Gr ade 4 Mathemat ics

Number
Grade 4: Number (4.N.1, 4.N.2)
Enduring Understandings:
Numbers can be represented in a variety of ways (e.g., using objects, pictures,
and numerals).
Place value patterns are repeated in large numbers, and these patterns can be
used to compare and order numbers.
The position of a digit in a number determines the quantity it represents.
There is a constant multiplicative relationship between the places.

Essential Questions:
How many different ways can a number be represented?
How does changing the order of the digits in a number affect its placement on a
number line?
How are place value patterns repeated in numbers?
How does the position of a digit in a number affect its value?

Specific Learning Outcome(s): Achievement Indicators:

4.N.1 Represent and describe whole  Read a four-digit numeral without using the
numbers to 10 000, pictorially word “and” (e.g., 5321 is five thousand three
and symbolically. hundred twenty-one, NOT five thousand three
[C, CN, V] hundred AND twenty-one).
 Write a numeral using proper spacing without
commas (e.g., 4567 or 4 567, 10 000).
 Write a numeral 0 to 10 000 in words.
 Represent a numeral using a place value chart
or diagrams.
 Describe the meaning of each digit in a
numeral.
 Express a numeral in expanded notation
(e.g., 321 = 300 + 20 + 1).
 Write the numeral represented in expanded
notation.
 Explain the meaning of each digit in a 4-digit
numeral with all digits the same (e.g., for the
numeral 2222, the first digit represents two
thousands, the second digit two hundreds, the
third digit two tens, and the fourth digit two
ones).

Number 3
Specific Learning Outcome(s): Achievement Indicators:

4.N.2 Compare and order numbers to  Order a set of numbers in ascending or

10 000. descending order, and explain the order by
[C, CN] making references to place value.
 Create and order three 4-digit numerals.
 Identify the missing numbers in an ordered
sequence or between two benchmarks on a
number line (vertical or horizontal).
 Identify incorrectly placed numbers in an
ordered sequence or between two benchmarks
on a number line (vertical or horizontal).

Prior Knowledge
Students may have had experience
QQ representing and describing numbers to 1000, concretely, pictorially, and
symbolically
QQ comparing and ordering numbers to 1000 (999)
QQ illustrating, concretely and pictorially, the meaning of place value for
numerals to 1000 (hundreds, tens, and ones)

Background Information
As a convention, the word and is reserved for the reading of decimal numbers.
The reading of number words such 625 should be read as “six hundred twenty-
five.” Many people, especially adults, use and inappropriately. Have students
listen for and record examples of the misuse of the word and.
Note: In some other countries numbers are read using and.

Four-digit numbers can be written with or without a space between the

hundreds and the thousands digits. Writing numbers that are five or more digits
requires a space between the thousands and hundreds place (10 000).

Note: Students will see commas used in many resources and situations.

Meaningful real-life contexts (e.g., population data from a social studies unit)
should be explored in order to help students develop an understanding of the
relative size (magnitude) of numbers.

4 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 According to Kathy Richardson in her book, How Children Learn Number Concepts:
A Guide to the Critical Learning Phases (145), in order for students to understand the
structure of thousands, hundreds, tens, and ones they need to be able to
QQ count one thousand as a single unit
QQ know the total instantly when the number of thousands, hundreds, tens, and
ones is known
QQ mentally add and subtract 10 and 100 to/from any four-digit number
QQ know the number of thousands that can be made from any group of
hundreds, and the number of hundreds left over (e.g., 15 hundreds is
1 thousand and 5 hundreds)
QQ describe any number from 1000 to 10 000 in terms of its value in ones, or
tens, or hundreds (e.g., 3400 is 34 hundreds, 3400 ones, and 3 thousand and
4 hundred)
QQ determine the total value of groups of thousands, hundreds, tens, and ones
by reorganizing them into all possible thousands, hundreds, tens with
leftover ones (e.g., 6 thousands, 27 hundreds, 45 ones can be reorganized to
make 8745)

Preventing Misconceptions: The way we talk about concepts/ideas can create

misconceptions for students. For example: Students are shown the number
168 and asked, “How many tens are in this number?” Generally, the expected
response is “6” but in fact, there are 16 tens in 168. Rephrasing the question to
ask, “How many tens are in the tens place in this number?” may help prevent
misconceptions.

Mathematical Language
place value benchmark
thousand vertical
hundreds horizontal
tens greatest
ones least
expanded notation ascending order
numeral descending order
digit

Number 5
Learning Experiences
Assessing Prior Knowledge
Interview:

Give students a 3-digit number such as 264. Have them explain the meaning
of each digit using base-10 materials, Digi-Blocks, or teacher/student-made
representations, to support their explanation.

The student is able to

r use materials to represent a 3-digit number

r explain that the first digit represents 2 hundreds (e.g., two hundred blocks)
r explain that the second digit represents 6 tens (e.g., six ten blocks)
r explain that the third digit represents 4 ones (e.g., four single blocks)

Paper-and-Pencil Task:

1. Roll a 0-to-9 die three times. Record the numbers. (If any of the numbers are
the same, roll the die again.)
Make as many 3-digit numbers as you can.
Order the numbers from greatest to least.
2. Choose one of the numbers you made. Explain the value of each digit. Use
pictures and words.
3. Choose another number. Represent it in at least 6 different ways using what
you know about place value.

QQ Read a four-digit numeral without using the word “and” (e.g., 5321
is five thousand three hundred twenty one, NOT five thousand three
hundred AND twenty one).
QQ Write a numeral using proper spacing without commas (e.g., 4567 or
4 567, 10 000).
QQ Write a numeral 0 to 10 000 in words.
QQ Represent a numeral using a place value chart or diagrams.
QQ Describe the meaning of each digit in a numeral.
QQ Express a numeral in expanded notation (e.g., 321 = 300 + 20 + 1).
QQ Write the numeral represented in expanded notation.
QQ Explain the meaning of each digit in a 4-digit numeral with all digits the
same (e.g., for the numeral 2222, the first digit represents two thousands,
the second digit two hundreds, the third digit two tens, and the fourth
digit two ones).

6 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Representing Numbers

Students should be able to represent numbers in standard form, expanded

notation, words, and with models such as tent/arrow cards, base-10 materials,
money, and place-value charts.

Standard form is the usual form of a number, where each digit is in its place
value.
Example: twenty-nine thousand three hundred four is written as 29 304

Expanded notation is a way to write a number that shows the value of each digit.
Example: 4556 = 4000 + 500 + 50 + 6

Suggestions for Instruction

BLM QQ Standard Form, Expanded Form, and Words: This can be part of a Number
4.N.1.1 of the Day routine. See BLM 4.N.1.1 for an example of a Number of the Day.
QQ Tent Cards: Place value tents/arrows help students to see the relationship
between a digit and its value based on its position in the number.
Tent cards can be used to build numbers from their expanded form. They
nest one on top of the other. They can also be used to move from the
standard form to the expanded form (pulling apart the number). They can
be downloaded from http://www.edu.gov.mb.ca/k12/cur/math/games/
index.html.
Example:

2 000 400 60 8 2 468

QQ Arrow cards are a set of place value cards with an arrow on the right side.
They can be organized horizontally or vertically to represent numbers in
expanded notation. Cards can be overlapped by lining up the arrows to form
multi-digit numbers.
Example:

2 400 2 000 400

QQ Base-10 Materials: These are proportional materials, which means that each
block is 10 times larger than previous one (e.g., the flat is 10 times as large as
the long).

Number 7
 Have students use the blocks to solve problems such as the following:
QQ Make the number that is one less than 1000.
—— If you have ten longs, what is the total value?
—— If you were able to break up the thousands block, how many flats
would you have? How many longs? How many ones blocks?
—— Make the number 3468 with the blocks.
—— Make the number 2008.
—— Use five base-10 blocks. Make six different numbers. Each number
must have at least one thousand block. Record your answers using
pictures and numbers.
—— Problem: Samuel has seven base-10 blocks. The value of these blocks is
more than 3000 and less than 3902. Which blocks might Samuel have
chosen? Give four possible answers and explain your choices.
Extension: Find all the possible numbers.
QQ Place-Value Chart: Build numbers in the place-value chart. Be sure to include
numbers with zeroes.
Example: Show the number 3 057.
Thousands Ones
hundreds tens ones hundreds tens ones
3 0 5 7

Transfer the information on the place value chart to standard form. (5 902)
Thousands Ones
hundreds tens ones hundreds tens ones
5 9 0 2

Note: Placing numbers on the place-value chart and transferring them

from the chart can become a rote procedure that students can often
accomplish without understanding. Using non-standard place value
representations can challenge student thinking and allow them to
demonstrate their understanding.
Examples:
Show 3 thousands, 46 tens, 8 ones on the chart.
Thousands Ones
hundreds tens ones hundreds tens ones
3 4 6 8

Write the number shown on the chart in standard form. (1523)

Thousands Ones
hundreds tens ones hundreds tens ones
14 12 3

8 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Money: Money can be used as a representation. Ask questions such as, “A
large swimming pool costs $4 982.00. If you paid for it with hundred dollar
bills, how many would you need? If you paid with ten dollar bills, how many
would you need? If you paid with loonies, how many would you need?
Pictures/charts can also be used.
$100 $10 $1
Multiplication facts to 81

Addition facts to 18 End of grade expectations:

Grade 4 and Grade 5
End of grade expectations:
Grade 1, Grade 2 and Grade 3 0x0 1x0 2x0 3x0 4x0 5x0 6x0 7x0 8x0 9x0

0+0 1+0 2+0 3+0 4+0 5+0 6+0 7+0 8+0 9+0
0x1 1x1 2x1 3x1 4x1 5x1 6x1 7x1 8x1 9x1

0+1 1+1 2+1 3+1 4+1 5+1 6+1 7+1 8+1 9+1
0x2 1x2 2x2 3x2 4x2 5x2 6x2 7x2 8x2 9x2

0+2 1+2 2+2 3+2 4+2 5+2 6+2 7+2 8+2 9+2
0x3 1x3 2x3 3x3 4x3 5x3 6x3 7x3 8x3 9x3

0+3 1+3 2+3 3+3 4+3 5+3 6+3 7+3 8+3 9+3
0x4 1x4 2x4 3x4 4x4 5x4 6x4 7x4 8x4 9x4

0+4 1+4 2+4 3+4 4+4 5+4 6+4 7+4 8+4 9+4
0x5 1x5 2x5 3x5 4x5 5x5 6x5 7x5 8x5 9x5

0+5 1+5 2+5 3+5 4+5 5+5 6+5 7+5 8+5 9+5
0x6 1x6 2x6 3x6 4x6 5x6 6x6 7x6 8x6 9x6

0+6 1+6 2+6 3+6 4+6 5+6 6+6 7+6 8+6 9+6
0x7 1x7 2x7 3x7 4x7 5x7 6x7 7x7 8x7 9x7

0+7 1+7 2+7 3+7 4+7 5+7 6+7 7+7 8+7 9+7
0x8 1x8 2x8 3x8 4x8 5x8 6x8 7x8 8x8 9x8

0+8 1+8 2+8 3+8 4+8 5+8 6+8 7+8 8+8 9+8
0x9 1x9 2x9 3x9 4x9 5x9 6x9 7x9 8x9 9x9

0+9 1+9 2+9 3+9 4+9 5+9 6+9 7+9 8+9 9+9

QQ Make the Number? Students write numbers following the directions given.
Example:
Write two different numbers that match the directions.
1. 2 in the thousands place and 4 in the hundreds place (Answers may be a
variety of numbers such as 2400, 2410, 2456, 2479, etc., but there must be a
2 in the thousands place and 4 in the hundreds place.)
2. 8 in the tens place and 5 in the hundreds place
3. 7 in the thousands place and 3 in the ones place
4. 9 in the tens place and 6 in the thousands place

BLM QQ Renaming Numbers: As a grouping or sorting activity, use a set of cards that
4.N.1.2 have different ways of representing numbers. (If used for grouping, decide
on the number of groups needed and then use one number for each group.)
Example:
In order to make 4 groups of 5, use a set such as the following:
4230 1305 2087 4387
4000 + 200 +30 1000 +300 + 5 2000 + 80 + 7 4000 + 300 +80 +7
423 tens 130 tens 5 ones 208 tens 7 ones 3 th 13 h 8 t 7 ones
3 th 12 h 3 t 1 th 2 h 10 t 5 ones 1 th 10 h 8 t 7 ones 438 tens 7 ones
4 th 1 h 13 tens 1305 ones 207 tens 17 ones 4387 ones

Randomly pass out the cards and have students find their group members.
QQ Calculator Wipe It Out! The object of the activity/game is to wipe/zero out
one or more digits from the display using subtraction. Initially the digits
should all be different.
Example:
Students enter the number 3268 on their calculator. Ask them to “wipe out”
only the numeral 6 or to make the display show 3208. Explain what they
subtracted and why they chose that particular number. Students should
also communicate what they will do before they press the buttons, and
what number will be gained by removing the digit.
Variation of the game: Use addition.

Number 9
 Example: How can you use addition to wipe out the 6? (Add 40)
Alternative ways to play the game:
Example: Enter 4537.
QQ Using addition, turn the 7 into a 2.
QQ Using subtraction, turn the 5 into a 3.
QQ Wipe out more than one place value position (e.g., Make the display
show 4007).
QQ Make your display show 2000.
QQ Make your display show 0.
QQ Place Value Game:
Materials: a spinner with place value positions (BLM 4.N.1.3) and a 0-to-9
BLM spinner (BLM 4.N.1.3) to be shared, and a white board or other erasable
4.N.1.3 surface (page protector) with a place-value chart (BLM 4.N.1.3) for each
player
Directions:

1. Each player draws a place-value chart on their board.

Example:
TH H T O

2. Player 1 spins the 0-to-9 spinner and the place-value spinner and enters
the number in the correct position on their board. If the place is already
filled, their turn is over.
3. The first person to complete their chart scores 10 points, the second 8
points, and so on.
Extension: Bonus points can be given to the player with the largest/
smallest number.
4. The game ends when a player reaches the point goal (set at the start of the
game).

10 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Assessing Understanding: Paper-and-Pencil Task
1. Dictate the numbers and have students record.
4 651
2 075
1 902
8 364
5 008
2. Write the following numbers in words.
7 268
4 080
5 921
6 004

3. Write the following numbers in expanded form.

1 634
9 999
2 100
7 305

4. Explain the value of each digit in the number 4444.

5. Fill in the blanks to make these true:
6070 = hundreds + tens
3254 = hundreds + ones
1280 = tens
2900 = hundreds or tens

Number 11
 QQ Order a set of numbers in ascending or descending order, and explain the
order by making references to place value.
QQ Create and order three 4-digit numerals.
QQ Identify the missing numbers in an ordered sequence or between two
benchmarks on a number line (vertical or horizontal).
QQ Identify incorrectly placed numbers in an ordered sequence or between
two benchmarks on a number line (vertical or horizontal).

Suggestions for Instruction

Students should be exposed to both vertical (thermometers, measuring cups,
etc.) and horizontal number lines. Discussions related to the importance of scale
(the distance/difference between the reference points) will assist students in
determining the placement of a number in relative position.
QQ Number Line: Provide a number line with end/reference points identified.
Have students place given whole numbers on the number line.
Examples:
1.
1000 3500
Where would 2450 be on the number line?
2. ?

4500 Scott’s Number 8500

Scott placed a number on the number line. What might his number be?
Explain your answer.
3. Place 4750 on the number line.

5500

3000

12 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Suggestion: Set up a clothesline (a string held up by a couple of magnets)
in the classroom. Write numbers on tent cards (paper that is folded so that
it loops over the string). Identify the end points (reference points). Have
students place given numbers on the line and then justify their placement.
QQ Roll the Dice: Students roll a 0-to-9 die four times and record the numbers
shown as a 4-digit number on an erasable surface or on paper. Have students
use their numbers to arrange themselves from greatest to least (descending
order). This can be made more challenging by doing it without talking.
Note: It is important that students are aware that when comparing two
numbers with the same number of digits, the digit with the greatest
value should be focused on first. For example, when asked to explain why
one number is greater or less than another, they might say that 2541 is
less than 3652 because 2541 is less than 3 thousands while 3652 is more
than 3 thousands. When comparing 5367 and 5489, students will begin
comparing the thousands and move to the right.
QQ Find the Error: Prepare sets of numbers that have been ordered from least
to greatest (ascending order) or greatest to least but with one or two errors.
Have students identify the error(s) and then write them in the correct order.
Example:
4000 4004 4040 4404 4044 4400
X X X

Correct order: 4000 4004 4040 4044 4400 4404

Have students make of sets for the class to solve.
QQ What Number Fits? Give two reference points and have students write a
number that fits between them.
Example:
Write a number that lies between
5100 and 5200
3199 and 4019
8490 and 9500
1250 and 1285

Number 13
 QQ More and Less: Use a double set of 0-to-9 digit cards for each student. Dictate
a 4-digit number and have them make it with their digit cards (e.g., 4251).
Give directions such as the following:
QQ Make the number that is 200 more than 4251.
QQ Make the number that is 1000 less than 4251.
QQ Make the number that is 7 more than 4251.
QQ Make the number that is 40 more than 4251.
QQ Make the number that is 900 more than 4251.
Observe students as they work. Do they have to remake the number from
scratch or do they change only the place value position(s) affected?
QQ Greater or Less Than: Have students compare numbers in different ways.
The comparisons should reference the understanding of place value in
explanations.
Ask questions such as:
A. Which number is greater? Why?
1. 6005 or 6050
2. 4209 or 4029
3. 3124 or 3214
4. 7642 or 6742
B. Fill in the missing digits so that the first number is greater than the
second number.
1. 5 21 > 5 21
2. 250 > 6368
3. 20 9 > 2049
4. 7306 > 7 6
Note: The use of the greater than (>) and less than (<) symbols are
not taught formally until Middle Years. However, the symbols can be
introduced earlier. The symbols are conventions of mathematics and
should be introduced once students have a solid understanding of the
concepts of greater than and less than. (Try to have students determine
and share their own ways to remember symbols. For example, “I put 2 dots
[colon] beside the larger number and 1 dot beside the smaller number and
then I join the dots to make the symbol.”)

14 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Mystery Number: Have students write Mystery Number riddles for the class
to solve.
Examples:
1. I am a 4-digit number between 4500 and 6000.
I am odd.
I am a multiple of 5.
The digit in the thousands place is repeated in the ones place.
The sum of my digits is 17.
The digit in the tens place is 2 more than the digit in the ones place.
What number am I? (5075)
2. I am a 4-digit number.
I am even.
The digit in the ones place is 4 times larger than the digit in the
thousands.
The digit in the tens place is 7 less than the digit in the ones place.
The digit in the hundreds place is 5 more than the digit in the tens place.
The sum of my digits is 17.
What number am I? (2618)
QQ Twenty Questions: Think of a 4-digit number. Place dashes on the board
to indicate the number of digits. Students ask questions to determine the
number. Keep a tally of the number of questions asked. If the number is
guessed in less than 20 questions, the students win. If not, the teacher/leader
wins. (After modelling by the teacher, students should assume the role of
leader for this game.)
Example:

Question examples:
QQ “Is there a three in the tens place?”
QQ “Is the number greater than 5000?”
QQ “Is there a 5 anywhere in the number?” (A yes doesn’t mean that the 5 is
then placed on one of the blanks. Students would still have to determine
its position in the number through additional questions.)
QQ “Is the number odd?”
QQ “Does the number have more than 20 tens?”
QQ Higher or Lower: Students play in groups of three (2 players and 1 leader).
The leader secretly writes down a 4-digit number and then gives players the
range (e.g., “The number is between 5 000 and 6 000”). Each player draws a
number line, marking the reference points.
The first player gives a possible number, and the leader tells them whether
the number is higher or lower than the one chosen. The players record the

Number 15
 response on their number lines. The game continues in this manner until
one player gives the correct number.
Have students discuss the strategies they used to determine the secret
number.
QQ Guess My Number: Prepare a card/piece of paper (a strip of masking tape
will work) with a 4-digit number written on it for each student. Tape one card
on each student’s back. Students ask their classmates questions requiring a
“yes” or “no” answer in order to determine their number. Limit the questions
they can ask to one per classmate. (e.g., Am I greater than 5000? Am I less
than 6000? Am I an even number? Am I a multiple of 10?)
When all numbers have been identified, have students line up in order
(ascending/descending).

Assessing Understanding: Performance Task/Observation/Interview

Materials: a deck of playing cards with the face cards and tens removed (aces
count as 1 and the jokers count as 0) or use 4 sets of 0-to-9 numeral cards.

Organization: Work with a small group of students (4 or 5).

Directions:

Player A turns over 4 cards from the deck. Each player then arranges the cards
to make a different 4-digit number. Player A records the numbers on individual
pieces of paper/cards and keeps them in a pile. Players each take turns turning
over four cards and recording the group’s 4-digit numbers. Play continues until
each student has had a turn.

Have each player order their numbers in ascending or descending order.

Ask students to

r read each number

r explain how they know their ordering is correct
r pick one of their numbers and identify the place value of each numeral
r pick one of the numbers and identify the number before and after
r pick one of the numbers and represent it in as many ways as they can (words,
expanded form, base 10)*
r count forwards/backwards by tens/hundreds/thousands from one of the
numbers
* Students can be doing this while the teacher interviews individual students.
Extend the activity by combining all of the number cards and have the group
order them in ascending or descending order. Observe the process.

16 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 4: Number (4.N.3)
Enduring Understandings:
Quantities can be taken apart and put together.
Addition and subtraction are inverse operations.
There are a variety of appropriate ways to estimate sums and differences
depending on the context and the numbers involved.

Essential Questions:
How can symbols be used to represent quantities, operations, or relationships?
How can strategies be used to compare and combine numbers?
What questions can be answered using subtraction and/or addition?
How can place value be used when adding or subtracting?

Specific Learning Outcome(s): Achievement Indicators:

4.N.3 Demonstrate an understanding  Model addition and subtraction using concrete

of addition of numbers with materials and visual representations, and
answers to 10 000 and their record the process symbolically.
corresponding subtractions  Determine the sum of two numbers using a
(limited to 3- and 4-digit personal strategy (e.g., for 1326 + 548, record
numerals), concretely, pictorially, 1300 + 500 + 74).
and symbolically, by  Determine the difference of two numbers using
• using personal strategies a personal strategy (e.g., for 4127 – 238, record
• using the standard algorithm 238 + 2 + 60+ 700 +3000 + 127 or 4127 – 27 – 100
• estimating sums and – 100 – 11).
differences  Model and explain the relationship that exists
• solving problems between an algorithm, place value, and number
[C, CN, ME, PS, R] properties.
 Determine the sum and difference using the
standard algorithms of vertical addition and
subtraction. (Numbers are arranged vertically
with corresponding place value digits aligned.)
 Describe a situation in which an estimate rather
than an exact answer is sufficient.
 Estimate sums and differences using different
strategies (e.g., front-end estimation and
compensation).
 Solve problems that involve addition and
subtraction of more than 2 numbers.
 Refine personal strategies to increase efficiency
when appropriate (e.g., 3000 – 2999 should not
require the use of an algorithm).

Number 17
Prior Knowledge
Students may have an understanding of addition and subtraction of numbers
with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by
QQ using personal strategies for adding and subtracting with and without the
support of manipulatives
QQ creating and solving problems in contexts that involve addition and
subtraction of numbers concretely, pictorially, and symbolically.

They may be able to describe and apply mental math strategies for adding and
subtracting two 2-digit numerals including
QQ adding from left to right
QQ taking one addend to the nearest multiple of 10 and then compensating
QQ using doubles
QQ taking the subtrahend to the nearest multiple of ten and then compensating
QQ thinking of addition
They may be able to apply estimation strategies to predict sums and differences
of two 2-digit numerals in a problem-solving context.

They may be able to recall addition and related subtraction facts to 18.

Background Information
There are many different types of addition and subtraction problems. Students
should have experience with all types.

18 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Both
Addition
+ and -
Result Change
Start Unknown Combine
Unknown Unknown Compare
(? + b = c) (a + b = ?)
(a + b = ?) (a + ? = c)
Pat has 8 Pat has 8 Pat has some Pat has 8 blue Pat has 8 blue
marbles. Her marbles but she marbles. Her marbles and 4 marbles and 4
brother gives would like to brother gave green marbles. green marbles.
her 4. How many have 12. How her 4 and now How many does How many more
does she have many more does she has 12. How she have in all? blue marbles
now? she need to get? many did she does she have?
have to start
(8 – 4 = ? or
with?
4 + ? = 8)
(8 + 4 = ?) (8 + ? = 12) (? + 4 = 12) (8 + 4 = ?)

Subtraction
Result Change Pat has 8 blue
Start Unknown
Unknown Unknown Combine marbles and
(? – b = c)
(a – b = ?) (a – ? = c) some green
Pat has 12 Pat has 12 Pat has some Pat has 12 marbles. She
marbles. She marbles. She marbles. She marbles. 8 are has 4 more blue
gives her brother gives her brother gives her brother blue and the rest marbles than
4 of them. How some. Now she 4 of them. Now are green. How green ones. How
many does she has 8. How many she has 8. How many are green? many green
have left? marbles did many marbles marbles does
she give to her did she have to she have?
brother? start with? (8 – 4 = ? or
(12 – 4 = ?) (12 – ? = 8) (? – 4 = 8) (12 – 8 = ?) 4 + ? = 8)

The standard algorithm is a procedural method for performing a mathematical

computation. It should be introduced after students have demonstrated a
conceptual understanding of the operations through the use of concrete
materials, visual representations, and personal strategies. The term traditional
algorithm is used to indicate the symbolic algorithm traditionally taught in North
America.

Front-end estimation: A method for estimating an answer to a calculation

problem by focusing on the front-end or left-most digits of a number (e.g., 2356 +
1224 is estimated to be 2000 + 1000 = 3000).

Compensation: This strategy involves rounding one quantity up and the other
down. For example, 1 752 + 648 would be thought of as 1 700 + 700. The 1 700 is a
low estimate for 1 752 so the 648 is estimated as 700 (a high estimate) in order to
compensate.

Number 19
Mathematical Language
Operations: story problem
addition number sentence
add estimate
sum addition fact
total subtraction fact
more strategy
subtraction standard algorithm
subtract regroup
difference exchange
less front-end estimation
take away compensation

Instructional Strategies: Consider the following guidelines for teaching addition

and subtraction:
QQ Teach through problem solving.
QQ Select thought-provoking problems that are meaningful for students (relate to
their own lives).
QQ Ensure that students understand the problem without inadvertently directing
them to the way to solve the problem.
QQ Have students estimate the answer to the problem first.
QQ Ensure that students have access to manipulatives if they need them.
QQ Provide time for students to think individually before having them share/
discuss with their partner, group, or whole class.
QQ Circulate, listen, observe, encourage, and/or question without telling or
evaluating strategies. Carefully selected questions can help students move
forward when they are “stuck.”
QQ Once a solution has been reached, have students compare the answer with
their initial estimate.
QQ Orchestrate the sharing and critiquing of strategies. Which strategies
worked? Which strategy was the most efficient? Have students justify their
solutions.
QQ Have students create their own problems. An addition or subtraction number
sentence can be provided or just the answer (e.g., The answer is 1250. What is
the question?).

20 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Learning Experiences
Assessing Prior Knowledge: Paper-and-Pencil Task
A. Solve the problems.
Be sure to show your work.
1. The students in Mrs. Johnson’s class collected aluminum cans for
recycling. Jana collected 214 cans. Mason collected 206 cans, and Marilyn
collected 255 cans. How many cans did they collect altogether?
2. The elementary school has 457 students. If 232 of the students are boys,
how many girls are in the school?
3. Simone has two jars of buttons. One jar has 326 buttons and the other jar
has 387 buttons. How many buttons does Simone have altogether?
4. The answer is 236. What is the question?
Write an addition problem that has an answer of 236.
5. The answer is 154. What is the question?
Write a subtraction problem that has an answer of 154.

B. Show two different ways to solve each question.

218 + 407 = 683 – 364 =

QQ Model addition and subtraction using concrete materials and visual

representations, and record the process symbolically.
QQ Determine the sum of two numbers using a personal strategy
(e.g., for 1326 + 548, record 1300 + 500 + 74).
QQ Determine the difference of two numbers using a personal strategy
(e.g., for 4127 – 238, record 238 + 2 + 60+ 700 +3000 + 127 or
4127 – 27 – 100 – 100 – 11).
QQ Model and explain the relationship that exists between an algorithm,
place value, and number properties.
QQ Determine the sum and difference using the standard algorithms of
vertical addition and subtraction. (Numbers are arranged vertically with
corresponding place value digits aligned.)
QQ Solve problems that involve addition and subtraction of more than 2
numbers.
QQ Refine personal strategies to increase efficiency when appropriate
(e.g., 3000 – 2999 should not require the use of an algorithm).

Number 21
 Suggestions for Instruction
There are many different strategies that can be used for addition and subtraction.

Possible Strategies for Addition

Each of the following are strategies to calculate 1382 + 126.

Breaking Up Numbers using Place Value (Split Strategy)

This method requires place value understanding.

1382 + 126 = 1508

(1000 + 300 + 80 + 2) + (100 + 20 + 6)

1000 + 400 + 100 + 8 = 1000 + 500 + 8 = 1508

Note: As the size of the numbers increases, it is more difficult for students to use
this method mentally. This strategy is easily demonstrated with base-10 blocks.

Empty Number Line (Jump Strategy)

+100
+10 +10
+6

1382 1482 1492 1502 1508

or
+100
+20
+6

1382 1482 1502 1508

There are other possibilities.

Making “nice” or “friendly” numbers

1382 + 126 = 1382 + 18 + 108 = 1400 + 108 = 1508

because 1382 needs 18 more to get to 1400 and then only 108 are left to add on.

Note: Students need to use their knowledge of compatible number pairs for 10
and be able to extend this knowledge to pairs for 100 in order to be able to use
this strategy.

22 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Use representations of materials such as base-10 blocks.

1382 126

8 tens + 2 tens = 100

Q
Q

Q
Q

(1 x 1000) + (5 x 100) + (8 x 1) = 1508

Therefore 1382 + 126 = 1508

Number 23
 Modified Standard Algorithm

1382
+ 126
8=2+6
100 = 80 + 20
400 = 300 + 100
1000 = 1000 + 0
1508

Standard Algorithm
1
1382
+ 126
1508

Possible Strategies for Subtraction

Each of the following are strategies to calculate 1382 – 126.

Breaking Up Numbers Using Place Value

This method requires place value understanding.

1382 – 126 =

(1000 + 300 + 80 + 2) – 100 + 20 + 6 =

1000 + (300 – 100) + (70 – 20) + (12 – 6) = 1000 + 200 + 50 + 6 = 1256

Empty Number Line (Jump Strategy)

–100
–10 –10
–4
–2

1256 1260 1262 1272 1282 1382

–100
–10 –10
–6

1256 1262 1272 1282 1382

–100
–20
–6

1256 1262 1282 1382

There are other possibilities.

24 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Making “nice” or “friendly” numbers

Add 4 to both numbers.

(1382 + 4) – (126 + 4) 1386 – 130 = 1256

Renaming

This strategy relies on the student’s sense of number.

5 000 – 2 674 = or One can be subtracted from each number

4 999 + 1 (renamed the 5000) before subtracting (4 999 – 2 673).
– 2 674
2 325 + 1 = 2 326

Use representations of materials such as base-10 blocks.

X
Q

X
Q

X
Q

A ten is exchanged for 10 ones.

Now there are 12 ones.

1000 + (300 – 100) + (70 – 20) + (12 – 6)

Therefore 1382 – 126 = 1256

Number 25
 Standard Algorithm

137812
– 126
1256

Note: Students will also develop their own strategies.

Example: Use negative numbers

1382
– 126
– 4 (2 – 6)
60 (80 – 20)
200 (300 – 100)
1000
1256 (1000 + 200 + 60 – 4)

Assessing Understanding: Paper-and-Pencil Task

Jonah and Savana were given the question 1382 + 126 to solve.

Jonah solved it this way. Savana solved it this way.

1382 11382
+ 126 + 126
8 1508
100
400
1000
1508

Both students got the correct answer.

How are their methods the same? How are they different?

Note: It is important to model correct vocabulary. In looking at the standard

algorithm, the terms carrying and borrowing are no longer used because they have
no real mathematical meaning with respect to the operations. Instead, the terms
regroup, exchange, or trade should be used in their place.

26 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Multi-step Problems: Students should have opportunities to solve problems
that involve the addition or subtraction of more than one number.
Examples:
1. On Monday, there were 4128 visitors to the Lower Fort Gary. 2709 of them
were adults and the rest were children. How many children visited the
fort? The first 2890 visitors received a small Canadian flag. How many
visitors did not receive a flag?
2. There were 3670 bags of cotton candy sold at the fair. 1565 of them were
pink and 1005 were blue. The rest were green. How many green bags
were sold?
3. In July, 3889 people flew from Winnipeg to Vancouver. In August, the
number of people who flew from Winnipeg to Vancouver was 1335 more
than in July. How many people flew from Winnipeg to Vancouver in the
July and August altogether?
4. Mark was downloading apps to his phone. The first app he downloaded
was 177 kb, the second was 446 kb, and the last was 207 kb. What was the
total size (in kb) of all the apps he downloaded?

Using the Bar Model to Support Part-Whole Understanding for Addition and
Subtraction

The Bar Model is a problem-solving strategy that originates from Singapore.

It is used to help students convert the data from a word problem into concrete
visual images. These images can then be converted into relevant mathematical
expressions or number sentences.

This model also helps students see that different problems in a variety of
contexts share the same mathematical structure therefore they can be visualized
in the same way.

If students have not had prior experience with model drawing, it is

recommended that they begin by using physical objects. The objects can be
organized in a linear fashion and then eventually be replaced by a model
drawing (bar).

Example:

John had 5 blue candies and 7 red candies. How many candies did he have
altogether?

5 7

5 + 7 = 12

Number 27
 In problems involving addition and subtraction, there are three possible
unknowns. When the value of two of them is known the third can be found.
Whole
?

Part Part
? ?

Addition Types

Two Quantities Combined

I have 5 green candies and 7 red candies. How many candies do I have?

5 7

A Quantity Is Increased

I have 5 green candies and I buy 7 red candies. How many candies do I have?

5 7

Subtraction Types

Take Away

I had 12 candies. I gave 7 away. How many candies do I have now?

12

? 7

The whole is known along with one of the parts. The whole is partitioned and
one of the parts removed to identify the missing part.

28 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Comparison or Difference

Ted has 12 candies. Jim has 8 candies. How many more does Ted have?

Ted 12

Jim 8 ?

Example Using a Multi-step Problem:

At the fair, 1982 hotdogs were sold in the morning and 2903 were sold in the
afternoon.

How many hotdogs were sold altogether?

How many more hotdogs were sold in the afternoon than in the morning?
Part A
?

1982 2903

AM PM

1982 + 2903 = 4885

There were 4885 hotdogs sold all together.

Part B

AM 1982 ?

PM 2903

2903 – 1982 = 921

There were 921 more hotdogs sold in the afternoon than were sold in the
morning.

Number 29
 QQ Describe a situation in which an estimate rather than an exact answer is
sufficient.
QQ Estimate sums and differences using different strategies (e.g., front-end
estimation and compensation).

Suggestions for Instruction

QQ Estimation Strategies: Students need to be introduced to a variety of
estimation strategies such as the following:
QQ Front-end estimation: In this strategy, only the digit with the largest
place value is used even though the estimate may be low. For example,
127 + 238 is estimated to be 100 + 200 = 300.
QQ Compensation: This strategy involves rounding one quantity up and the
other down. In doing so, one number might be overestimated in order to
compensate for the other number being underestimated. For example, 1
752 + 648 would be thought of as 1 700 + 700. The 1 700 is a low estimate
for 1 752 so the 648 is estimated at 700 (a high estimate) in order to
compensate.
QQ Rounding: 1 439 + 352 is estimated to be 1440 + 350 = 1790 or 1400 + 400 =
1800. Note: This is not to be taught in a formal/structured manner.
Students should have multiple opportunities to estimate not only in
mathematics but in other subject areas as well.
QQ Estimate or Exact Answer? Students should be able to determine when
an exact answer is required or when an estimate is sufficient based on the
situation. Give students problems. Have them decide if an exact answer or an
estimate is needed, and then justify their choice.
Examples:
1. Lee has 482 hockey cards, 173 baseball cards, and 198 football cards. Does
Lee have more than 1000 cards in all? (estimate)
2. Amy empties her piggy bank. She counts $104.50 in quarters, $75.10 in
dimes and $27.75 in nickels. How much money was in the piggy bank?
(exact)
3. The 120 Grade 4 students are going on a field trip. The teachers have
collected 87 permission slips so far. How many permission slips still need
to be returned? (exact)
4. The school concert was held on two nights. On Wednesday, there were
652, and on Thursday there were 571 people. About how many people
attended the concert? (estimate due to the way the question is asked)

30 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Modelling Estimation Strategies: Present students with the following
problem:
You read 175 pages on the first day, 198 pages on the second day, and 150
pages on the third day. About how many pages did you read over the three
days?
QQ Have students represent the numbers using base-10 materials.
QQ Use the base-10 materials to model front-end rounding e.g., 175   100,
198   100, and 150   100. Using this strategy the estimation would be
300 pages. Ask students if this is a good estimate for the answer.
QQ Focus their attention on the remaining base-10 blocks. Point out that
the remaining (75 + 98 + 50) blocks would together make at least 200.
Therefore, adding on another 200 would compensate for the values that
were dropped off when using the front-end strategy. An estimate of 500
(100 + 100 + 100 + 200) is a better estimate.
QQ Make sure that students understand that the front-end strategy and
compensation used together enable them to make a more reasonable
estimate.
Model the same process for subtraction where compensation is used to
subtract more from the initial front-end estimate.
Example:
Estimate the answer to 410 – 395.
QQ Represent the numbers using base-10 blocks. Using front-end
estimation—510   500 and 395   300 therefore the estimate (500 – 300)
is 200.
QQ The students should see that there are still 95 blocks remaining after the
hundreds are compared that were initially to be subtracted from the 510.
Therefore, since 95 is close to 100, an additional 100 should be subtracted
from the initial estimate. 500 – 300 – 100 = 100.
QQ Writing Problems: Have students write their own addition and subtraction
problems. Some of the problems should require an estimate only and others
should require both an estimate and a calculation (exact answer).

Number 31
 Assessing Understanding: Paper-and-Pencil Task
Present students with the following problems.

1. Your family is going to visit friends in Calgary 1320 kilometres away. On the
first day they travel 650 km and stop in Moose Jaw. Will you have to travel
more or less than 700 km to reach your destination on the second day?
2. The book you are reading has 525 pages. If you read 220 pages the first day
and 230 pages the second day, how many more pages do you have to read in
order to finish the book?
3. A jogger jogs 1300 m the first day and 1800 m the second day. About how far
did she jog in all?
4. On Saturday, 4012 people registered to run in the marathon. If 1278 of them
were males, about how many were females?
5. In order to move to a new level in the video game, you need at least 2000
points. If you have 1254 points, how many more points do you need before
you can move to the next level?
6. On Saturday, 1500 people visited the zoo, and on Sunday 2800 people visited.
Approximately how many people visited the zoo over the weekend?
a. Have students decide which problems can be answered with an estimate
only and which problems require calculation as well as an estimate.
(Note: Estimating is necessary for every problem because estimates help
to determine the reasonableness of the calculated answer.)
b. Have students answer the problems independently.
c. Have students share their solutions and strategies with one another or in
an interview.
The student

r explains the meaning of the problem and justifies why only an estimate is
needed or why a calculated answer is necessary as well
r uses compensation as well as front-end rounding to estimate the sum or
difference
r explains clearly the strategies used in estimating and how he or she knows
that the resulting estimate is reasonable

32 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 4: Number (4.N.4, 4.N.5)
Enduring Understandings:
Multiplication and division are inverse operations.
Multiplication is repeated addition.
Division is repeated subtraction.

Essential Questions:

How can skip-counting and arrays be used to demonstrate multiplication and

division?
How are addition and multiplication related?
How are subtraction and division related?

Specific Learning Outcome(s): Achievement Indicators:

4.N.4 Explain the properties of 0 and  Explain the property for determining the
1 for multiplication, and the answer when multiplying numbers by one.
property of 1 for division.  Explain the property for determining the
[C, CN, R] answer when multiplying numbers by zero.
 Explain the property for determining the
answer when dividing numbers by one.

4.N.5 Describe and apply mental  Provide examples for applying mental
mathematics strategies, such as mathematics strategies:
• skip-counting from a known • skip-counting from a known fact (e.g., for
fact 6 × 3, think 5 × 3 = 15, then 15 + 3 = 18)
• using halving/doubling • halving/doubling (e.g., for 4 × 3, think
• using doubling and adding 2 × 6 = 12)
one more group • using a known double and adding one more
• using patterns in the 9s facts group (e.g., for 3 × 7, think 2 × 7 = 14, then
• using repeated doubling 14 + 7 = 21)
to develop an understanding of • repeated doubling (e.g., for 4 × 6, think
basic multiplication facts to 9 × 9 2 × 6 = 12 and 2 × 12 = 24)
and related division facts. • use ten facts when multiplying by 9 (e.g., for
[C, CN, ME, PS, R] 9 × 6, think 10 × 6 = 60, and 60 – 6 = 54; for
7 × 9, think 7 × 10 = 70, and 70 – 7 = 63)
• halving (e.g., for 30 ÷ 6, think 15 ÷ 3 = 5)
Recall of the multiplication and
• relating division to multiplication (e.g., for
related division facts up to 5 × 5 is
64 ÷ 8, think 8 ×   = 64).
expected by the end of Grade 4.

Number 33
Prior Knowledge
Students may have
QQ represented and explained multiplication (to 5 x 5) using equal groups and
arrays
QQ modelled multiplication using concrete and visual representations, and
recorded the process symbolically
QQ related multiplication to repeated addition
QQ related multiplication to division and division to multiplication
QQ created and solved problems in context that involve multiplication
QQ represented and explained division using equal sharing and equal grouping
QQ modelled equal sharing and equal grouping using concrete and visual
representations, and recorded the process symbolically
QQ related division to repeated subtraction
QQ created and solved problems in context that involve equal sharing and equal
grouping

Background Information
Terminology

Multiplication: A mathematical operation of combining groups of equal

amounts; repeated addition; the inverse of division.

Product: The number obtained when two or more factors are multiplied (e.g., in
6 × 3 = 18, 18 is the product).

Division: A mathematical operation involving two numbers that tells how many
groups there are or how many are in each group.

Quotient: The answer to the division of two numbers (in 12 ÷ 3 = 4, the quotient
is 4).

Array: A set of objects or numbers arranged in an order, usually in rows and/or

columns.

34 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Meanings of Multiplication at the Grade 4 Level

1. Repeated addition
For example: 3 + 3 + 3 = 9
+3 +3 +3

0 3 6 9
2. Equal groups or sets
For example:
Pencils come in packages of 5.

How many pencils are in 4 packages?

3. An array
For example:
A classroom has 4 rows with 6 desks in each row.

How many desks are in the classroom?

BLM BLM 4.N.5.1 is a picture of a 10 x 10 dot array that can be used in a student’s tool
4.N.5.1 kit to help them with problem solving. Print off the page and place it in a plastic
sheet protector. Students can then use a white board marker to show different
problems.

Multiplication Problems

In a multiplication problem both the number of objects in each group and the
number of groups are given. The total number of objects is the unknown.

Number 35
 Meanings of Division at the Grade 4 Level:

1. Repeated Subtraction
For example: 6 ÷ 2 = 3 is the number of times you can subtract groups of 2
before you get to 0.
–2 –2 –2

0 1 2 3 4 5 6

6–2–2–2=0
6÷2=3

2. Equal Sharing (Partitive)

For example: 6 ÷ 3 = 2 is the amount each person gets if you share 6 things
equally among 3 people.

6÷3=2

3. Equal Grouping (Quotative)

For example: 6 ÷ 3 = 2 is the number of equal groups of 3 you can make with
6 things.

6÷3=2

Note: Division should be taught together with multiplication so that students can
see the inverse relationship between the two operations.

Preventing Misconceptions: Common misconceptions students may develop

include multiplication makes bigger and division makes smaller. This is not true
when working with fractions or decimals less than one.

Example: 1 × 8 = 4, 8 ÷ 1 = 16, 8 × 0.25 = 2 or 8 ÷ 0.25 = 32

2 2

36 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
sets of sharing
groups of array
multiply times
multiplication skip-counting
product halving
quotient doubling
divide property
division properties
equal groups

Learning Experiences
Assessing Prior Knowledge: Paper-and-Pencil Task
1. What does this array show?
Write two multiplication number sentences and two division number
sentences.

2. The Grade 4 class is playing a game.
The teacher wants them to be in equal groups with no remainders.
If there are 20 students in the class, how many different sizes of equal groups
can you make?
3. The answer to a multiplication question is 12.
What might the question be?
4. My friend said that multiplication is repeated addition and division is
repeated subtraction. Explain what s/he means. Use words, pictures, number
lines, and/or numbers and symbols in your explanation.

Look for evidence that the student understands that

r an array can represent both operations
r multiplication is repeated addition
r division is repeated subtraction
r multiplication and division are inverse operations

Number 37
 QQ Explain the property for determining the answer when multiplying
numbers by one.
QQ Explain the property for determining the answer when multiplying
numbers by zero.
QQ Explain the property for determining the answer when dividing numbers
by one.

Note: It is important that students have multiple opportunities to solve problems,

create their own problems, and interact with concrete and visual models related
to multiplication and division by 1 and multiplication by 0. Through these
experiences, students will develop their understanding of the properties and
then be able to come to their own generalizations.

Identity Property of Multiplication: Any number multiplied by one is equal to

the original number.

Identity Property of Division: Any number divided by 1 is equal to the original

number.

Zero Property of Multiplication: Any number multiplied by zero is equal to

zero.

This approach is far more effective than just giving students arbitrary rules.

Suggestions for Instruction

QQ Exploring Multiplication by 1: Have students represent 5 x 1 using
materials, an array, and a number line. Have students represent 1 x 5 using
materials, an array, and a number line. Ask students what they notice about
their representations (answers). (The answers are always the same as the
number being multiplied by 1.)
Extension: Will this be true for larger numbers? Have students justify their
thinking.
QQ Is there a difference? Have students use materials to show 1 group of 6
objects and 6 groups of 1 object. What is the same about their models and
what is different?
Exploring Division by 1:
Materials: 1-to-6 or 1-to-9 die.
Procedure: Students roll the die and record the number shown. Have them
model with materials and a number line the division of their number by 1.
Repeat two more times. What do they notice about their answers?
Extension: Do they think that this will be true for larger numbers? Have
students explain/justify their thinking.

38 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Similarities and Differences: Have students represent the following
problems using materials.
QQ Paul has 8 cookies. He puts them in a bag. How many cookies are in the
bag?
QQ Paul has 8 cookies. If he puts 1 cookie in each bag, how many bags can he
make?
How are their representations the same? How are they different?
QQ Problem Writing: Have students create and share their own problems that
involve multiplying or dividing by 1.
QQ Multiplication by 0: Have students represent 5 x 0 and 0 x 5 using materials
such as paper plates to represent groups and/or a number line. What do
they notice about their answers? Will the result be the same for any number
multiplied by 0? Explain your thinking.
BLM QQ Equation Match: Prepare a set of cards from BLM 4.N.4.1 for each pair of
4.N.4.1 students. Have students find the matching representations and justify their
thinking.

Assessing Understanding: Paper-and-Pencil Task

1. Write a note to your parent(s)/guardian(s)/caregiver(s) explaining what you
have learned about multiplying and dividing any number by 1. Use pictures,
number lines, and words.
2. Is she correct? Explain/show how you know.

I can multiply any number

by zero and the answer
will always be zero.

The student is able to

r give a generalization for multiplying by 1

r give a generalization for dividing by 1
r support their generalizations using pictures and/or number lines
r explain why multiplication by zero always results in an answer of zero

Number 39
 QQ Provide examples for applying mental mathematics strategies:
QQ skip-counting from a known fact (e.g., for 6 x 3, think 5 x 3 = 15, then
15 + 3 = 18)
QQ halving/doubling (e.g., for 4 x 3, think 2 x 6 = 12)
QQ using a known double and adding one more group (e.g., for 3 × 7, think
2 × 7 = 14, then 14 + 7 = 21)
QQ repeated doubling (e.g., for 4 x 6, think 2 x 6 = 12 and 2 x 12 = 24)
QQ use ten facts when multiplying by 9 (e.g., for 9 × 6, think 10 × 6 = 60,
and 60 – 6 = 54; for 7 × 9, think 7 × 10 = 70, and 70 – 7 = 63)
QQ halving (e.g., for 30 ÷ 6, think 15 ÷ 3 = 5)
QQ relating division to multiplication (e.g., for 64 ÷ 8, think 8 × = 64).

Mental Math

Note: The development of mental math strategies is greatly enhanced by sharing

and discussion. Students should be given the freedom to adapt, combine, and
invent their own strategies.

Students should be able to apply these strategies to larger numbers.

Background Information
An understanding of the multiplication and division properties is needed in
order for students to be able to develop and use mental math strategies. These
properties include:
QQ Commutative property of multiplication: Numbers can be multiplied in
any order. (e.g., 3 × 4 = 4 × 3). An array model can help to demonstrate this
property.
QQ Associative Property: When three or more numbers are multiplied together,
it doesn’t matter in which order they are grouped or associated. For example,
5 × 2 × 4 = (5 × 2) × 4 = 5 × (2 × 4).
QQ Distributive Property: The distributive property refers to the idea that one
or both of the factors in a multiplication question can be decomposed into
two or more parts and each part multiplied separately and then added
[e.g., 9 x 7 is equivalent to (9 × 5) + (9 × 2)].

40 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction
Strategy Teaching Strategies
Skip-Counting Prerequisite knowledge: Students should be able to skip-count forward
from a known and backward by 2s, 3s, 4s, 5s, and 10s.
fact
Cuisenaire rods can help to make this strategy visible for students.
(Note: Use a metre stick as a number line. The rods are 1 to 10 cm in
length, so they will match the centimetre markings on the metre stick.)

Example:

For 6 x 3: “I know that 5 x 3 is 15 so for 6 x 3 I just need to add one

more rod/group.”

1x3
5x3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Have students connect the strategy to larger numbers.

Example:

For 6 x 30: Think “5 x 30 is 150, so 6 x 30 is 150 + 30 = 180.”

Halving/Doubling Halving and doubling can make multiplication calculations easier.

Using grid paper to make arrays and then cutting them apart and
reassembling them can help make this strategy visible for students.
Example:
For 4 x 3: Use grid paper to make the 4 x 3 array and cut it out. Cut the
array in half and reassemble it to show 2 x 6. Students will be able to
see that the total number of squares did not change; therefore, the two
representations are equal.

4x3
2x6

Have students apply this strategy to larger numbers.

Example:
6 x 50 can be thought of as 3 x 100.

Number 41
 Strategy Teaching Strategies
Halving Using the strategy of halving both the dividend and the divisor can help
make division calculations easier.
Using a double number line and Cuisenaire rods can help students
understand/see that dividing both the dividend and the divisor by two
results in the same answer that they would get if no changes were
made to the original question.
Example:

30 ÷ 6 = 5

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

15 ÷ 3 = 5

Have students apply this strategy to larger numbers.

Example:
160 ÷ 4 can be thought of as 80 ÷ 2.
Using a known This strategy is similar to using the doubles plus 1 strategy in addition
double and except that it is one more group that is being added.
adding one more
Using array cards (see BLM 4.N.5.1) can help to make this strategy
group
visible for students.

BLM
4.N.5.1

2x4=8
3x4 Fold the bottom 3x4=8+4
flap up to cover
Initial array card Unfold to show
the last row of
one more group.
the array.

42 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Strategy Teaching Strategies
Repeated This strategy is useful when multiplying by 4 or by 8.
Doubling
Using paper strips and arrays can help to make this strategy visible for
students.
Use a strip of paper. Fold it in half and then in half again. Unfold the
paper and make dot arrays for the number being multiplied by 4 or 8.
Example:
For 4 x 6 the original strip looks like this.

Fold the strip so that one section is showing.

Open it up to show the double.

2 x 6 = 12

Finally, open it up to show all four sections.

2 x 12 = 24
Have students make their own representations of the repeated doubling
strategy.
Use ten facts Although not considered basic facts, most Grade 4 students know how
when multiplying to multiply by 10. This knowledge can be applied when multiplying by 9.
by 9
Two-colour counters can be used to help make this strategy visible.
Example:
For 9 x 4: Have students use the counters to make 10 groups of 4, all
of one colour. Then have them turn over last counter in each column to
represent the extra group of four that needs to be subtracted.
10 x 4 = 40

40 – 4 = 36
Have students extend this strategy to larger numbers. For 40 x 9:
Think “40 x 10 = 400, but I need to take away the extra group of 40 so
400 – 40 = 360. 40 x 9 = 360.”

Number 43
 Strategy Teaching Strategies
Relating division Thinking multiplication is often an easier way of solving a division
to multiplication question. Students need to be able to understand the relationship
between the two operations.
Triangle flash cards can support this understanding.
Example:
For this flashcard students can see that

24
4 x 6 = 24
6 x 4 = 24
24 ÷ 4 = 6
24 ÷ 6 = 4
4 6

Using triangular flashcards:

Display the card with one of the numbers covered. Students have to
figure out the hidden number.

Example:
If the 24 (product) is covered students need to multiply 4 x 6 (factors)
to find the answer.
If the 4 or the 6 is covered students need to either divide or to “think
multiplication” to find the answer.
For example, if the 4 is covered, students can think “24 ÷ 6 = ?” or
BLM “6 x ? = 24”
4.N.5.2 Match Game: See BLM 4.N.5.2.

44 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Assessing Understanding: Interview
Ask the student to
QQ explain how knowing 4 × 6 helps find the product/answer for 8 × 6.
QQ explain how knowing 7 × 10 can help someone find the answer for 7 × 9.
QQ write 25 ÷ 5 = ? as a multiplication question/number sentence.
QQ show how they can solve 5 x 64 using the doubling and halving strategy.
QQ use counters to show why 7 × 6 is the same as (5 × 6) + (2 × 6).
Note: Students are not expected to use parentheses.
QQ explain why 2 × 7 is equal to 7 × 2.
QQ write two multiplication number sentences and two division number
sentences for the following flashcard

24

4 6

The student understands and can use the following mental math strategies and/
or properties:
r repeated doubling
r using ten facts when multiplying by 9 (build down)
r relate multiplication to division
r doubling and halving
r distributive property
r commutative property

Number 45
 QQ Recall of the multiplication and related division facts up to 5 x 5 is
expected by the end of Grade 4.

Background Information
Stages of Basic Fact Acquisition

Learning math facts is a developmental process where the focus of instruction

is on thinking and building number relationships. Facts become automatic for
students through repeated exposure and practice.

Arthur Baroody identifies three stages through which students typically

progress in acquiring basic facts:
QQ Counting Strategies: The student uses objects (e.g., blocks, counters, fingers)
or verbal counting to determine the answer. For example, for 3 x 7, the
student starts with 7 and skip counts saying, “7, 14, 21.”
QQ Reasoning: The student uses known information (i.e., known facts and
relationships) to logically determine the answer of an unknown fact. For
example, for 3 x 7, the student says, “2 x 7 or double 7 is 14, and add one more
set of seven is 21.”
QQ Automaticity or Mastery: Student produces efficient (fast and accurate)
answers. For example, for 3 x 7 the student quickly answers, “It is 21; I just
know it.”

Assessing the Facts

Basic facts should be assessed through observation, interviews, games, self-

assessment, and strategy-focused paper/pencil practice. Although the goal is to
have students recall facts in a reasonable time frame, researchers strongly caution
against the use of timed tests.

Timed tests may lead to math anxiety in some students. “Timed tests as
well as other speed-related materials (such as flash cards) cause slow, strong
mathematical thinkers to become discouraged in class, develop math anxiety,
and turn away from the subject” (Boaler 471). Math anxiety, in turn, causes a
negative impact on students who use higher-level strategies, ones that rely on
working memory, because the anxiety interferes with the working memory
(Ramirez, Gunderson, Levine, and Beilock). This indicates that some of the best
mathematical thinkers are often those most negatively affected by timed testing.

46 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Basic Facts for Grade 4
Multiplication facts
Multiplication facts to
to 81
81

End of grade expectations:

Grade 4 and Grade 5
:
3 0x0 1x0 2x0 3x0 4x0 5x0 6x0 7x0 8x0 9x0

0 7+0 8+0 9+0

0x1 1x1 2x1 3x1 4x1 5x1 6x1 7x1 8x1 9x1

1 7+1 8+1 9+1

0x2 1x2 2x2 3x2 4x2 5x2 6x2 7x2 8x2 9x2

2 7+2 8+2 9+2

0x3 1x3 2x3 3x3 4x3 5x3 6x3 7x3 8x3 9x3

3 7+3 8+3 9+3

0x4 1x4 2x4 3x4 4x4 5x4 6x4 7x4 8x4 9x4

4 7+4 8+4 9+4

0x5 1x5 2x5 3x5 4x5 5x5 6x5 7x5 8x5 9x5

5 7+5 8+5 9+5

0x6 1x6 2x6 3x6 4x6 5x6 6x6 7x6 8x6 9x6

6 7+6 8+6 9+6

0x7 1x7 2x7 3x7 4x7 5x7 6x7 7x7 8x7 9x7

7 7+7 8+7 9+7

0x8 1x8 2x8 3x8 4x8 5x8 6x8 7x8 8x8 9x8

8 7+8 8+8 9+8

0x9 1x9 2x9 3x9 4x9 5x9 6x9 7x9 8x9 9x9

9 7+9 8+9 9+9 http://www.edu.gov.mb.ca/k12/cur/math/facts/chart.pdf

Specific Fact Strategies

Multiplication by Strategies
2 Connect to addition—doubling
3 Double and add one more group
4 Double, double
5 QQ Relate to an analog clock—skip-counting by 5s

12
11 1
10 2

9 3

8 4
7 5
6
QQ Multiply by 10 and then divide by 2.

Number 47
 Multiplication by Strategies
6 QQ Multiply by 5 and then add one more group.
QQ Multiply by 3 and then double.
7 Split the 7 into 5 + 2. Multiply by 5 and then add the multiplication
by 2. For example, 7 x 4 (5 x 4) + (2 x 4)
The 100-bead abacus can help students see how this strategy works.

5x7
The red beads
show 5 x 5.
The white beads
show 5 x 2.

Students can clearly see the multiplication by 5 and by 2.

8 QQ Double, double, and double
QQ Multiply by 4 and then double
9 QQ Multiply by ten and then subtract one group.
QQ Students might use the patterns in the nine times table as a
strategy.
1x9= 9
2 x 9 = 18
3 x 9 = 27
4 x 9 = 36
5 x 9 = 40
6 x 9 = 54
7 x 9 = 63
8 x 9 = 72
9 x 9 = 81
10 x 9 = 90
QQ Patterns:
QQ Looking at the products in the column, the ones are
decreasing by one and the tens are increasing by 1.
QQ The sum of the digits in the product always add up to 9.
QQ The tens digit is always one less than the number being
multiplied by 9. For example, for 8 x 9, the product will
have a 7 in the tens place and a two (7 + = 9) in the
ones place.

QQ The book The Best of Times by Greg Tang can be used to help students develop
the basic facts strategies. Each two-page spread deals with a specific times
table. There is a poem to introduce the strategy, and then examples that
include both the basic facts as well as the application of the strategy to larger
numbers.

48 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 4: Number (4.N.6, 4.N.7)
Enduring Understandings:
Flexible methods of calculation in multiplication and division involve decomposing
and composing numbers in a wide variety of ways.
Flexible methods of calculation in multiplication and division require a strong
understanding of the operations and the properties of the operations.
There are a variety of appropriate ways to estimate products and quotients
depending on the context and the numbers involved.
Essential Questions:

How can materials be used to model multiplication and division?

How can arrays be used to model multiplication and division?
How are multiplication and division related? How can this relationship help with
calculations?

Specific Learning Outcome(s): Achievement Indicators:

4.N.6 Demonstrate an understanding  Model a multiplication problem using the

of multiplication (2- or 3-digit distributive property [e.g., 8 × 365 = (8 × 300) +
numerals by 1-digit numerals) to (8 × 60) + (8 × 5)].
solve problems by  Use concrete materials, such as base-10 blocks
• using personal strategies or their pictorial representations, to represent
for multiplication with and multiplication, and record the process
without concrete materials symbolically.
• using arrays to represent  Create and solve a multiplication problem that
multiplication is limited to 2 or 3 digits by 1 digit.
• connecting concrete  Estimate a product using a personal strategy
representations to symbolic (e.g., 2 ×  243 is close to or a little more than
representations 2 ×  200, or close to or a little less than 2 ×  250).
• estimating products  Model and solve a multiplication problem
[C, CN, ME, PS, R, V] using an array, and record the process.
 Solve a multiplication problem and record the
process.

Number 49
 Specific Learning Outcome(s): Achievement Indicators:

4.N.7 Demonstrate an understanding (It is not intended that remainders be expressed as

of division (1-digit divisor and decimals or fractions.)
up to 2-digit dividend) to solve  Solve a division problem without a remainder
problems by using arrays or base-10 materials.
• using personal strategies for  Solve a division problem with a remainder
dividing with and without using arrays or base-10 materials.
concrete materials  Solve a division problem using a personal
• estimating quotients strategy, and record the process.
• relating division to  Create and solve a word problem involving a 1-
multiplication or 2-digit dividend.
[C, CN, ME, PS, R, V]  Estimate a quotient using a personal strategy
(e.g., 86 ÷ 4 is close to 80 ÷ 4 or close to 80 ÷ 5).

Background Information
Students should be encouraged to use a variety of strategies for multiplication
and division for the following reasons:
QQ Sometimes a particular strategy makes more sense to one student than to
another.
QQ Sometimes a strategy works better for a particular set of numbers.
QQ Being familiar with a variety of strategies allows students to use one strategy
to calculate, and then use another strategy to check the answer (justify their
answer).

Vocabulary

Terms for Multiplication

3 × 4 = 12
factors product

Terms for Division

25 ÷ 6 = 4r1

dividend divisor quotient remainder

Distributive Property: The distributive property refers to the idea that one or
both of the factors in a multiplication question can be decomposed into two or
more parts and each part multiplied separately and then added [e.g., 9 x 7 is
equivalent to (9 × 5) + (9 × 2)].

50 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
multiply remainder
multiplication divisor
factor expanded form
product array
divide base 10
division estimate
quotient estimation

Learning Experiences
Assessing Prior Knowledge
Materials: Math journals
Organization: Individual/Whole class

Procedure:

1. Ask students to solve each of the following problems in two different ways:
a. Rosa is planning to arrange 48 books on six shelves. If she puts an equal
number of books on each shelf, how many books will she put on each
shelf?
b. Mark has a six-page photo album. How many pictures does Mark have if
each page holds eight pictures?
2. Have students share their solutions with the other members of the class.
Encourage students to explain their reasoning by asking questions, such as
the following:
QQ Which strategy did you use to solve the problem?
QQ What is another strategy you could use to solve the problem?
QQ Will the strategy work for other problems involving division
(multiplication)? Show me.
QQ Which strategy do you prefer to use? Why?

Number 51
 Observation Checklist

Use students’ responses to determine which strategies students know. Also,

examine their responses to determine whether they can do the following:

r identify problem situations that call for the operation of multiplication

r identify problem situations that call for the operation of division
r describe and apply a thinking strategy to determine the product or quotient
of two whole numbers
r describe and apply more than one thinking strategy to determine the product
or quotient of two whole numbers

QQ Use concrete materials, such as base-10 blocks or their pictorial

representations, to represent multiplication, and record the process
symbolically.

Suggestions for Instruction

QQ Have students use base-10 blocks to model 5 × 20 (five groups of 20)
Example:

5 × 20 = 100
Have students model 4 × 10, 3 × 10, 6 × 10.
What do they observe? All of the answers end in a zero. If the zero is covered the
number remaining is the product of the multiplier and the numeral in the tens place
(basic facts).
Note: It is important that teachers avoid telling students that when
multiplying by multiples of ten you just add a zero. They need to recognize
the patterns to understand that when multiplying by 10 there is always a
zero in the one’s place.
Repeat the activity using 100. Students will see that when multiplying by
100, there is always a zero in both the one’s place and the ten’s place.

52 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Have students use base-10 blocks to model 3 x 36.

3 groups of 36 9 groups of ten and 18 ones (9 tens + 1 ten) + 8 ones = 108

1 ten and 8 ones

QQ Have students solve problems using the base-10 blocks. Provide opportunities
for students to explain the process orally as well as symbolically.
Examples:
QQ Mark swims 280 laps in the pool each week. How many laps does he
swim in 4 weeks?
QQ Julie has a stamp collection. She puts 25 stamps on each page of her
binder. If she has filled 7 pages of her binder, how many stamps has she
collected?

Number 53
 Assessing Understanding
QQ Use base-10 blocks to show how to multiply 3 × 207. Use pictures and
numbers to record your work.
QQ What multiplication problem does this picture show?

Explain how to use the picture to solve the problem.

54 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Model and solve a multiplication problem using an array, and record the
process.

Suggestions for Instruction

Arrays can be made using grid paper or colour (square) tiles.

Example: 4 × 15

15

4 x 10 4x5

It is easier to multiply if the 15 is decomposed into 10 and 5.

(4 × 10) + (4 × 5) 40 + 20 = 60

Decomposing numbers using arrays serves as an introduction to using the

distributive property.

Number 55
 Assessing Understanding
QQ What multiplication problem does this array show? (5 × 14)

QQ Explain how you can use the array to solve the problem.
Use the problem 6 x 18. Explain why you might chose to split (decompose)
the 18 into 10 and 8.
Is there another way that you might chose to use this strategy for this
problem? (Students might break the problem down into (6 x 9) + (6 x 9).)

QQ Model a multiplication problem using the distributive property

[e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)].
QQ Create and solve a multiplication problem that is limited to 2 or 3 digits by
1 digit.
QQ Solve a multiplication problem and record the process.

Prior Knowledge
In order to be successful using the distributive property students need to be able
to represent 2-digit and 3-digit numbers in expanded form.

Note: Students should have a good understanding of 2-digit × 1-digit

multiplication before introducing 3-digit × 1-digit multiplication.

The distributive property can be recorded in several ways.

Examples:

4 × 52
4 × 52 = (4 × 50) + (4 × 2) = 208
4 × 52 = (2 × 52) + (2 × 52) = 208

56 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction
QQ Solving Multiplication Problems: Ask students to solve problems using
expanded form.
Examples:
QQ Troy has $34 in his bank. Sarah has 3 times as much in her bank. How
much money does Sarah have in her bank?
QQ There are 28 students in each of the four Grade 4 classes in the school.
How many Grade 4 students are in the school?
QQ Health Canada says that children should have 60 minutes of exercise each
day. How many minutes should a child have in one week?
QQ Eva’s pedometer shows that it takes 428 steps to go around the perimeter
of the gym. If Eva goes around the gym five times, how many steps will
her pedometer show?
QQ The school is having a pancake breakfast. Three hundred seventy-six
tickets have been sold. If each person will be served 3 pancakes, how
many pancakes do they need to prepare?
QQ What is the problem? Have students create and solve problems (using the
distributive property) for given factors.
Examples:
QQ Create and solve a problem that includes the factors 5 and 231.
QQ Create and solve a problem that includes the factors 6 and 345.
Extension: Use dice (1 to 6 or 1 to 9) to determine the factors.
Example:
Students roll one die to determine the multiplier and then two or three dice
to determine the multiplicand.
Note: Place value dice could also be used.

Assessing Understanding: Paper-and-Pencil Task or Interview

I think that
145 x 3 = (100 x 3) + (4 x 3) + (5 x 3)
300 + 12 + 15 = 327

Do you agree with his solution? Explain your thinking.

Number 57
 QQ Estimate a product using a personal strategy (e.g., 2 × 243 is close to or a
little more than 2 × 200, or close to or a little less than 2 × 250).

Suggested Estimation Strategies:

QQ Make “friendly” numbers by rounding (one or both factors) to the nearest
multiple of 10 or 100 (e.g., 4 × 62 is about 4 × 60 = 240).
QQ Round one factor up and one down (e.g., 33 × 8 is about 30 × 10 = 300).
QQ Using front-end estimation (e.g., 219 × 9 is about 200 × 9 = 1800).

Note: Students should estimate before solving a problem/question.

Learning Experiences
QQ Is it reasonable? Present students with a scenario along with estimations that
have been done using different strategies. Have students determine which
estimate is the most reasonable based on the scenario.
Example:
QQ Zoe has 4 pieces of ribbon. Each piece is 38 cm long. About how many
centimetres of ribbon does she have?
Possible estimates:
Using front-end estimation: 4 x 30 = 120
Using “friendly” numbers: 4 x 40 = 160
Which estimate is more reasonable? Justify your thinking.

Assessing Understanding: Paper-and-Pencil Task or Interview

QQ Give an estimate for each of the following and explain the strategy you used.
QQ 3 x 87
QQ 211 x 9
QQ 59 x 4
QQ Jacob drives 425 km each day. About how far will he have travelled after four
days? Explain your thinking.
QQ Explain the strategy used for each of these estimations.
QQ 431 x 4 = 400 x 4 or 1600
QQ 68 x 8 = 70 x 8 or 560
QQ 43 x 8 = 40 x 10 or 400

58 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Solve a division problem without a remainder using arrays or base-10
materials.
QQ Solve a division problem with a remainder using arrays or base-10
materials.

Suggestions for Instruction

QQ Using Base-10 Materials
Example:
84 ÷ 4

Make the 84.

Divide it into four

equal groups.

84 = 80 + 4
(80 ÷ 4) + (4 ÷ 4) = 20 + 1
20 + 1 = 21
 
QQ Using an Array: It is important that students understand the relationship
between multiplication and division. Have students write the number
sentences represented by this array.

4 × 6 = 24 6 × 4 = 24 24 ÷ 4 = 6 24 ÷ 6 = 4

Number 59
 QQ Using an Array to Solve a Problem: You have 21 candies to share equally
into 3 treat bags. How many candies does each bag get? Use an array to solve
the problem.

Show the candies in a 3 x 7 array.

Demonstrate the division using sharing—one for the first bag, one for the
second, and one for the third, et cetera.
Represent the action with a number sentence.
21 ÷ 3 = 7 where 21 represents the number of candies, 3 represents the
number of bags and 7 represents the number of candies in each bag.
QQ Arrays and 2-Digit Division: Jonas has 36 hockey cards on 3 pages of his
binder. How many cards are on each page?
Demonstrate the solution.

12

12

12

Represent the 36 cards using counters.

Demonstrate that the cards can be arranged in an array using the equal
sharing process.
Record the process symbolically.
30 ÷ 3 = 10 and 6 ÷ 3 = 2
10 + 2 = 12 cards per page
Extension: Ask student to represent this problem using a multiplication
number sentence (3 × ? = 36)

60 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Using Cuisenaire Rods: Cuisenaire rods can help make the division process
visible.
Example: 24 ÷ 6 = 4

Showing remainders: 27 ÷ 5 = 5 R2

Assessing Understanding: Performance

1. Give students the following problems. Have them use manipulatives to solve
them. Ask them to explain their strategies.
QQ There are 48 chocolates in a box. If Martha eats 4 chocolates each day,
how many days will the box last?
QQ The baker puts 6 cookies in each package. If there are 45 cookies, how
many packages can the baker make? Will there be cookies left over?
2. Ask students to use a model to explain to their partner how to share 65
gumballs among 4 friends.
3. Roll two dice (1 to 9) to create a 2-digit dividend. Arrange the order of the
digits so that when divided by 7, it will give you the lowest remainder.
Record the remainder after each roll. Total the score (reminders) after 5 rolls.
The player with the lowest score wins.
Example:
If you roll a 4 and a 5, decide if the dividend will be 45 or 54.
45 ÷ 7 = 6 R3 and 54 ÷ 7 = 7 R5 so it is better to chose 45 as the dividend. 3 is
recorded as the score for that roll.
Extension: Try the game using different divisors.
4. Present the following problem.
Mrs. Wong bought a package of 52 pencils to be shared equally among her 4
children. Mr. Rodriquez bought a package of 40 pencils to be shared equally
among his 3 children. Which children received the most pencils—the Wong
family or the Rodriquez family?
Use an array to solve the problem.
Are there any pencils left over?

Number 61
 5. Ask students to model three different division questions of their choice using
base-10 blocks. Have them write the division sentence for each.

QQ Solve a division problem using a personal strategy, and record the

process.

Suggestions for Instruction

QQ Personal Strategies: Encourage students to come up with their own
strategies. Have them explain how their strategies work.
Ask students if they used place value in their strategies. If so, have them
explain how it was used.
Note: Students are not expected to use the standard algorithm. Some
students, however, may have seen it used outside of the classroom. If it
is suggested acknowledge it as a strategy but encourage students to find
other ways to solve the problems.
Strategy examples: 36 ÷ 6 =
5 1
a. 36 ÷ 6 = (30 ÷ 6) + (6 ÷ 6)
5+1=6

5+1=6
b. 6 30 + 6

5+1=6
c. 6 36
– 30
6
–6

d. Repeated subtraction
36 – 6 = 30
30 – 6 = 24
24 – 6 = 18
18 – 6 = 12
12 – 6 = 6
6–6=1
There are 6 sixes in 36.

62 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 e. I know that two sixes are 12 and that 12 and 12 are 24. That is 4 sixes.
36 – 24 = 12 and that is another two sixes so there are 4 + 2 or 6 sixes in 36.
f. Number Line
Building Up—Adding
2 groups of 6 2 groups of 6

1 group of 6 1 group of 6

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40

Building Back—Subtracting
5 groups of 6

1 group of 6

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40

g. 6 36
–30 5
6 1 5+1=6
–6
0
QQ A Remainder of One by Elinor J. Pinczes, illustrated by Bonnie MacKain:
This is the story of the Queen’s 25th marching corps. Joe, one of the bugs,
wants to march in the parade but every time they group the 25 troupe
members he seems to be the odd one out—the remainder of one. The troupe
keeps regrouping until there is no remainder.
Use this book to have students model the division for each regrouping.
QQ Extension: Students could create their own story involving remainders.

Assessing Understanding
Paper-and-Pencil Task:

Have students use two different strategies to calculate 54 ÷ 6.

Interview:

Ask students to explain how to use 92 = 30 + 30 + 30 + 2 to calculate 92 ÷ 5.

Number 63
 QQ Create and solve a word problem involving a 1- or 2-digit dividend.

Suggestions for Instruction

QQ Number Draw: Prepare number tickets or a spinner with the digits 1 to 9.
Prepare number tickets or a spinner (could also use tens and ones place value
dice) with 2-digit numbers. Have students select one 1-digit number and one
2-digit number and then create and solve a division problem using personal
strategies. Repeat.
QQ Multiplication, Division, or Both? Present students with problems. Have
students determine whether the problem can be solved using multiplication,
division, or both operations.
Examples:
QQ Joey places five rows of 24 chairs in the gym. Tracy places twice as many
chairs as Joey. How many chairs are placed in the gym?
QQ Ninety-six apples are shared equally into 4 baskets. If one of the baskets is
shared equally among 8 people, how many apples does each person get?
QQ Sarah and Jim buy three pieces of chocolate fudge that each cost 28¢. If
they share the cost of the fudge equally, how much does each person pay?
Have students work in pairs to classify the problems as multiplication,
division, or both multiplication and division. Have the students represent
each problem with appropriate number sentences and then solve the
problem.
QQ Make It Multiplication: Give students a set of problems. Have them write
both a division number sentence and a multiplication number sentence that
could be used to solve the problem.
Examples:
1. Kate has 32 beads to share equally with her two friends. How many beads
will each friend get? (e.g., 32 ÷ 2 = ?, 2 x ? = 32 or ? x 2 = 32)
2. There are 91 stickers to be shared equally with 7 people. How many
stickers will each person get?
3. You travel 84 km in 3 days. If you travel the same distance each day, how
far did you travel each day?
4. Sixty students are going on a bus to the park. If 3 students can fit on each
seat, how many seats are needed for the whole group?

64 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Assessing Understanding
QQ Paper and Pencil: The answer is 6. What is the question? Have students
create a division problem with a quotient of 6.
QQ Interview: Ask the student to explain how to use multiplication to solve the
following: Ms. Hardy’s 4 children have 52 stickers to share equally. How
many stickers will each child get?

QQ Estimate a quotient using a personal strategy (e.g., 86 ÷ 4 is close to

80 ÷ 4 or close to 80 ÷ 5).

Note: Using facts and fact strategies can help students make more reasonable
estimates for division problems.

Background Information
When estimating students might need to change one or both numbers so that
familiar multiplication and division facts can be used.

Examples:
QQ 43 ÷ 5 is about 45 ÷ 5 = 9, or 43 ÷ 5 is about 40 ÷ 5 = 8
QQ 33 ÷ 8 is about 36 ÷ 9 = 4, or 33 ÷ 8 is about 28 ÷ 7 = 4

Number 65
 Possible Estimation Strategies for Division:
QQ Nearest Multiple of 10: Present the following problem:
Mandy has 34 cm of string. About how many pieces of string, each 5 cm
long, can be cut from this string?
Draw attention to the word about. This indicates that an estimation rather
than an exact answer is required.
Base-10 materials can be used to focus on the place values of the numbers.
Cuisenaire rods and a centimetre ruler could also be used.
Model your thinking (think aloud) as you decide how to estimate.
Example, using Cuisenaire rods:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 29 30 31 32 33 34

“I cannot make 34 multiplying by 5. I see that 34 is close to 30 and I

can make 30 multiplying by 5. 34 is also close to 40 and I can make 40
multiplying by 5. I am going to use 30 because it is closer to 34 (only 4
away) than 40 is (6 away).
30 ÷ 5 = 6 so about 6 pieces of string can be cut from the string.”
When does this strategy work? Present other examples and ask students to
decide if the nearest multiple of 10 strategy will work (e.g., 41 ÷ 7, 68 ÷ 9,
23 ÷ 5).
Students should understand that this is a good strategy if the divisor
divides evenly into the multiple of 10.
QQ Compatible Numbers with Compensation: This strategy that can be used
when the divisor in the problem does not divide evenly into multiples of ten.
Present the following problem:
You have 75 cm of lace to share equally among 9 craft projects. About how
much lace would each project receive?

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80

Think aloud:
“Nine does not divide evenly into 70 or 80. I can see that 75 is halfway
between 70 and 80 but 9 does not divide evenly into 75. What number close
to 75 is divisible by 9? I know that 72 is divisible by 9 so I will use 72 ÷ 9 to
estimate the quotient. 72 ÷ 9 = 8 so each project will get about 8 cm of lace.”

66 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction
QQ Estimate or Calculate? Present students with problems and have them
determine if the problem requires an estimate or an exact answer
(calculation).
Examples:
QQ Mason rode his bike every day for 7 days. He cycled 47 km altogether.
About how far did he cycle each day?
QQ Eva put $8 in her bank each week. How long did it take her to save $64?
QQ Ian has $80. About how many books could he buy if each book costs $9?
QQ Pencils come in packages of 24. If they are shared equally among 4
children, how many pencils will each child get?
QQ The tennis ball factory puts 3 balls in each package. If there are 42, how
many packages can they make?

Assessing Understanding: Performance and Interview

QQ Give pairs of students the following questions:
43 ÷ 6 =
67 ÷ 5 =
Have them estimate a quotient and then explain their strategy to their
partner. Explain why their estimate is high or low.
QQ Give the student the following division problems:
QQ The football team’s score was 38. If touchdowns are worth 7 (including
the convert), about how many touchdowns might they have scored?
QQ Over the past 6 days Mark has eaten a total of 27 cookies. About how
many cookies did he eat each day?
Have the student estimate and explain their reasoning.
QQ Ask the student to describe a situation in which
QQ the quotient is determined using an estimate
QQ the quotient is determined using an exact calculation

Number 67
Putting the Pieces Together: Math Information Night
Organization:

Individual or small group activity

Materials:

Large poster paper, markers, et cetera

Directions:

Your class is planning a math information night for parents. In order to help
the parents understand what you have been learning about multiplication and
division, you are going to create a poster showing the strategies that you have
learned.

Criteria:
QQ Each strategy is labelled.
QQ An example of the strategy and an explanation of how it works is included.
QQ Examples include both 2-digit and 3-digit numbers.
QQ Examples of estimation strategies are included.

Look for the following:

r The student/group has included

QQ an array
QQ base-10 representations
QQ distributive property
r Examples used are appropriate for the strategy
r Explanations are organized and easy to follow
r Estimation strategies are included

68 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 4: Number (4.N.8)
Enduring Understandings:
Fractions are numbers with magnitudes.
A fraction represents a part of a whole or a set.
Fractions can be compared using a variety of models.
The size of the fractional part depends on the size of the whole.
Equal parts do not have to look the same, but they must be the same size or
have the same amount of the whole.

Essential Questions:

What is a fraction?
Where do you use fractions in everyday life?
What is the numerator?
What is the denominator?
How are the numerator and denominator related?

Number 69
 Specific Learning Outcome(s): Achievement Indicators:

4.N.8 Demonstrate an understanding  Represent a fraction using concrete materials.

of fractions less than or equal  Identify a fraction from its concrete
to one by using concrete and representation.
pictorial representations to  Name and record the shaded and non-shaded
• name and record fractions for parts of a set.
the parts of a whole or a set  Name and record the shaded and non-shaded
• compare and order fractions parts of a whole.
• model and explain that for  Represent a fraction pictorially by shading
different wholes, two identical parts of a set.
fractions may not represent  Represent a fraction pictorially by shading
the same quantity parts of a whole.
• provide examples of where  Explain how denominators can be used to
fractions are used compare two unit fractions.
[C, CN, PS, R, V]  Order a set of fractions that have the same
numerator, and explain the ordering.
 Order a set of fractions that have the same
denominator, and explain the ordering.
 Identify which of the benchmarks 0, 1 , or 1 is
closest to a fraction. 2
 Name fractions between two benchmarks on a
number line (vertical or horizontal).
 Order a set of fractions by placing them on
a number line (vertical or horizontal) with
benchmarks.
 Provide examples where two identical fractions
may not represent the same quantity (e.g., half
of a large apple is not equivalent to half of a
small apple; half of ten berries is not equivalent
to half of sixteen berries).
 Provide an example of a fraction that represents
part of a set, and a fraction that represents part
of a whole, from everyday contexts.

Prior Knowledge
Students may have had experience in Grade 3 exploring parts of a whole that has
been divided into “fair shares” or equal-sized pieces. They have also described
situations in which fractions were used and compared fractions of the same
whole with like denominators.

70 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Background Information
In Grade 4, the focus continues to be on developing a solid understanding
of fractions less than or equal to one. Students will continue to build their
understanding of fractional parts of a whole. They will also work with fractions
that represent parts of a set.

Terminology
QQ Fraction: A number that represents part of a whole, part of a set, or a quotient
in the form a , which can be read as a divided by b.
b
QQ Numerator: The number above the line in a fraction that can state one of the
following:
QQ the number of equal parts in a set to be considered
QQ the number of equal parts of a whole to be considered
QQ Denominator: The number below the line in a fraction that can state one of
the following:
QQ the number of elements in a set
QQ the number of equal parts into which the whole is divided
QQ Unit Fraction: A fraction with a numerator of 1.
QQ Set: Any collection of things, without regard to their order. The members (or
elements) of a set could be numbers, names, shapes, and so on.

Suggested Manipulatives:

Fraction circles, fraction pieces, square (colour) tiles, Cuisenaire Rods, number
lines, geoboards, paper (for folding), and egg cartons.

Mathematical Language
fraction third
numerator quarter
denominator fifth
fair share sixths
whole eighths
one whole tenths
half one of equal parts, set

Number 71
Learning Experiences
Assessing Prior Knowledge
QQ Draw a picture for these fractions:
3 2
4 6
QQ What fraction of each shape is shaded? What fraction is not shaded?

shaded
unshaded

shaded
unshaded
QQ Sam says that his fraction has a denominator of 8 and a numerator of 3. Draw
a picture to match Sam’s fraction.
QQ Order these fractions from the smallest to the largest:
7 2 3 5 4 6
8 8 8 8 8 8

The student understands that

r the denominator represents the total number of parts the whole has been
divided into
r the numerator represents the number of shaded parts or the parts being
focused on
r when ordering fractions with the same denominator the larger the numerator
the larger the fraction

72 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Represent a fraction using concrete materials.
QQ Identify a fraction from its concrete representation.
QQ Name and record the shaded and non-shaded parts of a set.
QQ Name and record the shaded and non-shaded parts of a whole.
QQ Represent a fraction pictorially by shading parts of a set.
QQ Represent a fraction pictorially by shading parts of a whole.

Suggestions for Instruction

QQ Paper Folding: Give students a rectangular piece of paper and have them
fold the paper to show 1 . Compare the representations.
2
Possible representations:

Ask students to prove that their representation shows 1 of the whole.

2
(Students can cut out the shapes and overlap them to prove that they are
congruent.)

Repeat the activity having students show 1 .

4
Possible representations:

Have students explain how they know that the non-congruent shapes
represent 1 of the whole.
4

Number 73
 QQ Square (Colour) Tile Sets: Have students choose 8 tiles. Have them identify
the fraction of the set each colour represents.
Note: Begin the activity by limiting students to use two colours only.
Example:

2 2 3 1
8 8 8 8
Repeat using a different number of tiles.

QQ Pattern Block Sets: Have students make a simple design with the pattern
blocks. Have them identify the fraction of the design/set that each shape
represents.
* Initially have students use only 2 shapes for their designs.
Example:

2
10 10

4 1
10 10

2
10

74 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Extension: Ask students to create designs that are
QQ
1 yellow and 3 green
4 4

QQ
2 blue and 4 red
6 6

QQ
1 green, 2 yellow, and 3 blue
6 6 6
Have students make a design of their choice and then share their designs
with a partner. Have the partner identify the fraction of the design/set that
each shape represents.
QQ Egg Carton Fractions: Egg cartons are easy to obtain and easy to cut apart.
Have students write a fraction for both the coloured/shaded part of the egg
carton and the uncoloured/unshaded part of the carton.
Note: Students may describe the coloured section in more than one way
(e.g., for the carton with 6 coloured parts, students might record the
fraction as 6 ).
12
Examples:

Extension: Cut out multiples of 2, 3, 4, and 6 cups so that students

manipulate them to see that, for example, 1 group of three cups is 3 but is
12
also 1 because 4 of the groups of 3 fit into the 12 cups in the carton.
4

Number 75
BLM QQ Show the Fraction: Give students a fraction. Have them represent it
4.N.8.1 pictorially as part of a whole and as part of a set.
Example:
Directions: Draw a picture of each fraction as part of a whole and as part
of a set.
Fraction of a whole of a set
3
4

1
3

2
5

4
8

Assessing Understanding: Paper and Pencil

QQ What fraction does each colour represent in these sets?

76 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Write the fraction representing
QQ the shaded part of the diagram
QQ the unshaded part of the diagram
a.

b.

QQ Draw a diagram to show 3 as

4
QQ part of a whole
QQ part of a set
QQ Sam has a dozen (12) eggs. He used 3 for his cookie recipe. What fraction of
the eggs did he use?

Assessing Understanding: Performance Task

QQ In this task, students will be able to demonstrate their understanding of
fractions of a set. Have paper squares available to represent cheese slices.
Students can cut the squares to help them solve the following problems:
QQ Show how 4 people can share 3 cheese slices.
QQ Show how 3 people can share 2 cheese slices.
QQ Show how 12 people can share 6 cheese slices.
QQ Show how 6 people can share 4 cheese slices.
Recording Sheet Example:

Draw a picture of the divided cheese.

cheese slices shared by people.

Each person’s share is (fraction).

Number 77
 QQ Explain how denominators can be used to compare two unit fractions.
QQ Order a set of fractions that have the same numerator, and explain the
ordering.
QQ Order a set of fractions that have the same denominator, and explain the
ordering.

Suggestions for Instruction

QQ Paper Folding: Give students a strip of paper. Give the following directions:
1. Fold the paper in half. Open it up. How many sections do you see?
(2) What fraction is represented by each section/part? ( 1 ) Record the
fraction. Refold the paper. 2

2. Fold the paper in half again. Open it up. How many sections do you see?
(4) What fraction is represented by each section/part? ( 1 ) Record the
fraction. Refold the paper. 4

3. Repeat two more times.

Ask students what they noticed about the sections as they were doing the
folding.
Each time the paper was folded the number of sections/parts increased but the size
of the sections/parts got smaller.
Extension: Fold paper strips separately and label the fraction.
1
1

1 1
2 2

1 1 1 1
4 4 4 4

1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

The visual representation can help students conclude that the larger the
denominator the smaller the fraction.

Exit Slip: Would you rather have 1 of a chocolate bar or 1 of a chocolate

bar? Explain your thinking. 5 10

78 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Ordering Fractions: Same Numerator

The students in Mr. Grove’s class were colouring fractions of paper strips.
Josh coloured 2 of his strip, Anna coloured 2 of her strip, Levi coloured 2
7 5 3
of his strip, and Sara coloured 2 of her strip. Order the fractions from least
8
to greatest. Explain your thinking using pictures and words.
(Paper strips should be made available.)
QQ Ordering Fractions: Same Denominator
Ms. Ang is baking four different items for the school bake sale. Each recipe
calls for eggs. Ms. Ang has one dozen (12) eggs.
QQ Cookies use 4 of the eggs.
12
QQ Cupcakes use 1 of the eggs.
12
QQ Brownies use 2 of the eggs.
12
QQ Lemon tarts use 6 of the eggs.
12
Order the fractions from the greatest number of eggs used to the least
number of eggs used. Explain your thinking using pictures and words.
(Egg cartons should be available, if needed, to help support student
thinking.)

Assessing Understanding: Interview

1. Prepare a set of cards with fractions that have the same numerator and
different denominators or use BLM 4.N.8.2.
BLM
4.N.8.2 3 3 3
8 4 5

3 3 3
10 9 12

3 3 3
7 3 6

Place the cards face down on the table. Have the student select 4 of the cards
and order them from least to greatest. Ask them to explain their thinking.

Number 79
BLM 2. Prepare a set of cards with fractions that have the same denominator and
4.N.8.3 different numerators or use BLM 4.N.8.3.

6 4 1
10 10 10

8 2 7
10 10 10

3 5 10
10 10 10

Place the cards face down on the table. Have the student select 5 of the
cards and order them from least to greatest. Ask them to explain their
thinking.

The student understands that

r the greater the denominator the smaller the fraction

r when ordering fractions with a common denominator, the larger the
numerator the larger the fraction

1
QQ Identify which of the benchmarks 0,, or 1 is closest to a fraction.
2
QQ Name fractions between two benchmarks on a number line (vertical or
horizontal).
QQ Order a set of fractions by placing them on a number line (vertical or
horizontal) with benchmarks.

Suggestions for Instruction

Note: The most important benchmarks or referents for fractions are 0, 1 ,

2
and 1. These benchmarks help students understand the relative size of fractions.
Noticing the relationships between the numerators and the denominators can
help students determine the placement of a fraction related to the benchmarks.

80 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ What Am I Thinking? Tell students that you are thinking of a fraction
between 0 and 1. What might my fraction be? Record student responses.
Repeat having students suggest possible fractions:
QQ between 0 and 1
2
QQ
1
between and 1
2
Have students explain how they know that their fraction belongs between
the given benchmarks.

BLM QQ Less than 1 or Greater than 1 : Have students use fraction bars to determine
2 2
4.N.8.4 whether a given fraction is less than or greater than 1 .
2
Example:

Is 5 less than or greater than 1 ? Students can compare the 5 to 1 to see

8 2 8 2
5
that is greater than . 1
8 2

1 1
2 2

1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

5
8

BLM
QQ Less than 1 or Greater than 1 Sort: Prepare a set of fraction cards or use
2 2
4.N.8.5 BLM 4.N.8.5. Have students work with a partner or in small groups to sort
them into two groups—Less than 1 and Greater than 1 . Have students
2 2
explain their placement.

5 3 4
8 4 10

6 3 2
9 7 3

4 2 2
12 5 4

Number 81
BLM QQ Close to 0 or Close to 1? Prepare a set of fraction cards or use BLM 4.N.8.6.
4.N.8.6 Have students work with a partner or small group to sort them into two
groups—Close to 0 and Close to 1. Have them explain their placement.
Example:

1 9 3
8 10 4

2 2 7
7 10 9

5 4 1
6 12 2

QQ “Clothesline” Fractions: Set up a “clothesline” number line using 2 strong

magnets and a long piece of string. Make tent cards with 0, 1 , 1 along with
2
other fractions less than 1. Place the benchmarks (0, 1 , and 1) on the line.
2
Have students place a few of the remaining fractions on the number line and
justify their placement.
Example:

2 1 3
0 1
5 2 4

Note: Having every student in the class place a fraction is very time
consuming and can result in a lack of focus on the part of the students.
Instead, select two or three students and have them place a fraction.
This activity could become a class routine with different students selected
each day.
This also provides formative assessment data.

82 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Assessing Understanding
Performance:

Have students place fractions on the clothesline number line or paper number
line (benchmarks included) and explain their placement.

Interview:

Use cards from the learning experiences above. Have the student sort the
fractions into three groups—Close to 0, Close to 1 , Close to 1—and justify their
2
placement.

Paper-and-Pencil Task:

Matt sorted fractions into two groups.

Here is his sort.

1 1 2 9 6 10
5 3 8 10 7 12

What might his sorting rule be? Explain your thinking.

QQ Provide examples where two identical fractions may not represent the
same quantity (e.g., half of a large apple is not equivalent to half of a
small apple; half of ten berries is not equivalent to half of sixteen berries).

Suggestions for Instruction

Note: It is important that students understand that a fraction represents the
relationship between the part and the whole but that it does not provide
information about the size of the whole or the size of the parts.
QQ When Does Size Matter? Show students two fruits or vegetables that have
an obvious size difference (e.g., an apple and a grape, an orange and a
watermelon, a pea and a potato). Cut each one in half. Point out that although
the fraction we write for each piece is 1 , the halves are not the same because
2
of the difference in the size of the fruits/vegetables.
Have students suggest other examples.

Number 83
 QQ Pizza Dilemma: Kim and her friend Erin went out to eat, and each one
ordered a pizza. After eating 1 of each of their pizzas, Kim noticed Erin had
4
a lot more pizza left. How could this happen? Explain using pictures and
words. (Erin’s pizza is larger than Kim’s.)

QQ Chocolate Bar Challenge: James has 2 chocolate bars to share with his 6
friends.
Here are the chocolate bars.

James decides to divide each chocolate bar into thirds and then give 1 to
each friend. 3
Do you agree with his plan? Why or why not?

Assessing Understanding: Journal Entry

QQ Ian saw a poster in the classroom that said:

When
comparing
fractions,
the whole
matters.

Explain what the poster means.
The student understands that, when comparing fractions, the whole must
be the same size for each fraction.

84 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Provide an example of a fraction that represents part of a set, and a
fraction that represents part of a whole, from everyday contexts.

Suggestions for Instruction

QQ Fraction Hunt: Have students find examples of both fractions of a set and
fractions of a whole from real-world contexts. Have them present their
findings using pictures and symbols.
Possible examples might include
QQ Food—measuring for recipes
QQ Time—fractions of an hour, day, month, year, etc.
QQ Measurement tools
QQ Classroom contexts—using student attributes (e.g., fraction of students
with dark hair, wearing runners, etc.)
QQ Classroom Routine(s):
QQ Have the daily attendance recorded as a fraction (e.g., fraction of students
absent, fraction of students present).
QQ Although Grade 4 students might not celebrate 100 Day, counting the
number of days in school could be recorded as a fraction, either counting
to 100 day (e.g., 40 ) or using the total number of school days for the
100
school year (e.g., 40 ).
186
QQ Connecting with Statistics: Show students this graph. Have them
summarize the findings using fractions of the set of 30 students (e.g., 5 of
the students like hot dogs). 30

Favourite Foods of Room 4

14
13
Number of Students

12
11
10
9
8
7
6
5
4
3
2
1
0
Hot Dogs Hamburgers Chicken Pizza

Foods

Number 85
 Assessing Understanding: Performance
QQ Have the students
QQ decide on a survey questions to ask the students in the classroom
QQ gather the data
QQ represent the data in graph form
QQ summarize their findings using fractions of the set (number of students
surveyed)
Criteria (connect to Statistics and Probability):
QQ survey question is clear
QQ categories/choices are appropriate
QQ graph is complete (labels, title, scale, bars)
QQ data is accurately represented on the graph
QQ summary of the data is accurately represented in fraction form

Putting the Pieces Together: The Birthday Party

Present the following problems related to a birthday party.

1. Alex’s birthday is in September. Instead of telling his friends the date, he

gives these clues:

My birthday is 1 the way through the month.

2
What is the date of Alex’s birthday? (15th)
2. Alex helped his mother bake the birthday cake. The recipe called for 3 eggs.
If there were 7 eggs left in the egg carton, what fraction of the remaining eggs
did they use? ( 3 )
7
3. This picture represents 1 of the cake.
4

Draw the whole cake.

86 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 4. Alex is turning 9. He uses blue and yellow candles for the cake. What
combinations of candles are possible? Record your answers in fraction form.
Example:
Possible Combinations
Yellow Blue
1 8
9 9

Etc.

5. Alex has 10 friends coming to the party. 2 of his guests are girls, the rest
5
are boys. How many girls are coming to the party? (4) How many boys are
coming? (6)
6. The party starts at 12:00 p.m. and ends at 4:00 p.m. What fraction of the whole
day will the party take up? ( 4 )
24
7. Ten different games were played at the party.

May won 4 . Sal won 2 , Mark won 1 , and Jonas won 3 .

10 10 10 10
Order the children from the greatest number of wins to the least number of

wins. (May 4 , Jonas 3 , Sal 2 , Mark 1 )

10 10 10 10
What fractions of the guests did not win any of the games? ( 6 )
10
8. Alex puts 12 treats in each goodie bag.
In each bag,

QQ
1 of the treats are chocolates (3 × 10 = 30)
4
QQ
7 of the treats are candies (7 × 10 = 70)
12
QQ
2 of the treats are small toys (2 × 10 = 20)
12
How many of each treat does Alex need to make 1 goodie bag?
How many of each treat does he need to make 10 goodie bags?
Recording sheet:
Treats Number needed for 1 bag Number needed for 10 bags
Chocolates
Candies
Toys

Number 87
 The student
QQ is able to apply their understanding of fractions of a whole in problem-
solving contexts
QQ is able to apply their understanding of fractions of a set in problem-
solving contexts
QQ is able to make connections between fractions and real-world contexts

88 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 4: Number (4.N.9, 4.N.10, 4.N.11)
Enduring Understandings:
Decimals are an extension of our place value system.
Fractions and decimals are related.

Essential Questions:

How are decimals connected to place value?

How are fractions and decimals related?

Specific Learning Outcome(s): Achievement Indicators:

4.N.9 Describe and represent decimals  Write the decimal for a concrete or pictorial
(tenths and hundredths) representation of part of a set, part of a region,
concretely, pictorially, and or part of a unit of measure.
symbolically.  Represent a decimal using concrete materials or
[C, CN, R, V] a pictorial representation.
 Explain the meaning of each digit in a decimal
with all digits the same.
 Represent a decimal using money values
(pennies and dimes).
 Record a money value using decimals.
 Provide examples of everyday contexts in
which tenths and hundredths are used.
 Model, using manipulatives or pictures, that a
tenth can be expressed as hundredths (e.g., 0.9
is equivalent to 0.90 or 9 dimes is equivalent to
90 pennies).

4.N.10 Relate decimals to fractions (to  Read decimals as fractions (e.g., 0.5 is zero and
hundredths). five-tenths).
[CN, R, V]  Express orally and in written form a decimal in
fractional form.
 Express orally and in written form a fraction
with a denominator of 10 or 100 as a decimal.
 Express a pictorial or concrete representation as
a fraction or decimal (e.g., 15 shaded squares on
a hundred grid can be expressed as 0.15 or
15 ).
100
 Express orally and in written form the decimal
equivalent for a fraction (e.g., 50 can be
100
expressed as 0.50).

Number 89
 Specific Learning Outcome(s): Achievement Indicators:

4.N.11 Demonstrate an understanding  Predict sums and differences of decimals using

of addition and subtraction of estimation strategies.
decimals (limited to hundredths)  Solve problems, including money problems,
by which involve addition and subtraction of
• using compatible numbers decimals, limited to hundredths.
• estimating sums and  Determine the approximate solution of a
differences problem not requiring an exact answer.
• using mental math strategies  Estimate a sum or difference using compatible
to solve problems. numbers.
[C, ME, PS, R, V]  Count back change for a purchase.

Prior Knowledge
Students have had no formal instruction related to decimals prior to Grade 4.

Background Information
Possible misconceptions:
QQ Students may mistakenly believe that the place value places to the right of the
decimal point have the same names as those on the left (e.g., the first place to
the right is the tens not the tenths).
QQ Students think that the larger the decimal the larger the number because
they are applying what they understand about whole numbers to decimals.
QQ Students may ignore the decimal point altogether when reading decimal
numbers.

Reading Decimal Numbers: It is important that students are able to read

decimal numbers correctly. Avoid using the term point because it has no
mathematical meaning to students. Instead, use and to represent the decimal (e.g.,
2.5 should be read as two and five tenths, not two point five).

When writing numbers less than one use a zero in the one’s place. This helps
emphasis that the decimal is less than 1.

Suggested Manipulatives: money, metre stick, ruler, egg cartons, hundred chart,
hundred bead frame (Rekenrek), ten frames, base-10 blocks, Cuisenaire rods,
number lines, measuring tape, and grid paper.

90 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
fraction(s) hundredths
decimals decimal point
tenths

Learning Experiences
Assessing Prior Knowledge
QQ Ask students what they know about decimals. Where have they seen them
before?
QQ Show students this number $2.35. Ask them to read it. What does the 2
represent? What does the 35 represent?

QQ Write the decimal for a concrete or pictorial representation of part of a

set, part of a region, or part of a unit of measure.
QQ Represent a decimal using concrete materials or a pictorial
representation.
QQ Explain the meaning of each digit in a decimal with all digits the same.
QQ Represent a decimal using money values (pennies and dimes).
QQ Record a money value using decimals.
QQ Provide examples of everyday contexts in which tenths and hundredths
are used.
QQ Model, using manipulatives or pictures, that a tenth can be expressed as
hundredths (e.g., 0.9 is equivalent to 0.90 or 9 dimes is equivalent to 90
pennies).
QQ Read decimals as fractions (e.g., 0.5 is zero and five-tenths).
QQ Express orally and in written form a decimal in fractional form.
QQ Express orally and in written form a fraction with a denominator of 10 or
100 as a decimal.
QQ Express a pictorial or concrete representation as a fraction or decimal
(e.g., 15 shaded squares on a hundred grid can be expressed as 0.15 or
15
).
100
QQ Express orally and in written form the decimal equivalent for a fraction
50
(e.g., can be expressed as 0.50).
100

Number 91
 Suggestions for Instruction
Note: Begin decimals by working with tenths. Students come to understand that
the unit (1) can be divided into 10 equal parts (tenths) and, to be able to record
these parts, another place value has been added to the right of the one’s place
separated by a decimal point to show that it is a fractional part.
QQ Ten Frames: Ten frames are a familiar manipulative material and, as a result,
students can easily apply their prior experience to their work with decimals.
Use a set of ten frames. Select a ten frame. Have students identify the
number of filled/shaded spaces as a fraction. Explain how the fraction can
be written as a decimal.
Have students record the number shown as a fraction and as a decimal.
Have students record both the fraction and decimal for both the shaded
and unshaded portions of each ten frame.
Example:

Shaded/filled in Unshaded/not filled in

7 3
Fraction: Fraction:
10 10

QQ Egg Carton Ten Frames: Keep the egg carton intact (lid included). Cut off
two of the cups of the egg carton. Cut off the portion of the lid covering the
two cups. Label the remaining portion of the lid with the number 1. The cup
portion serves as a ten frame. When the ten frame is full the lid can be closed
and students will see it as one whole.
Example:
The ten frame shows 0.7.

92 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 The student rolls a die and adds 5 more cubes.
3 cubes fill the ten frame, and the lid is closed and moved to the left of the
decimal. The remaining 2 cubes are placed in a new ten frame.

Students can see that they now have one whole and 2 tenths. The visual
representation supports the recording as 1.2.
Extension: Have students play a Race to Two or Three game.
Organization:
Students play with a partner.
Materials:
Each person needs egg carton ten frames and cubes, die (1 to 6 or 1 to 9),
and a recording sheet.
Directions:
Students take turns rolling the die and adding cubes to match the number
rolled to the ten frame. When a ten frame is filled, the lid is closed, and it is
moved to the left of the decimal. Students record after each roll.
The first person to reach two or three (or more) is the winner.
Example:
Roll # Amount rolled Total
1 0.7 0.7
2 0.5 0.7 +0.5 = 1.2
3 0.2 1.2 + 0.2 = 1.4

Number 93
 QQ Tenths as Parts of Different Wholes: Tenths can be represented using
different materials or wholes. Students need experiences with a variety of
these materials.
Base-10: Note: Using base-10 materials for decimals can be confusing for
some students because they are used to working with these materials
for whole numbers (e.g., If the flat (100) is the whole, it is important that
students understand that the flat is now 1 (or the whole) and not 100 as it is
with whole numbers).

If the ten is the whole, the

ones cube is one tenth of the
ten.

If the hundred is the whole,

the ten is one tenth of the
hundred.

If the thousand is the whole,

the hundred is one tenth of
the thousand.

Metre Stick: When exploring a metre stick students can see the following:
QQ If the centimetre is the whole, 1 millimetre is one tenth of the centimetre.
QQ If the decimetre is the whole, 1 centimetre is one tenth of the decimetre.
QQ If the metre is the whole, 1 decimetre is one tenth of the metre.
Money: Money is a non-proportional model for decimal numbers. Some
students may find this model more difficult.
Note: Although the penny is no longer in circulation in Canada, it is still
used in electronic transactions. Most sets of “play” money include pennies.
Pennies can also be made using labelled counters or paper/foam discs.
As students work with money, they will see the following:
QQ A penny is one tenth of a dime or one hundredth of a loonie/dollar (0.01).
QQ A dime is one tenth of a loonie/dollar or 0.1.
QQ A loonie/dollar is 1 whole.

94 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Clothesline Number Line: Place a zero at one end of the line and 1 at the
other end. Have students place tent cards with numbers such as 0.7, 4 tenths,
0.5, et cetera, on the line and justify their placement.

BLM
QQ Hundredth Squares/Grids: Hundredth squares/grids are excellent tools to
4.N.9.1 use to help develop an understanding of hundredths.
Begin by having students shade in only tenths on grids. Have them
BLM identify the fraction and the decimal for both the shaded and unshaded
4.N.9.2 parts of the grid.
Example:
Show 0.3 on the hundredth grid.
Write the fraction and the decimal for the shaded part of the grid.
Write the fraction and the decimal for the unshaded part of the grid.

3 or 0.3 of the grid is shaded.

10
7 or 0.7 of the grid is unshaded.
10

Number 95
 Once students are confident with the tenths, introduce the hundredths
place value.
Prepare cards with tenths and hundredths and have students select a card,
and shade in the number shown. Have them label the fraction and the
decimal for both the shaded and unshaded portions of the grid.
Example: Show 0.43 on the hundredth grid.

43 or 0.43 of the grid is shaded.

100
57 or 0.57 of the grid is unshaded.
100
Note: It is important that students understand that tenths can be written as
hundredths (e.g., 0.8 can also be written as 0.80; 80 cents is written as $0.80
in decimal form).

96 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Representing Hundredths with a Variety of Materials
Money: Have students represent decimal values with money and money
values as decimals.
Examples:
a. How much money is shown in each picture? Record using decimals.

($1.35) ($2.73)

b. Show each money value using coins or pictures of coins.

$1.90 $3.46 $2.07

Extension: Have students bring in grocery store flyers. Have students choose
two items from the flyer and show and record at least two different ways
(using cash) that they could pay for each item.
Example:

Item and Cost First Way Second Way

a litre of milk for $1.89 1 loonie, 3 quarters, 4 quarters, 8 dimes,

1 dime, 4 pennies 1 nickel and 4 pennies

QQ What’s My Value? Give students decimals in which all digits are the same.
Have students identify the value of each digit.
Example: In the number 4.44 what is the value of each of the digits? Explain
using base-10 blocks, money, or hundredth grids, numbers, and words.
QQ Decimals Scavenger Hunt: Have students find examples of decimal use in
their everyday life (home, school, TV, newspapers, other). Have them shared
with the class. Prepare a class poster or book with the examples.
Possible examples: items packaged in tens, fingers and toes, statistics for
sports, gas prices, prices in flyers, et cetera

Number 97
 Assessing Understanding
Performance:

Prepare a set of tent cards with decimals representing tenths and hundredths.
Have the student select 4 cards and place them on the clothesline number line (or
paper number line) and justify the placement.

Example:

0.60 0.54 0.3

0.98 0.26 0.05

0.17 0.83 0.77

Performance:

Provide a collection of play money. Ask the student to take a small handful
of coins. Have the student count the money and then record the amount as a
decimal.

Have the student show $2.56 using the coins in two different ways.

Performance:

Give students the following problem.

represent hundredths

represent tenths

represent wholes

If you use ten base-10 blocks, what number can you make? Give at least 8 possible
answers.

Paper-and-Pencil Task/Journal Entry:

How are fractions and decimals related? Explain using pictures and words.

Interview:

Have the student explain where decimals are used in everyday life.

98 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Paper-and-Pencil Task

Show the student a ten frame. Have them write a fraction and decimal for both
the shaded and unshaded parts.

Show the student a hundredth grid with 0.64 shaded in. Have the student write a
fraction and a decimal for both the shaded and unshaded portions.

QQ Predict sums and differences of decimals using estimation strategies.

QQ Solve problems, including money problems, which involve addition and
subtraction of decimals, limited to hundredths.
QQ Determine the approximate solution of a problem not requiring an exact
answer.
QQ Estimate a sum or difference using compatible numbers.
QQ Count back change for a purchase.

Background Information
Mental math strategies used for the addition and subtraction of whole numbers
can be used with decimal numbers.

Examples:
QQ Compatible (Friendly) Numbers: For example, for 0.73 + 0.24, think 0.73 is
close to 0.75 and 0.24 is close to 0.25, so my estimate is 0.75 + 0.25 = 1.
QQ Front-End Addition: For example, for 42.5 + 31.8, think the nearest multiple of
ten to 42.5 is 40 and the nearest multiple of ten to 31.8 is 30, so my estimate is
40 + 30 = 70.
QQ Front-End Subtraction: For example, for 5.38 – 2.41, think 5.38 is close to 5 and
2.41 is close to 2, so my estimate is 5 – 2 = 3.
QQ Rounding: For example, for 5.38 + 2.87, think 5.38 is close to 5 and 2.87 is close
to 3, so my estimate is 5 + 3 = 8.

Suggestions for Instruction

QQ Adding and Subtracting from $1.00: Provide students with hundredth
squares. Have them model addition and subtraction from 1 using the squares.
Note: The hundredth square can also be used to model addition and
subtraction from $1.00. (Students should estimate before solving each
problem.)

Number 99
 Examples:
Addition
0.34 + 0.25

Shade in the 0.34. Shade in the 0.25. It is easy for students to see that the
total is 0.59.
Subtraction
0.86 – 0.56

Shade in the 0.86. Cut off the unshaded portion. Using the shaded portion,
cut out the 0.56. The remaining portion is the solution.

100 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Base-10 Modelling: Give students addition and subtraction questions and
have them use base-10 blocks to model the process. (Have students estimate
first.)
Examples:
QQ Marg has 1.35 m of red material and 2.67 m of blue material. How much
material does she have altogether?
QQ John has $25 to spend. If he buys a game for $19.56, how much money will
he have left?
QQ Ken ran 13.4 km on Monday, 12.82 km on Tuesday, and 14.07 km on
Wednesday. How many kilometres did he run over the three days?
The following week Ken ran a total of 35.2 km. In which week did he run
the farthest? How much farther?
QQ Ms. Allan’s grocery bill came to $70.06. If she paid with a $100 bill, how
much change did she receive?
QQ Spending Spree: Have students bring in flyers. Ask students to do the
following:
QQ Pick a flyer.
QQ Choose 3 or 4 items that they might like to buy from the flyer.
QQ Find the total cost of the items.
Have students record their work. (Pictures of the items can be cut out and
put in their notebooks/journals.)
QQ Classroom Store: Have students bring in food boxes/containers, small toys,
et cetera. Have students price the items. Students can take turns being the
customers and the store clerks. (Be sure that students and clerks estimate
before calculating an exact answer.) Play money should be used for payment.
Have students practise counting back change.
QQ Counting Back Change: Use a number line to model counting on as you give
back change.
Example: Making change from $10 for a $7.85 purchase.
$2.00

$0.15

$7.85 $8.00 $10.00

Number 101
 Assessing Understanding
Interview:

Ask the student to estimate the answers to these problems and explain the
strategy they used.
QQ 3.32 – 2.15
QQ 42.55 + 23.07
QQ $20 – $16.78

Performance:

Prepare cards with money values less than $20.

Example:

$12.75 $9.98 $15.35

$13.65 $11.40 $8.05

Place the cards face down on the table. Tell the student that they have a $20 bill.
Have them select a card and then show how they would count back the change.
Repeat one more time.

Performance:

Jenna bought a new pair of jeans for $28.97. She paid with a $50 bill.
QQ What was her change? Explain your thinking using models, words, and
pictures.
QQ What other bills could Jenna have used to pay for the jeans? What change
would she receive?

Paper-and-Pencil Task:

Create an addition problem and a subtraction problem that use decimal numbers.
Show the solution.

102 G r a d e 4 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s