October 16th20th
Students will find products and quotients involving decimals.
This year we are introducing how to multiply decimals using models. This will not be a tested skill until next school year, but students may see it on their SOL as a field test question (a question on the test that does not count toward their final score)
Traditional multiplication is seen below. Multiply 4x7 and then 4x6 to get the product of 268. You then count how many decimal places there are in the problem and that is how many decimal places that go in the product (answer)
Traditional division is shown below.

Lattice multiplication isn't used by many of our students, but I have seen a few use it so I want to make sure to include the process. Watch the video for stepbystep procedures. To get the answer to this problem, you add the diagonals.
Division with a decimal in the divisor (the outside number). This is not a tested skill this year, but students may see it on the SOL as a field test question (a question that does not count toward the final score)

October 10th13th
Students will round decimal numbers to the nearest whole number, tenth, or hundredth
The midquarter assessment will be given on Monday 10/9
October 2nd  6th
Students will determine an Amount of Elapsed Time in Hours and Minutes Within a 24hour Period
**Homework for this skill starts tomorrow 10/3**
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 tchart to organize their thinking. See examples below:
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 tchart to organize their thinking. See examples below:
September 25th29th
The student will create and solve singlestep and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. This week's focus will be on double digit divisors.
Double digit division can be very intimidating.
We teach students to round the divisor, which is the number on the outside that you divide by. In this case, we would round 15 to 20 in order to make our work a little easier. The steps of division remain the same: Divide Multiply Subtract Check (to make sure that the difference is less than the divisor) Bring down Repeat steps or write the remainder 
September 18th22nd
The student will create and solve singlestep and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.
Thinking through a word problem is similar to reading a story. You must recognize the main character and what is happening in the story. Use the verbs in the story to help decide if you are to add or subtract. For instance, if Betty is receiving money for her birthday, she would be adding it. If she then took her birthday money and spent some at the store, she would be subtracting it from her total. Visualizing what is happening in the word problem is also extremely helpful when trying to work through and ultimately solve.
I have noticed that students are particularly having a hard time when subtracting with regrouping (borrowing). This is a skill that was introduced in 2nd grade. When subtracting with regrouping, it is very important that each student focus on:
 Working one place at a time starting with the ones place.
 When regrouping, a student is adding ten to the digit that needs it, while taking one away from the digit "next door".
 They should then subtract what they are able to before continuing to the next place.
For 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
Steps to solving this problem
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 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 problem.
September 11th15th
The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.
Order of operations homework begins on Wednesday 9/13. No homework on 9/11.
September 5th8th
Students will be able to identify, explain, and demonstrate which numbers are even/odd and prime/composite