## April 17th - 21st

*Students will understand how to measure liquid volume in both US Customary and Metric units.*

Students will also be able to convert or

Students will also be able to convert or

*change measurement units.*

## April 10th-14th

*Students will understand how to measure mass and weight in both US Customary and Metric units. Students will also be able to convert or change measurements.*

## FOURTH QUARTER

## March 27th-31st

## The math CSA will be given on __Tuesday, March 28th__ - teachers will provide homework to their own classes in order to provide review in specific areas.

## March 20th-24th

*Students will be able to convert fractions to decimals and decimals to fractions*.

## March 13th-17th

*Students will add and subtract decimals*

When adding and subtracting decimals, students must make sure that the decimals are lined up and each digit has a "partner". If there is an empty space above or below a digit, you put in a zero as a place holder.

## March 6th-10th

*Students will be able to round decimals to the nearest whole number (ones), tenth, and thousandth places*

Rounding decimals follows the same rounding rules as with whole numbers.

5.

Nearest hundredth

5.8

Nearest whole number (ones place)

- Find the number (place value)
- Look next door (circle to the right)
- 5 or more - raise the score (+1)
- 4 or less, let it rest (leave it alone)

5.

__8__51 --> 5.9Nearest hundredth

5.8

__5__1 --> 5.85Nearest whole number (ones place)

__5__.851 --> 6## February 27th-March 3rd

*Students will be able to compare decimals and order decimals from least to greatest and greatest to least*

When you order decimals, you must stack them so that the decimal points are in line. They you start at the front of the number and compare the first place where there are two different digits.
63.06 < 63.6 63.06 63.60 |
When you compare decimals you must stack them so that the decimal points are in line.
4.5; 4.55; 45.59; .569; .5 04.500 04.550 45.490 00.569 00.500 You then substitute 0s in to make all of the numbers look the same (same number of digits You will then clearly be able to compare starting in the front of the numbers and working back. |

## February 20th-24th

No School on Monday, February 20th - President's Day

*Students will learn and understand decimal place value (tenths, hundredths, and thousandths)*

When we teach students how to change written decimals into standard decimals, we have them map out the number of spaces (places) they will need to complete the number:

example: sixty-four and eight thousandths --> _ _ . _ _ _ -->

Mapping out the number of places they will need helps ensure that the digits are going into

example: sixty-four and eight thousandths --> _ _ . _ _ _ -->

__6____4__.__0____0____8__Mapping out the number of places they will need helps ensure that the digits are going into

## February 13th-17th

100th day of school is Wednesday, February 15th

*Students will be able to change improper fractions into mixed numbers.*

Students will be able to simplify fractions by finding greatest common factor (GCF)

Students will add and subtract fractions.

Students will be able to simplify fractions by finding greatest common factor (GCF)

Students will add and subtract fractions.

Adding and subtracting fractions is, in my opinion, the most difficult task our fourth grade math students will face. The process has many steps and is pulling from a lot of other concepts that the students have been working on not only in fourth grade, but in the grades before.

Adding and subtracting fractions with unlike denominators (different bottom numbers) has four basic steps:

Adding and subtracting fractions with unlike denominators (different bottom numbers) has four basic steps:

- Find the LCM (Least Common Multiple) and change the denominators to that number by multiplying
- Add or Subtract the NEW fractions
- Decide if the answer is improper (top number is larger than the bottom number). If it is, you must change it to a mixed number (whole number and a fraction)
- Find the GCF (greatest common factor) and divide so that the fraction is simplified (the smallest fraction possible)

__take the fraction and find the greatest common factor (GCF) and then divide by the GCF__

**To simplify**:Example: 4/10 -- GCF is 2

__4 (1x4, 2x2)__

10 (1x10, 2x5)

__4 divided by 2 = 2__

10 divided by 2 = 5

The final answer is 2/5

Example of a completed add/sub fractions organizer

**This is an example from 5th grade**## February 6th-10th

*Students will be able to find least common multiples and change fractions so that they have like denominators.*

Students will be able to add and subtract fractions.

Students will be able to add and subtract fractions.

Please refer back to last week (January 31st-February 3rd) for help on how to find LCM.

In the example problem, 12 would be the least common denominator that students would change each fraction to.

## January 31st-February 3rd

*Students will understand what least common multiples and greatest common factors are and be able to find them.*

*The LCM for 4 and 6 is 12. While 4 and 6 have the numbers 12, 24, and 36 in common, 12 is the

*The GCF for 4 and 6 is 2. While 4 and 6 have the facts 1 and 2 in common, 2 is the largest

**Least Common Multiple**(LCM) - The smallest multiple in common.**How to find LCM**- list the multiples for each number and then look for numbers that both sets share.**4 -**4 8**16 20 24 28 32 36**__12__**6 -**6**18 24 30 36 42 48 54**__12__*The LCM for 4 and 6 is 12. While 4 and 6 have the numbers 12, 24, and 36 in common, 12 is the

__smallest__**Greatest Common Factor**(GCF) - The largest fact in common.**How to find GCF -**list the multiplication facts that produce the number(s) and then look for the facts that both sets share.**4**- (1 x 4,**x 2)**__2__**6 -**(1 x 6,**x 3)**__2__*The GCF for 4 and 6 is 2. While 4 and 6 have the facts 1 and 2 in common, 2 is the largest

## ~THIRD QUARTER~

## *The third quarter begins on Tuesday, January 31st*

## January 23rd-27th

Students will predict outcomes and determine probability

## *Math CSA will be given on Monday, January 23rd*

## January 17th-20th

*Students will be able to order fractions from least to greatest and vice versa -- they will also be able to predict outcomes and determine probability*

## January 12th

*Students will be able to compare fractions using area models, number lines, and by finding common denominators.*

**Step #1 -**find the least common denominator by writing out each denominator's facts.

**3 6 9 12**

4 8 12

4 8 12

**Step #2 -**change each fraction to reflect the common denominator by multiplying

{----- see graphic

**Step #3 -**compare the new fractions to one another by comparing the numerators.

## January 3rd - 6th

*Students will be able to create and identify equivalent fractions. They will also understand that a fraction is a division statement.*

This graphic shows the same pizza cut into different sized slices. You can clearly see how the pizza slices are equal even when cut into different, equal sizes.

1/2 = 2/4 = 4/8

1/2 times 2/2 = 2/4 AND 2/4 times 2/2 =

1/2 = 2/4 = 4/8

1/2 times 2/2 = 2/4 AND 2/4 times 2/2 =

To see if two fractions are equal, we have taught the students to use knowledge of the basic facts. 2/5 is equivalent to 4/10 because you can change the fraction 2/5 into 4/10 by multiplying

## December 19th-21st

No homework this week -- See you next year!

## Week #6 - December 12th-16th

*Geometry - Students will be able to name, recognize, and describe polygons with 10 sides or fewer.*

Students will be expected to be able to recognize and name plane figures called polygons. In order for a shape to be a

Examples of the 'easier' polygons that we are learning are below. Students just need to be able to remember the vocabulary word that goes with the correct number of sides. Students must count the sides to be sure that they are correct.

**polygon**it must:- have at least 3 sides
- be made up of line segments
- line segments cannot intersect
- be a closed figure

Examples of the 'easier' polygons that we are learning are below. Students just need to be able to remember the vocabulary word that goes with the correct number of sides. Students must count the sides to be sure that they are correct.

Examples of the 'more difficult' polygons are the quadrilaterals because there are many different types that students must be able to recognize.

## *Mid-quarter assessment will be given on Monday, December 12th during math class*

## Week #5 - December 5th-9th

*Geometry - Students will be able to recognize and describe geometric figures (line, line segment, ray, point, angle, intersecting, parallel, and perpendicular)*

Students will need to be able to name the figure and know how each figure is defined.

## Week #4 - November 28th-December 2nd

*Division - Students will be able to divide larger numbers using partial quotients*

Unfortunately the app that I use to create videos is not working. Please visit the video that I posted to help with understanding how to use partial quotients. This is the video students watched in class.

**Division Using Partial Quotients**

Dividing using partial quotients may be new to parents but, with practice, we will all have the opportunity to learn this simpler way to divide.

When you divide using partial quotients, you try to multiply by 10s and 100s as often as you can.

In the example to the left, you can see the following steps:

1) 4 x 10 = 40

2) 95 - 40 = 55

3) 4 x 10 = 40

4) 55 - 40 = 15

5) 4 x 3 = 12

6) 15 - 12 = 3 (this becomes the remainder since it's less than the divisor of 4)

To get the quotient (answer), you add the factors off to the right (they are circled) and that becomes your quotient.

When you divide using partial quotients, you try to multiply by 10s and 100s as often as you can.

In the example to the left, you can see the following steps:

1) 4 x 10 = 40

2) 95 - 40 = 55

3) 4 x 10 = 40

4) 55 - 40 = 15

5) 4 x 3 = 12

6) 15 - 12 = 3 (this becomes the remainder since it's less than the divisor of 4)

To get the quotient (answer), you add the factors off to the right (they are circled) and that becomes your quotient.

**Division as a Fraction**

## Week #3 - November 21st-22nd - No Homework

## Week #2 - November 14th-18th

*Students will estimate and find products of whole numbers (multiplication)*

or this problem, we would first have students write out the multiples of 4 because that is the factor that we will be multiplying by:

4 8 12 16 20 24 28 32 36

4 8 12 16 20 24 28 32 36

**Steps to solving this problem**- multiply 4 x 7 - write down the 8 and carry the 2
- multiply 4 x 5 and then +2 - write down the 2 and carry the 2.
- multiply 4 x 3 and then +2 - write down the entire 14
- write in the comma after the third place.

**Strategies**: while students are working toward memorizing their multiplication facts we have them write out the multiples for the facts that are in the problem.

Example: for this problem, students will be multiplying by 3 and by 1. Since we all know that one times anything equals that number, we would write out our 3's:

3 6 9 12 15 18 21 24 27

When students write out their multiplies first, they spend less thinking time when working through the actual problem.

## Week #1 - November 9th-11th

**Equality in an equation**

*Equality*means the same, or equal (=)

An

*equation*is a number sentence (4+3)

*Students are expected to decide whether an equation shows equality (4 x 3 = 2 x 6) -- each side equals 12 so the two equations are equal.

*Students also need to be able to create equivalent equations (4 x 3 = 2 x _) - They would have to be able to recognize or calculate that the digit 6 goes in the blank so that both sides equal 12.

## SECOND QUARTER

## Week #6/7 ~ October 10th-14th

*4.4a The student will estimate sums and differences of whole numbers.*

4.4b The student will add and subtract whole numbers.

4.4b The student will add and subtract whole numbers.

Students will be adding and subtracting into the millions place this year. Last year, students worked with addition/subtraction through the thousands place.

I suggest that students use grid paper to work out addition and subtraction problems because it helps them line up the places correctly and neatly. There is grid paper on the back of their homework sheets and there is also a button at the top where you can print your own grid paper!

I suggest that students use grid paper to work out addition and subtraction problems because it helps them line up the places correctly and neatly. There is grid paper on the back of their homework sheets and there is also a button at the top where you can print your own grid paper!

**Estimating**- means to round. When students are asked to estimate they can be doing one of two things:

- Estimating the problem and then solving (40,000 + 20,000 = 60,000)
- Choosing the best estimate (a little more than, a little less than, closest to). When students are finding the best estimate, they should look at their
**actual answer**and then decide which category it falls best into.

## Week #3 ~ September 19th-23rd

*SOL 4.9 The student will determine elapsed time in hours and minutes within a 12-hour period.*

**Start time -**The time an activity begins

**End time**- The time an activity ends

**Elapsed time**- The time that passes by in between start and end

This year students are required to be able to find either the: start, end, or elapsed time. They will ALWAYS be given two out of three of the times to work with. We teach students to use a t-chart to organize their thinking. Please see the three examples below.

## Week #2 ~ September 12th-16th

*SOL 4.15 - Students will recognize, create, and extend numerical and geometric patterns.*

**Numerical patterns**- will be seen in two different ways (see above pictures). Numerical patterns are patterns using numbers.

**Geometric patterns**- are patterns using shapes (see pictures below)

## Week #1 ~ September 6th-9th

*SOL 4.14 - Students will collect and organize data using surveys, bar graphs, and line graphs.*

Bar graphs can be

All bar graphs should include:

**vertical**(up and down) or**horizontal**(sideways)All bar graphs should include:

**title**,**labels**,**scale**(number you're counting by), and**bars**showing the__data__**Data -**information collected from