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 4: Operations with Fractionls

**This Week:**

- Students will be reviewing how to decompose fractions and mixed numbers
- Students will be reviewing how to add/subtract fractions and mixed numbers with like denominators
- Students will be learning how to multiply fractions by whole numbers, relying on their knowledge of multiplication being the same as repeated addition to help them
- Students will have a quiz on standards 4NFa/c/d & 4NF4a-c on Friday

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

*4.NF.3 -*Understand a fraction a/b with a numerator >1 as a sum of unit fractions 1/b .

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

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).

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.)

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.NF.4 -**Apply and extend previous understandings of multiplication to multiply a fraction by a whole number e.g., by using a visual such as a number line or area model.*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).

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.)

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?

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__4.1 Homework for the Week:__- Tuesday (1/24/17) - Workbook pages 613-613
- Thursday (1/26/17) – IXL S3 & S6 (If you need/want a challenge, you can replace S6 with S12 or S13)
- Friday (1/27/17) - Weekly standards quiz on 4NFa/c/d & 4NF4a-c

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**4.2 Math Curriculum:**Unit 7

Converting Units of Measure: Metric vs. Customary

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__This Week__- Students will continue their study of measurement by using what they know about time to figure out how long things take...elapsed time.
- Students will be introduced to the formulas for area and perimeter and how to use them to solve problems based on the measurements of rectangles.
- Students will be introduced to the fact that area can be additive.

**4.2 Standards for Unit 7**MGSE4.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. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two column table.

**MGSE4.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. MGSE4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.**

MGSE4.MD.8 Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Represent and interpret data.

MGSE4.MD.8 Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Represent and interpret data.

MGSE4.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 with common denominators 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

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__4.2 Homework for the Week:__- Tuesday (1/24/2017): Redbird Advanced Learning (20 minutes)
- Thursday (1/26/2017): Worksheet
**Friday (1/27/2017): Standards Based Quiz (4MD2, 4MD3, 4MD8)**

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**Unit 4: Add, Subtract, Multiply, Divide Fractions**

5.1 Math Curriculum -

5.1 Math Curriculum -

**This Week:**- Students will review how to add/subtract fractions and mixed numberswith like denominators
- Students will learn how to multiply fractions/mixed numbers by whole numbers, and other fractions, and apply this understanding to various situations.
- Students will have a quiz on 5NF4, 5NF5, & 5NF6 on Friday

__5.1 Standards for Unit 1:__**All standards will be a focus this week*

*5.NF.1-*Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.

*5.NF.2-*Solve word problems involving addition and subtraction of fractions, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.

*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. Example: 3/5 can be interpreted as “3 divided by 5 and as 3 shared by 5”.

a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction. Examples: a/b×q as a/b×q/1 and 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.

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. Example 4 x 10 is twice as large as 2 x 10.

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.4 -*Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction. Examples: a/b×q as a/b×q/1 and 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.

*5.NF.5 -*Interpret multiplication as scaling (resizing), 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. Example 4 x 10 is twice as large as 2 x 10.

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 ½ lb of chocolate equally? How many 1/3-cup servings are 2 cups of raisins.

__5.1 Homework for the Week:__- Tuesday (1/24/17) - Multiplying Fractions Worksheet
- Thursday (1/26/17) – IXL M7 & M18
- Friday (1/27/17) - Weekly standards quiz on 5NF4, 5NF5, 5NF6

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We hope that you have a great week!

-The 4th Grade Team