4.OA.1 - About the Math, Learning Targets, and Rigor

Grade 4 Multiplication and Division

4.OA.1

Full Standard

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.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

Report Card Measurement Topic: Demonstrates understanding of multiplication.

 
3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

Report Card Measurement Topic: Demonstrates understanding of multiplication.

 

 

 

Learning Targets

  • Explain how multiplication can compare quantities (Jason is 4 times as old as Ben).
  • Write equations to show multiplicative comparison.
  • Represent multiplicative comparisons.
  • Explain the difference between multiplicative (as many times as) and additive (more) comparisons.

 

About the Math

Area models, equal groups, and arrays are ways of thinking about multiplication. Multiplication can also be thought of as a comparison. Students should work with multiplicative comparison in basic settings when introduced. As the year progresses, students should work with comparison situations using larger factors. 

  • Explain how multiplication can compare quantities (Jason is 4 times as old as Ben).

Multiplication can be used to compare quantities. For example, John has 4 apples and Jimmy has 3 times more apples than John. Jimmy has 12 apples because 12 is 3 times greater than 4.

  • Write equations to show multiplicative comparison.

Equations must be connected explicitly to problems and representations. Students should be able to explain where the numbers and operations in an equation originate.

  • Represent multiplicative comparisons.

bar diagram for comparisonMultiplicative comparisons can be represented in a wide range of ways. Students can use physical models like unifix or Katie cubes. Students could use base ten blocks or Cuisennaire rods. The bar diagram to the right is anothe representation students should be comfortable with.

  • Explain the difference between multiplicative (as many times as) and additive (more) comparisons.

It is critical that students understand the difference between additive and multiplicative comparison.

Additive comparison:

John has 4 apples. Jimmy has 3 more apples. (4 + 3)

Multiplicative comparison:

John has 4 apples. Jimmy has 3 times more than John. (3 x 4)

Essential vocabulary for this standard includes comparison, multiplicative comparison, additive comparison  and equation

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 


  • Explain how multiplication can compare quantities (Jason is 4 times as old as Ben).
  • Write equations to show multiplicative comparison.
  • Represent multiplicative comparisons.
  • Explain the difference between multiplicative (as many times as) and additive (more) comparisons.
 

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 3 Grade 5
  • Interpret product of whole numbers (3.OA.1)
  • Solve word problems with x/÷ (3.OA.3)
  • Interpret a fraction as division (5.NF.3)
  • Interpret multiplication as scaling (resizing) (5.NF.5)
  • Word problems with x of fractions (5.NF.6)

 

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