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Mathematics

Unit 1: Extending Whole Number Place Value to 999,999 

We will cover:

Whole Number Place Value

  • represent the value of the digit in whole numbers through 1,000,000,000 [999,999 in this unit] and decimals to the hundredths using expanded notation and numerals

  • interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left

  •  compare and order whole numbers to 1,000,000,000 [999,999 in this unit] and represent comparisons using the symbols >, <, or =

  •  round whole numbers to a given place value through the hundred thousands place

  • determine products of a number and 10 or 100 using properties of operations and place value understandings

 

Your student will meet in small groups, work on independent practice, work with a partner on math games, and even have the opportunity to do independent math extensions with place value based off of a choice board.

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Please CLICK HERE to view the PLACE VALUE CHOICE BOARD. (Due October 2)

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Unit 2: Finalizing Fluency with Whole Number Addition and Subtraction

We will cover the following:

Add and Subtract Whole Numbers

  •  add and subtract whole numbers and decimals to the hundredths place using the standard algorithm

  •  round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers

Problem Solving (Some of the types of problems students should be solving during this unit)

  •  solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

    • word problems using measurement contexts, whole numbers, addition and subtraction only in this unit

  • solve one- and two-step [addition and subtraction] problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

  • represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions

Represent Problem Situations (Strip Diagrams and Equations)

  • represent multi-step problems involving the four operations [addition and subtraction in this unit] with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

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Your student will meet in small groups, work on independent practice, work with a partner on math games, and even have the opportunity to do independent math extensions with place value based off of a choice board.

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Please CLICK HERE to view the Add, Subtract, and Estimate CHOICE BOARD. (Due Wednesday October 31)

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​Unit 3: Developing Strategies to Multiply by 1-Digit Numbers and Divide 2-Digit Numbers

We will cover the following:

Estimation

  • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers

Multiply Whole Numbers

  • 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings

  • 4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit  by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, & distributive properties

Divide Whole Numbers

  • 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations

  • 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit [2-digit in this unit] dividend by a one-digit divisor

Problem Solving

  • 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

  • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24

  • 4.8C solve problems with measurements of length, time, liquid volumes, mass, money using addition, subtraction, multiplication, or division 

    • word problems using measurement contexts, whole numbers, focus on multiplication and division

  • 4.9B solve one- and two-step problems [focus on multiplication and division] using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot

  • 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions

Represent Problem Situations (Strip Diagrams and Equations)

  • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

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Please CLICK HERE for the PLACE VALUE CHOICE BOARD. Due Friday, November 30, 2018

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Unit 4: Introducing Angle Measurement and Deepening Understanding of

Classifying 2-D Figures

We will cover the following:

Attributes of 2-D Figures

  • 4.6D classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.

  • 4.6A identify points, lines, line segments, rays, angles, and perpendicular and parallel lines

  • 4.6B identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure

  • 4.6C apply knowledge of right angles to identify acute, right, and obtuse triangles

Measuring Angles

  • 4.7C determine the approximate measures of angles in degrees to the nearest whole number using a protractor

  • 4.7A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers

  • 4.7B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers

  • 4.7D draw an angle with a given measure

  • 4.7E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures

    • including complementary and supplementary angles

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Your student will meet in small groups, work on independent practice, work with a partner on math games, and even have the opportunity to do independent math extensions with angles and 2D shapes based off of a choice board​

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Helpful Website Links:

Math Playground Recognizing Shapes

Math Playground Estimating Angles: Project TRIG

Math Playground Estimating Angles: Alien Angles

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Unit 5: Developing Strategies to Multiply by 2-Digit Numbers

We will cover the following:

Estimation

  • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers

Multiply Whole Numbers

  • 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings

  • 4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15

  • 4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

Divide Whole Numbers

  • 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations

  • 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

Problem Solving

  • 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

  • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24

  • 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate word problems using measurement contexts, whole numbers, focus on multiplication and division

  • 4.9B solve one- and two-step problems [focus on multiplication and division] using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot

  • 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions

Represent and Solve Problems Using Multiplication and Division

  • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

Geometry Choice Board- Due Jan, 31

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Unit 6: Represent Fractions (Including Improper Fractions and Mixed Numbers)

We will cover the following:

Represent Fractions (including Improper Fractions and Mixed Numbers)

  • 4.3A represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b.

  • 4.3B decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.

  • 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

    • include measuring lengths to the nearest half, fourth, eighth, and tenth of a unit, as appropriate

  • 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions.

Equivalent Fractions

  • 4.3C determine if two given fractions are equivalent using a variety of methods.

Compare Fractions with Like and Unlike Denominators

  • 4.3D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Add and Subtract Fractions with Like Denominators

  • 4.3E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.

  • 4.3F evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.

Problem Solving (Some of the types of problems students should be solving during this unit)

  • 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

    • word problems using measurement contexts, focus on fractions in this unit, addition and subtraction only in this unit

  • 4.9B solve one- and two-step [addition and subtraction] problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

Click HERE

  for the 

 

Fraction Choice Board - Due MARCH 28, 2019  *UPDATED*

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