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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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.

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 7: Measurement**This Week:**- Students will continue reviewing how to find the degree measurement of a missing angle -
*4.MD.7* - Students will continue reviewing how to sketch angles using protractors, as well as using protractors to measure angles -
*4.MD.6* - Students will continue reviewing how angles relate to circles -
*4.MD.5* **Students will be learning all about the customary and metric systems of measurement. -***4.MD.1*- Please note: We will not be following the standards in the order below. We will first tackle the measurement standards that relate to geometry first and then the other measurement standards. With geometry being our last unit, this usually allows us to provide a smooth transition to this unit by re-ordering the standards.
**Students will be taking their weekly standards quiz on 4MD1 on Friday.**

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

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.*4.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.

*4.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.*4.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.*4.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.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.

*4.MD.6 :*Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.*4.MD.7 :*Recognize angle measure as additive. When an angle is decomposed into non-overlapping 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.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.****__4.1 Homework for the Week:__- Tuesday (5/2/17) - IXL N7, N16
- Thursday (5/4/17) – IXL N6, N15
- Friday (5/5/17) - Weekly standards quiz on 4MD1.

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**4.2 Math Curriculum: Unit 4 (Grade 5)***Adding, Subtracting, Multiplying, and Dividing Fractions*

__This Week__:- Students will be working with fractions and mixed numbers to determine equivalent fractions by finding a common denominator when the denominators are unlike and add and subtract the fractions.
- Students will use this strategy to help them solve word problems that address the same challenge.

**4.2 Standards for Unit 2 & 3 of Fifth Grade Math******__MGSE5.NF.1__Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.__MGSE5.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.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”.**MGSE5.NF.3**Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.**MGSE5.NF.4**- a. Apply and use understanding of multiplication to multiply a fraction or whole number by a fraction.
- 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.
Interpret multiplication as scaling (resizing), by:**MGSE5.NF.5**- 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.
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.**MGSE5.NF.6**Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1**MGSE5.NF.7**- 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
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots**MGSE5.MD.2**

****__4.2 Homework for the Week:__- Tuesday (5/2/2017): Workbook page (a copy of the page will be sent home)
- Thursday (5/4/2017): IXL Practice: 5th Grade Skills: L6, L8, L9, L10 or L11 (for 20 minutes)
**Standards based quiz on Friday, May 5.**

**5.1 Math Curriculum -**Unit 7: Geometry and the Coordinate Plane**This Week:**- Students will continue reviewing input/output tables.
- Students will continue reviewing how to generate patterns using a given rule.
- Students will learn to graph ordered pairs on a coordinate plane.
**Students will be taking their weekly standards quiz on 5G1 & 5G2 on Friday.**

__5.1 Standards for Unit 7:__**Focus standards of the week will be bolded*

5.OA.3-Generate two numerical patterns using a given rule. Identify apparent relationships between corresponding terms by completing a function table or input/output table. Using the terms created, form and graph ordered pairs on a coordinate plane.

5.OA.3-

*5.G.1-*Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).*5.G.2 -*Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.__5.1 Homework for the Week:__- Tuesday (5/2/17) - IXL U1, U2, U5
- Thursday (5/4/17) – IXL U3 & U4
- Friday (5/5/17) - Weekly standards quiz on 5G1 & 5G2

We hope that you have a great week!

-The 4th Grade Team