my homework lesson 4 page 387

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McGraw Hill My Math Grade 4 Chapter 14 Lesson 4 Answer Key Classify Angles

All the solutions provided in  McGraw Hill My Math Grade 4 Answer Key PDF Chapter 14 Lesson 4 Classify Angles will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 4 Answer Key Chapter 14 Lesson 4 Classify Angles

Mcgraw hill my math grade 4 chapter 14 lesson 4 my homework answer key.

Write the measure of each angle in degrees and as a fraction of a full turn .

Classify each angle as right, acute, or obtuse.

Problem Solving

Question 8. The diver wants to be completely straight as she enters the pool. What will be the measure of the angle her body will form then? Answer: 180° As the diver wants to be completely straight as she enters the pool, she has to make 180° with her body. 180° is known as straight angle. It is termed as such because it looks like a straight line.

Vocabulary Check

Write a vocabulary term to complete each sentence. acute angle degree obtuse angle right angle

Question 9. The unit used to measure an angle is a _______________. Answer: degree The unit used to measure an angle is a degree

Question 10. An ______________ measures more than 90° and less than 180°. Answer: obtuse angle An obtuse angle measures more than 90° and less than 180°. In other terms, its angle ranges from 90° to 180°.

Question 11. Square corner is another name for a ______________. Answer: right angle Square corner is another name for a right angle. A right angle is an angle that is exactly equal to 90 degrees.

Question 12. An angle that measures 20° is an _______________. Answer: acute angle An angle that measures 20° is an acute angle. An Acute angle is a type of angle that is always less than 90°. This angle is smaller than the right angle (which is equal to 90 degrees).

Test Practice

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Curriculum  /  Math  /  4th Grade  /  Unit 2: Multi-Digit Multiplication  /  Lesson 4

Multi-Digit Multiplication

Lesson 4 of 18

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Multiply 10, 100, and 1,000 by one- and two-digit numbers.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations in Base Ten

4.NBT.B.5 — Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Foundational Standards

The foundational standards covered in this lesson

3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4.NBT.A.1 — Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Operations and Algebraic Thinking

3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Multiply 10, 100, and 1,000 by one-digit numbers.
• Multiply 10, 100, and 1,000 by two-digit numbers.
• Identify patterns in multiplication of 10, 100, and 1,000 by one- and two-digit numbers (MP.8).

Suggestions for teachers to help them teach this lesson

• Throughout this topic and then next one, students rely on many math practices in their work with multiplication. For example, “when students decompose numbers into sums of multiples of base-ten units to multiply them, they are seeing and making use of structure (MP.7). As they illustrate and explain the calculation by using physical or drawn models, they are using appropriate drawn tools strategically (MP.5) and attending to precision (MP.6) as they use base-ten units in the appropriate places” ( PARCC Model Content Frameworks, Mathematics, Grades 3–11 ). Further, “by reasoning repeatedly (MP.8) about the connection between math drawings and written numerical work, students can come to see multiplication and division algorithms as abbreviations or summaries of their reasoning about quantities” (NBT Progression, p. 14).
• It is important to preserve place value when talking about products of multi-digit numbers. For example, when discussing the computation 1,768 × 4, the partial product of the 6 digit and the 4 digit should be referenced as “six tens times four” or “sixty times four” rather than “six times four.” 

Lesson Materials

• Optional : Base ten blocks (3 ones, 3 tens, 3 hundreds, and 3 thousands per student or small group) — Students might not need these depending on their reliance on concrete materials.

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

a.   Solve. 

• $$3\times1=$$  ________
• $$3\times10=$$  ________
• $$3\times100=$$  ________
• $$3\times1,000=$$  _______

b.   What do you notice about Part (a)? What do you wonder? 

Guiding Questions

Grade 4 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US  license. Accessed Dec. 2, 2016, 5:15 p.m..

a.   4 × 1,000 = _____

b.   _____ = 8 × 100

Grade 3 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US  license. Accessed Dec. 2, 2016, 5:15 p.m..

a.   15 × 10 = _______

b.   ______ = 28 × 100

c.   1,000 × 30 = ______

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• What is the difference between saying “10 more” and “10 times as many”?
• What is another expression that has the same value as 10 x 800 and 1,000 x 8?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Solve. 

a.   7 × 10 = _______

b.   100 × 7 = _______ 

c.   _______ = 7 × 1,000

d.   10 × 3 = _______

e.   1,000 × 30 = _______

f.   _______ = 10 × 30

g.   100 × 14 = _______

h.   _______ = 10 × 25

i.   54 × 1,000 = _______

Student Response

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Multiplicative Comparison

Solve multiplicative comparison problems with a larger unknown. Distinguish multiplicative comparison from additive comparison.

4.OA.A.1 4.OA.A.2

Solve multiplicative comparison problems with a smaller unknown.

Solve multiplicative comparison problems with an unknown multiplier. Interpret a multiplication equation as a comparison. 

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Topic B: Multiplication of up to Four-Digit Whole Numbers by One-Digit Whole Numbers

Multiply multiples of 10, 100, and 1,000 by one-digit numbers. Estimate multi-digit products by rounding numbers to their largest place value.

Multiply two-, three-, and four-digit numbers by one-digit numbers using a variety of mental strategies.

Multiply two-digit numbers by one-digit numbers.

Multiply three-digit numbers by one-digit numbers.

Multiply four-digit numbers by one-digit numbers.

Multiply two-, three-, and four-digit numbers by one-digit numbers and assess the reasonableness of the product. 

Topic C: Multiplication of Two-Digit Whole Numbers by Two-Digit Whole Numbers

Multiply two-digit multiples of 10 by two-digit multiples of 10. Estimate multi-digit products by rounding numbers to their largest place value.

Multiply two-digit multiples of 10 by two-digit numbers.

Multiply two-digit numbers by two-digit numbers using a variety of mental strategies.

Multiply two-digit by two-digit numbers using four partial products.

Multiply two-digit by two-digit numbers using two partial products and assess the reasonableness of the product.

Topic D: Multi-Step Word Problems

Abstract the formulas for the area and perimeter of a rectangle and apply those formulas in real-world and mathematical problems involving multiplication, addition, and subtraction.

4.MD.A.3 4.OA.A.3

Solve two-step word problems involving multiplication, addition, and subtraction.

4.OA.A.2 4.OA.A.3

Solve multi-step word problems involving multiplication, addition, and subtraction.

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McGraw-Hill My Math Grade 4 Volume 1

Textbook: mcgraw-hill my math grade 4 volume 1 isbn: 9780021150236.

Use the table below to find videos, mobile apps, worksheets and lessons that supplement McGraw-Hill My Math Grade 4 Volume 1 book.

Chapter 1: Place Value

Lesson 1: place value, lesson 2: read and write multi-digit numbers, lesson 3: compare numbers, lesson 4: order numbers, lesson 5: use place value to round, chapter 2: add and subtract whole numbers, lesson 1: addition properties and subtraction rules, lesson 2: addition and subtraction patterns, lesson 3: add and subtract mentally, lesson 4: estimate sums and difference, lesson 5: add whole numbers, lesson 6: subtract whole numbers, lesson 7: subtract across zeros, lesson 8: solve multi-step word problems, chapter 3: understand multiplication and division, lesson 1: relate multiplication and division, lesson 2: relate division and subtraction, lesson 3: multiplication as comparison, lesson 4: compare to solve problems, lesson 5: multiplication properties and division rules, lesson 6: the associative property of multiplication, lesson 7: factors and multiples, chapter 4: multiply with one-digit numbers, lesson 1: multiples of 10, 100, and 1,000, lesson 2: round to estimate products, lesson 3: hands on: use place value to multiply, lesson 4: hands on: use models to multiply, lesson 5: multiply by a two-digit number, lesson 6: hands on: model regrouping, lesson 7: the distributive property, lesson 8: multiply with regrouping, lesson 9: multiply by a multi-digit number, lesson 10: multiply across zeros, chapter 5: multiply with two-digit numbers, lesson 1: multiply by tens, lesson 2: estimate products, lesson 3: hands on: use the distributive property to multiply, lesson 4: multiply by a two-digit number, lesson 5: solve multi-step word problems, chapter 6: divide by a one-digit number, lesson 1: divide multiples of 10, 100, and 1,000, lesson 2: estimate quotients, lesson 3: hands on: use place value to divide, lesson 4: divide with remainders, lesson 5: interpret remainders, lesson 6: place the first digit, lesson 7: hands on: distributive property and partial quotients, lesson 8: divide greater numbers, lesson 9: quotients with zeros, lesson 10: solve multi-step word problems, chapter 7: patterns and sequences, lesson 1: nonnumeric patterns, lesson 2: numeric patterns, lesson 3: sequences, lesson 4: addition and subtraction rules, lesson 5: multiplication and division rules, lesson 6: order of operations, lesson 7: hands on: equations with two operations, lesson 8: equations with multiple operations.

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My Math - 3rd Grade - Chapter 4 - Understand Multiplication Worksheets

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