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).

____________________________________________________________________________________________

a.

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?

Geometric Measurement - understand concepts of angle and measure angles.

MGSE4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

MGSE4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

MGSE4.MD.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol or letter for the unknown angle measure.

_____________________________________________________________________________________________

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.

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.

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.

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).

____________________________________________________________________________________________

**4.1 Math Curriculum-**Unit 4: Operations with Fractionls**This Week:**- Students will take their pre-assessment on Unit 4
- Students will learn how to decompose (break down) fractions and mixed numbers in multiple ways
- Students will learn how to add/subtract fractions with like denominators
- Students will have a quiz on 4NF3a & 4NF3b 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.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.

*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?

****__4.1 Homework for the Week:__- Tuesday (1/10/17) - IXL Q3, Q4, Q11
- Thursday (1/12/17) – Workbook pages 571-572
- Friday (1/13/17) - Weekly standards quiz on 4NF3a & 4NF3b

**__________________________________________________________________________****4.2 Math Curriculum:**Unit 7 - Angle Measurement**:**__This Week__- In this sub-unit of Measurement, the focus will be on angle measurement. We will focus on the circle as being the basis for measuring angles, how to use a protractor, and finding missing angle measurements.
- Students will review the fact that angles are geometric shapes that are formed wherever two rays share a common endpoint, but will also pay careful attention to the fractional parts of a circle and how those parts relate to the size and measurement of particular angles.
- Students will continue to use the protractor to determine angle measurement, but this will not be the focus of our learning this week.

**4.2 Standards for Unit 7**Geometric Measurement - understand concepts of angle and measure angles.

MGSE4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

MGSE4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

MGSE4.MD.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol or letter for the unknown angle measure.

****__4.2 Homework for the Week:__- Tuesday (12/13/2016): IXL - Z5
- Thursday (12/15/2016): Redbird Advanced Learning (20 minutes)
**Friday (12/16/2016): Standards Based Quiz (4MD5a., 4MD5b., 4MD6, 4MD7)**

_____________________________________________________________________________________________

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

5.1 Math Curriculum -5.1 Math Curriculum -

**This Week:**- Students will take their pre-assessment on Unit 4
- Students will review how to add fractions with like denominators
- Students will learn how to add fractions/mixed numbers with unlike denominators
- Students will have a quiz on 5NF1 (addition only) 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”.*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.**1**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 (1/10/17) - Adding Fractions Worksheet
- Thursday (1/12/17) – IXL K4 (review), L6 & L8
- Friday (1/13/17) - Weekly standards quiz on 5NF1

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

-The 4th Grade Team