This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Historians estimate that there were about 7 million people on the earth in 4,000 BCE. Now there are about 7 billion! We write 7 million as 7,000,000. W...

This is a 3-Act-Task in which students will solve the problem 58 x 14. 
No guidance is given as to how to solve the task, so student can invent a strategy that works for them. Solutions may include arrays, repeated addition, traditional multiplication algorithm, area models, etc. 
Discussion should be centered around student strategies and efficiency. 
For information on how to implement 3-Act-Task lessons, visit: http://blog.mrmeyer.com/2013/teaching-with-three-act-tasks-act-one/

In this lesson, students first create factor posters for a variety of different numbers that will be displayed in the classroom to be utilized as a resource throughout the school year. They make discoveries about factors using color tiles, represent their discoveries using graph paper, and display their information on poster board as find factors of an assigned number. The plan includes a list of materials, questions, assessment options, and extensions.

In this 43-day module, students use place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students’ ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

How many Krispy Kreme donuts are in this giant box? Through the use of photographs, an email from the Krispy Kreme company, and a news report, students are challenged to use estimation and measurement to determine exactly how many Krispy Kreme donuts fit into the extra large box.

Students decompose 2-digit numbers, model area representations using the distributive property and partial product arrays, and align paper-and-pencil calculations with the arrays. The lessons provide conceptual understanding of what occurs in a 2-digit multiplication problem. Partial product models serve as transitions to understanding the standard multiplication algorithm.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo de 43 días, los estudiantes usan la comprensión del valor del lugar y las representaciones visuales para resolver problemas de multiplicación y división con números de múltiples dígitos. Como área clave de enfoque para el grado 4, este módulo se mueve lenta pero exhaustivamente para desarrollar la capacidad de los estudiantes para razonar sobre los métodos y modelos elegidos para resolver problemas con factores y dividendos de múltiples dígitos.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this 43-day module, students use place value understanding and visual representations to solve multiplication and division problems with multi-digit numbers. As a key area of focus for Grade 4, this module moves slowly but comprehensively to develop students’ ability to reason about the methods and models chosen to solve problems with multi-digit factors and dividends.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This activity was used in addition to the EngageNY.org Grade 4 Mathematics Module 3, Topic H, Lesson 36 . This lesson was used with a tier 3 fourth grade math intervention group to help students visualize and build understanding of multiplying a 2 digit by 2 digit number using partial products. I modified the lesson by designing a worksheet that would help the students use an area model to visually represent the partial products. My students were proficient in expanded notation, however, they needed the visual representation to build the understanding of where the partial products came from and represented. This helped them move from a pictorial representation to abstract representation. To help solidify place value, it was helpful to have the student shade, in different colors, the rectangle that represents the ones, tens, and hundreds. We also continued to write out the expressions used to find each partial product.

In this math meets life science lesson, learners measure the circumference of local trees in order to calculate diameters. Learners use this information and a growth rate table to estimate the age of the trees. This lesson guide includes questions for learners, assessment options, extensions, and reflection questions.