Math Games

Grade 4 - Number Sense and Numeration

Standard 4.NSN.3 - Analyze the sequence of increasing multiplication sentences. Find the missing numbers that complete the sequence.

Included Skills:

Operational Sense
• add and subtract two-digit numbers, using a variety of mental strategies (e.g., one way to calculate 73 - 39 is to subtract 40 from 73 to get 33, and then add 1 back to get 34);
• solve problems involving the addition and subtraction of four-digit numbers, using student-generated algorithms and standard algorithms (e.g., "I added 4217 + 1914 using 5000 + 1100 + 20 + 11.");
• add and subtract decimal numbers to tenths, using concrete materials (e.g., paper strips divided into tenths, base ten materials) and student-generated algorithms (e.g., "When I added 6.5 and 5.6, I took five tenths in fraction circles and added six tenths in fraction circles to give me one whole and one tenth. Then I added 6 + 5 + 1.1, which equals 12.1.");
• add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools (e.g., currency manipulatives, drawings);
• multiply to 9 x 9 and divide to 81 � 9, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip counting);
• solve problems involving the multiplication of one-digit whole numbers, using a variety of mental strategies (e.g., 6 x 8 can be thought of as 5 x 8 + 1 x 8);
• multiply whole numbers by 10, 100, and 1000, and divide whole numbers by 10 and 100, using mental strategies (e.g., use a calculator to look for patterns and generalize to develop a rule);
• multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools (e.g., base ten materials or drawings of them, arrays), student-generated algorithms, and standard algorithms;
• divide two-digit whole numbers by one-digit whole numbers, using a variety of tools (e.g., concrete materials, drawings) and student-generated algorithms;
• use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help judge the reasonableness of a solution (Sample problem: A school is ordering pencils that come in boxes of 100. If there are 9 classes and each class needs about 110 pencils, estimate how many boxes the school should buy.).