Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Number:**MAFS.4.OA.1

**Title:**Use the four operations with whole numbers to solve problems. (Major Cluster)

**Type:**Cluster

**Subject:**Mathematics - Archived

**Grade:**4

**Domain-Subdomain:**Operations and Algebraic Thinking

## Related Standards

## Related Access Points

## Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Perspectives Video: Teaching Idea

## Problem-Solving Tasks

## Teaching Ideas

## Text Resource

## Tutorial

## Student Resources

## Original Student Tutorials

Discover how multiplicative comparison problems, from outer space, can be solved using division in this online tutorial.

Type: Original Student Tutorial

Learn how to find a missing value when there are subtraction expressions on both sides of an equal sign by using comparative relational thinking and a number line in this interactive tutorial.

This is part 3 in a 3-part series. Click below to open the other tutorials in the series on comparative strategies.

**Part 1: Think Fast! Comparative Strategies (Addition expressions on both sides of the equal sign)****Part 2: Think Fast! Comparative Strategies (Subtraction expressions on both sides of the equal sign)**

Type: Original Student Tutorial

Learn how to think fast to find a missing value when there are subtraction expressions on both sides of an equal sign by using using comparative relational thinking and a part-whole board in this interactive tutorial.

This is part 2 in a 3-part series. Click below to open the other tutorials in the series on comparative strategies.

**Part 1: Think Fast! Comparative Strategies (Addition expressions on both sides of the equal sign)**- Part 3: Think Fast! Comparative Strategies [COMING SOON]

Type: Original Student Tutorial

Learn how to think fast and compare the parts in addition expressions on different sides of the equal sign to find an unknown number with this interactive tutorial.

Type: Original Student Tutorial

Launch into solving word problems that use multiplicative comparisons, drawings, and symbols in this space-themed interactive tutorial.

Type: Original Student Tutorial

Learn when to write the remainder of a multi-step division process as a fraction or decimal in this interactive tutorial.

This is the final tutorial in the Field Trip Frenzy Series about remainders. Click below to open the other tutorials in this series.

Note: This tutorial extends beyond whole number quotients with whole number remainders to whole number quotients with fractional or decimal remainders.

Type: Original Student Tutorial

Learn how to interpret remainders in multi-step division problems in this interactive tutorial

This is the third tutorial in the Field Trip Frenzy Series about remainders. Click below to open the other tutorials in this series.

Type: Original Student Tutorial

Learn how to interpret remainders in multi-step division problems related to a field trip in this interactive tutorial.

This tutorial is Part 2 in a four-part series about remainders. Click below to open the other tutorials in this series.

Type: Original Student Tutorial

Take a field trip while learning how to interpret remainders in multi-step division word problems.

This is part 1 of a four-part series of interactive tutorials. Click below to open the other tutorials in this series.

Type: Original Student Tutorial

Learn how to write multiplication equations based on multiplication comparisons and story problems in this magical math online tutorial!

Type: Original Student Tutorial

Learn how to think differently to see if an equation is true or false, without even having to do the given math problem in this interactive tutorial on addition and subtraction relationships.

Type: Original Student Tutorial

## Problem-Solving Tasks

The purpose of this task is to assess students’ understanding of multiplicative and additive reasoning. We would hope that students would be able to identify that Student A is just looking at how many feet are being added on, while Student B is comparing how much the snakes grew in comparison to how long they were to begin with.

Type: Problem-Solving Task

The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning. Some students will argue that they grew the same amount (an example of "additive thinking"). Students who are studying multiplicative comparison problems might argue that Jewel grew more since it grew more with respect to its original length (an example of "multiplicative thinking").

Type: Problem-Solving Task

The purpose of this task is for students to solve multi-step problems in a context involving a concept that supports financial literacy, namely inflation. Inflation is a sustained increase in the average price level. In this task, students can see that if the price level increases and people’s incomes do not increase, they aren’t able to purchase as many goods and services; in other words, their purchasing power decreases.

Type: Problem-Solving Task

The purpose of this task is to give students a better understanding of multiplicative comparison word problems with money.

Type: Problem-Solving Task

The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication. Since addition is both commutative and associative, we can reorder or regroup addends any way we like. Students often believe the same is true for multiplication.

Type: Problem-Solving Task

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder (as with Part (b)) or a mixed number/decimal (as with Part (c)). Part (a) presents two variations on a context that require these two different responses to highlight the distinction between them.

Type: Problem-Solving Task

The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison.

Type: Problem-Solving Task

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.

Type: Problem-Solving Task

## Tutorial

In this video tutorial from Khan Academy, you will get an introduction to the meaning of remainders.

Type: Tutorial

## Parent Resources

## Problem-Solving Tasks

The purpose of this task is to assess students’ understanding of multiplicative and additive reasoning. We would hope that students would be able to identify that Student A is just looking at how many feet are being added on, while Student B is comparing how much the snakes grew in comparison to how long they were to begin with.

Type: Problem-Solving Task

The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning. Some students will argue that they grew the same amount (an example of "additive thinking"). Students who are studying multiplicative comparison problems might argue that Jewel grew more since it grew more with respect to its original length (an example of "multiplicative thinking").

Type: Problem-Solving Task

The purpose of this task is for students to solve multi-step problems in a context involving a concept that supports financial literacy, namely inflation. Inflation is a sustained increase in the average price level. In this task, students can see that if the price level increases and people’s incomes do not increase, they aren’t able to purchase as many goods and services; in other words, their purchasing power decreases.

Type: Problem-Solving Task

The purpose of this task is to give students a better understanding of multiplicative comparison word problems with money.

Type: Problem-Solving Task

The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication. Since addition is both commutative and associative, we can reorder or regroup addends any way we like. Students often believe the same is true for multiplication.

Type: Problem-Solving Task

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder (as with Part (b)) or a mixed number/decimal (as with Part (c)). Part (a) presents two variations on a context that require these two different responses to highlight the distinction between them.

Type: Problem-Solving Task

The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades. It builds on applying properties of operations as strategies to multiply and divide and interpreting a multiplication equation as a comparison.

Type: Problem-Solving Task

The purpose of this task is to help students gain a better understanding of fractions and the conversion of fractions into smaller units.

Type: Problem-Solving Task

## Tutorial

In this video tutorial from Khan Academy, you will get an introduction to the meaning of remainders.

Type: Tutorial