This week, students will continue exploring adding fractions with like denominators. They will also be introduced to adding fractions with sums greater than 1, adding mixed numbers, and begin subtracting fractions with like denominators. Students will work with fraction models, number lines and pattern blocks as they continue to develop and deepen their conceptual understanding of adding and subtracting fractions.
Students have all finished their learning ladders for Unit 3. Those who still have not demonstrated mastery of some of the standards will spend time during practice stations working with the teacher on those and/or review them through iReady lessons. The study guide for Unit 4 along with the Unit 4 parent letter will be sent home this week.
Students did an incredible job with the learning ladders for Unit 3, and we're excited to see them improve even more in Unit 4 as they become more familiar with the model, and begin taking an increasing level of ownership of their learning.
Tuesday - Workbook pages 571-572
Thursday - iReady for 30 minutes
4.1 Standards for the Week:
4.NF.3.C - Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
4.NF.3.D - Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.2-Fifth Grade: Unit 1: Place Value and Order of Operations
Last week students were given a pre-assessment on the standards that will be covered throughout this unit. They are using the results of the pre-assessment to help guide them to the appropriate activities for the learning goals they are trying to master. They are becoming more proficient with this practice each day. I am proud of the students who are recognizing where their weaknesses are and are asking for specific help. I finished teaching about place value (5.NBT.1) last week, which addressed how the value of a digit increases by 10 each time it moves to the left and decreases by 10 each time it moves to the right. This week, I will focus on helping them solidify their understanding of the Powers of Ten (5.NBT.2) and looking for patterns when multiplying x10, x100, and x1,000. This work will also lend itself to the understanding and use of exponents.
Tuesday: Workbook pages
Thursday: Workbook pages
4.2 Standards for the Week:
5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents ten 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.
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 a decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10.
5.1-Unit 4 Part B: Multiplying and Dividing Fractions
This week, students will be focusing on multiplying fractions by whole numbers and other fractions,as well as finding the area of rectangles with fractional side lengths, and learning how multiplication is a way of scaling. Students already have a strong foundation when multiplying fractions by whole numbers, so now we are building on that foundation. Students will be using various visual models to also show their multiplication and practice these skills.
*Please note that Mrs. Alterman's class is now also following the new Math Workshop structure which was explained/communicated by the other Fourth Grade teachers prior to Winter Break. Due to Mrs. A's long term sub this workshop structure was not in place, but now that Mrs. A is back, her class will also be following this workshop model. Below is the blurb that was previous communicated to the other math classes about our new workshop:
"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. "
Tuesday – Workbook pages 739-742
Thursday - iReady (30 minutes)
5.1 Standards for the Week:
5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction
a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths.
5.NF.5: Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Example 4 x 10 is twice as large as 2 x 10.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.