 Learning  Goals  for  4 th  9-­‐Weeks

Skills  students  should  demonstrate  by  the  end  of  the  4 th  9-­‐weeks  of  school:

Unit  11-­‐  Making  Connections

Learning  Goal:    Student  will   understand  that  representations  of  solutions   to  problem  situations  involving  adding  and  subtracting  fractions  with   equal  denominators  are  related  to  the  number  line  and  properties  of   operations.

How  parents  can  help:

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You  and  your  student  can  use  the  free  paint  chips  that  you  find  at  Lowe’s   and  Home  Depot  to  help  create  number  lines  with  fractions  with  common   denominators.

!

You  can  use  the  paint  chips  with  three  colors  or  six  colors.    It  just  depends   on  how  many  fractions  you  want  to  list  on  your  number  line.

!

You  can  also  practice  using  the  steps  in  order  to  add/subtract  fractions.   o Since  the  denominators  are  the  same,  you  will  add/subtract  the   top  numbers  (numerators).   o Put  the  answer  over  the  same  denominator  ending  up  with  only   one  fraction.   o Simplify  or  reduce  the  fraction  (if  needed).

!

o http://www.mathsisfun.com/numbers/common-­‐ denominator.html

o https://www.brainpop.com/games/battleshipnumberline/

Learning  Goal:    Student  will  know  that  whole  numbers  and  decimals  can   be  added  and  subtracted  efficiently  and  accurately  using  the  standard   algorithm.

How  parents  can  help:

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You  and  your  student  can  use  the  standard  algorithm  of  adding  and   subtracting  prices  from  a  grocery  or  shopping  receipt.

!

You  and  your  student  can  also  add  prices  in  the  store  as  you  shop  to  get   him/her  involved  in  the  shopping  experience.

!

Remember  to  follow  these  steps:   o Write  down  the  numbers,  one  under  the  other,  with  the  decimal   points  lined  up.   o Put  in  zeros  so  the  numbers  have  the  same  length.   o Then  add  or  subtract  from  right  to  left  regrouping  when  needed.       o Remember  to  put  the  decimal  point  in  the  answer.   o These  same  rules  apply  with  whole  numbers  with  the  exception  of   the  decimal.

Learning  Goals  for  4 th  9-­‐Weeks

!

You  and  your  student  can  use  the  Internet  to  reinforce  adding  and   subtracting  decimals  and  whole  numbers.       o http://www.mathsisfun.com/adding-­‐decimals.html

o http://www.math-­‐play.com/Decimals-­‐Jeopardy/decimals-­‐ jeopardy-­‐game.html

o http://www.funbrain.com/football/

Learning  Goal:    Student  will   understand  when  adding  two  non-­‐zero  whole   numbers  and/or  positive  decimals,  the  sum  will  always  be  larger  than   each  of  the  addends,  but  when  subtracting  two  non-­‐zero  whole   numbers  and/or  positive  decimals,  the  difference  will  always  be   smaller  than  the  minuend.

How  parents  can  help:

!

You  and  your  student  can  use  a  deck  of  cards  without  the  face  cards  to   practice  adding  and  subtracting.

!

You  can  also  use  the  advertising  ads  that  come  in  the  newspaper  or  mail   to  practice  adding  decimals  on  a  reusable  surface  made  out  of  a  piece  of   paper  inside  of  a  Ziploc  bag.    You  can  use  dry  erase  markers  or  Vis-­‐a-­‐Vi   markers  to  work  out  the  problems.

!

Doing  these  activities  will  make  it  fun  and  reinforce  the  concept  too.

!

!

You  and  your  student  can  use  the  Internet  to  reinforce  adding  and   subtracting  non-­‐zero  whole  numbers  and  positive  decimals.   o http://www.mathsisfun.com/adding-­‐decimals.html

o http://www.math-­‐play.com/Decimals-­‐Jeopardy/decimals-­‐ jeopardy-­‐game.html

o http://www.funbrain.com/football/

Learning  Goal:    Student  will   know  that  solving  problems  involving   multiplication  and  division  fluently  requires  the  efficient  and  accurate   use  of  strategies  and  methods.

How  parents  can  help:

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You  and  your  student  can  play  a  Fly  Swatter  Multiplication  Game.

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You  will  need  the  following  items:  poster  board,  fly  swatter,  two  dice,  and   markers.

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You  will  divide  the  board  into  12  sections.    Write  each  answer  in  one  of   the  squares.

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Roll  only  one  of  the  dice  so  that  you  can  get  different  factors  if  you  are   working  on  your  7’s.    The  other  dice  will  stay  on  7  because  and  can  be   changed  depending  on  what  number  you  are  working  on.

Learning  Goals  for  4 th  9-­‐Weeks

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When  the  second  dice  is  rolled,  your  student  needs  to  read  the  equation   out  loud  and  swat  the  answer  on  the  poster  board.  –  7  X  4  =  28

!

Now,  have  your  student  practice  reading  the  equation  backwards  using   the  word  “divided  by”  in  place  of  the  equal  sign  and  an  equal  sign  in  place   of  the  multiplication  sign  to  practice  division  and  how  they  are  both   related  to  one  another.

!

You  and  your  student  can  review  the  strategies  and  ways  to  help  make   both  operations  easier.       o Multiplication-­‐  array,  equal  groups,  repeated  addition,  number   line,  house  method,  area  models,  distributive  property,  partial   product   o Division-­‐  make  equal  groups,  draw  an  array,  repeated  subtraction,   fact  family  (multiplication),  and  number  line.

!

You  and  your  student  can  use  the  Internet  to  reinforce  multiplication  and   division.   o http://www.multiplication.com/games/all-­‐games   o http://interactivesites.weebly.com/multiplication.html

o http://interactivesites.weebly.com/division.html

o http://www.hoodamath.com/games/division.html

o http://www.fun4thebrain.com/division.html

Learning  Goal:    Student  will   understand  that  when  multiplying  two  non-­‐ zero  whole  numbers  where  one  of  the  factors  is  not  equal  to  one,  the   product  will  always  be  larger  than  each  of  the  factors,  and  when   dividing  two  non-­‐zero  whole  numbers  where  the  divisor  is  not  equal  to   one,  the  quotient  will  always  be  smaller  than  the  dividend.

How  parents  can  help:

!

You  and  your  student  can  play  Tic-­‐Tac-­‐Toe  made  out  of  paper  with  9   answers  placed  on  the  board.

!

You  can  make  it  reusable  by  placing  the  “tic-­‐tac-­‐toe”  board  inside  of  a

Ziploc  bag  and  just  keep  changing  the  quotients  and  products.

!

Use  these  directions  to  help  you  with  the  game.   o You  will  roll  two  dice  to  see  if  you  get  two  factors  or  a  dividend   and  divisor  of  an  answer  on  the  Tic-­‐Tac-­‐Toe  board.  If  you  do,  you   place  your  “x”  or  “o”.    Once  you  get  three  in  a  row,  you  win.    If  the   player  does  not  get  the  answer  right,  it  will  be  the  other  player’s   turn.

!

You  and  your  student  can  use  the  Internet  to  practice  getting  products   and  quotients.   o http://www.topmarks.co.uk/maths-­‐games/7-­‐11-­‐ years/multiplication-­‐and-­‐division   o http://www.mathplayground.com/index_multiplication_division.h

tml

Learning  Goals  for  4 th  9-­‐Weeks

Learning  Goal:    Student  will   solve  multi-­‐step  problems  involving  addition,   subtraction,  multiplication,  and  division  that  may  be  represented  and   solved  with  strip  diagrams  and  equations  with  a  letter  standing  for  the   unknown  quantity  (whole  numbers).

How  parents  can  help:

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You  and  your  student  can  practice  drawing  strip  diagrams  with  story   problems  made  up  about  your  life  to  include  daily  activities  you  do   outside  of  school.

!

Here  is  an  example  of  a  strip  diagram  problem:

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These  diagrams  provide  a  pictorial  representation  of  the  part-­‐part-­‐whole   concept  of  large  numbers.    It  breaks  the  number  down  to  make  it  smaller.

!

The  strips  will  allow  you  and  your  student  to  solve  multi-­‐digit  addition,   subtraction,  multiplication,  and  division  problems.

!

You  and  your  student  can  use  the  Internet  and  videos  to  solve  multi-­‐step   problems.   o http://www.mathplayground.com/wp_1A.html

o http://www.mathplayground.com/gsmbegin.html

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Learning  Goal:    Student  will  understand  that  input-­‐output  tables  can  be   used  to  represent  problems  and  numerical  expressions  and  to  generate   number  patterns  that  follow  a  given  rule.

How  parents  can  help:

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You  and  your  student  can  make  your  own  robot  machine  with  an  input   for  one  hand  and  an  output  for  the  other  hand.    A  picture  is  linked  below   to  see  how  it  looks.

!

You  can  use  an  empty  pasta  container,  aluminum  foil,  and  your  student’s   creativity  to  create  an  input/output  machine.

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Next,  you  and  your  student  can  take  turns  creating  tables  with  missing   value(s)  that  follow  a  given  rule.

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Please  write  out  all  the  numerical  expressions  for  the  table  you  create

(e.g.,  7+7,  14  +  7,  28  +  7,  etc.).

!

You  can  keep  track  of  how  many  you  get  right  by  modeling  how  to  check   the  answers  each  time  you  find  the  rule.

Learning  Goals  for  4 th  9-­‐Weeks

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You  and  your  student  can  use  the  Internet  to  reinforce  input/output   tables.         o http://www.pinterest.com/pin/217228381997154477/     o http://www.mathplayground.com/functionmachine.html

Learning  Goal:    Student  will  determine  the  perimeter  of  rectangles  may   be  found  by  finding  the  sum  of  all  the  sides  and  represented  with  a   formula.

How  parents  can  help:

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You  and  your  student  can  practice  determining  the  perimeter  of   rectangles  using  either  one  of  these  formulas:     l   +   w  +   l  +   w  =  P;  P=  2 l  +  2 w

!

You  can  use  tape  on  the  floor  to  create  rectangles  in  order  to  determine   the  perimeter.

!

You  can  also  use  straws  or  building  blocks  in  order  to  create  rectangles.

!

You  and  your  student  can  determine  the  length  and  width  and  then  use   the  formula  to  determine  the  perimeter.

!

You  and  your  student  can  use  the  Internet  to  reinforce  perimeter  of   rectangles.   o http://www.sheppardsoftware.com/mathgames/geometry/shape shoot/PerimeterShapesShoot.htm

o http://www.funbrain.com/poly/   o http://www.mathplayground.com/area_perimeter.html

o http://interactivesites.weebly.com/areaperimeter.html

Learning  Goal:    Student  will  determine  the  area  of  rectangles  may  be   found  by  multiplying  dimensions  and  represented  with  a  formula.

How  parents  can  help:

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You  and  your  student  can  practice  determining  the  area  of  rectangles   using  this  formula:   A   =   l  x   w

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You  can  use  the  same  shapes  created  from  the  previous  learning  goal  to   determine  the  area  using  the  formula.

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You  and  your  student  can  determine  the  length  and  width  and  then  use   the  formula  to  determine  the  area.

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You  can  also  use  the  virtual  geoboard  to  determine  area  too  with  the  last   website.

!

You  and  your  student  can  use  the  Internet  to  reinforce  area  of  rectangles.   o http://www.sheppardsoftware.com/mathgames/geometry/shape shoot/AreaShapesShoot.htm

o http://interactivesites.weebly.com/areaperimeter.html

o http://www.funbrain.com/poly/   o http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/ maths/perimeter_and_area/index.html

o http://www.mathlearningcenter.org/web-­‐apps/geoboard/

Learning  Goals  for  4 th  9-­‐Weeks

Learning  Goal:    Student  will   understand  how  data  can  be  collected,  sorted,   and  organized.

How  parents  can  help:

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You  and  your  student  can  use  dry  goods  from  your  cupboard  or  toys  from   a  toy  box  to  organize  and  sort.

!

You  could  also  clip  pictures  out  of  magazines  and  practice  categorizing   and  sorting  them  into  groups.    The  same  set  could  be  sorted  in  multiple   ways  as  long  as  each  group  follows  the  same  commonality.

!

!

You  and  your  student  can  use  the  Internet  to  reinforce  how  to  collect,   sort,  and  organize  data.       o http://www.brainpopjr.com/math/data/tallychartsandbargraphs

/picturemaker/   o http://www.topmarks.co.uk/maths-­‐games/7-­‐11-­‐years/data-­‐ handling   o http://pbskids.org/lions/games/flood.html

o http://www.quia.com/ba/24940.html

Learning  Goal:    Student  will   understand  that  representations  of  data  are   based  on  counts  (frequencies)  or  measures  of  data  values.

How  parents  can  help:

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You  and  your  student  can  discuss  the  difference  between  categorical   versus  numerical  data.

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Categorical  is  just  like  it  sounds,  “category”  or  a  subject  of  a  graph  like   favorite  books  or  leisure  activities.

!

Numerical  data  involves  numbers  like,  “How  much  candy  do  we  eat?”.

!

Now,  create  both  kinds  of  tables  with  paper  or  on  the  computer  with

Word  or  Excel.

!

Create  questions  to  go  along  with  the  tables  and  have  another  member  of   the  family  answer  them.

!

You  and  your  student  can  use  the  Internet  to  reinforce  how  to  understand   representations  of  data.       o http://www.brainpopjr.com/math/data/tallychartsandbargraphs

/picturemaker/   o http://www.topmarks.co.uk/maths-­‐games/7-­‐11-­‐years/data-­‐ handling

Learning  Goal:    Student  will   understand  that  different  representations  of   data  can  be  used  and  constructed  in  a  data  set  in  order  to  emphasize   various  aspects  and  solve  one-­‐  and  two-­‐step  problems.

How  parents  can  help:

Learning  Goals  for  4 th  9-­‐Weeks

!

You  and  your  student  can  discuss  how  stem-­‐and-­‐leaf  plots  are  a  method   for  showing  the  frequency  with  which  certain  classes  of  values  occur.      A   good  example  is  shown  with  the  Purple  Math  website  below.

!

A  dot  plot  is  a  graphical  display  of  data  using  dots  to  represent  each  data   point  on  a  number  line.

!

Help  your  student  interview  other  family  members  to  see  how  long  it   takes  them  to  eat  breakfast  and  create  your  own  dot  plot  together.

!

Frequency  tables  show  the  number  of  times  the  data  value  occurs  in   ascending  order  of  magnitude  with  their  corresponding  frequencies.

!

Using  these  representations  help  to  create  a  pictorial  model  to  help  solve   word  problems.

!

You  and  your  student  can  use  the  Internet  to  reinforce  how  to  understand   representations  of  data.       o http://www.purplemath.com/modules/stemleaf.htm

o https://learnzillion.com/lessons/2842-­‐create-­‐a-­‐dot-­‐plot   o http://www.mathsteacher.com.au/year8/ch17_stat/03_freq/freq.

htm

Unit  12:    Essential  Understandings  of  Fractions

Learning  Goal:    Student  will  know  that  fractions  can  be  composed  and   decomposed  with  unit  fractions  of  the  same  denominator.

How  parents  can  help:

!

You  and  your  student  can  practice  composing  and  decomposing  fractions.

!

Use  small  strips  of  paper  and  write  fractions  on  them  with  the  same   denominator.    This  symbolizes  that  a  fraction  can  be  broken  down  into  its   individual  unit  fractions-­‐  ⅗  is  the  same  as  ⅕  +  ⅕  +  ⅕

!

This  will  allow  your  student  to  see  how  each  fraction  has  parts  that  make   a  whole.

!

Then,  allow  your  student  to  compose  (+)  and  decompose  (-­‐)  lots  of   different  fractions.    They  will  love  it!

!

You  and  your  student  can  use  the  Internet  to  reinforce  composing  and   decomposing  fractions.   o http://www.theteacherstudio.com/2013/02/fractions-­‐day-­‐15-­‐ composing-­‐and.html

Learning  Goal:    Student  will   understand  that  equivalence  of  two  fractions   can  be  determined  using  a  variety  of  methods.

Learning  Goals  for  4 th  9-­‐Weeks

How  parents  can  help:

!

You  and  your  student  can  use  strip  diagrams  to  determine  if  fractions  are

equivalent.

!

You  can  also  draw  pie  charts  to  determine  equivalency  too.

!

You  and  your  student  can  also  determine  equivalency  by  cross-­‐ multiplying  to  get  a  whole  number.       o You  cross  multiply  from  denominator  across  to  numerator  of  the   other  fraction,  which  determines  the  whole  number  value.       o You  do  the  same  to  determine  the  other  fraction’s  value.       o The  whole  number  values  will  determine  equivalency.

!

You  and  your  student  can  use  the  Internet  to  reinforce  equal  fractions.   o http://www.sheppardsoftware.com/mathgames/fractions/memo ry_equivalent1.htm

o http://www.mathplayground.com/Triplets/Triplets.html

o http://www.abcya.com/equivalent_fractions_bingo.htm

Learning  Goal:    Student  will  understand  that  fractions  with  different   numerators  and  different  denominators  can  be  compared  using  various   methods.

How  parents  can  help:

!

You  and  your  student  can  use  pictorial  models  to  help  determine   equivalency.   o Draw  number  lines  and  use  the  range  of  whole  numbers  as  your   beginning  and  ending  point.   o With  each  fraction,  divide  the  number  lines  up  equally  using  the   denominator  as  your  guide.       o You  can  now  compare  fractions.

!

You  can  also  use  Play-­‐Doh  by  using  the  denominator  to  determine  how   many  pieces  and  remove  parts  based  on  the  numerator  as  the  fractional   value  missing.

!

You  can  just  draw  pie  charts  using  a  given  fraction  to  compare  them  too.

!

You  and  your  student  can  use  the  Internet  to  reinforce  symmetrical  items.   o http://www.sheppardsoftware.com/mathgames/fractions/Balloo ns_fractions1.htm

o http://jmathpage.com/JIMSFractionsrecognizecompare.html

o http://www.aasd.k12.wi.us/staff/boldtkatherine/mathresources3

-­‐6/math_fractions.htm

Learning  Goals  for  4 th  9-­‐Weeks

Learning  Goal:    Student  will  distinguish  when  fractions  and  decimals  may   be  used  to  represent  the  same  quantity.

How  parents  can  help:

!

You  and  your  student  can  use  fake  money  to  help  model  the  value  of   fractions  and  decimals.   o Hundred-­‐  \$100   o Tens-­‐  \$10   o Ones-­‐  \$1   o Tenths-­‐  dime  (1/10)   o Hundredths-­‐  100  pennies  (1/100)

!

Using  money  will  help  your  student  understand  how  decimals  and   fractions  are  related.

!

!

You  and  your  student  can  use  the  Internet  to  reinforce  angles  of  triangles.   o http://www.mathplayground.com/index_fractions.html

o http://www.mathplayground.com/ASB_Puppy_Chase_Decimals.ht

ml     o http://www.topmarks.co.uk/maths-­‐games/7-­‐11-­‐years/fractions-­‐ and-­‐decimals

Learning  Goal:    Student  will  know  that  representations  of  solutions  to   problem  situations  involving  adding  and  subtracting  fractions  with   equal  denominators  are  related  to  the  number  line  and  properties  of   operations.

How  parents  can  help:

!

You  and  your  student  can  use  the  paint  chip  stirrers  that  are  free  at  the

Home  Depot  and  Lowe’s  to  create  number  lines  with  fractions.

!

You  can  use  the  number  lines  to  add/subtract  fractions,  but  you  also  can   add  or  subtract  numerators  to  determine  the  answer  as  well.

!

These  answers  will  correlate  together  just  as  long  as  you  are  using  the   order  of  operations  when  adding  and  subtracting.

!

You  and  your  student  can  use  the  Internet  to  reinforce  adding  and   subtracting  fractions.       o http://www.math-­‐play.com/adding-­‐and-­‐subtracting-­‐fractions-­‐ game.html

Learning  Goal:    Student  will  know  that  benchmark  fractions  may  be  used   to  verify  the  reasonableness  of  sums  and/or  differences  of  fractions   with  like  denominators  referring  to  the  same  whole.

Learning  Goals  for  4 th  9-­‐Weeks

How  parents  can  help:

!

You  and  your  student  can  discuss  what  are  benchmark  fractions.

!

Benchmark  fractions  are  like  ¼,  ½,  ¾,  1⁄10  the  most  common,  or

“Famous”,  fractions  to  help  you  to  compare  to  other  fractions

!

Benchmark  fractions  really  help  you  understand  the  value  of  all  the  other   fractions  that  are  not  common.

!

You  and  your  student  can  use  the  Internet  to  reinforce  benchmark   fractions.   o https://learnzillion.com/lessons/1321-­‐compare-­‐fractions-­‐to-­‐a-­‐ benchmark-­‐of-­‐one-­‐half-­‐using-­‐number-­‐lines   o http://www.sheppardsoftware.com/mathgames/fractions/Estim ateFractionsShapesShoot.htm

Learning  Goal:    Student  will  use  a  number  line  to  compose  an  infinite   series  of  points  that  are  labeled  according  to  a  specified  unit  length  and   its  distance  from  zero.

How  parents  can  help

!

You  and  your  student  can  write  different  fractions  and  decimals  on  index   cards  and  practice  placing  them  in  order  on  the  floor  with  string/shoe   string  or  at  the  edge  of  a  table.

!

Do  this  with  different  fractions/decimals  to  keep  practicing.

!

You  can  also  use  a  ruler  to  practice  different  values  on  a  number  line.

!

You  can  also  use  sidewalk  chalk  to  create  number  lines  outside.

!

You  and  your  student  can  use  the  Internet  to  reinforce  number  lines.       o http://www.brainpop.com/games/battleshipnumberline/   o http://www.sheppardsoftware.com/mathgames/fractions/Anima lRescueFractionsNumberLineGame.htm

Unit  13:    Essential  Understandings  of  All  Operations

Learning  Goal:    Student  will  know  that  whole  numbers  and  decimals  can   be  added  and  subtracted  efficiently  and  accurately  using  the  standard   algorithm.

How  parents  can  help:

!

You  and  your  student  can  use  the  standard  algorithm  of  adding  and   subtracting  prices  from  a  grocery  or  shopping  receipt.

!

You  and  your  student  can  also  add  prices  in  the  store  as  you  shop  to  get   him/her  involved  in  the  shopping  experience.

!

Remember  to  follow  these  steps:   o Write  down  the  numbers,  one  under  the  other,  with  the  decimal   points  lined  up.   o Put  in  zeros  so  the  numbers  have  the  same  length.   o Then  add  or  subtract  from  right  to  left  regrouping  when  needed.       o Remember  to  put  the  decimal  point  in  the  answer.   o These  same  rules  apply  with  whole  numbers  with  the  exception  of   the  decimal.

Learning  Goals  for  4 th  9-­‐Weeks

!

You  and  your  student  can  use  the  Internet  to  reinforce  adding  and   subtracting  decimals  and  whole  numbers.       o http://www.mathsisfun.com/adding-­‐decimals.html

o http://www.math-­‐play.com/Decimals-­‐Jeopardy/decimals-­‐ jeopardy-­‐game.html

o http://www.funbrain.com/football/

Learning  Goal:    Student  will   understand  when  adding  two  non-­‐zero  whole   numbers  and/or  positive  decimals,  the  sum  will  always  be  larger  than   each  of  the  addends,  but  when  subtracting  two  non-­‐zero  whole   numbers  and/or  positive  decimals,  the  difference  will  always  be   smaller  than  the  minuend.

How  parents  can  help:

!

You  and  your  student  can  use  a  deck  of  cards  without  the  face  cards  to   practice  adding  and  subtracting.

!

You  can  also  use  the  advertising  ads  that  come  in  the  newspaper  or  mail   to  practice  adding  decimals  on  a  reusable  surface  made  out  of  a  piece  of   paper  inside  of  a  Ziploc  bag.    You  can  use  dry  erase  markers  or  Vis-­‐a-­‐Vi   markers  to  work  out  the  problems.

!

Doing  these  activities  will  make  it  fun  and  reinforce  the  concept  too.

!

!

You  and  your  student  can  use  the  Internet  to  reinforce  adding  and   subtracting  non-­‐zero  whole  numbers  and  positive  decimals.   o http://www.mathsisfun.com/adding-­‐decimals.html

o http://www.math-­‐play.com/Decimals-­‐Jeopardy/decimals-­‐ jeopardy-­‐game.html

o http://www.funbrain.com/football/

Learning  Goal:    Student  will  know  that  solving  problems  involving   multiplication  and  division  fluently  requires  the  efficient  and  accurate   use  of  strategies  and  methods.

How  parents  can  help:

!

You  and  your  student  can  review  the  strategies  and  ways  to  help  make   both  operations  easier.       o Multiplication-­‐  array,  equal  groups,  repeated  addition,  number   line,  house  method,  area  models,  distributive  property,  partial   product   o Division-­‐  make  equal  groups,  draw  an  array,  repeated  subtraction,   fact  family  (multiplication),  and  number  line.

Learning  Goals  for  4 th  9-­‐Weeks

!

You  and  your  student  can  use  the  Internet  to  see  how  the  different   strategies  are  solved.       o http://www.youtube.com/watch?v=QzwvSp-­‐ZtBY   o https://learnzillion.com/lessons/26-­‐solve-­‐division-­‐problems-­‐ using-­‐array   o https://learnzillion.com/lessons/553-­‐divide-­‐4-­‐digit-­‐dividends-­‐

by-­‐2-­‐digit-­‐divisors-­‐by-­‐using-­‐a-­‐rectangular-­‐array

Learning  Goal:    Student  will   understand  that  when  multiplying  two  non-­‐ zero  whole  numbers  where  one  of  the  factors  is  not  equal  to  one,  the   product  will  always  be  larger  than  each  of  the  factors,  and  when   dividing  two  non-­‐zero  whole  numbers  where  the  divisor  is  not  equal  to   one,  the  quotient  will  always  be  smaller  than  the  dividend.

How  parents  can  help:

!

You  and  your  student  can  play  Tic-­‐Tac-­‐Toe  made  out  of  paper  with  9   answers  placed  on  the  board.

!

You  can  make  it  reusable  by  placing  the  “tic-­‐tac-­‐toe”  board  inside  of  a

Ziploc  bag  and  just  keep  changing  the  quotients  and  products.

!

Use  these  directions  to  help  you  with  the  game.   o You  will  roll  two  dice  to  see  if  you  get  two  factors  or  a  dividend   and  divisor  of  an  answer  on  the  Tic-­‐Tac-­‐Toe  board.  If  you  do,  you   place  your  “x”  or  “o”.    Once  you  get  three  in  a  row,  you  win.    If  the   player  does  not  get  the  answer  right,  it  will  be  the  other  player’s   turn.

!

You  and  your  student  can  use  the  Internet  to  practice  getting  products   and  quotients.   o http://www.topmarks.co.uk/maths-­‐games/7-­‐11-­‐ years/multiplication-­‐and-­‐division   o http://www.mathplayground.com/index_multiplication_division.h

tml

Learning  Goal:    Student  will  understand  that  problems  involving  intervals   of  time  and  money  may  be  solved  using  addition,  subtraction,   multiplication,  and/or  division.

How  parents  can  help:

!

You  and  your  student  can  use  the  standard  algorithm  to  find  elapsed  time.   o Place  the  second  time  directly  underneath  the  hours  and  minutes   for  the  first  time.       o As  you  add/subtract  from  right  to  left,  remember  to  convert  your

60  minutes  to  1  hour  and  vice  versa.

!

You  can  use  an  analog  clock  to  move  the  clock  hands  to  determine   intervals  of  time  passed.

!

You  can  play  a  game  called  “Race  to  a  Quarter”  and  increase  the  value  as   needed.   o Collect  all  the  change  you  can  find  around  the  house

Learning  Goals  for  4 th  9-­‐Weeks   o Roll  one  dice  to  determine  how  many  coins  you  get  to  pick  to  be   closet  to  the  target   o Player  closet  to  the  target  value  wins

!

You  and  your  student  can  use  the  Internet  to  reinforce  time  and  money.       o http://www.mathgametime.com/games/dolphin-­‐feed-­‐money-­‐ game   o http://www.mathplayground.com/money_time_number_games.ht

ml     o   http://www.mathgametime.com/subject/time-­‐and-­‐money

Learning  Goal:    Student  will  distinguish  between  fixed  and  variable   expenses  that  allows  individuals  to  manage  their  personal  finances.

How  parents  can  help:

!

You  and  your  student  can  discuss  the  difference  between  fixed  and   variable  expenses  by  talking  about  your  own  expenses  at  home.

!

Fixed-­‐  these  expenses  are  the  same  amount  every  month  like  your   mortgage.

!

Variable-­‐  these  represent  those  daily  spending  decisions  like  “eating  out”,   buying  clothes,  etc.  and  vary  from  month-­‐to-­‐month.

!

You  and  your  student  can  add  up  and  see  how  your  family  is  doing  with   both  kind  of  expenses  and  see  where  improvement  is  needed.

!

Learning  Goal:    Student  will  know  that  personal  finances  involve  profit,   which  is  determined  from  expenses  (or  costs)  and  income.

How  parents  can  help:

!

You  and  your  student  can  create  his/her  own  budget.    This  could  include

getting  your  student  his/her  own  bank  account.

!

This  will  allow  your  student  to  buy  things  and  budget  his/her  allowance   so  that  they  have  a  set  amount  of  money  left  over  each  month.

!

This  budget  can  also  be  used  with  “fake  money”  so  that  they  can   understand  the  concept  first.

!

o http://www.themint.org/kids/cash-­‐check-­‐or-­‐credit.html

Learning  Goal:    Student  will  know  that  various  savings  options  have   advantages  and  disadvantages.

How  parents  can  help:

!

You  and  your  student  can  set  up  a  bank  account  with  Bankaroo  that  is  a   mobile  app  to  many  types  of  devices.

!

You  as  the  parent  will  have  access  to  whatever  activity  your  student  has   with  his/her  back  account.

Learning  Goals  for  4 th  9-­‐Weeks

!

You  can  find  a  savings  account  with  the  highest  interest  rate  and  no   monthly  fee  or  minimum  balance.

!

You  and  your  student  can  use  the  Internet  to  reinforce  savings  accounts.   o http://www.bankaroo.com/#about-­‐us     o https://home.capitalone360.com/kids-­‐savings-­‐account   o https://www.wellsfargo.com/savings-­‐cds/kids/

Learning  Goal:    Student  will  know  that  a  weekly  allowance  can  be   allocated  among  spending;  saving,  including  for  college;  and  sharing.

How  parents  can  help:

!

You  and  your  student  can  create  a  spending  plan  based  on  a  set  allowance   to  mange  their  money  with  goals  created  together.

!

These  goals  can  pertain  to  any  of  the  following:  movies,  sports   equipment,  clothes,  other  entertainment,  etc.

!

For  example:  checkout  from  the  library,  rent  a  video,  matinee,  or  full  price   movie.

!

That  is  an  example  of  what  you  and  your  student  can  decide.

!

You  and  your  student  can  use  the  Internet  to  reinforce  a  weekly   allowance.   o https://www.incharge.org/docs/education-­‐library/c-­‐sg-­‐ l1.pdf?sfvrsn=2

Learning  Goal:    Student  will  know  that  the  basic  purposes  of  financial   institutions  can  be  described  as  keeping  money  safe,  borrowing  money,   and  lending.

How  parents  can  help:

!

You  and  your  student  can  take  a  trip  to  the  bank  and  have  a  banker   discuss  what  they  do  with  the  money  that  is  deposited,  whom  do  banks   serve  as  agents,  and  some  examples  of  depositors  and  borrowers.

!

For  example,  banks  lend  out  money  you  deposit  to  borrowers  that  will   pay  5%  interest.

!

You  and  your  student  can  use  the  Internet  to  reinforce  purposes  of   financial  institutions.   o https://www.fdic.gov/about/learn/learning/index.html

o http://kids.usa.gov/money/index.shtml