MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 4
Unit Description
Big Idea(s)
What enduring
understandings are
essential for application
to new situations within or
beyond this content?
Unit 3
Multi-Digit Multiplication
Suggested Length: 3 weeks
Enduring Understanding
Develop an Understanding And Fluency in Multiplication and Division
Enduring Skills Rubric measures competency of the following skills:
Consistently multiply multi-digit by single digit or two-digit by two-digit.
Essential Question(s)

What questions will
provoke and sustain
student engagement
while focusing learning?

Standards
Supporting
Standard(s)
Which related standards
will be incorporated to
support and enhance
the enduring standards?
Curriculum and Instruction
What patterns do I notice when I am multiplying whole numbers that can
help me multiply more efficiently?
How does my knowledge of place value help me with multiplying multidigit numbers?
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. Students make
sense of problems involving multiplication.
2. Reason abstractly and quantitatively. Students demonstrate quantitative
reasoning when constructing arrays and area models to represent
multiplication problems.
3. Construct viable arguments and critique the reasoning of others. Students
construct and critique arguments regarding number strategies including
multiplication strategies.
4. Model with mathematics. Students use area models and rectangular arrays
to model understanding of multiplication concepts.
5. Use appropriate tools strategically. Students select and use tools such as
multiplication charts, rectangular arrays, using materials and area models
to identify types of numbers, factors and multiples and solve multiplication
problems.
6. Attend to precision. Students attend to the language of real-world
situations to determine if multiplication answers are reasonable.
7. Look for and make use of structure. Students relate the structure of an area
model or rectangular array to determine the answers to multiplication
problems.
8. Look for and express regularity in repeated reasoning. Students relate the
structure of arrays and area models to determine answers to multiplication
problems.
Standards for Mathematical Content
 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.MD.1 Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system
of measurement, express measurements in a larger unit in terms of a
smaller unit. Record measurement equivalents in a two column table. For
example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4
2015-2016
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 4
Instructional
Outcomes
What must students learn
and be able to do by the
end of the unit to
demonstrate mastery?
Vocabulary
What vocabulary must
students know to
understand and
communicate effectively
about this content?
ft snake as 48 in. Generate a conversion table for feet and inches listing
the number pairs (1, 12), (2, 24), (3, 36), ...
 4.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.
 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.
 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 unknown factor.
I am learning to….
1. illustrate and explain calculations by using written equations,
rectangular arrays, and/or area models
2. multiply a whole number of up to four digits by a one-digit whole
number using strategies based on place value
3. multiply 2 two-digit numbers based on place value
4. multiply a whole number of up to four digits by a one-digit whole
number using the properties of operations (distributive, associative,
commutative)
5. multiply 2 two-digit numbers using strategies based on the properties of
operations (distributive, associative, commutative)
Essential Vocabulary
equation
partial products
area model
factor
product
arrays
mental strategies
properties of operations
dividend
reasonableness
divisor
multiply
strategies
Supporting Vocabulary
area
cm (centimeter)
conversion
g (gram)
hr (hour)
kg (kilogram)
Curriculum and Instruction
km (kilometer)
l (liter)
lb (pound)
m (meter)
min (minute)
ml (milliliter)
2015-2016
number line diagram
oz (ounce)
pattern
perimeter
sec (second)
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 4
Resources/Activities
What resources could we
use to best teach this
unit?
Stepping Stones (www.origoeducation.com)
4.NBT.5
o Module 3: Lessons 3-8
o Module 4: Lesson 10
o Module 7: Lessons 1-8
o Module 9: Lessons 1-4
Origo Fundamentals Online Interactive Activities
www.origoeducation.com Log in to SLATE, then choose “channels” on the
left side of dashboard. Choose “Fundamentals” then search titles for the
following activities:
o “It’s a Fact”
o “Multiplication Mania”
o “Perfect Pairs”
o “Factor Find”
o “Nice and Easy”
o “Nice and Easy Too”
o “Friendly Factors”
Engage NY (https://www.engageny.org/resource/grade-4-mathematics)
o Module 3
o Topics B-D
Howard County website
o https://grade4commoncoremath.wikispaces.hcpss.org/Assessing+4.NB
T.5
K-5 Math Teaching Resources
o http://www.k-5mathteachingresources.com/support-files/modelmultiplication-with-base-10-blocks.pdf
o http://www.k-5mathteachingresources.com/support-files/modelmultiplication-with-base-10-blocks.pdf
o http://www.k-5mathteachingresources.com/support-files/mult-by-10s100s-1000s.pdf
o http://www.k-5mathteachingresources.com/support-files/using-partialproducts-and-area-models.pdf
o http://www.k-5mathteachingresources.com/supportfiles/multiplication-strategy-partial-products-ver.1.pdf
o http://www.k-5mathteachingresources.com/supportfiles/multiplication-strategy-partial-products-ver.2.pdf
o http://www.k-5mathteachingresources.com/support-files/breakingapart-a-factor.pdf
o http://www.k-5mathteachingresources.com/supportfiles/multiplication-race-1x3digit.pdf
o http://www.k-5mathteachingresources.com/support-
Curriculum and Instruction
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 4
o
o
o
o
o
o
o
o
files/multiplication-race-2x2digit.pdf
http://www.k-5mathteachingresources.com/supportfiles/multiplication-number-story-ver-1-3.pdf
http://www.k-5mathteachingresources.com/supportfiles/multiplication-strategy-doubling-and-halving.pdf
http://www.k-5mathteachingresources.com/support-files/make-thelargest-product-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/make-thelargest-product-ver.2.pdf
http://www.k-5mathteachingresources.com/support-files/make-thelargest-product-ver.3.pdf
http://www.k-5mathteachingresources.com/support-files/make-thesmallest-product-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/make-thesmallest-product-ver.2.pdf
http://www.k-5mathteachingresources.com/support-files/make-thesmallest-product-ver.3.pdf
Illustrative Mathematics
o https://www.illustrativemathematics.org/contentstandards/4/NBT/B/5/tasks/1808
Illuminations
o http://illuminations.nctm.org/Search.aspx?view=search&cc=1973_1991
Remember there are other sources in your school that may not be listed on
this common resources list due to variation in each individual school.
Examples of other great resources your school may have access to
include: Everyday Math Games, Investigations, Everyday Partner Games,
AVMR file folders, Ongoing Assessment Project, etc. The Kentucky
Numeracy Project is also a great resource that can be searched by AVMR
strand, CCSS, and grade level. Find this resource at
http://knp.kentuckymathematics.org/#!/page_knphome. Kentucky teachers
can use it for free. Just put in your school email address and the username
“bluegrass”, and password is “math”.
Curriculum and Instruction
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Curriculum and Instruction
2015-2016
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