1. Numbers & Operations Fluency with Multiplication & Division Facts Multi-Digit Whole Number Multiplication Page 11 Grade 4 MATH: Oregon Department of Education Standards for Practice or Progress Monitoring. OAKS testing format These problems are presented in an OAKS testing format. A passing grade is 80% This booklet will focus on the items in This booklet will focus on ONLY the items in Bold Black [4.2.1-4.2.2] below table. Book #4 This booklet will focus on ONLY the items in Bold Black [4.2.1-4.2.2) Teachers: To assure that the above standards are understood, always remind, ask and show your students: 4.2.1 1.How does knowing multiplication facts help you with division? 2.Know your multiplication and division facts through 10. 3.Multiplication and division are related! 4.2.2 1.There are many ways to represent multiplication. 2.Show different ways to represent multiplication. Teacher Information... Teacher Information... 4 th Grade all standards in 4.2.1-4.2.2 (Multiplication and Division Facts) will be assessed in 2010-2011. The test samples and strand data for this booklet can be found on the Oregon State Departments of Education web site. The use of this booklet was designed for the Hillsboro School District based on HSD Power Standards along with the ODE strand categories. This booklet is paid for and furnished to teachers for instruction by the HSD. The concept of this booklet was created by Rick & Susan Richmond © Rick & Susan Richmond 2010 Revision: Original 03-2010 No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon State Department of Education and the Hillsboro School District. NUMBERS AND OPERATIONS: Develop fluency with multiplication facts and related division facts, and with multi-digit whole number multiplication. 4.2.1 Apply with fluency multiplication facts to 10 times 10 and related division facts. (NEW, NOT PRESENT IN FORMER STANDARDS)… 4.2.2 Apply understanding of models for multiplication ( e.g., equal-sized groups, arrays, area models, equal intervals on the number line ), place value, and properties of operations ( commutative, associative, and distributive). 4.2.3 Select and use appropriate estimation strategies for multiplication (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers. 4.2.4 Develop and use accurate, efficient and generalizable methods to multiply multi-digit whole numbers. 4.2.5 Develop fluency with efficient procedures for multiplying multi-digit whole numbers and justify why the procedures work on the basis of place value and number properties. 4.2.1 Apply with fluency multiplication facts to 10 times 10 and related division facts. (NEW, NOT PRESENT IN FORMER STANDARDS)… 4.2.2 Apply understanding of models for multiplication ( e.g., equal-sized groups, arrays, area models, equal intervals on the number line ), place value, and properties of operations ( commutative, associative, and distributive).

2. Page 1 Page 10 Do your work here: Oregon State Released Test Sample 2004-2008 (ODE Standard 4.2.1) 1.Lucy has 6 bags. She wants each bag to have 179 pieces of candy in it. How many pieces of candy does Lucy need? A.185 B.624 C.1074 D.1084 10.Every week, Mindy works on her homework. She works 30 minutes a night Monday through Thursday. How many HOURS does she spend on her homework in a week? A.1 B. 2 C. 3 D. 4

3. Page 9 Page 2 Do your work here: Sample Practice Questions 2006 Ohio State Dept. (ODE Standard 4.2.1)Oregon State Released Test Sample 2008-2010 (ODE Standard 4.2.1 Do your work here: 9.Marissa collected 261 stickers in 3 years. If she continues to collect the same number of stickers each year, how many stickers will she collect in year 4? A.83 B.87 C.265 D.783 2.A theater has 14 rows of seats. Each row has the same number of seats. The theater has a total of 168 seats. Which equation can be used to find the number of seats, s, in each row? A.168  14 = s B.14  s = 168 C.168 – s = 14 D.14 + s = 168

4. Page 8Page 3 Do your work here: Sample Practice Tests Ohio 2008 (ODE Standard 4.2.1 3.Alice has 12 markers. Ben has half as many markers as Alice. m is the number of markers that Ben has. Which equation can Ben use to find the number of markers that he has? A.12 ÷ 2 = m B.12 + 2 = m C.12 x 2 = m D.12 – 2 = m 8.Which group of numbers are all multiples of 3? A.7, 10, 13 B.9, 15, 21 C.3, 7, 11 D.13, 23, 33

5. Page 4 Page 7 Do your work here: Sample Practice Tests Ohio 2006 (ODE Standard 4.1.5 Sample Practice Tests Ohio 2006 (ODE Standard 4.2.2) 7.Mr. James described a number pattern as “start with 2 and multiply each number by 3 to get the next number.” Which number pattern is Mr. James describing? A.2, 5, 8, 11 B.2, 5, 15, 45 C.2, 6, 12, 24 D.2, 6, 18, 54 4.The numbers of students in four classes are shown in the table. Which class can be divided into equal-sized groups that contain more than one student? A.Mr. Willard’s class B.Ms. Smith’s class C.Ms. Rose’s class D.Mr. Hiller’s class Number of Students in Each Class ClassNumber of Students Mr. Willard19 Ms. Smith23 Ms. Rose27 Mr. Heller29 Do your work here:

6. Page 6Page 5 Do your work here: Oregon Item Difficulty Sample 2005-2006 (ODE Standard4.2.2) Do your work here: Oregon Item Difficulty Sample 2006 (ODE Standard 4.2.2 5.Farmer Ben wants to separate his 647 sheep into 3 pens. Keeping each group as equal to the other groups as possible, how many sheep should go into the 3 pens? A.216, 216, 216 B.215, 216, 216 C.215, 215, 216 D.215, 215, 215 6.Rachel played in 8 soccer games. She scored 4 goals in each game. Which number phrase shows the total she scored? A.4 + 4 + 4 + 4 B.8 x 4 C.8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 D.8 + 4