In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.

The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning.

The purpose of this task is to assess studentsŐ understanding of multiplicative and additive reasoning.

This unit contains two lessons which help students develop number sense through activities involving collection, representation, and analysis of data. Students also practice reading and writing large numbers and develop estimation skills. In Lesson 1, Every Breath You Take, students estimate the number of breaths taken during a specified time, experiment, and display real-life data. In Lesson 2, Making Your First Millions, students develop the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition. They analyze situations and identify patterns that will enable them to develop the concept of large numbers. Each lesson includes student activity sheets, an instructional plan, and extensions.

In this 25-day module of Grade 4, students extend their work with whole numbers.  They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1).  They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).

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

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.

In this 20-day module, students build their competencies in measurement as they relate multiplication to the conversion of measurement units.  Throughout the module, students will explore multiple strategies for solving measurement problems involving unit conversion.

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.

This is the template used by MAPS educators to create math lessons for OER.

The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication.

(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 20 días, los estudiantes construyen sus competencias en la medición al relacionarse con la multiplicación con la conversión de unidades de medición. A lo largo del módulo, los estudiantes explorarán múltiples estrategias para resolver problemas de medición relacionados con la conversión de la unidad.

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

English Description:
In this 20-day module, students build their competencies in measurement as they relate multiplication to the conversion of measurement units.  Throughout the module, students will explore multiple strategies for solving measurement problems involving unit conversion.

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

(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 25 días de grado 4, los estudiantes extienden su trabajo con números enteros. Comienzan con grandes números utilizando unidades familiares (cientos y miles) y desarrollan su comprensión de millones al desarrollar el conocimiento del patrón de tiempos diez en el sistema Base Ten en la tabla de valor del lugar (4.nbt.1). Reconocen que cada secuencia de tres dígitos se lee como cientos, decenas y, seguidas de la denominación de la base correspondiente, mil unidad (mil, millones, mil millones).

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

English Description:
In this 25-day module of Grade 4, students extend their work with whole numbers.  They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1).  They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).

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

(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 numberless application problem is the same application problem used the engage lesson: Grade 4, Module 3, Lesson 2
*Numberless word problems are used to support students in solving word problems. They allow students to discover for themselves the structure of the problems they're solving. In doing so, they will be able to successfully find the operation or operations they need to use to determine the solution.
*Numberless word problems help students develop number sense, make sense of word problems, and encourage precise mathematical vocabulary.
*Based on the work of Brian Bushart.
*Created using ideas from WI Math Institute training. Google Slides presentation created as an adaption of WiseLearn resource by Sarah Martinsen and Kelly Shaefer.
*These slides could be inserted into the free Engage New York lesson google slides from embarc.online.

*This numberless application problem is the same application problem used the engage lesson: Grade 4, Module 3, Lesson 4
*Numberless word problems are used to support students in solving word problems. They allow students to discover for themselves the structure of the problems they're solving. In doing so, they will be able to successfully find the operation or operations they need to use to determine the solution.
*Numberless word problems help students develop number sense, make sense of word problems, and encourage precise mathematical vocabulary.
*Based on the work of Brian Bushart.
*Created using ideas from WI Math Institute training. Google Slides presentation created as an adaption of WiseLearn resource by Sarah Martinsen and Kelly Shaefer.
*These slides could be inserted into the free Engage New York lesson google slides from embarc.online.

In this online version of the popular card game, students combine five given number cards, using the four arithmetic operations (addition, subtraction, multiplication, division), to arrive at a target number. This version uses the numbers 1–10 only. Users may ask for a hint or view a possible solution, although there are often multiple solutions.

This interactive Java application helps students understand the partial quotients algorithm of division in the context of dividing food equally. Students select a character and a type of food as well as the quantities of characters (divisor, 1-50) and food (dividend, 1-500) – or have the applet make selections randomly. The applet creates a story problem and leads users through the algorithm one step at a time, using questions related to the meaning of each step, and displays graphics illustrating the steps. Remainders can be expressed as whole numbers or fractions. An online calculator is available to help with calculations.