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Grade 4, Module 10

Dear Parent/Guardian,
In Lessons 10.1 to 10.8, students extend their skill with division by building on what
they already know about how multiplication and division are related, and how this
relationship can be illustrated using a rectangular area model. Students have already
learned the formula for the area of a rectangle (L W = A). If we know A and one
of the dimensions of the rectangle (either L or W), we can nd the other dimension
by dividing. For example, to gure out 963 3, we can imagine a rectangle with an
area of 963 and width of 3. We need to gure out the length (L) of the rectangle.
Now comes the important part: we can imagine splitting the area of the rectangle
into three parts: 900 + 60 + 3. We choose parts that divide easily by 3, since we are
dividing by 3. It is not hard to gure out the length of each of the parts: 300, 20,
and 1. Adding these (300 + 20 + 1 = 321), we nd the answer, so 963 3 = 321. All of
lessons 10.1 through 10.8 build on this splitting idea for make division easier, even
when the numbers in the division problem get large. The key is to choose convenient
ways to do the splitting, so the division becomes easy to perform.
Now that your child is learning about division involving bigger numbers, you might be
tempted to show him/her the standard division algorithm (the paper/pencil procedure
for long division) that you remember learning in school. It is very important that you
resist this temptation. The long division algorithm will be introduced later in Grade 4,
after your child has a rm understanding of the fundamental ideas of division. Setting a
rm foundation rst is essential and the lessons in this module are designed to do that.

ORIGO Education.

Lessons 10.9 to 10.12 focus on geometry and in Lessons 10.9 and 10.10, children are
formally introduced to some of the most fundamental building blocks of geometry:
points, lines, segments, rays, and parallel/perpendicular lines. These lessons focus
on identifying and naming these important geometric features as they are pictured
on the textbook page. You can help your child think more deeply about these ideas
by having conversations about geometric shapes as models for real objects. For
example, if your child looks around your community or home for examples of parallel
and perpendicular line segments, he/she might point out railroad tracks (parallel) or
the side and top of a door frame (perpendicular). Many other everyday examples
such as roads, fences, or tiles, are good for geometric conversations. Lessons
10.11 and 10.12 engage children in thinking about reectional symmetry and lines of
symmetry. This simple but interesting idea is everywhere in our everyday lives, in art,
and in nature. If you spread some paint on paper, then fold and unfold the paper,
you will create a painting that is the same on both sides of the fold (which is the line
of symmetry). This can be a fun activity. You can also write the alphabet in capital
letters, and examine it for symmetry. Some letters (like A and T) have vertical lines of
symmetry; some (like B and E) have horizontal lines of symmetry; some (like H and
X) have both vertical and horizontal lines of symmetry. Investigate with your child
whether any letters have lines of symmetry that are neither horizontal nor vertical
or which letters have no lines of symmetry. You can also try to nd common words
or names that have lines of symmetry, for example, OBOE has a horizontal line of
symmetry and MAT, written vertically, has a vertical line of symmetry.
Your Grade 4 Teacher

Core Focus
Division of whole
numbers (relating
multiplication and
division, dividing two-,
three-, and four-digit
numbers by onedigit divisors, solving
word problems); basic
geometric building
blocks (points, parallel
and perpendicular lines,
line segments, and rays);
symmetry (reflecting
shapes across a line of
symmetry, identifying
lines of symmetry).

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