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4-N-1-2

Page history last edited by Tashe Harris 3 years, 8 months ago

4.N.1.2 Use an understanding of place value to multiply or divide a number by 10, 100, and 1,000. 


In a Nutshell

Multiply and divide numbers by 10, 100, and 1000.

Student Actions

Teacher Actions

  • Develop procedural fluency by multiplying and dividing whole numbers by 10, 100, and 1,000.
  • Develop a deep and flexible conceptual understanding by using place value concepts to justify the reasonableness of products and quotients.
  • Develop the ability to communicate mathematically by identifying and discussing the patterns observed when multiplying or dividing by 10, 100, and 1,000. 

  • Use and connect mathematical representations by modeling multiplication and division by multiples of ten. Use base ten blocks and grid paper to deepen the understanding of the magnitude of the products resulting from multiplying by 10, 100, and 1,000.
  • Build procedural fluency from conceptual understanding by linking instruction to students' prior knowledge of place value.
  • Elicit and use evidence of student thinking in order to continue building conceptual understanding and extend learning by encouraging students to explain their reasoning when multiplying or dividing by multiples of 10. 

Key Understandings

Misconceptions

  • Basic facts and an understanding of place value patterns can be combined to multiply and divide whole numbers by multiples of ten.
  • When you multiply by a power of ten you just “add zeros to the end of the number," or when dividing by a power of ten, you just "take zeros off the end of the number."  These shortcuts do not lead to conceptual understanding.

 


OKMath Framework Introduction

4th Grade Introduction

4th Grade Math Standards

 

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