This week we are beginning our 9th unit of Math for the year. After reviewing the concepts found in unit 9 of Everyday Math, we found that they did not match the Fourth Grade curriculum standards. As such, we will substitute the EDM math with another fraction unit. As a grade level, we feel that this is an area that all students could use further instruction and practice in.
Today, we gave a pre-assessment for our fraction standards to know exactly where each child needs more support or is ready to move onto harder concepts. Based on these pre-assessments we will design lessons and pull small groups in class to best meet the needs of our students.
We will spend just three weeks on this unit before moving back to EDM for unit 10. We will have a final assessment for this substituted unit 9. Please find below the IPP we will use for this unit along with IXL modules for the different standards.
1. Reading – We will be working in book clubs, focusing on Fictional books. Students will be assessed on their participation in the book club. This participation includes completing assigned reading in a timely manner, completing assigned work relating to reading, and participating in group discussions. Students will work with small groups based on their reading levels according to our latest reading assessments.
2. Writing – Students will continue to work on a 5 paragraph structured essay. This unit will focus on an Opinion Essay about a book they have read. They will follow the same guidelines as before to create their 5 paragraphs and use evidence to support their opinions.
3. Math – We are starting Unit 8 that deals with area & perimeter. Students will need to be able to know how to find area and perimeter, draw a rectangle to match a given perimeter and area, and add and subtract fractions.
4. UOI – We will be researching trade and the history of trade in the UAE. Our focus will be on the Silk Road and the different paths that were taken and the people along the way. We will look at the exchange of goods and cultures. Students will be creating journal entries from the point of view of a traveler and trader, and will be assessed on these entries, as well as their participation during discussions and other classwork.
Central Idea: Systems allow for trade, travel, and communication between
communities and cultures.
Lines of Inquiry:
1. How travel and communication affect the way communities interact
2. Systems that allow for/promote trade in communities
3. Points of view on globalization
We are currently looking at 4 weeks for this Math and UOI Unit, and 5 weeks for Writing and Reading.
Our new UOI Unit is How The World Works. This unit will conclude before spring break but will be assessed as part of the third-trimester grading cycle.
The Central Idea is: Energy can be transformed, stored, or used for industrial and personal applications.
The Lines of Inquiry are:
Energy transformation (change)
Where the energy that humans use comes from (form)
How energy use affects the environment (responsibility)
The summative for this unit will be March 28, the morning before we get out of school for Spring Break. Students will participate in an Energy Summit, in which they will present information related to a self-guided inquiry into an energy project of their choice. This project is an in-class only project, with supplies brought in from home. The rubric is attached:
This week we are beginning our fourth unit of writing. This unit is non-fiction writing with a focus on writing essays or reports. This unit will conclude before spring break but will be assessed as part of the third-trimester grading cycle.
Students will learn how to choose a strong fact-based main idea and how to support their main idea with evidence and details.
We will begin by learning how to create a well written and supported paragraph. Then we will move on to writing full essays.
The essays will follow a traditional five-paragraph structure, as seen below.
Here is the rubric we will use to assess the writing for this unit:
This week we will begin our seventh unit of Everyday Math. This unit will be concluded before spring break but will be assessed as part of the third-trimester grade.
In unit 7 our primary focus is fractions. Students should already have a basic understanding of what fractions are and how to identify and represent them with drawings.
In this unit, we will move on to finding equivalent fractions, comparing, and ordering fractions. These types of fraction activities rely on a strong understanding of multiplication and division facts. If your child is still not fluent in their basic facts they need to be practicing them at home on a daily basis.
Please find attached the Unit outline with related IXL modules as well as the family letters for Unit 7.
As a school, we are trying to choose a new math resource to use next year. During this unit, we will be trying out the updated Everyday Math Program. Even though we will use the updated resource we will still cover the same topics from unit 6 of our current resource. You may notice that some resources look different. For example, the family letter attached here. (Please note, the family letter mentions fractions. We have not covered fractions yet and they will not be included in our work in this unit.)
Our focus for Unit 6 will be the following concepts:
Division facts, extended division facts, the partial-quotient method of long division, measuring angles.
Please find attached the family letter for unit 6 along with the IPP including IXL modules.
For an explanation of partial quotient, you can watch the video linked.
For this Unit’s summative assessment we will be creating a “Living Museum”.
The students will choose a character to become. They may choose to be a real person (from any time period) who has had their rights violated or they may choose to be a real person who is helping people who’s rights are violated. Some examples that we had last year were; Mother Teresa, Rosa Parks, Malala.
Students may also choose to invent a character based on a particular time period in which people’s rights were violated or missing. For example, a child during the great depression, a UNICEF worker, a child during a war, etc.
Students will conduct research, in class only, to know as much about their character or person as possible. They will need to have most of their researched memorized, as they may only have a few photos to help them during their presentation, no written notes.
We will hold our Living Museum in class on Thursday, February 14th 2:00 – 2:45 pm. We would love for you to come to see us in the museum. A more formal invitation to follow soon.
On the day of the museum, students will be able to bring a costume to represent their character.
We will assess students on their research, presentation, understanding of the lines of inquiry and reflection. Please find attached the rubric we will use to assess.
Additionally, attached is a link to a youtube video of a living museum example from another school.
This week we are beginning unit 5 of Everyday Math. Below you will find the links to the family letter for unit 5 in English and Arabic, along with the start of unit IPP with related IXL modules.
In unit 5, we will focus on solving multi-digit multiplication using extended multiplication and partial product methods. If your child is still not able to answer their basic multiplication facts (0-12) quickly and accurately, they need to be reviewing them daily.
We will not be covering the standard algorithm in class. If you are not familiar with the methods we will use in class, the videos below can be helpful.
(Please note we will not be using the Lattice method, as it is no longer a 4th-grade standard.)
We are revisiting writing narratives. Students will have a refresher course in the components of a narrative, focusing on small moments, grammar, characters, plots, paragraph formation and details.
Students will have the choice of writing a story about a topic of their own choosing, while having the option of choosing to write a historical fiction story, or a story that relates to our current UOI unit on Rights and Responsibilities.
We are starting a Social Studies unit on Rights and Responsibilities. Our Central Idea is “People have Rights and Responsibilities”.
Our lines of inquiry are:
An inquiry into rights & responsibilities.
An inquiry into violation of children’s rights.
An inquiry into how people work to protect children’s rights and provide equal opportunities.
This is always a popular unit, and the students always enjoy reading and learning about children in other parts of the world. We are discussing the difference between rights and responsibilities, and how that looks different in different parts of the world.