4th Grade Unit 2: Multiplication and Division of Whole Numbers
Georgia Standards of
Excellence
Learning Targets/
Essential Questions
MGSE4.OA.1

Interpret a multiplication equation as a
comparison, e.g., interpret 35 = 5 × 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. 
MGSE4.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.
MGSE4.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.


I can write and explain
the meaning of a
multiplication equation.
I can create and solve
multiplication equations
that com0pae two sets.
I can represent verbal
statements of
multiplicative
comparisons as
equations.
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
I can verbally solve word
problems using
multiplication and
division that involve
multiplicative
comparison.
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
I can interpret the
quotient of whole
numbers through 9.999.

I can identify when to
multiply and when to
divide in word
problems.

I can solve multi-step
word problems using
division where
remainders must be
interpreted.
I can represent multistep word problems
using a letter that
stands for the unknown
number.
I can identify when to
add, subtract, multiply
or divide in multi-step
word problems.
I can use many different
strategies to figure out
X and divide multi-step
word problems.




Direct Instruction
Mini Lesson
I can check the
reasonableness of my
answers using mental
math, estimation and
rounding.
*Whole Group
+”Davis Direct”
*Whole Group
+”Davis Direct”
Name: _________________ #_________
Practice for Mastery
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 1, pages 1-2
Learning Videos:
 LZ2357
 LZ2569
 LZ2543
Leveled Practice
 Unit 1, Pages 7-8
Remediation: Yes/No
Small Group:
Extra Practice:
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 2, pages 3-4
Leveled Practice
 Unit 1, Pages 9-10
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 3, pages 5-6
 Lesson 4, pages 7-8
 Lesson 5, pages 9-10
 Lesson 6, pages 11-12
 Lesson 7, pages 13-14
*Whole Group
+”Davis Direct”
Leveled Practice
 Unit 2, Pages 12-15
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
Learning Videos:
 LZ2744
 LZ2745
 LZ2746
 LZ3017
 LZ2851
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
Remediation: Yes/No
Small Group:
Extra Practice:
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
Assessments
Parent Signature
______________________________
Learning Videos:
 LZ2943
 LZ2998
 LZ2944
 LZ3079
 LZ3049
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
Remediation: Yes/No
Small Group:
Extra Practice:
MGSE4.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.
MGSE4.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.
MGSE4.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.

I can identify all factor
pairs for a whole
number in the range 1100.

I can recognize that a
whole number is a
multiple of each of its
factors.
I can identify if a whole
number in the range of
1-100 is a multiple of a
number.


I can identify if a
number is prime or
composite.

I can make number
patterns that follow a
given rule.

I can make shape
patterns that follow a
given rule.

I can identify and
explain parts of the
pattern that weren’t
stated in the rule.




I can multiply up to four
digit numbers by one
digit numbers.
I can multiply two-digit
numbers.
I can use strategies
based on place value
and the properties of
operations to solve
multiplication problems.
I can illustrate and
explain the calculation
by using equations,
rectangular arrays,
and/or area models.
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
*Whole Group
+”Davis Direct”
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 8, pages 15-16
 Lesson 9, pages 17-18
 Lesson 11, pages 21-22
 Lesson 12, pages 23-24
Leveled Practice
 Unit 3, Pages 17-20
Remediation: Yes/No
Small Group:
Extra Practice:
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 13, pages 25-26
 Lesson 14, pages 27-28
*Whole Group
+”Davis Direct”
Remediation: Yes/No
Small Group:
Extra Practice:
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 23, pages 45-46
 Lesson 24, pages 47-48
 Lesson 25, pages 49-50
 Lesson 26, pages 51-52
 Lesson 27, pages 53-54
 Lesson 28, pages 55-56
 Lesson 29, pages 57-58
 Lesson 30, pages 59-60
 Lesson 31, pages 61-62
 Lesson 32, pages 63-64
 Lesson 33, pages 65-66
 Lesson 34, pages 67-68
 Lesson 35, pages 69-70
 Lesson 36, pages 71-72
*Whole Group
+”Davis Direct”
Leveled Practice
 Unit 4, Pages 22-25
Leveled Practice
 Unit 8, Pages 42-45
 Unit 9, pages 47-50
 Unit 10, pages 52-55
Remediation: Yes/No
Small Group:
Extra Practice:
Learning Videos:
 LZ780
 LZ781
 LZ783
 LZ789
 LZ799
 LZ785
 LZ782
 LZ784
 LZ787
 LZ788
 LZ786
Learning Videos:
 LZ791
 LZ792
 LZ797
 LZ794
 LZ795
 LZ790
 LZ793
 LZ798
 LZ796
Learning Videos:
 LZ1875
 LZ1877
 LZ1879
 LZ1878
 LZ23
 LZ22
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
MGSE4.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.




I can divide up to four
digit dividends by one
digit divisors.
I can use fact families
to help me divide.
I can use strategies
based on pace value
and the properties of
operations to solve
division problems.
I can illustrate and
explain calculations by
using equations,
rectangular arrays,
and/or area models.
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
*Whole Group
+”Davis Direct”
CLOSE Reading Task
Foldable Activity
Steck-Vaughn (Chose One):
 Lesson 37, pages 73-74
 Lesson 38, pages 75-76
 Lesson 39, pages 77-78
 Lesson 40, pages 79-80
 Lesson 41, pages 81-82
 Lesson 42, pages 83-84
 Lesson 43, pages 85-86
 Lesson 44, pages 87-88
 Lesson 45, pages 89-90
 Lesson 46, pages 91-92
Learning Videos:
 LZ1481
 LZ1480
 LZ1482
 LZ1484
 LZ25
 LZ26
 LZ27
 LZ29
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
Leveled Practice
 Unit 11, pages 57-60
 Unit 12, pages 62-65
Remediation: Yes/No
Small Group:
Extra Practice:
MGSE4.MD.2
Use the four operations to solve word
problems involving distances, intervals
of time, liquid volumes, masses of
objects, and money, including problems
involving simple fractions or decimals,
and problems that require expressing
measurements given in a larger unit in
terms of a smaller unit. Represent
measurement quantities using diagrams
such as number line diagrams that
feature a measurement scale.





MGSE4.MD.8
Recognize area as additive. Find areas of
rectilinear figures by decomposing them
into non-overlapping rectangles and
adding the areas of the non-overlapping
parts, applying this technique to solve
real world problems.

I can use the four
operations to solve
word problems.
I can use a number line
to help me solve word
problems involving
measurement.
I can solve word
problems involving
distances, time liquid
volumes, masses of
objects and money.
I can solve work
problems involving
simple fractions or
decimals.
I can solve word
problems that involve
converting bigger units
of measure into
smaller units of
measure.
I can find the area of
rectilinear figures by
decomposing two or
more non-overlapping
parts.
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
*Data Discussion
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
______________________________
*Whole Group
+”Davis Direct”
*Data Discussion
*Peer Instructional Flipped
Classroom
*Video Debrief
*Number Talks
+Math 4 Today
+Support Activities
+”Davis Direct”
*Whole Group
+”Davis Direct”
*Peer Instructional
Flipped Classroom
Assessment Attempt #1: _________
Assessment Attempt #2: _________
Parent Signature:
Unit Vocabulary:
composite ● dividend ● divisor ● division (repeated subtraction)
● estimate ● factors ● multiplicand ● multiplier ● multiples ●
partition division (fair-sharing) ● prime ● product ● properties ●
quotient ● remainder
Introductory Task: 3 Act Task: “Boxes and Rolls”
Participation and Teacher Observation
Culminating Frameworks Task: “School Newspaper” (Project Base Task)
Student Jigsaw Puzzle Rubric