NEWSLETTER

4 Module 8

Core Focus Ideas for Home

• Division: Partial-quotients strategy (two-, three-, and four-digit dividends) • Take turns practicing mental
• Common fractions: Multiplicative nature (area and number line models) division problems while
• Common fractions: Multiplying mixed numbers traveling or walking. Use
multiples of the divisor to
come up with problems like
Division 336 ÷ 3. This problem can
• The array model helps students review the concept of division. Students are given be mentally decomposed
the total in the array, but can only see the number of rows, or the number in one to become 300 ÷ 3 and
row. This demonstrates the idea of a missing factor, and shows that most arrays 36 ÷ 3, which equals 100
have two related multiplication equations, and two related division equations. + 12, which equals 112. Try
245 ÷ 5, 648 ÷ 6, 819 ÷ 9,
Division: Reviewing the relationship between multiplication
8.1
and division 444 ÷ 4, 396 ÷ 3, etc…
Step In What do you know about this rectangle?

How can you calculate the length of the rectangle?

5 ft Area is 45 ft²
Glossary
Write two equations you could use to help you. ?
A partially covered array
≈ = ÷ =
show the total and either
What do you know about this square? the number of groups or the
What thinking would you use to calculate the length
of the unknown side? number in each group to
? Area is 36 m²
represent division.
What equations
could you write?
6m

15 dots
in total 35 dots
in total
In this lesson, students calculate the length of the unknown side.
Division: Introducing the partial-quotients strategy
8.2 1. Complete the two equations you could use to calculate
Step (two-digit
Up dividends)
the unknown dimension. Then label the diagram.

• Students extend theira.skill with division byb.building on what they know about the The dividend is the number
Step In Three friends share the cost of this gift.
relationship between multiplication
4 yd Area is 28 yd²
and division.
How can you calculate the amount that each
Area isJust
48 ft² like $63
multiplication,
ft
division that is split into smaller
can be represented using a rectangular area model.
person will pay?
equal parts when division is
yd 8 ft
William uses a sharing strategy.
performed.
• In the problem below, students use what they know
4×
What steps will he follow?
= 28 8× about
What do the blocks at the top of the chart represent?
= 48 the area model formula
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(L × W = A) to split the total

What amount area
28
will (63)
÷ 4 =person
each pay?into parts that
48 ÷ 8 =can easily be divided (60 + 3) The divisor is the number that
How do you know?
by the known W dimension (3) to
What division equation
♦ 282
couldfi ndwrite?the missing L dimension (21).
you
ORIGO Stepping Stones  • Grade 4 • 8.1
indicates how many parts the
dividend is to be split into, or
Step 1 Step 2 Step 3
She draws a rectangle to She partitions the rectangle She thinks: the number in each part.
show the problem. The into two parts so that it 3 × 20 = 60
length of one side becomes is easier to divide by 3. 3×1=3
the unknown value. then 20 + 1 = 21
The quotient is the missing
3 63 3 60 3 3 60 3 information in a division
? 20 + 1 problem (the answer).
Why did she split the rectangle into two parts?
Why did she choose the numbers 60 and 3?
Why did she add 20 and 1?

I will call the amount that each person pays A.

To find the amount, William thinks 63 ÷ 3 = A,
and Daniela thinks 3 × A = 63.

In thisHow
lesson, area
could you models
use these are
strategies used96to÷ split
to calculate 3? two-digit dividends
into parts
♦ 284 that are easily divisible by one-digit divisors. ORIGO�Stepping�StonesAA•AGradeA4A•A8.2
©�ORIGO�Education

1
NEWSLETTER

4 Module 8

• All the lessons build on this of idea of partitioning to make division easier, even
Ideas for Home
when the numbers in a division problem are three or four digits. The key is to choose
convenient ways to do the partitioning, so the division becomes easy to perform. • Find recipes that have
fractions in the ingredients
Division: Using the partial-quotients strategy
8.4
(three-digit dividends) list. Discuss how you could
David paid for this laptop in three monthly payments.
figure out the amount
Step In He paid the same amount each month.
needed if you need to make
What amount did he pay each month? How do you know?
$639
multiple batches.
I would break 639 into parts
that are easier to divide.

Glossary
Describe how this rectangle has been partitioned.

What is special about the numbers 600, 30, and 9?

3 600 30 9
Fractions describe equal
What amount does David pay each month?
parts of a whole. In this
200 + 10 + 3
example of a common
Trina’s laptop was $546. She paid the same amount each month for six months.
In this lesson, area models are used to break three-digit
How can you calculate the amount she paid each month? fraction, 2 is the numerator
dividends into parts that are easily divisible by one-digit divisors.
Felipe uses this diagram to break 546 into parts 546 and 3 is the denominator.
that are easier to divide by 6.
Common fractions +
2
3
• Students explore how to multiply when the number 90 of+ groups
1 is a whole amount
and the number in each group is a fractional amount. They consider what happens A mixed number is a whole
denominators
Trina paid each month. of fractions540when
Complete the equations to calculate the amount that
to the numerators and ÷6= multiplying. An area number and a common
model is used to represent thematch
How do the equations situations.
the numbers 6÷6=
fraction added together and
used in the diagram?
written as a single number
© ORIGO Education

Use the same strategy to calculate 279 ÷ 3. 546 ÷ 6 =

8.9
Common fractions: Exploring the multiplicative nature without the addition symbol.
(area model)
♦ 290 ORIGO Stepping Stones  • Grade 4 • 8.4

Three friends share one pizza that is cut into eighths.

Step In If they each eat one slice of pizza, how much pizza will be eaten?

How could you figure it out?

Another way to
There are three people show this repeated
1 addition is to use
and they have 8 of
the pizza each. That is multiplication.
1 1 1 1
equivalent to 8 + 8 + 8 . 3× 8

What multiplication equation could you write

In this lesson, students multiply fractions.
if each person had two slices?

• Students also use area models

Draw a picture reinforce multiplying whole numbers by mixed
tothinking.
to show your
Imagine there were two pizzas and the friends
numbers in parts. each eat three slices. What multiplication
equation could you write to calculate the total?

Common fractions: Multiplying mixed numbers

8.12
(with composing)
When you multiply a fraction by a whole number, what do you notice?

Step Victoria is painting a wall that is 7 feet high

StepUp
In 1. Each1 large shape is one whole. Complete each equation.
and 5 4 feet long.
1
Whata.is the area of the wall? How could you figure
b. it out? 5 4
2 4
3 × 10
Jayden drew this picture to help = figure it out.
him 2 × 12 =
What numbers should you write below to match his picture?
7
c. d. e.

( × )+( × )
© ORIGO Education

1 4 2
4× 6 = 2× = 4× 8 =
What is the value of each partial product?10
1
What do you need to do to the product of 7 and 4 so the final answer makes sense?
What
♦ 306 is the area of the wall? ORIGO Stepping Stones  • Grade 4 • 8.9

In this lesson,
Step Up 1. students multiply
Write the partial products infractions
each picture. with mixed numbers.

a. 2 b. 3
1 6 2 8

5 3
©�ORIGO�Education

2. Write the missing numbers to calculate each product.

a. 5 × 3 41 b. 5
3 × 10 12

(5 × )+(5× ) (3× )+(3× )

2
© ORIGO Education

+ = + =