What are we focusing on this upcoming week?
- Writing: Students will begin test prep for the upcoming Milestones Assessment (May). Students will focus on writing a story using 2 nonfiction texts.
- Reading: Students will begin test prep for the upcoming Milestones Assessment (May).
- 4th grade reading & writing standards: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-4-Standards.pdf
- This week, students will focus on reading narrative nonfiction.
- Math:
- 4.1: Unit 7: Measurement
- Standards throughout the unit:
- MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two-column table.
- 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.
- MGSE4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
- MGSE4.MD.8 Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
- MGSE4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1 2 , 1 4 , 1 8 ). Solve problems involving addition and subtraction of fractions with common denominators by using information presented in line plots. For example, from a line plot, find and interpret the difference in length between the longest and shortest specimens in an insect collection.
- MGSE4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
- MGSE4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
- MGSE4.MD.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping 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 or letter for the unknown angle measure.
- 4.2 (Ms. Smith): Unit 4: Adding, Subtracting, Multiplying, & Dividing Fractions
- MGSE5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem
- 5.NF4. 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.
- MGSE5.NF.5 Interpret multiplication as scaling (resizing), by:
- 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.
- 5.1: http://fourthgradenpes.weebly.com/current-51-math-info
- Science: Students will begin studying ecosystems (producers, consumers, & decomposers), and food chains + food webs.
Important Dates/Other Information:
The PNN News Crew Application is now open for 3rd and 4th graders and the deadline to apply for next year is May 1! No applications will be accepted after May 1 and there are 3 parts to the application.
- Sign and return the parent letter
- Fill out the Application online
- Submit a video on our Flipgrid
Thanks!!
Sandi Dennis [email protected]