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

*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

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 review the standards covered over the last two weeks! Students will practice through hands on centers and pulled for support by their teachers.****There will be no quiz on the standards this week! :)**__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:__- Thursday (10/13/16) – Practice standards from the past 2 weeks (prime/composite, factors/multiples, generating patterns, multiplicative comparisons within word problems). Students may use IXL (practice previously assigned skills and try for a higher score or try additional skills in the same section on the same topic) or the Weebly.

******4.2 Math Curriculum: Unit 5 - Fractions and Decimals****:**__This Week__- Students will continue to learn about the first two standards in this unit (4NF5 and 4NF6). In a nutshell, both standards cover how to convert a fraction with a denominator of 10 or 100 to a decimal, how to find equivalent fractions with a denominator of 10 and 100, and how to add fractions with unlike denominators of 10 and 100. Then, students must be able to convert the fraction into decimal formation to the hundredths place.
- It's important for students to understand that .3 is equivalent to .30 in that they represent the same amount of space in the same given whole. In addition, .30 is equivalent because it's part of the base ten number system, but the parts of the whole have become 10 times smaller.
- Mrs. Widis will be out through Thursday, and there is an assembly during our math block on Friday, October 14, so there will not be a standards-based quiz this week. It will most likely be the following week on Tuesday or Wednesday.

__4.2 Standards for Unit 5:__*All standards in

**BOLD**will be a focus.__MGSE4.NF.5__Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/1001 .__MGSE4.NF.6__Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.__MGSE4.NF.7__Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of the comparisons with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual model.

__4.2 (5.1) Homework for the Week:__- Tuesday (10/11/16) - Professional Learning Day for Teachers/No School for Students
- Thursday (10/13/16 - IXL Practice (P7, R5, R6)
- Friday (10/14/16)-
**No Quiz Today**

**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 review the standards covered over the last two weeks. Students will practice/review standards via stations and pulled for small group practice/extension.__**This Week:****There will be no weekly standards quiz this week :)**__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.**

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 X (1/10) + 9 x (1/100) + 2 x (1/1000).**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 X (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:__- Thursday (10/13/16) - Practice standards from the past 2 weeks (decimal forms, comparing/ordering decimals, rounding decimals, and adding/subtracting decimals). Students may use IXL (practice previously assigned skills and try for a higher score or try additional skills in the same section on the same topic) or the Weebly.

We hope that you have a great week!

-The 4th Grade Team