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Week of 5/17

This week, we are working in math stations, and completing some math art activities. We will also take our last automaticity quiz 11's on Thursday.

There will be no more weekly problem solving homework. If homework is assigned, the due date will be on the top of the page sent home.

Week of 5/1

This week we are wrappping up our unit on financial literacy and continuing to use the skills we have learned through application and problem solving. Students are currently working as special agent math detectives by solving problems and collecting secret codes. They are working very hard and I am super proud of them!

We will have a quiz this week reviewing our financial literacy terms. Your child has a copy in their yellow homework folder.

Week of 4/26

-We will have a cumlative quiz this week practicing our automaticity

-We will complete our fractions unit this week with an assessment on Tuesday. We will begin our financial literacy lessons and then begin a cumlative review in order to tie the skills together that we have learned this year. We will also continue to work to enhance our problem solving skills.

Overview for Financial Literacy

*Explain the connection between human capital labor/income

*Describe how the scarcity of a resource will impact its cost

*Explain how credit is used

* Explain savings and saving plans

* Identify cost and benefit of spending decisions

Week of 4/19

-10's automaticity quiz

This week we took a look at comparing fractions and equivalent fractions using a number line and fraction strips.

Week of 4/12

-9's automaticity quiz this week

-This week we will continue to look at fractions using many different hands-on activities! We will look at parts of a group, fractions of a set, fractions on a number line, and composing and decomposing fractions.

Week of 4/5

-8's automatiity quiz this week!

-This week we are wrapping up our geometry/area/perimeter lessons. On Monday, we will spend a lot of time reviewing for a end of unit quiz on Tuesday. On Wednesday, we will be moving on to Fractions We will start off very basic. Starting with just understanding fractions of a whole and fractions of a set.

Fractions Overview:

It is important for the introduction of equivalent fractions to be modeled through the use of concrete objects (if a hexagon pattern block represents a whole, two trapezoids could also represent one whole and so could six triangles. One trapezoid pattern block could cover half of the whole hexagon and so does three triangles; therefore 1/2=3/6). Then we will progress towards the use of pictoral models (a sqaure has been divided into two equal parts with half of the square shaded representing 1/2; the same square is then divided into four equal parts now reflecting 2/4; the same square is then divided into eight equal parts now reflecting 4/8; hence 1/2=2/4=4/8). We will also use a number line (1/2=2/4=4/8 as they are all the same distance away from zero. Equivalent Fractions are limited to denominators of 2, 3, 4. 6. and 8. The comparison of fractions are limited to those where the numerators are same, but with different denominators (1/4 or 1/8) or the denominator is the same with different numerators (2/3 or 1/3). This will allow the focus to be on the size of the whole or the size of the part in order to compare fractions. Students will articulate that when the denominators are the same the size of the numerator will determine which is larger/smaller (2/6 < 5/6 because both fractions were divided into the same number of parts but 2/6 has three less parts than 5/6. When the numerators are the same the size of the denominator will determine which is larger/smaller (3/8 < 3/6 because an object divided into eight equal parts would be a smaller area than an object divided into six equal parts).

Week of 3/29

*Students will take the MOCK Reading assessment on Wednesday, March 31st.*

-7's automaticity quiz will be given this week.

-We are continuing our unit on perimeter and area. Our goals are to:

*Define and distinguish the difference between area and perimeter.

*Determine the perimeter of a polygon or the missing side length when given the perimeter

*Determine the area of a rectangle connecting the number of rows times the number of square units in each row.

Week of 3/22

-6's Quiz this week for our math challenge. Also, there was no weekly problem solving homework assigned the Wednesday prior to Spring Break. Their new problem solving homework in Google Classroom will be assigned/posted on Wednesday 3/24. :)

This week we will begin looking at perimeter and area in shapes. Our goal is to:

* Define and distinguish the difference between area and perimeter.

*Determine the perimeter of a polygon or the missing side length when given the perimeter

*Determine the area of a rectangle connecting the number rows times the number of square units in each row.

Week of 3/1

We will begin our Geometry unit this week with a focus on polygons, quadrilaterals, angles, types of lines and congruent shapes. We will also take a look at attributes of 3-D shapes towards the end of the week.

Unit Overview for Geometry

Students will sort a variety of 2-dimensional and 3-dimensional figures based on their attributes (number of sides/edges, number of vertices, number/faces). Students will use informal deduction (i.e. all squares are rectangles, but not all rectangles are squares; all cubes are rectangular prisms, but not all rectangular prisms are cubes.) Solids are limited to prisms, cones, cylinders, spheres and cubes (not pyramids.) Students will recognize the shape of a base names the prism  (ex. when the base is a triangle the name of the shape is a triangular prism.)

Our automaticity math challenge  for this week-4's (with a few 0's-3's)

Week of February 22nd

The first half of the week, students will continue to look at division problem solving, and continue to practice basic division strategies. Students will complete a division assessment covering these items. The second half of the week, studentst will learn how to use the area model to solve 2/3 digit dividends. (See anchor chart below)

This week our automaticity quiz for our math challenge-3's (with a few 0's-1's and 2's)

Previous week of Monday, February 1st

We will continue to look at divsion and its relationship to multiplication. We are looking at division as sharing and grouping by using arrays, pictures, repeated subtraction, multiplication equations and area models. These are all ways we explore to find the quotient. Be sure to look in the math resource section further down for examples on anchor charts that we have in our classroom!

Unit Overview for Division and Relationship to Multiplication

In this unit, students will build on their flexibilty of numbers to solve one and two step multiplication and/or divison problems. Instruction will include the use of manipulative for equal grouping, base ten blocks to build arrays and the use of rectangular are models to build a concrete understanding of the operation (division). Picture models should be related to the use of partial products/partial quotients and the traditional algorithm. Encourage your students to demonstrate their understanding in more ways than one. Students need to be able to represent multiplication and division problems with arrays, strip diagrams, and equations in order to solve one- and two-step problems. Students need to be able to verbalize the inverse verbal description as it applies to the number pattern in the table.

Homework Notice:

Weekly Problem Solving- The due date for the homework that is assigned 3/24 will be due 3/30.  Beginning 2/24, I will no longer pass out a hardcopy of the Problem Solving homework. Students may choose to print the hardcopy at home to show their work or they can use scratch paper. They will continue to fill in their answers on the google answer key form. Students will need to bring in the printed paper copy that they used to show their work or they may bring in their scratch paper on the due date. We are moving forward in this manner, as the STAAR test, along with other district tests, will be taken on-line this year and studentst will not have a hardcopy. However, they will be able to use scratch paper. This gives them the opportunity to practice a bit at home. :)

Helper charts/videos/resources

Area Model for Division  - Link describing the area model for division

Website with step-by step instructions for area model in division-This is a great website with step by step instructions!

Week of 5/17

We will continue to take a look at some of our famous scientists. We are also completing our space unit while completing some research on our planets.

Essential Questions for our Solar System Unit:

What are the eight planets of our solar system and what is their position in relation to the sun?

How can we remember the order of the planets from the sun?

How can we use models to represent the orbits of the moon and Earth?

Week of 4/26

-We will take a look at famous scientists and their contributions!

Week of 4/12

We are looking at different types of measurment using Metric and Customary units.  Last week we looked at units for capacity (liquid volume) and will continue this week. Towards the end of the week we will start to explore weight and mass.

Week of 3/1 and 3/22

We will continue our unit on Natural Resources. Students have new vocabulary in their yellow homework folder.

Unit Overview

Natural Resources, such as coals, oils, metals, rocks, soil, air, water, plants and animals-come from the Earth. Characteristics of Natural Resources make them useful such as fibers of cotton to produce cloth, or the strength of wood to make furniture. Natural resources can be conserved by using less, by recycling and reusing.

Week of 2/22

We will wrap up our unit on Earth's Forces/Changes, including: earthquakes, volcanoes, and landslides. Students have vocabulary words from this unit in their yellow homework folders. They will have a study guide this week to help them prepare for their quiz on Friday.

Unit Overview

• Large forces can change the Earth's surface rapidly.
• Volcanic eruptions and earthquakes can cause rapid changes on Earth's surface such as, creating new land, making cracks in the crust, or changing landforms.
• Landslides can cause rapid changes to Earth's surface such as rocks and debris falling.