Standard #: MA.4.A.1.2 (Archived Standard)


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Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking for reasonableness of results, including solving real-world problems.


Remarks


Place value and properties of operations and numbers should play major roles in developing strategies for multiplying multi-digit whole numbers. For example, 13 x 14 can be thought of as (10 + 3) x (10 + 4). The Distributive Property can then be applied along with focus on decomposition of numbers to multiply 10 x 10 and 10 x 4 then 3 x 10 and 3 x 4. These partial products are added to find the product of 13 x 14. This process should be connected to the standard algorithm.


13 x 14 = (10 + 3) x (10 + 4) = 10 x 10 + 10 x 4 + 3 x 10 + 3 x 4

 

 



General Information

Subject Area: X-Mathematics (former standards - 2008)
Grade: 4
Body of Knowledge: Algebra
Big Idea: BIG IDEA 1 - Develop quick recall of multiplication facts and related division facts and fluency with whole number multiplication.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: MC , GR item(s)
    Also assesses MA.4.A.1.1 Use and describe various models for multiplication in problem-solving situations, and demonstrate recall of basic multiplication and related division facts with ease.

    Clarification :
    Students will solve real-world problems using basic multiplication and the related division facts. 

    Students will solve multidigit whole-number multiplication problems or supply partial products in real-world multiplication problems.

    Content Limits :
    Items may include whole-number multiplication facts from 0 X 0 through 12 X 12 and the related division facts. 

    For items that require solving multidigit multiplication problems, the two factors may not exceed three digits by three digits or four digits by two digits. 

    When both factors have three digits, at least one digit must be a zero. 

    Items may include finding partial products of a multidigit multiplication problem or finding errors in multiplication problems. 

    Items may include checking for reasonableness of products. 

    Items may use properties (e.g., commutative, associative, inverse, identity, distributive, zero) to solve problems but will not include asking students to name the specific properties.

    Stimulus Attributes :
    Items will be set in a real-world or mathematical context.


Sample Test Items (2)

Test Item # Question Difficulty Type
Sample Item 1 Mr. Desai has 112 art students. He gave each student 150 dried beans to use for a project. What is the total number of dried beans Mr. Desai gave his students? N/A MC: Multiple Choice
Sample Item 2 Mrs. Pate is displaying science projects on tables in the lunch room for the science fair. She can display 6 projects on each table. If there are 72 projects to display, what is the total number of tables Mrs. Pate will need? N/A GR: Gridded-Response


Related Resources

Lesson Plan

Name Description
More Bang for your Buck!

In this Model Eliciting Activity, MEA, students will work in teams to determine a procedure for ranking recycling companies. Students will need to calculate their return on recycling, make decisions based on a table of data, and write a letter to the client providing evidence for their decisions.

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

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