Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 7: MeasurementThis Week:- Students will continue reviewing how to find the degree measurement of a missing angle -
*4.MD.7* - Students will continue reviewing how to sketch angles using protractors, as well as using protractors to measure angles -
*4.MD.6* - Students will continue reviewing how angles relate to circles -
*4.MD.5* **Students will be learning all about the customary and metric systems of measurement. -***4.MD.1*- Please note: We will not be following the standards in the order below. We will first tackle the measurement standards that relate to geometry first and then the other measurement standards. With geometry being our last unit, this usually allows us to provide a smooth transition to this unit by re-ordering the standards.
**Students will be taking their weekly standards quiz on 4MD1 on Friday.**
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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. 4.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.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. 4.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.4.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. 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 or letter for the unknown angle measure.4.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.4.1 Homework for the Week:- Tuesday (5/2/17) - IXL N7, N16
- Thursday (5/4/17) – IXL N6, N15
- Friday (5/5/17) - Weekly standards quiz on 4MD1.
__________________________________________________________________________ 4.2 Math Curriculum: Unit 4 (Grade 5)Adding, Subtracting, Multiplying, and Dividing FractionsThis Week: - Students will be working with fractions and mixed numbers to determine equivalent fractions by finding a common denominator when the denominators are unlike and add and subtract the fractions.
- Students will use this strategy to help them solve word problems that address the same challenge.
4.2 Standards for Unit 2 & 3 of Fifth Grade Math__MGSE5.NF.1__Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.__MGSE5.NF.2__Solve word problems involving addition and subtraction of fractions, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Example: 3 5 can be interpreted as “3 divided by 5 and as 3 shared by 5”.**MGSE5.NF.3**Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.**MGSE5.NF.4**- 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.
Interpret multiplication as scaling (resizing), by:**MGSE5.NF.5**- 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.
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.**MGSE5.NF.6**Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1**MGSE5.NF.7**- a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
- b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
- c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many 1/3-cup servings are 2 cups of raisins
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots**MGSE5.MD.2**
4.2 Homework for the Week:- Tuesday (5/2/2017): Workbook page (a copy of the page will be sent home)
- Thursday (5/4/2017): IXL Practice: 5th Grade Skills: L6, L8, L9, L10 or L11 (for 20 minutes)
**Standards based quiz on Friday, May 5.**
5.1 Math Curriculum - Unit 7: Geometry and the Coordinate PlaneThis Week:- Students will continue reviewing input/output tables.
- Students will continue reviewing how to generate patterns using a given rule.
- Students will learn to graph ordered pairs on a coordinate plane.
**Students will be taking their weekly standards quiz on 5G1 & 5G2 on Friday.**
5.1 Standards for Unit 7: *Focus standards of the week will be boldedGenerate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane. 5.OA.3- 5.G.1- Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).5.G.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.5.1 Homework for the Week:- Tuesday (5/2/17) - IXL U1, U2, U5
- Thursday (5/4/17) – IXL U3 & U4
- Friday (5/5/17) - Weekly standards quiz on 5G1 & 5G2
We hope that you have a great week! -The 4th Grade Team Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 7: MeasurementThis Week:- Students will be learning how to find the degree measurement of a missing angle -
*4.MD.7* - Students will learn how to sketch angles using protractors, as well as using protractors to measure angles -
*4.MD.6* - Students will be learning about angles in relation to circles -
*4.MD.5* - Please note: We will not be following the standards in the order below. We will first tackle the measurement standards that relate to geometry first and then the other measurement standards. With geometry being our last unit, this usually allows us to provide a smooth transition to this unit by re-ordering the standards.
**Students will be taking their weekly standards quiz on 4MD5, 4MD6 & 4MD7 on Friday.**
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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. 4.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.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. 4.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.4.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. 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 or letter for the unknown angle measure.4.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.4.1 Homework for the Week:- Tuesday (4/25/17) - Workbook pages 911-914
- Thursday (4/27/17) – IXL Z2, Z4, Z5
- Friday (4/28/17) - Weekly standards quiz on 4MD5, 4MD6, and 4MD7.
__________________________________________________________________________ 4.2 Math Curriculum: Unit 2 & 3 (Grade 5)Decimals: Adding, Subtracting, Multiplying, Dividing, Place Value, and Ordering This Week: - Students will review all standards for this unit to prepare for a test on Friday.
- Students will learn how to divide with decimals.
4.2 Standards for Unit 2 & 3 of Fifth Grade Math**MGSE5.NBT.1**Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.**MGSE5.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.**MGSE5.NBT.3**Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using baseten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.**MGSE5.NBT.4**Use place value understanding to round decimals up to the hundredths place.**MGSE5.NBT.7**Add, subtract, multiply, and divide decimals to hundredths, using concrete models, 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 (NOTE: Addition and subtraction are taught in this unit, but the standard is continued in Unit 3: Multiplication and Division with Decimals.)
4.2 Homework for the Week:- Tuesday (4/25/2017): Unit 2 & 3 Study Guide
- Thursday 4/27/2017): Unit 2 & 3 Study Guide; Test Tomorrow
**End of Unit Assessment covering Units 2 & 3 (Grade 5)**
5.1 Math Curriculum - Unit 7: Geometry and the Coordinate PlaneThis Week:- Students will learn about input/output tables.
- Students will learn to generate patterns using a given rule.
- Students will learn to graph ordered pairs on a coordinate plane.
**Students will be taking their weekly standards quiz on 5OA3 on Friday.**
5.1 Standards for Unit 7: *Focus standards of the week will be bolded 5.OA.3- Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.5.G.1- Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).5.G.2 - Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.5.1 Homework for the Week:- Tuesday (4/25/17) - Input/Output tables worksheet - front and back (5OA3)
- Thursday (4/27/17) – IXL V8, V9, & V10
- Friday (4/28/17) - Weekly standards quiz on 5OA3
We hope that you have a great week! -The 4th Grade Team Hello Fabulous Fourth Grade Parents,
Due to Ga Milestones, our content blogs are on hold for the next 2 weeks. New units will begin after Ga Milestones has wrapped. Until then, we are simply in test prep/practice mode. Units will resume on 4/24. Have a great week! - The Fourth Grade Team Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 5: Geometry This Week:- Students will be reviewing the different types of lines and angles -
*4G1* - Students will be reviewing how to compare and contrast 2D figures based on the presence or absence of lines as well as by the angles found within the 2D figure.
- Students will be reviewing the 2 different ways to categorize triangles (by their sides or by their angles) -
*4G2* - Students will be learning about lines of symmetry -
*4G3* - Instead of a formal test for this unit, students will be working on a Geometry Town project (during the length of the unit) that will assess all 3 of our geometry standards. This Geometry Town project will be their assessment grade.
**This week students will be taking their 4G3 quiz on Thursday.**
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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 fold along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. 4.1 Homework for the Week:- Tuesday (3/28/17) - IXL Y1, Y2, Y3
- Thursday (3/23/17) – Weekly Standards Quiz on 4G3
__________________________________________________________________________ 4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)Order of Operations and Whole Numbers This Week: - Students will review strategies for multiplying multi-digit numbers up to 3-digit by 2-digit factors.
4.2 Standards for Unit 1 of 5th Grade Math- MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
- MGSE5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
- MGSE5.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.
**MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.**- MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
4.2 Homework for the Week:- Tuesday (3/21/2017): Workbook pages
- Thursday (3/23/17): IXL C10-C14; Select one
- No Standards Quiz this Friday
5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & MeasurementThis Week:- Units 5 and 6 will be combined. Unit 5 (2D figures) if VERY simplistic/short, and the very few standards that make up that unit make more sense to be combined with Unit 6 volume standards. Standards will be re-organized in a logical sense.
- Students will be reviewing the hierarchy of 2D figures -
*5G4* - Students will be reviewing how to calculate the volume of solid (3D) figures using unit cubes -
*5MD3/5MD4* - Students will be applying all of their knowledge of finding volume to real world problems -
*5MD5* - Students will be taking their unit assessment on
**Wednesday, March 29th.**
5.1 Standards for Units 5/6: *All standards are a focus this week!Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Unit 5 Standards: 5.G.3- (Will be paired with 5MD3)5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)Convert among different-sized standard measurement units (mass, weight, 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 word problems.Unit 6 Standards: 5.MD.1- 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. (Will be paired with 5G3)5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.1 Homework for the Week:- Tuesday (3/28/17) - Complete Study Guide/Study for Wednesday's test
- Wednesday (3/29/17) – Unit 5/6 Assessment
Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 5: Geometry This Week:- Students will be reviewing the different types of lines and angles -
*4G1* - Students will be learning how to compare and contrast 2D figures based on the presence or absence of lines as well as by the angles found within the 2D figure.
- Students will also be learning about the 2 different ways to categorize triangles (by their sides or by their angles) -
*4G2* - Instead of a formal test for this unit, students will be working on a Geometry Town project (during the length of the unit) that will assess all 3 of our geometry standards. This Geometry Town project will be their assessment grade.
**This week students will be taking their 4.G.2 Quiz on Friday.**
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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 fold along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. 4.1 Homework for the Week:- Tuesday (3/21/17) - Workbook pages 925-928
- Thursday (3/23/17) – IXL: X3, X4, and X5
- Friday (3/24/17) - Weekly Standards Quiz on 4G2
__________________________________________________________________________ 4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)Order of Operations and Whole Numbers This Week: - Students have been learning the strategies for solving long division problems using the standard algorithm.
- Students have learned the acronym, D.M.S.B.R. to guide them through the steps of the long division 2-digit divisor problem. The letters stand for: D-Division; M-Multiplication; S-Subtract; B-Bring Down; R-Remainder...students know this acronym as the "Division Family Strategy" (D-Dad, M-Mom, S-Sister, B-Brother, R-Rover).
- Students have also learned the five different ways that remainders are used in a problem. Remainders can be any of the following:
- Left Over
- A fractional amount
- "forced" to the next whole number
- Discarded
- Rounded
- Students have been using the inverse operation to double-check their work.
4.2 Standards for Unit 1 of 5th Grade Math- MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
- MGSE5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
- MGSE5.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.
**MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.****MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)**
4.2 Homework for the Week:- Tuesday (3/21/2017): Study Guide
- Thursday (3/23/17): Study Guide
**5.NBT.5 and 5.NBT.6 Standards Quiz on Friday****End of Unit Test on Wednesday, March 29**
5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & MeasurementThis Week:- Units 5 and 6 will be combined. Unit 5 (2D figures) if VERY simplistic/short, and the very few standards that make up that unit make more sense to be combined with Unit 6 volume standards. Standards will be re-organized in a logical sense.
- Students will be reviewing the hierarchy of 2D figures -
*5G4* - Students will begin to learn how to calculate the volume of solide (3D) figures using unit cubes -
*5MD3/5MD4* - Students will be applying all of their knowledge of finding volume to real world problems -
*5MD5* - Students will have their unit assessment on
**Wednesday, March 29th.**
5.1 Standards for Units 5/6: *Focus standards of the week will be boldedUnderstand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Unit 5 Standards: 5.G.3- (Will be paired with 5MD3)5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)Convert among different-sized standard measurement units (mass, weight, 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 word problems.Unit 6 Standards: 5.MD.1- 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. (Will be paired with 5G3)5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.1 Homework for the Week:- Tuesday (3/21/17) - 5MD5 worksheet
- Thursday (3/23/17) – IXL EE12 & EE13
- Friday (3/24/17) - Weekly Standards Quiz on 5MD5
Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 5: Geometry This Week:**This week students will be taking their Unit 6 pre-assessment**
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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 fold along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. 4.1 Homework for the Week:- Tuesday (3/14/17) - Workbook pages 863, 864, 873, and 874
- Thursday (3/16/17) – IXL: W4, W5, and Z1
__________________________________________________________________________ 4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)Order of Operations and Whole Numbers This Week: - Students will review strategies for multiplying multi-digit numbers up to 3-digit by 2-digit factors.
4.2 Standards for Unit 1 of 5th Grade Math- MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
- MGSE5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
- MGSE5.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.
**MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.**- MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
4.2 Homework for the Week:- Tuesday (3/14/2017): Workbook pages
- Thursday (3/16/17): IXL C10-C14; Select one
- No Standards Quiz this Friday
5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & MeasurementWILL BE UPDATED SHORTLY :) This Week:- Units 5 and 6 will be combined. Unit 5 (2D figures) if VERY simplistic/short, and the very few standards that make up that unit make more sense to be combined with Unit 6 volume standards. Standards will be re-organized in a logical sense.
- Students will be reviewing the hierarchy of 2D figures -
*5G4* - Students will begin to learn how to calculate the volume of solide (3D) figures using unit cubes -
*5MD3/5MD4* - Students will have a quiz on 5G4 & 5MD4 on Thursday, March 9th. (There is no TAG that day due to TAG testing).
5.1 Standards for Units 5/6: *Focus standards of the week will be boldedUnderstand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Unit 5 Standards: 5.G.3- (Will be paired with 5MD3)5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)Convert among different-sized standard measurement units (mass, weight, 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 word problems.Unit 6 Standards: 5.MD.1- 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. (Will be paired with 5G3)5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.1 Homework for the Week:- Tuesday (3/14/17) - Assigned by teacher
- Thursday (3/16/17) – To be determined
__________________________________________________________________________We hope that you have a great week! -The 4th Grade Team Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 5: Fractions and DecimalsThis Week: - Students will be learning how to compare and order decimals (either from least to greatest or greatest to least). -
*4NF7* - Some students will begin to compare decimals to the thousandths place (extension) -
*5NBT3b* - Some students will begin to add and subtract decimals (extension) -
*5NBT7* - Students will have a quiz on 4NF7 on Friday, March 3rd.
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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. 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 the comparisons with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual model.4.1 Homework for the Week:- Tuesday (2/28/17) - Workbook pages 669-672
- Thursday (3/2/17) – IXL T14, T15, T16
- Friday (3/3/17) - Weekly Standards Quiz on 4NF7
__________________________________________________________________________ 4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)Order of Operations and Whole Numbers This Week: - Students will continue to work with the order of operations while evaluating expressions from written form.
- Students will focus on vocabulary such as sum, difference, quotient, product, decrease, increase, by, etc. to interpret real-world events into numerical expressions.
4.2 Standards for Unit 1 of 5th Grade Math4.2 Homework for the Week:- Tuesday (2/28/2017): Workbook Pages 497-498
- Thursday (3/2/2017): IXL E1, E2, O3, O4
**Friday : Standards Based Quiz: 5.OA.2**
5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & MeasurementThis Week:- Students will be reviewing the attributes for 2D polygons, and comparing/contrasting attributes -
*5G3* - Students will begin to learn how to calculate the volume of solide (3D) figures using unit cubes -
*5MD3* - Students will have a quiz on 5G3 & 5MD3 on Friday, March 3rd.
5.1 Standards for Units 5/6: *Focus standards of the week will be bolded Unit 5 Standards: 5.G.3- Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. (Will be paired with 5MD3)5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)Convert among different-sized standard measurement units (mass, weight, 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 word problems.Unit 6 Standards: 5.MD.1- 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. (Will be paired with 5G3)5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.1 Homework for the Week:- Tuesday (2/28/17) - 5G3 & 5MD3 Worksheet
- Thursday (3/2/17) – IXL EE11 & BB4
- Friday (3/3/17) - Weekly standards quiz on 5G3 & 5MD3
__________________________________________________________________________We hope that you have a great week! -The 4th Grade Team Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 5: Fractions and DecimalsThis Week: - Students will be learning about equivalent decimal fractions ( ex: 2/10 = 2/100)
*- 4NF5* - Students will be learning how to add decimal fractions, both with like denominators and unlike denominators (ex: 2/10 + 3/10 = 5/10 , 3/10 + 40/100 = 7/10 or 70/100, and 5/10 + 12/100 = 62/100). -
*4NF5* - Students will be learning how to write decimal fractions in decimal notation (6/10 = 0.6) -
*4NF6* - Students will have a quiz on 4NF5 & 4NF6 on Friday, February 24th.
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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. 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 the comparisons with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual model.4.1 Homework for the Week:- Tuesday (2/21/17) - Workbook pages 667-668 (additional practice - R5 & R6)
- Thursday (2/23/17) – Workbook pages 651-654 (addition practice - IXL T2 & T11)
- Friday (2/24/17) - Weekly Standards Quiz on 4NF5 & 4NF6
__________________________________________________________________________ 4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)Order of Operations and Whole Numbers This Week: - Students will be introduced to the Order of Operations, again, this week. You might recall, I did a mini-unit on this standard earlier in the year. This time, I will dive deeper into their understanding of the order of operations, numerical expressions, as well as numerical reasoning.
4.2 Standards for Unit 1 of 5th Grade Math4.2 Homework for the Week:- Tuesday (2/21/2017): Error Analysis Sheet from Unit 7 Assessment: Due Thursday
- Thursday (2/16/2017): IXL O.4
- Friday : Standards Based Quiz: 5.OA.1
5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & MeasurementThis Week:- Students will be practicing their metric and customary conversions this week. The foundation of this standard in laid down at the end of the year of 4th grade math, so we are picking up there and practicing more difficult conversions. This will help us with our conversions/calculations for the rest of the unit-
*5MD1* - Students will have a quiz on 5MD1 on Friday, February 24th.
5.1 Standards for Units 5/6: *Focus standards of the week will be boldedUnderstand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Unit 5 Standards: 5.G.3- (Will be paired with 5MD3)5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)Unit 6 Standards: 5.MD.1- Convert among different-sized standard measurement units (mass, weight, 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 word 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. (Will be paired with 5G3)5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.1 Homework for the Week:- Tuesday (2/21/17) - Study measurement conversion chart ; Metric/Customary conversions WS (only do those that are circled)
- Thursday (2/23/17) – IXL Z16 & Z18
- Friday (2/24/17) - Weekly standards quiz on 5MD1
__________________________________________________________________________We hope that you have a great week! -The 4th Grade Team Hello Fabulous Fourth Grade Parents,
Below you will find information for all math groups for this coming week. Please scroll down to your child's math level (they are in order and color coded - 4.1 is green, 4.2 is purple, and 5.1 is grey). ____________________________________________________________________________________________ 4.1 Math Curriculum- Unit 5: Fractions and DecimalsThis Week: - Students will be learning about equivalent decimal fractions ( ex: 2/10 = 2/100)
*- 4NF5* - Students will be learning how to add decimal fractions, both with like denominators and unlike denominators (ex: 2/10 + 3/10 = 5/10 , 3/10 + 40/100 = 7/10 or 70/100, and 5/10 + 12/100 = 62/100). -
*4NF5* - Students will be learning how to write decimal fractions in decimal notation (6/10 = 0.6) -
*4NF6* - Students will have a quiz on 4NF5 & 4NF6 on Thursday, February 16th.
4.1 Standards for Unit 1:*Focus standards of the week will be bolded4.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. 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 the comparisons with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual model.4.1 Homework for the Week:- Tuesday (2/14/17) - IXL T2, T6, T8
- Wednesday (2/15/17) – Study for tomorrow's quiz
__________________________________________________________________________ 4.2 Math Curriculum: Unit 7Measurement: Area, Perimeter, and Line Plots, oh, my! This Week: - Students will be reviewing the formulas for area and perimeter as well as applying information from a frequency table to a line plot graph.
- Students will be reviewing the conversion charts for customary and metric measurements.
- Students will be reviewing the steps to solve word problems using different types of measurements, like capacity, mass, and length.
- Students will review elapsed time.
4.2 Standards for Unit 7MGSE4.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. Represent and interpret data. 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.4.2 Homework for the Week:- Tuesday (2/7/2017): Review Study Guide
- Thursday (2/9/2017): Review Study Guide; Use Redbird or IXL to review
- Friday : No Quiz--Field Trip to Fernbank!!
**Monday (2/13/2017): Unit 7 Assessment**
_____________________________________________________________________________________________ 5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & MeasurementThis Week:- Students will be practicing their metric and customary conversions this week. The foundation of this standard in laid down at the end of the year of 4th grade math, so we are picking up there and practicing more difficult conversions. This will help us with our conversions/calculations for the rest of the unit-
*5MD1* - Students will have a quiz on 5MD1 on Thursday, February 16th (TAG will take during homeroom).
5.1 Standards for Units 5/6: *Focus standards of the week will be boldedUnderstand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Unit 5 Standards: 5.G.3- (Will be paired with 5MD3)5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)Unit 6 Standards: 5.MD.1- Convert among different-sized standard measurement units (mass, weight, 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 word 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. (Will be paired with 5G3)5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.1 Homework for the Week:- Tuesday (2/14/17) - IXL Z15 & Z17
- Wednesday (2/15/17) – Study for tomorrow's quiz!
__________________________________________________________________________We hope that you have a great week! -The 4th Grade Team |
## The 4th Grade TeamWelcome to the NPE 4th Grade Math Blog! Here you will be updated about the happenings in math in both Mr. Pham and Ms. Zarzour's classrooms! ## Archives
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