Hello Fabulous Fourth 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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denominator, equivalent fractions, numerator, greatest common factor, simplest form, least common multiple, benchmark fractions,

*All standards in

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dividend, division, divisor, exponent, factor, measurement division (or repeated subtraction), multiple , multiplier, partial products, partition/partitive division (or fair-sharing) , place value, power of ten, product, quotient, remainder

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 3: Fraction Equivalents**This Week:**- Students will review what a fraction is, as well as the main parts of a fraction (numerator and denominator) and what they represent in relation to the whole
- Students will learn the foundational skills to determine when fractions are equivalent to one another.
- Students will learn the different ways to represent a fraction
- Students will compare two fractions with different numerators and denominators.

__Unit Vocabulary:__denominator, equivalent fractions, numerator, greatest common factor, simplest form, least common multiple, benchmark fractions,

__4.1 Standards for Unit 2:__**Focus standards of the week are***bolded***4.NF.1 -*Explain why two or more fractions are equivalent by using visual fraction models. Focus attention on how the number and size of the parts differ.*4.NF.2 -*Compare two fractions with different numerators and different denominators, by using visual fraction models, by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, <, or = and justify the conclusion.****__4.1 Homework for the Week:__- Tuesday (11/29/16) - Workbook pages, 521 & 522 (4.NF.2)
- Thursday (12/1/16) – IXL P.19 and P.20 for 20 minutes
- Friday (12/2/16) -
**Weekly standards quiz on 4NF2**

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**4.2 Math Curriculum:**Unit 6 - Geometry**:**__This Week__- This will be a week of review for students as they will be taking the Unit 6 End of Unit Assessment on Friday.
- Important Vocabulary include:
- point, ray, line, line segment, parallel, perpendicular, intersecting, angle, acute angle, right angle, and obtuse angle, symmetry, equilateral triangle, isosceles triangle, scalene triangle, acute triangle, obtuse triangle, right triangle

- Students will take a Unit 6 End of Unit Assessment on Friday, December 2.

__4.2 Standards for Unit 6:__*All standards in

**BOLD**will be a focus.____

*Draw and identify lines and angles, and classify shapes by properties of their lines and angles.**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 folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.****

__4.2 Homework for the Week:__- Tuesday (11/29/16) - Work on Study Guide (review quizzes from data binder)
- Thursday (12/1/16) - Work on Study Guide (review quizzes from data binder)
- Friday (12/2/28/16)-
**Unit 6 Post-Assessment**

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**Unit 3: Multiplying and Dividing Decimals**

5.1 Math Curriculum -5.1 Math Curriculum -

**This Week:**- Students will be dividing decimals by whole numbers, using repeated subtraction as a strategy to check their work.
- Students will be dividing decimals by decimals, and understanding how dividing decimals is different than addition and multiplication (when placing the decimal in the answer)
- Students will divide decimals using visual models

__Unit Vocabulary:__dividend, division, divisor, exponent, factor, measurement division (or repeated subtraction), multiple , multiplier, partial products, partition/partitive division (or fair-sharing) , place value, power of ten, product, quotient, remainder

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

*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*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.__5.1 Homework for the Week:__- Tuesday (11/29/16) - Dividing Decimals WS
- Thursday (12/1/16) - IXL J3 & J5
- Friday (12/2/16)-
**Weekly standards quiz on 5NBT7 (division only)**

**__________________________________________________________________________**We hope that you have a great week!

-The 4th Grade Team