standard_description: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for dividing within 100 and to help students develop fluency.
When students use known multiplication and division facts to divide larger numbers, they look for and make use of structure (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(30\div3\)
\(60\div3\)
\(63\div3\)
\(54\div3\)
Student Response
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Activity Synthesis
“How did you use division facts that you already know to find some of the other quotients?” (I knew that
\(60\div3\)
would be double the answer of
\(30\div3\)
. Once I knew
\(60\div3\)
, I was able to find
\(63\div3\)
by adding another group of 3 and
\(54\div3\)
by taking groups of 3 away.)


aligns: no