Academics This Week 
      3/16 - Virtual Learning

    • Math image







    Week of 3/16

    This week a menu was sent to parents to begin Virtual Learning due to the Corona Virus and school buildings being closed. The children were given three sections for math - Problem Solving, Lessons on Comparing Fractions, and Games.  

     Unit Overview

    Students must identify the place value position and value of each digit in a given whole number (i.e. 452,631; the digit 5 is in the ten thousands position and it has a value of 50,000), represent whole numbers in expanded notation (i.e. 452,631; 400,000 + 50,000+ 2,000 + 600 + 30 + 1), represent decimals with base ten blocks and relate how to represent those values in expanded notation (i.e. if a hundred flat represents one whole then three ten rods represent three-tenths and five unit cubes represent five-hundredths; 1 + 0.3 + 0.05 = 1.35).


    Through the use of the base ten blocks and Cuisenaire rods, students will represent values of tenths and hundredths.  It is imperative that instruction begin with defining the value of the whole and vary the whole.  Be sure to vary what a whole represents while identifying what it represents, for example do not always have the whole be represented by the hundred flat.  Have the whole be represented by the thousand cube, then the hundred flat is one-tenth and the ten rods represents hundredths. 


    Students will use number lines containing intervals that are divided equally between two whole numbers.  Students will be asked to identify the decimal value of a point represented on a given number line.  Students will need to determine the number of parts that make up the whole to identify tenths or hundredths appropriately.  Instruction is limited to representing decimals to the tenths and hundredths on a number line when representing fractions and decimals on a number line.  Students will utilize number lines containing intervals that are divided equally between zero and one whole.


    Instruction should relate how the values of each place value position become ten times bigger as we move left on a place value chart or then times smaller as we move right on a place value chart.  Relating the value and representation of money may support students with understanding the relationship of related place values.  Students represent decimals using base ten blocks and money, relate visuals to fractions (i.e. if a hundred flat represents one whole, then a ten rod is one-tenth its value; if a hundred flat represents one whole, then a unit cube is one-hundredth its value; if it takes 10 dimes to make a dollar, then a dime is one-tenth the value of a dollar; if it takes 100 pennies to make a dollar, than a penny is one-hundredth the value of a dollar, use number lines to relate decimals to fractions (i.e. 0.10 and 1/10 are the same distance away from zero on a number line) and relate how the proper representation of decimals yields the fractional representation (i.e. 0.7; “seven tenths”; 7/10).


    When students are using comparison symbols, it is important that they use the correct academic vocabulary (i.e. 5,329 is greater than 4,926).  It is important for students to understand the inverse relationship to these as well (i.e. 4,926 is less than 5,329).  It is critical that students understand how to correctly read each of the symbols not as a trick to remember (i.e. the alligator mouth opens to the bigger number).  The standard also has students ordering three or more numbers from least to greatest or greatest to least.  The use of open number lines will allow students to order more efficiently as numbers increase from left to right.


    Students will compare fractions with unlike denominators in a variety of ways (i.e. concrete objects, pictorially, number line, and the identity property). As students begin to understand how to employ the use of the multiplicative identity property to determine if two fractions are equivalent, this property will be used to compare fractions (i.e. 2/3 > 1/4 because 2/3 x 4/4 = 8/12 and 1/4 x 3/3 = 3/12 and 8/12 > 3/12). The pictorial representation must relate to the use of the identity property in order to move students from the concrete to abstract understanding. Students will state two comparison statements to ensure understanding (i.e. 3/8 < 3/6 and 3/6 > 3/8).


    Students need to represent all fraction types, including improper fractions, mixed numbers, and equivalent fractions through multiplication and simplification through division.




    Helpful Charts and videos to assist with concepts at home: 


      Standard Algorithm for Division

    Long Division Steps Anchor Chart - There are many division powerpoint lessons that use these mnemonics devises to teach division.  Just click visit to see the list.


          In class, we used maniplulatives to understand the different ways a whole number can be broken up into equal groups.  Students then used grid paper to shade arrays as well as drawing arrays to represent factors.  


    Students will learn several different algorithms for multiplication/division.  I will try to post example videos here, and students will have "helper" sheets in their homework folder.  

    A link is attached below showing area array model for multiplication: 




    Link to example showing partial products algorithm for multiplicaton:




    Link below shows example showing area model for division - note: 4th grade is only accountable for up to a 4 digit by 1 digit equation.  The video shows this, along with a 2 digit divisor.  That part is not included in our curriculum.  




    Link below to partial quotients algorithm for division: initally, we will stick with saying a remainder, versus a fraction as the final quotient (the video shows remainder and fraction)




     If your child does not have automaticity of facts for multiplication 1-12, please have them practice their facts at home.  They can do flash cards, or there are many on-line sites to practice facts - google, "free on-line multiplication practice".  It will help them immensely this year with multiplication 2 digit by 2 digit and 4 digit by 1 digit, as well as long division.  Below is an interestng article regarding math fact fluency/automaticity.  I do believe it is crucial for students to have automaticity of facts.  Over the years, I have seen the difference academically and emotionally for students who are fluent with facts, versus those who are not.  In the lower grades students were to have learned their facts, and the curriculum in 4th grade has us using those facts in order to work with multiple step algorithms and with solving multiple step problems.  Children who do not know them can often experience anxiety, feeling like they are working slower than students who do know them.  There are many ways to study facts.  Just a few are listed below the article link. 




    Below are some helpful sites for math fact fluency, along with other math concepts:

    www.gregtangmath.com  - Students love the games, and everyone can find a level that fits their needs. 
    multiplication.com - Go to games.  

      https://www.humbleisd.net/page/26813 - This will take you to the instructional 
    technology site for Humble ISD.  Click the tab "Classroom Resources" - Click
    "Math" - Go to Elementary websites.  You will be able to use the drop down
    menu for many different categories including: operations, number sense, geometry, measurement, and several more.  When you submit, you will be shown a plethora of sites.  It is a great resource!



    What is Compacting?  (Students are given the opportunity to compact for different units throughout the year,)

    Compacting is a way to allow differentiation to take place within the classroom.  Students are given the option of taking an assessment covering material that will be taught in the UPCOMING unit. Those who make a 90 or higher are eligible to compact the daily unit activites.  A note will be sent to parents with those students who qualify for compacting.  Those students will be working from a menu that gives them opportunities to extend their learning on the current topic matter.  The letter that is sent home with parents will provide more details.  Note:  Even if a child does not qualify for compacting, he/she will have an opportunity to use the extension menus.  


    How Parents Can Help - Please review your child's homework with him/her.  They will not have homework every night.  Check the planner.  If there has been no homework assigned, they are to have an X on that day.  This way you know they didn't just forget to write it down. 


    Problem Solving

      Humble ISD will have students use 4 D's of Problem Solving.  Please take a look at this so
    that you can encourage your child to use it at home.  A brief overview is shown below:

    1. Define the given information.  (What is the question asking/what do I already know)
    2. Develop a plan.
    3. Do the problem (determine the solution).
    4. Defend your answer (justify the solution - Is the answer reasonable?
    5. Don't forget your check. 

    Crucial Questions are those questions that we discuss in class when looking at solving word problems.  

    1.  Am I given a total?
    2.  Am I combining or separating? 
    3.  Am I combining or separating equal groups?
    4.  Are there pieces of the information I need to include? 


    Homework FYI:  If your child would like to complete their homework on notebook or graph paper due to the small space provided on some of the worksheets, that is definitely fine with me.  Please just attach their work to the original sheet.  


    Starting after the February break, students will be given a problem solving/computation packet on Wednesday of each week.  The packet will be returned the following Tuesday for a completion grade.  Parents are asked to review, discuss, and intial their child's homework.  


    Science image l
    Week of 3/ 16 Virtual Learning
    Students were sent a menu assigning items from Stemscopes and vocabulary on Quizlet. 

    We will begin a new unit on Electricity: Conductors and Insulators.  Students may study vocabulary on Quizlet.  An assessment date has not been set at this time. 
    Unit Overview: 
    Conductors allow energy to pass, while insulators prevent energy from passing. Electricity travels in a closed path called a complete circuit. Electromagnetic fields can be created by passing electricity through a wire and can be turned on and off.

    Apps and Technology 

    During the year we will use technology and various apps in the classroom.  To start, at home you may have your child use http://www.quizlet.com .  Quizlet is also available as a free download in the App Store for your i-devices and in Google Play for Android devices.  You may also use it on any computer.
    When you go to Quizlet for science terms, type wcecardinals4  in the search box.  For math, type wcecardinals4math in the search box.  If you are not seeing the currect unit, go to "Users" in the drop down menu.   You will then see various sets of vocabulary.  New ones will be posted throughout the year, so make sure you keep checking as we study new material.   Please note - You do NOT need to request to join the class in order to utilize quizlet. 

    Math On-line Textbook
    1. Go to WCE website and click on STUDENTS tab

    1. Click on the Pearson icon

    Student Username is -    hisd + computer login (example:  hisdmicmou3456)


    Student Password is – hisd + student ID number (example:  hisd123456)


    Once you are on website:

    1. Click on Envision Math Texas 2.0 Grade 4
    2. Then click on CLASSES
    3. Click on Grade 4  Active e-book under ETEXT and TOOLS
    4. Search by topic then lesson number. You will have access to a learning video, practice, and homework pages. 
    Note:  For information on Google classroom and Science Stemscopes, please see the tabs on the left of my home page on this website.  There is also a tab for the math textbook, as well.  Students also have a User Name and Password page that has been placed in the brads of their homework folder.