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
