Best Foot Forward Bulletin
Fair Park 4th Grade: February 15-19
February Frenzy - Feb. 26th
This years February Frenzy will be held on Friday, February 26th. Doors will open at 6 PM. Admission is free to students. We ask for our friends and families of Fair Park to please bring a nonperishable food item, or pay $1 for admission to this years event. There will be a bake sale, student and family raffles, popcorn, and water for sale, plus Girls Scout Cookies will once again be available as you come in. At 6:30 PM the MAP singers will sing the National Anthem, and our Dodge Ball fun will begin. Each grade level will play against each other. We hope you can all come and join us for this night of fun. More information will be sent home soon!
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: Silent Consonants
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)
Unit 4 Module 1 focuses on place value to 1,000,000 and multi-digit addition strategies. Students use the Great Wall of Base Ten to develop understanding of place value to 10,000 and then build a model showing 1,000,000 units. These activities help students see patterns and relationships in the base ten counting system. Students use what they learn about place value to investigate and review addition strategies for larger numbers. They learn the standard algorithm (or the way that we were taught) for addition and compare it to other strategies they have learned. They also learn two new Work Places during the module: Target One Thousand and Add, Round, & Compare. The Module will end with a checkpoint (quiz) that addresses place value and addition.
February Number Corner will focus on lines, angles, and polygons. In Number Corner the students are very motivated to learn new ideas and look for patterns.
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.