Ocean Springs School District - 4th Grade – 2nd 9 Weeks Instructional Map
Common Core Standard
Topic
5
Standard Expectations(s) Students
will be able to ….
Clarity of the Standard
Vocabulary
Resources
Mathematical
Practices
Number Sense:
Multiplying 1Digit Numbers
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.
I Can:
4.NBT.5 Apply the properties of
operations to multiply numbers
4.NBT.5 Multiply a 4 digit number
by a 1 digit number
4.NBT.5 Multiply numbers using
written equations
4.NBT.5 Illustrate and explain
multiplication using rectangular
arrays
4.NBT.5 Illustrate and explain
multiplication using area modules
Use place value
understanding to round
multi-digit whole numbers
to any place.
Major
cluster
4.NBT.5 calls for students to multiply numbers using a variety
enVision
4.MP.1. Make sense of problems and persevere in solving
Suggested
number of
days
of strategies.
properties- rules about how numbers work
Example:
There are 25 dozen
cookies in the
bakery. What is the
total number of
cookies at the
bakery?
Student 3
Student 1
25 x 12
25 x12 I broke 12 up
I doubled 25
into 10 and 2 25 x 10
and cut 12 in
= 250 25 x 2 = 50 Student 2
half to get 50 x
250 +50 = 300
25 x 12 I broke 25 up 6
into 5 groups of 5 5 x 50 x 6 = 300
12 = 60 I have 5
groups of 5 in 25 60 x
5 = 300
Multiples
(Topic- Section)
them
4.MP.2 Reason abstractly and quantitatively.
Arrays
5-1
Factor
5-2
4.MP. 3 Construct viable arguments and critique the reasoning
of others.
4.MP.4. Model with mathematics
Product
5-3
Partial
Products
4.MP.5 Use appropriate tools strategically
4.MP.6 Attend to precision.
5-4
Compensation
5-5
4.MP.7. Look for and make use of structure.
4.MP.8. Look for and express regularity in repeated reasoning.
Students who develop flexibility in breaking numbers
apart have a better understanding of the importance of
place value and the distributive property in multi-digit
multiplication. Students use base ten blocks, area models,
partitioning, compensation strategies, etc. when
multiplying whole numbers and use words and diagrams
to explain their thinking. They use the terms factor and
product when communicating their reasoning. Multiple
strategies enable students to develop fluency with
multiplication and transfer that understanding to division.
I Can:
4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.
When students are asked to round large numbers, they first
need to identify which digit is in the appropriate place.
Example: Round 76,398 to the nearest 1000.
Topic 5
–
6 days
Major
cluster
4.OA.3
Solve multistep word problems posed with whole numbers and having whole-number
I Can:
4.NBT.3 Round numbers up to
the millions place
4.NBT.3 Explain why a number is
rounded to a given place.
4.NBT.3 Demonstrate
understanding of place value
using a drawing, chart, table,
diagram, etc…
I Can:

Step 1: Since I need to round to the nearest 1000, then
the answer is either 76,000 or 77,000.
 Step 2: I know that the halfway point between these
two numbers is 76,500.
 Step 3: I see that 76,398 is between 76,000 and
76,500.
Step 4: Therefore, the rounded number would be 76,000.
Students need many opportunities solving multistep story
problems using all four operations.
An interactive whiteboard, document camera, drawings, words,
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.
4.OA.3 Write an equation to solve
the word problem using a letter to Example:
represent the missing number.
Chris bought clothes for school. She bought 3 shirts for
$12 each and a skirt for $15. How much money did
Chris spend on her new school clothes?
3 x $12 + $15 = a
Major
cluster
Topic
6
numbers, and/or objects may be used to help solve story
problems.
Fluency:
Multiplying 1Digit Numbers
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.
Major
cluster
I Can:
4.NBT.5 Apply the properties of
operations to multiply numbers
4.NBT.5 Multiply a 2 digit number
by a 1 digit number
4.NBT.5 Multiply a 3 – and 4-digit
number by a 1-digit number
4.NBT.5 Illustrate and explain
multiplication using rectangular
arrays
Students who develop flexibility in breaking numbers
apart have a better understanding of the importance of
place value and the distributive property in multi-digit
multiplication. Students use base ten blocks, area models,
partitioning, compensation strategies, etc. when
multiplying whole numbers and use words and diagrams
to explain their thinking. They use the terms factor and
product when communicating their reasoning. Multiple
strategies enable students to develop fluency with
multiplication and transfer that understanding to division.
Use of the standard algorithm for multiplication is an
expectation in the 5th grade.
This standard refers to place value understanding, which
extends beyond an algorithm or procedure for rounding.
The expectation is that students have a deep
understanding of place value and number sense and can
explain and reason about the answers they get when they
round. Students should have numerous experiences using
a number line and a hundreds chart as tools to support
their work with rounding.
Product
Array
Factor
Rounding
4.OA.3
Solve multistep word problems posed with whole numbers and having I Can:
whole-number answers using the four operations, including problems 4.OA.3 Solve a word problem
involving multiplication of
in which remainders must be interpreted. Represent these problems
one digit numbers with 2using equations with a letter standing for the unknown quantity.
,3-, and 4- digit numbers
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
4.OA.4 Write and equation from a
situation using a variable.
Major
cluster
4.OA.4 Decide if an answer is
reasonable.
Students need many opportunities solving multistep story
problems using all four operations.
An interactive whiteboard, document camera, drawings, words,
numbers, and/or objects may be used to help solve story
problems.
4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.
Major
cluster
Topic
7
I Can:
4.NBT.3 Use place value to
round.
4.NBT.3 Use place value
understanding in order to
determine what place value to
round to.
Example:
4.NBT.3 refers to place value understanding, which extends
beyond an algorithm or procedure for rounding. The
expectation is that students have a deep understanding of
place value and number sense and can explain and reason
about the answers they get when they round. Students
should have numerous experiences using a number line and
a hundreds chart as tools to support their work with
rounding.
Number
Sense:
Multiplying
by 2-Digit
Numbers
4.NBT.5.
I Can:
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
4.NBT.5 Apply the properties of
operations. Illustrate and explain the calculation by using equations, rectangular
operations to multiply numbers
arrays, and/or area models.
4.NBT.5 Multiply a 2 digit number
by a multiple of 10
Equation
The standards for this Unit are the same as for the
previous Unit. However, this Unit introduces multiplying
with 2-digit numbers with a concentration on multiplying
with multiples of 10 as a means of estimation.
Students who develop flexibility in breaking numbers
Factors
Product
Major
cluster
4.NBT.5 Illustrate and explain
multiplication using rectangular
arrays
apart have a better understanding of the importance of
place value and the distributive property in multi-digit
multiplication. Students use base ten blocks, area models,
partitioning, compensation strategies, etc. when
multiplying whole numbers and use words and diagrams
to explain their thinking. They use the terms factor and
product when communicating their reasoning. Multiple
strategies enable students to develop fluency with
multiplication and transfer that understanding to division.
Use of the standard algorithm for multiplication is an
expectation in the 5th grade.
This standard refers to place value understanding, which
extends beyond an algorithm or procedure for rounding.
The expectation is that students have a deep
understanding of place value and number sense and can
explain and reason about the answers they get when they
round. Students should have numerous experiences using
a number line and a hundreds chart as tools to support
their work with rounding.
Example:
4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.
I Can:
4.NBT.3 Use place value to
round.
4.NBT.3 Use place value
Round
Compatible
numbers
understanding in order to
determine what place value to
round to.
Major
cluster
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.
Major
cluster
I Can:
4.OA.3 Write an equation to solve
the word problem using a letter to
represent the missing number.
4.OA.3 Determine if an answer
makes sense, based on the
problem.
4.OA.3 Justify my answers using
mental math and estimation
4.NBT.3 refers to place value understanding, which extends
beyond an algorithm or procedure for rounding. The
expectation is that students have a deep understanding of
place value and number sense and can explain and reason
about the answers they get when they round. Students
should have numerous experiences using a number line and
a hundreds chart as tools to support their work with
rounding.
Example:
On a vacation, your family bikes an average of 23 miles a
day for 12 days. How many miles did they travel total?
Some typical estimation strategies for this problem:
Student 1: I first thought about 23 and 12. I used
compatible numbers and thought of them as 20 and 10. I
multiplies two and one together and got 2 and then I
added two zeros at the end. I got 200.
Student 2: I rounded 12 to 10 and multiplied 23 by 10 and
got 230.
The assessment of estimation strategies should only have
one reasonable answer (200 or 230), or a range (between
200 and 250). Problems will be structured so that all
acceptable estimation strategies will arrive at a reasonable
answer.
Topic
8
Fluency:
Multiplying by
2-Digit Numbers
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.
Major
cluster
I Can:
4.NBT.5 Apply the properties of
operations to multiply numbers
4.NBT.5 Multiply a 2 digit number
by a 10
4.NBT.5 Illustrate and explain
multiplication using rectangular
arrays
This Unit has more emphasis on actual multiplication of
2-digit numbers than did the previous unit. The last unit
focused on estimation as a way of students deciding if an
answer was reasonable. This asks them to multiply and
then uses their estimation skills to decide if an answer is
reasonable.
This standard calls for students to extend their
understanding of place value related to multiplying and
dividing by multiples of 10. In this standard, students
should reason about the magnitude of digits in a number.
Students should be given opportunities to reason and
analyze the relationships of numbers that they are working
with.
Example:
Rounding
Commutative
Property
Compatible
Distributive
Property
How is the 2 in the number 582 similar to and different
from the 2 in the number 528?
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.
Major
cluster
I Can:
4.OA.3 Write an equation to solve
the word problem using a letter to
represent the missing number.
4.OA.3 Determine if an answer
makes sense, based on the
problem.
4.OA.3 Justify my answers using
mental math and estimation
Example:
On a vacation, your family bikes an average of 23 miles a
day for 12 days. How many miles did they travel total?
Some typical estimation strategies for this problem:
Student 1: I first thought about 23 and 12. I used
compatible numbers and thought of them as 20 and 10. I
multiplies two and one together and got 2 and then I
added two zeros at the end. I got 200.
Student 2: I rounded 12 to 10 and multiplied 23 by 10 and
got 230.
The assessment of estimation strategies should only have
one reasonable answer (200 or 230), or a range (between
200 and 250). Problems will be structured so that all
acceptable estimation strategies will arrive at a reasonable
answer.