**4.1-Unit 3 Exploring Equivalence and Ordering of Fractions**This week, students will continue working on standard 4.NF.1 and be introduced to 4.NF.2 through several hands on activities. Students will do a paper folding activity, work with two color counters and create fraction strips as they continue to explore fraction equivalence and move from models to conceptual understanding and reasoning to compare fractions.

A slight change in the math process...Last week, students were introduced to a "Learning Ladder," also known as a way for the students to individually track their learning. They have been given goal statements (I can statements) that they have to work towards for each standard that will be taught within the unit. As the students work towards their goal statement they have to provide to solid pieces of evidence to the teacher to prove mastery of the goal. Once the teacher has signed off on all of the goal statements for the standard, then the student will be eligible to take a quiz for the standard. Therefore, quizzes will not be posted each Friday anymore. In an effort to help students take more ownership over their learning, we are trying out this system to allow students to work at a pace that is comfortable for them with the teacher facilitating their learning. Don't worry!! Teacher guided lessons are still happening each day, but when they leave the lesson, they have choice in what they want to learn and how they want to learn it. Games, activities, and online tools have been provided for the students to select from. So far, so good!

Homework

**:**

Tuesday: Workbook pages 503-504

Thursday - Workbook pages 509-510

__4.1 Standards for the Week:__4.NF.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

4.NF.2 - Compare two fractions with different numerators and different denominators, e.g., 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 conclusions, e.g., by using a visual fraction model.

__4.2-Unit 7: Measurement and Data__Students will be working on area and perimeter this week, as well as reviewing the standard for metric and customary conversions. Students need to understand how to solve problems with perimeter and area, as well as determining the area and perimeter of irregular shapes and missing information. Please continue to review conversions at home.

A slight change in the math process...Last week, students were introduced to a "Learning Ladder," also known as a way for the students to individually track their learning. They have been given goal statements (I can statements) that they have to work towards for each standard that will be taught within the unit. As the students work towards their goal statement they have to provide to solid pieces of evidence to the teacher to prove mastery of the goal. Once the teacher has signed off on all of the goal statements for the standard, then the student will be eligible to take a quiz for the standard. Therefore, quizzes will not be posted each Friday anymore. In an effort to help students take more ownership over their learning, we are trying out this system to allow students to work at a pace that is comfortable for them with the teacher facilitating their learning. Don't worry!! Teacher guided lessons are still happening each day, but when they leave the lesson, they have choice in what they want to learn and how they want to learn it. Games, activities, and online tools have been provided for the students to select from. So far, so good!

Homework:

Tuesday: Workbook pages 843-844/849-850

Thursday: iReady Math (20 minutes)

__4.2 Standards for the Week:__*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.*

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.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.

**5.1-Unit 2: Subtracting Fractions**This week, students will be exploring subtracting fractions. They will be subtracting like fractions and unlike fractions using common denominators, and then subtracting mixed numbers. Next week, we will review both adding and subtracting fractions and conclude the week with a test covering both.

**Homework:**

Tuesday – Workbook pages 649-650 & 655-656

Thursday - Workbook pages 667-668 & 675-676

__5.1 Standards for the Week:__

*5.NF.2:**Use equivalent fractions as a strategy to add and subtract fractions.*