Dear Parents,
Our 3.2 and 4.1 math tests are this Tuesday, 5/9 and our environmentally friendly houses presentations will be ongoing this Tuesday through Friday. The students have worked so hard!! This Friday we will have a visit from the STEM truck for an end-of-year on site field trip.
Our fabulous Field Day is Friday, 5/19 - look out for information from our room parents on how to sign up to be a volunteer! Thursday and Friday, 5/18 and 5/19, we will also have our counseling lessons on "Think First, Stay Safe" during the afternoon. I am waiting to hear about when our popsicle party for having the most Fun Run t-shirt design entries will be and will let the students know the minute I find out our date/time. Finally, our room moms have been hard at work planning our Class Party which will be on Wednesday, 5/24. I can't believe we are wrapping up the school year, but we are down to 14 more days. :) I hope we will stay focused and finish strong!!
Please let me know if you have any questions and, as always, thanks for all of your support!
Jenny M-G
Monday, May 8, 2017
Sunday, April 23, 2017
Update for 4/24
Dear Parents,
This week we will be finishing up our Heat unit and our exploration of insulators and conductors and begin creating our environmentally friendly homes. The students will work on the Chapter 4 Review tomorrow and our Heat test will be on Friday, April 28th.
In Writing, we are continuing to revise our fairy tales by changing something about the characters, plot, setting, or point of view. We had some great sharing last week as we worked on adapting well-known fairy tales after reading some examples. In Reading, we will be completing our iReady Diagnostics over the next two weeks. In your child's signed papers tomorrow I have included your child's progress graphs in both reading and math for STAR and iReady. Please let me know if you have any questions!
In Math, our 3.2 students will continue learning about measuring using grams/kilograms and liters/milliliters. Our 4.1 students will continue delving deeper fractions will word problems.
On Friday, we will have our class picture make ups so it is a free dress day!!
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
This week we will be finishing up our Heat unit and our exploration of insulators and conductors and begin creating our environmentally friendly homes. The students will work on the Chapter 4 Review tomorrow and our Heat test will be on Friday, April 28th.
In Writing, we are continuing to revise our fairy tales by changing something about the characters, plot, setting, or point of view. We had some great sharing last week as we worked on adapting well-known fairy tales after reading some examples. In Reading, we will be completing our iReady Diagnostics over the next two weeks. In your child's signed papers tomorrow I have included your child's progress graphs in both reading and math for STAR and iReady. Please let me know if you have any questions!
In Math, our 3.2 students will continue learning about measuring using grams/kilograms and liters/milliliters. Our 4.1 students will continue delving deeper fractions will word problems.
On Friday, we will have our class picture make ups so it is a free dress day!!
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
Monday, April 10, 2017
Update for 4/10
Dear Parents,
This week we will be getting into our Heat unit with our exploration of insulators and conductors. We will intersperse this unit with continued research on creating our environmentally friendly homes. These two units fit nicely together so we will continue our research in our Science classes over the next month as we head toward building our environmentally friendly houses.
In Writing, we have the Milestones this Thursday and its constructed responses in our sights as we continue to improve our craft and follow the RACES model (Restate the question, Answer the question, Cite your evidence, Give examples, Summarize) for informational and opinion writing. We also will be reviewing writing endings for narrative pieces. We had some great sharing today as we worked on writing an ending to a story - several kiddos stayed with the mood and style of writing in "Fox" and wrote amazing endings!! In Reading, we are circling back to some of the areas we need to continue to strengthen, such as Finding Main Idea, Author's Purpose, and Vocabulary Acquisition and Using Prefixes, Suffixes, and Root Words to Determine Meaning.
In Math, our 3.2 students will continue learning about Time and all of our students will be reviewing 3rd grade math concepts in our Tiger Time classes so we are as ready as possible for the math portion of the Milestones next week. Our 4.1 students will continue delving deeper into Equivalent Fractions.
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
I hope everyone had a fantastic Spring Break! This Friday we will have our field trip to Tellus and we can have ONE parent chaperone on the bus per homeroom so please let me know if you'd like to ride with us. If you would like to drive up separately and buy a ticket , that's wonderful too!
This week we will be getting into our Heat unit with our exploration of insulators and conductors. We will intersperse this unit with continued research on creating our environmentally friendly homes. These two units fit nicely together so we will continue our research in our Science classes over the next month as we head toward building our environmentally friendly houses.
In Writing, we have the Milestones this Thursday and its constructed responses in our sights as we continue to improve our craft and follow the RACES model (Restate the question, Answer the question, Cite your evidence, Give examples, Summarize) for informational and opinion writing. We also will be reviewing writing endings for narrative pieces. We had some great sharing today as we worked on writing an ending to a story - several kiddos stayed with the mood and style of writing in "Fox" and wrote amazing endings!! In Reading, we are circling back to some of the areas we need to continue to strengthen, such as Finding Main Idea, Author's Purpose, and Vocabulary Acquisition and Using Prefixes, Suffixes, and Root Words to Determine Meaning.
In Math, our 3.2 students will continue learning about Time and all of our students will be reviewing 3rd grade math concepts in our Tiger Time classes so we are as ready as possible for the math portion of the Milestones next week. Our 4.1 students will continue delving deeper into Equivalent Fractions.
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
Sunday, March 19, 2017
Update for 3/20
Dear Parents,
I can't believe we are in the final nine weeks of school! Please remember that this Tuesday, 3/21 is our spring Picture Day. Did you ask your student about our fantastic field trip to the Alliance Theater on Friday? We loved their interactive version of Cinderella called "Cinder and Her Fella" - we laughed, clapped in time, and danced in our seats. The kids stayed together and looked after their partners and Ms. Borrelli, Mr. Reynolds, and I were very proud of how well they conducted themselves!
This week we will be finishing up our formal unit on Pollution and Conservation with our test on Friday, 3/24. Our discussions and research will not end there however. We will continue to weave this unit into our Heat unit with our exploration of insulators and conductors. These two units fit nicely together so we will continue our research in our Science classes over the next month as we head toward building our environmentally friendly houses.
In Writing, we have the Milestones and its constructed responses in our sights as we continue to improve our craft and follow the RACES model (Restate the question, Answer the question, Cite your evidence, Give examples, Summarize). In Reading, we are circling back to some of the areas we need to continue to strengthen, such as Finding Main Idea, Author's Purpose, and Vocabulary Acquisition and Using Prefixes, Suffixes, and Root Words to Determine Meaning.
In Math, our 3.2 students will be learning about Time and all of our students will continue having these math concepts reinforced in our Tiger Time classes. Our 4.1 students will be delving deeper into Equivalent Fractions.
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
I can't believe we are in the final nine weeks of school! Please remember that this Tuesday, 3/21 is our spring Picture Day. Did you ask your student about our fantastic field trip to the Alliance Theater on Friday? We loved their interactive version of Cinderella called "Cinder and Her Fella" - we laughed, clapped in time, and danced in our seats. The kids stayed together and looked after their partners and Ms. Borrelli, Mr. Reynolds, and I were very proud of how well they conducted themselves!
This week we will be finishing up our formal unit on Pollution and Conservation with our test on Friday, 3/24. Our discussions and research will not end there however. We will continue to weave this unit into our Heat unit with our exploration of insulators and conductors. These two units fit nicely together so we will continue our research in our Science classes over the next month as we head toward building our environmentally friendly houses.
In Writing, we have the Milestones and its constructed responses in our sights as we continue to improve our craft and follow the RACES model (Restate the question, Answer the question, Cite your evidence, Give examples, Summarize). In Reading, we are circling back to some of the areas we need to continue to strengthen, such as Finding Main Idea, Author's Purpose, and Vocabulary Acquisition and Using Prefixes, Suffixes, and Root Words to Determine Meaning.
In Math, our 3.2 students will be learning about Time and all of our students will continue having these math concepts reinforced in our Tiger Time classes. Our 4.1 students will be delving deeper into Equivalent Fractions.
3.2 Math
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, whe
4.1 Math
ESSENTIAL QUESTIONS
● What is a fraction and how can it be represented? ● How can equivalent fractions be identified? ● In what ways can we model equivalent fractions? ● How can identifying factors and multiples of denominators help to identify equivalent fractions? ● What are benchmark fractions? ● How are benchmark fractions helpful when comparing fractions? ● How can we use fair sharing to determine equivalent fractions? ● How do we know fractional parts are equivalent? ● What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number? ● How are equivalent fractions related? ● How can you compare and order fractions? ● How do I compare fractions with unlike denominators? ● How do you know fractions are equivalent? ● What can you do to decide whether your answer is reasonable? • How do we locate fractions on a number line?
Thanks for your support!!
Jenny M-G
Saturday, March 4, 2017
Update for 3/6
Dear Parents,
We have gotten into our Pollution and Conservation unit! The culmination of this unit in April will consist of us constructing environmentally friendly homes in class. If you can, please begin to set aside recyclables we may be able to use - GS boxes and trays that can be part of the house and windows, grape tomato containers that we can make into greenhouses, washed straws and egg cartons to be water pipes and water catchers. We appreciate your help!! The students LOVE this unit each year and learn a ton so we are excited to get started. :) More instructions and our rubric are below...
In Writing, the students have finished their 4th opinion piece and have begun typing them. In Social Studies, we are currently studying F.D.R. and Eleanor Roosevelt and working on constructed responses after researching their lives in our little readers, on www.brainpop.com, and www.pebblego.com in class and for homework. We are also reviewing our Economics unit on Pebble Go and Safari Montage, then completing choice board activities to reinforce the students' knowledge. In Math, our 3.2's are continuing Unit 5 on fractions and our 4.1's are continuing their study of factors and multiples as well as prime and composite numbers and patterns.
Thanks for all of your support and please let me know if you have any questions!
:) Jenny M-G
We have gotten into our Pollution and Conservation unit! The culmination of this unit in April will consist of us constructing environmentally friendly homes in class. If you can, please begin to set aside recyclables we may be able to use - GS boxes and trays that can be part of the house and windows, grape tomato containers that we can make into greenhouses, washed straws and egg cartons to be water pipes and water catchers. We appreciate your help!! The students LOVE this unit each year and learn a ton so we are excited to get started. :) More instructions and our rubric are below...
In Writing, the students have finished their 4th opinion piece and have begun typing them. In Social Studies, we are currently studying F.D.R. and Eleanor Roosevelt and working on constructed responses after researching their lives in our little readers, on www.brainpop.com, and www.pebblego.com in class and for homework. We are also reviewing our Economics unit on Pebble Go and Safari Montage, then completing choice board activities to reinforce the students' knowledge. In Math, our 3.2's are continuing Unit 5 on fractions and our 4.1's are continuing their study of factors and multiples as well as prime and composite numbers and patterns.
Thanks for all of your support and please let me know if you have any questions!
:) Jenny M-G
|
CATEGORY
|
4
|
3
|
2
|
1
|
Construction
-Materials
|
Appropriate
materials were selected and creatively modified in ways that made them even
better.
|
Appropriate
materials were selected and there was an attempt at creative modification to
make them even better.
|
Appropriate
materials were selected.
|
Inappropriate
materials were selected and contributed to a product that performed poorly.
|
Construction - Care
Taken
|
Great
care taken in construction process so that the structure is neat, attractive
and follows plans accurately.
|
Construction
was careful and accurate for the most part, but 1-2 details could have been
refined for a more attractive product.
|
Construction
accurately followed the plans, but 3-4 details could have been refined for a
more attractive product.
|
Construction
appears careless or haphazard. Many details need refinement for a strong or
attractive product.
|
Information Gathering
|
Accurate
information taken from at least four sources in a systematic manner.
|
Accurate
information taken from at least three sources in a systematic manner.
|
Accurate
information taken from at least two sources.
|
Information
taken from only one source and/or information not accurate.
|
Journal/Log - Content
|
Journal
provides three paragraphs/ five sentences on how your house conserves energy
(What kind of power does it use?), reuses materials (How did you build your
house?), and does not pollute (How is your house friendlier to the
environment?).
|
Journal
provides almost three paragraphs/five sentences on how your house conserves
energy (What kind of power does it use?), reuses materials (How did you build
your house?), and does not pollute (How is your house friendlier to the
environment?).
|
Journal
provides at least /two paragraphs three sentences on how your house conserves energy (What
kind of power does it use?), reuses materials (How did you build your
house?), and does not pollute (How is your house friendlier to the
environment?).
|
Name
__________________________
My Environmentally-Friendly Home
Your first job is to check out the model house at www.ecofriendlyhouses.net/ and research its features and decide which one you want to include in your home. Next, explore the other real world houses on the site and make a sketch of the house
you want to create.
When you are thinking about what materials to design your home out of,
remember what you saw at www.ecofriendlyhouses.net/
You can design your home out
of any materials that are solid enough to make walls (sand/soil with glue,
rocks, cardboard, recyclable plastic or glass.
REMEMBER to put plenty of insulation in the walls and attic to keep the
heat from escaping in the winter and the cool air from escaping in the
summer. You can use pine straw, cut up
pieces of old cloth, dirt, cotton balls as insulation.
We will collect your recyclables to create your houses out of in the
classroom over the next month, then start construction in May!
Wednesday, February 15, 2017
Update for 2/21
Dear Parents,
Please keep an eye on your kiddo for temperatures. We have sent home several students with flu-like symptoms. We will keep Clorox-ing things here at school and encouraging hand washing!
We are currently wrapping up our Science unit on Magnets and will have our test next Thursday, 2/23. Our next unit will be on Pollution and we will be in the STEAM lab soon with a related activity. The kids did a FANTASTIC job on the Write Score - restating the question, answering the question, citing text evidence, explaining the evidence with examples, and summarizing! I was SO proud of them.
In Math, we are finishing up remediating our math tests and continuing our study of equivalent fractions and fractions on a number line and word problems, word problems, word problems!
3.2 Standards:
MGSE3.NF.1 Understand a fraction 1𝑏 as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction 𝑎𝑏 as the quantity formed by a parts of size 1𝑏. For example, 34 means there are three 1 4 parts, so 34 = 14 + 14 + 14 .
MGSE3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1𝑏 on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1𝑏. Recognize that a unit fraction 1𝑏 is located 1𝑏 whole unit from 0 on the number line.
b. Represent a non-unit fraction 𝑎𝑏 on a number line diagram by marking off a lengths of 1𝑏 (unit fractions) from 0. Recognize that the resulting interval has size 𝑎𝑏 and that its endpoint locates the non-unit fraction 𝑎𝑏 on the number line.
MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., 12 = 24,4 6 = 23. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 62 (3 wholes is equal to six halves); recognize that 31 = 3; locate 44 and 1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.1 Standards:
MGSE4.OA.1 Understand that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity.
a. Interpret a multiplication equation as a comparison e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.
b. Represent verbal statements of multiplicative comparisons as multiplication equations.
MGSE4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison. Use drawings and equations with a symbol or letter for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MGSE4.OA.3 Solve multistep word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a symbol or letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Gain familiarity with factors and multiples.
MGSE4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.
MGSE4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the pattern will continue to develop in this way. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
MGSE4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
MGSE4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
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.
Geometric Measurement: Understand concepts of angle and measure angles.
MGSE4.MD.8Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas
Please let me know if you have any questions!
Jenny M-G
Please keep an eye on your kiddo for temperatures. We have sent home several students with flu-like symptoms. We will keep Clorox-ing things here at school and encouraging hand washing!
We are currently wrapping up our Science unit on Magnets and will have our test next Thursday, 2/23. Our next unit will be on Pollution and we will be in the STEAM lab soon with a related activity. The kids did a FANTASTIC job on the Write Score - restating the question, answering the question, citing text evidence, explaining the evidence with examples, and summarizing! I was SO proud of them.
In Math, we are finishing up remediating our math tests and continuing our study of equivalent fractions and fractions on a number line and word problems, word problems, word problems!
3.2 Standards:
MGSE3.NF.1 Understand a fraction 1𝑏 as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction 𝑎𝑏 as the quantity formed by a parts of size 1𝑏. For example, 34 means there are three 1 4 parts, so 34 = 14 + 14 + 14 .
MGSE3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1𝑏 on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1𝑏. Recognize that a unit fraction 1𝑏 is located 1𝑏 whole unit from 0 on the number line.
b. Represent a non-unit fraction 𝑎𝑏 on a number line diagram by marking off a lengths of 1𝑏 (unit fractions) from 0. Recognize that the resulting interval has size 𝑎𝑏 and that its endpoint locates the non-unit fraction 𝑎𝑏 on the number line.
MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., 12 = 24,4 6 = 23. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 62 (3 wholes is equal to six halves); recognize that 31 = 3; locate 44 and 1 at the same point of a number line diagram.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
4.1 Standards:
MGSE4.OA.1 Understand that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity.
b. Represent verbal statements of multiplicative comparisons as multiplication equations.
MGSE4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison. Use drawings and equations with a symbol or letter for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
MGSE4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate and analyze patterns.
MGSE4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the pattern will continue to develop in this way. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
MGSE4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
MGSE4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
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.
Geometric Measurement: Understand concepts of angle and measure angles.
MGSE4.MD.8Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas
Please let me know if you have any questions!
Jenny M-G
Monday, February 6, 2017
Update for 2/6
Dear Parents,
Weren't our 3rd graders fantastic with their monologues?! We are so proud of their hard work and powerful performances! How lucky we were to have the Alliance Theater work with us on this project so our students could get to know a historical figure in depth. Thank you for all of your support!
This week we are getting into Magnets in Science. The homework this week is for your student to go into Mackinvia and add Safari Montage to their backpacks, then explore the videos and information on Magnets. In Math, we are reviewing our Study Guides today and if the students seem comfortable, we will go ahead with our Unit 1 test for 4.1 and Unit 5 test for 3.2 tomorrow, Tuesday, 2/7.
In Reading, the students are starting a new choice board with activities focusing on Mary McLeod Bethune, Economics, and Magnets. In Writing, we are continuing to cite text evidence in our constructed responses. I was SO glad to see them using phrases such as "According to the text..." and "In the text..." last week on the Write Score!
Signed papers are coming home today. Please review them with your child and let me know if you have any questions!
:) Jenny M-G
Weren't our 3rd graders fantastic with their monologues?! We are so proud of their hard work and powerful performances! How lucky we were to have the Alliance Theater work with us on this project so our students could get to know a historical figure in depth. Thank you for all of your support!
This week we are getting into Magnets in Science. The homework this week is for your student to go into Mackinvia and add Safari Montage to their backpacks, then explore the videos and information on Magnets. In Math, we are reviewing our Study Guides today and if the students seem comfortable, we will go ahead with our Unit 1 test for 4.1 and Unit 5 test for 3.2 tomorrow, Tuesday, 2/7.
In Reading, the students are starting a new choice board with activities focusing on Mary McLeod Bethune, Economics, and Magnets. In Writing, we are continuing to cite text evidence in our constructed responses. I was SO glad to see them using phrases such as "According to the text..." and "In the text..." last week on the Write Score!
Signed papers are coming home today. Please review them with your child and let me know if you have any questions!
:) Jenny M-G
Subscribe to:
Posts (Atom)