Welcome to the 4th Grade Parent Academy! September 17th, 2015

Importance of Number Sense What is number sense? The meaning of numbers Number relationships In her book, About Teaching Mathematics, Marilyn Burns describes students with a strong number sense in the following way: “They can think and reason flexibly with numbers, use numbers to solve problems, spot unreasonable answers, understand how numbers can be taken apart and put together in different ways, see connections among operations, figure mentally, and make reasonable estimates” (2007).

Fluency with Facts Fluency with multiplication and division facts are extremely important for your child’s math success. Here are some activities you can do with your child to practice fluency at home: Use timers. Each night, give 1, 2 or 3 minutes to answer as many math facts as possible given a sheet of problems or problems given orally.  Chart the number right and celebrate/reward increasing automaticity. Play oral math games in the car with your child such as Triangle Math Facts.  Give three numbers from a combination and the child names the associated facts.  For example, Adult says, “Three, nine, six.”  Child answers, “ 3+6=9, 6+3=9, 9-6=3 or 9-3=6.

Fluency with Facts Call out a product (36) and asking child what multiple group(s) the number belongs (2, 18, 3, 4, 6, 9, 12.) Read children’s literature about learning mathematics, such as The Grapes of Math or The Best of Times by Greg Tang. Download Math Apps to your phone or Ipad for practice anywhere such as Math Evolve by Interaction Education and Zephyr Games (it is $0.99 but well worth it!).

Resources Weebly http://bces4.weebly.com/ ES Math Videos by WCPSS https://www.youtube.com/playlist?list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz Handouts Class notes in their notebook

Strategies for Multiplication Standard Algorithm Base Ten Model Algebraic Method Expanded Notation Area Model Why so many methods?

Why is Math Taught DIFFERENTLY? This video sums up what we are doing and WHY we are doing it. Take a look… http://www.mathplusacademy.com/heres-why-math-is-taught-differently-now/

Multiplication Lets try an example: 1,469 x 8 Area Model: 8 1,000 + 400 + 60 + 9 8,000 480 72 3,200 8,000 + 3,200 + 480 + 72 = 11,752

Multiplication Lets try another example: 89 x 47 40 + 7 3,200 360 560 80 + 9 3,200 360 560 63 3,200 + 560 + 360 + 63 = 4,183

Division Lets try an example and look at the connection between multiplication and division: 7,962 divided by 6 6 1,962 162 42 0 1,000 300 20 7 7, 962 -6,000 1,962 -1,800 162 -120 42 -42

Division Expanded Notation Method: Joe took a bag with 152 peanuts to the park for feed the squirrels. He fed all of the peanuts to 8 squirrels. If each squirrel ate the same number of peanuts, how many peanuts did each squirrel eat?

Interpreting Remainders When we interpret remainders in math, we really have four choices for what we can do to get our final answer. 1. Drop the remainder (Quotient) 2. Add the remainder (Quotient + 1 more) 3. Remainder is the answer 4. Share the remainder (Remainder becomes part of the quotient, ie: a fraction)

Interpreting Remainders Lets try an example: Mary had 44 pencils. Six pencils fit into each of her pencil pouches. How many pouches did completely she fill? She completely filled 7 pouches, and one pouch has 2 in it. My answer is 7 and I drop the remainder.

Interpreting Remainders Lets try an example: Eduardo collects baseball cards. He has 1,928 baseball cards in his collection. He wants to put his cards in a notebook that holds 9 cards per page. How many pages will Eduardo need so all his baseball cards are in the notebook? 1,928/9= 214 R2 Here I need to add one to my quotient because I need to fit those last 2 remaining cards. My answer in this case is 215.

Interpreting Remainders 9 students have signed up to run a relay race. If each relay team can have 4 runners, how many students cannot run in their race? 9/4 = 2 R1 In this case, I want only my remainder to be my answer because of what my question is asking. Only one student does not have a team, therefore they cannot run in the race.

Interpreting Remainders One Monday, Kim brought 9 apples to school. She shared them equally between herself and 3 friends. How many apples did each person get? 9/4 (need to count herself as well!) = 2 R1. That means I can split that one remaining apple between 4 people and everyone would get 2 whole apples and ¼ of the remaining apple.

Q and A We’re happy to answers any questions you may have, or feel free to email your child’s teachers. Track 1: againes@wcpss.net mperez@wcpss.net Track 2: jstilwell@wcpss.net Track 3: cfiguers@wcpss.net jlever@wcpss.net Track 4: kdee@wcpss.net eeverett@wcpss.net