Students learn to compare numbers, round to any place, work towards fluency with the standard algorithms for adding and subtracting, and solve multistep word problems involving addition and subtraction.
Math
Unit 1
4th Grade
In the first unit for 4th grade, students extend their work with whole numbers and use this generalized understanding of the place value system in the context of comparing numbers, rounding them, and adding and subtracting them.
Students understanding of the base ten system begins as early as Kindergarten, when students learn to decompose teen numbers as ten ones and some ones (K.NBT.1). This understanding continues to develop in 1st grade, when students learn that ten is a unit and therefore decompose teen numbers into one ten (as opposed to ten ones) and some ones and learn that the decade numbers can be referred to as some tens (1.NBT.2). Students also start to compare twodigit numbers (1.NBT.3) and add and subtract within 100 based on place value (1.NBT.4—6). In 2nd grade, students generalize the place value system even further, understanding one hundred as a unit (2.NBT.1) and counting, reading, writing, comparing, adding, and subtracting numbers within 1,000 (2.NBT.2—9). In 3rd grade, place value standards are additional cluster content, but they still spend time fluently adding and subtracting within 1,000 and rounding threedigit numbers to the nearest 10 and 100 (3.NBT.1—2).
Thus, because students did not focus heavily on place value in 3rd grade, Unit 1 begins with where things left off in 2nd grade of understanding numbers within 1,000. Students get a sense of the magnitude of each place by visually representing the place values they are already familiar with and building from there. Once students have a visual and conceptual sense of the “ten times greater” relationship between places, they are able to articulate why a digit in any place represents 10 times as much as it represents in the place to its right (4.NBT.1). Next, students write multidigit numbers in various forms and compare them (4.NBT.2). Then, students learn to round whole numbers to any place (4.NBT.3). Next, students add and subtract multidigit whole numbers using the standard algorithms (4.NBT.4) and apply their algorithmic knowledge to solve word problems. The unit culminates with multistep word problems involving addition and subtraction, using a letter to represent the unknown quantity, then using rounding to assess the reasonableness of their answer (4.OA.3), allowing for students to connect content across different clusters and domains (4.NBT.A, 4.NBT.B, and 4.OA.A).
Throughout the unit, students will repeatedly look for and make use of structure, specifically the structure of the place value system (MP.7). Students develop an understanding that a digit in any place represents 10 times as much as it represents in the place to its right, then apply that understanding to compare, round, and add and subtract multidigit whole numbers.
In subsequent grade levels, students generalize their base ten understanding to decimals. While students do some work with tenths and hundredths later on in 4th grade (4.NF.5—7), students in 5th grade are able to extend the decimal system to many more places, seeing that a digit represents $$\frac{1}{10}$$ of what it represents in the place to its left (5.NBT.1—3). Students subsequently round, compare, and operate on decimals as they did with whole numbers in 4th grade. Thus, this unit sets a precedent for a deep understanding of the number system that supports much of their mathematical knowledge later this year and in years to come.
Pacing: 22 instructional days (19 lessons, 2 flex days, 1 assessment day)
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The following assessments accompany Unit 1.
Have students complete the PreUnit Assessment and PreUnit Student SelfAssessment before starting the unit. Use the PreUnit Assessment Analysis Guide to identify gaps in foundational understanding and map out a plan for learning acceleration throughout the unit.
Have students complete the MidUnit Assessment after lesson 9 .
Use the resources below to assess student understanding of the unit content and action plan for future units.
Before you teach this unit, unpack the standards, big ideas, and connections to prior and future content through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.
concrete or pictorial base ten blocks 
Example: Represent 1,342 with base ten blocks.


place value chart 


number line 


standard algorithm for addition 

standard algorithm for subtraction 

tape diagram 
Example: A grocery store sells 1,724 red apples and 862 green apples. How many apples did the grocery store sell?

hundred thousand
million
ten thousand
To see all the vocabulary for Unit 1 , view our 4th Grade Vocabulary Glossary.
Blank hundreds chart (10 per student)
Stapler (1 or more per teacher)
Random number generator (1 per teacher) — This can be a tensided die, a spinner of digits 09, Digit Cards for 09, or an online random number generator.
Thousands Place Value Chart (Total of 3 per student) — Students might need more or less depending on their reliance on this tool.
Base ten blocks (Maximum of 5 thousands, 40 hundreds, 50 tens, and 30 ones per student or small group) — Students might not need this many depending on their reliance on concrete materials. You could just use one set for the teacher if materials are limited.
paper hundreds flats (4 count) (At least 25 per class period)
Millions Place Value Chart (Total of 14 per student) — Students might need more or less depending on their reliance on this tool.
Tape or stapler (1 or more per teacher)
Topic A: Place Value of MultiDigit Whole Numbers
Topic B: Reading, Writing, and Comparing MultiDigit Whole Numbers
Topic C: Rounding MultiDigit Whole Numbers
Topic D: MultiDigit WholeNumber Addition and Subtraction
Key
Major Cluster
Supporting Cluster
Additional Cluster
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Unit 2
MultiDigit Multiplication
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