Wyoming Math 4.NBT.5

4.NBT.5 is a cluster heading. These are the individual standards under it.

• 4.NBT.5a

  Multiply a whole number of up to four digits by a one-digit whole number.

• 4.NBT.5b

  Multiply a pair of two-digit numbers.

• 4.NBT.5c

  Use appropriate models to explain the calculation, such as by using equations, rectangular arrays, and/or area models.

01

What Students Need to Do

Students multiply numbers of up to four digits by one digit. They also multiply two two-digit numbers. They break numbers into place-value parts and use an area model or equation to show how the parts combine.

02

What Mastery Looks Like

A student can solve 2,346 × 4 and 24 × 36 using partial products. They can label each section of an area model and match it to a product in their equation.

03

Common Misconceptions

Students may solve 24 × 36 by adding only 20 × 30 and 4 × 6, leaving out two products. Others treat 30 as 3 or add partial products in the wrong columns.

04

How to Assess It

Exit ticket: Solve 23 × 14 and 1,208 × 3. Draw an area model for one problem and write an equation that matches its parts.

1. 01

   Give pairs grid paper to draw a 24 by 13 rectangle, split it at 20 and 10, and label all four products.

2. 02

   Ask students to compare 32 × 15 with 30 × 10 + 2 × 5 and explain which products are missing.

3. 03

   Play partial-product match with cards showing multiplication problems, partial products, and totals; have groups assemble and check complete sets.

4. 04

   Give students an order for 28 boxes of 16 pencils and ask them to sketch an area model to find the total.

• 3.NBT.2

  Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of addition, and/or the relationship between addition an...

• 2.NBT.5

  Add and subtract within 100 using strategies based on place value, properties of addition, and/or the relationship between addition and subtraction.

• 4.NBT.6

  Use strategies based on place value, the properties of multiplication, and/or the relationship between multiplication and division to find quotients and remaind...