**Hello fabulous 4th Grade Parents!**

**4.1 Math Curriculum**

**(Now in 2nd Semester of 4th grade math!)**

__4.1__: This week the students will be introduced to

**Unit 7: Measurement**...

This week, students will begin reviewing the Measurement standards for this unit (posted below). For the next few weeks in class, your child will be doing activities with measurement. Because we have reviewed measurement in class earlier in April, we will have no upcoming quizzes or tests on measurement, however, students will have performance tasks that will be graded in class!

**4.1 Standards for Unit 7:***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. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …*

__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 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.5A -__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.__An angle that turns through n one-degree angles is said to have an angle measure ofn degrees.__

4.MD.5B -4.MD.5B -

__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.

__4.1 Homework for the Week:__- Tuesday (5/10/16) – IXL Links: P15, P16, P17 (20-25 minutes of practice)
- Thursday (5/12/16) – 1 Redbird Lesson + Weebly Practice (20-25 minutes)

**4.2 Math Curriculum (Now in 5th grade math!)**

**: This week we are continuing with our current unit, Unit 2/3: Operations with Fractions!**

__4.2__We are wrapping up our work with fractions! Within the unit, we will work on reading, writing and expanding decimals, comparing decimals to the thousandths place, and adding/subtracting/multiplying/dividing decimals. Our standards this week will be 5NBT7 (dividing decimals).

**We will assess on this unit on**

__Friday, May 6th__!

__4.2 Standards for Units 2/3:__*5.NBT.3*Read, write, and compare decimals to thousandths.

a. Read and write decimals to thousandths using base-ten 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.

*5.NBT.4*Use place value understanding to round decimals to any place

*5.NBT.7*Add, subtract, multiply, and divide decimals to hundredths, using concrete models or 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.

__4.2 Homework for the Week:__**Tuesday (5/2/16)**- Study for Friday's assessment!**Thursday (5/5/16)**- Study for Friday's assessment!**Friday (5/6/16)**- Unit 2/3 Assessment

*If you would like to check out the study guide ahead of time, it is already posted at the following link. You are free to print out and use throughout the unit!*http://fourthgradenpes.weebly.com/study-guides1.html

**5.1 Math Curriculum**

5.1: This week we are starting our next unit, Unit 7: Geometry and the Coordinate Plane!

Unit 7 is all about input/output tables, and then using these function tables to create ordered pairs (and then graph them!) We will start off the unit by focusing on input and output tables, and this will be a review since we practice them weekly in Calendar Math. Then, we will focus on plotting these points on coordinate planes as well as making real life connections to coordinate planes and map! Our standards this week will be 5G1 and 5G2.

**We will assess on this unit on**

__Friday, May 6th__!

__5.1 Standards for Unit 7:__*5.OA.3-*Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

*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 (5/2/16) - Study for Friday's assessment!
- Thursday (5/5/16) - Study for Friday's assessment!
- Friday (5/6/16) - Unit 2/3 Assessment

Have a great week!