## School Events and Dates

• 1/9- WELCOME BACK TO SCHOOL!
• 1/10- Basketball Game at Whitmore @ 3:00PM
• 1/13- Game vs. Booth Fickett @4:15PM
• 1/16- Martin Luther King Jr. Day -NO SCHOOL
• 1/17- Basketball Game at Ford @3:30PM
• 1/20- Q2/B Celebration at 9:00AM
• 1/26- Professional Learning Day - NO SCHOOL

February Upcoming:

• 2/9- 2/10 Parent Teacher Conferences
• 2/19- Site Council Meeting at 4:00PM
• 2/14- Valentine's Day
• 2/17- Random Acts of Kindness
• 2/20- President's Day
• 2/22- School Bus Driver Appreciation Day
• 2/23-24- Rodeo Break NO SCHOOL

## Happy New Year!

You and your children are very talented and hardworking. May your talents get recognized and hard work you do pay off with knowledge and good grades!

Remember, It takes all of us to gain growth!

## Curriculum Corner Eureka 2 Month of January

This month we will be completing Module 3 in our Eureka 2 curriculum and beginning Module 4. Please look for the new math books that will be sent home from Ms. O'Brien, and Mrs. Lake January 17th.

In the curriculum these are to topics we will cover this month.

Topic F Module 3

Remainders, Estimating, and Problem Solving

Students divide with numbers that result in whole-number quotients and remainders. They recognize the remainder as the amount remaining after finding a whole-number quotient, and they solve word problems that require interpretation of the whole-number quotient and remainder. Students estimate quotients by finding a multiple of the divisor that is close to the total and then dividing. They reason about the relationship between their estimate and the actual quotient and apply their thinking to assess the reasonableness of their answers to division word problems. Students use the four operations to solve multi-step word problems. They draw tape diagrams that represent the known and unknown information in the problem to help them find a solution path. After solving, students assess the reasonableness of their answers.

Topic A Module 4

Fraction Decomposition and Equivalence

Students decompose fractions into a sum of unit fractions and into a sum of non-unit fractions. They use familiar models such as number bonds, tape diagrams, and number lines to represent fractions. They recognize that the area model may be a useful model to represent fractions. Students decompose fractions greater than 1 into a sum of a whole number and a fraction less than 1. This decomposition helps students rename fractions greater than 1 as equivalent mixed numbers. Students express mixed numbers as a sum of a whole number and a fraction less than 1. Then they rename the whole number as an equivalent fraction that they then add to the fraction. This helps students rename mixed numbers as equivalent fractions greater than 1.