General Information
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.
Test Item Specifications
Items may only contain whole number factors and solutions greater than 1,000 and within 1,000,000. Addition expressions may contain up to three addends
No
No context
Sample Test Items (4)
Test Item # | Question | Difficulty | Type |
Sample Item 1 | An addition problem is shown. 63,829 24,343 +1,424 Calculate the sum. |
N/A | EE: Equation Editor |
Sample Item 2 | What is the difference of 31,678 and 28,995? | N/A | EE: Equation Editor |
Sample Item 3 | Enter the missing digit to complete the subtraction statement. 4 0 9, 8 4 5 - 1 [] 6, 6 7 5 2 1 3, 1 7 0 |
N/A | EE: Equation Editor |
Sample Item 4 | An addition statement is shown. 2 6, [] 5 4 1 8, 8 8 9 + 1 2, 3 5 1 5 8, 0 0 4 What is the missing digit that makes the addition statement true?
|
N/A | MC: Multiple Choice |
Related Courses
Course Number1111 | Course Title222 |
5012060: | Grade Four Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
7712050: | Access Mathematics Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
5012055: | Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
5012015: | Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
Related Resources
Educational Games
Name | Description |
Estimator Four | In this activity, students play a game of connect four, but to place a piece on the board they have to correctly estimate an addition, multiplication, or percentage problem. Students can adjust the difficulty of the problems as well as how close the estimate has to be to the actual result. This activity allows students to practice estimating addition, multiplication, and percentages of large numbers (100s). This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Estimator Quiz | In this activity, students are quizzed on their ability to estimate sums, products, and percentages. The student can adjust the difficulty of the problems and how close they have to be to the actual answer. This activity allows students to practice estimating addition, multiplication, or percentages of large numbers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Educational Software / Tool
Name | Description |
Arithmetic Quiz | In this activity, students solve arithmetic problems involving whole numbers, integers, addition, subtraction, multiplication, and division. This activity allows students to track their progress in learning how to perform arithmetic on whole numbers and integers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Formative Assessments
Name | Description |
Subtracting Using the Standard Algorithm | Students are asked to solve two subtraction problems using the standard algorithm. |
Find the Error | Students are asked to find the error in a partially completed subtraction problem using the standard algorithm and to solve the problem correctly. |
Addition Using the Standard Algorithm | Students are asked to solve two addition problems using the standard algorithm. |
Fill In The Missing Number | Students are asked to complete subtraction problems using the standard algorithm. |
Lesson Plans
Name | Description |
The Playground Project | Students will enjoy designing their "dream" playground while applying math and science skills in this engineering design challenge lesson. Students will find the area and perimeter of their playground designs. They will also use a budget sheet to make decisions about what to include in their playground, considering the physical properties of the materials they "purchase." |
"Life's a Breeze!" | In this Engineering Design Challenge, students must design a vessel that will carry passengers safely and quickly across a body of water by harnessing the power of the wind. Students will be given the opportunity to test and improve their vessels as they apply various math and science skills. |
Heating Up the Neighborhood | This Engineering Design Challenge is intended to help students apply the concepts of heat insulators as they build a model house and test different materials to use as insulators, stopping the warm air from escaping and keeping the cool air out. Students will also have an opportunity to use technology in their exploration of heat energy. |
Sound Vibrations Using the Engineering Design Process | This lesson uses the engineering design process to guide students through the exploration of sound energy and pitch. The design challenge is to produce a low-pitch tone by using different containers and liquids. Students must also create a budget to purchase supplies. |
Replaced Pitcher | The students will use mathematical skills and problem solving skills to recommend which current starting pitcher will be replaced once one of the pitchers is back on the active roster for the Miami Marlins. They will write a letter on the computer and print it out to respond to the assistant coach's letter. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Let's Think in Small Units | In this lesson students will make and complete tables to express larger unit measurements in terms of a smaller unit within one system of units. They will use the chart to make comparisons and explain their reasoning. |
Let's Make a Movie | In this Model Eliciting Activity, MEA, students will add, subtract, and compare multi-digit numbers in order to help a new movie production company decide which genre they should make for their first movie. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
Tennis Lessons | This MEA asks students to take on the job of a tennis pro and decide which factors are most important in choosing a facility to take tennis lessons. Students will perform math calculations, create a two-column table for hours and minutes, develop a procedure to rank facilities, and provide written feedback through letters to a parent whose child needs group tennis lessons and writes letters to ask for advice. They will rank their choices from "best to worst" tennis lesson facilities. Students will provide a detailed written explanation for how they decided to rank factors and their solution for rating tennis lesson facilities. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Subtraction Attraction | In this lesson, students will demonstrate fluency in using a standard algorithm to complete story problems involving subtraction with regrouping using multi-digit whole numbers. |
Original Student Tutorial
Name | Description |
Adding It All Up with a Standard Algorithm | Learn to add multi-digit numbers using a standard algorithm in this interactive tutorial. |
Problem-Solving Task
Name | Description |
To regroup or not to regroup | This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping. This way students have to recognize the pattern and not just follow a memorized algorithm--in other words, they have to think about what happens in the subtraction process when we regroup. This task is appropriate to use after students have learned the standard US algorithm. |
Tutorials
Name | Description |
Subtracting: regrouping twice | In this video tutorial from Khan Academy, learn how to subtract in situations that require regrouping twice using the expanded forms of numbers, as well as the standard algorithm. |
Mental technique for subtraction without regrouping | In this Khan Academy video tutorial, consider an alternate algorithm for subtracting multi-digit numbers mentally. This video is best for students that are already comfortable with using regrouping to subtract using the standard algorithm. |
Subtraction by Regrouping | This 8-minute video demonstrates how to perform subtraction with regrouping. The presenter uses base-10 blocks to explain the rationale and to make a visual connection with the standard algorithm. The examples involve 2-digit and 3-digit numbers. |
Student Resources
Original Student Tutorial
Name | Description |
Adding It All Up with a Standard Algorithm: | Learn to add multi-digit numbers using a standard algorithm in this interactive tutorial. |
Educational Games
Name | Description |
Estimator Four: | In this activity, students play a game of connect four, but to place a piece on the board they have to correctly estimate an addition, multiplication, or percentage problem. Students can adjust the difficulty of the problems as well as how close the estimate has to be to the actual result. This activity allows students to practice estimating addition, multiplication, and percentages of large numbers (100s). This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Estimator Quiz: | In this activity, students are quizzed on their ability to estimate sums, products, and percentages. The student can adjust the difficulty of the problems and how close they have to be to the actual answer. This activity allows students to practice estimating addition, multiplication, or percentages of large numbers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Educational Software / Tool
Name | Description |
Arithmetic Quiz: | In this activity, students solve arithmetic problems involving whole numbers, integers, addition, subtraction, multiplication, and division. This activity allows students to track their progress in learning how to perform arithmetic on whole numbers and integers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Problem-Solving Task
Name | Description |
To regroup or not to regroup: | This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping. This way students have to recognize the pattern and not just follow a memorized algorithm--in other words, they have to think about what happens in the subtraction process when we regroup. This task is appropriate to use after students have learned the standard US algorithm. |
Tutorials
Name | Description |
Subtracting: regrouping twice: | In this video tutorial from Khan Academy, learn how to subtract in situations that require regrouping twice using the expanded forms of numbers, as well as the standard algorithm. |
Mental technique for subtraction without regrouping: | In this Khan Academy video tutorial, consider an alternate algorithm for subtracting multi-digit numbers mentally. This video is best for students that are already comfortable with using regrouping to subtract using the standard algorithm. |
Parent Resources
Problem-Solving Task
Name | Description |
To regroup or not to regroup: | This task presents an incomplete problem and asks students to choose numbers to subtract (subtrahends) so that the resulting problem requires different types of regrouping. This way students have to recognize the pattern and not just follow a memorized algorithm--in other words, they have to think about what happens in the subtraction process when we regroup. This task is appropriate to use after students have learned the standard US algorithm. |
Tutorials
Name | Description |
Subtracting: regrouping twice: | In this video tutorial from Khan Academy, learn how to subtract in situations that require regrouping twice using the expanded forms of numbers, as well as the standard algorithm. |
Mental technique for subtraction without regrouping: | In this Khan Academy video tutorial, consider an alternate algorithm for subtracting multi-digit numbers mentally. This video is best for students that are already comfortable with using regrouping to subtract using the standard algorithm. |