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Add Multi-Digit Whole Numbers

Videos to help Grade 4 students learn to use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm and apply the algorithm to solve word problems using tape diagrams.

Common Core Standards: 4.OA.3, 4.NBT.4, 4.NBT.1, 4.NBT.2

Related Topics:
Lesson Plans and Worksheets for Grade 4

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 4

Common Core For Grade 4

New York State Common Core Math Module 1, Grade 4, Lesson 11

NYS Math Module 1 Grade 4 Lesson 11 Terms

Addend, Sum, Minuend, Subtrahend, Difference, Computation

Tape diagrams, bar models
A Tape diagram is a drawing that represents information in a math problem.
Standard Algorithm: a common or traditional series of math steps to get an answer to the math problem.


NYS Math Module 1 Grade 4 Lesson 11 Concept Development

Problem 1: Add, renaming once using disks in a place value chart.
3,134 + 2,493
Problem 2: Add, renaming in multiple units using the standard algorithm and the place value chart.
40,762 + 30,473

Problem 4: Solve one-step word problem using standard algorithm modeled with a tape diagram.
The Lane family took a road trip. During the first week, they drove 907 miles. The second week they drove the same amount as the first week plus an additional 297 miles. How many miles did they drive during the second week?

NYS Math Module 1 Grade 4 Lesson 11 Problem Set

1. Solve the addition problems below using the standard algorithm.
a. 6,311 + 268 =
g. 52,098 + 6,048 =
j. 527 + 275 + 752 =

Directions: Draw a tape diagram to model the following problems. Use numbers and words to explain your work.
2. In September, Liberty Elementary School collected 32,537 cans for a fundraiser. In October, they collected 207,492 cans. How many cans were collected during September and October?
3. A baseball stadium sold some burgers: 2,806 were cheeseburgers and 1,679 burgers didn’t have cheese. How many burgers did they sell in all? Use a tape diagram to show your work.


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