TOPIC C

Multiplication of up to Four-Digit Numbers by One-Digit Numbers

Students apply the distributive property to multiply numbers of up to four digits by one-digit numbers. They break apart the larger factor by place value and multiply the number of each unit by the one-digit factor. They represent the multiplication by using place value charts, area models, and vertical form. Students record partial products in vertical form by recording each partial product separately and by recording them together on one line.

TOPIC D

Multiplication of Two-Digit Numbers by Two-Digit Numbers

Students apply the associative and distributive properties to multiply a two-digit number by a multiple of 10and then progress to multiplying two-digit numbers by two-digit numbers. Area models are used to represent the multiplication and to help students recognize how each factor is broken apart and multiplied. Students see that each part of one factor is multiplied by each part of the other factor. They record four partial products in the area model and in vertical form alongside the area model and then transition to recording two partial products in the same way. Students add the partial products to find the product.

TOPIC E

Problem Solving with Measurement

Students use multiplicative relationships to convert units of time and customary units of weight and liquid volume to smaller units. They use conversion tables and number lines to express larger measurement units in terms of smaller units and recognize that the smaller units are all multiples of the same number. Students notice relationships in the conversion tables and use the tables to convert other amounts. Throughout the topic, students add and subtract mixed units by using different methods including the method of expressing larger units in terms of smaller units before adding or subtracting and the method of adding or subtracting like units, renaming as necessary.

Students will not have a benchmark unit for the month of December. Teachers will be working on new reading leveling using Scholastic, as well as helping students understand testing questions, answer eliminations in preparation of the upcoming Benchmark Testing.

Module Summary – Energy

The Energy Module provides firsthand experiences in physical science dealing with the anchor phenomenon of energy. The five investigations focus on the concepts that energy is present whenever there is motion, electric current, sound, light, or heat, and that energy can transfer from one place to other. The driving question for the module is how does energy transfer between systems?

Students investigate electricity and magnetism as related effects and engage in engineering design while learning useful applications of electromagnetism in everyday life. Students conduct controlled experiments by incrementally changing variables to determine how to make an electromagnet stronger. They investigate how the amount of energy transfer changes when balls of different masses hit a stationary object. Students explore energy transfer through waves (repeating patterns of motion) that results in sound and motion. They gather information about how energy and fuels are derived from natural resources and how that affects the environment. They explore alternative sources of energy that use renewal resources.

Students interpret data from graphs to build explanations from evidence and make predictions of future events. They develop models to represent how energy moves from place to place in electric circuits and in waves. Students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and effect; systems and system models; and energy and matter.

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