have to take away any thousands. (Writes 2 in the thousands place of answer.) Note: Students should know that it is mathematically possible to subtract a larger number from a smaller number but that their work with whole numbers does not allow this as the difference would result in a negative number. Make sense of Reason abstractly and Construct viable Model with Use appropriate tools Attend to precision Look for and make Look for and express problems and quantitatively arguments and mathematics strategically use of structure regularity in repeated preserver in solving critiques the reasoning them. reasoning of others Topic 4: Addition and Subtraction of Whole Numbers Breaking Apart Counting On Compensation Commutative Property of Addition Associative Property of Addition Identity Property of Addition Inverse Operations
have to take away any thousands. (Writes 2 in the thousands place of answer.) Note: Students should know that it is mathematically possible to subtract a larger number from a smaller number but that their work with whole numbers does not allow this as the difference would result in a negative number. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Topic 4: Addition and Subtraction of Whole Numbers Breaking Apart Counting On Compensation Commutative Property of Addition Associative Property of Addition Identity Property of Addition Inverse Operations
4th%20Grade%20Units-Revised%20June2014.docx