**4.1-Unit 6 Geometry and Measurement**Students are continuing to wrap up Unit 6 this week. The mini lessons for Unit 6 are finished, students are focusing on demonstrating standards mastery, taking quizzes, and the Unit assessment. We will also be working with individuals and small groups that need extra work on standards from the unit based on data collected from formative assessments and quizzes.

As students finish Unit 6, they will be transitioning to our last unit, Unit 7: Measurement, with an exploration of units in the metric system.

__Homework__

Tuesday - iReady for 30 minutes (assigned lessons)

__4.1 Standards for the Week:__4.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 folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

4.MD.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement

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 for the unknown angle measure.

__4.2-Fifth Grade: Unit 4: Part A: Adding and Subtracting Fractions__This week the focus will be on adding and subtracting fractions with unlike denominators as well as adding and subtracting mixed numbers with unlike denominators. Already, I can tell that students are picking up on the concept of equivalent fractions and how to find a common denominator. Lots of culminating work is being done in this unit.

Homework:

Tuesday: Math Worksheet: 5-18

__4.2 Standards for the Week:__**NF1:**Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

*For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)*

**NF2:**Solve word problems involving addition and subtraction of fractions referring to the same whole, 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 + 1/2 = 3/7, by observing that 3/7 < 1/2.*

**5.1-Unit 6: Volume and Measurement**This week students are working towards finishing up Unit 6, Volume and Measurement.The mini lessons for Unit 6 have been completed, so students are focusing on demonstrating standards mastery, taking quizzes, and the Unit assessment. As students wrap up Unit 6, they will transition to Unit 7 (our last unit!)

**Homework:**

Tuesday: iReady 30 minutes (Assigned Lessons)

__5.1 Standards for the Week:__*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 world 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

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 world 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

*5.MD.4 - Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.*

5.MD.5 - Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

5.MD.5 - Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.