We are now entering into our 4th unit of the year! Please look for your child's math placement and then you can read the standards they are expected to master by the end of the unit. Please refer to the main blog and your child's agenda for any quiz or tests dates.
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We are now entering into our 3rd unit of the year! Please look for your child's math placement and then you can read the standards they are expected to master by the end of the unit. Please refer to the main blog and your child's agenda for any quiz or tests dates.

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Hello Parents!
We are very excited to begin teaching our first units of the school year. As we mentioned in the earlier blog post, we will be updating the math blog only when there is a new unit and not weekly. Below you will find each math level, the unit we will begin this week and the standards that we will cover. Please refer to the main blog for any quiz or test dates along with your child's agenda.
4.1: Unit 1: Whole Number, Place Value and Rounding in Computation
Generalize place value understanding for multidigit whole numbers.
MGSE4.NBT.1 Recognize that in a multidigit whole number, a digit in any one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
MGSE4.NBT.2 Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
MGSE4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. Use place value understanding and properties of operations to perform multidigit arithmetic.
MGSE4.NBT.4 Fluently add and subtract multidigit whole numbers using the standard algorithm. Use the four operations with whole numbers to solve problems.
MGSE4.OA.3 Solve multistep word problems with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a symbol or letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
4.2: Unit 5: Fractions and Decimals
Understand decimal notation for fractions, and compare decimal fractions.
MGSE4.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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
MGSE4.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.
MGSE4.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. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
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.
5.1 Unit 1: Order of Operations and Whole Numbers
Write and interpret numerical expressions.
MGSE.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
MGSE.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Understand the place value system.
MGSE.5.NBT.1 Recognize that in a multidigit 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.
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 wholenumber exponents to denote powers of 10.
Perform operations with multidigit whole numbers and with decimals to hundredths.
MGSE.5.NBT.5 Fluently multiply multidigit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
MGSE.5.NBT.6. Fluently divide up to 4digit dividends and 2digit 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)
 Mr. Pham and Ms. Zarzour
Math Blog Overview
Hello Parents!
We are so excited for another school year and cannot wait to get started in our math curriculum! This year we will be using this blog to update you on the math units as a whole. This is where you will be able to find all of the standards and expectations covered within every math unit so you know exactly what your child is being taught. Since we cover three different math levels: On, Advanced and Accelerated we will be working hard to ensure that every child receives the best level of instruction they can to help sustain a solid math foundation.
On the main blog you will be able to find what the homework is every week in math and if we have updated the units here. We want to make it easy for you to see what your child is learning so you can help them at home, without it being information overload every week. Anytime we finish with a unit we will make the changes here and let you know so you can stay up to date on all of our math standards. :)
Math homework will be assigned every Tuesday and Thursday in every level. Please be sure to check your child's math level for the correct homework. Every Monday each class will record their homework for the week in their agenda, but if you are ever unsure it will be posted on the main blog as well.
Review and Reinforce Week
This week our goal is to make sure every child is set up to be successful this school year in every math class! We will be reviewing and reinforcing the standards and topics covered last year in a one week "crash course". This will help us to guide our instruction this year and help refresh each students memory to help them get ready for new topics and standards. Below you will find the different standards we will review in accordance with their math level.
To locate additional resources and practice for math on the Weebly, you will have to go to the math tab at the top of the page. Then have your cursor hover over the tab and a drop down menu will appear with the different math levels. Each level will have resources that pertain to the unit we are covering.
4.1
MGSE4.NBT.1 Recognize that in a multidigit whole number, a digit in any one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
MGSE4.NBT.2 Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
MGSE4.NBT.3 Use place value understanding to round multidigit whole numbers to any place.
4.2
MGSE4.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 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
MGSE4.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.
MGSE4.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.
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.
5.1
MGSE.5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
MGSE.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
MGSE.5.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. 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 wholenumber exponents to denote powers of 10.
Mr. Pham and Ms. Zarzour
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: Measurement
This Week:
4.1 Standards for Unit 1:
*Focus standards of the week will be bolded
4.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 “onedegree angle,” and can be used to measure angles.
b. An angle that turns through n onedegree angles is said to have an angle measure of n degrees.
4.MD.6 : Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.
4.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.MD.8 : Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
4.1 Homework for the Week:
__________________________________________________________________________
4.2 Math Curriculum: Unit 4 (Grade 5)
Adding, Subtracting, Multiplying, and Dividing Fractions
This Week:
4.2 Homework for the Week:
5.1 Math Curriculum  Unit 7: Geometry and the Coordinate Plane
This Week:
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., xaxis and xcoordinate, yaxis and ycoordinate).
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:
We hope that you have a great week!
The 4th Grade Team
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: Measurement
This 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 reordering 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 bolded
4.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 “onedegree angle,” and can be used to measure angles.
b. An angle that turns through n onedegree angles is said to have an angle measure of n degrees.
4.MD.6 : Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.
4.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.MD.8 : Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping 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 Fractions
This 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.
 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.
 MGSE5.NF.3 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.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
 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.
 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.
 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.
 MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1
 a. Interpret division of a unit fraction by a nonzero 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 nonzero 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 1/3cup servings are 2 cups of raisins
 MGSE5.MD.2 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
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 Plane
This 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 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., xaxis and xcoordinate, yaxis and ycoordinate).
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: Measurement
This Week:
4.1 Standards for Unit 1:
*Focus standards of the week will be bolded
4.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 “onedegree angle,” and can be used to measure angles.
b. An angle that turns through n onedegree angles is said to have an angle measure of n degrees.
4.MD.6 : Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.
4.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.MD.8 : Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
4.1 Homework for the Week:
__________________________________________________________________________
4.2 Math Curriculum: Unit 2 & 3 (Grade 5)
Decimals: Adding, Subtracting, Multiplying, Dividing, Place Value, and Ordering
This Week:
4.2 Homework for the Week:
5.1 Math Curriculum  Unit 7: Geometry and the Coordinate Plane
This Week:
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., xaxis and xcoordinate, yaxis and ycoordinate).
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:
We hope that you have a great week!
The 4th Grade Team
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: Measurement
This 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 reordering 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 bolded
4.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 “onedegree angle,” and can be used to measure angles.
b. An angle that turns through n onedegree angles is said to have an angle measure of n degrees.
4.MD.6 : Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.
4.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.MD.8 : Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.
4.1 Homework for the Week:
 Tuesday (4/25/17)  Workbook pages 911914
 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.
 MGSE5.NBT.1 Recognize that in a multidigit 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 wholenumber 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 Plane
This 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., xaxis and xcoordinate, yaxis and ycoordinate).
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
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:
4.1 Standards for Unit 1:
*Focus standards of the week will be bolded
4.G.1 : Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
4.G.2 : Classify twodimensional 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 twodimensional figure as a line across the figure such that the figure can be fold along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.
4.1 Homework for the Week:
__________________________________________________________________________
4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)
Order of Operations and Whole Numbers
This Week:
5.1 Math Curriculum  Unit 5/6: 2D Figures & Volume & Measurement
This Week:
5.1 Standards for Units 5/6:
*All standards are a focus this week!
Unit 5 Standards:
5.G.3 Understand that attributes belonging to a category of twodimensional 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 twodimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)
Unit 6 Standards:
5.MD.1 Convert among differentsized 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 multistep, 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 wholenumber 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 wholenumber 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 nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
5.1 Homework for the Week:
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 bolded
4.G.1 : Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
4.G.2 : Classify twodimensional 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 twodimensional figure as a line across the figure such that the figure can be fold along the line into matching parts. Identify linesymmetric 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 multidigit numbers up to 3digit by 2digit factors.
 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 multidigit 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 wholenumber exponents to denote powers of 10.
 MGSE5.NBT.5 Fluently multiply multidigit 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 4digit dividends and 2digit 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)
 Tuesday (3/21/2017): Workbook pages
 Thursday (3/23/17): IXL C10C14; Select one
 No Standards Quiz this Friday
5.1 Math Curriculum  Unit 5/6: 2D Figures & Volume & Measurement
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 reorganized 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!
Unit 5 Standards:
5.G.3 Understand that attributes belonging to a category of twodimensional 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 twodimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)
Unit 6 Standards:
5.MD.1 Convert among differentsized 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 multistep, 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 wholenumber 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 wholenumber 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 nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping 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
The 4th Grade Team
Welcome 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!
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