This week we are working on division with remainders. Students are learning how to interpret what the remainder means in real-world situations—sometimes you round up, sometimes you drop it, and sometimes you use it as part of your answer, depending on the problem.

You can practice at home by asking word problems like:

• “If 25 cookies are shared among 4 friends, how many does each get? What happens to the extra cookie?”
  
  

• “If 47 students ride in vans that hold 6 each, how many vans are needed?”
  
  

Encourage your child to explain what the remainder means instead of just giving a number—this builds understanding and reasoning!

This week, our 4th graders have been hard at work multiplying larger numbers using strategies based on place value and understanding how multiplication connects to area and partial products. Students are building a strong foundation for multi-digit operations by explaining their thinking and showing their work in different ways.

Next week, we’ll be moving on to division — dividing numbers up to the thousands place by single-digit numbers. Students will use what they’ve learned about place value, repeated subtraction, and multiplication relationships to make sense of division problems.

You can help at home by asking your child to explain how multiplication and division are related and to practice basic math facts for fluency.

This week in math, our students have been learning how to multiply larger numbers—up to 4 digits by 1 digit and 2 digits by 2 digits—using strategies based on place value. These strategies include breaking numbers apart (decomposing), using area models, and applying partial products.

You may notice that we are not teaching the traditional standard algorithm (the stacked multiplication method) this year. That’s intentional! Fourth grade focuses on helping students understand what multiplication means and why it works before memorizing steps. By using place-value strategies, students can see how each digit contributes to the total product and build a much stronger number sense.

The standard algorithm will be formally introduced in 5th grade, once students have a deep conceptual understanding of multiplication and place value. This approach aligns with Georgia’s new math standards and ensures that when students do learn the algorithm, they understand the why behind the how.

You can support your child at home by:

• Asking them to explain how they solved a problem, not just the answer.

• Encouraging them to draw models or break numbers apart when multiplying.

• Celebrating their reasoning—even if it looks different from the way you learned!

Our goal is to help students become confident, flexible thinkers who understand the meaning behind the math.

This week in math, our 4th graders have been working on multiplicative comparison. This skill asks students to compare numbers using multiplication (for example: 24 is 3 times as many as 8).

Many students find the wording tricky—phrases like “times as many as” or
“___ is ___ times greater than ___” can be confusing at first. We’ve been practicing with models, number sentences, and real-world examples to help make the meaning clear.

How you can help at home:
Ask your child to explain problems in their own words (e.g., “If a dog weighs 8 pounds and a cat weighs 3 times as much, how much does the cat weigh?”).

Encourage drawing models or using objects to represent “times as many.”

We just finished Unit 2: Algebraic Reasoning. Next week we begin Unit 3: Multiplication & Division, focusing on fact families, multi-digit strategies, and division with remainders.

At home: Quick daily fact practice (x0–x12) and real-life math (sharing snacks, grouping items) will help your child build fluency.

This week in math, our 4th graders have been exploring number and shape patterns. Students are learning to identify rules, continue sequences, and explain how patterns grow. By connecting numbers to visuals like shapes and arrays, they are building a foundation for algebraic thinking.

You can support your child at home by:
Asking them to explain the “rule” behind a number or shape sequence.
Creating simple patterns together (skip counting, drawing shapes, or using everyday objects).
Challenging them to predict what comes next in the pattern and why.

We’re excited to see how this skill helps students recognize relationships in numbers and prepare for more complex math ahead!

MATH TEST ON FRIDAY, SEPTEMBER 26th!

This week we continued prime vs. composite numbers, factors, and multiples—and added number patterns. These skills build the foundation of algebra: students are learning to look for rules, justify their thinking, and use patterns to predict what comes next.

What we’re practicing

• Number patterns: rules like “start at 4, add 3” or “multiply by 2, then add 1” (input-output tables/functions).

How you can help at home (5–10 min, no worksheet needed)

• Car count: Skip-count by 2s, 3s, 4s, 5s, 6s, 7s while driving. Ask, “What’s the next multiple? How do you know?”

• Factor hunt: Pick a number (like 36) and list factor pairs together. Draw a quick factor rainbow to organize them.

• Divisibility quick checks:
  Even → ÷2; ends in 0 or 5 → ÷5; ends in 0 → ÷10; digits sum to a multiple of 3 → ÷3.

• Pattern talk: Give the first three terms (e.g., 5, 8, 11). Ask your child to name the rule and the next two terms.
  Bonus: Try an input-output rule (e.g., “rule = ×2 + 1”; input 4 → output 9).

• Fact refresh: Quick practice on a tricky set (6s, 7s, 8s). Accuracy first, then speed.
  
  Thank you for supporting strong math thinking at home—every little bit of practice helps!

This week in 4th grade we explored how numbers are built.

• Factors are the numbers you multiply to get another number.
  Example: The factors of 12 are 1, 2, 3, 4, 6, 12 because 1×12, 2×6, and 3×4 make 12.

• Multiples are the “skip-counting” results of a number.
  Example: Multiples of 6 are 6, 12, 18, 24, 30…

• Prime numbers have exactly two factors: 1 and the number itself.
  Examples: 2, 3, 5, 7, 11, 13
  (Note: 1 is not prime because it has only one factor.)

• Composite numbers have more than two factors.
  Examples: 4 (1,2,4), 6 (1,2,3,6), 12 (1,2,3,4,6,12)
  
  

Why this matters: Understanding factors and multiples strengthens multiplication/division fluency and prepares students for fraction work (like finding common denominators).

How you can help at home (quick ideas):

• Play “Factor Hunt”: pick a number (like 24) and list all its factor pairs.

• Practice skip-counting by 4s, 6s, 8s, etc., while driving or walking.

• Sort small items (pasta, coins) into equal groups to see factor pairs.

• Ask, “Is 29 prime or composite? How do you know?”

This week in math, our class worked on adding and subtracting multi-digit numbers up to the hundred thousands place. Students practiced using place value understanding and regrouping strategies to solve problems accurately. We also discussed how to check answers for reasonableness by estimating and using mental math. Ask them to show you how to add 168,749 + 398,799 and how to subtract 910,700 - 389,134. 

This week in math, we focused on rounding multi-digit whole numbers (4.NR.1.4) and practiced adding multi-digit numbers (4.NR.2.1) to solve real-world and mathematical problems. Students applied their place value knowledge to round numbers accurately and used different strategies to add with fluency. Next week, we will begin working on subtracting multi-digit numbers and reviewing key skills from Unit 1 in preparation for our Unit 1 Test on Wednesday, August 28.

In math, we are focusing on understanding place value and number relationships within the base ten system. Students are learning to recognize patterns in real-life situations as they compare, order, and round multi-digit whole numbers up to the hundred-thousands place. We are also practicing how to use symbols like >, <, and = to show comparisons between numbers. You can support your child at home by involving them in everyday number tasks—such as comparing prices while shopping, rounding numbers when estimating totals, or discussing distances and measurements—helping them see how math connects to the world around them.

We will have a TEST before Labor Day on August 28, 2025.

We will be learning how to read and write multi-digit whole numbers up to the hundred-thousands place using base-ten and expanded form. We'll explore how each digit’s value changes based on its place, including how it's ten times greater or smaller when moved. We'll also practice comparing and ordering large numbers using symbols like >, =, and <.