Livingston County Schools
4th Grade Unit 2 Multiplication and Division
Math
Unit Overview
Students apply their understanding of mathematical models for multiplication (equal sized groups, arrays, area models) and division. Students
form a relationship of division to multiplication. Students develop, discuss and use efficient accurate and generalize methods to compute
products of multi-digit whole numbers and procedures to find quotients involving multi-digit dividends.
Length of unit: ___7 weeks___
KY Core Academic Standard
4.OA.1 Interpret a
multiplication equation as a
comparison, e.g. , interpret
35 = 5 x 7 as a statement
that 35 is 5 times as many
as 7 and 7 times as many as
5. Represent verbal
statements of multiplicative
comparisons as
multiplication equations
Learning Target
I can use multiplication strategies
K
R
X
S
P
Critical
Vocabulary
Fact family
I can interpret a multiplication
equation as a comparison (e.g. 18 =
3 times as many as 6.
X
I can represent verbal statements
of multiplicative comparisons as
X
Texts/Resources/Activities
edHelper
U-tube
Discovery Education
Flowcabulary
www.superteacher.com
Study Island
Brainpop
Teachers Domain
Coach Crosswalk Lesson 3
multiplication equations
4.OA.2. Multiply or divide to I can multiply or divide to solve
solve word problems
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
I can describe multiplicative
comparison.
I can describe additive comparison
I can determine appropriate
operation and solve word problems
involving multiplicative
comparison.
I can determine and use a variety
of representations to model a
problem involving multiplicative
comparison.
I can distinguish between
multiplicative comparison and
additive comparison (repeated
addition).
4.OA.3 Solve multistep
I can divide whole numbers
word problems posed with
including division with
whole numbers and having remainders.
whole-number answers
using the four operations,
including problems in which
remainders must be
X
Coach Crosswalk Lesson 3
X
X
X
X
X
X
Quotient
Divisor
Dividend
Remainder
Coach Crosswalk Lessons
3, 4, 6, 7, 8, 9, 12, 13, 15,
19
KCCT Coach Lesson 12
Ladders to Success Level
D Lesson 2
Math Connects Lessons
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.
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
8-1, 8-2, 8-5, 8-8
I can represent multi-step word
problems using equations with a
letter standing for the unknown
quantity.
I can interpret multistep word
problems (including problems in
which remainders must be
interpreted) and determine the
appropriate operation(s) to solve.
I can assess the reasonableness of
an answer in solving a multistep
word problem using mental math
and estimation strategies
(including rounding).
I can define prime and composite
numbers.
X
X
X
X
Prime #
Composite #
Factor
Coach Crosswalk Lesson 5
whether a given whole
number in the range 1–100
is prime or composite.
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.
I can determine strategies to
determine whether a whole
number is prime or composite.
I can identify all factor pairs for
any given number 1-100.
X
I can recognize that a whole
number is a multiple of each of its
factors.
I can determine if a given whole
number (1-100) is a multiple of a
given one-digit number.
I can identify a number or shape
pattern.
X
I can generate a number or shape
pattern that follows a given rule.
Factor
X
Multiple
X
X
X
Factor
Product
Math Connects Lesson 4-9
Hundreds Board Activity
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.
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
I can analyze a pattern to
determine features not apparent
in the rule (always odd or even,
alternates between odd and
even, etc.)
I can multiply a whole number of
up to four digits by a one-digit
whole number.
I can multiply two two-digit
numbers.
I can use strategies based on
place value and the properties of
operations to multiply whole
numbers.
I can illustrate and explain
calculations by using written
equations, rectangular arrays,
and/or area models
I can find whole number
quotients and remainders with up
to four-digit dividends and onedigit divisors.
X
X
Equation
Rectangular
array
Area Model
X
Coach Crosswalk Lessons
4, 5, 6, 10
Math Connects
Math Connects Lesson 64, 7-4
Math Connects Lesson 6-1
X
X
X
Quotient
Remainder
Coach Crosswalk Lesson 8,
9, 10
Math Connects 8-1, 8-9,
8-7
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.
4.MD.3 Apply the area and
perimeter formulas for
rectangles in real world and
mathematical problems. For
example, find the width of a
rectangular room given the
area of the flooring and the
length, by viewing the area
formula as a multiplication
equation with an unknown
factor.
I can use the strategies based on
place value, the properties of
operations, and/or the relationship
between multiplication and
division.
I can illustrate and explain the
calculation by using written
equations, rectangular arrays,
and/or area models.
I can determine that the formula
for the perimeter of a rectangle is
2L + 2W or L+L+W+W.
I can determine that the formula
for the area of a rectangle is L x
W.
I can apply the formula for
perimeter of a rectangle to solve
real world and mathematical
X
Math Connects Lessons 76, 6-5, 8-6
X
X
Perimeter
X
X
Coach Crosswalk Lesson
33, 34
KCCT Coach Lesson 18, 19
Ladders to Success Level E
Lesson 7
Ladders to Success Level
D Lesson 6
problems.
I can apply the formula for area of
a rectangle to solve real world
and mathematical problems.
I can solve area and perimeter
problems in which there is an
unknown factor (n).
Spiraled Standards: 4.OA.1, 4.OA.2, 4.NF.4, 4.MD.2
Common Assessments Developed (Proposed Assessment Dates):
X
Area
Coach Crosswalk Lesson
34
X
HOT Questions:
4.OA.3 The fourth grade class is going to Farm Safety Day. There are 246
students going and a bus holds 75 students. How many buses will they
need to get all students to Farm Safety Day?
4.OA.4 Look at the following factor pairs for the number 48 determine if all
the factors are correct. Explain why or why not. (1,48) (2,24) (3,14) (4,12)
(6,8)
4.NBT.5 Demonstrate how to solve the following 7,329 X 9= using arrays
and area models.
,
4.NBT.6 Analyze 7,896 ÷ 8 = 976. Is the answer correct if not explain?
4.NF.1 Demonstrate how ½ and 2/4 are equivalent fractions using visual
models.
4.NF.2 Describe how to compare 2/4 and 5/8 using comparison symbols.
4.MD.3 Create a model of your classroom with an area of 63 and perimeter
of 32. What is the length and width of the room?