NE 4.OA.3 Solve Multistep Problems

Question 1

826. Interpret the meaning of a remainder in a story problem. (sort of walk them through the other steps in the solving a multistep story problem to get them to this part)

Answer 1

Interpreting the remainder is developed over time. Students interpret remainders based on understanding of number and context. They should not be introduced to or held accountable for rules of working with remainders. Students should justify their interpretations.

Question 2

826. Determine the first step in a two-step story problem.

Answer 2

Students make sense of a problem and determine how they might represent it including pictures or diagrams. Students then determine the first action/step for determining an unknown.

Question 3

826. Determine the second step in a two-step problem. (sort of walk them through the other steps in the solving a multistep story problem to get them to this part)

Answer 3

Students identify the second step needed to solve the problem. They can identify this step before or after completing the first step.

Question 4

826. Represent a two-step word problem with models, pictures, and equations (two equations can be used in place of an equation with two-operations) (sort of walk them through the other steps in the solving a multistep story problem to get them to this part)

Answer 4

Students should represent work problems with models, pictures, and equations. Two equations are recommended for 4th graders who do not know about order of operations.

Question 5

826. Write an equation for using a letter for an unknown number. (sort of walk them through the other steps in the solving a multistep story problem to get them to this part)

Answer 5

Students should write a letter to represent the unknown in a problem. They can use two different letters in two different equations to represent the two steps in a two-step problem.

Question 6

826. Determine if the solution to a two-step problem is reasonable. (sort of walk them through the other steps in the solving a multistep story problem to get them to this part)

Answer 6

Determining reasonableness with two-step problems is not as easy as simply estimating a result. Students have to ask themselves different questions. They have to compare the operations and steps taken to the results. Does it make sense to add first? How will this affect the result of my first step? Teacher modeling is important for developing reasonableness with two-step problems.