Book page provides additional opportunities to
100 (4.NF.5)
•• Add a fraction with denominator 10 to a fraction with denominator 100 by rewriting
•• Compare two decimal numbers with digits to the hundredths place; use the symbols >,
=, and < to record the comparisons (4.NF.7)
Teacher Masters
NAME | DATE
Comparing Fractions Checkpoint page 1 of 2

1 Fill in the empty boxes with fractions that are equivalent to those already labeled.
2
3
1 2 5
6 6 6
1 3 5 7
0 8 8 8 8 1
1 2 3
4 4 4
a Which is greater:
2
8 or
1
3 ?
a 2
6
b 2
3
3 5
8 8
2 3 2 5
6 _______ 8 3 _______ 8
2
2
4
NAME | DATE
Comparing Fractions Checkpoint page 2 of 2
2 3
4 a Rewrite 3 and 4 with a common denominator.
2 3
3 = ___________ 4 = ___________
2 3
b Write two statements using <, =, or > to compare 3 and 4 .
____________________________ ____________________________
5 Kiara and Allyson each got a strip of fruit leather exactly the same size.
6 5
Kiara ate 8 of her strip. Allyson ate 6 of her strip.
a Which girl ate more? ________________________

6
8 _____ 5
6
Unit 7 Module 2 Session 1 half-class set, plus a couple for display
Hundredths Grid
Unit 7 Module 2 Session 2 1 copy on heavy paper, cut apart along dotted lines
Decimal Fraction Labels
48 16
100 20 100 50
100 100
32
100 4
10
7
10 76
100
89
100 97
100
Unit 7 Module 2 Sessions 2 & 3 1 copy for display, folded on dotted line
to
to
<
>
3 points
2 points
0 points
1 point
< 10
10
10
> 10
4 to 6
61 to 9
9
100
10
3 points
2 points
0 points
1 point
Unit 7 Module 2 Session 3 1 copy on heavy paper, cut apart along dotted lines
Decimal Number Labels
0.14 0.96
0.3 0.58
0.41
0.5
0.50
0.07
0.7
0.89

Will the sum be…
1 5 2
10 + 10 =
NN NN NN
1 1 1
0 1
Will the sum be…

2 4 38
100 + 100 =
NN NN NN
1 1 1
0 1

3 10 + 100
NN NN NN
1 1 1
2 30
10 + 100 = 100 + 100 =
0 1

4 100 + 10
NN NN NN
1 1 1
18 4
100 + 10 = 100 + 100 =
0 1
Student Book
NAME | DATE
Decimal Fractions & Numbers

Unit 7 Module 2
1 Fill in the missing decimals and fractions on the number line.
10 20 50 90
100 100 100 100
Session 1
1 2 5 9
10 10 10 10

0 0.1 0.2 _____ _____ 0.5 _____ _____ _____ 0.9 1
0.10 0.20 0.50 0.90
_____ _____ _____ _____ _____
2 When numbers share a place on the number line, that 3 Shade in the grid to show each number. Write two
268
means they are equivalent. For each number, circle the decimal numbers to represent each value.
other numbers that are equivalent.
a 0.7 _________
7 70 7
7 0.70 70 10 100 0.07 100 a eight tenths
_________
9
b 10
9 90
0.09 100 0.9 0.90 100 9 90
_________
40
c 100 b three tenths
4 4 _________
0.4 100 40 4 10 0.04 0.40

Scoot the Marker Instructions

• Fasten your decimal strip to a table, the floor, or another smooth and flat surface.
• Set your game marker to one side of your decimal strip, as shown.
1 2 3 4
10 10 10 10
0.1 0.2 0.3 0.4
10 20 30 40
100 100 100 100
0.10 0.20 0.30 0.40
• Flick your marker, and read the distance it traveled.

• If the marker lands too far away from the decimal strip to read the distance accurately, use your
pencil to help.
1 2 3 4
10 10 10 10
0.1 0.2 0.3 0.4
10 20 30 40
100 100 100 100
0.10 0.20 0.30 0.40
• Record the distance on the record sheet in fractions (for fractions game) or decimals
(for numbers game), as shown below.
• Repeat until you and your partner have each taken 5 turns.
• Write an inequality statement on your record sheet to show which range each
distance falls into, as shown below.
• Figure out how many points you got for each turn. Add them to find your total score.
Scoring Guide 1 point 3 points 2 points 0 points
Fractions game less than 4 4 to 6 61 to 9 greater than 9
10 10 10 100 10 10
Numbers game less than 0.4 0.4 to 0.6 0.61 to 0.9 greater than 0.9
Turn Distance in Meters Inequality Statement Points
42 4 42 6
Fractions game
100 m 10 < 100 < 10 3
Numbers game 0.42 m 0.4 < 0.42 < 0.6 2
NAME | DATE
Scoot the Marker Record Sheet Decimal Fractions Game

See game instructions on page 269.
Scoring Guide
1 point 3 points 2 points 0 points
4 4 6 61 9 4
< to to >
10 10 10 100 10 10
Game 1
Total Score
Game 2
Total Score
NAME | DATE
Decimal Fractions on Line & Grid

1 Label each marked point on the decimal strip with a fraction. Use tenths when you
can, and hundredths when you must.
a b c d
0 1
2 Write each number you labeled on the number line above here. Then shade in the
grid to show each value and write a fraction to represent it.
_______ _______
a fraction
b fraction
_______ _______
decimal decimal
_______ _______
c fraction
d fraction
_______ _______
decimal decimal
3 Write fractions and decimals to show how much of each grid is shaded.
________ ________ ________

a fraction fraction
b fraction
________ ________ ________

decimal decimal decimal
4 Why can you write two different decimal fractions and decimal numbers for grid a,
and only one for each for grid b in problem 3 above?
NAME | DATE
Scoot the Marker Record Sheet Decimal Numbers Game

See game instructions on page 269.
Scoring Guide
1 point 3 points 2 points 0 points
< 0.4 0.4 to 0.6 0.61 to 0.9 > 0.9
Game 1
Total Score
Game 2
Total Score
NAME | DATE
Writing & Comparing Decimal Numbers

1 Use the grid below to c Fill in the blanks to write two fractions that
answer the questions. represent this amount.
10 100
d Fill in the blanks to show two decimal

numbers that represent this amount.
a How many tenths

are filled in? _______
. .
ones
tenths
hundredths
ones
tenths
hundredths
b How many hundredths
are filled in? _______
2 Fill in the blanks to show one or two decimal numbers that represent each fraction
or mixed number.
. . .
a 3
b 23
2 100
ones
tenths
hundredths
ones
tenths
hundredths
ones
tenths
hundredths
10
. . .
c 1
4 10 d 6
5 100
ones
tenths
hundredths
ones
tenths
hundredths
ones
tenths
hundredths
3 a Locate each decimal number on the number line. 0.06 0.6
0 1
b Complete the two inequalities to compare the two decimal numbers above.
____________ > ____________ ____________ < ____________

NAME | DATE

Will the sum be…
1 10 + 10 =
NN NN NN
1 1 1
0 1
Will the sum be…

2 100 + 100 =
NN NN NN
1 1 1
0 1
Will the sum be…

3 10 + 100 NN NN NN
1 1 1
10 + 100 = 100 + 100 =
0 1
Will the sum be…

4 100 + 10 NN NN NN
1 1 1
100 + 10 = 100 + 100 =
0 1
300
Snail & Caterpillar Race to 100 Instructions
300
• a Snail & Caterpillar Race to 100 Record Sheet for each player
• 3 dice, one each numbered 0–5, 1–6, and 4–9
• 4 colored pencils of different colors (each player will use 2 colors)
1 Players roll the 4–9 die to see who will be Player 1. Player 1 gets to choose whether to play for the snail or
the caterpillar. Players each circle the creature they’re playing for.
2 Players take turns rolling and recording fractions. On each turn, the player:
• Rolls all 3 dice, then chooses one of the numbers rolled to take in tenths and fills that number in on the record sheet.
• Decides how to arrange the other two numbers rolled to make a double-digit number to take in hundredths, and
records that number on the record sheet.
My fractions:
4 +
58 = + =
10 100 100 100
Round 1
0 1
0 1
• Shades in the tenths on the decimal strip using one color.

• Shades in the hundredths on the decimal strip using another color.
• Rewrites the tenths as hundredths, then adds the two fractions and records the sum.
My fractions:
4 +
58 =
40 +
58 = 98
10 100 100 100 100
Round 1
0 1
0 1
3 Players play 3 rounds, each player rolling the dice and recording fractions once per round.
Players record their partner’s turns on the other decimal strip, but do not record their fractions. For example, if you
are playing for the snail, record your partner’s turn on the caterpillar’s strip on your record sheet.
4 At the end of the game, each player finds their total by recording and adding their three scores at the
300
bottom of the record sheet. Then players compare their totals to 100 and record the comparisons.
300
The player with the total closest to, but not greater than, 100 wins.
300 My Total My Partner's Total
Compare your total to 100 . Do the same
My Total
98 +
54 + 122 = 274 for your partner's total. Circle the total 274 268
< 300 < 300
100 100 100 100 that is closest to, but not greater than, 300
100 . 100 100 100 100
Consider strategies for winning. If you roll large numbers in the first round, what will you try to do next round?
300
What would be the best amount to have in all 3 rounds to make your total come closest to 100?
NAME | DATE
300 I am racing for the Snail Caterpillar

Snail & Caterpillar Race to 100 Record Sheet 1
Unit 7 Module 2
My fractions: + = + =
10 100 100 100
Session 4
0 1
Round 1

0 1
10 100 100 100
276
0 1
Round 2
0 1
10 100 100 100
0 1
Round 3
0 1

Compare your total to 300 100 . Do the same
My Total + + = for your partner's total. Circle the total 300 300
100 100 100 that is closest to, but not greater than, 300
100 . 100 100 100 100

NAME | DATE
300 I am racing for the Snail Caterpillar

Snail & Caterpillar Race to 100 Record Sheet 2
Unit 7 Module 2
10 100 100 100
Session 4
0 1
Round 1

0 1
10 100 100 100
277
0 1
Round 2
0 1
10 100 100 100
0 1
Round 3
0 1

Compare your total to 300 100 . Do the same
My Total + + = for your partner's total. Circle the total 300 300
100 100 100 that is closest to, but not greater than, 300
100 . 100 100 100 100

NAME | DATE
Decimal Review
1 Label each point on the number line, using decimals below the line and fractions above it.
0 1
2 Find each sum. Show your work.
a 34 4 b 3 6 c 7 13
100 10 10 100 10 100
3 Write each sum above as a decimal number.
a ______________ b ______________ c ______________
4 Write an inequality to compare numbers a and c above.
____________ ____ ____________
5 For each number, circle all the other numbers that are equivalent.
7 7 70
a 0.7 70 10 100 0.07 7 100 0.70 700
4 4 40
b 0.04 40 400 10 100 0.4 100 0.40 4
36 36
c 0.36 10 100 36 3600 10 3
6
6
3 0.3
Home Connections
NAME | DATE
Fraction Action
1 Label the rest of the tenths and fifths on this number line.
4
5
0 1 8 1
10 10
2 Label the fourths on this number line.
0 1
3 Use the number lines above to help compare these fractions. Keep in mind that the
number lines are exactly the same length. Complete each statement with <, =, or >.
5 1 1 4 3 2 4 7 2 3
10 10 4 10 5 4 5 10 5 10
4 Represent each fraction on the fraction bar. Then complete the equation to show
how much more it would take to make 1.
3 3 + =1
5 5
7 7 + =1
10 10
5 5 + =1
8 8
NAME | DATE
Fraction Action page 2 of 2
5 Represent each fraction on the fraction bar. Then sketch and name an equivalent
fraction on the bar below it.
1
ex 3 2
=
1
6 3
1
a 4
=
1
4
2
b 5
=
2
5
6 Marianna got a long piece of red ribbon from her aunt. She gave 1
4 of the ribbon to
2
her little sister. She gave 6 of the ribbon to her best friend.
a Who got more of the ribbon, the little sister or the best friend? ____________
1 2
b Fill in the blank with >, =, or < to complete the comparison. 4 6
d CHALLENGE What fraction of the piece of ribbon did Marianna have left for
herself? Show your work.
NAME | DATE
Decimals on Number Lines & Grids page 1 of 2

1 Label each marked point on the number line with a decimal number.
Use tenths when you can and hundredths when you must.
a b c d
0 1
ex 0.2 ex 0.53
2 Write each number you labeled on the number line beside a grid below. Then shade
in the grid to show the decimal amount and write a fraction to represent it.
a b
_____ _____
c d
_____ _____
NAME | DATE
Decimals on Number Lines & Grids page 2 of 2
3 Shade each fraction on the grid. Then write an equivalent fraction and two decimal
numbers that represent the same amount.
20 4 70 3
ex 100 a 10 b 100 c 10
2
_____________
10 _____________ _____________ _____________
0.2
_____________ _____________ _____________ _____________
0.20
_____________ _____________ _____________ _____________
4 Write an inequality symbol (< or >) to show which fraction is greater and which is less.
20 4 3 70 4 70 20 3
100 10 10 100 10 100 100 10
5 Write an inequality symbol (< or >) to show which decimal is greater and which is less.
0.40 0.04 0.89 0.9 0.5 0.51 0.2 0.09
6 Drew says 3
10
28
+ 100 31
= 100 . Sam says 3
10
28
+ 100 58
= 100 .
a Who is correct? _____________________
b How do you know? Include a labeled sketch on the decimal strip below in your
explanation.
0 1
Teachers Guide
Module 3
Introducing the Standard
Session 1 Revisiting Single-Digit Multiplication�� 3
Session 2 Introducing the Standard Multiplication Algorithm�� 7
Session 3 Think Before You Multiply�� 11
Session 4 Double-Digit Quick Sketches�� 15
Session 5 Four Partial Products��19

Multiplication Story Problems�� T1 Multiplication Story Problems Record Sheet��279
Think Before You Multiply��T2 Single-Digit Multiplication �� 280
Problems & Equations Checkpoint��T3 Double-Digit by Single-Digit Multiplication��281
The Ants’ Park�� T5 Roll Your Own Multiplication Problems ��282
Practice with the Standard Algorithm��283
Multiplication Methods�� 284
Two Different Multiplication Methods�� 286
Double-Digit Multiplication Sketches��287
Multiples of Ten & More��289
Double-Digit Multiplication�� 290
Four Partial Products Practice��292

Standard Algorithms��141
Choose Your Strategy��143
Unit 7
Unit 7
Module 3
Module 3
Overview
In this module and the next, students review strategies for solving single- and double-digit multiplication combinations, with
a particular focus on the use of the area model and partial products. In the second session, the teacher introduces the standard
algorithm for multiplying 2- and 3-digit by 1-digit numbers. In the third session, students are invited to consider when the
standard algorithm is best used, and when other strategies might make more sense. Sessions 4 and 5 lay the groundwork for an
introduction to the standard algorithm for 2-digit by 2-digit multiplication, which takes place in Module 4.
Planner
Session P&I WP A DP HC
Session 1 Revisiting Single-Digit Multiplication
Students review the use of the area model to picture and solve 1-digit by 2-digit multiplication combinations.
In this session, the focus is on transitioning to using numbers only, connecting them to the area model as
needed to support students’ work. After solving several story problems together, students complete a related
assignment in their Student Books, and then go to Work Places if time remains in the session.
Session 2 Introducing the Standard Multiplication Algorithm
Students are introduced to the standard algorithm for multiplying 2- and 3-digit by 1-digit numbers today.
After a demonstration by the teacher, students solve several problems together and then use dice to gener-
ate their own multiplication combinations. Students who finish the assignment before the end of the session
go to Work Places.
Session 3 Think Before You Multiply
Today, students consider the following questions: Is it always most efficient and effective to use the standard
algorithm for multi-digit multiplication? What kinds of combinations are best solved with the algorithm?
What kinds of combinations might be better solved using other methods? After solving and discussing a
set of five different multiplication combinations as a class, students complete a related assignment in their
books and then go to Work Places if time allows.
Session 4 Double-Digit Quick Sketches
After taking a brief checkpoint, students review a technique for drawing quick sketches of 2-digit by 2-digit
multiplication combinations. Then they practice the sketching technique and use it to solve a variety of
multiplication problems.
Session 5 Four Partial Products
Students use the area model to picture and solve 2-digit by 2-digit multiplication problems. This activity
focuses on transitioning to using numbers only, connecting them to the area model as needed to support
students’ work.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 282, 284–285, and 287–288.
pages 279–292.
Unit 7 Module 3
Unit 7
Module 3
Session 1 Session 1
Revisiting Single-Digit
Multiplication
Summary
Students review the use of the area model to picture and solve 1-digit by 2-digit multipli-
cation combinations. In this session, the focus is on transitioning to using numbers only,
connecting them to the area model as needed to support students’ work. After solving
several story problems together, students complete a related assignment in their Student
Books, and then go to Work Places if time remains in the session.
Skills & Concepts

numbers (4.NBT.5)
Materials
Vocabulary
Problems & Investigations Revisiting Single-Digit Multiplication those terms for which Word
TM T1 • a piece of copy paper to mask Resource Cards are available.
Multiplication Story Problems portions of the teacher master area*
SB 279
array*
Record Sheet dimension*
SB 280 estimate*
Single-Digit Multiplication multiplication
Work Places in Use multiply*
partial products
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) product*
Daily Practice
SB 281
Double-Digit by Single-Digit
Multiplication

Preparation

Revisiting Single-Digit Multiplication
1 Let students know that the focus of instruction will shift from working
with sequences and patterns, and expressions and equations, to multi-digit
multiplication, starting today.
Explain that much of the work today will be review, but you’ll be moving along rather
quickly over the next few days to larger and more complex problems.
2 Display just the top section of the Multiplication Story Problems Teacher
Master, keeping the other two problems covered for now. Read the problem
with the class. Work with students’ input to record a matching multiplication
expression in vertical form. Ask pairs to discuss their estimates. Then call on
volunteers to share their estimates with the class and explain their reasoning.
NAME | DATE

1 The kids in Mr. Gill’s class are going to paint a mural in the hallway by the office.
The wall is 8 feet high and 23 feet long. How many square feet is the wall they’re
going to paint?
23
x 8
Students It’s going to be more than 160 square feet because 10 × 8 is

80, and 80 + 80 is 160.
2 The fourth graders are doing a show for their families. They set up 6 rows of chairs.
I said
Theymaybe about
put 26 chairs 180 row.
in each because 8 × 25
How many is did
chairs 200.they use altogether?
Hmm, 8 × 20 is 160, so this will be more.
3 Review how to make a very quick sketch to show 8 × 23.

First sketch the dimensions, then the total array, and then add a line to show how the
array can be divided into two partial products by place value.
20 3 20 3 20 3
3 There is a big party at the park. There are 7 tables with balloons for the kids. Each
table has 34 balloons. How many balloons in all?
8 8 8
Sketch and label the dimensions. Draw a rectangle to show Draw a line to show how the
the whole product. whole product can be divided
into 2 partial products.
4 Have students record and solve the problem.

• Ask them to locate the Multiplication Story Problems Record Sheet in their Student Books.
• Have them record 8 × 23 as the first problem at the top of the sheet and make a quick
sketch similar to yours.
• Then ask everyone to find the total product by filling in and adding together the two
partial products.
• Have them compare their results with a neighbor as they finish. Then reconvene the class.
5 Ask students to share their partial products while you record them in
numerical form beside the array.
Focus students’ attention on the magnitude of the final answer by starting with the numbers
in the tens place, as shown below.
NAME | DATE
Multiplication
Session 1 1 copyStory
Unit 7 Module 3 for display Problems
NAME | DATE
going to paint?
20 3 23
x 8
23
goingxto paint?
8 8 160 24 8 x 20 = 160
20 3 23
8 x 3 = 24
23 x184
8
x 8 8 160 24 8 x 20 = 160
8 x 3 = 24
6 Repeat steps 2–5 with the other two problems.
184
Ask studentsThto
ey use your
put 26 chairsmethod of How
in each row. recording anddid
many chairs computing for Problems 2 and 3.
they use altogether?
26 26
2 The fourth graders are doing20 6 They set up 6 rows of chairs.
a show for their families.
x ey6put 26 chairs in each row. How many chairs did they use altogether?x 6
Th
6 120 36 6 x 20 = 120
26 20 6 26
6 x 6 = 36
x 6 x6
156
6 120 36 6 x 20 = 120
6 x 6 = 36
156
3 34is a big party at the park.

There 30There are 7 tables
4 with balloons for the kids. Each 34
x 7has 34 balloons. How many balloons in all?
table x7
7 210 28 7 x 30 = 210
34 30 4 7 x 4 = 34
28
x 7 x7
238
7 210 28 7 x 30 = 210
7 x 4 = 28
238
7 Then have students find the two Single-Digit Multiplication pages in their
Student Books and work the problems independently.
SUPPORT Circulate to give help as needed, or meet with a small group to provide extra support.
CHALLENGE Ask students to complete the challenge problem at the bottom of the second page.
8 As students finish, have them meet in pairs to share and compare their work.
Ask them to collaborate to resolve any differences in their work.
Work Places
• Let them know that you’re going to introduce a method for multiplication that might
be familiar to some of them, and new to others.
Daily Practice
The optional Double-Digit by Single-Digit Multiplication Student Book page provides
Unit 7 Module 3
Unit 7
Module 3
Session 2 Session 2
Summary
Students are introduced to the standard algorithm for multiplying 2- and 3-digit by 1-digit
numbers today. After a demonstration by the teacher, students solve several problems
together and then use dice to generate their own multiplication combinations. Students who
finish the assignment before the end of the session go to Work Places. Finally, the teacher
introduces and assigns the Standard Algorithms Home Connection.
Skills & Concepts

numbers (4.NBT.5)
Materials
Vocabulary
Problems & Investigations Introducing the Standard Multiplication Algorithm those terms for which Word
SB 282* • dice numbered 1–6 and 4–9 • student math journals Resource Cards are available.
Roll Your Own Multiplication (class set) array*
Problems
dimension*
Work Places in Use estimate*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) multiplication
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) partial products
product*
6C Fraction Spin & Add (introduced in Unit 6, Module 3, Session 3) standard algorithm
Home Connection
HC 141–142
Standard Algorithms
Daily Practice
SB 283
Practice with the Standard
Algorithm

Preparation

Introducing the Standard Multiplication Algorithm
1 Let students know that you’re going to introduce a new method of solving
multiplication problems today. Have them get out their journals in prepara‑
tion for the first activity.
2 Write 8 × 28 where everyone can see it. Ask students to first discuss estimates
in pairs, and then call on volunteers to share their thinking with the class.
Students It’s kind of like 8 × 30. That would be 240 because 8 × 3 is 24.
We said 10 times 28 is 280, so it’s going to be less than that.
Eight times 20 is 160, but then you have to add on the 8 × 8.
It’s going to be more than 200 for sure.
3 Next, ask students to work in their journals to find the product using the Math Practices
computing method they practiced during the previous activity. in Action 4.MP.2
• Encourage them to make sketches to support their thinking if that’s helpful to them. Through the use of
contextual story problems
• Then ask a volunteer to make a labeled sketch that shows the partial products, and
and visual models, this
another volunteer to record the computations at the board. module creates oppor-
tunities for students to
20 8 28 reason quantitatively and
x8 abstractly as they develop
8 160 64 8 x 20 = 160 an understanding of and
8 x 8 = 64 fluency with the standard
224 multiplication algorithm.
4 Now demonstrate how to use the standard algorithm to solve the same problem.
• Explain that many people use a method for solving problems like these that features
some interesting shortcuts. Before calculators were invented, this method helped
people solve large multiplication problems.
• Then demonstrate the standard algorithm, talking your way through each step.
• Ask students to watch and listen closely to see if they can make sense of what you’re
doing based on all the experiences they’ve had with multiplication.
Teacher This method starts with the ones instead of the tens. So first
I multiply 8 × 8. That’s 64. I write the 4 in the ones place and move
the 6 tens from 64 over to the tens place. Then I multiply 8 times 20.
That’s 160. If I add the 60 I carried over to the tens place, it’s 220, and
220 plus 4 is 224.
6
28
x8
224
5 When you have finished the demonstration, ask students to explain how
this method works. Can they see any connection between the algorithm
and the area model? Does the strategy make sense to them?
Students My mom showed me how to do it that way last year.
I don’t get where the little 6 at the top came from.

It’s like carrying when you add.
I like that way of doing it. It seems faster and easier.
Why do they start with the ones instead of the tens? I like the other
way better.
Ask your students to connect the algorithm you’ve modeled to the array. Where do they
see 224 in the array?
6
20 8 28 28
x8 x8
8 160 64 8 x 20 = 160 224
8 x 8 = 64
224
Students I don’t see 224 in the array at all.
But that’s what you get if you add 160 and 64 together because 160
and 60 makes 220, and then 4 more is 224, right?
It’s kind of like you just do everything at the same time instead of
doing it in two steps.
6 Now give students a chance to try the standard algorithm for themselves.
• Write 6 × 26 on the whiteboard, and ask students to copy the problem into their
journals and jot an estimate to the side.
• Then work with class input to solve it together, using the standard algorithm.
• Work the following four problems together in a similar fashion.
36 × 4 48 × 5 144 × 6 345 × 5
7 Display a copy of the Roll Your Own Multiplication Problems page and have
students locate the page in their Student Books. Review the instructions at
the top of the page with the class, and demonstrate the process as needed.
8 Make dice numbered 1–6 and 4–9 available for students to use, and have
them go to work.
SUPPORT Depending on the needs and strengths of your class, you may want to have some
students solve additional problems with you, while others work independently in their books.

SUPPORT If some of your students are confused by the standard algorithm, you may want
to share the strategy shown below, in which the partial products are added, but computa‑
tion starts with the ones instead of the tens. This is a move toward the standard algorithm,
but may be more appropriate for some of your students right now.
47
x4
4 x 7 = 28
4 x 40 = 160
188
CHALLENGE Students who are very comfortable with the algorithm can be assigned to solve
the challenge problem at the bottom of the sheet.
Work Places
• Let them know that you’re all going to do some thinking next session about the kinds
of multiplication combinations that are best solved with the standard algorithm, and
the kinds of combinations that might better be solving using a different strategy.
Home Connection
11 Introduce and assign the Standard Algorithms Home Connection, which
division (4.NBT.6)
Daily Practice
The optional Practice with the Standard Algorithm Student Book page provides additional
opportunities to apply the following skill:
Unit 7 Module 3
Unit 7
Module 3
Session 3 Session 3
Think Before You Multiply
Summary
Today, students consider the following questions: Is it always most efficient and effective to
use the standard algorithm for multi-digit multiplication? What kinds of combinations are
best solved with the algorithm? What kinds of combinations might be better solved using
other methods? After solving and discussing a set of five different multiplication combina-
tions as a class, students complete a related assignment in their books and then go to Work
Places if time allows.
Skills & Concepts

• Write equations with a letter standing for an unknown quantity to represent a multi-step
story problem (4.OA.3)
numbers (4.NBT.5)
Materials
Vocabulary
Problems & Investigations Think Before You Multiply those terms for which Word
Think Before You Multiply • piece of copy paper to mask multiplication
SB 284–285* portions of the teacher master
partial products
Multiplication Methods
product*
Work Places in Use standard algorithm
Daily Practice
SB 286
Two Different Multiplication
Methods

Preparation

• Let students know that you’re going to ask them to do some thinking about when it’s
best to use the standard algorithm for multiplication, and when it might be better to
use a different method or strategy.
• Explain that you’ll do some work as a class. Then they’ll do a related assignment in their
Student Books and go to Work Places if there’s still enough time at the end of the session.
2 Tell students that in a minute you’re going to show them a multiplication

problem, and ask them to solve it mentally. Let them know that they can
use any method that makes sense to them.
3 Then display the first problem on the Think Before You Multiply Teacher
Master, keeping the rest covered for now. Ask students to think privately
about the problem and show thumbs up when they have the answer.
NAME | DATE
1 48
× 2
4 2 students
When most 23
are showing thumbs up, call on several to share their
× 4
solutions and explain their methods to the class. Record each method as
students share, and label the methods with input from the class.
Monica First I tried doing it the way where you multiply 2 × 8 first,
but
3 I couldn’t
99 keep the numbers in my head. Then I saw 48 is really
close to ×50,
5 so I went 2 x 50 is 100, and take away 4 is 96.
Thomas I thought it was pretty easy to start with the ones. I went
2 × 8 is 16, put down the 6 and carry the 10. Then 2 × 40 is 80 plus 10
more is 90, so it’s 96 in all.
Tyrone
4 I broke up the number to make it easier. I said 2 × 40 is 80
125
and 2 ×× 84is 16. 80 + 16 is 96.
NAME | DATE
5 Think
469 Before You Multiply
× 5
1
1 48 2 x 50 = 100 48 2 x 48 = (2 x 40) + (2 x 8)
× 2 100 – 4 = 96 = 80 + 16
x 2
Over Strategy 96 = 96
Algorithm Partial Products
2 23
× 4
3 99
5 Repeat steps 3 and 4 with the next two problems on the sheet (23 × 4 and
99 × 5).
Encourage students to debate and discuss the methods they’re choosing. Some may feel that
the standard algorithm or finding and adding partial products is easiest, while others find
a basic facts strategy or computing an easier combination and subtracting a set or two (the
over strategy) to be more efficient.
Students It’s too hard to keep the numbers in your head with the
standard algorithm.
On 99 × 5, you can just go 100 × 5 and take away 5. That’s the easiest!
Same with 4 × 23. That’s just like 4 × 25, and then take 8 away.
I like using tens and ones on that one. Just go 4 × 20 is 80, and 4 × 3 is
12, so you get 92.
I think when you’re doing multiplication in your head, the standard
algorithm is hard because you have to remember what number you
put in the ones place, and what you put over in the tens place.
6 Show the fourth problem, 125 × 4, and ask students if they can solve it with
mental math. Give them a minute to think about it, and then invite volun‑
teers to share their thinking with the class.
• Although some students may say the combination is too large to solve mentally, some
will likely use a double-doubles strategy (2 x 125 = 250, and 2 x 250 = 500), while others
will use the distributive property (125 x 4 = (100 x 4) + (25 x 4)).
• Next, work with student input to solve the problem using the standard algorithm and
then using partial products.
• Which of these methods seems easiest and most efficient? Why?
7 Show the last problem, 469 × 5, and ask students if they can work it in their
heads. Why or why not?
Many students will probably agree that this combination is too big to tackle mentally.
8 Ask pairs to discuss estimates for the problem. Then have students work
it twice in their journals, once using the standard algorithm and once by
finding and adding the partial products.
• Have them share and compare their work with the people sitting next to them to be
sure they have the correct answers.
• Then talk with the group about both methods. Which seemed easier? Which seemed
most efficient? Why?
9 Work with the class to make some generalizations about the different
multiplication methods they’ve used to solve the problems on the teacher
master, and record some of their thoughts on a piece of chart paper.
• Is the standard algorithm always the quickest and easiest?
• What about finding and adding partial products?
• When does it work best to use a basic facts strategy or the over strategy?
Which Multiplication Methods Work Best?

• If you’re multiplying numbers like 4 x 38 in your head,
it’s easy to do the tens and then the ones and add them.
• You should use the over strategy when you can. For
example, if you’re doing 6 x 199, just think about
6 x 200, and take 6 away.
• If you’re multiplying a big number, like 5 x 469, the
standard way is good. But you have to remember to
carry the tens and hundreds, and add them in.
• If you find partial products for 5 x 469, it’s
2,000 + 300 + 45. There’s more to write, but
you can see all the numbers.
10 Display the Multiplication Methods Student Book pages, and have students
locate the pages in their books. Review the tasks on both pages, and clarify
as needed.
11 Give students the rest of the session to complete the assignment.
SUPPORTIf some students still need help solving multi-digit multiplication problems, you
may want to meet with a small group while the rest of the class works independently.
12 As they finish, have students meet in pairs to share and compare their work.
Encourage them to discuss and debate the methods they find easiest and most efficient for
solving the combinations on the first page and estimating the answers to problems 2a and 2b.
Work Places
• Let them know that they’ll move along to larger multiplication problems next session.
Daily Practice
The optional Two Different Multiplication Methods Student Book page provides addi‑
• Use equations to explain strategies for multiplying with multi-digit numbers (4.NBT.5)
Unit 7 Module 3
Unit 7
Module 3
Session 4 Session 4
Double-Digit Quick Sketches
Summary
After taking a brief checkpoint, students review a technique for drawing quick sketches of
2-digit by 2-digit multiplication combinations. Then they practice the sketching technique
and use it to solve a variety of multiplication problems. At the end of the session, the teacher
introduces and assigns the Choose Your Strategy Home Connection.
Skills & Concepts

• Solve multi-step story problems involving only whole numbers, using multiplication,
subtraction, and division (4.OA.3)
• Select and write equations with a letter standing for an unknown quantity to represent a
tion, rounding and other estimation strategies (4.OA.3)
numbers (4.NBT.5)
Materials
Vocabulary
Assessment Problems & Equations Checkpoint those terms for which Word
TM T3–T4 • scratch paper, class set Resource Cards are available.
Problems & Equations Checkpoint area*
Problems & Investigations Double-Digit Quick Sketches array*
TM T5 • piece of copy paper to mask
equation*
The Ants’ Park portions of the teacher master estimate*
SB 287–288* multiplication
Double-Digit Multiplication partial products
Sketches
product*
Home Connection square centimeters
HC 143–144 square foot
Choose Your Strategy sum or total*
Daily Practice
SB 289
Multiples of Ten & More

Assessment Guide
Problems & Equations Checkpoint scoring and intervention
suggestions.
1 Open the session by telling students they will take a quick checkpoint on story
problems and equations. Then you’ll do some more work with multiplication.
2 Display the Problems & Equations Checkpoint, and give each student a copy.
Give students a minute to look it over, ask questions, and then have them begin.
• Place a stack of scratch paper at each table or near each cluster of desks for students’
use during the checkpoint.


Double-Digit Quick Sketches
4 Display the top section of the teacher master titled The Ants’ Park. Read
the problem with the class. Ask students to estimate the area of the tiny tots
play area, and call on volunteers to share their thinking with the class.
NAME | DATE
The Ants’ Park

1 The harvester ants over in Oakdale are building a park for their families. They
are planning to make a tiny tots play area that is 12 centimeters wide and 16
centimeters long. How many square centimeters will their tiny tots play area be?
Students I think around 200 square centimeters because 10 × 16 is

160, and then 2 × 16 is 32.
I said 200 because 12 × 16 is kind of like 10 × 20, and that’s 200.
5 As students watch, sketch a frame for 12 × 16. Then fill in the array as
2 There is a small field near the tiny tots play area that is 23 centimeters wide and
shown below.
27 centimeters long. The harvester ants want to divide it into different sections as
Let studentsshown
knowinthatthe plan
youbelow.
are Label each section
drawing lines with a multiplication
based on the place equation.
values Then
in the dimensions
find the total area of the small field.
(between the 10 and the 6 in 16, and the 10 and the 2 in 12).
400
140
27 cm 60
20 cm 7 cm
+ 21
621 sq. cm
20 x 20 = 400 20 x 7 = 140
20 cm
Lawn Sports
Area
23 cm
27
16 cm
12 cm
6 After you have drawn in the lines, ask the students to help you fill in the
area of each part of the array. Prompt their thinking, if necessary, by label‑
ing the tens and ones on the frame.
16 cm
10 6
10 10 x 10 = 100 10 x 6 = 60
12 cm
2 2 x 10 = 20 2 x 6 = 12
7 After you’ve labeled all 4 parts of the array with the class, remind students
that each part is called a partial product, and that the sum of the partial
products is the total product of 12 × 16. Then ask them to find the sum of
the partial products mentally.
Record the partial products and their sum beside the array. Then
NAME | DATE
record the transaction in
the form of a multiplication combination.
The Ants’ Park
16 cm
10 6
centimeters long. How many square centimeters will 100their tiny tots play area be?
60
10 10 x 10 = 100 10 x 6 = 60 20 16
12 cm + 12 x 12
192 sq. cm 192 sq. cm
2 2 x 10 = 20 2 x 6 = 12
8 Repeat steps 4–7 with the second problem on the teacher master.
shown in the plan below. Label each section with a multiplication equation. Then
400
140
27 cm 60
20 cm 7 cm
+ 21
621 sq. cm
20 x 20 = 400 20 x 7 = 140
20 cm
Lawn Sports
Area
23 cm
27
x 23
621 sq. cm
3 x Picnic
20 =Tables
60
3 cm
Snack Bar
3 x 7 = 21
9 Display copies of the Double-Digit Multiplication Sketches Student Book

pages as students find the pages in their books.
• Ask them to complete the first problem on their own or in pairs.
• Circulate as they work, and when most are finished, reconvene the class to discuss their
thinking.
• Walk through the problem step-by-step as a whole group, starting with a sketch of the
array on the whiteboard that replicates the picture on the first worksheet, and finishing
with an addition and a multiplication equation to express the total area.
24 cm
20 4
10 x 4 = 40
200
10 10 x 20 = 200 40
18 cm 160 24
+ 32 x 18
432 sq. cm 432 sq. cm
8 8 x 20 = 160
8 x 4 = 32
10 Give students time to complete the rest of the first sheet and all of the
second independently.
• Assist as needed.
• Encourage students to share and compare their answers as they finish the assignment.

• Let them know that they’ll continue to work with double-digit multiplication next session.
Home Connection
12 Introduce and assign the Choose Your Strategy Home Connection, which
• Write equations with a letter standing for an unknown quantity to represent a multi-
Daily Practice
The optional Multiples of Ten & More Student Book page provides additional opportuni‑
Unit 7 Module 3
Unit 7
Module 3
Session 5 Session 5
Summary
Students use the area model to picture and solve 2-digit by 2-digit multiplication problems. In
this activity, the focus is on transitioning to using numbers only, connecting them to the area
model as needed to support students’ work.
Skills & Concepts

numbers (4.NBT.5)
Materials
Problems & Investigations Four Partial Products those terms for which Word
SB 290–291* • student math journals Resource Cards are available.
Double-Digit Multiplication array*
Work Places in Use dimension*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) multiplication
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) multiply*
6A Factors & Multiples (introduced in Unit 6, Module 2, Session 3) partial products
product*
Daily Practice
SB 292
Four Partial Products Practice

Preparation

1 Explain that during today’s session, students will work together to solve
a double-digit multiplication problem using sketches and numbers. Then
they’ll complete a related assignment in their Student Books, and go to
Work Places if they have time.
2 Write 24 × 27 in vertical format where everyone can see it.
27
x 24
3 Have students each write a story problem to match the expression in their
journals, along with an estimate of the answer.
• When they’ve had a couple of minutes to work, ask them to share their story problems
and estimates in pairs.
• Then call on several volunteers to share their story problems with the class, and several
others to share and justify their estimates.
4 Now make a quick sketch to match the expression. First sketch the dimen‑
sions, then the total array, and then add two lines to show how the array
can be divided into four partial products by place value.
20 7 20 7 20 7
20 20 20
4 4 4
Sketch and label the dimensions. Draw a rectangle to show Draw a line to show how the
the whole product. whole product can be divided
into 2 partial products.
5 After you’ve sketched the array, ask students to find the Double-Digit
Multiplication Student Book pages.
• Ask them to make a similar quick sketch on the first sheet, which includes 24 × 27 as
problem a.
• Then ask everyone to find the total product by filling in and adding together the four
partial products.
6 After they have had a few minutes to work, ask students to compare their
results with a neighbor. Then reconvene the class to discuss the problem.
• Ask students to share their partial products one at a time, while you record them in
numerical form beside the array.
• Each time, use a short line segment to show which two numbers are being multiplied,
as shown below.
If you work from top left to top right, and then lower left to lower right, you can keep
students’ attention on the magnitude of the final answer.
Teacher OK, what was the product for this part of the array?
Ryan It’s 20 times 20. That’s 400.
Teacher I’ll write that over here like this. I am drawing a line from
the 2 down below to the 2 up top to show that we have multiplied 20
times 20. What does this tell us, before we go any further, about how
big our final answer will be?
20 7
27
20
x 24
400
4
Ayesha It’s going to be more than 400. There’s still more to go.
7 Continue in this manner until students have reported the total product. Math Practices
Each time you add a partial product, draw a line from a digit in the bottom in Action 4.MP.7
number to a digit in the top number to show which numbers were multi‑ This session invites
plied. In the end, the recording will look like this: students to look for and
make use of structure
27 as they explicitly draw
connections between
the partial products that
x 24 are evident in both the
20 x 20 = 400 array model and in the
20 x 7 = 140 algorithm. When they
see and understand this
4 x 20 = 80 structure, they bring their
4 x 7 = 28 understandings of the
distributive property and
648 of place value to bear
on their work with the
8 Leave the example on display and give students the rest of the session to
algorithm.
work on the Double-Digit Multiplication sheets, using this method of
recording and computing.
• Let them know that they don’t have to draw the lines between the numbers they’re
multiplying if they don’t want to. However, the lines can help them keep track of which
numbers they have already multiplied, especially if they choose to drop the sketches,
which is also an option.
• Circulate as they’re working, and encourage students who seem confused to continue
sketching before they compute.
SUPPORT You may also want to meet with a small group to provide extra support if necessary.

CHALLENGE Invite students who complete the assignment easily and accurately to solve the
last problem on the second sheet. This challenge problem invites the use of at least two
different strategies.
Work Places
Have students clean up and put their materials away.
Daily Practice
The optional Four Partial Products Practice Student Book page provides additional
Teacher Masters
NAME | DATE

going to paint?
They put 26 chairs in each row. How many chairs did they use altogether?
NAME | DATE
1 48
× 2
2 23
× 4
3 99
× 5
4 125
× 4
5 469
× 5
NAME | DATE
Problems & Equations Checkpoint page 1 of 2

90 30 40 60 80 33 21
× 3 × 8 × 5 × 30 × 50 × 20 × 40
24 260 199
× 6 × 5 × 7
3 Mr. Jones got 7 boxes of crayons for his fourth graders. Each box had 48 crayons in
it. He dumped all the crayons out of their boxes and divided them into 6 tubs, one
for each table group. How many crayons did each table group get?
a Which equation best represents this problem? (The letter c stands for crayons.)
NN (7 × 48) × 6 = c NN (7 + 48) × 6 = c NN (7 × 48) ÷ 6 = c
b Choose the best estimate for the answer to this problem.

NN 25 crayons NN 50 crayons
NN 100 crayons NN 150 crayons
c Tonya says 100 crayons is the best estimate. Do you agree with Tonya? Why or
why not?
NAME | DATE
Problems & Equations Checkpoint page 2 of 2
4 Ms. Penny got 11 packs of pencils for her fourth graders. Each pack had 24 pencils
in it. She gave each of her 26 students 3 of the new pencils. How many pencils did
she have left?
unknown number.
b Sam got 95 pencils for his answer. Is Sam’s answer reasonable? Why or why
not? Use estimation to help answer this question.
c Use numbers, labeled sketches, and or words to model and solve this problem.
Show all of your work.
Ms. Penny had _____ pencils left.
NAME | DATE
The Ants’ Park

centimeters long. How many square centimeters will their tiny tots play area be?
shown in the plan below. Label each section with a multiplication equation. Then
27 cm
20 cm 7 cm
20 cm
Lawn Sports
23 cm Area
3 cm
Picnic Tables Snack Bar
Student Book
NAME | DATE
Multiplication Story Problems Record Sheet

1 Use sketches and numbers to solve each of these story problems with your class.
a
NAME | DATE
Single-Digit Multiplication
1 Use a sketch and numbers to solve the problems below. Follow the example.
Sketch Numbers
28
20 8 × 4
4 × 20 = 80
4×8=
+ 32
4
112
36
× 5
5 × 30 =
5×6=
+
24
× 7
7 × 20 =
7×4=
+
45
× 9
9 × 40 =
9×5=
+
2 Use numbers to solve these problems.

52 37 65 325
× 6 × 7 × 4 × 7
6 × 50 = 7 × 30 =
6×2= 7×7=
+ +
NAME | DATE
Double-Digit by Single-Digit Multiplication

1 Use a sketch and numbers to solve the problems below. Follow the example.
Sketch Numbers
20 4 24
× 7
7 × 20 = 140
7 140 28 7×4=
+ 28
168
27
× 5
5 × 20 =
5×7=
+
23
× 9
9 × 20 =
9×3=
+
35
× 8
8 × 30 =
8×5=
+
2 Use numbers to solve these problems.

43 68 54 83
× 6 × 6 × 5 × 4
6 × 40 = 6 × 60 =
6×3= 6×8=
+ +
NAME | DATE
Roll Your Own Multiplication Problems

For the problems below:
• Choose a die numbered 1–6 or 4–9.
• Roll it as many times as you need to fill in each of the boxes below. You can write each number you
roll in any box on the sheet, but once all the boxes are filled, you can’t change them.
• Use the method you just learned in class to solve your problems.
• When you’re finished, trade papers with a classmate and have him or her check your answers.
× × × ×
× × ×
1 CHALLENGE Use each of these digits just one time: 0 1 2 3 4 5 6 7 8 9

Write them in the empty spaces below to make each problem correct.
6 4 4 8 2
× × × ×
3 6 6 3 1 4 5 3 2
NAME | DATE
Practice with the Standard Algorithm

Maddie and her mom got 6 boxes of treats for their dogs. There are 34 treats in each
box. How many treats did they get for their dogs?
To solve this problem, multiply 6 × 34. Here are two different methods:
1 You can make a sketch and list the partial products. Then you can add them.
30 4 34
× 6
6 × 30 = 180
6 180 24 6×4= + 24
204 treats
2 You can also multiply by using the standard algorithm. If you use this method, you
don’t have to list the partial products.
2 Multiply the ones. 6 × 4 = 24 ones. Since 24 is 2 tens plus

34 4 ones, write the 4 in the ones place and write the 2 tens
above the 3 in the tens place.
× 6
204 Multiply the tens. 6 × 3 = 18 tens. Add the 2 tens you
carried over to the 18 tens. Write 20 tens in the tens and
hundreds place.
Use the standard algorithm to solve the problems below.

23 35 29 44 67 19
×4 ×7 ×3 ×4 ×2 ×8
132 234 416 240 321 439

×4 ×3 ×6 ×4 ×7 ×5
NAME | DATE
Multiplication Methods page 1 of 2

Here are three different ways to solve 4 × 199.
Standard Algorithm Partial Products Over Strategy
33 1 4 × 100 = 400 199 is almost like 200

199
× 4 4 × 90 = 360 4 × 200 = 800
796 4 × 9 = 36 800 – 4 = 796
400 + 360 + 36 = 796
1 Use the standard algorithm to solve each problem below. Then solve it a different
way. Label your method. Circle the method that seemed quicker and easier.
Standard Algorithm A Different Way
37
× 4
a
63
× 7
b
299
× 6
c
749
× 7
d
NAME | DATE
Multiplication Methods page 2 of 2
2 Fill in the bubble to show the best estimate for each problem.
a 43 NN 200 b 226 NN 700
× 7 NN 250 × 4 NN 800
NN 300 NN 900
NN 350 NN 1,000
c Circle the method that seems to help most for estimating the answers
to these problems.
Standard Algorithm Partial Products Rounding
3 The fourth and fifth graders at King School went to the museum yesterday in 7
buses. There were 65 students on each bus. How many students were there in all?
Write and solve an equation for this problem. Show all your work.
4 CHALLENGE The big building downtown has 27 floors. There are 8 offices on each
floor. Each office has 8 computers. How many computers are there in all? Write and
solve an equation for this problem. Show all your work
NAME | DATE
Two Different Multiplication Methods

1 Solve each problem below. Use the standard algorithm at least two times. Use the
partial products method at least two times.
12
135 135 28 47
× 4 × 4 × 8 × 5
540 4 × 100 = 400
4 × 30 = 120
4 × 5 = 20
540
standard algorithm partial product
56 321 482 259

× 3 × 7 × 6 × 3
2 Ramon bought 8 big cases of breakfast cereal. Each case held 12 boxes of cereal.
How many boxes of breakfast cereal did Ramon buy?
• Restate the question in your own words:
• Underline the information in the problem you do need to solve the problem.
• Cross out the information in the problem you don’t need to solve the problem.
• Solve the problem. Show all your work.
NAME | DATE
Double-Digit Multiplication Sketches page 1 of 2

1 Mr. Green’s 1st grade classroom is 18 feet wide and 24 feet long. He is planning to
divide it into 4 sections. Here is his plan. Write a multiplication equation in each
section to show its area in square feet.
24’
Reading Loft
Tables
18’
Block Corner
Rug
a What is the total area of the 18-by-24-foot classroom? Show your work.

40 20 30 50 60 10 20
× 60 × 30 × 30 × 50 × 70 × 90 × 20
NAME | DATE
Double-Digit Multiplication Sketches page 2 of 2
3 Sketch an array for each of the frames below. Label each part with a multiplication
equation to show its area. Then find the total area of the array.
23
16
total area = ______________
14 22
14
19
total area = ______________
total area = ______________

30 50 40 60 80 70 20
× 9 × 8 × 7 × 4 × 7 × 5 × 8
NAME | DATE
Multiples of Ten & More

30 20 50 40 20 30 90
× 20 × 30 × 40 × 50 × 60 × 70 × 80
20 30 60 20 40 70 90
× 9 × 8 × 7 × 6 × 8 × 7 × 9
2 Multiply each number in the top row by the number at the left. The first one is done
for you as an example.
× 2 4 8 3 6 12 5 10 7 9
30 60
× 2 4 8 3 6 12 5 10 7 9
× 2 4 8 3 6 12 5 10 7 9
36
3 Tyrone says you can use the answers in the first two charts of problem 2 to help
figure out the answers in the third row. Do you agree with him? Why or why not?
NAME | DATE
Double-Digit Multiplication page 1 of 2

1 Find the product of each pair of numbers below. Make a labeled sketch to help, or
just use numbers. Show all of your work.
a 27
× 24
b 24 c 27
× 18 × 25
d 36 e 36
× 13 × 23
NAME | DATE
Double-Digit Multiplication page 2 of 2
2 Solve the story problems below. Make a labeled sketch to help, or just use numbers.
Show all of your work.
a Tonya works at a sporting goods store in the mall. Last week, she unpacked 28
boxes of new sweatpants. Each box had 24 pairs of sweatpants in it. How many
pairs of sweatpants did she unpack?
b Tonya made 23 stacks of sweatshirts. She put 17 shirts in each stack. How many
shirts did she stack in all?
c CHALLENGE Then Tonya made 24 stacks of shorts. She put 16 pairs of shorts in
each stack. The store she works for had to pay $4.99 for each pair of shorts.
How much did they have to pay for all the pairs of shorts Tonya stacked?
NAME | DATE
Four Partial Products Practice

Multiply to get four partial products and add them up. The first one has been done for
you as an example.
29 37 26
× 25 × 24 × 32
20 × 20 = 400
20 × 9 = 180
5 × 20 = 100
5 × 9 = 45
725
45 24 76
× 36 × 18 × 15
33 53 34
× 28 × 39 × 73
Home Connections
NAME | DATE
Standard Algorithms page 1 of 2

1 Use the standard algorithm to solve each multiplication problem.
2
34 43 28 59
× 7 × 6 × 4 × 4
238
37 84 33 68
× 3 × 3 × 8 × 5
2 Solve the problems below using the standard algorithm. Show your work.
42
164 137 382 485
× 7 × 3 × 7 × 6
1,148
146 232 143 406

× 4 × 6 × 5 × 5
CHALLENGE
1,243 3,531 4,325 3,478

× 5 × 4 × 4 × 9
NAME | DATE
Standard Algorithms page 2 of 2
3 Solve each addition problem using the standard algorithm.
1
457 403 573 226
+ 392 + 238 + 348 + 901
849
2,740 3,029 4,098 5,768

+ 342 + 1,452 + 3,429 + 7,431
4 Solve each subtraction problem using the standard algorithm.
9
2 11
1,305 638 503 1,800
– 648 – 553 – 229 – 925
657
4,309 6,005 5,078 2,455

– 526 – 1,347 – 5,019 – 1,990
5 CHALLENGE Fill in the missing number to make each equation true.
7,000 = 670 + ( _____ × 5) 8,420 = (7 × _____) + 797
(12 × 30) – (3 × _____) = 114 (_____ × 25) – 420 = 330
NAME | DATE
Choose Your Strategy page 1 of 2

Here are three different ways to solve 4 × 29.
Standard Algorithm Partial Products Over Strategy
3 1 4 × 20 = 80 29 is almost like 30.

29
× 4 4 × 9 = 36 4 × 30 = 120
116 80 + 36 = 116 120 – 4 = 116
1 Use the standard algorithm to solve each problem below. Then solve it a different
way. Label your method. Circle the method that seemed quicker and easier.
Standard Algorithm A Different Way
39
× 6
a
51
× 7
b
65
× 7
c
199
× 8
d
NAME | DATE
Choose Your Strategy page 2 of 2
a 49 NN 350 b 326 NN 700
× 8 NN 400 ×3 NN 800
NN 450 NN 900
NN 500 NN 1,000
c Circle the method that seems to help most for estimating the answers to
these problems.
Standard Algorithm Partial Products Over Strategy Rounding
3 Sam, Sarah, Deena, and TJ each have 37 marbles. How many marbles do they have
in all? Write and solve an equation for this problem. Show all your work.
4 CHALLENGE The kids at the high school are having a monthlong car wash. They
charge $6.00 to wash a car. If they wash 28 cars a day for 9 days, how much money
will they make? Write and solve an equation for this problem. Show all your work.
Teachers Guide
Module 4
Session 1 Working with a Two‑Part Area Model�� 3
Session 2 Extending the Standard Multiplication Algorithm�� 9
Session 3 Reviewing & Evaluating Multiplication Methods�� 13

Multiplication Strategies�� T1 Variables & Expressions��145
Working with Two-Part Multiplication��T2 Unit 7 Review��147
Student Book Pages

Two-Part Multiplication��293
Reasonable Estimates & Partial Products��295
Roll Your Own Double-Digit Multiplication Problems��296
School Supplies��297
Reviewing Multiplication Methods�� 298
Evaluating Multiplication Methods�� 299
Addition & Subtraction Review��301
Secret Paths & Multiplication Tables��302
Unit 7
Unit 7
Module 4
Module 4
Overview
The first three sessions in this module parallel some of the instruction in the previous module, as students are introduced to the
standard algorithm for double-digit multiplication. In the third session, students review and evaluate some of the multiplica‑
tion methods and strategies they have investigated over the past couple of weeks, including the standard algorithm. The module
ends with a unit post-assessment.
Planner
Session P&I WP A DP HC
Session 1 Working with a Two-Part Area Model
Students review some of their current strategies for double-digit multiplication and then explore a variation
of the area model in which the rectangular array is divided into two instead of four parts.
Session 2 Extending the Standard Multiplication Algorithm
Today, the teacher introduces the standard algorithm for multiplying 2-digit by 2-digit numbers. After
practicing this method as a class, students use dice to roll their own multi-digit multiplication combinations
and solve them using the standard algorithm.
Session 3 Reviewing & Evaluating Multiplication Methods
Students review some of the multi-digit multiplication methods they have explored and think critically
about which strategies are most effective. Then they work independently on a set of problems and discuss
their solutions, as well as the strategies they selected.

Resources
each master.
to supplement your
instruction.
Run a single display copy of Student Book pages 293–294, 296, and 298.
pages 293–302.
the assignments for this module using Home Connections pages 145–148.
Unit 7 Module 4
Unit 7
Module 4
Session 1 Session 1
Working with a Two‑Part
Area Model
Summary
Students review some of their current strategies for double-digit multiplication and then
explore a variation of the area model in which the rectangular array is divided into two
instead of four parts. At the end of the session, the teacher introduces and assigns the
Variables & Expressions Home Connection.
Skills & Concepts

numbers (4.NBT.5)
Materials
Problems & Investigations Working with a Two-Part Area Model those terms for which Word
Multiplication Strategies • a piece of copy paper to area model
TM T2 mask portions of the teacher of multiplication*
Working with Two-Part Multiplication master
array*
SB 293–294*
dimension*
Two-Part Multiplication
partial products
Work Places in Use
product*
Home Connection
HC 145–146
Variables & Expressions
Daily Practice
SB 295
Reasonable Estimates & Partial Products

Preparation

Working with a Two-Part Area Model
1 Explain that during today’s session, students will review some of the strate‑
gies they have already developed for multi-digit multiplication, and explore
a new one together.
2 Ask students to take out their math journals as you write the first problem
on the board. Have them jot an estimate of the answer in their journals and
explain their thinking to the person sitting next to them.
25
x 23
3 Next, ask students to solve the problem, but leave the choice of a strategy up
to them. As they finish, have them share their answers and strategies in pairs.
4 Then place the top portion of the Multiplication Strategies Teacher Master
on display. Ask students to examine the four different responses and locate
the one most similar to their own. Then call on a different volunteer to
explain each strategy to the class.
NAME | DATE
Mr. Ozuna asked his 4th graders to solve 23 × 25. Here are the answers from four of his
students. How do they compare with yours?
Jon Josie Nick Kamela
20 5 400 25 20 × 25 = 500
3 × 25 = 75 1
100 500 + 75 = 575 25
+ 23
60 400 × 23
20 400 100 + 15 100 75
575 60 + 500
+ 15 575
3 60 15 575
1 25
5 Ask students to compare and contrast 25

these four strategies.
× 23
• How are the strategies alike and how are they different?
23 20
• Does one seem to have any advantage over the others? Why or why not?
• Which might your
3
students choose if they had to do the problem in their head instead
of on paper?
Students Kamela’s way is really fast, but it’s a little confusing. I don’t
quite get how to do24 that one.
2
I do! I think it’s the easiest. 24
× 22
I like Josie’s way because you can see all the steps.
20
I still like
22
drawing a picture like Jon did. It just seems easier to see
what’s going on.
22
Nick’s way is really fast too. I think it would be the easiest one to do in
your head.
I can make a sketch in my head and just see what the answer would be.
Unit 7 Module 4 Session
students. How do 1
they compare with yours?
20 5 400 25 20 × 25 = 500
3 × 25 = 75 1
100 25
6 Now reveal the middle portion of 400the teacher master. Ask students to
+ 23 500 + 75 = 575
× 23 60
examine the sketch quietly for a 100 moment and then invite them to share
20 400 100 75+ 15
60 + 500 575
their observations
3 60 first15in pairs and
+ 15
575
then with the class.
575
1 25
25
× 23
23 20
Students It’s the area model, but it’s different.

It’s like Jon’s way up there, except there are two parts instead of four.
2 24
I think that’s a pretty easy way to do it.
24
The top part would be 20 × 25,
and that’s 500. × 22
Hey, this
22
is kind of like Nick’s way, because it’ll be 500 for the top part
20
and 75 for the bottom part.

Unit 7 Module 4 Session 1 1 copy
22 for display Unit 7 Module 4 Session 1 1 copy for display
7 After students have shared their observations, work with input from the
NAME NAME | DATE Math Practices
| DATE
class to model and solve the problem, usingMultiplication

the sketch and multiplication in Action 4.MP.7
Multiplication Strategies Strategies
combination on the teacher master.
graders to solve 23 × 25. Here are theLike sessions in the
Mr. Ozuna asked his 4th graders to solve 23 × 25. Here are the Mr.answers
Ozunafromaskedfour
his of
4thhis answers from four of his
• First, Howwork
Unit 7 Module 4
students. do they with students’
compare input to label theUnit
with yours? lower
students. region dowith
How Session
7 Module 4
a multiplication
1 1 copy for display
they compare with yours? previous module, this
NAME
equation.
Jon Josie Nick
NAME | DATE
Kamela
Jon session invites
| DATE
Kamela students
Josie Nick
20 5 400 25 20 × 25 = 500 20 5 400 25 20 × 25 = 500to look for and make
• Multiplication
Then transfer the information to the
Strategies 3 ×expression
25 = 75 at the right
Multiplication 1 of the sketch,
Strategies looping the 3 × 25 = 75 1
100 500 + 75 = 575 25 100 500 + 75 = 575use of structure 25 as
numbers as shown
Mr. Ozuna asked his 4th graders in the +illustration
60 to solve
23
400 below
23 × 25. Here are the to
Mr. emphasize
answers
Ozunafrom the
asked×four
his of
23 4thfact you’ve
hisgraders multiplied
+ 23
60 to solve 25
40023 × 25. Here are the they
answers from ×four
explicitly of his
23draw
20 byHow
students. the number
400do they of +ones
compare inyours?
15with 23. students.
20 How
400do 75 they compare+ 15with yours? 75
100
575
100
+ 500
100
575
100 connections between
+ 500
60 60
• Repeat Jon the process with the Josie
+ 15top region, again looping Kamela
Nick
the
Jon
numbers to emphasize
575
Josie
+ 15 the Nick the partialKamela
products
575 that
20 515 25 20 × 25 = 500 3 20 5 25 20 × 25 = 500
3 60 400
fact that you’ve multiplied 25 by the3 ×number
575 25 = 75 of tens in 23.
60 1 15 400
575 3 × 25 = 75 are evident in1 both the
100 25 100 500 + 75 = 575array model and 25
× 23 in the
+ 23 500 + 75 = 575 + 23
1 25
60 400 1 × 23 25
60 400
algorithm. When
20 400 100 + 15 100 20 400 75 100 + 15 100 75 they
575 60 25 + 500 575 60 25 see and understand
+ 500 this
+ 15 × 23 575 + 15 × 23 structure, 575 use their
they
3 60 15 3 60
575 75 20 x1525 = 500 575 75 understandings of the
23 20 23 20 + 500
1 25 1 25 575 distributive property
and of place value to
25 25
3 3 x 25 = 75 × 23 3 3 x 25 = 75 × 23 inform their work with the
75 20 x 25 = 500 75 algorithm.
23 20 Step 1 23 20 Step 2
+ 500
575
8 Now3 reveal3 the
x2425problem
= 75 at the bottom of2the teacher 3master,
x2425 = 22
75 × 24. Work
2 3
with input from the class to fill in the frame with a rectangle, divide the rect‑
24 24
angle into two parts, write a multiplication
× 22
equation to show the area of each
× 22
part,20 and transfer the information
48 to the expression
20
at xthe
20 24right
= 480of the sketch.
48
22 22
+ 480
2 24 2 24 528
24 24
22 2 x 24 = 48 × 22 22 2 x 24 = 48 × 22
20
48 20
20 x 24 = 480 48
22 22
+ 480
528
Bridges in Mathematics Grade 4 Teacher Masters T1 © The Math Learning
Bridges Center
in Mathematics
Grade 4 Teacher Masters T1 © The Math Learning Center | mathlearningcenter.org
22 2 x 24 = 48 22 2 x 24 = 48
Step 1 Step 2
Bridges in Mathematics Grade 4 Teacher Masters T1 © The Math Learning

BridgesCenter
in Mathematics
Grade 4 Teacher Masters T1 © The Math Learning Center | mathlearningcenter.org
9 Display the Working with Two-Part Multiplication Teacher Master, and have
students find Two-Part Multiplication pages 1 and 2 in their Student Books.
Use the top part of the teacher master to review the instructions for page 1.
Work through Problem 1a and, if necessary, Problem 1b, with the class. Have students
work in their books as you work at the display.
ELL/SUPPORT Many students find it helpful to break the side dimension on each rectangle into
tens and ones, so you may want to verbalize this, model it, and encourage them to do so.
NAME | DATE
Working with Two-Part Multiplication

1 For the following problems:
• Label the frame to show the two numbers that are being multiplied.
• Sketch in the rectangle and divide it into two parts.
• Label each of the parts with a multiplication equation.
• Add the partial products to get the answer.
21 14
20 1
× 15 × 16
105 84
10 10 x 21 = 210 + 210 10 x 14 = 140 + 140
315 224
6 x 14 = 84
5 5 x 21 = 105
2 For the following problems: Example

10 Use the lower• part ofthethe
Multiply teacher
top number by the master
ones and to review the 24 instructions for the
second Studentthen
Bookby thepage.
tens. Work through Problems 2 × 24 =
×2a12 and 2b with the
48
class. Have students work in their books as you10 ×work at the display.
24 = + 240
288
Here, students are asked to work with numbers alone, multiplying first by the 1s in the
multiplier, then by the 10s, and finally adding the two partial products to get the answer.
23 25
× 13 × 22
11 Give students the remainder of the session to complete the assignment.
SUPPORT Use your copies of the Two-Part Multiplication Student Book pages to continue
working with students who need help, as the others work independently.
12 As students complete the assignment, have them meet in pairs to share and
compare their answers.
Ask them to resolve any differences by working the problem(s) together to determine the
correct answer(s).
Work Places
Have students clean up and put their materials away.
Home Connection
15 Introduce and assign the Variables & Expressions Home Connection,
which provides practice with the following skills:
• Solve multi-step equations and story problems involving only whole numbers, using
multiplication, addition, and subtraction (4.OA.3)
• Select equations with a letter standing for an unknown quantity to represent a multi-
• Evaluate numerical expressions that contain parentheses (5.OA.1)
Daily Practice
The optional Reasonable Estimates & Partial Products Student Book page provides
Unit 7 Module 4
Unit 7
Module 4
Session 2 Session 2
Summary
Today, the teacher introduces the standard algorithm for multiplying 2-digit by 2-digit
numbers. After practicing this method as a class, students use dice to roll their own multi-digit
multiplication combinations and solve them using the standard algorithm.
Skills & Concepts

numbers (4.NBT.5)
Materials
Problems & Investigations Extending the Standard Multiplication Algorithm those terms for which Word
SB 296* • dice numbered 1–6 and 4–9, • student math journals Resource Cards are available.
Roll Your Own Double-Digit class set of each area model
Multiplication Problems
array*
Daily Practice dimension*
SB 297 multiplication
School Supplies multiply*
HC – Home Connection, SB – Student Book, TM – Teacher Master partial products
Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display. product*
standard algorithm

Extending the Standard Multiplication Algorithm
1 Explain that during today’s session you will introduce the standard algo‑
rithm for double-digit multiplication.
You might want to let students know that this is a sneak-preview of a skill they will be
expected to learn in fifth grade, while acknowledging that some of them may already be
familiar with the algorithm.
2 Write 23 × 27 on the board. Ask students to record the problem in their

journal, along with an estimate of the answer. Then call on volunteers to
share and explain their estimates.
Students It will be more than 400 because 20 times 20 is 400.
27 is pretty close to 30, and 20 × 30 is 600, so maybe it will be around 600.
3 Next, ask students to find the product using either the four-part area
model, or the two-part area model they explored last session.
Let students know that if they can solve the problem without a sketch by finding the
partial products mentally, or writing them out, and then adding them, that’s fine.
4 Have students share their solutions and strategies in pairs as they finish.
Then work with input from the class to record both the four-part and the
two-part strategies where everyone can see them.
20 7 27
27 27
x 23 x 23
20 20 x 20 = 400 20 3 x 27 = 81
400 140 20 x 7 = 140 540
20 x 27 = 540
3 x 20 = 60
3 x 7 = 21 621
3 60 21 621 3 81
5 Ask the class to compare and contrast the two strategies. What are the
advantages and disadvantages of each?
Students It’s easier to see what you’re doing with the four-part model.
The multiplication is easier to do in your head with four parts. You
just have to think of stuff like 20 × 20 and 20 × 7. With the two-part
model, you have to do 20 × 27.
That’s easy, though! 27 + 27 is 54, so the answer is 540.
I like the two-part way because you only have to multiply two things
instead of four.
I did 3 × 27 in my head because it’s like 3 × 25, and then just add 6
more for the extra.
6 Then demonstrate the standard algorithm.

• We recommend that you do it in two parts, as shown below, to make the two steps of
multiplying first by the 1s and then by the 10s in 23 a little clearer.
• Explain each step as you do it.
• Ask students to watch and listen closely to see if they can make sense of what you’re
doing based on all the experiences they’ve had with multiplication.
ELL This modeling you do will help ELL students immensely. Make sure they are seated
near you so they can see what you are doing. Try to engage them as much as possible.
27 27
x 23 x 23
81 81
+ 540
621
7 When you have finished the demonstration, ask students to explain how
this method works.
• Can they see any connection between the algorithm and the area model?
• Does the strategy make sense to them? If they don’t mention it, ask students to connect
the algorithm you’ve modeled to the arrays on the board.
• Where do they see the partial products 81 and 540 in the array?
20 7 27
27 27
x 23 x 23
20 20 x 20 = 400 20 3 x 27 = 81
400 140 20 x 7 = 140 540
20 x 27 = 540
3 x 20 = 60
3 x 7 = 21 621
3 60 21 621 3 81
Students They’re right there in the two-part array. They’re just
switched around, so first it’s 540 and then it’s 81.
I don’t see them on the other array, though.
If you add the numbers going across it works. It’s 400 + 140 on top.
That’s 540. Then it’s 60 + 21 on the bottom. That’s 81.
With the standard algorithm, it’s kind of like you’re multiplying and
adding at the same time.
8 Now write 36 × 77 on the board, and ask students whether they would
choose to use the four-part model, the two-part model, or the standard
algorithm to solve this problem. Why? Which of these three strategies
seems easiest, given the numbers involved?
Some may opt for the four-part model, while others argue in favor of the standard algo‑
rithm. Chances are, many will feel that the two-part model is too difficult given the numbers
in this combination, which aren’t nearly as friendly as 23 × 27.
9 Ask students to copy the problem into their journal, along with an esti‑
mate. Have a few volunteers share their estimates. Then work with class
input to solve the problem together.
• Use the standard algorithm first, and then the four-part model.
• Ask students to compare and contrast the two methods.
Standard Algorithm Four-Part Model

4 36
36
x 77 x 77
252 70 x 30 = 2,100
+ 2,520 70 x 6 = 420
2,772 7 x 30 = 210
7 x 6 = + 42
2,772
Students There’s so much more writing with the four-part way!
There’s not so much if you just write each of the answers, and don’t
write the multiplication equations too.
But you still have to add 4 numbers. It just seems like more work.
I think it’s way easier to understand.
10 Acknowledge the usefulness of both methods, and remind students that

they have also worked with other useful strategies this year, such as dou‑
bling and halving, the over strategy, and the five is half of ten strategy.
11 Solve two or three of the problems below with the class, using the standard
algorithm. In each case, have students copy the problem into their journal,
record an estimate, and then work through the steps with you.
Choose the combinations that seem most appropriate for your students right now. Bear
in mind that this work is only an introduction to a skill that will be formally taught in
fifth grade. As such, there is no expectation of mastery right now, and students will not be
asked to use the standard multiplication algorithm on the Unit 7 Post-Assessment.
CHALLENGE If you have students who are already quite proficient with the algorithm, you
might call on them to lead the class in solving the combinations.

24 26 58 69 72 138 243
× 13 × 25 × 24 × 35 × 34 × 33 × 46
12 Display a copy of the Roll Your Own Double-Digit Multiplication Problems

page and have students locate the page in their Student Books. Review
the instructions at the top of the page with the class, and demonstrate the
process as needed.
ELL Have ELL students repeat directions to you or another student to ensure understanding.
13 Make dice numbered 1–6 and 4–9 available, and have students go to work.
SUPPORT Depending on the needs and strengths of your class, you may want to have some
students solve additional problems with you, while others work independently in their books.
SUPPORT If some of your students are confused by the standard algorithm, you may want
to share the strategy shown below, in which the partial products are added, but computa‑
tion starts with the ones instead of the tens. This is a move toward the standard algorithm,
but may be more appropriate for some of your students right now.
47
x 35
35
200
210
+ 1,200
1,645
CHALLENGE Students who are very comfortable with the algorithm can be assigned to solve
the challenge problem at the bottom of the sheet.

• Let them know that you’re all going to do some more thinking next session about the
kinds of multiplication combinations that are best solved with the standard algorithm,
and the kinds of combinations that might better be solved using a different strategy.
Daily Practice
The optional School Supplies Student Book page provides additional opportunities to
• Solve multi-step story problems involving only whole numbers, using subtraction,
multiplication, and division (4.OA.3)
• Select and write equations with a letter standing for an unknown quantity to represent
a multi-step story problem (4.OA.3)
Unit 7 Module 4
Unit 7
Module 4
Session 3 Session 3
Reviewing & Evaluating
Multiplication Methods
Summary
Students review some of the multi-digit multiplication methods they have explored and
think critically about which strategies are most effective. Then they work independently
on a set of problems and discuss their solutions as well as their strategies. Finally, the
teacher introduces and assigns the Unit 7 Review Home Connection.
Skills & Concepts

numbers (4.NBT.5)
• Solve story problems involving intervals of time, liquid volume, and weight, using multipli-
cation of whole numbers (4.MD.2)
Materials
Problems & Investigations Reviewing & Evaluating Multiplication Methods those terms for which Word
SB 298* Resource Cards are available.
Reviewing Multiplication Methods area model
SB 299–300
area model
Evaluating Multiplication Methods
of multiplication*
Home Connection array*
HC 147–148 dimension*
Unit 7 Review multiply*
partial products
Daily Practice
product*
SB 301
standard algorithm
Addition & Subtraction Review


Reviewing & Evaluating Multiplication Methods
1 Let students know that you’re going to work with them to review some of the
multiplication methods they’ve explored over the past few sessions, including
the standard algorithm, and think about when each method is most effective.
2 Display the Reviewing Multiplication Methods Student Book page, and
have students find the page in their books.
On this sheet, students will find five of the multiplication methods they’ve explored recently.
3 Give them a minute to examine the sheet quietly and star the methods they
find easiest and most effective right now. Ask them to share and explain
their choices in pairs, and then invite volunteers to share with the class.
Students I put a star by method A because it’s easy, like with 4 × 124,
you can just do doubles and then double it again.
I still like the four-part way because it’s easy for me to do the multipli‑
cation in my head and then add up the numbers.
I really like that two-part way—it’s faster than the other one.
I think the standard algorithm on E is the best because it works with
big numbers.
But with numbers like 299, you don’t even need to do hardly any
work. Just think it’s like 3 × 300, and then subtract 3.
4 Then work with class input to complete the examples on your display copy
of the page as students do so in their books.
Teacher Let’s complete the example for method A together. It says
4 × 124 and tells us to double it and then double it again. What do we
need to write on the sheet to show this?
Than You could just write 124 + 124, or 124 × 2 and do it in your
head. Then just double that to get the answer.
NAME | DATE
Reviewing Multiplication Methods

Read and review these multiplication methods with your class. Then complete the
example in each strategy’s box.
Method A Method B
Use basic fact strategies. Multiply to get 4 partial products and
add them up.
ex 4 × 124 34
Double it and then double it again. ex 27 × 34
124 x 2 = 248 124 × 27
248 + 248 = 596 x4 600
80
596 210
+ 28
Teacher What if the problem had been 3 × 124
918or
5 × 124 instead
of 4 × 124?
Method Would
C our basic fact strategies
Method D still work? Talk with the
person sitting next to you—what Use
Multiply by the tens and then by the
ones. Add the partial products.
dotheyou think?
over strategy.
ex 3 × 299 299
Studentsex If16 it was 3 ×
× 25 25 124, you could just double× it
3 and add another 124.
× 16 897
For 5 × 124,106you
x 25 could
= 250 just multiply
x 25 = 150
by =10
3 x 300 900and cut the answer in half,
just like if you were400doing 5 × 9 or 5 × 12.897
900 – 3 =
Method E
Use the standard algorithm.
1
ex 46 × 73 73
438 Guide
× 46
2,920
3,358
Teacher So if you’re multiplying a number—even a big number—by a

single digit, you might remember back to some of the basic fact strate‑
gies you already know. Let’s look at method B, the four-part model.
What do we have to do to use this method?
Students We have to look at the 4 little lines and do those multiplica‑
tion problems.
Like on the first one, it’s 20 × 30. That’s 600.
And the next one is 20 × 4, and that’s 80.
Teacher Let’s write each step down on our papers. I’ll do that up
here, and you work on your sheets.
NAME | DATE

Method A
NAME Method B | DATE
Reviewing Multiplication Methods add them up.
ex 4 × 124 34
Read and review these multiplication
Double it and then double it again. methods
exwith
27your
× 34class. Then complete the
124 x 2 = 248 124 × 27
248 + 248
Method A = 596 x4 Method B 600
80
Use basic fact strategies. 596 Multiply to get 4 partial products and
210
add them up. + 28
ex 4 × 124 34
918
124 x 2 = 248
Method C 124 Method D × 27
248 + 248 = 596 x4 600
5 Complete the rest ofthethe
ones. Add partialexamples
on the sheet210 together in a similar fash‑
Multiply by the tens and then by the
80
products. 596
Use the over strategy.
ex 3 × 299
ion, reviewing and
ex 16 ×discussing
25 25 each strategy as 918
+you
×
299
28
3 work.
× 16 897
10 x 25 = 250 3 x 300 = 900
Method
6 xC25 = 150 Method D
Multiply by the tens
400and then by the
900 – 3 = 897
Use the over strategy.
ex 3 × 299 299
ex 16 × 25 25 × 3
Method E 897
× 16
10 x 25 = 250 3 x 300 = 900
6 x 25 = 150 1 900 – 3 = 897
ex 46 × 73 400 73
× 46
438
2,920
Method E 3,358
1
ex 46 × 73 73
× 46
438
2,920
3,358
6 Leave your completed copy of the page on display, and have students find
Evaluating Multiplication Methods pages in their Student Books.
• Review the instructions at the top of the first page.
• Explain to students that for each problem, they’ll need to choose the multiplication
method that seems best to them, and then use that method to solve the problem.
Decisions will vary from one student to the next, and that’s OK. If a few students raise the point
that there are multiplication methods other than those you just reviewed with them, acknowledge
the fact, but ask them to make their selections from methods A–E for this assignment.
SUPPORT Keep a group of students to work with you while the others complete the assign‑
ment independently.
CHALLENGE Assign the last problem on the second page to students who are working very
confidently with multi-digit multiplication.
7 Once students understand what to do, give them time to complete the
pages. When most have finished the assignment, ask them to meet in pairs
to share and compare their answers, as well as the methods they chose.
If their answers don’t match, ask them to collaborate to resolve the difference.
8 Reconvene the class near the end of the session. Work with student input to
record each multiplication problem and its answer where everyone can see them.
158 40 175 45
× 4 × 16 × 26 × 49
632 cups 640 cups 4,550 pounds 2,205 pounds
9 Then ask volunteers to share the methods they chose to help solve each Math Practices
problem and explain their choices to the class. in Action 4.MP.3
During the discussion, elicit these ideas: Students construct
• There are a variety of ways to solve multi-digit multiplication problems; it’s not neces‑ viable arguments and
sary to use the same method every time. What’s important is to choose the method critique the reasoning
that is most efficient and effective. of others, not only
when they evaluate the
• The method you choose to solve a particular problem depends on the numbers them‑ accuracy of their strate-
selves. Here are some examples: gies and answers, but
»» Use a basic fact strategy if the multiplier is a single digit. when they discuss what
methods they selected
»» Use a two-part method when it’s relatively easy to compute each partial product
to solve each problem.
mentally (e.g., 16 × 40). Discussions like these
»» Use a four-part method or the standard algorithm when the numbers are not as prompt students to think
“friendly” (e.g., 49 × 45) about how the strate-
»» Use the standard algorithm when you’re multiplying 3 digits by 2 digits. gies are suited to the
numbers as well as how
10 Close the session. different strategies are
related to each other, all
of which enhances their
Home Connection understanding of and

fluency with multi-digit
multiplication.
• Solve problems involving a multiplicative comparison using multiplication (4.OA.2)
• Solve multi-step story problems involving only whole numbers, using addition, multi‑
plication, and division (4.OA.3)
• Choose equations with a letter standing for an unknown quantity to represent a multi-
step problem (4.OA.3)
pattern (4.OA.5)
Daily Practice
The optional Addition & Subtraction Review Student Book page provides additional
numbers (4.NBT.4)
• Evaluate numerical expressions that contain parentheses (5.OA.1)
Unit 7 Module 4
Unit 7
Module 4
Session 4 Session 4
Summary
Skills & Concepts

addition; write equations with a letter standing for an unknown quantity to represent a
tion, rounding, or other estimation strategies (4.OA.3)
• Multiply a 2- or 3-digit whole number by a 1-digit whole number, or two 2-digit numbers,
• Use equations or an area model to explain strategies for multiplying with multi-digit
numbers (4.NBT.5)
• Use a visual model to explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b);
generate equivalent fractions (4.NF.1)
• Compare two fractions with different numerators and different denominators; use the symbols
>, =, and < to record comparisons of two fractions with different numerators and different
denominators, and explain why one fraction must be greater than or less than another (4.NF.2)
• Add a fraction with denominator 10 to a fraction with denominator 100 by rewriting the first
fraction as an equivalent fraction with denominator 100 (4.NF.5)
and < to record comparisons of two decimal numbers with digits to the hundredths place,
and explain why one decimal number must be greater than or less than another (4.NF.7)
Materials
TM T3–T6 • scratch paper, class set Resource Cards are available.
Unit 7 Post-Assessment compare
Work Places in Use decimal*
5C Solving Polygon Riddles (introduced in Unit 5, Module 2, Session 5) equivalent fractions*
5D Polygon Bingo (introduced in Unit 5, Module 2, Session 6) equation*
6A Factors & Multiples (introduced in Unit 6, Module 2, Session 3) estimate*
6C Fraction Spin & Add (introduced in Unit 6, Module 3, Session 3) fraction*
6D Lowest Remainder Wins (introduced in Unit 6, Module 4, Session 1) greater than*
Daily Practice less than*
multiplication*
SB 302
Secret Paths & Multiplication Tables repeated addition
square foot
strategy
unknown number
Preparation
• Look around the classroom and decide if there is anything you want to take down or cover
before you conduct the assessment.
Assessment Guide
Assessment
See the Grade 4
1 Set the stage for today. suggestions.
• Briefly brainstorm with students about the math they have been learning the past few weeks. Think about how and
• Encourage students to do their best work and make sure they explain their thinking
students their scored
Most students will need about 45–50 minutes. to give them time to
compare the results
2 Place the Unit 7 Post-Assessment on display as helpers give a copy of the of their pre- and
assessment to each student.
identify those skills
• Have students write their names and the date on the first page. and concepts they still
• Remind students to wait to begin working on the assessment. need to work on. You’ll
Student Reflection Sheet
Assessment Guide.
• Let students know they can use scratch paper to help with items on the assessment, and
let them know how and where to get the scratch paper if they need it.
• Encourage students to look for words they have seen on Word Resource Cards or writ‑
ten in their math journals.

Work Places
7 Once everyone has finished the post-assessment, have students spend any
Have students put away the Work Place materials.
Daily Practice
The optional Secret Paths & Multiplication Tables Student Book page provides additional
Teacher Masters
NAME | DATE
students. How do they compare with yours?
20 5 400 25 20 × 25 = 500
3 × 25 = 75 1
100 500 + 75 = 575 25
+ 23
60 400 × 23
20 400 100 + 15 100 75
575 60 + 500
+ 15 575
3 60 15 575
1 25
25
× 23
23 20
2 24
24
× 22
20
22
22
NAME | DATE
Working with Two-Part Multiplication

• Label the frame to show the two numbers that are being multiplied.
• Sketch in the rectangle and divide it into two parts.
21 14
× 15 × 16

• Multiply the top number by the ones and 24
then by the tens. × 12
• Add the partial products to get the answer. 2 × 24 = 48
10 × 24 = + 240
288
23 25
× 13 × 22
NAME | DATE

40 70 60 30 80 43 33
× 4 × 6 × 5 × 80 × 50 × 20 × 30
51 449 321
× 6 × 4 × 5
3 Choose one of the multiplication problems below and circle it. Pick the one that
seems best for you—not too hard and not too easy.
22 25 34 27 47 93
× 13 × 15 × 22 × 24 × 27 × 68
Find the answer to the problem you circled. Be sure to show all of your work.
NAME | DATE
a 29 NN 150 b 51 NN 1,500
× 7 NN 175 × 39 NN 1,750
NN 200 NN 2,000
NN 300 NN 2,225
Why? Why?
5 DJ makes beaded bracelets and necklaces. He has 2 storage boxes for his beads. The
first box has 24 sections, with 12 large beads in each section. The second box has
48 sections with 25 small beads in each section. How many more small beads than
large beads does DJ have?
unknown number.
b Micah got the answer 2,000 more small beads than large beads. Is Micah’s answer
reasonable? Why or why not? Use estimation to help answer this question.
c Use numbers, labeled sketches, or words to model and solve this problem. Show
all your work.
DJ has _____ more small beads than large beads.

NAME | DATE
a 7
8
b 2
6
5 1
6 4
7 5 2 1
8 _______ 6 6 _______ 4
3
3
4
a
8 Rewrite each pair of fractions with a common denominator. You can use the fraction bars
to help if you like. Then complete each statement with <, =, or > to compare the fractions.
a 2 2 b 3 5
3 = 4 = 4 = 6 =
2 3
3 4
2 5
4 6
2 2 3 5
3 _______ 4 4 _______ 6
9 Fill in the blank with the correct symbol: <, =, or >.

a 0.07 _____ 0.70 b 0.48 _____ 0.5 c 0.42 _____ 0.4
6 55 78 8 9 37
d 10 _____ 100 e 100 _____ 10 f 10 _____ 100
NAME | DATE
10 Joe and Karl each got a strip of bubble gum tape exactly the same size.
5 3
Karl chewed 8 of his strip. Joe chewed 4 of his strip.
a Which boy chewed more? ________________________

5
8 _____ 3
4
11 Label each of the marked points on the number line with 2 fractions and 2 decimals.
0 0.____ 0.____ 1
0.____ 0.____
12 Lupe says 106 + 100

23 83
= 100 .
6
Maria says 10 + 100 = 100 .
23 29
a Who is correct? ________________________
b How do you know? Include a labeled sketch on the decimal strip below
in your explanation.
0 1
Student Book
NAME | DATE
Two-Part Multiplication page 1 of 2

• Label the frame to show the 2 numbers that are being multiplied.
• Sketch in the rectangle and divide it into 2 parts.
21 14
× 15 × 16
22 17
× 12 × 13
23 24
× 23 × 14
NAME | DATE
Two-Part Multiplication page 2 of 2

• Multiply the top number by the ones and 24
then by the tens. × 12
• Add the partial products to get the answer. 2 × 24 = 48
10 × 24 = + 240
288
23 25
× 13 × 22
25 33
× 26 × 22
36 42
× 12 × 24
NAME | DATE
Reasonable Estimates & Partial Products

1 Fill in a bubble for each problem to show which of the estimates is best.
a 21 × 19 NN 400 NN 600 NN 4,000 NN 6,000
b 20 × 31 NN 600 NN 700 NN 6,000 NN 7,000
c 33 × 39 NN 600 NN 800 NN 1,000 NN 2,000
d 96 × 22 NN 180 NN 1,000 NN 2,000 NN 18,000
2 Use partial products to solve each problem below. Draw lines between the digits to
show which numbers you multiplied. The first one has been done as an example.
63 26 45
× 21 × 32 × 23
20 × 60 = 1,200
20 × 3 = 60
1 × 60 = 60
1×3 = +3
1,323
38 26 54
× 15 × 34 × 25
NAME | DATE
Roll Your Own Double-Digit Multiplication Problems

Directions:
• Choose a die numbered 1–6 or 4–9.
• Roll it as many times as you need to fill in each of the boxes below. You can write each number
you roll in any box on the sheet, but once all the boxes are filled, you can’t change them.
• Use the method you just learned in class to solve your problems.
• When you’re finished, trade papers with a classmate and have him or her check your answers.
× × ×
× × ×
CHALLENGE
× ×
NAME | DATE
School Supplies
1 Mr. Wu got 35 boxes of crayons for his fourth graders. Every box had 24 crayons in
it. When he got home from the store, he decided to give each of his own 3 children
one of the boxes of crayons. How many crayons did he take to his fourth graders?
a Circle the equation below that best represents this problem. (The letter c stands
for crayons.)
(35 × 24) – 3 = c 35 × (24 – 3) = c (35 – 3) × 24 = c (35 + 3) × 24 = c
b Use the standard multiplication algorithm or partial products to solve the

2 Ms. Penny got 18 packs of felt markers for her fifth graders. Each pack had 36
markers in it. When she got back to her classroom, she put half the packs away. She
dumped out the rest of the markers and divided them into 6 equal sets, one for each
table. How many markers did each table get?
a Write an equation to represent this problem.
b Solve the problem. Show all your work.
3 CHALLENGE The office got 15 cartons of envelopes. Each carton had 12 boxes of
envelopes in it. Each box had 54 envelopes in it. How many envelopes did they get
in all?
a Write an equation to represent this problem.
b Use the standard multiplication algorithm or partial products to solve the

NAME | DATE

Method A Method B
add them up.
ex 4 × 124 34
× 27
Method C Method D
Multiply by the tens and then by the Use the over strategy.
ex 3 × 299 299
ex 16 × 25 25 × 3
× 16
Method E
ex 46 × 73 73
× 46
NAME | DATE
Evaluating Multiplication Methods page 1 of 2

For each problem on this page and the next,
• Write the letter of the method you think will work best.
• Use the method to solve the problem. Show all your work.
1 People need to drink about 8 cups of water each day. Zoo elephants need to drink
about 158 quarts of water each day. How many cups of water are there in 158 quarts
of water? (Remember that there are 4 cups in a quart.)
I think method ______ will work best for this problem.
2 So far, the elephant keeper has brought in 40 gallons of water for the elephants.
How many cups of water are there in 40 gallons? (Remember that there are 16
cups in a gallon.)
NAME | DATE
Evaluating Multiplication Methods page 2 of 2
3 Zoo elephants eat about 175 pounds of food a day. Most of their food is hay, but they
also eat fruits and vegetables. How many pounds of food would it take to feed 26
elephants for one day?
4 Each elephant at our zoo gets about 45 pounds of vegetables a day. How many
pounds of vegetables does it take to feed one elephant for 49 days (7 weeks)?
5 CHALLENGE An elephant can spend up to 18 hours a day eating. How many hours
would that total in one year? About how many months’ worth of time is that?
NAME | DATE
Addition & Subtraction Review

1 Use the standard addition algorithm to solve the problems below.
457 387 609 1,589

+ 142 + 414 + 734 + 3,437
2 Use the standard subtraction algorithm to solve the problems below.
803 745 985 3,581

– 547 – 548 – 237 – 1,346
3 Fill in the missing numbers to make each equation true.

100 = _____ + (30 –5) 100 × 2 × _____ = 1,000
4 = _____ ÷ (3 × 2) _____ = 100 – (28 + 13)
CHALLENGE
18 × 2 = _____ × 4 90 ÷ _____ = 5 × 9
4 CHALLENGE Fill in the missing digits.
5 0 82
– 248 – 1 9 – 1,
88 2 2 3 405
,2 4 6 3,0 8 5 0,6 3
– 1, 2 – 1, 9 – 7, 5 5
2,9 7 ,7 1 2 1 ,1 3
NAME | DATE
Secret Paths & Multiplication Tables

1 Use multiplication and division to find the secret path through each maze. The
starting and ending points are marked for you. You can only move one space up,
down, over, or diagonally each time. Write four equations to explain the path
through the maze.
start
start 3 4 12 6 24 3
42 6 6
36 6 2 4 8 72 start
7 4 36
9 4 6 28 7 9
3 3 9
end end
end
3 × 4 = 12
12 ÷ 2 = 6
6 × 6 = 36
36 ÷ 9 = 4
2 Complete the multiplication charts below.
× 2 9 4 7 5 3 6 8
6 12
× 2 9 4 7 5 3 6 8
× 2 9 4 7 5 3 6 8
CHALLENGE
× 12 18 22 24 36 25 27 35
Home Connections
NAME | DATE
Variables & Expressions page 1 of 2

Sometimes people use letters to represent unspecified amounts. Such letters are called
variables. For example, if you worked for $6 an hour, you would multiply the time you
worked by 6 to find out what you earned. If we let t represent the time you worked, we
could show the amount of money you earned with this expression.
6×t
When we say, “evaluate the expression when t = 3,” we mean, “figure out how much
money you would make if you worked for 3 hours.” To do this, substitute 3 for t and
complete the calculation.
1 Evaluate the expression 6 × t when:

t=2 t=4
t=5 t=8
2 How much money would you make if you worked 15 hours and earned $6 per hour?
3 Evaluate the following expressions when each variable has the value shown.
4 + b when b = 10
4 + 10 = 14
4 + b when b = 23 4 + b when b = 103
(3 × n) – 2 when n = 2 (3 × n) – 2 when n = 4
2 × (k + 12) when k = 7 2 × (k + 12) when k = 10
NAME | DATE
Variables & Expressions page 2 of 2
4 Danny is trying to earn money to buy a new bike. His neighbor says he will pay him
$4 per hour to help with yard work. His mom says she will give him a $10 bill to
add to his savings after he helps his neighbor. Which expression shows how much
money Danny will make? (The letter h stands for the number of hours Danny will
work for his neighbor.)
4 + h + 10 4 × h + 10 × h 4 × h + 10 14 × h
a How much money will Danny make if he works for 4 hours with his neighbor?
Show all your work.
b If Danny wants to earn $34, how many hours will he have to work? Show all
your work.
5 CHALLENGE Pick one of the expressions from problem 3 above that does not
represent Danny’s situation. Describe a situation where the expression you chose
would represent how much money Danny would make.
a The expression I chose is:
b This expression would show how much money Danny would make if …
NAME | DATE

Here are some problems about the function machine.
1a Set the function machine’s controls to 2a Now set the machine’s controls to
multiply each input number by 4 and make each output number 5 times as
then subtract 2. One has been done much as the input number. One has
for you. (You get to choose and write been done for you. Choose and write
in the last 4 input numbers yourself.) in the last input number yourself.
3 10 10 50
4 15
10 20
2 25
6 30
24 35
40
45
50
b Choose the equation that best b Describe 2 different patterns you

represents this rule. notice in the output numbers.
NN ( – 2) × 4 =
NN ( × 4) – 2 =
NN ( × 2) – 4 =
3 Solve these multiplication problems.

40 400 30 90 60
× 80 × 8 × 50 × 70 × 60
NAME | DATE
4 Marco says he can solve 83 × 49 by multiplying 80 × 49 and 3 × 49 and then adding

them together.
a Do you agree or disagree? Explain.
b Would you solve 83 × 49 with Marco’s strategy or a different strategy? Explain.

Then solve the problem and show all your work.
5 Kaya is sorting the beads in her bead collection. She has a box with 32 different
sections. She puts 19 beads in each section. How many beads did Kaya put in her box?
a Write an equation with a letter to show the number of beads Kaya put in her box.
b Solve the problem. Show your work using numbers, sketches, or words.
6 CHALLENGE Kaya has another box with 46 sections. She puts 18 beads in half of the
sections and 21 beads in the other half. How many beads did Kaya put in this box?
Show your work.
TEACHERS GUIDE
UNIT 8 4
Bridges in Mathematics Grade 4 Student Books Volumes 1 & 2 Number Corner Grade 4 Teacher Masters Answer Key

QBB4801-8
Updated 2016-05-26.
ISBN 978-1-60262-491-7
Unit 8
Playground Design
Module 1 Module 3
Introducing Playground Design��1 Using Scale Models for
Session 1 Brainstorming Playground Designs��3
Our Playground & Field��1
Session 2 Planting Our Field��9 Session 1 Planning Our New Playground��3
Session 3 Investigating Playground Equipment�17 Session 2 Drawing to Scale��7
Session 4 Experimenting with Pendulums�� 23 Session 3 Drawing Our Playground to Scale��13
Session 5 Angle of the Slide�� 27 Session 4 Analyzing Grass Data��17
Session 6 Seating on the Merry-Go-Round�� 33 Session 5 The New Field�� 21
Session 6 The Cost of the New Field�� 25
Module 2
Making Decisions��1 Module 4
Session 1 The Current Playground��3
Building Model Playgrounds��1
Session 2 Our Most Important Items��7 Session 1 Planning Our Model Playground��3
Session 3 Surveying Other Students��13 Session 2 Building Our Model Playground��7
Session 4 Researching Playground Costs��17 Session 3 The Playground Model Showcase�� 9
Session 5 Analyzing the School Data�� 21
Unit 8
Unit 8
Playground Design
Overview
In this final unit of the year, students design and build scaled model playgrounds that incorporate simple machines. They
investigate simple machines in playground equipment and conduct research to help them make decisions about safety issues.
They then survey the school community to find the most important playground items to use in their designs and use graphs
to visualize the data they collect. Students use the information to create a scaled map of their designs, from which they build
a scaled 3-D model. They also discuss the needs of plants and plant a model grass field in preparation for finding the scaled
measurements and cost for planting a much larger field. They work with mass, liquid volume, area and perimeter during this
portion of the unit. An optional Playground Model Showcase gives students an opportunity to prepare their work for sharing
with friends and family members or students from other classrooms.
Planner
Module Day Session P&I A HC DP
Module 1 Introducing Playground Design 1 Session 1 Brainstorming Playground Designs
Students use measurement and geometry skills to collect
2 Session 2 Planting Our Field
and display data about playground equipment. They ana-
lyze the data to make decisions about their playground 3 Session 3 Investigating Playground Equipment
design.
4 Session 4 Experimenting with Pendulums
5 Session 5 Angle of the Slide
6 Session 6 Seating on the Merry-Go-Round
Module 2 Making Decisions 7 Session 1 The Current Playground

Students measure their current playground, look for
8 Session 2 Our Most Important Items
safety issues, survey other students in the school, and
analyze their data. They choose the features of the new 9 Session 3 Surveying Other Students
playground based on their analysis. They research the cost
of playground equipment, find the total cost, and create a 10 Session 4 Researching Playground Costs
final design that is fun and safe for all. 11 Session 5 Analyzing the School Data
Module 3 Using Scale Models for Our Playground & Field 12 Session 1 Planning Our New Playground
Students use scale factors to make measurement conver-
13 Session 2 Drawing to Scale
sions and draw a scaled map of their playground design.
They make line plots showing the impact of various water 14 Session 3 Drawing Our Playground to Scale
amounts on the height of grass in their model grassy field.
Students then calculate the dimensions, area, mass of the 15 Session 4 Analyzing Grass Data
soil, and water needs of the real field. 16 Session 5 Measuring Our Field
17 Session 6 The Cost of The Real Field
Module 4 Building Model Playgrounds 18 Session 1 Planning Our Model Playground

Students use their scaled maps to determine the dimen-
19 Session 2 Building Our Model Playground
sions of each of their playground items and then build
3-D models. They draw side views of the playground and 20 Session 3 The Playground Model Showcase
equipment and identify the simple machines, geometric
shapes, and angle measurements.
P&I – Problems & Investigations, HC – Home Connection, DP – Daily Practice

There are no Problem Strings or Math Forums in Unit 8. No new Work Places are introduced in this unit.
See the Assessments section of this introduction for more information about the informal assessment options in this module.
Unit 8 Introduction
Mathematical Background Scaling Dimensions

In this unit, students will
Concepts
calculate the dimensions
Students apply many measurement strategies they’ve learned throughout the year when they design of various items from
and build their playground models. Both the bird’s-eye-view scaled map and 3-D models require those of scale models,
students to use different scale factors. They apply multiplication and division strategies to map a large both real and imagined.
outdoor space onto a small piece of paper, and then from the paper to a larger 3-D scaled model. As they do so, they
Students also investigate how different simple machines work and apply this understanding have an opportunity to
observe that when both
when building their playground models. Angle measurements and symmetry come into play as
dimensions of a plane
they investigate slides, swings, and merry-go-rounds.
figure are scaled up (or
Students discuss the needs of plants and then grow a scaled model of a grassy field. They calcu- down), the area of the
late the dimensions using fractions, find the area and perimeter, the mass of soil needed, and resulting figure is the area
the water it will consume. They then use their model to determine the size and costs of a much of the scale model times
larger grassy field. Students keep a data log of the amount of water they use and the height of the scale factor squared.
their grass. They create class line plots to determine whether the amount of water used affected For example, if the scale
the height of the grass. factor for the dimensions
of a model field is 1:2,
Before designing their playground, students collect data, first as a class and then from the whole the area of the real field
school. They organize, display, and analyze the data using graphs made with either spreadsheet is 1:22, or 1:4. Thus, its
software or paper and pencil methods. Students make decisions about the most important area is 4 times the area
playground items to include in their designs based on their analysis. They also plan and monitor of the original model.
their own time during the building sessions. (Students may recognize
this relationship from the
Strategies Similar Figures activi-
In this unit, students apply the different measurement strategies they’ve learned throughout ties in Number Corner’s
the year. They use rulers, number lines, colored tiles, and simple algorithms to review and work January Calendar Grid.)
with fractions. Students make diagrams, draw sketches, and use 2-column tables to determine As students explore these
the scale factors for the different measurements quantities. relationships, watch for
The sessions in this unit include a good deal of informal discovery time when students can any who might try to
experiment with different building materials, simple machines, and playground designs. These scale up a plane figure by
applying the scale directly
experiences will prompt students to generate and test conjectures about the merits, drawbacks,
to the area (e.g., by using
and interplay of materials and design features as they build their models.
a ratio of 1:4 to transform
Algebra Connections in This Unit a 10 square unit model
figure to a 40-square-unit
Daily Practice pages sessions allow students to work with many algebraic concepts, including: figure; the correct result is
• Solving story problems involving a multiplicative comparison using multiplication or division. a 160-square-unit figure).
• Solving multi-step story problems involving only whole numbers, using addition, subtrac- Prompt them to apply the
tion, multiplication, division scale to the dimensions of
their model and calculate
• Solving multi-step story problems involving division with remainders.
the new area, then
• Assessing the reasonableness of answers to multi-step story problems using mental computation. compare the results.
• Assessing the reasonableness of answers to multi-step story problems using rounding and
other estimation strategies.
• Determining whether a whole number between 1 and 100 is a multiple of a given 1-digit number.
• Generating a number pattern that follows a given rule.
In addition, students conduct experiments in which several numerical aspects are held constant
while others vary. They also calculate the mean (average) of sample data. These activities further
help students develop algebraic thinking.
Unit 8 Introduction
Science Concepts
Developed by the National Research Council, the National Science Teachers Association,
and the American Association for the Advancement of Science, the Next Generation Science
Standards target a set of skills in Engineering Design in grades 3–5. The concepts developed in
the activities in this unit address the standards in this category, as shown below.
Standard Module 1 Module 2 Module 3 Module 4

3-5-ETS1-1 Define a simple design problem Session 3 Session 5 Session 1
reflecting a need or a want that includes Session 4 Session 6
specified criteria for success and Session 5
constraints on materials, time, or cost. Session 6
3-5-ETS1-2 Generate and compare multiple Session 4 Session 1
possible solutions to a problem based Session 5 Session 2
on how well each is likely to meet the Session 6 Session 3
criteria and constraints of the problem.
3-5-ETS1-3 Plan and carry out fair tests in which Session 5
variables are controlled and failure
points are considered to identify
aspects of a model or prototype that
can be improved.
In addition, an activity that is ongoing in Modules 1–3 touches lightly on the life science standard
4-LS1-1 (Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction) as students plant, tend, examine,
and analyze the growth of grass and the amount of water the grass consumes.
Teaching Tips
Time
As you might guess, the in-depth exploration, experimentation, design and construction featured
throughout Unit 8 takes quite a bit of time. There are a few sessions that will likely run longer than
an hour. We have included a note in the Preparation section of each session that’s likely to run
long. Keep in mind that you’re teaching math as well as design and engineering throughout the
unit, applying student skills to ideas and challenges such as renewable resources, use of technology,
creativity, perseverance, and problem solving.
Materials
The materials required for the model playground construction in Module 4 are simple and
relatively inexpensive, but you will need a good quantity and variety of them. Some materials,
such as construction paper, tape, chart paper, tagboard or recycled manila folders, and so on,
are common to most classrooms. A few, such as modeling clay, copper wire, and fishing line
may need to be sent to school by families or purchased for the unit. While none of these items
are specifically required, it’s important to have a wide variety of materials for students to choose
from. If you enlist families to send materials, providing them with a list of suggestions will be
helpful—but encourage them to send anything that is safe for your class to use. Students can be
surprisingly varied in their approaches to construction. You’ll find a suggested list of materials
in the Preparation section of Module 4, Session 1.
You’ll also need reference material for students to use in researching playground equipment
prices and sizes. Conduct Internet searches for playground equipment manufacturers and con-
tractors; many such companies offer catalogs for download or by mail free of charge to schools.
You can order and download catalogs and other resources in advance for students to use in their
research or, if students have Internet access in the classroom, allow them to conduct similar
searches of their own.
Unit 8 Introduction
Photographs
During this unit, you may want to consider taking, or having an adult helper take, photographs
of student house models, experiments, and students working together. These photos are espe-
cially valuable if you plan to do the showcase activity at the end of the unit.
Playgrounds in Real Life

Throughout the unit, students will want to share the playgrounds they have visited, their favorite
playground items, and the types of simple machines at work in the items. In addition to drawing
on students’ past experiences, you may want to arrange a field trip to a nearby playground or
invite a playground design firm to visit your classroom. Visits to real playgrounds at school or in
nearby parks are recommended in Module 2, Session 2 and Module 3, Session 6.
Spreadsheet Software & Data Visualization Playground

Spreadsheets
Several sessions throughout this unit are designed to take advantage of access to comput-
ers or tablets and spreadsheet software. If you have such access, you’ll have opportunities to We’ve prepared a file of
use spreadsheets two ways: as a single display during whole-class activities, and as a tool for sample spreadsheets
students to use for data collection and visualization. If you have access to only one computer that you can use in this
or tablet with spreadsheet software for teacher use, you can use it during Module 1, Session unit, or that you can use
as examples to create
1 to show students how spreadsheet software can be used to quickly graph and analyze data.
your own. To access
Opportunities for students to use spreadsheet software are included in Module 1, Session 4
these spreadsheets,
and throughout most of Module 2. Pencil-and-paper alternatives are provided to the computer
download the Playground
activities throughout the unit. Spreadsheets file from
the Resources section of
Work Places
No new Work Places are introduced during this unit. However, you might want to keep any This file can be opened
Work Places that you used in Unit 7 available for students to go to when they complete work by Microsoft Excel and
early, or to use as an alternative to some of the optional computer activities throughout the unit. certain other spreadsheet
You might also consider putting out Work Places from earlier units to support students who still programs. It can also be
need practice with selected skills and concepts. opened in Google Drive
by creating a new spread-
Family Involvement sheet and selecting File,
We encourage you to involve families by inviting parent helpers to visit your classroom on the then Import.
days students go outside as well as the days they investigate simple machines. The Playground
Showcase at the end of the unit offers another opportunity to invite family members to come
see the models their students built, the scaled maps they created, and the data they collected to
inform their designs. Students can share their math journals, work folders, strategies for graph-
ing and analyzing the data they collected, and reflections on their learning.
Unit 8 Introduction


4.G.1 Identify points, lines, line segments, rays, and I R/E Unit 5 R/E
4.G.1 Draw right, acute, obtuse angles, parallel lines I R/E Unit 5 R/E
and perpendicular lines NC Dec., Feb., May
4.MD.1 Express a measurement in a larger unit in D R/E Units 1, 4 R/E
measurement
4.MD.1 Identify the relative sizes of units within a I R/E Units 1, 4 R/E
system of measurement NC Sep., Nov., Apr., May
4.MD.1 Record equivalent measurements in different N/A R/E Units 4 R/E
units from the same system of measurement using a NC Sep., Nov., Apr., May
2-column table
4.MD.2 Solve story problems involving distance, liquid I R/E Units 4 R/E
volume, intervals of time, mass, and money using addi- NC Sep., Nov.–Jan.,
tion, subtraction, multiplication, or division of whole Apr., May
numbers, fractions, or fractions
4.MD.2 Solve story problems that involve expressing N/A R/E Units 4 R/E
measurements given in a larger unit in terms of a NC Sep., Nov.–Jan.,
smaller unit within the same system of measurement; Apr., May
use diagrams to represent measurement quantities
4.MD.3 Apply the perimeter and area formulas for a I R/E Units 2, 5, 6 R/E
rectangle to solve a problem NC Dec., Jan., Apr
4.MD.5 Identify an angle as a geometric figure formed I R/E Unit 5 N/A
4.MD.6 Use a protractor to measure angles in whole N/A R/E Unit 5 R/E
Supports 4.MD Describe what mean, mode, or range I D N/A D
indicate about data
Supports 4.MD Determine the mean, mode, or range I D N/A D
of a set of data comprising whole numbers, fractional
numbers, or decimals
Supports 4.MD Display and analyze data using N/A I N/A D
spreadsheet software

Unit 8 Introduction
Assessments
There are no formal written assessments in Unit 8, but other assessment opportunities, includ-
ing possible work samples, are noted throughout the unit; these opportunities are also noted
in the chart below. You can use the Comprehensive Growth Assessment from the Assessment
Guide and the fourth Number Corner Checkup for written assessment during this time.
Skills/Concepts Assessed Informal Assessment Opportunities

Supports 4.MD Display and analyze data in bar M2, S5 Analyzing the Results Student Book page
graphs; determine the range and mode of a set of and graphs or spreadsheets of playground rankings
data comprising whole numbers and describe what from sessions throughout the module
they indicate about the data
4.MD.1 Identify the relative sizes of units of mea- M1, S5 Slide Experiment Student Book pages
surement within the same system of measurement M3, S3 Scaled Measurements Student Book page
and students’ scaled playground designs
4.MD.1 Express a measurement in a larger unit in M1, S5 Slide Experiment Student Book pages
terms of a smaller unit within the same system of M3, S3 Scaled Measurements Student Book page
measurement and students’ scaled playground designs
4.MD.2 Solve story problems involving money M2, S4 Playground Costs and Analyzing the
using addition and multiplication of whole numbers Playground Costs Student Book pages
and decimals
4.MD.2 Solve story problems involving distance M2, S1 The Current Playground Student Book page
using addition and multiplication of whole numbers, and playground sketch
simple fractions, and decimals M3, S3 Scaled Measurements Student Book page
4.MD.2 Use diagrams to represent measurement M1, S5 Slide Experiment Student Book pages
quantities M2, S1 The Current Playground Student Book page
and playground sketch
M3, S3 Scaled Measurements Student Book page
4.MD.3 Apply the perimeter and area formulas for a M2, S1 The Current Playground Student Book page
rectangle to solve problems and playground sketch
4.MD.5 Measure angles by identifying the fraction M1, S6 Merry-Go-Round Bars Student Book pages
of the circular arc between the points where the two
rays forming the angle intersect the circle whose
center is at the endpoints of those rays
4.MD.6 Use a protractor to measure angles in whole M1, S5 Slide Experiment Student Book pages
degrees M1, S6 Merry-Go-Round Bars Student Book pages
4.G.1 Draw right, acute, obtuse angles, parallel lines M2, S1 The Current Playground Student Book page
and perpendicular lines and playground sketch
M3, S3 Scaled Measurements Student Book page
4.G.1 Draw line segments and angles M1, S5 Slide Experiment Student Book pages
M1, S6 Merry-Go-Round Bars Student Book pages
4.G.3 Draw lines of symmetry M1, S6 Merry-Go-Round Bars Student Book pages
Differentiation
The following chart indicates which sessions contain explicit suggestions for differentiating instruction
to support or challenge students, as well as to make instruction accessible to ELL students. In addition,
activities in this unit are specially designed to be open-ended enough for natural differentiation. Finally,
Extensions in Modules 1–3 offer specific opportunities to engage students in need of further challenge.
Session 1 2 3 4 5 6 1 2 3 4 5 1 2 3 4 5 6 1 2 3
Challenge
Support
ELL
Teachers Guide
Module 1
Introducing Playground Design
Session 1 Brainstorming Playground Designs�� 3
Session 2 Planting Our Field�� 9
Session 3 Investigating Playground Equipment�� 17
Session 4 Experimenting with Pendulums��23
Session 5 Angle of the Slide��27
Session 6 Seating on the Merry-Go-Round��33

Pendulum Bar Graph�� T1 Another Grassy Field��149
Bar Graph��T2 Ten-Foot Seesaw��151
Circle Explorations��153
Student Book Pages
Playground Safety��303
Grassy Field�� 304
Grass Data Log�� 306
Our Grassy Field��307
Fulcrum Investigation�� 308
Scale Diagram��310
Twelve-Foot SeeSaw�� 312
Pendulum Swing�� 313
Pendulum Graphing��316
Another Pendulum Swing Experiment�� 317
Slide Experiment��318
Two More Slides ��320
Merry-Go-Round Bars��322
Preschoolers’ Merry-Go-Round��324
Unit 8
Unit 8
Module 1
Module 1
Introducing Playground Design
Overview
This module introduces students to simple machines through playground design. Students brainstorm a dream playground,
and then use nonfiction text and spreadsheet software to decide which of their items might pose a safety risk. Students plant a
small field of grass to study scale and the things plants need to grow and thrive. Then they turn their attention to playground
equipment by investigating fulcrum position in seesaws, the different angles of slides, the timing of a pendulum swing, and the
seating capacity of merry-go-rounds. Throughout the module, students use measurement and geometry skills to collect and
display data from their experiments. They also analyze the data to make decisions about their dream playground.
Planner
Session 1 Brainstorming Playground Designs
The class begins by brainstorming items they would want in a new playground for their school. Then,
student teams discuss safety issues and consider eliminating some items. The class creates a line plot of
items that cause enough of a safety concern that students feel they should be omitted.
Session 2 Planting Our Field
Students plant a small field of grass using 32 half-pint milk cartons. They figure the mass of soil used and
determine the area of their small field. In future sessions, students will convert the measurements of their
small field to a larger scale.
Session 3 Investigating Playground Equipment
Students discuss the simple machines found in playground equipment. They investigate how the placement
of the fulcrum on a seesaw affects the lifting and balancing of different amounts of weight. Then they use
scaling to design a seesaw.
Session 4 Experimenting with Pendulums
Students experiment with several variables to see what affects the speed of a pendulum swing. They display
and analyze their data as a bar graph. They then explain how to make a swing move slower for a younger
student and faster for an older student.
Session 5 Angle of the Slide
Students discuss inclined planes and investigate how the different angles and lengths of a slide affect the
distance a person sliding travels. They build model slides, measure the angles using a protractor, and con-
duct several tests. They then average their test results and determine the optimum angle to keep children
safe when sliding.
Session 6 Seating on the Merry-Go-Round
Students use diagrams of merry-go-round tables to investigate the angle measures of a circle. They measure
and draw equal sections on a circle that can fit hexagons (representing older students) and then trapezoids
(representing younger students). At the end of the session, they have extra time to record data and observa-
tions about the grassy field they planted in Session 2.
See the Assessments section of the Unit 8 Introduction for more information about the informal assessment options in this module.

Resources
Run a single display copy of Student Book pages 304–306, 308–311, 312–316, and instruction.
318–319.
pages 303–324.
Charts If you plan to use paper-and-pencil methods of data visualization in Session 1,
prepare a chart as described in the Preparation section of the session.
Special Items Get or have students bring from home folders to contain their work during this unit.
Before Session 1, obtain resources about playground equipment safety issues to
share with students. If computers are available for student use, you can search
for and provide links to materials. Otherwise, print or photocopy class sets of any
information you find.
Before Session 3, read the Kids Discover: Simple Machines magazine to review
simple machine principles and vocabulary.
Before Session 3, make a model seesaw using the instructions in the session so
you can anticipate students’ questions or issues as they work.
Before Session 4, use the Pendulum Swing Student Book page as a guide to make
a sample pendulum before the session.
Before Session 5, build a slide as described in step 6 of the lesson. Practice using
a protractor to line up the slide and letting the tiles slide down the chute before
the session, so you can anticipate students’ questions or issues as they work.
Before Session 6, Practice fitting pattern blocks onto the merry-go-round
diagrams on the Merry-Go-Round Bars Student Book pages. See the Preparation
instructions in the session for more information.
Many playground equipment manufacturers offer catalogs for download or
will mail them to schools free of charge; gather such catalogs before Module 2,
Session 4.
If you plan to use spreadsheet software for data analysis activities in this unit,
download the Playground Spreadsheets file from the Resources section of the
Bridges Educator site and familiarize yourself with the file and your software.
Unit 8 Module 1
Unit 8
Module 1
Session 1 Session 1
Brainstorming
Playground Designs
Summary
The class begins by brainstorming a list of dream items they would want in a new playground
for their school. Then student teams discuss possible safety issues and consider eliminating
some items from their lists. Together the class and teacher create a line plot of items that
cause enough of a safety concern that students feel they should be removed. At the end of
the session, students summarize what they learned.
Skills & Concepts

• Display and analyze data in line plots using spreadsheet software (supports 4.MD)
• Determine the range and mode of a set of data comprising whole numbers (supports 4.MD)
• Describe what the range and mode indicate about the data (supports 4.MD)
Materials
Problems & Investigations Brainstorming Playground Designs those terms for which Word
• background information on playground equip- Resource Cards are available.
ment and safety (see Preparation) range*
• computers or tablets with spreadsheet software
spreadsheet
• Playground Spreadsheets digital file (optional,
see Preparation)
• poster paper (see Preparation)
• folders or portfolios, class set (see Preparation)
• chart paper and markers
Daily Practice
SB 303
Playground Safety

Preparation
Playground Information
Obtain resources about playground equipment safety issues to share with students. If
computers are available for student use, you can search for and provide links to materials.
Otherwise, you will need to print or photocopy a class set of materials. Consider planning
extra time at the beginning of this session for students to perform this research on their own;
if you do this, you might provide them with some possible search terms to use.
Work Folders
Provide or have students bring from home designated folders for their work during this proj-
ect. As the unit progresses, students will refer back to completed work kept in these folders,
as well as to notes taken in their math journals.
Spreadsheets & Data Visualization Spreadsheet

In this session, you can choose to display data and make a graph using spreadsheet software. This Options
serves as an introduction to that method of collecting and visualizing data for your students. In Digital versions of the
later sessions, you can choose to have students use spreadsheet software themselves to make spreadsheet samples
graphs from their data. This session is a good opportunity to consider whether you will have throughout this unit are
students do the work in this unit by using spreadsheet software, or instead visualize data on paper. available as Microsoft
Excel files in the
• If you choose to use spreadsheet software for the activity in this session, download the
Resources section of
Playground Spreadsheets file from the Resources section of the Bridges Educator site and
the Bridges Educator
review the Unsafe Items sheet it contains. The sheet includes directions for entering data, site. These files can be
which will populate a graph as you enter it. Familiarize yourself with the spreadsheet and your opened by Microsoft
software before the session; you can add made-up data to the appropriate columns to see how Excel and certain other
it works, then delete the data so the spreadsheet will be ready for the class’ contributions. spreadsheet programs.
»» If you don’t have access to a projector that will work with your computer or mobile device, They can also be opened
make a printout of the spreadsheet that you can show students during the session. in Google Drive by
creating a new spread-
sheet and selecting File,
then Import.
In Microsoft Excel, the various sheets contained in the Playground Spreadsheets file
are visible as tabs at the bottom of the window.
• If you don’t plan to use spreadsheet software for this session, prepare a piece of poster
paper to use in creating a line plot:
Unsafe Items
Skateboard Tire swing Water Climbing Frisbee Trampoline Ball pit

rails slide wall golf

Brainstorming Playground Designs
1 Set the stage for the upcoming unit by letting students know they are going
to design a dream playground for their school.
• Explain that this playground will include items that might actually be found on a
playground or at a park.
• Let students know that this exercise is hypothetical.
2 Ask students to talk in pairs about their experiences with playgrounds.

Pose questions like the following to prompt discussion:
»» What is your favorite playground equipment?
»» What do you wish you could have on a playground?
»» What games would you want to play on your playground?
»» Have you ever been hurt on a playground?
Students will have plenty to say about the subject of playgrounds. Keep the pace of the
discussion brisk to allow time for the full lesson. One way to do this and still allow everyone
to be heard is to give students two minutes to turn and talk with a partner. Then, go quickly
around the room and have each student share one thought aloud. Each student must say
something new, and a student may “pass” on his turn.
3 Have students brainstorm items they would like included in their dream
playground as you record their ideas on chart paper.
4 Explain that there are two items that a parent group will fund: a playing
field and a drinking fountain.
Add these two items to the list.
Playground Items
Swings
Play structure
Sandbox
Bouncy castle
Tire swing
Wading pool
Skateboard rails
Water slide
Climbing wall
Frisbee golf
Trampoline
Ball pit
Mini golf
Playing field Parent group
Drinking fountain Parent group
5 Now ask student teams of four to six to review the background information
on playground equipment and safety you gathered before the session.
• Explain that when building a playground, safety is always a primary concern.
• Have students think about the list they generated as they read about playground safety
requirements.
• Then ask each team to decide which items from the list should be removed because
they pose a safety risk.
• Let students know that they will have the opportunity to add more items later.
6 Bring the class back together and display the spreadsheet or chart paper
you prepared.
Depending on the resources available in your classroom, you can use a computer projec-
tor or whiteboard display, or ask students to gather around a computer screen to view the
spreadsheet. You can use the Unsafe Items sheet from the Playground Spreadsheets file or
create your own.
If you’re using a spreadsheet, let students know that during this activity they will see how
a spreadsheet is used to help analyze data. During the unit, they will learn how to use
spreadsheet software as they collect their own data.
7 Ask each team to share their safety concerns. As students share, enter the
items students suggest as potentially unsafe on your spreadsheet or line plot.
• Ask students to help you generate appropriate titles for the chart and axis.
• Once you have added all of the students’ suggestions to your display, take votes by
show of hand to find out how many students feel each item presents enough danger
that it should in fact be excluded from the playground.
»» If you’re using a spreadsheet, students will probably remark on the way the graph
changes every time you update the table. Let them know that this is one of the
advantages of using spreadsheet software to visualize data.
Unsafe Items
Skateboard Tire swing Water Climbing Frisbee Trampoline Ball pit

rails slide wall golf
8 Display the range and mode Word Resource cards and discuss their mean- Mode Can Be a Thing,
ing. Ask the class to find the mode and the range of the data and, when Not a Number
they’ve come to consensus, record it on your chart. In this activity, the mode
will be a non-numerical
Callie The trampoline has to be the mode, because it has the most concept (for example,
strikes against it. trampoline). Take a
Makani Yeah, 14 of us thought it would be unsafe. But only one of us moment to explain to
thought the frisbee golf was dangerous, so the range is 13. students that while
range and mean require
numerical values, mode
9 Next, ask students to talk in pairs about how the data can help the class come simply represents the data
to consensus on the items that should be removed from the original list. point that is most common
Then cross out the items on the chart the class agrees should be eliminated. among the data sampled.
Playground Items Math Practices

in Action 4.MP.3
Swings Students use the line plot
Play structure as evidence in their argu-
Sandbox ments. When students
Bouncy castle use data in this way, they
Tire swing see how mathematics
Wading pool can be used to construct
Skateboard rails viable arguments.
Water slide When they critique the
Climbing wall reasoning of others, they
Frisbee golf consider the data care-
fully and analyze whether
Trampoline
it is being represented
Ball pit
accurately in others’
Mini golf
arguments.
10 Ask students to write the current list of playground items in their math
journals and then answer the question: “How did we use the information and
data to help us choose the items we wanted in our dream playground?”
Remind students that if they thought of additional items they wanted to add to the list, to
record them in their journals.
11 Close the session by asking a few volunteers to share their journal entries
with the class.
Daily Practice
The optional Playground Safety Student Book page provides additional opportunities to
• Display and analyze data in line plots (supports 4.MD)
• Determine the mode and range of a set of data (supports 4.MD)
Unit 8 Module 1
Unit 8
Module 1
Session 2 Session 2
Planting Our Field
Summary
Students discuss the needs of plants and then plant a small grass field. They figure the mass
of soil needed, measure the water using customary measures, and determine the area of their
small field based on 32 half-pint milk carton planters of grass. Then they plant their small field
in preparation for helping the parent group figure the cost of planting a larger playing field. In
future sessions, students convert the measurements they find for their small field to a larger scale.
Skills & Concepts

• Identify the relative sizes of grams and kilograms, ounces and pounds (4.MD.1)
• Solve story problems involving mass using addition and multiplication of whole numbers
and fractions (4.MD.2)
• Solve story problems involving distance using addition and multiplication of fractions (4.MD.2)
Materials
Problems & Investigations Planting Our Field those terms for which Word
SB 304–305* • 1-cup/250-milliliter • poster or butcher paper and markers Resource Cards are available.
Grassy Field measuring cups, 1 per 6 • pushpins or small nails, class set composition
SB 306* students • permanent markers, 1 per 6 students
• measuring tapes, 1 per 6
compost
Grass Data Log • plastic wrap (optional)
students • pitchers or containers full of water, or access to a sink
cup*
• pan balance scale with • 2–3 boxes of paperclips (as extra pan balance weights) drainage
metric measures gram (g)*
Planting materials (see Preparation):
• half-pint milk cartons, class set plus extras mass*
• 2 lb. bag of potting soil, or equivalent amount of any model
soil suitable for planting grass
nutrients
• grass seed, 1/4 lb. bag
• tray or plastic plate large enough to hold 6 milk soil
cartons, 1 per 6 students
• tray(s) large enough to hold class set of milk cartons
Optional items for measuring soil in ounces (see Note):
• modeling clay or dough, 2–3 lbs, new in boxes or
carefully measured into 1/2 or 1/4-lb portions
• additional pan balance scales with metric weights
• plastic knives for clay, 2 per 6 students
Home Connection
HC 149–150
Another Grassy Field
Daily Practice
SB 307 • rulers marked in inches
Our Grassy Field and centimeters, class set

Preparation
• Place the following materials on a table for students to gather during the lesson: milk
cartons, tape measures, two small measuring containers, pouring containers, permanent
markers, and pens or nails.
• Place the pan balance scale(s), metric measures, boxes of paperclips, bags of soil and seed in
a central location where students can easily access them. Each group will need about a cup
of potting soil and about 1/4 cup of seed.
• Find the mass of a milk carton filled with soil. Each group of six students needs enough boxes
of paperclips to balance the scale using the paperclip boxes and the metric measures.
• Decide where to grow the grass and how many cartons’ worth of grass you will grow.
Ideally, you will place the cartons in a rectangle to simulate a field, using one or more large
trays to control spills and leaks. Set up this area before you begin teaching the session.
»» This activity is written for a field of 32 milk cartons, which works very well with a class
of about 30 students. If you have a much smaller or larger class, select a convenient
number above your class size that has a few different rectangular arrangements
(for example, 36 would work well with a class of 34 students, as 36 cartons could be
arranged as a 6-by-6 or as a 3-by-12).
Note Weight & Mass

If you want students to measure the mass of the soil in ounces, set out modeling clay or dough Using the pan balance
and, if possible, a few extra pan balance scales. Each group will need about half a pound of scale to measure the
clay, and the exercise will work best if the clay is already divided into 1/2- or 1/4-pound portions (a mass of the soil can be
brand new box of modeling clay is usually predivided appropriately). This activity is described as called weighing the soil,
an Extension in this session, but we recommend students practice finding ounces now so they but because we are not
can convert mass in both the metric and customary systems during upcoming sessions. actually measuring the
soil’s weight, we gener-
ally refer to this process
as measuring the mass
Problems & Investigations throughout this unit.
Planting Our Field

1 Open the session by telling students that the parent group needs informa-
tion about the grassy field they are funding, and they are asking your class
to provide some data.
• Tell students the parent group needs to know how much soil is needed, how much
water the grass will need, and how much it will cost to plant the field.
• Ask students to talk in pairs about how they can gather the information the parents
need without planting the whole field with grass.
• If students do not suggest it, propose creating a model of the field.
Teacher Do you think we could make a model of the situation?

Cole We could plant a small field and tell the parents how much it cost.
Teacher How would you figure out the cost of the actual field using a
smaller field?
Students We can keep track of how much we spend on our little field,
and then multiply it to equal the big field.
Don’t we need to know how big the field is?
For sure, and we also need to figure out our little field’s size.
How do we know how much everything costs?
Teacher We can start by planting our smaller field and finding out
about each item we need.
2 Explain that students will plant grass, figure the amount of soil needed,
monitor the growth and water consumption, and determine the cost of
planting the grass field.
Extension
3 Ask students to find the Grassy Field Student Book page, and display your copy.
If you want to discuss soil
• Have students talk in pairs about what the grass is going to need in order to grow and thrive. ecology or gardening
• Record students’ ideas on the whiteboard and have students record them on their in more detail with your
Student Book page. students, research soil
Possible answers include: sunlight, air, soil, drainage, nutrients, water, grass seed, worms, composition before this
fertilizer, compost, dirt. session—particularly as
related to lawn grasses.
• Then ask students which of the items they need costs money. Spend a few minutes
• Record the items that cost money while students add them to their pages. asking students about
what they think a good
4 Have student helpers give each student a milk carton and a pushpin or soil is made of, whether
small nail, then demonstrate preparing a milk carton as a planter and have soil that’s ideal for grass
students do the same. differs from soil that is
ideal for other plants, and
• Get a milk carton and carefully open the top fully to make a rectangular ‘planter.’ how much water they
• With a pushpin or nail, punch two small holes in the bottom of the carton for drain- think grass needs. Discuss
age. (If you use a pushpin, move it around in the hole to make it a little wider.) the importance of soil
composition for drainage
• Write your initials neatly on all four sides of the carton.
and nutrients, and specu-
late as to the amount of
water that might support
optimal growth.
Note If you have fewer students than the number of milk cartons you’ve decided upon,
have any students who have finished early prepare a second milk carton. You can also add
your own to the field (if you do, remember to tend it during the rest of the unit).
5 Work with student input to measure the length and width of the carton
using both customary and metric measures, and record this information on
your copy of the Grassy Field page.
The base of a typical milk carton is 2 3/4 inch or 7 cm square, but as long as your cartons
have bases that are rectangles of some kind, they will work for the grassy field.
6 Tell students their small field will have 32 milk cartons of grass (or however
many you have planned). Ask them to talk in pairs about the different ways
the milk cartons can be arranged into a rectangular field.
• Record the possible configurations where everyone can see them. [1 x 32, 2 x 16, 4 x 8]
• Have students identify the dimensions that are most similar to an actual field [8 x 4]; if
necessary, ask them to identify the dimensions that will fit in the space you have avail-
able to store the field, providing them with measurements of the space available.
7 Invite students to work in pairs to determine the length and width of the
small field in inches, based on the chosen configuration. Then have them
find the field’s area.
NAME | DATE
• Have volunteers share their strategies while you record them where everyone can see.
Grassy Field page 1 of 2
• Sketch the rectangular field and label its dimensions and area on the display.
1 What does our grass need to grow and thrive?
If you choose to assign today’s Daily Practice, students will find the dimensions and area of
the field using metric measures in that assignment.
8 When most2 students finish, record the dimensions on the display, and have
Which items will cost money?
students do the same on the Grassy Field Student Book page.

3 What are the dimensions of 1 carton? Record them below in inches and centimeters.
3 3
Customary: _____ 2 4 in.
2 4 in. × _____ 7 cm × _____
Metric: _____ 7 cm
4 32
What are the possible rectangular arrangements of our field if we have _____
cartons? Circle the arrangement the class will use.
1 x 32 4x8 16 x 2
2 x 16 8x4 32 x 1
5 Sketch the rectangle of our field below. What are the actual dimensions of our field
in inches? Label them on your sketch. Show all your work.
8 cartons/22 in. 3
8 x 2 4 in. = (8 x 2) + (8 x 3
)
4
= 16 + ( 24
4)
= 16 + 6
4 cartons = 22 inches wide
11 in. 3
4 x 2 4 in. = (4 x 2) + (4 x 3
)
4
= 8 + ( 12
4)
= 8+3
= 11
What is the area of our small field in square inches? Show all your work.
20 2
200 + 20 + 20 + 2 = 242 sq. in.
10

1
9 Introduce the term mass, and have students describe how they can find the
mass of the soil for each milk carton.
• Show the mass Word Resource Card, and and ask for student volunteers to explain the
mathematical meaning of the term.
• Ask students why they might need to find the mass of the soil for each milk carton.
• Explain that in a later session the parent group will need this information to determine
the cost of the soil needed for the playing field.
• Have students talk in pairs about how to find the mass of the soil for a carton.
Here is one possible suggestion for finding the mass:
»» Find the mass of an empty milk carton.
»» Fill the empty carton with soil and find its mass.
»» Then subtract the mass of the empty carton from the filled one.
Students may also suggest filling the carton with soil, then pouring the soil into the balance’s
pan. This is effective but messy; recovering the soil from the pan can be difficult. If you want
to permit this method, you might put out a roll of plastic wrap or sheets of copy paper that
students can use to pour the soil onto, then lift carefully into and out of the balance’s pan.
You don’t need to measure the mass of soil at this time; students will do this in groups shortly.
10 Review the items students will need, divide them into groups of six, and
distribute the planting materials you gathered before the session.
Have groups select a member to be the “materials manager” for the day; that member will
gather the items for the group. They’ll need to gather a 1-cup/250-milliliter measuring cup
and a tray or plastic plate. Groups will also need access to a container of water or sink,
access to the pan balance scale and weights, and access to the soil and grass seed.
Extension
11 Have student groups fill one of their milk cartons with soil until it is a half- You can have students
inch from the top. Invite groups to take turns using the pan balance scale learn how to measure
to find the mass (in grams) of the soil in the carton. their soil in ounces using
modeling clay or dough.
If you are using a compost or planting mix, the soil should have a mass between 150 and 180 We recommend that you
grams. Students will probably need to use a paperclip box equal to 100 grams plus the metric do this if at all possible,
measures to balance the scale. A half-pint milk carton has a mass of about 15 grams. so that students will have
• Tell students the mass of a box of paperclips, or demonstrate measuring its mass. experience converting
[Probably 100 grams, but check the boxes you are using.] grams to ounces for
future sessions.
• Ask each group of six to compare their results and, if appropriate, pause to discuss any dis-
crepancies in measurements as a class and come to consensus on the approximate mass of ••Ask students how they
soil each carton contains. Record this information on the Grassy Field Student Book page. can determine an ounce
of clay if they know a
12 Now ask groups to fill their milk cartons with soil so all cartons have the box (or other portion
you’ve prepared) is one
same mass. pound. Have them share
their thinking (e.g., one
stick can be cut into
four equal parts, each
of which has a mass of
1 ounce; a one-pound
portion can be divided
into fourths, and each
fourth can be divided
into fourths again to get
16 ounces).
••Provide one stick of clay
and one plastic knife
to each group of six
Decide whether you want to allow students to pour the soil directly into the balance pans. students.
They might even try pouring six cartons’ worth of soil, balancing it to find six times the mass ••Have students cut the
the class decided on, and then distributing the soil evenly. It will be messier, but it is an sticks of clay into ounces
effective strategy. Again, pieces of plastic wrap (which has a negligible mass for the purpose and work together to
of this activity) or even copy paper can make this process less difficult. find the mass of the soil.
As students work, circulate to see that the soil in all cartons is about a half-inch from the top. ••Either ask students to
approximate the mass
in whole ounces or
have them divide the
clay into smaller pieces
to find fractions of an
ounce.
13 Next, have groups plant their grass seed.
• Have students sprinkle the seeds over the top of their milk carton and then gently mix
them into the top half-inch of soil with their fingers.
• Ask each group to place their milk cartons onto their tray or plastic plate.
When students water their plants in a few steps, the trays or plates will catch any water that
spills over or seeps through the holes in the bottom of the cartons.
14 Ask students to find the Grass Data Log Student Book page, and display
your copy. Review how to record the grass data on the log.
• Have students fill in today’s date on the Planting Date line.
• Ask students to think about how much water they should give their grass seeds today,
using customary measures. Tell students they need to provide enough water to thor-
oughly dampen the soil without overflowing. (One-half cup of water should moisten the
soil without overflowing the carton.)
• If necessary, review the measurement markings on the measuring containers and how
to read them.
• Have each student take a turn pouring water into the small measuring container and
carefully watering his grass.
• Encourage students to add the water slowly and keep track of how much water they
actually add.
• Tell students to record the amount of water they gave their plant to within 1/8 cup.
Note: The seeds should germinate within four to six days.
15 While students are working, draw a simple grid on poster or butcher paper
to represent the planted field (if you haven’t already done so). Students will
write their initials on this “map” in the next step.
window
Grassy Field Map
bookshelf
16 Have students place their milk cartons in the designated growing area and
write their initials on the map. Then ask groups to clean up their work areas.
• Tell students to return their supplies to the materials area, and have them wipe up any
soil or water that spilled.
• Invite students to come up four at a time, place their milk cartons in a row, and write
their names in the appropriate squares on the map.
If you are unable to keep your cartons in a rectangular arrangement, give students direc-
tions that work for your situation.
17 Finally, ask students to spend the rest of the time completing and discuss-
ing item 7 on the Grassy Field Student Book page.
• If you had students find the mass in ounces, ask them to answer item 7 for both grams
and ounces.
• Encourage students to work together to discuss the questions, but remind them to
record their own answers.
18 Close the session by having students share their strategies for finding the
mass of the soil for the entire field.
Note If you used a 2 lb. bag of potting soil for today’s activity, keep the bag to use as a
visual referent in Module 3, Session 5.
Home Connection
19 Introduce and assign the Another Grassy Field Home Connection to
provide more practice with the following skills:
• Solve story problems involving distance using addition and multiplication of fractions
and whole numbers (4.MD.2)
Daily Practice
The optional Our Grassy Field Student Book page provides additional opportunities to
• Solve story problems involving distance using addition and multiplication of whole
numbers (4.MD.2)
Note If the milk carton planters in your classroom are not arranged in a rectangle, but
you want to assign this Daily Practice, provide the number of planters and dimensions for
a hypothetical small field for students to fill in before they begin working independently.
They will also need a measurement for the base of the planters, which does not necessarily
have to match those you are using in class.
Unit 8 Module 1
Unit 8
Module 1
Session 3 Session 3
Investigating Playground
Equipment
Summary
Together the class and teacher read pages from Kids Discover: Simple Machines magazine,
learning about simple machines. Students then discuss the simple machines found in
playground equipment. Then they investigate how the placement of the fulcrum on a seesaw
affects the lifting and balancing of different amounts of weight. Students use scaling and the
results of their investigations to determine how to design a seesaw that is fun and safe for
all. At the end of the session they record data and observations about the grassy field they
planted in Session 2.
Skills & Concepts

• Identify the relative sizes of inches and feet (4.MD1)
measurement (e.g., convert from feet to inches) (4.MD1)
Materials
Problems & Investigations Investigating Playground Equipment those terms for which Word
SB 308–309* • Kids Discover: Simple Machines • pencils, half-class set Resource Cards are available.
Fulcrum Investigation • colored tiles, 12 per student • 12-inch rulers marked in inches, effort
SB 310–311* half-class set
fulcrum
Scale Diagram
inclined plane
Daily Practice lever
SB 312 • measuring tape marked in load
Twelve-Foot Seesaw inches and centimeters model
HC – Home Connection, SB – Student Book, TM – Teacher Master pulley
Copy instructions are located at the top of each teacher master. * Run 1 copy of these pages for display. screw
simple machine
Preparation wedge
• Read the Kids Discover: Simple Machines magazine before the session to review simple wheel and axle
machine principles and vocabulary.
• Make a model seesaw of your own, using the instructions in the session, so you can
anticipate students’ questions or issues as they work.

Investigating Playground Equipment
1 Begin today’s session by introducing the magazine Kids Discover: Simple
Machines and letting students know that today they will investigate how to
design a seesaw for their playground.
• Have students turn and talk with a partner about why they think you are going to read
about simple machines during a playground design project.
• Display pages 2–5 as you read them together with the students, and discuss the photos
and diagrams as you go.
»» Ask students to share where simple machines are found on a playground, and
record their ideas on the board.
»» Let students know that during the next several sessions they will investigate simple
machines found in playground equipment.
2 Discuss the simple machine that is found in a seesaw, and have students
brainstorm how to make a model seesaw.
• Ask students what simple machine is found in a seesaw.
• Review the definitions of lever and fulcrum.
• Have students talk in pairs about how they can make a model seesaw with available
classroom materials.
Some students will probably suggest using a pencil for the fulcrum and a ruler for the lever.
• Have student pairs get a pencil and ruler while a few volunteers pass out the colored tiles.
3 Have students find the Fulcrum Investigation Student Book pages, and
display your copies. Then demonstrate how to set up the model seesaw.
• Use a pen to draw a line around the middle of the pencil.
• Then lay the ruler across the pencil. Ask students what part of the ruler should align
with the line on the pencil, or fulcrum (the 6-inch mark on a 12-inch ruler), and why.
4 Introduce the investigation and invite students to set up their seesaws.

Teacher Sarah is a fourth grader who wants to know where to place
the fulcrum on her seesaw so she can balance with her friends. Sarah
weighs 60 pounds. If we say that 1 tile is equal to 10 pounds, how
many tiles do we need to represent Sarah’s weight?
• Have students place 6 tiles between the zero and 1-inch marks to represent Sarah.
• Then ask how many tiles need to be placed between the 11- and 12-inch marks to repre-
sent Sarah’s friend, who also weighs 60 pounds. [6 tiles]
• Have students place the tiles on their seesaws and test them.
• When all pairs have had a chance to experiment, ask volunteers to share their observations.
Students Since 60 divided by 10 is 6, we need 6 tiles.

Teacher OK. Please carefully place 6 tiles on one end of the ruler
between the zero and 1-inch marks. These tiles are going to represent
Sarah. Now, how many tiles should we add to the other side to bal-
ance her with her friend, who also weighs 60 pounds?
Students That’s easy! We just add 6 tiles to the other side.
Teacher Try it out to see if you are correct. Place 6 tiles on the other
end between the 11-inch and 12-inch marks. Check to be sure the line
on your pencil is matched with the 6-inch mark on your ruler.
5 Ask students to record their results on the Fulcrum Investigation Student

Book page 1, and then provide directions for the first few steps.
• Give students the following directions:
»» Move the pencil (fulcrum) so the line on your pencil is at the 4-inch mark. Place 6
tiles between the end of the ruler and the 1-inch mark to represent Sarah.
»» Predict how many tiles you’ll need to add to the other end of the ruler to lift Sarah.
Record your prediction.
»» Now add the number of tiles you actually need to lift Sarah. Place the tiles between
the 11-
NAME
and 12-inch marks. Record how many tiles you added.
| DATE
»» Record the equivalent weight in pounds.

Fulcrum Investigation page 1 of 2
• Have students turn and talk to a partner about their ideas for an equivalent weight.
Remind Set up your seesaw experiment like the picture.
them to record their ideas.
1 Investigate what happens when you move the fulcrum.
6 Now invite students to move the pencil (fulcrum)
Record your predictions and results below.
Placement Predicted Number of Actual Number of
so the line on the pencil
Number of Pounds Something Similar in
is at the 8-inch markTilesand
of Fulcrum repeat
to Lift Sarah Tiles the steps.Tiles Represent
to Lift Sarah Weight
4"
• Ask students to5" talk in pairs about their observations about the data for the 4-inch and
8-inch placements
6" and then record their observations at item 2.
7"
7 Have students 8"work in pairs on the remaining items of the Fulcrum
Investigation Student
2 What Book pages.
do you notice about the data for the 4-inch and 8-inch placements?
Review the directions and ask if there are any questions.
3 Complete the diagram below to show your results.

Fulcrum Experiment Diagram
Weight on this end Weight needed to lift
60 pounds 4 inch 30 pounds
60 pounds 5 inch 40 pounds
60 pounds
6 inch 60 pounds
60 pounds
7 inch 80 pounds
60 pounds
8 inch 120 pounds
8 When most students have completed item 3, gather the class and invite
volunteers to share their observations and thinking about how the place-
ment of the fulcrum changes the amount of weight it takes to lift Sarah.
The closer the fulcrum is to the object you want to move (Sarah), the easier it is to move the object.
9 Now present a new scenario.

Teacher The playground outside has an 8-foot long seesaw. Students
in other classes want to know where to place the fulcrum so they can
balance with older and younger students. How would you advise them?
Ask students to talk in pairs about how they can use the results of their investigations to
help students know where to place the fulcrum on the real seesaw.
Omid We can tell them to put the fulcrum closer to the heavy person.
That will help them balance.
Teacher How will they know exactly where to place the fulcrum so
they balance?
Molly Maybe we can measure how far to put the fulcrum from the
end of the seesaw.
Teacher Can you tell us more about your thinking?
Molly We moved the fulcrum different numbers of inches away from
the end so Sarah balanced. We can do the same with the real seesaw,
but use feet instead of inches.
Chuck I agree, but how many feet instead of inches? I don’t think it
works if we move it one foot for every inch.
Teacher Let’s explore that thinking a little more.
10 Have students find the Scale Diagram Student Book pages, and display
your copies.
• Ask students to talk in pairs about their strategies for finding the real seesaw’s length
(in inches).
• As students share, create a ratio (conversion) table and have students help you fill it in.
• Help students see that the real seesaw is eight times as long as the model.
Feet Inches
1 12
2 24
3 36
4 48
×8 5 60 ×8
6 72
7 84
8 96
11 Then have students talk in pairs about how to use the Scale Diagram to find
where to place the fulcrum on the real seesaw.
Have a few volunteers come up to share their strategies.
2 How does that compare to our model seesaw?
3 Look at the partially completed Scale Diagram below. Fill in the rest of the diagram
to help find where to place the fulcrum on the real seesaw.
Scale Diagram
0 in. 4 in. 5 in. 6 in. 7 in. 8 in. 12 in.
0 in. 32 in. 40 in. 48 in. 56 in. 64 in. 96 in.
Use your data, the Fulcrum Experiment Diagram, and the Scale Diagram to help you
answer the following questions.
4 Where should we place the fulcrum on the real seesaw for Sarah to balance with
another 60-pound 4th grader?
a How many feet is that from the end of the seesaw?
12 Review the directions for the remaining questions and ask students to
complete the Scale Diagram Student Book pages independently.
• Bring students together and ask them to share how they can use the results from their
investigations to design a seesaw for their playground that is fun and safe for everyone.
• Provide a few minutes for students to check their grass, water it if needed, and record
the amount of water they added, if any, in their Grass Data Log.
Daily Practice
The optional Twelve-Foot See-Saw Student Book page provides additional opportunities
system of measurement (e.g., convert from feet to inches) (4.MD.1)
terms of a smaller unit within the Same system of measurement (4.MD.2)
Unit 8 Module 1
Unit 8
Module 1
Session 4 Session 4
Experimenting with Pendulums
Summary
Students experiment with several variables to see what affects the speed of a pendulum
swing. They use spreadsheet software or paper and pencil methods to display and analyze
their data. Students then explain how to make a swing move slower for a younger student
and faster for an older student. At the end of the session they record data and observations
about the grassy field they planted in Session 2, and the teacher introduces the Ten-Foot
Seesaw Home Connection.
Skills & Concepts

• Display and analyze data in bar graphs using spreadsheet software (supports 4.MD)
Materials
Vocabulary
Problems & Investigations Experimenting with Pendulums those terms for which Word
TM T1 • measuring tapes marked • spreadsheet software (see Preparation) Resource Cards are available.
Bar Graph (optional) in inches and centimeters, • model pendulum (see Preparation) generalization
SB 312–314* 1/3 class set • computers or tablets with spreadsheet gravity
Pendulum Swing • 180º protractors, 1/3 class software (optional, see Preparation)
set • Playground Spreadsheets digital file
model
SB 315–316*
Pendulum Graphing (optional, see Preparation) pendulum
Pendulum materials, per 3 students: pulley
• 2 washers trend
• 2 1/2-foot long piece of string variable*
• scissors
• tape or masking tape
• colored markers
• stopwatch or class clock
Home Connection
HC 151–152
Ten-Foot Seesaw
Daily Practice
SB 317 • student math journals
Another Pendulum Swing
Experiment

Preparation
Use the Pendulum Swing Student Book page as a guide to make a sample pendulum before
the session.
Data Visualization
Before this session, decide whether you will have students collect and visualize data using
spreadsheet software or pencil-and-paper methods. If you have access to spreadsheet
software for students to use but feel they would benefit from more pencil-and-paper
work graphing data before moving on, you can begin with pencil and paper now and have
students work with spreadsheet software in later activities.
• If students will be using spreadsheet software for this session, review the Pendulum Graph Student Computer Use
sheet in the Playground Spreadsheets file, and decide whether you want students to use ••Over the course of
it as a template, use a template you create, or create their own files from scratch. If you will the unit, students will
be using a template, store it somewhere that students can get copies of the file. need to work in small
»» Note that the instructions on the Pendulum Graph sheet are appropriate to Microsoft groups to visualize
Excel. If you choose to include these instructions on a template for students, edit them their data. Think about
as necessary so they reflect the actions needed in your particular spreadsheet software. how student teams
will work together at
the computer for these
activities.
••Decide how students
should name their
spreadsheet files and
where they will save
them for easy retrieval.
••If you’re using software
that allows multiple
sheets to be kept in
separate tabs within
a file, we suggest that
each student pair
use one file for the
entire unit and add
• If students will be visualizing data with paper and pencil, students will make a bar graph a new sheet for each
using copies of the Bar Graph Teacher Master instead. graph they’ll do in this
unit. Ask students to
Timing name the sheets with
If you choose to have students use spreadsheet software in this session and your students do descriptive titles, such as
not have much experience with such software, this session will likely take longer than one hour. Pendulum Graph.

Experimenting with Pendulums
1 Begin today’s session by letting students know they are going to conduct
experiments involving swings, and then give them some background
information about the experiments.
• Explain that older students might want to swing high and fast, but younger students
often need to swing more slowly for safety reasons. Students are going to experiment with
the back and forth motion of a swing to see which factors make it speed up and which
make it slow down. The motion of a swing can be generally modeled with a pendulum.
• Hold up the pendulum you made before the session, and demonstrate how it simulates
a swing.
• Ask students to share where they have seen pendulums.
• Then have students talk in pairs to predict the factors that might affect the speed of a swing.
• Record their predictions where everyone can see.
Students will experiment with weight and string length during their investigations today.
They will likely predict these factors, but if not, lead them to consider these two variables.
Students will also work with the angle of release factor during the Daily Practice.
2 Ask students to find their Pendulum Swing Student Book pages, and
display your copies.
3 Together, read the directions for the first experiment. Answer any questions Pendulums
students have, then move on to the directions for the second experiment. Ask Galileo discovered the
students to clarify for you what will change between the two experiments. relationship between the
length of a pendulum
Teacher What will stay the same for both experiments? and the time of the
Chun Well, I don’t think we’re going to change the string at all, which is swing. The fastest time
good because I don’t want to have to measure and mark two of them! comes with the shortest
length. The time actually
Amie We’re adding another washer, though.
decreases by one-half if
Sabon That’s right. The pendulum will be heavier. the string is one-fourth
Gisele And both times we’ll swing the pendulum at the same lengths, the original length. In
and write how many swings it does in 10 seconds. So the lengths and this session’s experiment,
the different amount of
time will be the same in both experiments.
washers and the different
Chun Everything except the weight is the same as before. angles of the drop do not
affect the timing. (Minor
4 Divide students into groups of three, distribute pendulum materials to the discrepancies may occur,
due to experimental error.)
groups, and give them about 20 minutes to work.
The reason timing does
To avoid messy desks, ask students to place a piece of paper under the string while they mark not change with these
the centimeters. variables is due to the
pull of gravity. The speed
increases as the pendulum
approaches the vertical
position and slows as the
pendulum moves upward.
Pendulums stop at the
highest position of their
swing before beginning
the downward swing
because they are pulled by
gravity. This pull of gravity
remains the same regard-
less of a material’s mass.
SUPPORT/ELL If students are uncertain about constructing their pendulums, you can
assemble a pendulum while they observe, marking the string as in the instructions on the stopped stopped
Student Book Page. fastest
5 Reconvene the class, and ask a few volunteers to share what they notice
about the data they collected.
Math Practices
Discuss why there may be discrepancies in the data (e.g., human error in measuring,
in Action 4.MP.6
timekeeping, or pendulum construction; variations in the shape of the edge of a desk).
Learning to attend
6 Explain that organizing data in a graph often makes it easier to see trends to precision involves
and make generalizations. Tell students they will create a graph of their thinking carefully
about factors that can
data using spreadsheet software.
compromise precision
If you do not have access to spreadsheet software and computers or mobile devices to run and accuracy of measure-
it, have students make a bar graph using copies of the Bar Graph Teacher Master instead. ments. Thinking about
Display your own copy and chart some data as an example to get students started. This the data they have
will affect steps 6 –9. Students will still be able to answer the questions on the Pendulum gathered in this way
Graphing Student Book page. helps students measure
more carefully and be
7 Return students to their groups of three, with each group at a computer more thoughtful in their
or mobile device with spreadsheet software and a copy of the Pendulum analysis of that data.
spreadsheet file. Ask each team to open the file while you display a copy.
• Demonstrate how to name and save the file with a new name and have each student
group save a new copy of their own.
• Solicit student input to help you name the chart and the two axes. Then ask one team
to share their data, and enter the data as students follow along.
8 Invite students to spend about 15 minutes creating and analyzing their

graphs and answering the questions on the Pendulum Graphing Student
Book page.
You might ask half of the groups to graph the 1-washer data and the other half to graph
the 2-washer data rather than having everyone do both graphs. Having groups share and
compare after they create the different graphs can reinforce the idea that there is no differ-
ence between the two data sets.
• Remind students to record their answers to the questions in their own books.
• Remind students to save their file when they’re done.
• Circulate while students work to help as needed.

• Bring students together and ask them to share how they could set up a variety of
swings on their new playground so that older students swing faster and younger
students swing more slowly.
the amount of water they added, if any, in their Grass Data Log.
Home Connection
10 Introduce and assign the Ten-Foot Seesaw Home Connection to provide
Daily Practice
11 The optional Another Pendulum Swing Experiment Student Book page
provides additional practice applying the following skills:
• Display and analyze data in bar graphs (supports 4.MD)
Unit 8 Module 1
Unit 8
Module 1
Session 5 Session 5
Angle of the Slide
Summary
To begin this session, the class reads from the Kids Discover: Simple Machines magazine and
students discuss inclined planes. Then students are introduced to a problem in which children
are falling off the end of a park slide and getting hurt. They investigate how the different angles
and lengths of a model slide affect the distances a child lands from the end of the slide. They
measure the angles using a protractor and conduct several tests. Students average their test
results and determine the optimum angle to keep children safe when sliding. At the end of the
session they record data and observations about the grassy field they planted in Session 2.
Skills & Concepts

• Draw line segments and angles (4.G.1)
Materials
Problems & Investigations Angle of the Slide those terms for which Word
SB 318–319* • Kids Discover: Simple Machines • card stock, one 8 1/2 x 11 sheet Resource Cards are available.
Slide Experiment • colored tiles, 1 per student pair per student pair angle*
• 180º protractors, class set • scissors, class set
inclined plane
• rulers marked in inches and
centimeters, class set length
• masking tape or copy paper, 1 model
piece per student pair variable*
Daily Practice
SB 320–321 • 180º protractors, class set • rulers marked in inches and
Two More Slides centimeters, class set

Preparation
Build a slide as described in step 6 of the lesson. Practice using the protractor to line up the
slide and letting the tiles slide down the chute before the session, so you can anticipate
students’ questions or issues as they work.

Angle of the Slide
1 Begin the session by telling students they will investigate another simple
machine today—the inclined plane. Then display pages 12–13 of the Kids
Discover: Simple Machines magazine, and read them together with the class.
Discuss the pictures and diagrams, and ask students where on the playground they might
find inclined planes.
2 Explain that students will investigate a problem with a slide at a neighbor-

hood park. Then provide some background information about the problem.
Teacher Children at a neighborhood playground are getting hurt
on the slide. They go down too fast and hit the ground hard at the
bottom. The class is going to conduct experiments today to find a way
to change the slide so children do not get hurt.
3 Ask students to talk in pairs about factors that might affect how fast chil-
dren are sliding.
Students will experiment with the length and angle of a model slide during their investiga-
tion today. They should predict these factors, but if not, lead them to consider these two
variables (length and angle).
• Record students’ ideas on the whiteboard.
• Then let students know that today’s experiments will focus on the angle and length of
the slide.
4 Now ask students to find the Slide Experiment Student Book pages, and
display your copies of the pages.
5 Explain that a student measured the dangerous slide and found that it has a
30° angle where it meets the ground. Ask students to use their protractors to
draw a side view of the slide on the first Slide Experiment Student Book page.
Circulate to observe and help as needed.
SUPPORT/ELL If your students really struggle, demonstrate how to use the protractor to
draw a 30° angle labeled “slide” and “ground.”

This is a good opportunity to informally assess students’ use of protractors to sketch angles.
NAME | DATE
Slide Experiment page 1 of 2

1 The neighborhood slide has a 30° angle where it meets the ground. Use your
protractor to draw and label a side view of the neighborhood slide.
slide
ground 30°
2 Using the 15-centimeter slide held at a 30° angle, slide a tile down the slide. Record
your results in the table below, then repeat the experiment.
15-Centimeter Slide Results
Slide Angle Mean (Average)
Test 1 Distance (cm) Test 2 Distance (cm)
(degrees) Distance (cm)
30° 5 cm 6 cm
10°Grade 4 gets
Teachers
stuck Guide gets stuck 28 © The Math Learning Center | mathlearningcenter.org
25° 4.5 cm 5 cm
20° 3 cm 3.5 cm
6 Have students pair up, then cut out and set up their slides as you demon-
strate the steps.
• Measure, then cut out two different rectangular slide chutes on card stock—one 15 cm
x 5 cm and one 20 cm x 5 cm.
»» Measure and mark both rectangles before cutting, to make sure you can cut them
both out of the sheet.
• Fold the long sides of each rectangle up about 1 cm to give the slide short walls. The
floor of the slide will be about 3 cm wide. A colored tile should fit on the slide chute
without touching the sides.
• Affix a strip of masking tape to the surface you’ll use for your experiment, or draw a
line on a sheet of paper. This will be the slide finish line.
7 Then have student pairs follow the directions for completing the first step
of the experiment.
• One partner holds the protractor on the finish line so that the 90° line on the protrac-
tor lines up with the finish line. (If you’re using masking tape, use one edge of the tape
as the finish line.)
• The other partner holds the slide next to the protractor so that one end lines up with
the finish line, and the slide is angled at 30 degrees.
30°
• Either partner sets a tile at the top of the slide and releases the tile.
• Once the tile lands, partners set the slide and protractor aside, then measure how far past
the finish line the tile landed. Measure to the edge of the tile closest to the finish line.
• Each student records the distance in the table on their own Student Book page.
8 Explain that to be safe, the tile should not land any more than 3 centime-
ters from the end of the slide.
• Ask students to review their data and share whether they think the 30° angle is safe.
• Then have students talk in pairs about their predictions of which angle will meet the
criteria of the tile landing less than 3 centimeters from the end of the slide.
• Have them explain their reasoning for their predictions.
• Ask students to record their thoughts in their Student Books.
9 Have pairs repeat the 30° slide and record their results, then choose four
more angles at which to test the slide. For each angle, they’ll slide the tile
twice and record the results. slide
Remind students that they want to findground
an angle30°
at which sliding is safe—that is, where
the tile lands less than 3 centimeters from the end of the slide.
30° 5 cm 6 cm
10° gets stuck gets stuck
25° 4.5 cm 5 cm
20° 3 cm 3.5 cm
15° 2 cm 2.5 cm
a To be safe, the tile should not land more than 3 centimeters from the end of the
10 Bring the class back
slide. together
What do you predictto
is adiscuss their your
safe angle? Explain results.
reasoning.
Possible questions:
• Are there any discrepancies? Do some groups have very different data? Can you think
b Experiment
of any reasons for thewith different angles of the slide in 5° increments, and record your
differences?
results in the table above. Test each angle two times.
• If students might have been imprecise in their measurements or experimentation, what
Unit 8 c Which
Module 1 angle5 do you recommend so the slide is safe? Explain your reasoning.
Session
strategies
NAME
could they use to improve precision? | DATE
11 Tell students Slidethat today they’ll

Experiment pageneed
1 of 2to compare the results of their experi-
ments, and to do that, it will be easiest to work with just one number for
each angleprotractor
for which to drawthey recorded
and label data.
a side view of In orderslide.
the neighborhood to get one number from
the twoBridges
they took, they’ll find the average,
in Mathematics Grade 4 Student Book 318
or mean, of two numbers.
SUPPORT/ELL Display the mean Word Resource Card and discuss the term’s meaning.
• Ask students to volunteer strategies for calculating
slide the mean of two numbers, and
record their strategies on the board.
ground 30°
• Then ask students to find and record the averages for their first experiment.
30° 5 cm 6 cm 5.5 cm
10° gets stuck gets stuck —
25° 4.5 cm 5 cm 4.75 cm
20° 3 cm 3.5 cm 3.25 cm
15° 2 cm 2.5 cm 2.25 cm
12 When most students
slide. What dohave finished
you predict recording
is a safe angle? averages
Explain your reasoning.for the first
experiment, have them pair up again and repeat the experiment with the
20-centimeter slide.
b Experiment
• Ask students to use the with different
same anglesasofthey
angles the slide
didinfor
5° increments,
their firstand record your They can
experiment.
record them in the table on the second Student Book page before they begin.
c Which angle do you recommend so the slide is safe? Explain your reasoning.
• Remind students to record the data from their experiment in their own Student Books.
• As pairs finish the second experiment, have them answer the remaining questions on
the second Student Book page.
Unit 8 Module 1Unit 8 ModuleSession
1
5
Session 5
NAME | DATE
3 Now experiment with the 20-centimeter slide to see if it makes a difference in how Ongoing
far the tile lands beyond the end of the slide. Use the same angles that you did for Assessment
the 15-centimeter slide, and record your results in the table below.
20-Centimeter Slide Results Although we value coop-
Slide Angle
(degrees)
Mean (Average)
Distance (cm)
erative learning, we also
30° 8 cm 7.5 cm 7.75 cm need to hold students
10° 1 cm 1.5 cm 1.25 cm accountable for what
25° 6 cm 6 cm 6.5 cm they know and can do
20° 5.5 cm 5 cm 5.25 cm
3.75 cm independently. The Slide
15° 3.5 cm 4 cm
Experiment asks students
a Explain what you notice about this data in comparison to the shorter slide’s data. to measure, draw, and
13 Reconvene the class. Close the session by asking students to share how label diagrams, including
they could use the results from their experiments to design a slide for the angles and measurement
playground that is fun and safe for everyone. quantities. They must
also work with converting
4 Sketch units within measurement
the amount ofawater
side view of the slides that you think will keep students safe. Sketch one
they added, if any, in their Grass Data Log.
for the 15 cm slide and one for the 20 cm slide. Use your protractor and ruler to systems and scale their
measure both the angle and length accurately, and label them on your sketches. measurements between
a model and reality. If
Daily Practice you’re keeping portfolios
of student work, consider
The optional Two More Slides Student Book page provides additional opportunities to including their Slide
apply the following skills: Experiment Student Book
• Solve story problems involving a multiplicative comparison using multiplication or pages as a work sample.
division (4.OA.2)
a If the actual slides are 20 times as large as our models, how long are the real
slides in centimeters?
system ofbmeasurement (4.MD.1)
How long are the actual slides in meters?
termsBridges
of ainsmaller unit within the same
Mathematics Grade 4 Student Book 319

Note This Daily Practice requires the use of a ruler and protractor, so it will probably
work best as an in-class assignment rather than homework.
Unit 8 Module 1
Unit 8
Module 1
Session 6 Session 6
Seating on the Merry-Go-Round
Summary
Students use diagrams of merry-go-round tables to investigate the angle measures of a circle.
They measure and draw equal sections on a circle that can fit hexagons (representing older
students) and then trapezoids (representing younger students). At the end of the session, they
have extra time to record data and observations about the grassy field they planted in Session
2, and the teacher introduces the Circle Explorations Home Connection.
Skills & Concepts

• Measure angles by identifying the fraction of the circular arc between the points where the two
rays forming the angle intersect the circle whose center is at the endpoints of those rays (4.MD.5)
• Express the measure of an angle as the sum of the angle measures of the non-overlapping
parts into which it has been decomposed (4.MD.7)
Materials
Problems & Investigations Seating on the Merry-Go-Round those terms for which Word
SB 322–323* • Kids Discover: Simple Machines magazine • scratch paper, 2–3 sheets Resource Cards are available.
Merry-Go-Round Bars • trapezoid & hexagon pattern blocks, 12 of per student, or student math
angle*
each per student (see Preparation) journals (to sketch good designs
before selecting a final design) hexagon*
• 180º protractors, class set
• rulers marked in inches and centimeters, trapezoid*
class set wheel and axle
Home Connection
HC 153–154
Circle Explorations
Daily Practice
SB 324 • 180º protractors, class set
Preschoolers’ • rulers marked in inches and centimeters,
Merry-Go-Round class set
• triangle pattern blocks, 15–20 per student

Copy instructions are located at the top of each teacher master. *Run 1 copy of these pages for display.
Preparation
• Sort or have a volunteer sort your trapezoid and hexagon pattern blocks into groups of
12 each. If your class is quite large, you may not have enough to give each student 12 of
each block. If this is the case, plan to have half of the class do the older student (hexagon)
merry-go-round design first while the other half does the younger student (trapezoid)
design, then switch.
Merry-Go-Round Bars page 1 of 2
1
Use hexagon pattern blocks to represent the space an older student needs to ride on
the merry-go-round. Experiment until you find the greatest number of hexagons that
»» Students will not actually need 12 hexagons, as at most 7 can fit on the merry-go-round
can fit on the merry-go-round with each one still having an equal amount of space.
models they’ll be using. We recommend using 12 of each block anyway so that students
• Sketch good designs on scratch paper or in your math journal as you work.
don’t come to the•foregone conclusion
When you have that
a design that willthe
fit thenumber of blocks
most students, that
draw it on the fits is necessarily
diagram below. Use your protractor to divide
equal to the numbertheyou’ve provided.
merry-go-round into equal sections, and draw lines where the bars will go. The first bar has been drawn already.
• Practice fitting pattern blocks
• Draw ontointhe
hexagons eachmerry-go-round diagrams
section of your merry-go-round on to
design the Merry-Go-Round
show how they fit. Use a hexagon pattern block to
trace their exact size.
Bars Student Book pages. Twelve trapezoids or 7 hexagons will fit, but they will fit right
against the edges of the diagrams, so accuracy will be very important during this investiga-
tion. If you plan to assign the Daily Practice page, practice fitting triangle pattern blocks
onto the model on that page as well.

Seating on the Merry-Go-Round
1 Open the session with some background information about today’s investigation.
Explain that to be safe, merry-go-rounds need bars for students to hold so they don’t fall
off and get hurt. The class is going to investigate where to place the bars on merry-go-
rounds so older and younger students can use them safely. On our model, we will use
hexagons to represent the space needed by older students and trapezoids for the space
needed by younger students.
2 Have students find the Investigating Merry-Go-Rounds Student Book

pages while you put your copy of the first page on display. Together, review
the directions for the first merry-go-round investigation.
Students may work together to find the greatest number of students for each merry-go-
round, but each needs to complete her own drawings and explanations.
3 Draw students’ attention to the Legend box at the bottom of the Student
Book page. Ask them about the line at the bottom of the box: what kind of
information do they think they need to fill in there?
Legend
1 = 1 older student
Part of the circle needed per student = ___________________
Teacher
BridgesLet’s think about
in Mathematics Grade 4what kind
Student Bookof shape we’re322
talking about andLearning Center | mathlearningcenter.org
© The Math
see if that gives us any clues. What would a merry-go-round look like
from above?
Cole Like a pie.
Robert Right, like slices of a pie!
Tzani But how would we know how much space that is?
Teacher Since this is a diagram, not a full-size merry-go-round, maybe
we should just describe how much of the circle we’re going to give each
student. Then the engineers could scale it up for the real thing.
Robert Well, you can divide a circle into fourths, or sixths, or eighths,
or … anything, I guess.
Cole Sure, but I don’t want to try to ride a merry-go-round that’s
divided into hundredths.
Shawna And it’s really hard to do odd numbers. Like sevenths.
Teacher What if we use our protractors?
Tzani We could put how many degrees of the circle each student needs!
Teacher Can you explain more about what you mean?
Tzani Well, the protractor is like half a circle, and it’s 180 degrees.
If we gave each student a third of that, it would be 60 degrees. So we
would put 60 degrees on that line in the legend.
Teacher Do you all agree that writing in the number of degrees of
each section would work?
4 Give students about 15 minutes to investigate the seating capacity of the

first merry-go-round.
Some students might go with 60 degrees and 6 hexagons, but it is possible to fit seven
students at a little over 51 degrees each.
6 hexagons, 60° portions 7 hexagons, 51° portions unequal distribution

If necessary, remind students that:
• Every rider on the merry-go-round should get an equal amount of space.
• No one can ride in the middle of the merry-go-round—the axle of the merry-go-round
is in the way, and it’s not as fun to ride there anyway!
• When they’re drawing their final designs on the Student Book page, they should be as
accurate as possible, using the protractor and a ruler to draw in the bars and tracing a
pattern block to represent each student’s space.
Note Some students might want to take into account the thickness of the bars. For the
purpose of this investigation, say they are only as thick as a pencil line.
5 As students finish their designs, have them turn to the second Student
Book page, get some trapezoid pattern blocks, and repeat the investigation
to design a merry-go-round for younger students.
If the trapezoid is placed sideways, 12 younger students can fit at 30 degrees each. Some
students might try to divide the hexagons from the older student merry-go-round in half to
fit trapezoids, but doing so creates a situation in which it’s impossible to draw bars such that
every younger student has an equal area in which to ride.
12 trapezoids another 12-trapezoid attempted adaptation of the

30° portions 30° configuration 7-hexagon older student design
6 Bring students back together and ask them to share how they found the
greatest number of students that can fit safely on each merry-go-round.
7 Close the session by taking a poll to see if students prefer having two Extension
separate merry-go-rounds, one with enough seating for the older students If your students would like
(that younger students can use), or one with alternating seating (one space to learn more about how
for younger, then one space for older, etc.). merry-go-rounds work,
introduce the wheel-and-
Ask students to explain their choices.
axle simple machine to
Students do not need to decide today, but this discussion gives them an opportunity to start them using pages 6–7 of
thinking about their playground design in more detail. the Kids Discover: Simple
Machines magazine. Then
8 Provide a few minutes at the end of the session for students to check their grass, make a model wheel-
water it if needed, and record the amount of water in their Grass Data Log. and-axle merry-go-round
Some sprouts might break through about now. Provide extra time for students’ excitement by punching a pencil
through the center of a
and recording of length measurements.
circle of card stock, then
resting the pencil inside
a large drinking straw
Home Connection so that the card stock
rests on the straw. It will
9 Introduce and assign the Circle Explorations Home Connection to provide spin freely when turned.
You can pass this model
around or even have
• Use diagrams to represent measurement quantities (4.MD.2) students make their own
• Measure angles by identifying the fraction of the circular arc between the points where (be careful with the part
the two rays forming the angle intersect the circle whose center is at the endpoints of where they punch a hole
those rays (4.MD.5a) in the card stock).

• Express the measure of an angle as the sum of the angle measures of the non-overlap- Ongoing
ping parts into which it has been decomposed (4.MD.7) Assessment
The Merry-Go-Round
Bars assignment offers
Daily Practice students rich and
complex opportunities
The optional Preschoolers’ Merry-Go-Round Student Book page provides additional to relate the measure-
opportunities to apply the following skills: ment of angles to the
sectioning of a circle.
They’ll also persist and
perservere to find the
those rays (4.MD.5)
best solutions while
• Use a protractor to measure angles in whole degrees (4.MD.6) drawing angles and lines
• Sketch an angle of a specified measure (4.MD.6) of symmetry. If you’re
keeping portfolios of
• Decompose an angle into non-overlapping parts (4.MD.7) student work, consider
• Express the measure of an angle as the sum of the angle measures of the non-overlap- including their Merry-Go-
ping parts into which it has been decomposed (4.MD.7) Round Bars Student Book
pages as a work sample.
Note Students will need 15–20 triangle pattern blocks, protractors and rulers for this activ-
ity, so it will probably work better as a classroom assignment rather than as homework.
Teacher Masters
Unit 8 Module 1 Session 4 optional: class set as needed, plus 1 copy for display
Title ___________________________________________________
| DATE
Bar Graph
NAME
___________________________________________________
Student Book
NAME | DATE
Playground Safety
1 Ms. Li’s class took a vote on what they thought might be unsafe playground equipment.
Their data is shown below.
Unsafe Items Votes
Skateboard ramp 6
Obstacle course 4
Bike jump 4
Bungee jump 7
Bouncy castle 3
Ball pit 5
a Make a line plot of their data. Label the horizontal axis and give the graph a title.
Number of Votes
b What is the range of the voting data?
c What is the mode of the data?
d What item(s) do you think Ms. Li’s students removed from their list of potential
playground equipment? Explain your reasoning.
NAME | DATE

1 What does our grass need to grow and thrive?
2 Which items will cost money?
3 What are the dimensions of 1 carton? Record them below in inches and centimeters.
Customary: _____ in. × _____ in. Metric: _____ cm × _____ cm
4 What are the possible rectangular arrangements of our field if we have _____
cartons? Circle the arrangement the class will use.
5 Sketch the rectangle of our field below. What are the actual dimensions of our field
in inches? Label them on your sketch. Show all your work.
What is the area of our small field in square inches? Show all your work.
NAME | DATE
6 What is the mass of soil contained in 1 carton? Record it below.
7 Describe how you found the mass of the soil that fills 1 carton.
a What is the mass of the soil we used for our entire field? Show all your work.
NAME | DATE
Grass Data Log

1 Record the data you collect each day in the table below.
• You do not need to water the grass every day, just when the soil is dry to the touch.
• If you do not water the grass, write 0 in the water amount column for that day.
• Write 0 in the height column until the grass starts to grow.
• When the grass begins to grow, measure the height of the tallest blade of grass.
Planting Date:
Day Height of Grass (in.) Height of Grass (cm) Water Amount (cups)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Notes:
NAME | DATE
Our Grassy Field

Record the length of one side of the base of a carton: ____ centimeters.
Our small field has ____ cartons arranged in a(n) ____ × ____ rectangle.
1 What is the length and width of our small field in centimeters? Sketch the
rectangular field and label the dimensions below. Show all your work.
2 What is the area of our small field in square centimeters? Show all your work.
3 Why is it important to calculate the dimensions and area of our small field?
4 Solve the following problems.

50 × (6 + 4) = ____ (7 + ____) × 50 = 500
7 × (3 + 50) = ____ ____= 50 × (4 + 16)
NAME | DATE

Set up your seesaw experiment like the picture.
1 Investigate what happens when you move the fulcrum.

Record your predictions and results below.
Placement Predicted Number of Actual Number of Number of Pounds Something Similar in
of Fulcrum Tiles to Lift Sarah Tiles to Lift Sarah Tiles Represent Weight
4"
5"
6"
7"
8"
2 What do you notice about the data for the 4-inch and 8-inch placements?
3 Complete the diagram below to show your results.

Fulcrum Experiment Diagram
Weight on this end Weight needed to lift
60 pounds 4 inch
60 pounds 5 inch
NAME | DATE
4 What does the data tell you? Write at least two observations.
Use the results of your investigations and your seesaw materials to answer
the following questions.
5 Sarah is seesawing with a 7th grader who weighs 100 pounds. Where should she
place the fulcrum to lift and balance the 7th grader? Explain your reasoning.
6 Sarah has a first-grade friend who weighs 40 pounds. Where should she place the
fulcrum to balance with the 1st grader? Explain your reasoning.
NAME | DATE
Scale Diagram page 1 of 2

The real seesaw is 8 feet long. Our model seesaw is 12 inches long.
1 How many inches long is the real seesaw? Show your work using word, numbers or
labeled sketches.
2 How does that compare to our model seesaw?
3 Look at the partially completed Scale Diagram below. Fill in the rest of the diagram
to help find where to place the fulcrum on the real seesaw.
Scale Diagram
0 in. 4 in. 5 in. 6 in. 7 in. 8 in. 12 in.
0 in. 96 in.
Use your data, the Fulcrum Experiment Diagram, and the Scale Diagram to help you
answer the following questions.
4 Where should we place the fulcrum on the real seesaw for Sarah to balance with
another 60-pound 4th grader?
NAME | DATE
Scale Diagram page 2 of 2
5 Where should we place the fulcrum on the real seesaw for Sarah to balance with a
40-pound first grade student?
6 Sarah’s 160-pound teenaged brother wants to balance with Sarah. Where should we
place the fulcrum on the real seesaw?
7 CHALLENGE If Sarah can’t move the fulcrum from the middle of the seesaw, what can
she do to balance with the 40-pound first grader? Why does this method work?
NAME | DATE
Twelve-Foot Seesaw
1 Ms. Li’s class conducted an experiment with a model seesaw using a pencil,
yardstick, and tiles. Their results are in the table below.
Weight on one end (lbs) Fulcrum position Weight needed to lift (lbs)
60 12 inches 30
60 15 inches 40
60 18 inches 60
60 21 inches 80
60 24 inches 120
2 The real seesaw on their playground is 12 feet long. Their model seesaw is 36 inches long.
a How many inches long is the real seesaw? Show all your work.
b How does that compare to the length of their model seesaw?
3 Where should they place the fulcrum on the real seesaw for a 60-pound 4th grader
to balance with a 120-pound high school student? Show your work.
4 CHALLENGE Where do you think they should place the fulcrum on the real seesaw to
lift a toddler who weighs 20 pounds? Explain your thinking.
NAME | DATE
Pendulum Swing page 1 of 3 40 cm

Follow these directions to set up your pendulum swing.
• Cut a piece of string 60 cm long. Tie a washer to the end of the string.
• Use a ruler to measure 10 cm from the top of the washer along the string 30 cm
and make a mark with your colored marker. Then measure from that mark
another 10 cm up the string and make a mark. Continue to make marks
every 10 cm. 20 cm
• Tape the pendulum string to the edge of your table at the 10 cm mark.
Place the tape close to the edge.
• One team member holds a protractor behind the string and against the 10 cm
bottom of your table. Make sure the string lines up with the 90° line.
• Another team member pulls the washer to the side at a 45° angle, then lets
go. Make sure the pendulum swings freely and doesn’t hit anything.
tape 10 cm
table
Conducting the Length Experiment

1 Write your prediction for the number of times you think the pendulum will swing
back and forth in 10 seconds. Record your estimate in the table.
• One team member times the swing for 10 seconds, one holds the protractor,
and the other counts the actual number of back and forth swings.
• Line up the string at the 45° angle mark, let go, and start counting. Record the
actual number of swings in the table.
NAME | DATE
Pendulum Swing page 2 of 3
2 Now move the pendulum swing to the 20-centimeter mark and re-tape it to the
table. Predict how many times you think the pendulum will swing back and forth.
Record your estimate in the table.
• Change jobs to time the swing for 10 seconds, hold the protractor, and count
the actual number of back and forth swings.
• Repeat the same process for the 30- and 40-centimeter lengths.
Pendulum Test with 1 Washer
Pendulum Estimate of Number Actual Number
Length of Swings in 10 Seconds of Swings in 10 Seconds
10 cm
20 cm
30 cm
40 cm
3 Does the length of the string affect the number of swings?
4 Describe at least two things you notice about the data.
NAME | DATE
Pendulum Swing page 3 of 3
Conducting the Weight Experiment

Tie or tape another washer next to the washer on your pendulum. Make sure the
distance from the washers to the first mark on the string is still 10 cm.
5 Write your prediction for the number of times you think the pendulum with 2
washers will swing back and forth in 10 seconds. Record your estimate in the table.
• One team member times the swing for 10 seconds, one holds the protractor,
and the other counts the actual number of back and forth swings.
• Repeat the same process for the 20-, 30-, and 40-centimeter lengths.
Pendulum Test with 2 Washers
Pendulum Estimate of Number Actual Number
Length of Swings in 10 Seconds of Swings in 10 Seconds
10 cm
20 cm
30 cm
40 cm
6 Compare the two sets of data, and describe at least two things you notice about them.
NAME | DATE
Pendulum Graphing
1 Look at the pattern on the graph. Predict the number of swings of a pendulum with
a string that is 50 centimeters in length. Explain your reasoning.
2 How can we set up our new playground so the older students can swing faster and
the younger students can swing more slowly?
NAME | DATE
Another Pendulum Swing Experiment

1 Ms. Li’s class tested a different variable on a pendulum swing. Instead of starting
the pendulum at a 45° angle, they tried a 70° angle. They also let the pendulum
swing for a longer time—20 seconds instead of only 10. Their results are below.
Length of String Swings in 20 Seconds
10 cm 31
20 cm 23
30 cm 19
40 cm 15
a Make a bar graph that relates the number of swings (on the vertical axis) to the
string length (on the horizontal axis).
Number of Swings
Length of String
b Look at the graph. Predict the number of swings a pendulum with a string that
is 50 centimeters in length will make in 20 seconds.
2 Think back to the data you collected earlier in class for the weight and length of
your pendulum. Thinking about that data and this data, does the angle where the
pendulum starts make a difference? Explain your reasoning in your math journal,
using numbers, words, or pictures.
NAME | DATE

30°
slide. What do you predict is a safe angle? Explain your reasoning.
b Experiment with different angles of the slide in 5° increments, and record your
c Which angle do you recommend so the slide is safe? Explain your reasoning.
NAME | DATE
3 Now experiment with the 20-centimeter slide to see if it makes a difference in how
far the tile lands beyond the end of the slide. Use the same angles that you did for
the 15-centimeter slide, and record your results in the table below.
30°
a Explain what you notice about this data in comparison to the shorter slide’s data.
4 Sketch a side view of the slides that you think will keep students safe. Sketch one
for the 15 cm slide and one for the 20 cm slide. Use your protractor and ruler to
measure both the angle and length accurately, and label them on your sketches.
a If the actual slides are 20 times as large as our models, how long are the real
slides in centimeters?
b How long are the actual slides in meters?
NAME | DATE
Two More Slides page 1 of 2

1 Jasmine drew a picture of a slide at a neighborhood playground. Measure the slide
with your protractor and ruler.
slid
ing
sur
fac
e
a What is the angle of the slide where it meets the ground?
b How many centimeters long is the sliding surface of the slide drawing?
The actual slide is 25 times as large as the drawing.
c How long is the sliding surface of the actual slide in centimeters?
d How long is the sliding surface of the actual slide in meters?
e What changes are needed to make the slide safer for students?
NAME | DATE
Two More Slides page 2 of 2
2 Jasmine drew a picture of a different slide from a city park. Measure the slide with your
ruler and protractor. Label the length in centimeters and the degrees of the angle.
sliding
surfac
e
a Is this slide safe? Explain your reasoning.
b If the actual city park slide is 30 times as large as the drawing, how long is its
sliding surface in centimeters?
c How long is the sliding surface of the actual city park slide in meters?
NAME | DATE

1 Use hexagon pattern blocks to represent the space an older student needs to ride on
the merry-go-round. Experiment until you find the greatest number of hexagons that
can fit on the merry-go-round with each one still having an equal amount of space.
• When you have a design that will fit the most students, draw it on the diagram below. Use your protractor to divide
the merry-go-round into equal sections, and draw lines where the bars will go. The first bar has been drawn already.
• Draw hexagons in each section of your merry-go-round design to show how they fit. Use a hexagon pattern block to
trace their exact size.
Legend
1 = 1 older student
NAME | DATE
2 Use trapezoid pattern blocks to represent the amount of space a younger student
needs to ride the merry-go-round. Experiment again to find the greatest number of
trapezoids that can fit with each one having an equal amount of space to ride.
• When you have a design that will fit the most number of younger students, draw it on the diagram below. Use
your protractor to divide the merry-go-round into equal sections, and draw lines where the bars will go. The first
bar has been drawn already.
• Draw trapezoids in each section of your merry-go-round design to show how they fit. Use a trapezoid pattern
block to trace their exact size.
Legend
1 = 1 younger student
NAME | DATE
Preschoolers’ Merry-Go-Round
Use your protractor, ruler, and a green triangle pattern block to find the greatest number
of preschoolers who can fit on the merry-go-round so each child has equal space.
1 Draw the lines for the bars on the merry-go-round, then fill in the legend below.
Legend
1 = 1 preschooler
Part of the circle needed per preschooler = ___________________
2 Using colored pencils or markers, symmetrically color in your design.
Home Connections
NAME | DATE
Another Grassy Field page 1 of 2

1 The 32 students in Ms. Li’s class are planting grass for their science project.
a What are all the different ways the students can arrange their 32 milk carton
containers of grass in a rectangular field? Circle the dimensions that you think
would look most like a field for a playground.
3
b Each container’s base has a length and width of 3 4 inches. What is the length
and width of the entire field? Sketch the rectangular field and record the
dimensions. Show all your work.
c What is the area of the field formed by the cartons of grass? Show all your work.
NAME | DATE
Another Grassy Field page 2 of 2
2 Four new students joined Ms. Li’s class.
a What are all the possible dimensions of the field now?
b Write the dimensions you would choose for a field. Then, find the length and
width of that field in inches.
3 CHALLENGE What is the area of Ms. Li’s class’ field after the four new students’
cartons of grass have been added?
NAME | DATE
Ten-Foot Seesaw page 1 of 2

Mr. Sanchez’s class conducted an experiment with a model seesaw using a pencil, ruler,
and tiles. (The tiles represent pounds of weight, so if the seesaw lifts 60 tiles, the real
seesaw would lift 60 pounds.) Their results are in the table below.
Weight on One End Weight Needed to Lift
Fulcrum Position
(tiles or pounds) (tiles or pounds)
60 4 inches 30
60 5 inches 40
60 6 inches 60
60 7 inches 80
60 8 inches 120
1 The class has a real seesaw on their playground that is 10 feet long. Their model
seesaw is 12 inches long.
a What is the length of their real seesaw in inches? Show your work using words,
numbers, or labeled sketches.
b What is the difference in length between the real and model seesaws?
2 Fill in the diagram to help Mr. Sanchez’s class figure out where to place the fulcrum
on their real 10-foot seesaw.
Scale Diagram
0 in. 4 in. 5 in. 6 in. 7 in. 8 in. 12 in.
0 in. 120 in.
NAME | DATE
Ten-Foot Seesaw page 2 of 2
3 Where should the class place the fulcrum on the real seesaw for a 120-pound 10th
grader to balance with a 60-pound 4th grader?
a How many feet is that from the end of the seesaw? Draw a picture to show your
thinking.
4 Where should the class place the fulcrum on the real seesaw for a 60-pound 4th
grader to balance with a 40-pound 1st grader?
a How many feet is that from the end of the seesaw? Draw a picture to show your
thinking.
NAME | DATE
Circle Explorations page 1 of 2

Circle A Observations:
10 1
9 2
8 3
7 4
6 5
Directions for Circle A

1 Use a ruler to draw line segments to connect each numbered point on the circumference of circle A.
Draw a line from point 1 to point 2, from point 2 to point 3, and so on.
2 The polygon you have just drawn is called a decagon because it has 10 sides.
3 Each numbered point on this circle has a partner right across the circle from it. Draw line segments
to connect each point to the points on either side of its partner.
For example: Point 1’s partner across the circle is point 6. You will draw a line segment connecting point 1 to point
5. Then draw another line segment connecting point 1 to point 7.
4 Do this for all 10 points on the circumference of circle A.

5 Write at least three mathematical observations about the figure you’ve just drawn.
NAME | DATE
Circle Explorations page 2 of 2
Circle B Observations:
10 1
9 2
8 3
7 4
6 5
Directions for Circle B

1 Now use a ruler to draw line segments to connect only the even-numbered points on the
circumference of circle B. Do not connect the odd-numbered points. Draw a line from point 2 to
point 4, from point 4 to point 6, from point 6 to point 8, and so on.
2 How many sides are in the polygon you have just drawn inside circle B? _____
What is the name of a polygon with this many sides? ___________________
3 Each numbered point on circle B has a partner right across the circle from it.
4 Draw line segments to connect each even-numbered point to the points on either side of its partner.
For example Point 2’s partner is point 7. You will draw a line segment connecting point 2 to point 8. Then draw
another line segment connecting point 2 to point 6.
5 Do this for all five even-numbered points on the circumference of circle B.

6 Write at least three mathematical observations about the figure you’ve just drawn.
7 CHALLENGE Design a color scheme and color both figures with colored pencils or felt pens.
Teachers Guide
Module 2
Making Decisions
Session 1 The Current Playground�� 3
Session 2 Our Most Important Items�� 7
Session 3 Surveying Other Students�� 13
Session 4 Researching Playground Costs�� 17
Session 5 Analyzing the School Data��21

Bar Graph�� T1 Most Important Items��155
Survey Record��T2 Pricing Playground Equipment��157
Student Book Pages

The Current Playground ��325
Measuring the Playground��326
Growing Grass��328
Ranking by Another Class��329
Playground Costs��330
Analyzing the Playground Costs ��331
Estimate & Reason with Jam��332
Analyzing the Results��333
More Growing Grass��334
Unit 8
Unit 8
Module 2
Module 2
Making Decisions
Overview
This module introduces students to using data for decision making. Students start by measuring their current playground,
looking for safety issues. With the amount of space they have available and keeping safety in mind, they decide on the most
important items for the new playground. Students change the most important items to data they can analyze by assigning point
values and tabulating the results. They then make decisions based on their analysis. Students research the cost of playground
items and find the average total cost for the items they want to include. Finally, students survey other students in the school to
come up with a final list of playground items that will be fun and safe for all.
Planner
Session 1 The Current Playground
Using metric and customary units of measure, students take measurements of their playground. They
identify simple machines and look for safety issues as they examine each item in the playground.
Session 2 Our Most Important Items
Student teams determine their most important playground items. They tabulate the point values and use
spreadsheet software to display and analyze their data. Then they tabulate the class data in preparation for
further analysis during the next session.
Session 3 Surveying Other Students
Students use spreadsheet software to display and analyze the class data and come to consensus on a final
class list of playground equipment. They design a survey to collect information about what other students
in the school feel are the most important playground items.
Session 4 Researching Playground Costs
Students use various sources to research the cost of playground items. They record two prices for each
item, then find the average cost of each. Then, students report their totals of these average costs, while the
teacher adds the data to a bar graph. The class analyzes the graph, finds the range and mean of the class
data, and discusses how this analysis could inform or affect their playground design.
Session 5 Analyzing the School Data
Students use spreadsheet software to tally the results of the survey data they collected from other classes.
They come to consensus on a final class list of the playground items they will use in their design.
See the Assessments section of the Unit 8 Introduction for more information about the informal assessment options in this module.

Resources
Run a display copy of Student Book page 325. instruction.
pages 325–334.
Special Items Many playground equipment manufacturers offer catalogs for download or will
mail them to schools free of charge; gather such catalogs before Session 4.
Decide whether you will visit a real playground with your students in Session 1.
If so, consider visiting the playground on your own in advance to prepare. If you
will not visit a real playground in Session 1, plan activities such as Work Places for
the day's math lesson. See the Preparation section of the session for details.
Before Session 4, use the Internet to search for websites students can use to find
the prices of playground equipment. If students won’t be able to use the Internet
to complete these searches during the session, you might ask them to do some
research at home in advance.
Unit 8 Module 2
Unit 8
Module 2
Session 1 Session 1
The Current Playground
Summary
Students go outside and take measurements of a playground using metric and customary
measures. They look for safety issues as they examine each item in the playground. Finally,
they identify the simple machines in the playground and, back in the classroom, create a class
list. Alternative activities are suggested for those who do not have access to a playground.
Skills & Concepts

• Identify the relative sizes of inches and feet (4.MD.1)
numbers, simple fractions, and decimals (4.MD.2)
• Draw right, acute, obtuse angles, parallel lines and perpendicular lines (4.G.1)
Materials
Problems & Investigations Examining The Current Playground

SB 325* • measuring tapes marked in • paper
The Current Playground inches and centimeters, class set • student math journals
• pencils
• clipboards, optional, class set
Daily Practice
SB 326–327
Measuring the Playground

Preparation
Measuring Your Playground
If your school or a nearby park has a playground with a few different features that can be
measured for perimeter and area (such as pits that contain swings and climbing structures,
ball fields and courts, hopscotch grids, and so on), schedule today’s math session for a time
when students are not playing on the playground and plan to take your students outside to
measure and sketch the playground.
• You might visit and sketch the playground yourself ahead of time. As you do, consider
issues like the following so you can answer student questions during today’s activity:
»» Where to draw rectangular perimeters around objects with circular or oddly shaped
footprints, like tetherball and certain climbing structures.
»» Where to draw the perimeter of the playground as a whole, especially if it is not fenced or
has unclear borders (such as it might if it borders a courtyard, ballfield, or other open space).
• You might want to invite parent volunteers or other adults to help monitor students while
they make their playground measurements.
• While you are at the playground, either in advance or with the students, take a few photos
of the playground for use in Module 3, Session 2.
Alternative Activities
If you do not have access to a playground that is suitable for this activity, plan to use this
session to have students revisit Work Places, work on the Daily Practice page (which addresses
some of the same skills as the playground-measuring activity in the session), or spend extra
time with other math activities like Number Corner. You’ll skip the evaluation of safety issues
that opens the next session, then continue working with the list of desired playground items
that the class developed in Module 1.

Examining the Current Playground
1 Begin today’s session by letting students know that they are going outside
to examine the current playground to help plan for their new playground.
2 Ask students to find the The Current Playground Student Book page, and
display your copy.
• Review the directions.
• Reiterate that students take measurements in both metric and customary units.
• Make sure students understand how to draw from a bird’s-eye view.
• Give students extra paper to draw their sketches on, or have them plan to sketch in
• Tell students how much time they have outside to complete the task.
3 Group students into teams of four or five, and ask them to discuss how they
can safely work together to efficiently gather the information they need.
You might ask questions such as:
• How can you divide the tasks to be as efficient as possible?
• How can you keep track of measurements longer than your measuring tape?
• What is the best way to measure the perimeter of the playground?
• How will you record the metric and customary measures?
• How can you be safe while measuring the playground?
4 Next, ask each student to gather a pencil, tape measure, extra paper, and
their Student Book. Then escort them outside and give them time to
complete their work.
• Remind them to keep track of the time while they work.
• Circulate to help the teams stay on task and assist as needed.
5 Bring students back inside and give them a few minutes to review their
work to make last-minute changes.
6 Close the session by inviting students to share the simple machines they
found on the playground while you list them on the whiteboard.
• Let students know that tomorrow they will evaluate the safety issues on their play-
ground, consider possible solutions, and then review their playground items again.
• Provide a few minutes at the end of the session for students to measure their grass,
water it if needed, and record the information in their Grass Data Log.
Note Ongoing
Keep, or have students keep, their Student Book pages and sketches from today’s activity some- Assessment
where safe; they will use them again in Module 3, Session 1. (If you’re not doing this activity Look over students’
because you don’t have access to an outdoor playground, you’ll adjust the lesson in Module 3, completed The Current
Session 1 accordingly.) Playground Student Book
page from this session
for accuracy and miscon-
ceptions, and meet
individually with students
who made errors to clear
up any confusion. If you’re
keeping portfolios of
student work, include
students’ labeled sketches
and Student Book pages
as a work sample.
Daily Practice
The optional Playground Student Book page provides additional opportunities to apply
numbers, simple fractions, and decimals (4.MD.2)
• Apply the perimeter and area formulas for a rectangle to solve a problem (4.MD.3)
Unit 8 Module 2
Unit 8
Module 2
Session 2 Session 2
Our Most Important Items
Summary
Students determine their most important items, first individually and then as a team. They
tabulate the point values and then display and analyze their data using spreadsheet software.
Students come back together as a class and tabulate the class data in preparation for further
analysis during tomorrow’s session. Finally, the teacher introduces and assigns the Most
Important Items Home Connection.
Skills & Concepts

Materials
Vocabulary
Problems & Investigations Our Most Important Items those terms for which Word
TM T1 • chart or poster paper and markers Resource Cards are available.
Bar Graph (optional, see • Playground Items chart from Module 1, bar graph*
Preparation) Session 1
ranking
• computers or tablets with spreadsheet
software (optional, see Preparation) sort
• Playground Spreadsheets digital file tally
Home Connection
HC 155–156
Most Important Items
Daily Practice
SB 328 • rulers marked in inches
Growing Grass and centimeters

Preparation
Data Visualization
Decide whether you will have students visualize data using spreadsheet software or pencil
and paper for this activity, which continues through the following session.
• If students will be using spreadsheet software for this session, review the Group Ranking
sheet in the Playground Spreadsheets file, and decide whether you want students to use it
as a template, to use a template you create, or to create their own files from scratch. If you
will be using a template, decide how you’ll give students access to copies of the file.
»» You can create a more challenging template by removing the graph from the sheet. If
you remove the graph, students will have to add one according to your instruction.
• If students will be visualizing data with paper and pencil, they’ll graph their small-group data
on the Bar Graph Teacher Master; run a class set plus a copy for display.

Our Most Important Items
1 Begin today’s session by letting students know that they are going to review
their list of playground items to determine which are the most important.
If you and your class measured a real playground during the previous session, let them
know that first they’ll evaluate the safety issues they found in the playground and consider
possible solutions. Those solutions will be added to the list of important playground items.
If you weren’t able to measure a real playground, skip step 2 and begin today’s activity
with step 3.
2 Post a new piece of chart or poster paper and ask students to first share the
safety issues they found in the playground, and then to brainstorm possible
solutions.
Safety Issue Possible Solution

Slide gets hot from the sun Move to shady area
Seesaw is on hard surface Add wood chips underneath
Merry-go-round doesn’t have enough bars Replace with a newer model
3 Now post the brainstormed list of Playground Items from Module 1,

Session 1.
If you have a Safety Issues list like the one above, post the two lists side-by-side. Ask
students to consider both lists as the class discusses which items are the most important to
keep for the new playground.
4 Ask each student to get out their math journals and make a list of the four
most important items to them in descending order of importance.
• Remind students to consider safety and available space as they choose the items.
5 Explain that their lists can translate into data by assigning a point value
to each item on the list. Top-ranked items receive 4 points, and the lowest
ranked items receive 1 point.
• Record the point values on the whiteboard.
• Have individuals write the points next to each of their items.
6 Then group students into teams of three and ask them to make a combined
list of everything they chose; then determine how many points each item
on their combined list is worth.
If your class does not divide evenly into teams of three, add a fourth student to one or
more teams as needed.
Emily Joseph Madeline

1st basketball 4 1st play structure 4 1st climbing wall 4
2nd play structure 3 2nd basketball 3 2nd wading pool 3
3rd swings 2 3rd climbing wall 2 3rd basketball 2
4th sliding bar 1 4th swings 1 4th play structure 1
Our Team
Swings 2 + 1
Play Structure 3 + 4+1
Climbing Wall 2 + 4
Basketball 4 + 3+2
Sliding Bars 1
Wading Pool 3
7 Now explain that student teams will use spreadsheet software to display
and analyze their team’s data.
Note If students will be graphing their data using pencil and paper, distribute copies of
the Bar Graph Teacher Master and explain that students will graph their team’s aggre-
gated data on this sheet. Adjust steps 8 and 9 accordingly.
8 Send teams to computers and ask each team of three to open the spreadsheet
software on their computer as you prepare your own spreadsheet for display.
To display the spreadsheet, you might use a computer projector, a whiteboard display, or
have students gather around a computer screen. You can use the Group Ranking sheet from
the Playground Spreadsheets file or create your own.
• If you have prepared a spreadsheet template for students to use, have them open copies
of the template.
• Demonstrate how students should name and save their spreadsheets.
9 Have student teams spend about 20 minutes entering, displaying, and Math Practices
analyzing their data. in Action 4.MP.4
SUPPORT Suggest using abbreviations for the playground items for students whose typing When students rank and
skills are not proficient. evaluate the different
SUPPORT Using your display spreadsheet, demonstrate steps students might find difficult pieces of playground
equipment, they see how
to complete on their own.
modeling with math-
ELL Pair ELL students with supportive partners who will help them understand and ematics can help them
perform the steps involved in setting up the table and graph. represent situations and
• As teams complete their graphs, ask students to write at least two observations about make decisions.
their data in their math journals.
• Have teams calculate the range and find the mode of their data and record this
information in their math journals so they can include it in discussion with the rest of
the class.
10 Bring students back together, and invite them to share their observations
about the data.
Ask students to consider whether the class can use the data they’ve analyzed so far to
come to consensus on the most important playground items.
Brian I don’t think we can decide using these. It’s too hard to look at
all of our graphs at once.
Greta None of them even have all of the items on them!
Robert We could go back to everyone’s own data and add it together,

then graph that.
Teacher Can someone tell me more about what Robert just suggested?
Tiffany We can add up all of the data for each playground thing.
Then we can make one big graph that shows the totals.
11 Invite students to compile all of the class data using each team’s tallies.
• Ask each team of three to get together with another team and combine their totals for
each playground item.
• Have each new group check each other’s work for accuracy.
• Ask each new group to decide on one volunteer to come up and add their data to the
Playground Items chart, adding each number to a growing addition expression as
shown below.
Playground Items
Swings 5+3+3+8+7
Play structure 12 + 9 + 8 + 5 + 10
Sandbox 4+5+2+6
Bouncy castle 1+3+2
Tire swing 4+3+6+3
Wading pool 3+2+1
Skateboard rails
Water slide
Climbing wall 2+5+6+4+2
Frisbee golf 1+1+1
Trampoline
Ball pit
Mini golf 1+1
Sliding bars 1
Basketball 2+8
12 Ask students to talk in pairs about strategies they can use to efficiently tally
the class results.
• Record their strategies on the board.
• Then have the class come to consensus on the total number for each playground item.
Playground Items
Item Points Total
Swings 5+3+3+8+7 26
Play structure 12 + 9 + 8 + 5 + 10 34
Sandbox 4+5+2+6 17
Bouncy castle 1+3+2 6
Tire swing 4+3+6+3 16
Wading pool 3+2+1 6
Skateboard rails
Water slide
Climbing wall 2+5+6+4+2 19
Frisbee golf 1+1+1 3
Trampoline
Ball pit
Mini golf 1+1 2
Sliding bars 1 1
Basketball 2+8 10
13 Let students know that tomorrow, they will graph and analyze the class
data, then determine a final ranking order.
14 Close the session by asking volunteers to share how their graphs helped
them analyze their data.
• If you had students use spreadsheet software to analyze their data, ask them to com-
pare their experience using the software for data analysis with experiences using paper
and pencil methods (line plots, bar graphs, and so on) in the past.
• Provide a few minutes at the end of the session for students to measure their grass,
water if necessary, and record the information in their Grass Data Log.
Home Connection
15 Introduce and assign the Most Important Items Home Connection, which
Daily Practice
The optional Growing Grass Student Book page provides additional opportunities to
apply the following skill:
• Solve story problems involving liquid volume and distance using addition and subtrac-
tion of simple fractions and decimals (4MD.2)
Unit 8 Module 2
Unit 8
Module 2
Session 3 Session 3
Surveying Other Students
Summary
Students use spreadsheet software to display and analyze the class data. They come to consen-
sus on a final class list of equipment for their playground. Then students consider how to collect
information about what other students in the school feel are the most important playground
items. They design a survey and use it to collect the data during the next few days.
Skills & Concepts

Materials
Vocabulary
Problems & Investigations Surveying Other Students those terms for which Word
TM T1 • Playground Items chart from Session 2 Resource Cards are available.
Bar Graph (optional, • chart paper and markers bar graph*
see Preparation) • computers or tablets with spreadsheet poll
TM T2 software (optional, see Preparation)
Survey Record Teacher Master range*
• Playground Spreadsheets digital file
(optional, see Preparation) sampling
• student math journals survey
Daily Practice
SB 329
Ranking by Anther Class

Preparation
Make sure the Playground Items chart from the previous session is still on display where
students can see it.
Data Visualization
During this session, the class will create a bar graph of the aggregated data for the whole class.
You can choose to do this together as a class, have students work in teams, or let them work
independently. Before the session, decide which method you’ll use. Consider whether your
students need more practice making bar graphs or using spreadsheet software, or would better
benefit from more time to discuss and analyze the results as a group and plan their surveys.
• If you or your students will be using spreadsheet software for this session, review the Class
Ranking sheet in the Playground Spreadsheets file and decide whether you want students
to use it as a template, use a template you create, or create their own files from scratch. If
you will be using a template, store it somewhere that students can get copies of the file.
»» You can create a more challenging template by removing the graph from the sheet. If
you remove the graph, students will have to add one according to your instruction.
• If you or your students will use paper and pencil methods to visualize the whole-class data
during this session, make the needed amount of copies of the Bar Graph Teacher Master.
Survey Planning
In this session, students will discuss and create a survey to use in collecting data from other
students in the school. Students will need to collect the data before Session 5. They might
survey their peers during lunchtime, during recess, or at after-school activities. If you can’t
have students survey their peers during free time, work with fellow teachers to find a chance
to gather some data from their students, perhaps by arranging a classroom visit. If there
are other fourth-grade classrooms in your school doing the playground planning activities,
classes of students can even survey each other.
Students don’t need to survey any particular number of their fellow students. They can collect a
little data, or a lot. In order to have a good amount of data to work with, or to ensure participa-
tion, you may want to set a minimum number of survey participants for each student to query.
If arranging a student-to-student survey won’t work for your situation, you can use student
input from today’s session to make a survey “form” from scratch or from the Survey Record
Teacher Master. Work with fellow teachers to send the survey to other classrooms for students
to fill out and return.

Surveying Other Students
1 Begin today’s session by calling students’ attention to the list of
Playground Items with the team tallies. Remind students that they are
going to analyze their data and start narrowing the list of playground
items to the most important.
2 Spend about 15 minutes graphing the collected class data, using the
Playground Items chart for reference.
You can do this as a class, using one display (whether computer or paper), or have students
work in teams or independently at computers or with copies of the Bar Graph Teacher Master.
• Circulate while students work and help as needed.
• As students complete their graphs, invite them to compare the whole-class graph to the
graph of their team data that they created in the previous session. Ask students to write
at least two observations in their math journals.
• Have teams determine the range and mode of the whole-class data and record this
information on their spreadsheet or in their math journals.
3 Bring the class back together and invite each team to choose one item from the
Playground Items chart to be added to a new Chosen Playground Items chart.
• Give teams a minute to deliberate while you post and title the new chart.
• Let students try to persuade each other to include specific items.
• Teams are likely to want to change their answers as sharing proceeds. If discussion gets
too rowdy, you may want to let teams have a short time (30–60 seconds) to look at what
items have already been chosen and alter their decisions.
• If you like, let the class decide as a group on one additional item to include.
Save a little room on the new chart for dimensions, which you'll add in Module 3.
Chosen Playground Items

Playing field
Drinking fountain
Swings
Play structure
Sandbox
Tire swing
Climbing wall
Basketball
Put wood chips under seesaw
New, safer merry-go-round
Move slide into the shade
4 Ask students to consider the larger situation: a whole school getting a new
playground. Is the data they have now enough to use to decide what items
should be included?
• Discuss the benefits of gathering data from a wider sampling so that the playground is
fun and safe for the whole school.
• Record students’ ideas on the board.
• If students don’t suggest them or if some students are uncertain as to their meanings
once they’re suggested, introduce and define words like survey or poll.
• Then have students predict how the other students might rank the items.
5 Work with students to create a plan for conducting a survey of students

from other classes.
Some possible topics for consideration:
• How should we ask people to respond to our survey? Can they pick more than one
item? Should they rank their choices?
It’s very effective to have students structure this survey the same way they structured
their own choices earlier in the module, having respondents pick four choices and rank
them with point values.
• Should we take down any information about the people who take our survey?
(Possibilities include name, age or grade level, class or teacher, etc.)
• Should we list only our top items so far (from day’s chart), or a larger group of items
(perhaps from the first Playground Items chart) for the people we survey to choose from?
• Will we let respondents choose only from among the items we have listed, or could
they suggest their own?
Letting survey respondents offer their own suggestions will do no harm. Some suggested
responses might even be popular enough to be included in the final list of playground
items your class will develop in Session 5.
• How can we organize the data we collect so that it’s easy to record during the survey
and easy to interpret afterward?
• Is it fair if the same person answers the survey more than once? How could we prevent that?
• When can we ask other students to take our survey?
6 Review the survey plan as a class and provide students with any materials
they need.
• If students discussed or designed a format for their survey records as part of the plan-
ning process, sketch that format for everyone to see. Have them copy it onto paper of
their own, or plan to make and distribute copies.
• If students haven’t yet decided on a format, display the Survey Record Teacher Master
and ask the class to consider whether they want to use a format like this one or make
their own. You can distribute copies of the teacher master if they wish to use it, or have
them copy the format onto their own paper.
NAME | DATE
Unit 8 Module 2
Survey Record
Ask each person you survey to pick their four favorite items of those listed below. Rank them, giving 4 points to the item
they like most and 1 point to the one they like least.
Session 3 1 copy for display; optional class set

Students Surveyed
T2
Playground Items
7 Close the session by providing a few minutes for students to measure their
grass, water it if necessary, and record the information in their Grass Data Log.
Note
You’ll need the Chosen Playground Items chart made in this session during Session 5. You can
put away the Playground Items chart, but don’t throw it away until the end of Module 2. It’s
possible students will want to refer to it while analyzing the survey data in Session 5.
Daily Practice
The optional Another Class Student book page provides additional opportunities to apply
• Display and analyze data in bar graphs (supports 4.MD)
• Determine the range of a set of data comprising whole numbers (supports 4.MD)
• Describe what the range indicates about the data (supports 4.MD)
Unit 8 Module 2
Unit 8
Module 2
Session 4 Session 4
Researching Playground Costs
Summary
This session starts with students researching the cost of playground items. They record two
prices for each item, then find the average cost of each. Then, students report their totals of
these average costs while the teacher charts the data on a bar graph. The class analyzes the
graph, finds the range and mean of the class data, and discusses the meaning of the numbers
they’ve calculated and how those numbers might affect the project planning process. Finally,
the teacher introduces and assigns the session’s Home Connection.
Skills & Concepts

• Solve story problems involving money using addition and multiplication of whole num-
bers and decimals (4.MD.2)
• Display and analyze data using spreadsheet software (supports 4.MD)
• Determine the mean and range of a set of data comprising whole numbers and decimals
(supports 4.MD)
• Describe what the mean and range indicate about the data (supports 4.MD)
Materials
Problems & Investigations Researching Playground Costs those terms for which Word
TM T1 • Chosen Playground Items chart from Session 3 Resource Cards are available.
Bar Graph (optional, • chart paper and marker average
see Preparation) • computers or tablets with spreadsheet
formula
SB 330 software (optional, see Preparation)
Playground Costs • Playground Spreadsheets digital file (optional, mean*
SB 331 see Preparation) range*
Analyzing the Playground Costs • calculators (optional, see Preparation)
Home Connection
HC 157–158
Pricing Playground Equipment
Daily Practice
SB 332
Estimate & Reason with Jam

Preparation
Use the Internet to search for websites students can use to find the prices of playground
equipment. If students won’t be able to use the Internet to complete these searches during
the session, you might ask them to do some research at home in advance. Alternatively,
many playground equipment manufacturers offer catalogs for download or will mail them to
schools free of charge; gather such catalogs before this session.
Data Analysis
Before this session, decide whether you will have students collect and analyze data using
spreadsheet software or pencil-and-paper methods. In this activity, students will calculate
mean (average) for groups of two prices; this can be accomplished very quickly in spreadsheet
software. If you will be using pencil-and-paper methods to record data, have some calculators
on hand so you and students can calculate mean more easily.
If students will be using spreadsheet software for this session, review the Playground Costs
sheet in the Playground Spreadsheets file. You can have students use this spreadsheet as a
template or have them work from a blank sheet instead, which will help them develop spread-
sheet software skills and expose them to the formula for calculating mean. (Note that on this
sheet, a number must be entered in each cell of the three price columns in order for the Total
Cost to calculate properly.)

Researching Playground Costs
1 Set the stage for today’s lesson by letting students know that they will research
the prices of the playground items on the class list, then calculate the costs.
If you’ll be doing today’s activity using spreadsheet software, send students to computers
in teams or individually, as suits your situation.
• Have students open spreadsheet software and prepare a spreadsheet for today’s activity,
or have them open a template you prepared from the Playground Costs sheet in the
Playground Spreadsheets file or another template you’ve prepared.
• The spreadsheet will need to function as shown in the table below. (If you’re having
students make their own, you’ll discuss how to set up the average and total calculations
in the next step.)
Playground Costs
Items First Source Price Second Source Price Average Price
Playground equipment Cell A Cell B Calculates average of
or improvement Cell A and Cell B
(repeat the row above as needed to accommodate all of the playground items)
Calculates sum of prices

Total:
in Average Price column
In most cases, you will need more than two sources to find enough information to fill in two
prices for every item, so sources will probably not be consistent throughout the table. As
such, totaling the source price columns offers very little meaning. Totaling the Average Price
column, however, creates an estimate for the cost of the project.
• If you’ll be doing today’s activity using pencil, paper, and calculators, have students turn
to the Playground Costs page in their Student Books while you put your copy on display.
2 Have students enter the names of items from the Chosen Playground Items
chart in their tables or spreadsheets, then engage them in discussion of how
to analyze costs in order to get useful information.
• Ask volunteers to offer some predictions of costs of some of the items in the table, and
enter some of the predictions on your display (make sure students don’t enter this
information in their own tables).
• When you have two predictions for at least one item, ask students how they might
decide what to budget for that item. Let the class discuss possibilities until the idea of
averaging the two costs emerges.
• Ask students how they would calculate the average, or mean, of just two numbers.
Record their strategies on the board or display, then use one or more of their strategies
to calculate the mean of the two predictions.
»» If you’re using spreadsheet software, demonstrate how the software can be used to
calculate the average. Then demonstrate how to set up a cell at the bottom of the
list to total the averages. These demonstrations are useful for enhancing students’
mathematical understanding of the process even if they’re using prepared template
spreadsheets that have the calculations already included.
3 Give students about 20 minutes to research prices of the playground items

using the Internet or the resources you gathered before the session, record
those prices, and calculate their averages and total cost.
Remind students to find at least two prices (from different sources) for each item.
If you have been unable to find two sources for an item on your class list, you might allow
them to enter data for two different models or types of the item from a single source. You can
also provide them with estimates.
SUPPORT If students working with paper and pencil have difficulty adding the potentially
very large decimal numbers in their average prices, reconvene the class a few minutes
before the work time is finished. Ask students to suggest strategies for adding a long list of
large numbers (with attention to place value, rounding, and estimating as well as addition
strategies), and use their strategies and volunteered data to demonstrate how to do this.
Allow them to work in pairs or small groups to complete the work while you circulate to
help those who have trouble, and provide calculators as necessary.
While students calculate their totals, listen and circulate to get a sense of the range of num-
bers. Think about how you’ll scale the bar graph in the next step to accommodate the range.
4 Bring the class back together and work with them to graph their results on Ongoing
the Bar Graph Teacher Master. Assessment
• Ask the class to find out the largest and smallest total costs they’ve calculated, then dis- Look over students’
cuss how you might scale the bar graph to accommodate numbers within that range. completed Student
Book pages from this
• Have students share their total average costs while you record them on the graph.
session for accuracy and
misconceptions, and
5 When all of the information for the class is graphed, ask students to predict
meet individually with
or estimate what the average of their totals might be. students who made
errors or had little to say
6 Ask students to turn to their Analyzing the Playground Costs page in their when analyzing data to
Student Books and answer the questions on the page. clear up any confusion. If
Have students work independently, in pairs, or in small groups, but remind them that they you’re keeping portfolios
should each record answers in their own book. of student work, you
can include these pages,
7 When a few minutes remain in the session, ask students to share their along with a copy of the
thoughts about the mean of the class’s total costs. What is the meaning of class data graph for refer-
ence, as a work sample.
this number, and why is it important? How would people planning a real
playground use a number like this?
In real project planning, an average of a wide selection of data like this one might be used
to make sure the project is financially within reach and to prepare a budget for the project.
Later in the process, it could be used to make sure that contractors’ bids are reasonable.
8 Close the session by asking students to share what surprised them about
the cost of the playground items.
Provide a few minutes at the end of the session for students to measure their grass, water it
if necessary, and record information in their Grass Data Log.
Home Connection
9 The Pricing Playground Equipment Home Connection provides practice
with the following skills:
• Solve story problems involving money using addition and division of whole numbers
and decimals (4.MD.2)
• Determine the mean and range of a set of data comprising whole numbers and
decimals (supports 4.MD)
Daily Practice
The optional Estimate & Reason with Jam Student Book page provides additional oppor-
subtraction, multiplication and division (4.OA.3)
• Write equations with a letter standing for an unknown quantity to represent a multi-
• Assess the reasonableness of answers to multi-step story problems using mental
computation as well as rounding and other estimation strategies (4.OA.3)
• Solve story problems involving money using addition, subtraction, multiplication, and
division of whole numbers and decimals (4.MD.2)

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SECOND EDITION GRADE

Digital resources noted in italics.

© 2016 by The Math Learning Center

Prepared for publication using Mac OS X and Adobe Creative Suite.

ISBN 978-1-60262-484-9 (Unit 1)

Hannah Chandler Production Manager

Managing Editors Additional Illustrations

Consulting Mathematics Editor

Note: Affiliations during the time of development are listed above.

Number Corner The Number Corner

Calendar Grid Observations Cups, Quarts & Gallons Record Sheet

Date Time a.m./p.m. Between today Total time elapsed

CCSS Standard for

Open Number Line

1×3 2×3 3×3 4×3 5×3

Addition & Subtraction

Fractions & Decimals

Array or Area Model

quotient The area represents

Closed Array Linear Pieces and Open Array

180 + 45 + 18 20 180 20 × 9 = 180

Base Ten Area Pieces

Addition & Subtraction

Fractions & Decimals

one tenth hundredth

Models for Fractions

Folded Paper Strips

Egg Carton Fractions

Region A Region B Region C Region D Region E

8 out of 16 little 2 out of 16 little 1 out of 16 little  1 of one of the

B If the whole geoboard has an area of 1, what fraction of the

Models for Geometry

Skills Across the Grade Levels

Major Skills/Concepts Addressed Gr. 3 Unit 5 Gr. 4 Elsewhere Gr. 5

I – Skill or concept is introduced or reintroduced.

Skills/Concepts Assessed Observational Assessments Written Assessments

Bridges in Mathematics Grade 4 Teachers

Module 1 Module 2 Module 3 Module 4

Unit 5 Module 3 Introduction

Materials Preparation Additional

Sessions (Daily Lesson Plans)

Skills & Concepts

HC – Home Connection, SB – Student Book, TM – Teacher Master

Resources for Support & Intervention Support

ray obtuse angle point

This represents 1 unit. What fraction has been shaded?

This represents 1 unit. What fraction has been shaded?

c 7⁄1 35⁄5 7⁄1

Bridges Student Book

Spanish-Language Materials Additional

array degree 45°

$3.00 $3.82 $4.00

Digital resources noted in italics.

© 2016 by The Math Learning Center

Prepared for publication using Mac OS X and Adobe Creative Suite.

6 Session 6 Math Forum on Multiplication & Division

11 Session 5 Seeing Strategies, Part 1

12 Session 6 Seeing Strategies, Part 2

8 out of 16 little 2 out of 16 little 1 out of 16 little 1 of one of the