### Clarifications

**Fluency Expectations or Examples of Culminating Standards**

Students’ work with decimals (4.NF.3.5–3.7) depends to some extent on concepts of fraction

**Subject Area:**Mathematics

**Grade:**4

**Domain-Subdomain:**Number and Operations in Base Ten

**Cluster:**Level 1: Recall

**Cluster:**Use place value understanding and properties of operations to perform multi-digit arithmetic. (Major Cluster) -

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.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

**Assessment Limits :**

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**Calculator :**No

**Context :**No context

**Test Item #:**Sample Item 1**Question:**An addition problem is shown.

63,829

24,343

__+1,424__Calculate the sum.

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 2**Question:**What is the difference of 31,678 and 28,995?**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 3**Question:**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

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 4**Question:**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?

**Difficulty:**N/A**Type:**MC: Multiple Choice

## Related Courses

## Related Access Points

## Related Resources

## Assessments

## Educational Games

## Educational Software / Tool

## Formative Assessments

## Lesson Plans

## Original Student Tutorial

## Problem-Solving Task

## Tutorials

## STEM Lessons - Model Eliciting Activity

The school district needs to purchase new buses to transport students. Students will be asked to rank the bus choices based on the data provided. The data provided is: price, year, new/used, and capacity (how many students the buses hold). In the twist, students will be given safety information and must decide how to change their procedure with the new information.

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. Click here to learn more about MEAs and how they can transform your classroom.

The governor of Florida needs your students' help in distributing funds among Florida cities. Students will be asked to share a sum of money for hurricane preparedness systems among Florida cities. Students will be given a data set to help them develop a procedure for doing so. In their teams, they will write a letter to the governor of Florida giving their procedures and explanation of the strategy they used. Students will practice adding and subtracting numbers to the millions by filling out the population part of the data set. Rubrics are included to help grade students on their writing.

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. Click here to learn more about MEAs and how they can transform your classroom.

In this MEA, students decide what are the most important historic sites to visit in Florida. They also have to decide between the importance of the historic sites and the revenue the state will earn from these tourists.

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. Click here to learn more about MEAs and how they can transform your classroom.

Students will add and subtract multi-digit whole numbers (through the millions) to compare and contrast movie genres.

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.

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.

## MFAS Formative Assessments

Students are asked to solve two addition problems using the standard algorithm.

Students are asked to complete subtraction problems using the standard algorithm.

Students are asked to find the error in a partially completed subtraction problem using the standard algorithm and to solve the problem correctly.

Students are asked to solve two subtraction problems using the standard algorithm.

## Original Student Tutorials Mathematics - Grades K-5

Learn to add multi-digit numbers using a standard algorithm in this interactive tutorial.

## Student Resources

## Original Student Tutorial

Learn to add multi-digit numbers using a standard algorithm in this interactive tutorial.

Type: Original Student Tutorial

## Educational Games

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.

Type: Educational Game

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.

Type: Educational Game

## Educational Software / Tool

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.

Type: Educational Software / Tool

## Problem-Solving Task

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.

Type: Problem-Solving Task

## Tutorials

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.

Type: Tutorial

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.

Type: Tutorial

## Parent Resources

## Problem-Solving Task

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.

Type: Problem-Solving Task

## Tutorials

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.

Type: Tutorial

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.

Type: Tutorial