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Gr4_Unit4_HWEO_math (2)

The Grade 4 Math Unit focuses on how advertisements persuade people and the impact they have on society, while integrating concepts of factors, multiples, fractions, decimals, and metric measurements. Students will learn to apply mathematical operations in real-life situations, including word problems and the creation of line graphs. The unit runs from October 21st to November 30th and emphasizes understanding and using mathematical language and strategies.

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14 views

Gr4_Unit4_HWEO_math (2)

The Grade 4 Math Unit focuses on how advertisements persuade people and the impact they have on society, while integrating concepts of factors, multiples, fractions, decimals, and metric measurements. Students will learn to apply mathematical operations in real-life situations, including word problems and the creation of line graphs. The unit runs from October 21st to November 30th and emphasizes understanding and using mathematical language and strategies.

Uploaded by

liki37009
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade 4_ How we express ourselves _MATH

UNIT 4

TD Theme: How we express ourselves


Central Idea:
Advertisements are created in order to persuade people to buy products and services and to spread social
awareness.
Lines of Inquiry:
1)Different techniques used in advertising
2) Means used by media to influence the society
3) Impact of advertisements on people.

Duration of unit: oct 21st - nov 30th

Stand-alone: Numbers
Factors & Multiples

Fractions and decimals are ways of representing whole-part relationships.

For fractional and decimal computation, the ideas developed for whole-number computation can apply

Learning outcomes:

 Use the language of multiplication and division, for example, factor, multiple, product, quotient, prime
numbers, composite number.
 simplify fractions using manipulatives.
 Add and subtract fractions with related denominators in real-life situations.
 Add and subtract decimals in real-life situations

Integration
Even complex operations can be modeled in a variety of ways, for example, an algorithm is a way to
represent an operation. (magic triangles, factor tree method)
Learning outcomes:
 use the language of multiplication and division, for example, factor, multiple, product, quotient, prime
numbers, composite number
 select an appropriate method for solving a problem, for example, mental estimation, mental or written
strategies, or by using a calculator
 use strategies to evaluate the reasonableness of answers.

Factors and Multiplies


What Is Factor?
A factor of a number is defined as the number that divides the given number exactly without any remainder.
Examples:

We know that 8 is divisible by 4 completely without any remainder. Therefore, 4 is the factor of 8.
Alternatively, the factor of a number is defined as two numbers such that the product of numbers is equal to
the given number.
Examples:

https://youtu.be/qc8LHRMs6FQ?si=LsuhvgU6i-TYuYZl
The product of the numbers 3 and 2 is equal to 6. Therefore, 2 and 3 are the factors of 6.
A number may have many factors.
Properties of Factors
 A number may have many factors.
 Every number is a factor of itself.
 1 is the factor of every number.
 Every number other than 1 has at least two factors, i.e., 1 and itself.

What Is Multiple?
The multiples of the number are the product of the numbers with the natural numbers.
Examples:
The first ten multiples of 12 are:
12 × 6 = 72
12 × 7 = 84
12 × 8 = 96
12 × 9 = 108
12 × 10 = 120

12 × 1 = 12
12 × 2 = 24
12 × 3 = 36
12 × 4 = 48
12 × 5 = 60
Properties of Multiples
 Every number is a multiple of itself.
 1 × 8 = 8; 1 × 14 = 14
 Every number is the multiple of 1.
 8 × 1 = 8; 14 × 1 = 14
 The first multiple of the number is equal to the number.
 The first multiple of 8 is 1 × 8 = 8
 Every multiple of the number is either equal to the number or greater than the number.
 The multiple of 3 are 3, 6, 9, 12, 15, ……
 The multiples of an even number are always even.
 The multiples of 4 are 4, 8, 12, 16, 20, 24, 28, …..
 The multiples of an odd number are alternatively odd and even.
 The multiples of 9 are 9, 18, 27, 36, 45, 54, ……
 A number can have an infinite number of multiples.
Metric Measure of Length
Measurement of something from its one end to the other is called its length. The standard unit of length is
meter. We use different units to measure different lengths. Millimetre, centimetre, decimetre is smaller unit
used to measure smaller distance, meter is used to measure average distance, whereas units like decametre,
hectometre and kilometre are used to measure longer distance. All these units are related to each other.

Changing Metric Units of Length


https://youtu.be/kOJFSH_Bn9U?si=wTa0njnn3cwmWzze

When we move from one metric unit to another to the right in the above metric chart, the value of metric
unit becomes ten times smaller i.e., one tenth and when we move from one metric unit to another to the left
in the metric chart, the value of metric unit becomes ten times bigger.
We consider meter as the basic unit of length.
1 Decametre (dam) = 10 times metre
1 Hectometre (hm) = 100 times metre
1 Kilometre (km) = 1000 times metre
1 Decimetre (dm) = 1/10 of metre
1 centimetre (cm) = 1/100 of metre
1 millimetre (mm) = 1/1000 of metre

Conversion of measures from higher to lower units


We always multiply when we change higher unit to lower unit.
Example 1: Change 4km into meters
1km =1000m
Therefore, 4 x 1000m = 4000m
Example 2: Change 25m into centimetres
1m = 100cm
Therefore, 25 x 100cm = 2500cm

Conversion of measures from lower to higher units


We always divide when we change lower unit to higher unit.
Example 1: Change 6000m to kilometre
1000m = 1km
Therefore, 6000 ÷ 1000 = 6km

Word Problems on Multiplication and Division

Objective: In this section, students will practice solving word problems using multiplication and division.
Word problems help in understanding how these operations are used in real-life situations.

Instructions:

1. Read each problem carefully.


2. Identify whether to use multiplication or division.
3. Write down the steps and solve the problem.
4. Check your answer to see if it makes sense in the context of the problem.

Example 1: Multiplication
https://youtu.be/xyAo7eJaDwg?si=IyxGDhUzXDh08g34

Problem:A book has 32 pages. If you want to read 4 pages every day, how many days will it take to finish
the book?

Solution:You need to multiply the number of days by 4 to find how many pages you’ll read in that time.

4 pages/day × 8 days = 32 pages

So, it will take 8 days to finish the book.

Example 2: Division
https://youtu.be/cT-dxQ2clz8?si=g0mN4lKo0xLkoINB

Problem:There are 60 candies and you want to share them equally among 5 friends. How many candies will
each friend get?
Solution:You need to divide the total number of candies by the number of friends to find out how many
each will get.

60 ÷ 5 = 12

So, each friend will get 12 candies.

1. Introduction to Line Graphs

 Define what a line graph is and explain its purpose (showing changes over time).
 Discuss common uses for line graphs, such as tracking temperature, rainfall, or test scores.

2. Elements of a Line Graph

 Axes: Explain the x-axis (often representing time or categories) and the y-axis (showing values).
 Data Points: Show how data points are plotted and then connected by lines.
 Title and Labels: Importance of a title and clear labels for the axes.

3. Reading and Interpreting Line Graphs

 Teach students how to read values at different points on the graph.


 Discuss interpreting trends, like increases, decreases, or stable lines.

4. Creating Line Graphs

 Guide students in gathering simple data that changes over time (e.g., daily temperature, steps walked
per day).
 Teach them to organize data in a table before plotting it on a graph.
 Have students plot points, label the axes, and draw lines to connect points.

5. Practice Activities

 Give students a set of data to practice creating and interpreting line graphs.
 Use group activities where students can collect their own data and create line graphs collaboratively.

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