(21 lessons over 10 days -- recommended)
Common Core Standards Related to this Unit
MD – Measurement and Data
Use the four operations with whole numbers to solve problems.
4.OA.3 Solve multistep 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.
Generalize place value understanding for multi-digit whole numbers.
4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Related MSP Test Information for 2013
Addition, Subtraction and Place Value are NOT MSP tested content except as they are used in the context of multiplication and division, and solving multi-step story problems.
With the Smarter Balanced Assessment – coming in 2015 and aligned to the Common Core State Standards – the Grade 4 emphasis will still be on multiplication. All of the above standards are reviewed and used in the units on multi-digit multiplication, multi-digit division and decimals.
1.
SPEND ONLY 10 DAYS ON THIS UNIT. IT IS A RE-TEACHING OF GRADE 3 LEARNING.
2.
Build the Anchor Charts with your students. They can be used all year long as these topics reappear.
3.
If students have not yet mastered these skills, they will over the course of the year. The content is revisited many times over the year.
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 1 of 8

Lessons 1-6. CONSOLIDATE INTO A REVIEW OF ADDITION in 3-4 days using the 2 lessons below. Don’t expect everyone to remember before going on. Build the anchor charts for future reference. Mastery will happen over the course of the unit and the year as ADD & SUB are used in many contexts

Build the ADDITION PORTION OF “Addition and subtraction of large numbers” Anchor Chart with your students as a way to review Place Value Drawings and Algorithms

These tools have been taught in GR 2 & 3 with 3 to 4 digit

 numbers

Be sure to include examples of 4 digit addition & subtraction!
You will extend to larger numbers later in the unit
Spend time practicing these various representations with 3-
4 digit numbers

Don’t worry about mastery. Just review and brush up.
Mastery will be rebuilt over the unit and over the year with large numbers and decimals

Have students construct a personal anchor chart for their notebooks

Use the ASSESSMENT: PV, ADD, SUB after your review.
Students who do poorly should be pulled into a 10 min daily review until they can create and solve these types of problems

Lessons 2-3-4 review Addition and Subtraction Story Problem
Types. These have all been taught in GR 2 & GR 3

Build the “Story Types for Addition and Subtraction” Anchor
Chart.

Take each “story” and have students construct 3 “story problems”. One with each variable as the unknown

Have students create similar stories and problems

Choose additional problems from lessons 1-6 as you feel they are needed.

Use the ASSESSMENT: Problem Types after your review.
Consider doing 1 create word problems every day as a Quick
Practice focusing on Student Leaders from those who have difficulty
See HOW TO CREATE STORY PROBLEMS WITH VARIOUS
UNKNOWNS.
HOW TO CREATE STORY PROBLEMS WITH VARIOUS UNKNOWNS:
THE WHOLE STORY:
Mr. Marks’ class has 45 books about animals. The PTA gives them 38 new animal books. Now, Mr. Marks’ class has 83 books about animals.
45 + 38 = 83
UNKOWN RESULT:
Mr. Marks’ class has 45 books about animals. The PTA gives them 38 new animal books. How many animal books does the class have now?
SIT: 45 + 38 =

SOL: the same
UNKNOWN CHANGE:
Mr. Marks’ class has 45 books about animals. The PTA gives them some new animal books. Now the class library has 83 books about animals. How many books did the PTA give them?
SIT: 45 +

= 83 SOL: 83 – 45 =

UNKNOWN START:
Mr. Marks’ class has some books about animals. The PTA gives them 38 new animal books. Now, Mr. Marks’ class has 83 books about animals. How many animal books did the class start with?
SIT:  + 38 = 83 SOL: 83 -  = 38
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 2 of 8

Lessons 7-10. REVIEW OF PLACE VALUE and ROUNDING in 4 days using the 4 lessons below. Don’t expect everyone to remember before going on. Build the anchor charts for future reference. Mastery will happen over the course of the unit and the year as these skills are used in many places and contexts.
4.3.7
1 day
Review of Place Value to
Hundred-Thousands
Build PV anchor chart/bulletin
Millions to Hundred Millions will be added in Lesson 10 board and individual versions going only to the hundredthousands column and NOT including the decimals!
Decimals will be added in Unit
11
As you build this anchor chart you may want to integrate some of these activities:
4.3.7 Activity 1& 2 PV Drawings
4.3.7.Going Further Money
4.3.8 Activity 2 Expanded Form
4.3.8
1 day
Review of Rounding to
Thousands
Rounding to tens and hundreds has been taught in GR 2 & GR 3
Have students talk about this
“Rounding to Hundreds” chart and then build a similar anchor chart for rounding to thousands.
A similar anchor chart for rounding to tens is in GR 3 resources on Elem Math
Website
Don’t worry about mastery at this point, it will happen over the course of the year as rounding is used over and over again in various contexts.
Can be built as an anchor chart and or an assignment sheet in lieu of Page 145 Student Book
Have students create another chart with their own
“problems”.
4.3.9
1 day
Algebraic Language & Properties review
Use Activity 4.3.9.GOING FURTHER
Push students to use large numbers for problems 10 – 13; perhaps to even create some like these
Introduce Unit Vocabulary Sheet and complete definitions and examples for those terms already used.
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 3 of 8

4.3.10
1 day
Numbers to Millions 1.
4.3.1 – do this task quickly
2.
NEW TASK: PV to Millions
CLASS PROJECT:

This is a great place to begin to collect a million of something! See Activity 2 the BUILD A MILLION task
(p.348)

If you start a project be sure to incorporate place value all the way
4.3.14-
16
1 day
4.3.17-
18
1 day
4.3.19
1 day
20
1 day
Lessons 14-20. REVIEW OF SUBTRACTION in 4 days using the 4 lessons below. Don’t expect everyone to remember before going on. Build the anchor charts for future reference. Mastery will happen over the course of the unit and the year as these skills are used in many places and contexts.
Review of Subtraction
Algorithms
Extending Subtraction to larger numbers
1.
2.
Complete the Anchor Chart for
Addition & Subtraction Algorithms begun at the first of the unit
Choose additional activities, tasks and problems from these 3 lessons as you wish.
Additional Practice with ungrouping algorithms using larger numbers
Extending Rounding to larger numbers
Word Problems with larger numbers
Use a lot of
Solve.Explain.Question.Justify with these problems.
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 4 of 8

1.
Addition and Subtraction Problem Type Anchor
Chart
Have students create their own version of this chart for their notebooks
2.
HOW TO CREATE STORY PROBLEMS WITH
VARIOUS UNKNOWNS:
THE WHOLE STORY:
Mr. Marks’ class has 45 books about animals. The PTA gives them 38 new animal books. Now, Mr. Marks’ class has 83 books about animals.
45 + 38 = 83
UNKOWN RESULT:
Mr. Marks’ class has 45 books about animals. The PTA gives them 38 new animal books. How many animal books does the class have now?
SIT: 45 + 38 =  SOL: the same
UNKNOWN CHANGE:
Mr. Marks’ class has 45 books about animals. The PTA gives them some new animal books. Now the class library has 83 books about animals. How many books did the PTA give them?
SIT: 45 +  = 83 SOL: 83 – 45 = 
UNKNOWN START:
Mr. Marks’ class has some books about animals. The PTA gives them 38 new animal books. Now, Mr. Marks’ class has
83 books about animals. How many animal books did the class start with?
SIT:  + 38 = 83 SOL: 83 -  = 38
3.
Anchor Chart for Rounding -- a version for rounding to the tens is available at Elem Math
Website
4.
Writing Numbers Different Ways
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 5 of 8

5.
Addition and Subtractions Strategies
6.
Place Value Bulletin Board or Anchor Chart
As a class, review place value from ones to hundred thousands by building the anchor chart (NOT THE GREY
SECTION) Extend the model through the millions. In unit 11 you can come back and add the tenths and hundredths columns. In grade 5 they will add the exponent row.
Where an item does not exist, students can
A.
Make up a model -- such as, drawing a new Secret Code Card for millions
B.
Describe it with words -- a hundred thousand would be 10 of these ten thousand trains
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 6 of 8

7.
Unit Vocabulary Pages 8.
Place Value to Million Worksheet
9.
Assessment: PV, ADD, SUB 10.
Assessment: Problem Types
Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 7 of 8

Authors: Jacqueline McDonald, Christy Diefendorf, Michael Nelson, Krista Rios -- pages 271 D, E, F, G, H, I, J
Numbering Code: Grade.Unit.Lesson so 4.7.3 would mean Grade 4 Unit 7 Lesson 3
Page 8 of 8