## 4th Grade MULTIPLICATION Standards

### TEKS

**4.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:**

A. Apply mathematics to problems arising in everyday life, society, and the workplace;

B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

C. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

E. Create and use representations to organize, record, and communicate mathematical ideas;

F. Analyze mathematical relationships to connect and communicate mathematical ideas;

G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:

C. Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;

D. Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

E. Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;

H. Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

A. Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;

D. Solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

**Common Core**

**Operations & Algebraic Thinking:Use the four operations with whole numbers to solve problems.**

4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

**Gain familiarity with factors and multiples.**

4.OA.B.A Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite.

Number & Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.NBT.B.5 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.

4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.