Monthly Unit Updates

Math

Current Unit

4/27 - Our current unit is More Decimal and Fraction Operations. In this unit students will

Multiply and divide with powers of `10`, use multiplication and division to convert between units, and add and subtract fractions and mixed numbers with unlike denominators.

Sub-Unit 1: Powers of 10 (Lessons 1–5)

Explain patterns when multiplying and dividing by powers of `10`.

Sub-Unit 2: Measurement Conversions (Lessons 6–11)

Solve multi-step problems involving measurement conversions.

Sub-Unit 3: Adding and Subtracting Fractions With Unlike Denominators (Lessons 12–19)

Add and subtract fractions with unlike denominators.
Solve problems involving addition and subtraction of fractions.
Create line plots to display fractional measurement data and use the information to solve problems.

2/26 - Our next unit is Place Value Patterns and Decimal Operations. In this unit students will deepen their understanding of place value while performing the 4 operations on decimals to the hundredths.

Sub-Unit 1: Numbers to Thousandths (Lessons 1–8)

Read, write, and represent decimals to the thousandths, including in expanded form.
Compare and round multi-digit decimals based on the values of the digits in each place.

Sub-Unit 2: Adding and Subtracting Decimals (Lessons 9–13)

Add and subtract decimals to the hundredths using strategies based on place value

Sub-Unit 3: Multiplying Decimals (Lessons 14–19)

Multiply decimals with products resulting in the hundredths using place value reasoning and properties of operations.

Sub-Unit 4: Dividing Decimals (Lessons 20–24)

Divide decimals with quotients resulting in the hundredths using place value reasoning and properties of operations.

2/2 Our next unit is Geometry and Patterns. In this unit students will classify shapes in hierarchies and represent real-world problems on the coordinate grid.

Sub-Unit 1: Classifying Shapes (Lessons 1–5)

Classify quadrilaterals in a hierarchy based on angle measurements and side lengths

Sub-Unit 2: Coordinate Grids (Lessons 6–8)

Locate and label points on the coordinate grid.

Sub-Unit 3: Numerical Patterns (Lessons 9–12)

Generate, identify, and graph relationships between corresponding terms in 2 patterns, given a rule.
Represent and interpret real-world and mathematical problems on a coordinate grid.

11/18 Our 4th unit for this year is Multiplication and Division With Multi-Digit Whole Numbers. In this unit students will use the standard algorithm to multiply whole numbers and use place value strategies to divide whole numbers. This unit will be split into multiplication and partial product (November 18 - December 19). When we return from Winter Break, students will focus on division and partial quotient.

Sub-Unit 1: Multi-Digit Multiplication Using the Standard Algorithm (Lessons 1–9)

Multiply multi-digit whole numbers using the standard algorithm.

Sub-Unit 2: Multi-Digit Division Using Partial Quotients (Lessons 10–15)

Divide multi-digit whole numbers using strategies based on place value and the relationship between multiplication and division.

Sub-Unit 3: Applying Multiplication and Division Concepts (Lessons 16–18)

Use parentheses in numerical expressions and evaluate expressions with parentheses.
Interpret and compare written and numerical expressions without evaluating them.

Here is the Caregiver Resource for this unit.

10/21 Our 3rd unit for this year is Multiplying and Dividing Fractions. In the unit students will multiply any 2 fractions, including mixed numbers, and divide unit fractions and whole numbers.

Sub-Unit 1 : Fraction Multiplication

Represent and describe multiplication of a fraction by a fraction using area concepts.
Make generalizations about multiplying a whole number by a fraction greater than, less than, and equal to `1`.

Sub-Unit 2 : Fraction Division

Divide a unit fraction by a whole number using whole-number division concepts.
Divide a whole number by a unit fraction using whole-number division concepts.
Use the relationship between multiplication and division to represent multiplicative situations involving fractions with equivalent multiplication and division equations.

Here is the Caregiver Resource for this unit.

9/22 - Our 2nd math unit for the year is Fractions as Quotients and Fraction Multiplication. In this unit students will interpret fractions as the division of the numerator by the denominator and multiply fractions whole numbers by fractions.

Sub-Unit 1: Fractions as Quotients

Represent and explain the relationship between division and fractions.
Solve problems involving division of whole numbers leading to answers that are fractions.

Sub-Unit 2 : Fractions of Whole Numbers

Explain the relationship between division by a whole number and multiplication by a unit fraction.
Explain how different equivalent expressions represent the product of a whole number and a non-unit fraction.

Sub-Unit 3 : Area and Fractional Side Lengths

Determine the area of a rectangle with 1 whole-number side length and 1 fractional side length.
Write, interpret, and evaluate numerical expressions that represent the area of a rectangle with a whole-number side length and a fractional side length.
Represent and solve problems involving the multiplication of a whole number by a fraction or mixed number.

Here is the Caregiver Resource for this unit!

8/25 - Our first math unit for the year is Volume! In this unit students will have hands on opportunity to build, compare and discuss differences in capacity. Students will be able to understand volume and apply understanding of multiplication to determine the volumes of rectangular prisms.

Sub-Unit 1: Unit Cubes and Volume

Describe and determine the volume of a rectangular prism using its layered structure.

Sub-Unit 2: Calculating Volume of Rectangular Prisms

Determine the volume of a rectangular prism using the formulas Base X height = V and length X width X height = V

Sub-Unit 3: Volume of Solid Figures

Determine the volume of a figure composed of rectangular pris

Check our this Caregiver resource straight from Amplify Desmos for more at home practice and conversation starters based on our 1st Unit.

Science

Current Unit

Our current unit is Energy Conversions. We will finish this unit mid April and finish our year with our Engineering Toy Project! Below is the unit map out.

Why does Ergstown keep having blackouts?

Students take on the role of systems engineers for Ergstown, a fictional town that experiences frequent blackouts, and explore the reasons why an electrical system can fail. Students apply what they learn to choosing new energy sources and energy converters for the town, and then they prepare arguments for why their design choices will make the town’s electrical system more reliable.

Chapter 1: What happened to the electrical system the night of the Ergstown blackout?

Students figure out: The devices stopped working in Ergstown because they weren’t able to get electrical energy from the electrical system. To convert energy to light, heat, motion, or sound, devices need to be plugged into the wall and receive electrical energy. During the blackout, the devices weren’t getting this electrical energy.

How they figure it out: Students investigate several different systems, including a simple circuit powered by a solar cell. They review evidence from the blackout and make an argument about what they think caused the blackout.

Chapter 2: What makes the devices in Ergstown output energy or fail to output energy?

Students figure out: Energy isn’t created or destroyed. Devices can convert electrical energy to light, heat, motion, or sound when they get electrical energy because these are all forms of energy. When all the devices were running, they caused a blackout. The devices needed more energy from the electrical system than was available. Either the town was using too many devices, or the devices were not energy efficient. If more energy is needed from the electrical system than is available, a blackout can occur.

How they figure it out: Using the Energy Conversions Simulation, students explore different ways to convert energy from one form to another. They consider the relationship between the amount of energy used and the amount of energy in the electrical system. Finally, students write their first argument for how to solve the problem of blackouts in Ergstown.

Chapter 3: Where does the electrical energy for the devices in Ergstown come from?

Students figure out: Electrical energy that comes through the electrical grid must have a source and a source converter. There are many possible sources, such as fossil fuels, wind, water, and sunlight. Each source has a converter that changes the energy form of the source to electrical energy. Energy use in Ergstown could have caused a blackout if there wasn’t enough energy coming from the source, there weren’t enough source converters to convert energy from the source, or the source converters were broken.

How they figure it out: By investigating why the hospital did not lose power, students discover a variety of energy sources that provide power to Ergstown. They read about solar devices and design and build a wind converter that can power an electrical device. They weigh the strengths and weaknesses of two possible solutions to the problem.

Chapter 4: How does energy get to the devices all over Ergstown?

Students figure out: The energy that comes from the source is transferred through the electrical grid. The devices won’t function if the wires that connect the source converter and the devices are broken. This can happen if the connections between the grid and the converters aren’t strong enough, if the wires aren’t in a secure location, or if there aren’t enough backup wires.

How they figure it out: Students review evidence from Ergstown and analyze the efficiency of various converters. They assess different improvements to the electrical system and design and present two possible “best” solutions.

Toy Project

Overview : Students will learn about the engineering design process and later use it to create a working toy. In groups, students will use the EDP to design, sketch, construct and troubleshoot their design. Students will be documenting their process in a presentation which will be given at our 4th grade Toy Fair on May 21st !