options: Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand the place value system.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Understand place value.

Use place value understanding and properties of operations to add and subtract.

Perform operations with multi-digit whole numbers and with decimals to hundredths.
problem_activity: Problem 1
Elena and Zack want some change to buy penny candy. Their mom keeps rolls of 10 pennies to give to them for just this purpose. Their mom gives them 5 rolls and 4 loose pennies. How can Zack and Elena split the change they got from their mom evenly?
Problem 2
Elena used base-ten diagrams to find 3.72 ÷ 3. She started by representing 3.72.
[IMG]
She made three groups, each with 1 one. Then, she put the tenths and hundredths in each of the three groups. Here is her diagram for 3.72 ÷ 3.
[IMG]
Elena’s diagram for 3.72 has 7 tenths. The one for 3.72 ÷ 3 has only 6 tenths. Why?
Where did the extra hundredths (small squares) come from?
How would Elena calculate 95.6 ÷ 4?
Problem 3
Andre calculated 95.6 ÷ 4 using a method that was different from Elena’s method.
|           He started by writing the dividend, 95.6, and the divisor, 4.            | He then subtracted 4 groups of different amounts from 95.6, starting with 4 groups of 20... |                   …then 4 groups of 3, and then 4 groups of 0.9.                   |                 Andre calculated 20 + 3 + 0.9 and then wrote 23.9.                 |
|------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
| .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3a.png |     .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3b.png      | .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3c.png | .. image:: https://d37su8u1z9ynie.cloudfront.net/uploads/2019/09/22/g5u6l9at3d.png |
Andre subtracted 80.0 from 95.6. What does the 80 represent?
Andre wrote 3.0 above the 20.0 and then subtracted 12.0 from 15.6. How is the 12.0 related to the 3.0?
What do the numbers 20.0, 3.0, and 0.9 represent?
What is the meaning of the 0.0 at the bottom of Andre’s work?
Problem 4
Solve. Show or explain your work.
0.96 ÷ 6 = ___________
9.85 ÷ 5 = ___________
24.08 ÷ 8 = ___________
64.8 ÷ 6 = ___________


correct_option_index: 8