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).
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:Solves one and two-step word problems with any operation.
3rd Grade Students Learning 4th Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Solves one and two-step word problems with any operation.
Learning Targets
Explain the difference between multiplicative (as many times as) and additive (more) comparisons.
Represent and solve multiplicative comparison word problems by multiplying or dividing.
These tasks can be used with small group or whole group instruction.
Distribute Cuisenaire Rods to students and have students use them to represent multiplicative comparison problems. Pose a variety of word problems involving multiplicative comparison. See the About the Math tab on 4OA1. Ask students to explain what block(s) is representing what from the word problem. Example problems: Amy has 2 cats, her friend has 3 times as many cats. Ann is 5 years old and her brother is 2 times as old. Jamir bought 4 packs of baseball cards, there are 6 cards in a pack.
Kamari builds a tower that is 18 inches high. Kamari’s tower is three times taller than his brother’s tower. How tall is his brother’s tower? Show a model, draw a picture, or write an equation to support your answer.
What could a story problem, using multiplicative comparison, be for the equation 3 x 8?
Kim had 4 taco shells. Her sister Shelly brought three times as many taco shells. (So 12 plus Kim’s 4 = 16.) Seven family members will eat tacos. If Kim gives everyone the same number of taco shells, how many will each person get?
A shirt costs $15. A pair of sneakers costs four times as much. How much does the pair of sneakers cost? A hat is half as much as the sneakers, so how much does the hat cost? If Ken buys one hat, one pair of sneakers, and two shirts, how much has he spent?
Mr. Hill has 17 marbles in his classroom. Ms. Rice has twice as many marbles as Mr. Hill. Mr. Hill borrowed all of Ms. Rice’s marbles so his students can play a game. Each student needs 4 marbles to play the game. How many students will be able to play the game?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides.These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
These print resources can be used during independent or center time. These resources could also be used as lesson seeds.
INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Understand the difference between additive and multiplicative comparison, note: use as bridge between +/- from previous weeks to x/÷ in this and upcoming weeks:
