Division Vocabulary Song (tune is Yankee Doodle)
Partition into equal shares, one way to show division.
The inverse is to multiply, related to division.
Start off with the dividend, split by the divisor.
The answer is the quotient and what's left is the remainder.
Partition into equal shares, one way to show division.
The inverse is to multiply, related to division.
Start off with the dividend, split by the divisor.
The answer is the quotient and what's left is the remainder.
Skip Counting Songs - Multiplication is Repeat Addition! Ask your kids to sing these to you.
3s : Tune is On Top of Old Smokey
4s : Tune is Skip to My Lou
6s : Tune is Happy Birthday song
7s : Generic show tune
8s : Tune is "Whole World in His Hands"
9s : Tune is Mulan's "To Be A Man"
3s : Tune is On Top of Old Smokey
4s : Tune is Skip to My Lou
6s : Tune is Happy Birthday song
7s : Generic show tune
8s : Tune is "Whole World in His Hands"
9s : Tune is Mulan's "To Be A Man"
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Starting 10/22, we will be starting our unit on division of whole numbers. In grade 3, student solved one- and two- step multiplication and division problems within 100 using a variety of strategies. Grade 3 students were not expected to use the long division algorithm as they worked with division. In 4th grade, student expand upon the concept of division as tehy continue to represent division situations using arrays and area models. Students also record equations to find quotients in division situation with dividends of up to four digits and divisors of one digit. This grade is limited to whole numbers only.
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What we will be learning these next few weeks
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In grade 3, students determined the total number of objects when equal groups of objects were combined or arranged in arrays up to 10 by 10. Students represented multiplication facts by using a variety of strategies (repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, skip counting). Building on these experiences, 3rd graders were expected to recall multiplication facts to 10X10 with automaticity and fluency. As 3rd graders, students used strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. In grade 4, student build on this by representing the product of 2 two-digit whole numbers using arrays, area models, or equations. Students are expected to know multiplication facts thru 15X15.
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This video explains the standard algorithm for multiplying 3-digit by 2-digit numbers. This is a fifth grade TEKS. Fourth graders are only required to learn a 2-digit number multiplied by a 2-digit number. However, I have posted this on the lessons help page because it demonstrates the process for "carrying" over to the next place value location so it can be added properly to that next larger place value position. When practicing with your student, give them problems with 2-digit by 2-digit multiplication such as 46 X 22, 14 X 56, 75X 32.
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Fact Fluency is very important in 4th grade. Student learned their multiplication facts in 3rd grade. Unfortunately, many student have not fully mastered this skill. As the math becomes harder, the lack of foundation in fact fluency begins to hinder their progress. Start by asking your student to "make tens" by asking, "8 plus what number equals 10" and other related expressions. Then, please help your student to master their basic multiplication facts. Start with the ones, then twos, then three, and so on. We will be working on this very diligently in class this year. Fifth grade will require fact fluency for success. You can use Xtramath.org for this practice as well as simple flash cards from the dollar store or even homemade cards. Practice, practice, practice. Have your kids drill themselves before they eat breakfast or dinner (or both).
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Stop this video at the 7 minute mark as we only round whole numbers in 4th grade. Students must know their place values (100,000 / 10,000 / 1,000 / 100 / 10 / 1) in order to successfully identify the "target number" to be rounded. We use this poems to remember the rounding steps:
1. Find your place (underline the target #) 2. Look right next door (this is the helper digit to the right of the target) 3. 5 or more, raise the score (target # goes up a digit) 4 or less, let it rest (the target # stays the same) 4. Digits in front, stay the same (just copy them as they are) Digits in back, zero's their name (one zero for each digit) |
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The information in this video is foundational to success in math. Please quiz your students on the information. They should be able to accurately draw a place value chart. They can turn a piece of paper 90 degrees so the lines are vertical. Have them label the decimal point as "and" and go from the billions down to the hundredths (pennies). They should also label each place value with the numerical value of the location. For example, the hundredths place should have a lower-case "h" with 0.01 above it. You can also write a number and have your child say the number correctly. The only place they say "and" is in the decimal location.
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In fourth grade, students only need to know the tenths and hundredths. The thousandths place will be covered in 5th grade.
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Fractions and decimals are "parts" of a whole. A fraction will always have a decimal equivalent and vice versa.
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Decimal arithmetic is one of our current learning objectives. Please make sure to talk to your students about always lining up the place values when they add and subtract (but not when the multiply and divide). The easiest way to do this is to line up the decimals when stacking numbers. If a number does not have a decimal point, students should place one to the right of the ones place and then add "trailing zeroes".
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