NEWSLETTER

4 Module 3

Core Focus Ideas for Home

Number: Comparing, ordering, and rounding six-digit numbers Look up city populations or
Multiplication: Multiples, factors, prime and composite numbers areas and nd some that are
Area and Perimeter: Calculating for rectangles and word problems six digits long. Ask your child
which numbers are greater
or less. For further practice,
Number create a number line and
Students use skills developed in earlier grades to compare and order six-digit place the populations or areas
numbers. on it for comparison.
By placing numbers on a number line, students can visualize their positions
relative to each other, and relative to benchmark numbers like tens, hundreds, and Glossary
thousands. This visualization helps students understand the concept of rounding, When compared on a
instead of relying on rounding rules. number line, greater
numbers are farther from
3.3 Number: Rounding six-digit numbers 0 on the number line, and
lesser numbers are closer to
This table shows the annual home game Team Total
Step In attendance totals for some NFL teams.
Dallas 704,345 zero.
Which team had the greatest NY Giants 641,184
total attendance? Green Bay 623,577

Which teams had a total of more

Washington 617,767 Students can also see
than 630,000 spectators? NY Jets 615,656
where numbers sit relative
Which teams had about 620,000 spectators? to rounding benchmarks like
How can you figure this out? Which digits will you look at to help you decide?
Draw an arrow on this number line to show the total attendance at the NY Giants
the nearest ten, hundred,
home games.
thousand, or more.
600,000 700,000
Doubling and halving
If you had to round this number to the nearest hundred thousand, what number
would you write? is a mental strategy that
How would you round the same number to the nearest ten thousand? helps simplify complex
In this lesson, students use a number line to round six-digit numbers. multiplication. For example, if
a student sees 12 15, they
Multiplication can double the 15 and halve
Doubling and halving is a strategy to simplify multiplication. Students double the 12 to get 6 30, which
one factor while halving the other. is a more straightforward
multiplication problem. For
Students also practice nding factors to extend the doubling and halving strategy factors that do not easily t
in other ways.

the doubling and halving

strategy, students can break
3.7 Multiplication: Finding pairs of factors
down the greater factor into
Step In What do you notice about the orange arrays? lesser factors, then add the
resulting prducts.

Complete this table to describe each array. 20

What do you notice about the factors? is the same as

You can double one factor
ORIGO Education

and halve the other to

help find different pairs
of factors.

In this lesson students nd pairs of factors.

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 NEWSLETTER

4 Module 3

Area and Perimeter

Ideas for Home
Students extend what they learned about area and perimeter in Grade 3
Using a measuring device,
to investigate and then develop rules for nding the area and perimeter
work together to nd the
of rectangles. By applying the concept of arrays, students see that rectangles
area and perimeter of
can be viewed as rows and columns of squares. This helps illustrate the meaning
smaller rectangular shapes
behind the familiar formula for the area of a rectangle: A = L W.
and spaces in your home:
3.9 Area: Developing a rule to calculate the area of rectangles e.g. a cupboard, a table top,
a book, picture frames, or
Each small square in this large rectangle
Step In measures 1 yard by 1 yard.
6 yd
rugs. Use the L W formula
What are the dimensions of the large rectangle?
to nd the area. Use the
8 yd
The width is 6 yards.
The length is 8 yards.
(2 L) + (2 W) formula to
A short way to write square
units is to use a small numeral 2.
For example, 370 square yards
nd perimeter.
How could you use the dimensions to calculate can be written as 370 yd.
the area of the rectangle?

In this lesson, students calculate the area and develop Glossary

rules to be used for nding the area of any rectangle.
Area and perimeter are two
concepts that students may
By nding the perimeter of rectangles, students derive a formula from their confuse for one another.
observations. Because a rectangle has two identical lengths and two identical One way to remember
widths, they arrive at the following formula: P = (2 L) + (2 W), or P = 2 (L + W). that perimeter is the linear
Perimeter: Developing a rule to calculate the perimeter
distance around the edge
3.10
of rectangles
of a rectangle, and not the
Step In What are the dimensions of this mirror frame? at space that it covers, is
What do you call the distance around a rectangle? to think of the word rim that
How could you calculate the perimeter of this mirror frame?
appears in the middle of the
12 in
word. Another approach is
12 + 12 + 6 + 6 = 36 inches
to remember that area and
What is another way you could calculate the perimeter?
array look and sound similar
You could multiply the length
and width by 2. Then add them
together. That is 2 12 + 2 = 6.
6 in to each other.

In this lesson, students measure perimeter and develop

rules to be used for nding the perimeter of any rectangle.

ORIGO Education

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