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 5: Geometry
- Students will be reviewing the different types of lines and angles - 4G1
- Students will be learning how to compare and contrast 2D figures based on the presence or absence of lines as well as by the angles found within the 2D figure.
- Students will also be learning about the 2 different ways to categorize triangles (by their sides or by their angles) - 4G2
- Instead of a formal test for this unit, students will be working on a Geometry Town project (during the length of the unit) that will assess all 3 of our geometry standards. This Geometry Town project will be their assessment grade.
- This week students will be taking their 4.G.2 Quiz on Friday.
4.1 Standards for Unit 1:
*Focus standards of the week will be bolded
4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.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.
4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be fold along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
4.1 Homework for the Week:
- Tuesday (3/21/17) - Workbook pages 925-928
- Thursday (3/23/17) – IXL: X3, X4, and X5
- Friday (3/24/17) - Weekly Standards Quiz on 4G2
4.2 Math Curriculum: Unit 1 (now in the first unit of 5th grade math)
Order of Operations and Whole Numbers
- Students have been learning the strategies for solving long division problems using the standard algorithm.
- Students have learned the acronym, D.M.S.B.R. to guide them through the steps of the long division 2-digit divisor problem. The letters stand for: D-Division; M-Multiplication; S-Subtract; B-Bring Down; R-Remainder...students know this acronym as the "Division Family Strategy" (D-Dad, M-Mom, S-Sister, B-Brother, R-Rover).
- Students have also learned the five different ways that remainders are used in a problem. Remainders can be any of the following:
- Left Over
- A fractional amount
- "forced" to the next whole number
- Students have been using the inverse operation to double-check their work.
- MGSE5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- MGSE5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
- MGSE5.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.
- MGSE5.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.
- MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit factor.
- MGSE5.NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one of the following methods: 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 or concrete models. (e.g., rectangular arrays, area models)
- Tuesday (3/21/2017): Study Guide
- Thursday (3/23/17): Study Guide
- 5.NBT.5 and 5.NBT.6 Standards Quiz on Friday
- End of Unit Test on Wednesday, March 29
5.1 Math Curriculum - Unit 5/6: 2D Figures & Volume & Measurement
- Units 5 and 6 will be combined. Unit 5 (2D figures) if VERY simplistic/short, and the very few standards that make up that unit make more sense to be combined with Unit 6 volume standards. Standards will be re-organized in a logical sense.
- Students will be reviewing the hierarchy of 2D figures - 5G4
- Students will begin to learn how to calculate the volume of solide (3D) figures using unit cubes - 5MD3/5MD4
- Students will be applying all of their knowledge of finding volume to real world problems - 5MD5
- Students will have their unit assessment on Wednesday, March 29th.
5.1 Standards for Units 5/6:
*Focus standards of the week will be bolded
Unit 5 Standards:
5.G.3- Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. (Will be paired with 5MD3)
5.G.4- Classify two-dimensional figures in a hierarchy based on properties (polygons, triangles and quadrilaterals). (Will be paired with 5MD4)
Unit 6 Standards:
5.MD.1- Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
5.MD.3- Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a) A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b) A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. (Will be paired with 5G3)
5.MD.4- Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (Will be paired with 5G4)
5.MD.5- Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a) Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c) Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
5.1 Homework for the Week:
- Tuesday (3/21/17) - 5MD5 worksheet
- Thursday (3/23/17) – IXL EE12 & EE13
- Friday (3/24/17) - Weekly Standards Quiz on 5MD5