Embedded Files
5/30/22- 6/3/22
Learners are beginning their T3 project. They're building on what they learned in Humanities- taking what they know about their global studies country and creating a museum exhibit to showcase their knowledge. Learners are exploring museum ticket prices and memberships and creating their own budget. They're renting space for their museum and making sure they have enough to pay employees. This is such a fun way to practice math!
5/23/22- 5/27/22
We're starting review of math concepts for the year. We're reviewing how to use tape diagrams as a visual tool to solve problems. For example, tape diagrams are a great tool for determining equivalent fractions or fraction values (greater than, less than). We're also reviewing CUBES strategy and how to use it to solve multi-step problems.
5/16/22- 5/20/22
We get to explore angles this week! Learners are having fun learning about the different types of angles and especially love our angles song from Numberrock. (see above)
5/9/22- 5/13/22
We will focus on converting measurement using tables again this week as this is a primary skill for fourth graders. We'll begin solving measurement word problems to put our skills to the test.
5/2/22- 5/6/22
This week we review the importance of estimation. We're also discussing what we learned last year in our measurement unit to build on what we already know. For example, what tools are used to measure. How is the US customary system different from the metric system? We're learning how to convert units of measurement using tables.
4/25/22- 4/29/22
State testing this week! We're reviewing elapsed time from last year- and continuing our work on decomposing fractions using number bonds and tape diagrams.
4/18/22- 4/22/22
This week we jump back into our Fractions unit after a restful spring break. Specifically we're working to understand how to "decompose" or break down fractions using a visual tool called a tape diagram. It's similar to using a number line. Learners are working to understand fraction addition and subtraction while using this skill. For example, 5/8 = 3/8 + 2/8. Or 5/8 = 4/8 + 1/8. You can help at home by having math talks with your learner and asking them to explain their thinking. Ask them to explain what "decomposing" in math means. Lastly, we're using tape diagrams to understand improper fractions and mixed numbers.
4/4/22- 4/8/22
Learners are learning a strategy to compare fractions using number lines. This strategy stacks number lines one on top of one another and uses a benchmark fraction of 1/2 to compare the fractions. This way learners can see which fractions are closer to one in order to determine their size. Also, we'll continue recognizing equivalent fractions as well as learning how to make our own equivalent fractions.
3/28/22- 4/1/22
This week we'll review fractions on the number line. Most importantly, how can we use number lines as a tool to compare fractions? How does plotting a proper fraction and mixed number differ?
3/21/22- 3/25/22
We're finishing up Area and Perimeter this week with an assessment and beginning our Fractions Unit. We'll build on previous knowledge by working to understand equivalent fractions. Our essential question is: How can I define and represent fractions? We are reviewing what we learned in third grade with a focus on fraction vocabulary.
3/14/22- 3/18/22
The focus on area and perimeter continues. We build on prior knowledge by calculating area of larger polygons. Also, we'll use song to help with retention. Learners are deepening understanding and building on problem-solving skills by using what they know to make calculations. For example, instead of asking to find the perimeter of a 5 x 5 square- they may be asked to find a rectangle or square that has the same area & perimeter. For example, a 6 x 3 rectangle has an area of 18 sq. units and a perimeter of 18.
3/7/22- 3/11/22
We begin review of Area and Perimeter from last year. We'll start our T2 Theme Park Project which focuses on this skill plus multiplication and addition skills from previous units.
2/14/22- 2/18/22
We'll have division review and our assessment this week in preparation to move into our next unit. Learners should continue practicing basic multiplication and division facts at home. Reflex Math is a great tool for this.
2/7/22- 2/11/22
This week we continue partial quotient division practice, and use word problems to help our understanding. We'll also learn a new strategy for division called the area model for division.
1/31/22- 2/4/22
We focus on using repeated subtraction as a strategy to subtract again- this time with even larger numbers. Then, we learn the standard algorithm for dividing (the old school method). Learners have a mnemonic device to help them remember the steps. We're also focused on the value of remainders. For example, in some math problems remainders don't matter. If I was dividing cookies and had leftovers, that is insignificant. However, If I am sorting learners to take on buses, I cannot have leftover learners, I must round up in order to have a seat for everyone. Please talk to your learner about this concept.
1/24/22- 1/28/22
The focus is on division word problems. In the next couple weeks learners will focus on strategies to divide larger numbers. We will learn a new strategy for division called "partial quotient method." This method contains no division, only multiplication- and is a great strategy because learners can differentiate based on their comfortability around multiplication. Ask your learner to show you what they learned.
1/17/22- 1/21/22
Fourth grade begins their division unit. There is a focus on inverse operations/the relationship between multiplication and division. How can we use what we know about multiplication to help us solve division problems? Learners will also be introduced the the common core method for division which contains NO division. Please ask them to show you this method.
1/10/22- 1/14/22
Learners continue working on the solidifying their understanding of multiplication using the standard algorithm and the area model for multiplication. Learners should continue practicing their math facts at home- specifically 6s, 7s, & 8s.
1/3/22- 1/7/22
Fourth Grade focuses on estimation this week and the standard algorithm. The focus on estimation is to enable learners to see if their products are reasonable.
12/20/21- 1/3/22
Winter Break 🎄 ❄️ ☃️ Please work on IXL over break. You can also help by making multiplication flash cards with the goal of being math fact fluent by the end of the school year.
12/13/21- 12/17/21
The focus this week is multiplicative comparison. This is a really important skill for fourth graders. Here is a sample problem that shows multiplicative comparison: Henry had four pictures on his Facebook page and Emily had only two. Henry had how many times more pictures than Emily?
12/6/21- 12/10/21
This week the focus is on prime and composite numbers. Why are these important to know? They also help us with divisibility rules. We're also looking at patterns of multiplication when it comes to "patterns of ten." For example, numbers multiplied with zeros: 100 x 10, 20 x 50, 100 x 3, 40 x 1,000...are some examples.
We'll also begin multiplying 3-digit by 1 digit numbers, and 2 by 2 digit numbers. We're focusing on two strategies, the standard algorithm and the area model (box method). Please ask your learner to show you their new skills.
11/29/21- 12/3/21
What patterns can we find in multiplication facts? For example, the property of zero- everything multiplied by zero = zero. I am asking learners to look for patterns with all their facts. Please help them focus on their multiplication facts of, 0, 1, 2, 5, 10, and 11.
11/22/21- 11/26/21
Thanksgiving Break
11/15/21- 11/19/21
This week the focus is on factors. How can you determine the factor of a number. How are factors and multiples related? Why is it important for us to know about factors and multiples. For us, the answer is that it's important because it helps us with divisibility rules. As learners get older they'll learn more about why factors and multiples are important. Learners will complete a number of activities to practice finding factors. They will make factor rainbows.
11/8/21- 11/12/21
We began our multiplication unit. We started with a review of what we learned last year- what is multiplication? How do we visually show multiplication using the number line, repeated addition, equal groups, arrays and the commutative property?
11/1/21- 11/5/21
The focus is on why estimation is important. How can we use estimation to make sure our actual answers are accurate? We'll begin learning about factors and multiples and continue using the CUBES strategy to solve multi-step problems.
10/25/21- 10/29/21
The focus is on subtracting across zeros. We learned the skill "give a penny, take a penny" to help us easily complete this task instead of regrouping from the thousands place all the way to the ones place. For example, 1,000 - 495. We're also delving into multi-step problems and focusing on how to solve word problems.
10/18/21- 10/22/21
Unit 2- Addition and Subtraction. Fourth graders are working to fluently add and subtract large numbers. They should become masters at these skills by the end of the unit. The focus is on regrouping (trading, borrowing). When adding, if the total is > than 9 they need to regroup to the next place value.
9/20/21- 9/23/21
We continue practicing reading, writing and comparing large numbers. We completed an extension about our countries/regions convincing buyers to move to our region. We created brochures. You can help at home by helping your learner chunk and read numbers into the millions.
9/13/21- 9/17/21
Learners worked on the Atlas project this week. We practiced comparing numbers, and reading large numbers. We also, learned about populations and how resources impact populations. It's been so much fun using this real-world application to compare populations!
9/7/21- 9/10/21
Learners have been working on their mini detective project in the classroom to review place value skills from last year. We'll be introducing out Atlas project soon. Learners use Children's Atlases to research populations of a certain region. Then they explore the resources in the country/region in order to understand why more people move to different places. For example, California is highly populated because it's by the water, there are a lot of farms, other countries can reach california by train, air, sea easily, etc.
8/30/21- 9/3/21
We will begin STAR Testing this week. Fourth graders are also building on prior knowledge of place value. They will continue practicing reading large numbers. We're also focusing on writing numbers with commas correctly. How does the use of commas help us read numbers correctly?
8/23/21- 8/27/21
We continue working on understanding place value with large numbers. Fourth grade is perfecting their understanding of numbers into the millions. Next week we'll begin the mini Atlas project in class to further explore multi-digit populations around the world.
8/16/21- 8/20/21
Essential Question: How does a value of a digit change within a number?
Fourth graders are building on prior knowledge about place value. They are reviewing how to draw models to show understanding of numbers, all about standard- word- expanded form of numbers and more! Learners are practicing reading large numbers. They'll also look at their IXL diagnostic data so they can track personal growth and set academic goals.
8/9/21- 8/13/21
Learners are reviewing what they learned in math during distance learning. We are building on our knowledge of place value from 3rd grade too. Learners are working with numbers into the millions. They are using academic language to describe what digits represent when they are in different places within a number. Learners are creating numbers- and using word form, base ten blocks, and expanded form to represent numbers.
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