# JoAnn's School

We can put fractions in order from least to greatest, or greatest to least by comparing them to benchmarks, using a common denominator, or comparing their denominators when they have common numerators. Using 1/2 as a benchmark, we can quickly decide if a given fraction is less than or greater than 1/2 to compare it to another fraction. Using common denominators, we can compare and order fractions by the amount of their numerator. The lowest numerator equals the lowest fraction and the greatest numerator equals the greatest fraction. When fractions have a common numerator, we can compare and order them by their denominators. The lowest denominator equals the greatest fraction because a small denominator represent larger equal parts. We locate and label fractions on a number line to help us put them in order by their size. The fraction that is the greatest distance from zero is the greatest fraction. We compare fractions by sorting them into lists of less than 1/2 or greater than 1/2 then marking them on the number line. We order fractions by giving them a common denominator and making a list of multiples where they can meet. We also find and write a numerator that makes an inequality true.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 6.4, Common Denominators
https://youtu.be/_jdRoXdv3bE

4th Grade Math 6.5, Word Problem Solving, Find Equivalent Fractions
https://youtu.be/t4svIqhe41c

4th Grade Math 6.6, Compare Fractions Using Benchmarks
https://youtu.be/c-ibOVdRQyg

4th Grade Math 6.7, Compare Fractions by Numerator, Denominator, or Benchmarks
https://youtu.be/iC1kbqsKfaM

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

We can compare fractions by writing equivalent fractions using a common denominator, then the fraction with the greater numerator will have the greater value. We can also compare fractions using benchmarks, simplest form, and common numerators. When fractions have a common numerator, the fraction with the lower denominator will have the greater value. We quickly review how to make common denominators as we learned in video 6.4, and writing fractions in their simplest form as we learned in video 6.3. We can use fraction strips or draw a model to compare the fractions. Sometimes it's just faster to use benchmarks and mental math because after writing the fractions into their simplest form, we will still need to use benchmarks or common denominators to compare them. We solve two word problems involving fraction comparisons.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 6.4, Common Denominators
https://youtu.be/_jdRoXdv3bE

4th Grade Math 6.6, Compare Fractions Using Benchmarks
https://youtu.be/c-ibOVdRQyg

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

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We can write a pair of fractions as fractions with common denominators by finding multiples of the denominators and using a common multiple as their common denominator. We will create a fraction pair that have the same denominators. A common denominator is a common multiple of the denominators of two or more fractions. We need common denominators to add, subtract, compare, or put fractions in order by their size. Fractions with different denominators represent wholes that are cut into a different amount of parts. Fractions with common denominators represent wholes that are cut into the same amount of parts. We can use paper folding to find a common denominator for a pair of fractions. By making common denominators for fractions, we can find out if they are equivalent fractions.

4th Grade Math 6.2, Generate Equivalent Fractions Using Multiplication or Division
https://youtu.be/nDDNStJN0l4

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

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We learn to model and identify equivalent fractions in the previous video 6.1 which is linked below. Equivalent fractions are fractions that represent the same amount. They are equal fractions. We can use multiplication or division to create equivalent fractions. We multiply or divide the numerator and denominator by the same number. We review the parts of a fraction and what they represent. We find how many sixths are in 2/3. We model two fractions that are equivalent to 1/3. We see if 2/3 and 4/7 are equivalent fractions by using multiplication. When the numerator and denominator are the same number, the fraction is equal to one whole. Because we can keep multiplying a fraction by greater numbers we can make an unlimited amount of equivalent fractions with greater numerators and denominators. We use multiplication to find two equivalent fractions for 3/8. We use division to find two equivalent fractions for 20/30. We solve a word problem using higher order thinking that involves division and equivalent fractions.

4th Grade Math 6.1, Model Equivalent Fractions
https://youtu.be/484ebr8Erfs

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

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Fractions are equivalent when they are equal and represent the same amount. We can use models to show equivalent fractions by modeling one fraction with same-size parts. Then, use different same-size parts to match the length of the first model. A fraction with a larger denominator will have smaller parts because the whole is split into more pieces. We introduced how to make equivalent fractions by multiplying both the numerator and denominator by the same number. We'll learn more about this in the next lesson 6.2. We write an "equal to" or "not equal to" symbol to show if two fractions are equal to or not equal to each other. We solve four different word problems involving equivalent fractions.

3rd Grade Math 8.1, Equal Parts of a Whole

4th Grade Math 6.2, Generate Equivalent Fractions Using Multiplication or Division
https://youtu.be/nDDNStJN0l4

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

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Factors and multiples are related. A factor times a factor is a product, and the product is a multiple of either factor. We can make lists of multiples as products of a number and a counting number. And video 5.2 we learned the rules for divisibility. If a number is divisible by n, then n is a factor of the number. We review the meaning of the word variable. Aside from using divisibility rules, we can list multiples of a number to see if a number is in the list. We can also use division to find if a number is a factor of another number. A multiple of a number can be found by skip-counting by that number. A common multiple is a multiple of two or more numbers. We write yes or no if a number is a factor of a given number. We write yes or no if a number is a multiple of a given number. We write an unknown number in a list of multiples. We solve a word problem involving common multiples and a calendar. We complete a Venn Diagram for factors of a given number and the first 12 multiples of another number.

4th Grade Math 5.2, Factors and Divisibility
https://youtu.be/rPsn4FkR5LM

4th Grade Math 5.3, Word Problem Solving, Common Factors
https://youtu.be/mT4cprYYM8Y

3rd Grade Math 12.8, Venn Diagram, Classify Plane Shapes
https://youtu.be/mkeyMpOdVt4

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We usually don't get snow until the end of December, and more so in January and February. I really don't remember us getting snow in October. Many of the deciduous trees haven't even dropped their leaves yet. Deciduous trees are trees that go through a process similar to hibernation during the winter by dropping their leaves in the autumn, then growing new leaves in the spring. In the fields of horticulture and botany, the term deciduous means "falling off at maturity" and "tending to fall off", in reference to trees and shrubs that seasonally shed leaves, usually in the Autumn; to the shedding of petals, after flowering; and to the shedding of ripe fruit (Wikipedia). We have deciduous teeth that are "baby teeth". As we mature, they are pushed out by our permanent teeth as they grow in. Watch my math videos posted every Monday through Friday!

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We can use the "make a list" strategy to solve problems with common factors. We make a list of factors for each number, then identify the common factor or factors that are found on both lists. A common factor is a factor of two or more numbers. A perfect number is a number that is equal to the sum of its factors (except itself as an addend). We solve four word problems involving common factors. If a number is a factor of a product, then the factors of that number are also factors of the product. We write factor pairs to make sure we list all the factors for a number. We use higher order thinking skills to find two numbers that have a common factor of 10 and 20.

4th Grade Math 5.1, Model Factors
https://youtu.be/j11iZ0Std8A

4th Grade Math 5.2, Factors and Divisibility
https://youtu.be/rPsn4FkR5LM

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2015 copyright textbook for this playlist.

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We can tell whether one number is a factor of another number by using a "divisibility rule". A number is divisible by another number if the quotient is a counting number and there is nothing left over, there is no remainder. A factor of a number divides that number evenly, with no remainder. We can use counters or grid paper to make arrays to help us find factors. But, some numbers may be too great for us to use counters or grid paper. Division is the quickest way to find factors for greater numbers. We go over the divisibility rules for 2, 3, 4, 5, 6, and 9. We show how to use division to find if a number is divisible by another number. We make a list of all the factor pairs for 96. Divisibility and factors are related because a number is divisible by each of its factors. There is no divisibility rule for 1 because all numbers are divisible by 1. There is no divisibility rule for 0 because we can't divide by zero. If we can divide a number by 2 twice then that number is divisible by 4. We see if 2, 3, 4, 5, 6, 7, 8, or 9 are factors of 36.

4th Grade Math 5.1, Model Factors
https://youtu.be/j11iZ0Std8A

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

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We can use models to find factors by using square tiles and arranging the required number of tiles into rectangles to form arrays. We can also use grid paper to model factors. A factor is a number multiplied by another number to find a product. Every whole number greater than 1 has at least two factors, that number and 1. Some whole numbers have more factors. Two factors that make a product are sometimes called a factor pair. If the product is an even number, 2 will be one of the factors. It's product will have at least two factor pairs, a pair containing a 1, and a pair containing a 2. If the product is an odd number, it may only have one factor pair of 1 and that odd number. But, be careful! Many odd number products have more than one factor pair. We solve two word problems involving factor pairs. We circle true or false for three statements about factor pairs.

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2015 copyright textbook for this playlist.

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We can solve multi-step division word problems by using the strategy "draw a diagram". We can draw a bar model to help us visualize the problem and organize the information. We review the steps to solving a word problem. We see how to use bar models and equations to solve 5 different multi-step division word problems. We review using partial quotients.

4th Grade Math 4.8, Divide Using Partial Quotients
https://youtu.be/K-nSEH-y6CQ

4th Grade Math 4.9, Model Division with Regrouping
https://youtu.be/vZ59GI_kfPM

4th Grade Math 4.10, Place the Quotient's First Digit in Long Division
https://youtu.be/GQ887vHOTc0

4th Grade Math 4.11, Divide 1-Digit Numbers, Check With Multiplication
https://youtu.be/SKRvpeK206I

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

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Long division is a method used to do multi-digit division. The steps are done vertically, paying close attention to place values. We can use place value to know where to place the first digit of the quotient. We look at the first digit in the dividend. If it is large enough to be divided by the divisor, we write the first digit above that place value. If the first digit of the dividend is not large enough to be divided by the divisor, we include the second digit of the dividend. We write the partial quotient above the dividend's second digit. Remember we can turn our paper sideways to use the lines to make our place values neat. We discuss step-by-step how to do long division and what is happening. We can use estimation to place the first digit for the quotient. If the dividend rounds to the next greater hundred, it's better to use place value to divide. If our subtraction produces a difference greater than the divisor, the divisor could fit into the dividend's digit more times. We see what happens when we subtract and our divisor cannot fit into the difference. The more a divisor increases, the more the quotient decreases because we are putting fewer into more groups.

4th Grade Math 4.7, Divide Using Repeated Subtraction
https://youtu.be/zJNYb5hb5QE

4th Grade Math 4.8, Divide Using Partial Quotients
https://youtu.be/K-nSEH-y6CQ

4th Grade Math 4.9, Model Division with Regrouping
https://youtu.be/vZ59GI_kfPM

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We can use partial quotients to divide by 1-digit divisor. We can choose multiples of the divisor to find partial quotients. We subtract the partial quotients from the dividend. Add the partial quotients to get the quotient. A multiple is a product of a number and a counting number. We can use rectangular models to show the multiples, partial quotients, and to better understand what is happening as we divide. We look for the greatest multiple of the divisor, that is less than the dividend, that we can multiply easily. If we use greater multiples, we will use less subtraction and less addition. The amount of times we subtract will be the amount of partial quotients we will need to add. And we may prefer to subtract the divisor times 10 several times, then add more partial quotients, to fully understand what we are doing. We may prefer to subtract greater multiples of 10 to go faster by doing less subtraction and addition. Either way, we need to make sure we subtract correctly. There's usually more than one way to solve a problem, but some ways are more efficient. We see how we write the quotient above the dividend for vertical division. We see what happens when we increase the dividend by an amount less than the divisor and how it will give us a remainder. We see what happens when we increase the dividend by the amount of the divisor, which makes our quotient increase. We find the least number that we can divide by a divisor to get a 3-digit quotient. We solve a word problem involving a table of information and dividing using partial quotients.

4th Grade Math 4.1, Estimate Quotients Using Multiples
https://youtu.be/ZL-MVcGnw_c

4th Grade Math 4.2, Remainders, When Whole Numbers Don't Divide Evenly
https://youtu.be/u5B-f6-UM8I

4th Grade Math 4.3, Interpret the Remainder in Division Problems
https://youtu.be/IHUHDogMx90

4th Grade Math 4.4, Divide Tens, Hundreds, and Thousands by 1-digit Using Basic Facts
https://youtu.be/4YRHJNUkLYQ

4th Grade Math 4.5, Estimate Q..

We can use repeated subtraction and multiples to find quotients. We subtract the divisor from the dividend as many times as possible, until we get to zero. We can also show repeated subtraction on a number line by making equal jumps backward from the amount of the dividend, then counting how many jumps we made as the quotient. We can use grid paper, or we can turn our paper sideways and use the lines to keep our place values straight. If we subtract multiples of the divisor, we can subtract greater amounts and get to the quotient faster. If our dividend is not compatible with our divisor (it's not a multiple of our divisor), then we will have a remainder. We can model repeated subtraction using counters and making equal groups. We count how many groups we made which will be our quotient, and the leftover counters will be our remainder. We show how to solve two different word problems using repeated subtraction to get a quotient. We find which number line model fits a given expression.

4th Grade Math 4.2, Remainders, When Whole Numbers Don't Divide Evenly
https://youtu.be/u5B-f6-UM8I

4th Grade Math 4.3, Interpret the Remainder in Division Problems
https://youtu.be/IHUHDogMx90

4th Grade Math 4.6, Division and the Distributive Property
https://youtu.be/_7SxWUS7f7c

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

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We can use the Distributive Property to find quotients. We break apart a model into two smaller rectangles to show how the dividend can be broken into two addends. Each addend is then divided by the divisor. We solve the smaller division problems and add the quotients. We can also model division problems by using base 10 blocks. Because we're using base 10 blocks, one of our compatible numbers should be a multiple of 10. We can break apart a dividend in different ways and still get the same quotient. We model a division equation on a blank grid, show how to draw the model and write the equation, then solve the equation. We write an equation that fits a given array, then solve it. We find if an expression shows a way to break apart a dividend to find a quotient.

4th Grade Math 4.4, Divide Tens, Hundreds, and Thousands by 1-digit Using Basic Facts
https://youtu.be/4YRHJNUkLYQ

4th Grade Math 4.5, Estimate Quotients Using Compatible Numbers
https://youtu.be/qYx0K9Jf3wY

I'm using the Houghton Mifflin Go Math!
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We can use compatible numbers to estimate quotients. We can choose a number that is close to the dividend and easy to divide by the divisor. Compatible numbers are numbers that are easy to compute with mental math. We can also use compatible numbers to find two estimates that the quotient is between. We review the parts of a division equation. We estimate to compare quotients by writing less than, greater than, or equal to. We solve several word problems that involve estimating with compatible numbers, and two word problems that involve using frequency tables. We discuss cause and effect.

4th Grade Math 4.1, Estimate Quotients Using Multiples
https://youtu.be/ZL-MVcGnw_c

4th Grade Math 4.2, Remainders, When Whole Numbers Don't Divide Evenly
https://youtu.be/u5B-f6-UM8I

4th Grade Math 4.3, Interpret the Remainder in Division Problems
https://youtu.be/IHUHDogMx90

4th Grade Math 4.4, Divide Tens, Hundreds, and Thousands by 1-digit Using Basic Facts
https://youtu.be/4YRHJNUkLYQ

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2015 copyright textbook for this playlist.

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We can use the remainder in a division problem as the numerator when writing the remainder as a fraction, as how many are left over, adding one to the quotient when only whole number answers make sense, or not use it at all when the situation only asked for a whole number. We review the definition of dividend, divisor, quotient, and remainder. When we solve a division problem that has a remainder, the way we interpret the remainder depends on the situation and the question. We can write the remainder as a fraction by using the amount of the remainder for the numerator and the divisor as the denominator. Sometimes we'll use only the quotient when our answer needs a whole number. We can add 1 to the quotient to make more groups to include fractional parts. We can use only the remainder of a division problem as our final answer when we need to know how many are left over. If an item or object cannot be split into fractions of one whole, we don't use the remainder in our answer. We show a few examples of word problems that involve interpreting the remainder.

4th Grade Math 4.2, Remainders, When Whole Numbers Don't Divide Evenly
https://youtu.be/u5B-f6-UM8I

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We can use models to divide whole numbers that do not divide evenly. 6 divided by 2 divides evenly, but 7 divided by 2 does not divide evenly. We can divide counters evenly into groups. Sometimes, counters will be left over. The dividend is how many there are in all. The divisor can represent how many groups there are, or how many there are in each group. The quotient is how many in each group, or how many groups. Sometimes we'll have a leftover amount because we can't divide evenly. The leftover amount is called the "remainder". We can use the letter r for remainder. If the remainder is greater than the divisor, there are more counters that can be shared equally. We use a quick drawing to find the quotient and remainder. Open circles or tally marks are faster and easier to use. We can think of the multiplication facts we know to quickly decide if a division equation will have a remainder, or not. We use Mental Math and "counting on" to find the quotient and remainder. We solve a riddle to find a dividend. We write equations that will fit drawings of counters and groups. We see how to write a division equation two different ways and what each numbers represent.

3rd Grade Math 2.1, Tally tables & Frequency tables to problem solve & organize data
https://youtu.be/JRGF7_dNzW0

4th Grade Math 4.10, Place the Quotient's First Digit in Long Division
https://youtu.be/GQ887vHOTc0

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Saturday, October 12th, 2019. This tree grew for 50 years, it was cut down and removed in less than an hour. This was the 3rd tree to be cut down within two years in a row of five houses. Watch as the tree service skillfully removes the branches and avoids hitting the home and the cars parked around it. Sad to see the tree go. Sorry it's so shaky.

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We can use multiples to estimate quotients. A multiple is a product of a number and a counting number. A quotient is the number that we get using division, but it does not include any leftover amount (which is called a remainder) We can make a list of multiples to help us find a quotient for a division problem. Multiplication and division are opposite operations that undo each other, they're inverse operations. We can use multiples and multiplication facts to help us divide. When estimating a quotient, we can tell which two numbers the quotient is between by finding two multiples of the divisor that the dividend is between. We solve three word problems involving multiples. We estimate to find quotients for three division equations. We use a less than or greater than symbol to decide whether the actual quotient is less than or greater than the estimate that is given. We discuss how we can multiply by multiples of 100 if a dividend is 4 digits.

4th Grade Math 2.3, Multiply Tens, Hundreds, Thousands
https://youtu.be/XgO6j6SGVn8

4th Grade Math 3.2, Estimate Products of Factors with 2-digits
https://youtu.be/DpPRH8lvDsI

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We can use the strategy "draw a diagram" to solve multi-step multiplication problems. We can draw a bar model that fits the operation we need to use to compare two numbers to each other. We can then use the bar model to write an equation to find how many more one amount is than the other. We review the steps to solving word problems. We show and solve 5 word problems involving multiplication with multiplying twice, multiplying with subtraction, or multiplication with addition. We discuss the clue words that we saw in our word problems that would help us choose which operation to use.

4th Grade Math 3.4, Multiply 2-digit Factors Using Partial Products
https://youtu.be/qhmNj6j6778

4th Grade Math 3.5, Multiply 2-digit Factors with Regrouping
https://youtu.be/GUEIht1XrtY

4th Grade Math 3.6, Choose a Method for 2-digit Multiplication, Partial Products or Regrouping
https://youtu.be/3WobkS3uHYM

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Oct 9, 2019. Whenever I pack the dry dog food into smaller Ziplock bags to keep them fresh, Bonnie likes to search for whatever might be remaining inside the big bag. It's like licking the bowl when someone bakes a cake.

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We can solve and record the product of 2-digit factors by using either partial products or regrouping. We do a quick review of multiplying with partial products, and a quick review of multiplying with regrouping. But, it's best if you have seen video 3.4 and video 3.5 to learn about multiplying with partial products and multiplying with regrouping. We discuss the benefits of using partial products compared to the benefits of using regrouping. We begin with the ones place when using regrouping because we might have a regrouped number that will need to be added to the tens place. We use Mental Math to identify relationships to find a missing number. We solve three word problems that involve 2-digit multiplication.

4th Grade Math 3.4, Multiply 2-digit Factors Using Partial Products
https://youtu.be/qhmNj6j6778

4th Grade Math 3.5, Multiply 2-digit Factors with Regrouping
https://youtu.be/GUEIht1XrtY

4th Grade Math 4.7, Divide Using Repeated Subtraction
https://youtu.be/zJNYb5hb5QE

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We can use regrouping to multiply a 1-digit factor by a factor with many digits. We start on the right side with the ones place, then the tens, then the hundreds, then thousands. We regroup when the product in any place is 10 or more. We write the regrouped number in the column above the next greater place. We then multiply to that column, and add the regrouped amount to that partial product. Turning a sheet of lined paper sideways will help us keep our place value straight. Before we multiply, we can estimate the product to know what a reasonable product should be. If we round our factor to the next digit to the left, our estimate will be more accurate. We can tell how many digits will be in the product from an estimate. We solve a multi-step word problem involving a table of information. We solve and compare to find less than, greater than, or equal to. We solve a word problem involving 4-digit numbers multiplied to a 1-digit number with subtraction. We find what number is a given amount more than the product of two given factors.

4th Grade Math 2.4, Estimate Products by Rounding
https://youtu.be/RiqkePNBAqo

4th Grade Math 2.10, Multiply 2-digit Numbers by 1-digit Numbers with Regrouping
https://youtu.be/6c8cpUqGcDY

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

MINDS https://www.Minds.com/joannsschool

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We can use area models and partial products to multiply 2-digit factors. We draw an area model to find the partial products and then add the partial products to find the final answer. We review the Distributive Property. We show and solve several problems involving area models and partial products. It doesn't matter how we break up factors, because their partial products will always equal the same sum. We discuss the importance of using parentheses when writing our factors and partial products. It's easier to break apart factors into multiples of 10 because we can quickly multiply basic facts and add the amount of zeros in the factors to the partial products. Modeling partial products can help us find the products of greater numbers by helping us do mental math. When we multiply a 2-digit factor by a 1-digit factor, we will have TWO partial products. When we multiply a 2-digit factor by a 2-digit factor, we will have FOUR partial products.

4th Grade Math 2.7, Multiply Using Partial Products
https://youtu.be/BnHqL31B3GA

4th Grade Math 2.10, Multiply 2-digit Numbers by 1-digit Numbers with Regrouping
https://youtu.be/6c8cpUqGcDY

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

MINDS https://www.Minds.com/joannsschool

SUPPORT MY WORK:
PATREON https://www.patreon.com/JoannsSchool
PAYPAL https://www.paypal.me/JoAnnsSchool  Created 1 year, 8 months ago.

635 videos

 Category Education

Education for everyone!
I have over 2,600 Math videos on YouTube, ranging from 1st grade through Algebra 2 and high school Geometry. Many don't auto-upload from YouTube, I'm sorry! It would be impossible for me to upload all of them onto BitChute.
I've included most of my GED Math videos and the Grade 1.
I'm planning to do Trigonometry, then a Pre-Calculus Playlist in the future.
You can study an entire grade level of Math, lesson by lesson with my playlists, in order. You can find the textbooks online.
Catch up to your class, work ahead, pass the GED, or place higher on college entry tests to avoid remedial classes.

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