Students are continuing to wrap up Unit 6 this week. The mini lessons for Unit 6 are finished, students are focusing on demonstrating standards mastery, taking quizzes, and the Unit assessment. We will also be working with individuals and small groups that need extra work on standards from the unit based on data collected from formative assessments and quizzes.

As students finish Unit 6, they will be transitioning to our last unit, Unit 7: Measurement, with an exploration of units in the metric system.

Tuesday - iReady for 30 minutes (assigned lessons)

4.G..1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

4.G.3

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

4.MD.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement

4.MD.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

This week the focus will be on adding and subtracting fractions with unlike denominators as well as adding and subtracting mixed numbers with unlike denominators. Already, I can tell that students are picking up on the concept of equivalent fractions and how to find a common denominator. Lots of culminating work is being done in this unit.

Homework:

Tuesday: Math Worksheet: 5-18

This week students are working towards finishing up Unit 6, Volume and Measurement.The mini lessons for Unit 6 have been completed, so students are focusing on demonstrating standards mastery, taking quizzes, and the Unit assessment. As students wrap up Unit 6, they will transition to Unit 7 (our last unit!)

Tuesday: iReady 30 minutes (Assigned Lessons)

length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.

5.MD.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

b. A solid figure which can be packed without gaps or overlaps using 'n' unit cubes is said to have a volume of 'n' cubic units

5.MD.5 - Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Students will be working to wrap up Unit 6 this week. The mini lessons for Unit 6 are finished, so the focus this week will be on demonstrating standards mastery, taking quizzes, and the Unit assessment. We will also be working with individuals and small groups that need extra work on standards from the unit based on data collected from formative assessments and quizzes.

Unit 7 will begin on Friday with an exploration of units in the metric system.

Tuesday - iReady for 30 minutes (assigned lessons)

Thursday - iReady for 30 minutes (assigned lessons)

4.G..1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

4.G.3

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

4.MD.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement

4.MD.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

The first part of this week will be spent reviewing the process for dividing decimals. Students will be finishing up any quizzes or tests that need to be completed from the previous unit. Later in the week, students will be introduced to adding and subtracting fractions with unlike denominators.

Homework:

Tuesday: Math Worksheet

Thursday: Math Worksheet

This week students are diving into their next unit, Volume and Measurement. We will continue reviewing conversions between the metric and customary systems of measurement. as well as begin our work with volume (understanding both what volume represents and how to calculate volume measurement with both unit cubes and the volume formula). Students will practice these skills at a variety of practice math stations with various activities, and when they feel they have demonstrated mastery of the standards, they will prove it to Mrs. A through an evidence talk!

Tuesday: iReady 30 minutes (Assigned Lessons)

Thursday: iReady 30 minutes (Assigned Lessons)

length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.

5.MD.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

b. A solid figure which can be packed without gaps or overlaps using 'n' unit cubes is said to have a volume of 'n' cubic units

5.MD.5 - Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Students will continue with Unit 6 and it will be a very busy week. They will explore adjacent angles and describe how angles are additive through a hands on investigation. They will also extend their understanding of quadrilaterals from third grade by defining them using descriptions of their sides and angles, and showing the relationships among the various quadrilaterals (rectangle, parallelogram, square, rhombus, trapezoid). Finally, students will explore the meaning of symmetry through investigations, identify shapes that have one or more lines of symmetry, and draw lines of symmetry in shapes.

Some students may be ready to take the Unit 6 assessment by the end of the week. Those who aren't will continue with standards mastery and take the assessment after spring break when they are ready.

This unit is very heavy on vocabulary so students are encouraged to review their vocabulary terms each night.

Tuesday - iReady for 30 minutes (assigned lessons)

Thursday - iReady for 30 minutes (assigned lessons)

4.MD7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Last Friday, students began learning about multiplying decimals. They are doing some wonderful discovery during this process, such as realizing that when a whole number is multiplied by a decimal, the product is actually smaller, which is different from whole number multiplication. They are also noticing patterns when multiplying two factors with decimals in the tenths place and realizing that the product will be answer with a decimal in the hundredths place. We will switch to dividing decimals on Wednesday and hopefully finish up the unit by Friday. Due to Spring Break, I may need to do some review upon our return and have students take their end of unit test at that time.

Homework:

**New lessons have been assigned.

Tuesday: iReady 30 minutes

Thursday: iReady 30 minutes

5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

This week students are diving into their next unit, Volume and Measurement. Our focus this week will be reviewing the metric and customary systems of measurement, as well as converting among different units within a system. We will also begin our work with volume, understanding both what volume represents, and how to calculate volume measurement. Students will practice these skills at a variety of practice math stations with various activities, and when they feel they have demonstrated mastery of the standards, they will prove it to Mrs. A through an evidence talk!

Tuesday: iReady 30 minutes (Assigned Lessons)

Thursday: iReady 30 minutes (Assigned Lessons)

length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real world problems.

5.MD.3 - Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

b. A solid figure which can be packed without gaps or overlaps using 'n' unit cubes is said to have a volume of 'n' cubic units

Most students have finished Unit 5. Those who still need to show evidence of mastery for the unit will continue to do so and take the quizzes/assessment when they are ready.

Students will jump full steam into Unit 6 this week. They will continue to explore standard 4.G.1 and be introduced to standard 4.MD.5. Students will explore the similarities and differences among intersecting lines, perpendicular lines, and parallel lines. They will also explore ways to measure angles using protractors and identify right, acute, and obtuse angles using visual representations and concrete materials. This unit is very heavy on vocabulary so students are encouraged to review their vocabulary terms each night.

Tuesday - iReady for 30 minutes (assigned lessons)

Thursday - iReady for 30 minutes (assigned lessons)

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement

Students have been putting their noses to the grindstone during this unit. Most students have already worked through their evidence talks with me on both standards and are getting ready for the Unit test one day this week. On Thursday, I will move on to the next Unit, which will cover multiplying and dividing decimals. I hope to have them complete the Multiplying and Dividing Decimals unit by Friday, March 29, so we can begin our last unit for the year on Adding, Subtracting, Multiplying, and Dividing Fractions.

I have created a chart in the room to help students see what their upcoming quizzes and assessments will be, and if they have taken them or not. Many students were falling behind because they didn't realize that they needed to be asking for their third piece of evidence, which is the quiz. Overall, the students are working hard on taking ownership of their activities to practice in order to prove evidence of learning.

Homework:

**New lessons have been assigned.

Tuesday: iReady 30 minutes

Thursday: iReady 30 minutes

5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

This week students are wrapping up their work on their current unit, Unit 5: 2D Figures. The core of this unit has students analyzing various 2D figures and learning all of their attributes. After students have a strong foundation of the attributes of the various 2D figures, students will then compare and contrast the figures, grouping them into sub categories, and ultimately, creating a hierarchy of all 2 dimensional figures. Students will practice these skills at a variety of practice math stations, and when they feel they have demonstrated mastery of the standards, they will prove it to Mrs. A through an evidence talk!

By the end of the week, some students may be beginning the next unit, Unit 6: Coordinate Planes. Students will first take their pre-assessment, and then they will begin their mini lessons for the unit. Students will also receive their new learning ladders that will help guide their practice.

Tuesday: iReady 30 minutes (Assigned Lessons)

Thursday: iReady 30 minutes (Assigned Lessons)

This week, students will be finishing Unit 5. Those who still need to show evidence of mastery for the unit will continue to do so and take the quizzes/assessment when they are ready. We will begin Unit 6 on Friday. Unit 6 focuses on geometry and measurement. Students will take the pre-assessment this week, be introduced to the unit on Friday and begin working towards demonstrating mastery of the unit standards.

Tuesday - iReady for 30 minutes (assigned lessons)

Thursday - iReady for 30 minutes (assigned lessons)

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Students took a pre-assessment over the upcoming unit - Decimal Notation, Adding and Subtracting Decimals, and Rounding Decimals. Tomorrow, students will start to receive mini-lessons covering content focusing on decimal notation. For those students who have yet to complete the evidence of mastery for our previous unit, they will need to be working towards mastery of the previous standards before they can move on to this current unit.

Homework:

Tuesday: iReady 30 minutes

Thursday: iReady 30 minutes

This week students are continuing/wrapping up their work on their current unit, Unit 5: 2D Figures. The core of this unit has students analyzing various 2D figures and learning all of their attributes. After students have a strong foundation of the attributes of the various 2D figures, students will then compare and contrast the figures, grouping them into sub categories, and ultimately, creating a hierarchy of all 2 dimensional figures. Students will practice these skills at a variety of practice math stations, and when they feel they have demonstrated mastery of the standards, they will prove it to Mrs. A through an evidence talk!

Tuesday: iReady 30 minutes (Assigned Lessons)

Thursday: iReady 30 minutes (Assigned Lessons)

This week, students will be introduced to standard 4.NF.6 and 4.NF.7, and continue working on demonstrating of 4.NF.5 if they have not done so already. They will move on from fractions with denominators of 10 and 100 and explore how to express them in decimal notation before eventually comparing and ordering decimals to the hundredths place. Students who are ready will be taking the NF.5 quiz this week. Some may be taking the NF.6 quiz by the end of the week depending on how they are progressing through their learning ladders.

Tuesday - iReady for 30 minutes

Thursday - iReady for 30 minutes

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Students took a pre-assessment over the upcoming unit - Decimal Notation, Adding and Subtracting Decimals, and Rounding Decimals. Tomorrow, students will start to receive mini-lessons covering content focusing on decimal notation. For those students who have yet to complete the evidence of mastery for our previous unit, they will need to be working towards mastery of the previous standards before they can move on to this current unit.

Homework:

Tuesday: iReady 30 minutes

Thursday: iReady 30 minutes

This week students are continuing their work on their current unit, Unit 5: 2D Figures. The core of this unit has students analyzing various 2D figures and learning all of their attributes. After students have a strong foundation of the attributes of the various 2D figures, students will then compare and contrast the figures, grouping them into sub categories, and ultimately, creating a hierarchy of all 2 dimensional figures. Students will practice these skills at a variety of practice math stations, and when they feel they have demonstrated mastery of the standards, they will prove it to Mrs. A through an evidence talk!

Tuesday – Workbook pages 903-906

This week, students will be introduced to standard 4.NF.6 and 4.NF.7, and continue working on demonstrating of 4.NF.5 if they have not done so already. They will move on from fractions with denominators of 10 and 100 and explore how to express them in decimal notation before eventually comparing and ordering decimals to the hundredths place. Students who are ready will be taking the NF.5 quiz this week. Some may be taking the NF.6 quiz by the end of the week depending on how they are progressing through their learning ladders.

Tuesday - iReady for 30 minutes

Thursday - iReady for 30 minutes

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Students took a pre-assessment over the upcoming unit - Decimal Notation, Adding and Subtracting Decimals, and Rounding Decimals. Tomorrow, students will start to receive mini-lessons covering content focusing on decimal notation. For those students who have yet to complete the evidence of mastery for our previous unit, they will need to be working towards mastery of the previous standards before they can move on to this current unit.

Homework:

Tuesday: iReady 30 minutes

Thursday: iReady 30 minutes

This week (and part of last week) students began transitioning to their next unit, Unit 5: 2D Figures. As students wrapped up unit 4, they took their pre-assessments for unit 5, and have also received their new learning ladders. The core of this unit has students analyzing various 2D figures and learning all of their attributes. After students have a strong foundation of the attributes of the various 2D figures, students will then compare and contrast the figures, grouping them into sub categories, and ultimately, creating a hierarchy of all 2 dimensional figures.

Tuesday – iReady 30 minutes

Thursday - iReady 30 minutes

This week, students will begin Unit 5. In this unit, students will expected to rewrite fractions with a denominator of 10 as an equivalent fraction with a denominator of 100, add two fractions with denominators of 10 and 100, represent fractions with denominators of 10 and 100 as decimals, read and write decimals to hundredths, and compare decimals to hundredths. Students will be introduced to the first standard in this unit this week - 4.NF.5. They will explore this standard through various hands on activities involving base ten blocks, 10 x 10 grids, hundredths disks, etc. as well as drawing on their previous experience with equivalent fractions.

Tuesday - iReady for 30 minutes

Thursday - iReady for 30 minutes

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Students will be finishing up their learning ladders this week and will get ready to take their final quizzes for the unit in preparation for the end of unit test, meeting in small group with the teacher to cover skills that might still be causing confusion, or taking the end of unit assessment.

Homework:

Tuesday: wkbk. pp. 489-490

Thursday: iReady 30 minutes

5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of a decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10.

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.OA.1: Write and interpret numerical expressions.

5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

This week, students will be focusing on multiplying fractions by whole numbers and other fractions,as well as finding the area of rectangles with fractional side lengths, and learning how multiplication is a way of scaling. Students already have a strong foundation when multiplying fractions by whole numbers, so now we are building on that foundation. Students will be using various visual models to also show their multiplication and practice these skills.

*Please note that Mrs. Alterman's class is now also following the new Math Workshop structure which was explained/communicated by the other Fourth Grade teachers prior to Winter Break. Due to Mrs. A's long term sub this workshop structure was not in place, but now that Mrs. A is back, her class will also be following this workshop model. Below is the blurb that was previous communicated to the other math classes about our new workshop:

"Last week, students were introduced to a "Learning Ladder," also known as a way for the students to individually track their learning. They have been given goal statements (I can statements) that they have to work towards for each standard that will be taught within the unit. As the students work towards their goal statement they have to provide to solid pieces of evidence to the teacher to prove mastery of the goal. Once the teacher has signed off on all of the goal statements for the standard, then the student will be eligible to take a quiz for the standard. Therefore, quizzes will not be posted each Friday anymore. In an effort to help students take more ownership over their learning, we are trying out this system to allow students to work at a pace that is comfortable for them with the teacher facilitating their learning. Don't worry!! Teacher guided lessons are still happening each day, but when they leave the lesson, they have choice in what they want to learn and how they want to learn it. Games, activities, and online tools have been provided for the students to select from. "

Tuesday – Workbook pages 739-742

Thursday - iReady (30 minutes)

a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.

b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.

a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Example 4 x 10 is twice as large as 2 x 10.

b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.]]>

This week, most students will be finishing Unit 4. Students are at different points in their learning progressions and will continue to work towards demonstrating mastery of all the standards this week. Many students will be taking quizzes on either NF.3 or NF.4 this week with the goal of taking the unit assessment by the end of the week or early next week as we prepare to move on to Unit 5.

Tuesday - iReady for 30 minutes

Thursday - iReady for 30 minutes

4.NF.B.3.C

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

4.NF.B.3.D

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

4.NF.B.4.B

Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

4.NF.B.4.C

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Similar to the work students did with multi-digit multiplication last week, students are learning how to estimate quotients in long division. The focus is not on the standard algorithm, but rather on determining partial quotients in order for students to recognize the values of the digits in the dividends. The strategy of estimating a quotient allows students to decompose numbers in different ways, thus giving them mental visuals to work with while solving problems. In addition to this work, students will be introduced to interpretation of expressions and numerical expressions as they apply to the Order of Operations. They will work through specific expressions to help them discover the rules for solving an expression in a determined order. For those of you familiar with PEMDAS (parenthesis, exponents, multiplication/division, addition/subtraction), this will be an acronym saved for the end of the unit as a resource, but not as a rule. Students need to identify the purpose behind using parenthesis and exponents as they apply to real-world situations so that they aren't always solving problems from left to right as would be natural to do.

Homework:

Tuesday: iReady 30 minutes

Thursday: iReady 30 minutes

5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of a decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10.

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.OA.1: Write and interpret numerical expressions.

5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

This week, students will be focusing on multiplying fractions by whole numbers and other fractions,as well as finding the area of rectangles with fractional side lengths, and learning how multiplication is a way of scaling. Students already have a strong foundation when multiplying fractions by whole numbers, so now we are building on that foundation. Students will be using various visual models to also show their multiplication and practice these skills.

*Please note that Mrs. Alterman's class is now also following the new Math Workshop structure which was explained/communicated by the other Fourth Grade teachers prior to Winter Break. Due to Mrs. A's long term sub this workshop structure was not in place, but now that Mrs. A is back, her class will also be following this workshop model. Below is the blurb that was previous communicated to the other math classes about our new workshop:

"Last week, students were introduced to a "Learning Ladder," also known as a way for the students to individually track their learning. They have been given goal statements (I can statements) that they have to work towards for each standard that will be taught within the unit. As the students work towards their goal statement they have to provide to solid pieces of evidence to the teacher to prove mastery of the goal. Once the teacher has signed off on all of the goal statements for the standard, then the student will be eligible to take a quiz for the standard. Therefore, quizzes will not be posted each Friday anymore. In an effort to help students take more ownership over their learning, we are trying out this system to allow students to work at a pace that is comfortable for them with the teacher facilitating their learning. Don't worry!! Teacher guided lessons are still happening each day, but when they leave the lesson, they have choice in what they want to learn and how they want to learn it. Games, activities, and online tools have been provided for the students to select from. "

Tuesday – Workbook pages 739-742

Thursday - iReady (30 minutes)

a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.

b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.

a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Example 4 x 10 is twice as large as 2 x 10.

b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.]]>

This week, students will continue exploring adding fractions with like denominators. They will also be introduced to adding fractions with sums greater than 1, adding mixed numbers, and begin subtracting fractions with like denominators. Students will work with fraction models, number lines and pattern blocks as they continue to develop and deepen their conceptual understanding of adding and subtracting fractions.

Students have all finished their learning ladders for Unit 3. Those who still have not demonstrated mastery of some of the standards will spend time during practice stations working with the teacher on those and/or review them through iReady lessons. The study guide for Unit 4 along with the Unit 4 parent letter will be sent home this week.

Students did an incredible job with the learning ladders for Unit 3, and we're excited to see them improve even more in Unit 4 as they become more familiar with the model, and begin taking an increasing level of ownership of their learning.

Tuesday - Workbook pages 571-572

Thursday - iReady for 30 minutes

4.NF.3.C - Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

4.NF.3.D - Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

This week students will be bridging their learning in multiplication from the "Partial Product" method, otherwise known as the Box Method, to the Standard Algorithm. In this standard, students are learning how to multiply 3-digit by 2-digit numbers. First, they must estimate a result to the equation, then they can solve for an exact result. The purpose for estimating is to help them think about the reasonableness of their answer.

Homework:

Tuesday: iReady 30 minutes

Thursday: Workbook pages 141-142

5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of a decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10.

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.

This week, students will be focusing on multiplying fractions by whole numbers and other fractions,as well as finding the area of rectangles with fractional side lengths, and learning how multiplication is a way of scaling. Students already have a strong foundation when multiplying fractions by whole numbers, so now we are building on that foundation. Students will be using various visual models to also show their multiplication and practice these skills.

*Please note that Mrs. Alterman's class is now also following the new Math Workshop structure which was explained/communicated by the other Fourth Grade teachers prior to Winter Break. Due to Mrs. A's long term sub this workshop structure was not in place, but now that Mrs. A is back, her class will also be following this workshop model. Below is the blurb that was previous communicated to the other math classes about our new workshop:

"Last week, students were introduced to a "Learning Ladder," also known as a way for the students to individually track their learning. They have been given goal statements (I can statements) that they have to work towards for each standard that will be taught within the unit. As the students work towards their goal statement they have to provide to solid pieces of evidence to the teacher to prove mastery of the goal. Once the teacher has signed off on all of the goal statements for the standard, then the student will be eligible to take a quiz for the standard. Therefore, quizzes will not be posted each Friday anymore. In an effort to help students take more ownership over their learning, we are trying out this system to allow students to work at a pace that is comfortable for them with the teacher facilitating their learning. Don't worry!! Teacher guided lessons are still happening each day, but when they leave the lesson, they have choice in what they want to learn and how they want to learn it. Games, activities, and online tools have been provided for the students to select from. "

Tuesday – Workbook pages 739-742

Thursday - iReady (30 minutes)

a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.

b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.

a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Example 4 x 10 is twice as large as 2 x 10.

b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.]]>