1. 4 th

2.  Division  Problem Solving  Overview of Geometry

3.  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.

4.  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 multi- digit 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.

6.  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.

7. 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!

8.  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 “one- degree 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.

9.  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.

10.  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.

11.  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. A B C AB is a line segment <ABC is obtuse The star is showing points A, B, & C

12.  Classroom website!  Wake 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 Useful Resources