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).

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**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 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 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.

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.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.

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__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.

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**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.)

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__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., 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