**Hello fabulous 4th Grade Parents!**

**4.2 Math Curriculum**

__4.2__: This week we will be continuing

**Unit 4: Operations with Fractions**...

This week, your child will continue to work on Unit 4: Operations with Fractions. This week, students will be reviewing the standards

**Details about each standard are listed below. Your child will be taking notes on the standards throughout the week in their Math Journals. Please remember that these are wonderful study tools that we encourage the students take home (as long as they remember to bring them back!) The students have been taking very neat, detailed notes that I know will makes awesome study tools! These weekly check-ins let us see how your kiddo is progressing with the standards as we move through the unit :). This unit will be broken into two different parts.**

*4.NF.4.a, 4.NF.4.b, and 4.NF.4.c.***Students will have a quiz over these three standards on Friday, January 15th!**

The standards and homework for the week are listed below.

**4.2 Standards for the Week:****4.NF.4.A**- Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

**4.NF.4.B -**Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

**4.NF.4.C -**Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

__4.2 Homework for the Week:__**Tuesday (1/12/16)**- IXL T6 & T12 practice (20-25 minutes)**Thursday (1/14/16)**- Worksheet - Due Friday (1/15/16)**There will be a quiz over the standards above on Friday, January 15th!**

4.2 Math Curriculum

4.2 Math Curriculum

__: This week we are continuing with our current unit,__

**4.2****Unit 7: Measurement (Part B)**

This week we are continuing with our Measurement unit! This unit has a LOT of standards, so the unit has been split up into two parts (and will have 2 tests- one prior to Winter Break, and one after). We are currently working on Part B of the unit, which focuses on skills like conversions within the customary and metric system (focusing on weight, capacity, and length), elapsed time, line plots, and doing this all within word problems. The standards that we are focusing on this week and next week are listed below.

**Students will be tested on half of the standards (listed below) on Friday, January 29th!**

__4.2 Standards for Unit 7- Part B:__*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.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.

__4.2 Homework for the Week:__- Tuesday (1/12/15) - IXL N6 & N12
- Thursday (1/14/15) - Practice Worksheet on 4MD1

******5.1 Math Curriculum**

5.1: This week we will be continuing

**Unit 4: Adding, Subtracting, Multiplying & Dividing Fractions (Part B)**

This week, your child will be continuing to work on the current unit: Adding, Subtracting, Multiplying & Dividing Fractions! This unit has a LOT of standards, so the unit has been split up into two parts (and will have 2 tests- one prior to Winter Break, and one after). We are currently working on Part B of the unit, which focuses on multiplying and dividing fractions. This includes showing the equations through area models as well. The standards that we are focusing on this week and next week are listed below.

**Students will be tested on half of the standards (listed below) on Friday, January 29th!**

__5.1 Standards for Unit 4 (Part B) :__

*5.NF.3*Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie

*5.NF.4*Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

- A. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
- 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. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

*5.NF.5*Interpret multiplication as scaling (re-sizing), 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.
- 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.

*5.NF.6*Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

*5.NF.7*Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

- A. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
- B. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
- C. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

*5.MD.2*Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

__5.1 Homework for the Week:__- Tuesday (1/12/15) - IXL M12 & M18
- Thursday (1/14/15) - Practice Worksheet on 5NF4, 5NF5 & 5NF6

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Have a great week!

Mrs. Alterman, Ms. Densmore, Ms. Getzfred, Ms. Spaeth