Welcome to Team MLB; Making Learning Better!

Team MLB!

4th and 5th Grade Next Generation Learners

Room 405 and 422


NUMERACY


Go to www.mobymax.com for more practice.
Charles Nash then Find

Success Squares

Multi-digit Whole Numbers

(Place Value Progression)

I can read and write multi-digit whole numbers using numbers, words or expanded form through 1,000,000.(4NBT2)



S               P                 E

I can use base-ten blocks and drawings to represent multi-digit whole numbers through 1,000,000.

(4NBT2)



S               P                 E

I understand the place value system. (That a digit in one place represents 10 times what it represents in the place to its right.)(4NBT1)



S               P                 E

I can compare 2 multi-digit whole numbers based on the meanings of the digits in each place. (through 1,000,000)

(4NBT3)



S               P                 E

I can round a multi-digit whole number to the nearest 10, 100, 1,000 or 10,000 based on my knowledge of place value through 1,000,000.(4NBT3)


S               P                 E

I can choose and apply appropriate methods to estimate sums and differences by rounding to any place.(4NBT3)



S               P                 E

I can explain my reasoning for choosing a particular method to estimate based on the context.(4NBT3)



S               P                 E

I can draw quadrilaterals including squares, rectangles,rhombuses and others. (3G1)



W               P                 E

I can use the 4 operations to solve word problems involving perimeter and area of polygons. (3 MD 7 &8)



    W  W              P                 E


Success Squares

Addition and Subtraction Beyond 1,000

(Addition and Subtraction Trajectory)


I can fluently add multi-digit numbers using the standard algorithm. (4NBT4)





S                   P                  E

I can explain why it is necessary to “carry” a number when using the standard algorithm to add multi-digit numbers. I can justify my explanation with a visual model.

(4NBT4)


S                   P                  E

I can fluently subtract multi-digit numbers using the standard algorithm. (4NBT4)





S                   P                  E

I can explain why it is necessary to “borrow and rename” when using the standard algorithm to subtract multi-digit numbers.I can justify my explanation with a visual model.

(4NBT4)


S                   P                  E

I can find the unknown number in a multiplication or division equation using 3 whole numbers.(3OA4)





W               P               E

I can write an equation for a story problem using an unknown and x, ÷ or +,- (but not both) using whole numbers.(3EQX.A)




W               P               E



Success Squares

Factors and Multiples

Multiplication and Division Trajectory



Success Squares

Multiplication and Division with Larger Numbers

Multiplication and Division Trajectory



I can multiply a 2,3, or 4 digit whole number by a single digit whole number. I can use expanded notation and the distributive property and/or a visual model to explain my reasoning.(4NBT5)

S               P              E

I can multiply a 2 digit number by a 2 digit number.  I can use expanded notation and the distributive property and/or a visual model to explain my reasoning.(4NBT5)


S               P  P2            E

I can divide a 2,3,or 4 digit number by a single digit whole number, including division problems with remainders.(4NBT6)




S               P              E

I can illustrate and explain my calculations for long division using properties, equations, arrays, or area models.(4NBT6/SMP2,3 )



S               P              E

I can use +, - , X, ÷ to solve multi-step word problems, including division problems with remainders.(4OA3)



S               P              E

I can illustrate and explain my thinking through estimation, equations, and/or visual models.

(4OA3/ SMP2,3)



S               P              E

I can quickly and accurately multiply 2,3, and 4 digit numbers using the traditional method.

(5NBT5)



S               P              E

I can divide a 2,3,or 4 digit number by a 2 or 3 digit number, including division problems with remainders.

(5NBT6)



S               P              E

I can illustrate and explain my calculations for long division using properties, equations, arrays, or area models.(5NBT6/SMP2,3)



S               P              E


Success Squares

Exploring Patterns

(Expressions and Equations

Trajectory)



I can create a number or shape pattern that follows a given rule. I can describe the rule using models, tables, numeric expressions, or words.


4OA5

I can use the rule to extend the pattern and to find missing values.






4OA5

I can describe features of the pattern that are not expressed in the rule.





4OA5

I can create 2 numerical patterns using 2 given rules and record the results in a table.




5OA3

I can identify and describe the relationship between the terms of these 2 rules/patterns.




5OA3

I can create ordered pairs from the terms of the 2 patterns and graph them on the coordinate plane.


Two videos


5OA3

I can use parentheses, and brackets in numerical expressions. I can use the “Order of Operations” to solve expressions with these symbols.

5OA1

I can write expressions that record calculations with numbers and interpret those expressions without solving them.


5OA2

I can round a multi-digit whole number to the nearest 10, 100, 1000, 10,000 based on my knowledge of place value through 1,000,000.


(4NBT3)


Decimal Numbers

(Place Value Progression)

I can write fractions with denominators of 10 or 100 in decimal notation.(4NF6)





S               P               E

I can use base- ten blocks and drawings to represent fractions with a denominator of 10 and 100 and decimals to the hundredths place.

(4NF6)


S               P               E

I can compare 2 decimal numbers to the hundredths by reasoning about their size.

(4NF7)




S               P               E

I can read and write decimal numbers to the thousandths using numbers, words, and expanded form.(5NBT3a)




S               P               E

I can compare 2 decimal numbers to the thousandths place based on the meaning of the digits in each place.

(5NBT3b)



S               P               E

I understand and can explain the place value system, including the places to the right of the decimal point. (A digit in one place represents 1/10 of what it represents to its right.(5NBT1)

S               P               E

I can recognize and explain that multiplying or dividing a number by 10 does not change its digits, but it does change its place value.

(5NBT2)


S               P               E

I can use my understanding of place value to round numbers to any place.(5NBT4)





S               P               E

I can add and subtract with decimals and explain my thinking.(5NBT7)





S               P               E

I can use whole number powers of ten to represent repeated multiplication.

(5NBT2)




S               P               E

I describe the patterns that occur when multiplying and dividing a number by 10 or a power of 10.(5NBT2)




S               P               E

I can multiply decimals and explain my thinking.

(5NBT7)





S               P               E



Understanding Equivalent Fractions

(Fractions Trajectory)


I can explain why 2 fractions are only equivalent when referring to the same whole through context, or using a visual model, or a number line.

(4NF2

SMP2&6)



Success Squares

Working with Unit Fractions

(Fractions Trajectory)

I can explain that adding and subtracting fractions is the joining and separating of parts that refer to the same whole.

4NF3a

I can break apart a fraction into an addition problem with fractions with the same denominator in more than one way. I can identify the unit fraction.

4NF3b

I can justify the different addition problems I created with equations and a visual model.

4NF3b/SMP2/4

I can add and subtract fractions and mixed numbers with the same denominator. I can justify my calculations with a visual model or a number line diagram.

4NF3c

I can solve word problems involving adding and subtracting fractions with the same denominator referring to the same whole.I can use equations and visual models to represent the problem and solution.

4NF3d

I can make a line plot that displays measurement data in fractions. (¼, ½, ⅛)

I can solve addition and subtraction problems using that data.

4MD4

I can add and subtract fractions and mixed numbers with different denominators by finding equivalent fractions and then solving the problem using fractions with the same denominator.

5NF1

I can solve word problems involving adding and subtracting fractions with different denominators that refer to the same whole.

5NF2

I can justify my calculations using visual fraction models and number line diagrams. I can use benchmark fractions (¼, ½, ¾, 1) to decide if my answer is reasonable.

5NF2/SMP2/ 4



Success Squares

Multiplying and Dividing with Fractions

(Fractions Trajectory)

I can multiply a unit fraction by a whole number and justify my work using visual diagrams and/or equations.

4NF4a

I can multiply a non-unit fraction by a whole number and justify my work using visual models and/or equations.

4NF4b

I can solve word problems involving multiplication of a fraction by a whole number by using visual models and equations to represent the problem.

4NF4c

I can divide a unit fraction by a whole number and justify my thinking using a visual model, context, or equations.

5NF7a

I can multiply a fraction by a fraction. I can use an area model to explain my calculations.

5NF4ab

I can explain why multiplying a given number by a fraction less than 1 results in a product smaller than that number. I can  justify my thinking using a visual model, context, or equations.

5NF5

I understand and can solve problems where a fraction can be thought of as the numerator divided by the denominator. I can  justify my thinking using a visual model, context, or equations.

5NF3

I can divide a whole number by a unit fraction and justify  my thinking using a visual model, context, or equations.

5NF7b

I can solve word problems involving division of a fraction by a whole number by using visual models, context and equations to represent the problem.

5NF7c

I can make a line plot that displays measurement data in fractions. (¼, ½, ⅛) I can solve multiplication and division problems using that data.


5MD2    (two videos)

Reducing Fractions 

Simplifying Fractions

Improper Fractions to Mixed Numbers

Mixed Numbers to Fractions




Success Squares

Conversions

Length, Area, and Volume Trajectory


I can put units of measurement in order from smallest to biggest for length, weight, volume, and time.(4.MD.1)


S          P          E

I can express larger units of measure in terms of a smaller unit of measure for length, weight, volume, and time.(4.MD.1)


S          P          E

I can record equivalent measures in a 2 column table.(4.MD.1)





S          P          E

I can use all four operations to solve problems involving measurements of length, weight, volume and time including problems with fractions and decimals.(4.MD.2)

S          P          E

I know and can use the formula for area and perimeter for rectangles.

(4.MD.3)




S          P          E

I can use the area and perimeter formulas to solve real world problems.(4.MD.3)





S          P          E

I can convert one unit of measure to another for length, weight, volume and time. Standard or Metric (5.MD.1)


S          P          E

I can convert units of measure and use those conversions to solve multi-step problems.(5.MD.1)



S          P          E



Success Squares

Measuring Volume 2

Length, Area, and Volume Trajectory


I can measure the volume of a solid figure by packing it with cubes so there are no gaps or overlaps and counting the cubes.(5MD3b)





S          P          E

I can explain the difference between a linear unit, a square unit, and a cubic unit of measure.(5MD3a)






S          P          E

I can measure the volume of an object twice, using 2 different cubic units of measure. I can explain the relationship between the units I used and the measure of volume for the object. (5MD.A)








S          P          E

I can explain the formula for finding the volume of a right, rectangular prism.

(V= l x w x h)

I can explain my thinking with a picture or model.(5MD5a)



S          P          E

I can use the formula for finding the volume of a right rectangular prism.

V= l x w x h

OR

V= B x h

(5MD5b)



S          P          E

I can use all four operations to solve word problems involving volume including finding the missing measurement.

(5MD5c)




S          P          E


Success Squares

Shapes, Angles and Symmetry

Shapes and Angles Trajectory


I can draw and name points, lines, rays, line segments, and angles.

(4.G.1)




S          P          E

I can identify parallel and perpendicular lines, rays and line segments.(4.G.1)




S          P          E

I can identify acute, right and obtuse angles.(4.G.1)





S          P          E

I can classify shapes into categories and sub-categories based on their properties. (5.G.4)



S          P          E

I understand and can show that properties of a category of shapes also apply to the sub-categories.(5.G.3)



S          P          E

I can classify shapes based on whether or not they have parallel or perpendicular lines, or  acute, right, or obtuse angles.(4.G.2)


S          P          E

I can measure and draw angles using estimates and a protractor.(4.MD.5)




S          P          E

I can solve addition and subtraction problems using angle measures.(4.MD.7)




S          P          E

I can identify and draw lines of symmetry.

(4.G.3)





S          P          E





LITERACY




Our READING focus for Quarter Three will be with Historical Fiction and Biographies.

Our emphasis will be on:

The comprehension skills we will practice are: inferences, theme, story elements, and summarizing the main idea and details of a reading passage.


We will be using RIT band academic vocabulary and strategies 
and the students will read and work with concepts at their personalized level.  

                                   




Our WRITING focus this quarter will be creating an 

Informational Text  

Our writing focus for third quarter will be personal narratives.



Spelling

 

Students are being pretested and will be placed on a path that matches their current ability.   


SCIENCE


We are working with the FOSS kit "Variables".  

click on image to reveal link for further information and resources

http://archive.fossweb.com/modules3-6/Water/frameset.php?page=teacher_videos.html



SOCIAL STUDIES


Quarter Three's focus will be on economy.