Continue using IXL to review and learn more. Sections P and Q help with fractions.

## Measuring with fractions can be yummy.

## Equivalent Fractions

Fractions are a big focus for 4th grade math. If you need extra help, go on IXL 3rd and 4th grade fraction sections.

if you hear anything about my dog Carly Rose teaching fractions, it’s true. Sometimes silly story telling gets student’s attention.

The image below shows 2/2, 4/4, and 3/3 equal 1. If you multiply or divide the numerator and the denominator by the same number, you get an equivalent fraction. Identity Property of One.

if you hear anything about my dog Carly Rose teaching fractions, it’s true. Sometimes silly story telling gets student’s attention.

The image below shows 2/2, 4/4, and 3/3 equal 1. If you multiply or divide the numerator and the denominator by the same number, you get an equivalent fraction. Identity Property of One.

## Division

Students are excited to learn partial quotient as we did partial product. They will learn the old school long division way in middle school.

If we have 130 students to divide into groups of six, we know 20 x 6 is 120 and we have 10 students left. We can make one more group of 6 students with 4 leftover. We would have a total of 22 groups all having six students except for the last group of 4.

We are working on area and perimeter. "Perimeter is around an object and you add up all the sides. Area is the middle and you multiply one length times one width." Ask your 4th grader to show you our silly hand motions to teach us the difference with perimeter and area.

The area model of multiplication explains

If we have 130 students to divide into groups of six, we know 20 x 6 is 120 and we have 10 students left. We can make one more group of 6 students with 4 leftover. We would have a total of 22 groups all having six students except for the last group of 4.

We are working on area and perimeter. "Perimeter is around an object and you add up all the sides. Area is the middle and you multiply one length times one width." Ask your 4th grader to show you our silly hand motions to teach us the difference with perimeter and area.

The area model of multiplication explains

**how**we learned to multiply in grade school using the algorithm. Students will learn the trick of multiplication in 5th grade. Using the area model, students counted squares on graph paper to show arrays for part of the answer and then how we add them all together to get the product.Several students are still struggling with "ungrouping" in subtraction. We called it "borrowing" back in the day. We have used our base ten blocks to build models and draw models to prove why we need to break them apart to have enough to subtract.

Using a Progress Monitor every Thursday with 24 problems and 15 minutes tracks their growth.

Using Plickers is a fun way to check our morning dry erase board problems.

We are finding estimates of numbers by rounding. After we estimate, we’ll know if our answers are reasonable.

Students are struggling with multiplicative comparisons. It’s just the fancy wording about what multiplication means.

49 is 7 times as many as 7

49= 7 x 7

8 times as many as 7 is 56

8 x 7 = 56

Using a Progress Monitor every Thursday with 24 problems and 15 minutes tracks their growth.

Using Plickers is a fun way to check our morning dry erase board problems.

We are finding estimates of numbers by rounding. After we estimate, we’ll know if our answers are reasonable.

Students are struggling with multiplicative comparisons. It’s just the fancy wording about what multiplication means.

49 is 7 times as many as 7

49= 7 x 7

8 times as many as 7 is 56

8 x 7 = 56

## We ❤️ 4th

A mnemonic device helps us remember the order of operations: Please excuse my dear Aunt Sally. Parentheses, exponents, multiplication, division, addition, subtraction.

This is our 2019-2020 Pacing Guide for math:

We wrote checks this week to use our standard form and word form. Students made up their own word problems, did the math, and wrote out a pretend check.

Anyone hear about the Sieve of Eratosthenes?

We have worked on some tricks to know if a number has a factor.

A number has a factor 2 means the number can be shared evenly with two people or in two groups. If the number is even - ends in a 0, 2, 4, 6, or 8; the number has a factor of 2.

A number has a factor 5 - the number ends in a 0 or 5.

A number has a factor 10 - the number ends in a 0.

My favorite, a number has a factor 3, if you ADD the digits of the number and the sum equals a multiple of three, then it has a factor of 3 or can be shared evenly in the groups.

A number has a factor 6 -has to meet the 2 and 3 tricks.

A number has a factor 9 - add all the digits and if it is a multiple of 9, then it has a factor 9.

**Prime**numbers are greater than 1 and only have two factors - 1 and the number itself.**Composite**numbers have more than two factors.We have worked on some tricks to know if a number has a factor.

A number has a factor 2 means the number can be shared evenly with two people or in two groups. If the number is even - ends in a 0, 2, 4, 6, or 8; the number has a factor of 2.

A number has a factor 5 - the number ends in a 0 or 5.

A number has a factor 10 - the number ends in a 0.

My favorite, a number has a factor 3, if you ADD the digits of the number and the sum equals a multiple of three, then it has a factor of 3 or can be shared evenly in the groups.

A number has a factor 6 -has to meet the 2 and 3 tricks.

A number has a factor 9 - add all the digits and if it is a multiple of 9, then it has a factor 9.

## Using tiles to prove factors by building arrays...

Using a deck of playing cards is a fun way to have a

**MULTIPLICATION WAR**. Each person flips two cards and multiplies them together. Largest product takes all four cards. Same answer causes a "war" and each flips two more cards. Winner gets all 8 cards. Total number of cards is the winner.We will introduce multiplicative comparisons in the next few weeks.

Twelve is three times as many as four. We used manipulatives of base ten blocks to model cubes, longs/rods, flats, cubes, longs/rods, flats,...

Our math lesson will ask how many is 9 tens and 10 ones and

250 = how many hundreds plus 5 tens.

Twelve is three times as many as four. We used manipulatives of base ten blocks to model cubes, longs/rods, flats, cubes, longs/rods, flats,...

Our math lesson will ask how many is 9 tens and 10 ones and

250 = how many hundreds plus 5 tens.

- Students are taking a MAP assessment on the computers for us to see their math skills.
- Mystery Number is a fun game helping students with their number sense.
- We will be sharing our different ways of being fluent in math with our
**Today's Vote**and**Number Talks**. - Our
**Today's Vote**uses tally marks every morning, and we will use the data in math class. We'll be listing factors for our results, drawing arrays, and labeling the numbers as**prime**(only two factors - 1 and the number itself ) or**composite**( more than two factors ). We will also make fact maps in circles that look like pool balls to help us organize finding factors. We'll list the factors from least to greatest. - Review basic
**multiplication facts**by playing "Buzz" to review the multiples of 3, "Cock-a-doodle-doo" with multiples of 4, "Ruff ruff" with multiples of 6, or "meow" for multiples of 7.