What are we focusing on this week?
- Writing: Students will continue writing their opinion essays. Students are structuring their writing so that they have a thesis (their opinion about someone or something), 3 reasons to support their thesis, followed by 3 examples, stories, quotes, facts, etc. to support each reason. Along with this, students are also working on creating a strong introduction by getting the reader's attention by starting their writing with a question, a joke, or a fun fact. In their conclusions, students are working on ending with a call to action- what do you (the writer) want the reader to do now that they have read your opinion essay?
- Word Work: Students will be studying the suffix -ly: what does it mean? What are some examples or words I've heard with this suffix? Can I identify this suffix in a short reading passage?
- Reading: This week, we will be focusing on the following 2 reading standards:
- ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
- ELAGSE4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- Math:
- 4.1: Begin Unit 3- Fraction Equivalents:
- MGSE4.NF.1 Explain why two or more fractions are equivalent 𝑎 𝑏 = 𝑛 × 𝑎 𝑛 × 𝑏 ex: 1 4 = 3 × 1 3 × 4 by using visual fraction models. Focus attention on how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions
- MGSE4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
- 4.2: Powers of Ten
- 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 the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
- 5.1:
- MGSE.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 the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
- MGSE.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.
- MGSE.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 the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
- 4.1: Begin Unit 3- Fraction Equivalents:
- Social Studies: After wrapping up our Solar System Unit last week, students will start a new social studies unit: Forming a New Nation. Students will learn about the Articles of Confederation and the Constitutional Convention.
Important Dates & Information:
- November 1- Picture retake day
- November 12- Taste of New Prospect event
- November 16/17- Play auditions (more information coming soon!)