# The Wheatlands AT News

### March 13, 2015

## 3rd Grade Math

Students are enjoying our study of data and measurement. They are exploring different ways to represent data and how one might determine which type of graph to use and what factors influence those decisions. They are also analyzing and interpreting data on a variety of graphs and charts. Students will have the test over chapter 12 prior to spring break. We will finish this unit after we return and dive into area and perimeter. Students will also have the opportunity to complete a design project after spring break as well. So keep talking about measurement and data as they come up in the next few weeks. Priority standards for chapter 12 are the following:

Represent and interpret data.

CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. *For example, draw a bar graph in which each square in the bar graph might represent 5 pets*.

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Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

As always, thanks for your support at home!

## 4th grade math

Students in 4th grade are finishing their study of the customary units of measure and will be moving on to units of the metric system prior to spring break. They will have a test over both of these topics prior to break too. Review their conversion charts with them for customary units of measure. They need to be familiar with the units, but also know how to convert inches to feet, feet to miles, etc. The same will be true for metric units coming up (although that is much simpler! ;) The priority standards for the next few weeks are the following:

CCSS.MATH.CONTENT.4.MD.A.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 measurement, express measurements in a larger unit in terms of a smaller unit. 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 a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)*

CCSS.MATH.CONTENT.4.MD.A.2

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

As always, thank you for supporting their efforts at home!

## 5th Grade Math

We will wrap up a quick unit on dimensional geometry prior to spring break, also.

The priority standards for that unit are the following:

Classify two-dimensional figures into categories based on their properties.

CCSS.MATH.CONTENT.5.G.B.3

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

CCSS.MATH.CONTENT.5.G.B.4

Classify two-dimensional figures in a hierarchy based on properties.

Students will complete an application task during the dimensional geometry unit, too. Designing a room, house, garden, or sports arena to scale with geometric figures will be the primary focus of the task. The majority of this work will be completed in class, but the final product will be due on Thursday, March 26th.

As always, thank you for supporting greater responsibility and organization. It is hard to believe they only have one more quarter left in 5th grade!

## AT Reading/English Language Arts

The next Scholastic book order is due on March 25th. Thanks in advance for your orders. Every dollar that we spend is translated back into new books for our classroom library. This is always optional, but much appreciated!

__3rd graders__ are starting to read *Sadako and the Thousand Paper Cranes, by *Eleanor Coerr. This is a touching book based on the story of a real girl in Japan following the atomic bomb dropped on Hiroshima. As she begins to show signs of illness, she recalls a Japanese legend and sets forth folding paper cranes. This celebration of courage in the face of difficulty is sure to prompt many high level conversations and discussions. Students in this group think deeply about what they read and apply their thinking to other contexts. I am very pleased with the progress these readers have made this year!

__4th graders__ finished their study of biography. They had many meaningful conversations about the civil rights movement through the reading of these biographies. They will now begin to share some of their favorite books in book talks and reviews in the weeks prior to spring break. They will choose a favorite title that they have read this year and create some form of review (visual, audio, written, or presentation) to encourage others to read it. This should be a fun and engaging way to get lots of good ideas for new texts to read. Be ready for a trip to the library or book store over spring break!

__5th graders__ are looking at the relationship between poetry and song lyrics. Each student has selected a song that has impacted them in some way. We were inspired by the video of John Legend and Common singing *Glory* (from the movie Selma) at the Oscars. Students will explain the impact of their chosen song on the listener and examine the lyrics for the use of literary devices. We may be singing along while we work for the next two weeks!

**As always...Keep reading, writing, thinking, and communicating!**