Download File - Mrs. Laug`s 4th Grade Classroom Website!

4th
Division
 Problem Solving
 Overview of
Geometry

 Standard:
4.NBT.6
Find whole-number quotients and remainders
with up to four-digit dividends and one-digit
divisors, using strategies based on place
value, the properties of operations, and/or
the relationship between multiplication and
division. Illustrate and explain the calculation
by using equations, rectangular arrays,
and/or area models.
 In
fourth grade, students build on their third grade
work with division within 100. Students need
opportunities to develop their understanding by using
problems in and out of context.
 General
methods for computing quotients of multidigit numbers and one-digit numbers use the same
understanding as the multiplication place value
methods.
 Multi-digit
division requires working with remainders.
Students should be able to solve problems with
remainders and be able to analyze remainders in
real-life situations.

Encourage your child to read word problems carefully.

We practice pulling out important information and
zooming in on what the question is really asking.

Students are required to show all work and strongly
encouraged to use labels.

After completing division problems, students should be
checking their work with multiplication (the Inverse
Operation)

Students should also ask themselves, “Is my answer
reasonable?”

They should make changes as necessary.
You are taking cars for a field trip. There are 73
students going and 5 students can ride in each car.
How many cars will have to go on the field trip?
Let’s use Expanded Notation to solve this problem!

4.G.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse),
and perpendicular and parallel lines. Identify theses two-dimensional
figures.

4.MD.5
Recognize angles as geometric shapes that are formed wherever two
rays share a common endpoint, and understand concepts of angle
measurement:
a. An angle is measured with reference to a circle with its center at
the common endpoint of the rays, by considering the fraction of the
circular arc between the points where the two rays intersect the
circle. An angle that turns through 1/360 of a circle is called a “onedegree angle,” and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have
an angle measure of n degrees.
 Students
will be recording the vocabulary for this unit
on spiral index cards and occasionally in their math
notebook.
 We
have found that it is helpful for students to
associate a picture or diagram with the vocabulary
word.
 It
would be helpful for you work with your child on
memorizing the vocabulary at home.
Angles are measured with a reference to a
circle.
Angles are created by lines intersecting.
Students will find Complementary and
Supplementary Angles (requires decomposing
angles into parts)
Students will measure and sketch angles using
a protractor.
Students will have to measure isolated angles,
as well as angles that are within a given
shape.
 See
handout for a list of important
terminology and examples.
 Students
will be expected to label different
types of lines both isolated and within a
given shape.
C
•AB is a line
segment
A
•<ABC is
B
obtuse
•The star is
showing points
A, B, & C
Useful Resources
 Classroom
 Wake
website!
County Math Videos
 Discovery
Education videos for students to
watch for review (just search for the
appropriate topic)
 LearnZillion-
need to set up an account,
but it is free! Common Core aligned