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: Fractions and Decimals
- Students will be learning about equivalent decimal fractions ( ex: 2/10 = 2/100) - 4NF5
- Students will be learning how to add decimal fractions, both with like denominators and unlike denominators (ex: 2/10 + 3/10 = 5/10 , 3/10 + 40/100 = 7/10 or 70/100, and 5/10 + 12/100 = 62/100). - 4NF5
- Students will be learning how to write decimal fractions in decimal notation (6/10 = 0.6) - 4NF6
- Students will have a quiz on 4NF5 & 4NF6 on Thursday, February 16th.
4.1 Standards for Unit 1:
*Focus standards of the week will be bolded
4.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 = 34/100.
4.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.
4.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.
4.1 Homework for the Week:
- Tuesday (2/14/17) - IXL T2, T6, T8
- Wednesday (2/15/17) – Study for tomorrow's quiz
4.2 Math Curriculum: Unit 7
Measurement: Area, Perimeter, and Line Plots, oh, my!
- Students will be reviewing the formulas for area and perimeter as well as applying information from a frequency table to a line plot graph.
- Students will be reviewing the conversion charts for customary and metric measurements.
- Students will be reviewing the steps to solve word problems using different types of measurements, like capacity, mass, and length.
- Students will review elapsed time.
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.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.
4.2 Homework for the Week:
- Tuesday (2/7/2017): Review Study Guide
- Thursday (2/9/2017): Review Study Guide; Use Redbird or IXL to review
- Friday : No Quiz--Field Trip to Fernbank!!
- Monday (2/13/2017): Unit 7 Assessment
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 practicing their metric and customary conversions this week. The foundation of this standard in laid down at the end of the year of 4th grade math, so we are picking up there and practicing more difficult conversions. This will help us with our conversions/calculations for the rest of the unit- 5MD1
- Students will have a quiz on 5MD1 on Thursday, February 16th (TAG will take during homeroom).
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 (2/14/17) - IXL Z15 & Z17
- Wednesday (2/15/17) – Study for tomorrow's quiz!
We hope that you have a great week!
-The 4th Grade Team