# The Gringer Gazette

## Weekly Schedule

Monday 5/2 - Day 6 PE, Spanish, Band/Computer Lab

Tuesday 5/3 - Day 1 Art, Chorus/Computer Lab

Wednesday 5/4 - Day 2 Library & Recess, Chorus and Band Rehearsal

Thursday 5/5 - Day 3 PE, Band/Computer Lab JR. Band & Chorus Concert @ 7pm

Friday 5/6 - Day 4 Computer Lab & Chorus, Sadie Hawkins Dance Tonight!

Our PTA is offering another fun family event on May 6. This time it's a Sadie Hawkins dance. You should have received a flyer this week. Permission slips with \$10 need to be in by Wednesday May 4th. Please send them to the main office. Check in for the dance is at 6:45, and it ends at 8:30pm.

This week we will be focusing on the following standard:

CCSS.ELA-Literacy.RL.4.6
Compare and contrast the point of view from which different stories are narrated.

## Writing

Students have chosen four questions about electricity. Over the last week they have conducted research to find answers to their chosen questions and last week they began organizing their facts into paragraphs. This week they will finish making a slideshow to demonstrate their learning.

## Science

Students are still learning about electricity. We took a small break for them to conduct so research and this week we will move onto series and parallel circuits. I am hoping to introduce them to magnetism towards the end of the week.

## Math

Last week students focused on the following standards:

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

This week we will continue to study these standards and we will also learn to:

CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.