Unit 3

Multiplication and Division of Up to a 4- digit by a 1-digit Number Using Place Value

Unit Summary
In this unit students solve multi-stepped problems within four operations, including remainders. Students use equations, rectangular arrays and/or other
models to represent multiplication and division. Multiple strategies for multiplication are emphasized as students use rounding and estimation to attend to
precision, as they develop fluency with one and two digit factors and four digit dividends with one divisor.

Learning target I can solve multiplication and division problems using use equations, rectangular arrays and/or other models.
of unit
Essential understandings Overarching essential questions

Multiplication and division can be represented using a rectangular area How are multiplication and division related to each other?
model.
How can patterns be used to describe how two quantities are related?
Relationships can be described and generalizations made for
mathematical situation

Summative 1. Olivia used the rule "Add 11" to create the number pattern shown below. 10, 21, 32, 43, 54 Which statement about the number
Assessment pattern is true? Explain your thinking
a. The 10th number in the pattern will be an even number.
Describe what b. The number pattern will never have two even numbers next to each other.
students will do c. The next two numbers in the pattern will be an even number then an odd number.
and produce to d. If the number pattern started with an odd number then the pattern would have only odd numbers in it.
develop evidence
that will be
2. Mr. Torres sold a total of 30 boxes of sports cards at his store on Monday. These boxes contained only baseball cards and
evaluated using the
football cards.
scoring criteria

Each box contained 25 sports cards.

He earned $3 for each sports card he sold.
He earned a total of $1134 from the football cards he sold.

What amount of money did Mr. Torres earn from the baseball cards he sold?

Use pictures, numbers, and/or words to show how you got your answer.

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3. Hannah was doing a report on animals’ sleep habits. She made the charts below to show the number of hours certain animals
usually sleep each day.

Fill in the blanks to make the statements true.

1. A possum sleeps ______ times as many hours a day as a guinea pig. § A bat sleeps ______ times as many hours per
day as a cow.
2. Write a multiplication equation to show the relationship between the length of time a gray seal sleeps and the length of
time a possum sleeps.

__________ __________ __________

3. When Hannah was reading about donkeys, she said, “I can’t believe that goats sleep 5 times as many hours per day as
donkeys.” Find the number of hours per day a donkey sleeps. Show your thinking below using words, numbers, and/or
pictures.

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 Evidence of student learning
Criteria for assessment
Concept use patterns and multiples to determine products and quotients. Breaking apart calculations supports understanding of an
algorithm.
Multiplication and
Arrays and properties of operations used to explain calculations.
Division
use of pattern of multiples of 10 when multiplying and dividing.
application of the algorithm to greater numbers is making generalizations.

Problem solving / explain problems to themselves and make several attempts at solving them.
modeling
Concrete objects or pictures help to conceptualize concepts and assist in finding solutions.
think aloud and engage in conversation about intended solution paths to include the critiquing of thought processes.
represent mathematical situations in multiple ways such as writing equations to describe problems.
Use manipulatives or draw models to represent multiplication and division situations.
use various tools (including estimation), such as tables to organize numbers, place-value blocks to break apart numbers, and
arrays and area models for partial products.
Rounding can be considered a tool as well.
organize conversions and line plots are used to organize data.
Communicate construct arguments using objects, pictures, or drawing.
reasoning
think aloud and engage in conversation about intended solution paths to include the critiquing of thought processes.
use reasoning skills when determining equations from mathematical situations.
When working with place value concepts, students will reason when representing or rounding numbers.
When recording products and quotients with non-standard algorithm is reasoning quantitatively
Clear precise language is used when communicating ideas. Connect numerals to their place values when multiplying and dividing.

Prior Knowledge At end of Grade 3, Students should be able to

• Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in
each group and represent as a written expression. (3.OA.1)

• Illustrate and interpret the quotient of two whole numbers as the number of objects in each group or the number of
groups when the whole is partitioned into equal shares. (3.OA.2)

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• Solve word situations using multiplication and division within 100 involving equal groups, arrays, and measurement
quantities; represent the situation using models, drawings, and equations with a symbol for the unknown number.
(3.OA.3)

• Determine the unknown whole number in a multiplication or division equation relating three whole numbers. (3.OA.4)

• Develop and apply properties of operations as strategies to multiply and divide. (3.OA.5)

• Use the relationship between multiplication and division to represent division as an equation with an unknown factor.
(3.OA.6)

• Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit
squares. (3.MD.5)

• Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.
(3.MD.6)

• Relate area to the operations of multiplication using real-world problems, concrete materials, mathematical reasoning,
and the distributive property. (3.MD.7)

• Decompose rectilinear figures into smaller rectangles to find the area, using concrete materials. (3.MD.7)

• Construct rectangles with the same perimeter and different areas or the same area and different perimeters. (3.MD.7)

• Solve real-world problems involving perimeters of polygons, including finding the perimeter given the side lengths and
finding an unknown side length of rectangles. (3.MD.8)

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 Progression of learning
See Prior Knowledge
I can solve
multiplication and
determine division problems
use strategies based
reasonableness of using use
I can solve word answers for multi- equations,
illustrate and explain on place value,
problems involving step word generate and rectangular
the product of two properties of
problems, using analyze a number
factors using operations, and/or multiplicative arrays and/or
comparison using mental computation or shape pattern
find all factor strategies based on the relationship other models.
drawings and and estimation that follows a
pairs, identifying a place value, the between
equations to strategies including given rule.
number as a properties of multiplication and
represent the rounding
multiple of each of operations, equations, division to find whole- .
rectangular arrays, number quotients and problem,
its factors and
and area models. remainders I can generate a
determine if it is
pattern that
prime or composite I can represent a
I can explain the follows a given
two-step word
I can explain and I can use division to difference rule.
problem with
represent determine the size of between models, pictures,
I can find factor I can extend a
multiplication of a each group when the multiplicative (as and equations.
pairs of any pattern that
multi-digit factor by number of groups is many times as)
number between 1 follows a given
a one-digit factor. known and additive I can write an
and 100. rule.
(more) equation for using a
I can use partial I can use division to comparisons. letter for an
I can find
products to multiply a determine the number unknown number.
multiples of a
multi-digit factor by of groups when the I can represent
number (multiples How can tables
a one-digit factor size of each group is and solve I can interpret the
up to 100). be used to
(decomposing one or known. multiplicative remainder when
determine
I can determine if both factors). comparison word needed.
I can use partial relationships
a number is prime problems by
I can explain and quotients to divide I can determine if between
or composite. multiplying or
represent multi-digit dividends by the solution to a numbers?
dividing.
multiplication of a one-digit divisors. two-step problem is 4.OA.5
two-digit factor by a reasonable.
two-digit factor. I can represent multi-
How are factors digit division (up to How can I use
and multiples I can use partial four-digit dividends by pictures and
related? products to multiply a one-digit divisors) with drawings to solve How can place
two-digit factor by a models and drawings multiplication value help you to
two-digit factor that include remainders division problems? round numbers?
(decomposing one or
4.OA.4
both factors).
How can patterns 4.OA.2 4.OA.3
and place value help
you when dividing?
How can decomposing
numbers help you
when working with
larger numbers? 4.NBT.6

4.NBT.5

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Learning Intention 1 find all factor pairs, identifying a number as a multiple of each of its factors and determine if it is prime or composite.
Standard 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors.
Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole
number in the range 1–100 is prime or composite.

Common Formative 1. Jacob said that all prime numbers have to be odd? Do you agree with him? Justify your answer.
Assessment
2. How are the terms “factors” and “multiples” related? Use examples to support your answer.
3. Linda says that 33 is prime because it is odd. Is she correct? Explain why or why not.
4. What products could have a factor of 4? How many of those products exist in the numbers 1-100? What are they?
5. Name three prime numbers greater than 12? What is the greatest prime number in the number set 1-100?
6. Use the digits 0-9 to form five prime numbers
Learning Intention illustrate and explain the product of two factors (up to four digits by a one-digit number and two two-digit numbers), using strategies based
2 on place value, the properties of operations, equations, rectangular arrays, and area models.
Standard 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies
based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.
Common Formative 1. How many different ways can you solve 289 x 8? 94 x 64?
Assessment
2. What two factors can be multiplied to result in a product of 126?
3. Create two multiplication sentences that could create a product between 200 and 500?
4. How does the order of the digits in the factors impact the product? (e.g., 452 x 7 compared to 425 x 7)
5. Is the product of 29 x 34 over or under 900? Explain how you know.
Learning Intention use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-
3 number quotients and remainders using equations, rectangular arrays, and/or area models.
Standard 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models

Common Formative 1. How does knowing 5 x 5 help you to solve 75 ÷ 5? Explain.

Assessment 2. How many different ways can you solve 84 ÷ 6?
3. If the quotient is 15, what could your possible dividend and divisor be?
4. How does changing the value of your divisor affect the quotient? (e.g., 350 ÷ 5 vs. 350 ÷ 50?)
5. Using the digits 4, 9, 7, and 5, create a division sentence with the greatest possible quotient.

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 6. Which division strategy (partial quotients, rectangular array, area model) do you think is best? Justify your answer.

Learning Intention solve word problems involving multiplicative comparison using drawings and write equations to represent the problem, using a symbol for the
4 unknown number.
Standard 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, (e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison).

Common Formative 1. Kamari builds a tower that is 18 inches high. Kamari’s tower is three times taller than his brother’s tower. How tall is his brother’s
Assessment tower? Show a model, draw a picture, or write an equation to support your answer.

2. What could a story problem, using multiplicative comparison, be for the equation 3 x 8?
3. Kim had 4 taco shells. Her sister Shelly brought three times as many taco shells. (So 12 plus Kim’s 4 = 16.) Seven family members
will eat tacos. If Kim gives everyone the same number of taco shells, how many will each person get?

4. A shirt costs $15. A pair of sneakers costs four times as much. How much does the pair of sneakers cost? A hat is half as much as
the sneakers, so how much does the hat cost? If Ken buys one hat, one pair of sneakers, and two shirts, how much has he spent?

5. Mr. Hill has 17 marbles in his classroom. Ms. Rice has twice as many marbles as Mr. Hill. Mr. Hill borrowed all of Ms. Rice’s marbles
so his students can play a game. Each student needs 4 marbles to play the game. How many students will be able to play the game?
Learning Intention determine reasonableness of answers for multi-step word problems, using mental computation and estimation strategies including rounding
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Standard 4.OA.3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including
problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Common Formative 1. There are 583 students in Suzy’s school. 99 third grade students left the school on a field trip. There are about 20 students in each
Assessment class. How many classrooms are being used today? Explain your answer.

2. The school bought apples to give to students. They have 30 boxes with 8 apples in each box and they have 20 boxes with 10 apples
in each box. Each student needs 3 apples for the week. How many students can the school feed?

3. Why is it important to consider the remainder when answering a problem? Give a real-life example of when it is important to drop
the remainder? Give a real-life example of when you need to round the remainder.

4. Zoe is having a wedding. She has 178 guests attending. The party location can set up tables with 10 at each table OR tables with 8
at each table. How many tables will Zoe need under each situation?

5. Write a division problem that has 15 R2 as the quotient.

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 6. Barry’s family donated 11 cases of tomato soup to the local food kitchen. Each case has 12 cans of soup. The shelter already has 16
cans of tomato soup. How many cans of tomato soup does the food kitchen have now? The food kitchen uses 20 cans of tomato soup
each week. How many weeks will go by before the food kitchen needs more tomato soup?

Learning Intention generate and analyze a number or shape pattern that follows a given rule.
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Standard 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in
the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that
the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Common Formative
Assessment a. The table below shows a list of numbers. For every number listed in the table, multiply it by 2 and add 1. Record the result on the

right.

b.
double the number
number
plus one
0
1
2
3
4
5
10
23
57
100
309

b. What do you notice about the numbers you entered into the table?

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 c. Sherri noticed that all the numbers she entered are odd.

• Does an even number multiplied by 2 result in an even or odd number? Why do you think this is?

o Does an odd number multiplied by 2 result in an even or odd number? Why do you think this is?

o Does an even number plus 1 result in an even or odd number? Why do you think this is?

o Does an odd number plus 1 result in an even or odd number? Why do you think this is?

o Explain why the numbers you entered in the table are all odd.

Resources NC Tools for Teachers

HCPSS Grade 4

SCUSD Grade 4

Match Fish Tank Grade 4

Utah UEN Resources Grade 4

Reflection