Focus 3-5 Strand Introduction Computation and Estimation

Computation and estimation in grades three through five should focus on developing fluency in multiplication and division with whole numbers and should begin
to extend students’ understanding of these operations to work with decimals. Instruction should focus on computation activities that enable students to model,
explain, and develop proficiency with basic facts and algorithms. These proficiencies are often developed as a result of investigations and opportunities to
develop algorithms. Additionally, opportunities to develop and use visual models, benchmarks, and equivalents, to add and subtract fractions, and to develop
computational procedures for the addition and subtraction of decimals are a priority for instruction in these grades. Multiplication and division with decimals
will be explored in grade five.

Students should develop an understanding of how whole numbers, fractions, and decimals are written and modeled; an understanding of the meaning of
multiplication and division, including multiple representations (e.g., multiplication as repeated addition or as an array); an ability to identify and use relationships
among operations to solve problems (e.g., multiplication as the inverse of division); and the ability to use properties of operations to solve problems (e.g., 7  28
is equivalent to (7  20) + (7  8)).

Students should develop computational estimation strategies based on an understanding of number concepts, properties, and relationships. Practice should
2 1
include estimation of sums and differences of common fractions and decimals, using benchmarks (e.g., 5 + 3 must be less than 1 because both fractions are
1
less than 2 ). Using estimation, students should develop strategies to recognize the reasonableness of their solutions.

Additionally, students should enhance their ability to select an appropriate problem-solving method from among estimation, mental mathematics, paper-and-
pencil algorithms, and the use of calculators and computers. With activities that challenge students to use this knowledge and these skills to solve problems in
many contexts, students develop the foundation to ensure success and achievement in higher mathematics.

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 7

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

 Computational fluency is the ability to think flexibly in order to choose appropriate strategies to The student will use problem solving, mathematical
solve problems accurately and efficiently. communication, mathematical reasoning, connections, and
representations to
 The development of computational fluency relies on quick access to number facts. There are
patterns and relationships that exist in the facts. These relationships can be used to learn and  Demonstrate fluency with multiplication through 12 × 12, and
retain the facts. the corresponding division facts. (a)
 A certain amount of practice is necessary to develop fluency with computational strategies;  Estimate whole number sums, differences, products, and
however, the practice must be motivating and systematic if students are to develop fluency in quotients, with and without context. (b, c)
computation, whether mental, with manipulative materials, or with paper and pencil.
 Apply strategies, including place value and the properties of
 In grade three, students developed an understanding of the meanings of multiplication and addition to determine the sum or difference of two whole
division of whole numbers through activities and practical problems involving equal-sized groups, numbers, each 999,999 or less. (b)
arrays, and length models. In addition, grade three students have worked on fluency of facts for
 Apply strategies, including place value and the properties of
0, 1, 2, 5, and 10.
multiplication and/or addition, to determine the product of
 Three models used to develop an understanding of multiplication include: two whole numbers when both factors have two digits or
fewer. (b)
– The equal-sets or equal-groups model lends itself to sorting a variety of concrete objects into
equal groups and reinforces the concept of multiplication as a way to find the total number of  Apply strategies, including place value and the properties of
items in a collection of groups, with the same amount in each group, and the total number of multiplication and/or addition, to determine the quotient of
items can be found by repeated addition or skip counting. two whole numbers, given a one-digit divisor and a two- or
three-digit dividend, with and without remainders. (c)
 Refine estimates by adjusting the final amount, using terms
– The array model, consisting of rows and columns (e.g., three rows of four columns for a 3-by- such as closer to, between, and a little more than. (b, c)
4 array), helps build an understanding of the commutative property.
 Create and solve single-step and multistep practical problems
involving addition, subtraction, and multiplication with whole
numbers. (d)

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 8

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

– The length model (e.g., a number line) also reinforces repeated addition or skip counting.  Create and solve single-step practical problems involving
division with whole numbers. (d)
 Use the context in which a practical problem is situated to
interpret the quotient and remainder. (d)
 There is an inverse relationship between multiplication and division.
 The number line model can be used to solve a multiplication problem such as 3  6. This is
represented on the number line by three jumps of six or six jumps of three, depending on the
context of the problem.

 The number line model can be used to solve a division problem such as 6 ÷ 3 and is represented
on the number line by noting how many jumps of three go from 6 to 0.

0 1 2 3 4 5 6
 The number line model above shows two jumps of three between 6 and 0, answering the question
of how many jumps of three go from 6 to 0; therefore, 6 ÷ 3 = 2.

 In order to develop and use strategies to learn the multiplication facts through the twelves table,
students should use concrete materials, a hundreds chart, and mental mathematics. Strategies to
learn the multiplication facts include an understanding of multiples, properties of zero and one as
factors, commutative property, and related facts. Investigating arithmetic operations with whole
numbers helps students learn about the different properties of arithmetic relationships. These
relationships remain true regardless of the whole numbers.
 Grade four students should explore and apply the properties of addition and multiplication as
strategies for solving addition, subtraction, multiplication, and division problems using a variety of
representations (e.g., manipulatives, diagrams, and symbols).
VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 9
Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

 The properties of the operations are “rules” about how numbers work and how they relate to one
another. Students at this level do not need to use the formal terms for these properties but
should utilize these properties to further develop flexibility and fluency in solving problems. The
following properties are most appropriate for exploration at this level:
– The identity property of addition states that if zero is added to a given number, the sum is the
same as the given number. The identity property of multiplication states that if a given
number is multiplied by one, the product is the same as the given number.
– The commutative property of addition states that changing the order of the addends does
not affect the sum (e.g., 24 + 136 = 136 + 24). Similarly, the commutative property of
multiplication states that changing the order of the factors does not affect the product (e.g.,
12  43 = 43  12).
– The associative property of addition states that the sum stays the same when the grouping of
addends is changed (e.g., 15 + (35 + 16) = (15 + 35) + 16). The associative property of
multiplication states that the product stays the same when the grouping of factors is changed
[e.g., 16  (40  5) = (16  40)  5].
– The distributive property states that multiplying a sum by a number gives the same result as
multiplying each addend by the number and then adding the products. Several examples are
shown below:
– 3(9) = 3(5 + 4)
3(5 + 4) = (3 × 5) + (3 × 4)
– 5 × (3 + 7) = (5 × 3) + (5 × 7)
– (2 × 3) + (2 × 5) = 2 × (3 + 5)

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 10

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

– 9 × 23
9(20+3)
180 + 27
207
– 34 × 8
30 4

8 × 30 = 8×4=

8
240 32

 Addition is the combining of quantities; it uses the following terms:

addend  45,623
addend  + 37,846
sum  83,469
 Subtraction is the inverse of addition; it yields the difference between two numbers and uses the
following terms:
minuend  45,698
subtrahend  – 32,741
difference  12,957

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 11

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

 The terms associated with multiplication are listed below:

factor  76
factor   23
product  1,748
 In multiplication, one factor represents the number of equal groups and the other factor
represents the number in or size of each group. The product is the total number in all of the
groups.

 Multiplication can also refer to a multiplicative comparison, such as: “Gwen has six times as many
stickers as Phillip”. Both situations should be modeled with manipulatives.
 Models of multiplication may include repeated addition and collections of like sets, partial
products, and area or array models.
 Division is the operation of making equal groups or shares. When the original amount and the
number of shares are known, divide to determine the size of each share. When the original
amount and the size of each share are known, divide to determine the number of shares. Both
situations may be modeled with base-ten manipulatives.
 Division is the inverse of multiplication. Terms used in division are dividend, divisor, and quotient.

 Students benefit from experiences with various methods of division, such as repeated subtraction
and partial quotients.

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 12

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

 Estimation can be used to determine the approximation for and then to verify the reasonableness
of sums, differences, products, and quotients of whole numbers. An estimate is a number that lies
within a range of the exact solution, and the estimation strategy used in a particular problem
determines how close the number is to the exact solution. An estimate tells about how much or
about how many.
 Strategies such as rounding up or down, front-end, and compatible numbers may be used to
estimate sums, differences, products, and quotients of whole numbers.
 The least number of steps necessary to solve a single-step problem is one.

 The problem-solving process is enhanced when students create and solve their own practical
problems and model problems using manipulatives and drawings.
 In problem solving, emphasis should be placed on thinking and reasoning rather than on key
words. Focusing on key words such as in all, altogether, difference, etc., encourages students to
perform a particular operation rather than make sense of the context of the problem. A key-word
focus prepares students to solve a limited set of problems and often leads to incorrect solutions
as well as challenges in upcoming grades and courses.
 Extensive research has been undertaken over the last several decades regarding different
problem types. Many of these studies have been published in professional mathematics
education publications using different labels and terminology to describe the varied problem
types.
 Students should experience a variety of problem types related to multiplication and division.
Some examples are included in the following chart:

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 13

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 14

Grade 4 Mathematics Strand: Computation and Estimation

4.4 The student will

a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-
step practical problems involving division with whole numbers.
*On the state assessment, items measuring this objective are assessed without the use of a calculator.

Understanding the Standard Essential Knowledge and Skills

 Students need exposure to various types of practical problems in which they must interpret the
quotient and remainder based on the context. The chart below includes one example of each
type of problem.

 Students will solve problems involving the division of decimals in grades five and six.

VDOE Mathematics Standards of Learning Curriculum Framework 2016: Grade 4 15