Best Foot Forward Bulletin
Fair Park 4th Grade: March 21-25
** No School 3/24 - 4/1 **
As a school, we are again seeking your feedback regarding Fair Park Elementary. In the near future, you will receive and email from Gallup with “WBSD: Fair Park Elementary Engagement Survey” in the subject line with your personalized link to access and complete the survey. This is a short survey that will only take a few minutes to complete. As a parent your feedback is important to us as we continue to move forward. Gallup will have our survey window open from March 14-25th.
2015-2016 Yearbook Order
ELA (English-Language Arts)
Eureka Math (Mr. Sternig & Mrs. Riffel)
Fraction Equivalence Using Multiplication and Division
In Topic B, students begin generalizing their work with fraction equivalence. In Lessons 7 and 8, students analyze their earlier work with tape diagrams and the area model in Lessons 3 through 5 to begin using multiplication to create an equivalent fraction that comprises smaller units, e.g., 23= 2 × 43 × 4=812.23= 2 × 43 × 4=812. Conversely, students reason, in Lessons 9 and 10, that division can be used to create a fraction that comprises larger units (or a single unit) equivalent to a given fraction, e.g., 812= 8 ÷ 412 ÷ 4=23812= 8 ÷ 412 ÷ 4=23 . The numerical work of Lessons 7 through 10 is introduced and supported using area models and tape diagrams.
In Lesson 11, students use tape diagrams to transition their knowledge of fraction equivalence to the number line. They see that any unit fraction length can be partitioned into n equal lengths. For example, each third in the interval from 0 to 1 may be partitioned into 4 equal parts. Doing so multiplies both the total number of fractional units (the denominator) and the number of selected units (the numerator) by 4. Conversely, students see that, in some cases, fractional units may be grouped together to form some number of larger fractional units. For example, when the interval from 0 to 1 is partitioned into twelfths, one may group 4 twelfths at a time to make thirds. By doing so, both the total number of fractional units and number of selected units are divided by 4.
Bridges Math (Mrs. Anderson)
Modules 3 and 4 have focused on multiple forms of measurement. Students had an opportunity to explore benchmarks and relative sizes for length, time, liquid volume, mass, and weight. Students used ratio tables to convert units within the same measuring system, and applied some of the place value and multi-digit computation skills they have been working on. Students also had the opportunity to apply some of their measuring skills in a new context - data analysis. Students became statisticians and applied some new vocabulary in their discussions (minimum, maximum, range, and median). We will be testing for the unit on Thursday.
On Friday, we will be moving into Unit 5: Geometry and Measurement. Students will be introduced to angles, angle measure, parallel and perpendicular lines, and reflective symmetry. In Module 1, students will focus on comparing, analyzing, classifying, and measuring angles.
March Number Corner focuses on function machines (in and out boxes) students have already found the pattern! (n x 3) + 1. The students are very motivated and excited by our Number Corner. This 20 minute time each day is spent exposing them to concepts they will explore more in depth later in the school year.
Native Americans, Explorers and Fur Traders:
In this unit, the focus will be on Native Americans being identified as the first people in Wisconsin. In the 1600's the French explorers/missionaries came to Wisconsin looking for a water route to China. They were followed by the French fur traders who came to get furs to ship to France/Europe.