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Module 9 Parent Letter
Module 9 Parent Letter
Core Focus
Developing rules for nding the area and the perimeter of rectangles
Investigating multiplication of fractions using the area model and the number line model
Multiplying mixed numbers
Converting length measurements within the customary system (feet to inches, yards
to feet, miles to yards)
Measurement
Extending the learning about area and perimeter from Grade 3, students now
investigate and then develop rules for nding the area and perimeter of rectangles.
Using the dimensions of a rectangle (length and width), students nd its area by
multiplying as they do with arrays. If students know how many squares are in each
row, and how many rows there are, they can multiply to nd how many squares in
total. This is where the familiar formula A = L W for area of a rectangle comes from.
6 yd
8 yd
Finding the area of rectangles reinforces the use of the partial products to multiply.
The example below involves nding the area of the carpeted oor by decomposing
the rectangles.
6m
7 10 = 70
5m
7 4 = 28
Tiles
7m
Carpet
so
7 14 = 98 m2
and
6 5 = 30 m2
98 30 = 68 m2
14 m
14 6 = 8 m
75=2m
2 6 = 12 m2
56 + 12 = 68 m2
ORIGO Education.
15 in
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8 7 = 56 m2
27 =
2 15 =
Perimeter
in
Grade 4, Module 9
Fractions
In this module, multiplication is extended to problems that involve a common
fraction multiplied by a whole number. Students use area models and number lines
to visualize and calculate multiplication of a fraction by a whole number.
Exploring the Multiplicative Nature of Common Fractions
(Number Line Model)
9.6
3
4
3
4
3
4
3
4
3
4
4
3
4
3
4
3
4
Students also multiply mixed numbers by a whole number ( e.g. 5 3 61 ). They can
The jumps help me see
decompose the mixed number using an array to makethethe
thinking
fractions
that arevisible and then
multiples of 34.
What do the jumps on the number line help you identify?
use the distributive
property
to
3 nd the area.
Look at the multiples of shown below the number line.
4
1
6
3
1. The distance between each
1 whole number is one whole.
Step
Up measures
The
section
5 yards
bythe
3 equation.
Draw jumps
to show
6 yards.Then write the product.
How many square yards of turf will be needed?
a.
4 8 =
0
53 6 = 1
b.
(5 3)0 + (5 1 6 ) =2
210
ORIGO Education.
5 3 =
In this lesson, students use an area model to multiply whole numbers by mixed
numbers in parts. The total area is 15 5 square yards.
6
Measurement
Work with customary measures of length (inches, feet, yards, and miles) involves
reviewing how big each unit is, as well as knowing the ocial relationships
between them.
12
1 inch
3
1 foot
36
1 yard
1 foot
1,760
1 yard
1 mile
Glossary
The partial products strategy
uses the distributive property,
multiplying each place value
separately to get a partial
product, and then adding the
products together resulting in
one product.
5,280
ORIGO Education.
These are the important relationships between customary measures. From these,
other relationships can be gured out.
Students convert measurements and tell which unit of measure would be most
appropriate for dierent situations. E.g. which unit is best for measuring a piece
of paper, a length of cloth, the length and width of a room, or the distance from
home to school.
2
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