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 3- Fractions
This week:
- Students will finish their Unit 2 assessments and take their pre-assessment for Unit 3.
- Students will learn the foundational skills to determine whether a fraction is an equivalent fraction.
- The Students will be receiving a math workbook either to keep in class or keep at home. This will be used as a resource and not as the only source of information or instruction.
No Math Quiz this week!
Unit Vocabulary:
denominator, equivalent fractions, numerator, greatest common factor, simplest form, least common multiple, benchmark fractions,
4.1 Standards for Unit 3:
This weeks standards are bold.
- 4.NF.1 Explain why two or more fractions are equivalent by using visual fraction models. Focus attention on how the number and size of the parts differ.
- 4.NF.2 Compare two fractions with different numerators and different denominators, by using visual fraction models, by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, <, or = and justify the conclusion.
4.1 Homework for the Week:
- Tuesday (11/1/16): Math Worksheet, pg. 477-478 and practice new unit vocabulary
- Thursday (11/3/16): IXL P.1 for 20 minutes of practice.
- Friday (11/4/16): No standards quiz this week
_____________________________________________________________________________________________
4.2 Math Curriculum: Unit 6 - Geometry
This Week:
- Students will learn the foundational skills to determining the properties of two-dimension plane figures.
- Important Vocabulary include:
- point, ray, line, line segment, parallel, perpendicular, intersecting, angle, acute angle, right angle, and obtuse angle
- Students will identify the above mentioned vocabulary within given 2-D shapes and apply those characteristics in order to create solid, concrete, mathematical definitions for the shapes. For example, students will need to be able to prove why a square can be a rectangle, but a rectangle cannot be a square by using mathematical terms to explain their reasoning.
*All standards in BOLD will be a focus.
- Draw and identify lines and angles, and classify shapes by properties of their lines and angles. MGSE4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
- MGSE4.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.
- MGSE4.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.
- Tuesday (11/01/16) - Angle Worksheet
- Thursday (11/03/16) - IXL for 20 minutes; W4, W5
- Friday (11/04/16)- No Standards Quiz this week.
5.1 Math Curriculum - Unit 3: Multiplying and Dividing Decimals
This Week: Students are beignning their next unit, Unit 3: Multiplying and Dividing Decimals. This week, students will:
- Finish their Unit 2 post assessment and take their Unit 3 preassessment
- Review multiplying and dividing decimals by the powers of 10
dividend, division, divisor, exponent, factormeasurement division (or repeated subtraction), multiple , multiplier, partial products, partition/partitive division (or fair-sharing) , place value, power of ten, product, quotient, remainder
5.1 Standards for Unit 3:
*Focus standards of the week are bolded
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 whole-number exponents to denote powers of 10
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.
5.1 Homework for the Week:
- Tuesday (11/1/16) - 5NBT2 Review Worksheet
- Thursday (11/3/16) - IXL A11 & I2
- Friday (11/4) - No standards quiz this week
We hope that you have a great week!
-The 4th Grade Team