<p> Fourth Grade Newsletter Week of April 3, 2017 4th Grade Teachers, Email and Room Numbers School Phone: 352.365.6308 Mrs. Pendergraft Mrs. Haring Ms. LeBoeuf Mrs. Mandrell Mrs. Clelland Mrs. Bosque Pendergraftc@ Haringm@ LeboeufM@ Clellandk@ BosqueA@ Mandrelll@ lake.k12.fl.us lake.k12.fl.us lake.k12.fl.us lake.k12.fl.us lake.k12.fl.us lake.k12.fl.us Room 301 Room 302 Room 303 Room 315 Room 321 Room 320 Ph. Ext:7533 Ph ext.7533 Ph. Ext: 7528 Ph. Ext: 7533 Ph. Ext: 7536 Ph. Ext: 7536 Quiet Campus:Quiet 4th gradeCampus: Math 4 thFSA grade Reading FSA April 10th and 11Aprilth 17th and 18th Reading Standards Math Standards Begin Topic 13-Measurement: Find Equivalence in Units of Measure</p><p>RL.3.9- Compare and contrast the treatment of MAFS.4.MD.1.1 (DOK 1) Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of similar themes and topics and patterns of events in measurement, express measurements in a larger unit in terms of a smaller unit. stories, myths, and traditional literature from Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate different cultures. a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).</p><p>Social Studies MAFS.4.MD.1.2 (DOK 2) Use the four operations to solve word problems involving distances, intervals of time and money, including problems involving simple fractions or decimals. Represent fractional quantities of distance and intervals of SS.4.G.1.2- Locate and label cultural features on a time using linear models. </p><p>Florida map. MAFS.4.MD.1.3 (DOK 2) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the Language Arts area formula as a multiplication equation with an unknown factor. </p><p>MAFS.4.NBT.2.5 (DOK 2) Multiply a whole number of up to four digits by a LAFS.4.L.3.5.b- Recognize and explain the meaning one-digit whole number, and multiply two two-digit numbers, using of common adages and proverbs. strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Parent’s, please do not forget about our MAFS.4.NF.2.3. (DOK 2) Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a) Understand addition and subtraction of fractions as joining and separating th St. Augustine Field Trip on May 11 . Turn in parts referring to the same whole. b) Decompose a fraction into a sum of fractions with the same denominator in permission slips and money as soon as more than one way, recording each decomposition by an equation. Justify possible. decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. c) Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties Parents, of operations and the relationship between addition and subtraction. d) Solve word problems involving addition and subtraction of fractions referring to the We are averaging about 40 tardies a day for the month of same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. </p><p>March. That means that about 5% of our students a day are tardy MAFS.4.NF.2.4 (DOK 2) Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [conceptual understanding; application] for school and missing valuable instructional time. When a child a) Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the arrives late for class they begin their day feeling behind and not in conclusion by the equation 5/4 = 5 × (1/4). b) Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction synch with the class. This greatly impacts the rest of their day and model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) most importantly their learning. Please have your child to school c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the on time every day to ensure their academic success. Thank you for problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many your help in this very important endeavor. pounds of roast beef will be needed? Between what two whole numbers does your answer lie? </p><p>Topic 13 Assessment: Thursday, April 6th Homework Monday Tuesday Wednesday Thursday</p><p>Math Practice Multiplication Tables Practice Multiplication Practice Multiplication Review for Topic 12 Tables Tables Assessment Reading Comprehension Text Features Idioms Synonyms Pg. 135 Pg. 136 Pg. 167 Pg. 177</p>