NEWSLETTER

4 Module 6

Core Focus Ideas for Home

• Multiplication: Using the partial-products strategy and solving word problems • To help your child with
• Length: Exploring the relationship between miles, yards, feet, and inches partial-product multiplication,
• Angles: Using a protractor and identifying acute, right, and obtuse practice facts involving
multiples of ten. E.g. 4 × 40
(4 × 4 × 10 = 160), 4 × 400
Multiplication (4× 4 × 100 = 1600), 40 × 40
• Students work with multiplying a single-digit by multi-digit numbers using (4 × 4 × 10 × 10 = 1600), etc.
the partial-products strategy. Multi-digit numbers are decomposed into
• Use the array model when
place-value parts so the multiplication is easy to do using an array model.
multiplying multi-digit
Each part is multiplied (as in area) and then added together, resulting in the
numbers and discuss how
total product. Illustrated below is the partial-products strategy for 176 × 4.
it works.
Multiplication: Using the partial-products strategy
6.2
(three-digit numbers)
Glossary
Compare these dimensions STRIP A
Step In of two paper strips. Width § 4 in
Length § 176 in
The partial-products
Which strip has the greater area?
How do you know? STRIP B strategy uses the distributive
How could you calculate the exact area of each strip? Width § 7 in

Look at this diagram.

Length § 124 in
property, multiplying each
place value separately to
4 400 280 24
get a partial product and
100 70 6
then adding the products
How has the rectangle been split?
What does each of the red numbers represent? You can split a rectangle together, resulting
How could you use the diagram to calculate into parts to find the
the total area of Strip A? partial products.
in one final product.
I would add the areas of the smaller rectangles.
That is 400 + 280 + 24. The total area is 704 sq inches.

How could you calculate the exact area of Strip B?

40 800 280
In this lesson, students use the partial-product strategy
1. Calculate each partial product. Then add the partial products and
using a three-digit
Step Up number and a single-digit number.
write the total.

6 × 354 6≈ = 3 ? 21
• This visual approach to multiplying multi-digit numbers prepares students for later 20 7
6≈ =
lessons on the standard multiplication algorithm.
6
6≈
Students
=
master the multiplication
300 50 4
algorithm more easily if they first encounter multiplication using their understanding
© ORIGO Education

Total
of place value and area found in the partial-products strategy.
♦ 198 ORIGO Stepping Stones  • Grade 4 • 6.2

• The area model is also used to represent multiplication. In the example below,
the factors are broken up by place value. The partial products of each smaller
rectangle are then added together to figure out the total. This strategy prepares
students for later lessons on the standard multiplication algorithm.

Multiplication: Using the partial-products strategy

6.4
(two two-digit numbers)

New turf is being laid in a playground.

Step In This diagram shows the dimensions
of the playground.
Estimate the amount of turf needed. 43 yd

I know 40 × 3 is 120.
40 × 30 is ten times more,
so about 1,200 sq yards 27 yd
of turf will be needed.
©�ORIGO�Education

How could you calculate the exact amount of turf to order?

In this lesson, students use the partial-product strategy
Giselle drew this diagram.
using
What doestwo two-digit
her diagram show? numbers.
40 800 280
How did she split the rectangle?
What does each red number represent?
What is the unknown value? How do you know? 3 ? 21
How could you calculate the total area of the playground? 20 7

Step Up 1. Calculate each partial product.

Then write the total of the four products. 1
36 ≈ 24
NEWSLETTER

4 Module 6

Length
Ideas for Home
• Working with customary measures of length (inches, feet, yards, and miles)
• Estimate distances in various
involves reviewing the magnitude of each unit is, as well as knowing the formal
units. How long is the
relationships between them.
sidewalk? How long is a car?
• Students convert measurements and decide which unit of measure would be most
How many miles to school?
appropriate for different uses, like measuring a piece of paper, a length of cloth,
Check the estimates using
the length and width of a room, or the distance from home to school.
a variety of measurement
Length: Exploring the relationship between yards, tools (rulers, tape measure,
6.7
feet, and inches
and odometer) to help make
Step In
Two friends compare their running jumps.
Deana jumped 2 yards. Marcos jumped 5 feet.
measurement more concrete
What is the difference in length between
their jumps? How do you know? There are 3 feet
and easier to understand.
in one yard.
Complete this table.
• Use an old clock with
Yards 1 2 3 5 15 20 35

Feet 3
moveable hands to name the
How did you calculate the number of feet in 15, 20, and 35 yards?
various angles formed.
In this lesson, students look at the important relationships
What does this diagram show?
between customary measures. ≈ 12 ≈3 When the minute hand on
How many inches are in one yard?

How many inches in 2 yards?

1 inch 1 foot 1 yard a clock goes all the way
Angles How do you know? ≈ 36
around from 12 and back
• Students use different types of angles to describe the amount of turn from one arm to 12, this is one complete
Step Up 1. Convert yards to feet. Show your thinking below.
of the angle to the other. The amount of9 yards
turn is described as a fraction revolution (or 360 degrees).
a. 5 yards b. c. 6 yards

of a full turn around a circle.

is equivalent to is equivalent to is equivalent to
When the minute hand
ft ft ft goes from 12 to the 3,
6.10 Angles: Using a protractor it has gone 41 of a revolution
One full turn around a point can
(90 degrees). Connect this
Step In be divided into 360 parts.
70
80 90 100
110
to the expression “quarter
© ORIGO Education

12
60 0
Each part is called a degree and 50
13
0

after” when telling time.

1
is 360 of a full turn.
14
40

0
15
30

♦ 214 ORIGO Stepping Stones  • Grade 4 • 6.7

160
20

• On a walk, take turns to point

170
10

The symbol ° is used for

180

START
degree. One full turn around
0

a point is 360°. out right, acute, and obtuse

190
350

200
340

angles in your environment

21
0
33

0
22
0
32

(buildings, billboards, etc.).

23
Look at the protractor on the right.
0 0
31
0 24

A protractor is a tool used to measure angles.

30 0
250
290 260
280 270

Follow these steps to use your protractor.

In this lesson, students use a 360-degree protractor to
1 2 3 4
measure and draw angles.

• Students name andIdentify

measure angles by their
the angle arms Choose which angle to
amount Estimate
Visualize which angle
of turn the amount
using a protractor:
and rotation point. measure. There are two arm has to move of turn, for example,
right (90 degrees), obtuse (greater possiblethan
choices. 90 degrees
clockwise to the other to but
show the amount of turn.
is it moreless than 180 degrees) or
or less than
90 degrees?

acute (less than 90 degrees).

5 6 7
ST
ST

AR
AR

T
T

START

6.11 Angles: Identifying acute, right, and obtuse

Place the center of the Place the protractor’s START Find the protractor mark
© ORIGO Education

protractor on the rotation line on the angle arm that you that lies on top of the
point of the
A angle.
right angle is imagine moving to the other.
one-fourth second angle arm.
Step In of a full turn.
♦ 222 ORIGO Stepping Stones  • Grade 4 • 6.10
How many degrees does that equal? How do you know?
Find two right angles in the picture.
Mark them with a blue arc.

An acute angle is less than a right angle.

Find two acute angles in the picture.
Mark them with a red arc.
©�ORIGO�Education

An obtuse angle is greater than a right angle,

but less than a half turn.
Find two obtuse angles in the picture.
Mark them with a green arc.

InStep
thisUplesson, students identify angles as acute, right,
1. Use a protractor to help you find these angles.
• Write A next to the acute angles.
or obtuse, and measure
• Write them
R next to the right with a protractor.
angles.
• Write O next to the obtuse angles.

a. b.
2