Hello fabulous 4th Grade Parents!

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).

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composite, dividend, divisor, division, estimate, factors, multiplicand, multiplier, multiples, partition division, prime, product, properties, quotient, remainder

*Focus standards for the week will be

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*All standards in

place value, decimal, decimal point, patterns, multiply, divide, tenths, thousands, greater than, less than, equal to, ‹, ›, =, compare/comparison, round

*Focus standards of the week are

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 x (1/100) + 2 x (1/1000).

We hope that you have a great week!

-The 4th Grade Team

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).

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**4.1 Math Curriculum-**Unit 2: Multiplication and Division of Whole Numbers**This Week:****Students are continuing with their second unit, Multiplication and Division of Whole Numbers this week. In this unit students will solve multi-step problems using the four operations, use estimation to solve multiplication and division problems, find factors and multiples, identify prime and composite numbers and generate patterns. This week, we will focus on standards 4OA1 & 4OA2, which has students understanding the multiplicative comparison (and understanding these comparisons within word problems)****We will have a quiz on both standards (4OA1 and 4OA2) on Friday, October 7th.**__Unit Vocabulary:__composite, dividend, divisor, division, estimate, factors, multiplicand, multiplier, multiples, partition division, prime, product, properties, quotient, remainder

__4.1 Standards for Unit 2:__*Focus standards for the week will be

**bolded**

a. Interpret a multiplication equation as a comparison e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.

b. Represent verbal statements of multiplicative comparisons as multiplication equations.

*4.OA.1-*Understand that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity.a. Interpret a multiplication equation as a comparison e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.

b. Represent verbal statements of multiplicative comparisons as multiplication equations.

*4.OA.2-*Multiply or divide to solve word problems involving multiplicative comparison. Use drawings and equations with a symbol or letter for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.*4.OA.3-*Solve multi-step word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a symbol or letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.**Continuation from the last unit.**4.OA.4-*Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.*4.OA.5-*Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the pattern will continue to develop in this way. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.*4.NBT.5-*Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.*4.NBT.6-*Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.__4.1 Homework for the Week:__- Tuesday (10/4/16) – 4OA1 & 4OA2 Worksheet. Students will do the full side for 4OA1, and then students will
**try**5 of the word problems on the back for 4OA2. - Thursday (10/6/16) – IXL F9 (4OA1), F2 (4OA2)
- Friday (10/7/16) -
**Weekly Standards Quiz on 4OA1 & 4OA2**

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**4.2 Math Curriculum****:**__This Week__- Students will be introduced to the fifth grade math standard 5.OA.1 which covers the Order of Operations. Yes, I know, I skipped way ahead, but I am currently finishing up a math endorsement and need to teach a 5-day mini-unit covering algebra standards. Instead of going backwards to the fourth grade algebra standards that your children have already studied, I decided that it would be okay to introduce this unit now. In turn, the students should benefit from this unit in the future when we actually reach the fifth grade standards next semester. With that said, your children will technically be
for*5.1 (Unit 1)**THIS WEEK ONLY.* *In addition, students will be given a pre- and post-assessment this week. They will also complete an activity on the "Nearpod" app, so if you haven't had a chance to download the app on your child's device, please do so before Tuesday. Your child will still be able to access the program without the app, but using the app makes the program easier to access.*

__5.1 Standards for Unit 1:__*All standards in

**BOLD**will be a focus.- 5OA.1: Use parenthesis, brackets, or braces in numerical expressions, and evaluate with these symbols.

__4.2 (5.1) Homework for the Week:__- Tuesday (9/20/16) - Use the study guide sent home last week to review for the test on Friday.
- Thursday (9/22/16) - Use the study guide sent home last week to review for the test on Friday.
- Friday (9/23/16)-
**5.OA.1 standards quiz/post-assessment**

**5.1 Math Curriculum -**Unit 2: Adding and Subtracting Decimals__Students will be starting their second unit, Adding and Subtracting Decimals this week. In this unit students will solve problems by understanding that the location of a digits in decimal numbers determines the value of a digit, understand that rounding decimals should be “sensible” for the context of the problem, understand that decimal numbers can be represented with models and understand that addition and subtraction with decimals are based on the fundamental concept of adding and subtracting the numbers in like position values. This week, we will be focusing on standards 5NBT3b (comparing/ordering decimals), 5NBT4 (rounding decimals) and 5NBT7 (adding and subtracting decimals).__**This Week:****We will have a quiz on these standards (5NBT3b, 5NBT4, 5NBT7 -adding and subtracting only) on Friday, October 7th.**__Unit Vocabulary:__place value, decimal, decimal point, patterns, multiply, divide, tenths, thousands, greater than, less than, equal to, ‹, ›, =, compare/comparison, round

__5.1 Standards for Unit 1:__*Focus standards of the week are

**bolded**

*5.NBT.1-*Recognize that in a multi-digit number, a digit in one place represents 10 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.**Continuation from the last unit.**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.**Continuation from the last unit.***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 x (1/100) + 2 x (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 up to the hundredths 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.**We are only focusing on*__addition and subtraction__in this unit.__5.1 Homework for the Week:__- Tuesday (10/4/16) - 5NBT3b, 5NBT4, 5NBT7 Worksheet (front and back)
- Thursday (10/6/16) - IXL G11 (5NBT3b), G7 (5NBT4) & H3 (5NBT7)
- Friday (10/7/16)
**-****Weekly standards quiz on 5NBT3b, 5NBT4, 5NBT7 (add/subtract only)**

We hope that you have a great week!

-The 4th Grade Team