New Jersey Student Learning Standards for Mathematics - Grade 4 - Place Value and Operations with Whole Numbers, Unit 1, Module A

Q: What kinds of word problems are included, and how are they represented?

Students solve multi-step word problems using the four operations, including cases where remainders must be interpreted. Problems are represented using equations with a variable, and learners distinguish multiplicative comparisons from additive comparisons.

Sep 30, 2026

Uploaded by Maya Linwood

New Jersey Student Learning Standards for Mathematics and the related Grade 4 student learning objectives outline how learners build number sense around place value and whole-number operations. The unit emphasizes representing numbers using base-ten numerals, number names, and expanded form; comparing and rounding multi-digit whole numbers to any place; and applying the standard algorithms for addition and subtraction. It also includes factor pairs, multiples, prime and composite classification, and solving multi-step word problems using equations with variables while interpreting remainders and judging answer reasonableness.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Rationale

Grade 4 - Unit 1, Module A

Place Value and Operations with Whole Numbers

Grade 4 - Unit 1, Module B

Patterns, Factors, Multiplicative Comparison, and Word Problems

New Jersey Student Learning Standards for Mathematics and Student Learning Objectives Issued by the New Jersey Department of Education – Updated August 2019 Grade 4 – Place Value and Operations with Whole Numbers-Unit 1, Module A Rationale Unit 1 focuses on place value and builds on learners’ prior work reading and writing numbers using base-ten numerals, number names, and expanded form. Learners go beyond representing numbers to 1000 to representing any whole number in any of these forms. They use these understandings to round numbers to any place. Having been introduced to multiplication and division in grade 3, grade 4 learners use these understandings to find factor pairs and to determine whether one whole number is a multiple of another one-digit number. They deepen their understanding of multiplication and relationships to represent verbal statements of multiplicative comparisons as multiplication equations. The continue to solve multistep word problems and extend that skill to interpreting problems for which the remainder must be interpreted. Learners represent these problems using equations with a variable. They use both mental computation and estimation strategies to assess the reasonableness of their answers. In grade 3, learners’ experiences developed fluency for addition and subtraction within 1000. They demonstrated fluency using various strategies and algorithms based on place value or properties of operations. In grade 4, students become fluent with the standard algorithm for addition and subtraction for any multi-digit whole numbers. Note: Double asterisks (**) indicate that the example(s) included within the New Jersey Student Learning Standard may be especially informative when considering the Student Learning Objective. Grade 4 – Unit 1, Module A | Standard | Student Learning Objectives We are learning to…/ We are learning that… | | --- | --- | | 4.NBT.A.1 Recognize that in a multi-digit whole number, a | ▪ recognize that a digit represents 10 times the value of what it represents | | digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. | in the place value to its right | | 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings ofthe digits in each place, using >, =, and < symbols to record the results of comparisons. | ▪ read and write multi digit whole numbers in base-ten numerals, word, and expanded form
▪ compare two multi digit numbers based on place value using <,>, =, to record the results of the comparison | | Standard | Student Learning Objectives We are learning to…/ We are learning that… | | --- | --- | | 4.NBT.A.3 Use place value understanding to round multi- | ▪ round multi-digit numbers to any place using place value understanding | | digit whole numbers to any place. | | | 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. | ▪ add multi-digit whole numbers using the standard algorithm working towards accuracy and efficiency
▪ subtract multi-digit whole numbers using the standard algorithm working towards accuracy and efficiency | Grade 4 – Unit 1, Module B | Standard | Student Learning Objectives We are learning to…/ We are learning that… | | --- | --- | | 4.OA.C.5 Generate a number or shape pattern that follows a | ▪ generate a number or shape pattern that follows a given rule | | given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule“Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | ▪ identify the features of a pattern that are not explicit in th

FAQs

What core ideas does Unit 1 focus on for Grade 4 students?

Unit 1 develops place value understanding and connects it to representing, comparing, and rounding whole numbers. It also builds fluency with addition and subtraction and extends multiplication and division to factors, multiples, and multiplicative comparisons.

How do students represent and compare multi-digit whole numbers?

Students read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. They compare two multi-digit numbers by using the meaning of digits in each place and record results with >, =, and <.

What kinds of word problems are included, and how are they represented?

Students solve multi-step word problems using the four operations, including cases where remainders must be interpreted. Problems are represented using equations with a variable, and learners distinguish multiplicative comparisons from additive comparisons.

Sep 30, 2026

Uploaded by Maya Linwood