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In Unit 2, Students continue to build multiplicative reasoning as they work with multi-digit multiplication and early division. In Module 1, students use base ten area pieces to investigate place value patterns, as well as the model and solve single- and double-digit multiplication problems. In Module 2, they move from building multiplication arrays to sketching them. They also build ratio tables and use them to make generalizations about the effects of multiplying by 10, 100, and 1,000. In the third module, students solve a variety of multiplication story problems and work together to compile and compare the strategies they have been practicing. In Module 4, students solve division problems that require them to make sense of remainders in a variety of contexts. New Work Places provide more practice with multiplication facts, multi-digit multiplication, and division with remainders.

Our second unit is titled, Multi-Digit Multiplication & Early Division:

1. Building Multiplication Arrays
2. Arrays & Ratio Tables
3. Multiplication Stories & Strategies
4. Early Division with Remainders

Students will be bringing home their Home Connections workbook at least twice a week to complete homework and return it to school the next day.  They should also be working on mastering their multiplication times tables every night.

Please find the Unit Two Family letter:

Math Unit 2- Family Letter

In 4th grade at UAS this year your student will be continuing to improve their writing skills and passion through Writer’s Workshop. Through this program, your student will learn how to create a variety of writing forms to help them throughout their education.

In Unit One we will explore realistic fiction together using our own lives to take ideas from and create new stories of our own! We will make connections to our reading and unit of inquiry curriculum as well.

Please find the rubric for our writing unit attached below. We will use the rubric to assess the students’ stories throughout this 6-week unit.

Unit 1 Writing Rubric

Welcome to Bridges in Mathematics Bridges in Mathematics, the second edition is a comprehensive K–5 mathematics curriculum that equips teachers to fully implement the Common Core State Standards for Mathematics in a manner that is rigorous, coherent, engaging, and accessible to all learners. The curriculum focuses on developing students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Bridges blends direct instruction, structured investigation, and open exploration. The program taps into the intelligence strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful.

Our first unit is titled, Multiplicative Thinking and broken up into three modules:

1. Models for Multiplication & Division
2. Primes & Composites
3. Multiplicative Comparisons & Equations

The fourth module, Measurement Experiences, will introduce measurement but won’t be assessed.  Students will be bringing home their Home Connections workbook at least twice a week to complete homework and return it to school the next day.

Please find the Unit One Family letter

Math Unit 1- Family

For our first unit of Inquiry, the Fourth Graders will be growing in our understanding of conflicts, resolutions, and peace. The unit will be approximately six weeks long. Throughout the unit, we will study different types of conflict. Starting small with internal conflicts, and moving out slowly to larger and larger types of conflict, i.e. conflicts with friends and family, then onto international conflicts. This unit is primarily a social studies unit which incorporates Moral Education requirements set by the Ministry of Education.

For international conflicts, we will learn about political, social and economic conflicts. The unit will culminate in students participating in a small scale model UN team. Students will work together in a cooperative group to try and solve an example international crisis through peaceful compromise. More information regarding this project will be sent out as we come closer to the end of the unit.

Central Idea: Finding peaceful solutions to conflict can lead to a better quality of life.

Lines of Inquiry (key concepts):

1. Conflict (causation)

2. How conflicts can be managed or resolved (function)

3. How peace and conflict affect people (connection)

Our first reading unit will be approximately 6 weeks long and will cover realistic fiction.

In Fourth Grade, we follow a modified version of the Lucy Caulkins / Teacher’s College program called “Readers Workshop”.

Our first unit of reading is entitled “Interpreting Characters: The Heart of the Story”. The unit is based on deeply understanding characters and themes in fiction texts.  Students will be working on four skills through this unit;

1. Describing characters using character traits
2. Explaining how characters change throughout a text
3. Explaining how part of the story is important to the whole text
4. Determining a theme for the story

For all four skills, students will need to be able to justify their answers by citing information and details from the story. For example “I know that Jane is a kind and caring person because in the story……”

Below you can find the questions stems the students will be asked to answer for the pre and post-assessments, along with guidelines that will help your child answer the questions fully.

You can use these question stems at home to ask your child about their nightly reading. In this way, they will have practice with the four skills of our unit.

 What kind of person is __________? When describing a character, remember to: Show that you know the character is complicated (tell more than one trait) Tell about the character’s motivations (why do they do what they do?) Give details from different parts of the story that support your understanding of the character. 2. How did _________ change from the beginning to the end of the story and why? When discussing character change, remember to: Describe one or two ways the character changes Explain what caused the change Include how different story elements (other characters, setting, key events contributed to the change) 3. Reread lines/pages ( __ to ___). How is this part of the story important to the whole story? When writing about how one part fits with the whole story, remember to: Name the story element that is highlighted in this part of the story. Explain how this part fits with the other parts Use words like tension, resolution, setting, or other words that show what you know about story elements or author’s craft. 4. Write about a theme (or life lesson) that this story develops. Use details from the story to support your answer. When writing about themes, remember to: Write about how a theme that comes through in different parts of the story. Discuss parts from early and late in the story that shows this theme.  Explain how those parts from across the story support this theme.

Attached below is a copy of the student rubric for this unit. We will use this rubric to grade the assessments.

Reading Rubric Unit One

Hello and welcome to our blog! This grade level blog will be used for curriculum updates, grade level events, and any other information that needs to be passed along. Please make sure you’ve joined Class Dojo and connected to your child’s class. That is where each individual class will share pictures and other goings-on throughout the year. Please email your child’s teacher for the class code.

Ipads – Students will be required to have an Ipad for in-class use starting on September 29th. Students should not bring their Ipad into school before the 29th. There will be an informational session for students and parents about Ipad usage on the evening of September 25th. We will update you with time and location as the date approaches. More information about the specifications that are needed for your child’s Ipad can be found here.

School Supplies- Please ensure that your child brings in all of their school supplies as soon as possible. Students will need their supplies on a daily basis starting on the first day. These supplies stay in school. Please have pencils, paper, etc. at home for home use. Headphones are considered a school supply and are required to stay in school. If your child has brought in their “nice” set of headphones you may want to swap them out for a simple pair to stay in class for the remainder of the year. Please find the supply list for Fourth Grade here.

Specialists  Specialists lessons happen over an eight-day rotation. Please check with your child’s homeroom teacher to know which days your child has their different specialist lessons.

Snacks – Snacks will be eaten in the afternoons in class. Students who wish to have an afternoon snack should have a simple, non-messy, handheld snack to eat. No spoons or forks should be required. Please refer to the UAS student/parent handbook for information about the school’s healthy eating policy.

Class Dojo – If you have not already done so please download the Class Dojo app and connect to your child’s class. Please email the teacher if you are having trouble or if you need the class code.

Ms. Tillett – ctillett@uasdubai.ae

Ms. Kelsey – ksumner@uasdubai.ae

Ms. Alicia- aperkins@uasdubai.ae

**Reminder** – Each week we will have early dismissal on Tuesdays at 2pm.

We are looking forward to a fantastic year in the Fourth Grade!

The 4th Grade Team