Best Foot Forward Bulletin
Fair Park 4th Grade: January 25-29
Report Cards Posted - Jan. 25th
Parent-Teacher Conferences - Feb. 4th
Silverbrook Course Selection - Monday, Feb. 1st
On Monday, February 1st, from 9:30-11, all of our current 4th graders will travel to the HS and experience concerts from their HS counterparts in band, choir, and orchestra. In addition, they’ll see video presentations from our Spanish, French, and German programs. All of this is preparation for their first “course selection” experience at Silverbrook.
We need your help! In a push to raise money for the outdoor classroom at the WBHS a GoFundMe page has been created. Any donation will be greatly appreciated. The first priority is new tables and chairs for the classroom! Feel free to share.
ELA (English-Language Arts)
Spelling Pattern: Words ending in -y
Eureka Math (Mr. Sternig & Mrs. Riffel)
In Topic E, students synthesize their Grade 3 knowledge of division types (group size unknown and number of groups unknown) with their new, deeper understanding of place value. Students focus on interpreting the remainder within division problems both in word problems and long division (4.OA.3). A remainder of 1 , as exemplified below, represents a leftover flower in the first situation and a remainder of 1 ten in the second situation. While we have no reason to subdivide a remaining flower, there are good reasons to subdivide a remaining ten. Students apply this simple idea to divide two-digit numbers unit by unit: dividing the tens units first, finding the remainder (the number of tens unable to be divided), and decomposing remaining tens into ones to then be divided.
Lesson 14 begins Topic E by having students solve division word problems involving remainders. In Lesson 15 , students deepen their understanding of division by solving problems with remainders using both arrays and the area model. Students practice dividing two-digit dividends with a remainder in the ones place using place value disks in Lesson 16 and continue that modeling in Lesson 17 where the remainder in the tens place is decomposed into ones.
The long division algorithm is introduced in Lesson 16 by directly relating the steps of the algorithm to the steps involved when dividing using place value disks. Introducing the algorithm in this manner helps students to understand how place value plays a role in the steps of the algorithm. The same process of relating the standard algorithm to the concrete representation of division continues in Lesson 17 .
Lesson 18 moves students to the abstract level by requiring them to solve division problems numerically without drawing. In Lesson 19, students explain the successive remainders of the algorithm by using place value understanding and place value disks. Finally, in Lessons 20 and 21 , students use the area model to solve division problems and then compare the standard algorithm to the area model (4.NBT.6). Lesson 20 focuses on division problems without remainders, while Lesson 21 involves remainders.
Bridges Math (Mrs. Anderson)
In this module (Unit 3, Module 2) the geoboard is assigned a value of 1. Students name fractional parts of the geoboard and describe the parts' relationships to one another. Their observations are then extended into comparing fractions with unlike numerators and denominators, and adding fractions with like denominators. The last three sessions in the module feature an extended problem-solving opportunity. Students will learn two new Work Places that provide practice with composing and decomposing fractions.
Please continue to practice multiplication facts with your child at home. Knowing the facts accurately is critical to solving math equations efficiently. Flashcards, apps, and websites are all great ways to practice.
In the Magnetism and Electricity Module, the focus will consist of five sequential investigations, each designed to introduce or reinforce concepts in physical science. The investigations provide opportunities for students to explore the natural and human-made worlds by observing and manipulating materials in focused settings using simple tools.
The student will understand the properties of magnets and the effects they have on various objects.
The student will understand that electricity flows only if a circuit is complete.
The student will understand that electromagnetism is the combination of electricity and magnets.
How do the properties of permanent magnets impact their interaction with various objects?
How do the properties of conductors and insulators impact their interaction with various objects?
How can the components of a circuit be assembled to make it complete?