Happy Thanksgiving!

Equivalent Fractions

MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

How can we find equivalent fractions? 

* Using number lines 
http://learnzillion.com/lessons/617-recognize-equivalent-fractions-using-number-lines
Video demonstrating how to use number lines to find equivalent fractions. 

*Using visual Models 
Find an equivalent fraction to 1/4.
The denominator (4) tells you how many pieces to circle in each group.
The numerator (1) tells you how many pieces to shade in each group.
In the shape below, you would circle groups of 4. This will give you 4 groups. You will then shade 1 out of each group. You will have a total of 3 shaded, because you have three groups. That makes your equivalent fraction 3/12.

* Multiplying across 

Equivalent Fractions MUST be Fair!!! 

Whatever you do to the numerator, you must do to the denominator. 

3  =   9

4        ?
You multiply 3 by 3 to get 9. Since you multiplied the numerator by 3, you must multiply the denominator by 3 as well. 4 x 3 = 12. So the new denominator will be 12. Your equivalent fractions are 3/4 and 9/12. 


*Check your work by cross multiplying. 

http://studyjams.scholastic.com/studyjams/jams/math/fractions/equiv-fractions.htm

Studyjams video on equivalent fractions

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

Triplets game from Math playground

http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm

Matching equivalent fractions

http://pbskids.org/cyberchase/math-games/melvins-make-match/

Fraction game 

http://www.softschools.com/math/fractions/equivalent_fractions/games/

Equivalent Fractions Quiz 

http://illuminations.nctm.org/Activity.aspx?id=3510

Creating Equivalent Fractions 

http://mrnussbaum.com/fractiondolphins/

Fraction dolphin game 

Force and Motion

S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).
b. Using different size objects, observe how force affects speed and motion.
c. Explain what happens to the speed or direction of an object when a greater force than
the initial one is applied.
d. Demonstrate the effect of gravitational force on the motion of an object. 

Resources: 
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm
Force and Motion Video from StudyJams

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/simple-machines.htm
Slide Show on Simple Machines from StudyJams

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/inertia.htm
Inertia Video from StudyJams

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/acceleration.htm
Acceleration Video StudyJams

http://www.sciencekids.co.nz/gamesactivities/forcesinaction.html
Forces in Action Game

http://www.learninggamesforkids.com/motion-games.html
Motion Games

http://mrhardy.wikispaces.com/Forces.swf
Tim and Moby Force Video

http://www.learningscience.org/psc2bmotionforces.htm
A list of several different games involving force and motion

http://edheads.org/activities/simple-machines/index.shtml
Simple Machines game at EdHeads

http://www.teacherspayteachers.com/Product/FREE-Force-Motion-Vocabulary-Flashcards-233516
Free Force and Motion Flashcards

Water Cycle and Weather

Water Cycle and Weather 

We will be taking our second Science CDA this Friday. The students are required to know the standards listed below.

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

1. Demonstratehowwaterchangesstatesfromsolid(ice)toliquid(water)togas(water vapor/steam) and changes from gas to liquid to solid.
   
2. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
   
3. Investigatehowcloudsareformed.
   
4. Explain the water cycle (evaporation, condensation, and precipitation).
   
5. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail,
   clouds, and fog).
   

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identifyweatherinstrumentsandexplainhoweachisusedingatheringweatherdata and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Useobservationsandrecordsofweatherconditionstopredictweatherpatterns throughout the year.
d. Differentiate between weather and climate. 

Below are a few resources to enjoy! 

Study Jams
The above link will take you to Studyjams. This is an excellent resource to use. It includes a short video and a comprehension question at the end. Click on Science, See All Topics, Weather and Climate. Then choose the video of your choice.

Edheads
The above link with take you to Edheads. There is a fun game that will help you practice predicting weather.

Water Cycle Song
We have practiced the above song in class many times. It goes through the entire water cycle.

Weather Watch Activities

Make your own weather instruments
The link listed above will show you how to make your own weather instruments. This is an awesome way to help make a connection with what you are learning. If you decide to do this at home, please let me know. I would love to see pictures and hear how it turns out!

Another great way to help your child develop a better understanding of weather is by watching the weather channel together.

Upcoming Explorer Assessment

We are wrapping up our unit on explorers. We will be testing next week. The students need to be familiar with the following explorers: Henry Hudson, Jacques Cartier, Christopher Columbus, Vasco Nunez de Balboa, Juan Ponce de Leon, and John Cabot. The students will be assessed over the country that sponsored the explorer, reason for exploration, obstacles they faced, and their accomplishments. They have graphic organizers in their binders with all of this information. Happy studying!

Enjoy this cute video!

2 digit by 2 digit multiplication

We will begin working on 2 digit by 2 digit multiplication next week. The students will learn two ways to solve a problem.

Partial Product Multiplication 

             34                              30     4

       x    25                              20     5

                                                      20

                                                     150

                                            +        80

                                                     600

                                                     850

1.   Students break each number down into expanded form.

2.   Students multiply both numbers in the ones place.

5 x 4= 20

3.   Write 20 under the equal sign line.

4.   Multiply the 5 in the ones place by the 30 in the tens place.  Write the answer directly under the 20.

5.   Multiply the bottom number in the tens place by the top number in the ones place. 20 x  4.

6.   Multiply both numbers in the tens place. 20 x 30.

7.   Add up all four numbers.

  Turtle Head Multiplication 

  This method is the standard algorithm, but it has a twist. Many students have success with this method, because the "story" helps them remember the order of events. The following video demonstrates how to correctly use this method. 

             http://www.teachertube.com/viewVideo.php?video_id=77588

   

  Students will be expected to learn both the traditional and partial product method. Once mastered, they will be free to choose the method that works best for them. 

S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.

1. Identify the roles of producers, consumers, and decomposers in a community.
   
2. Demonstrate the flow of energy through a food web/food chain beginning with
   sunlight and including producers, consumers, and decomposers.
   
3. Predict how changes in the environment would affect a community (ecosystem) of
   organisms.
   
4. Predicteffectsonapopulationifsomeoftheplantsoranimalsinthecommunityare
   scarce or if there are too many.
   

S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
     a. Identify external features of organisms that allow them to survive or reproduce better than                                  organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
     b. Identify factors that may have led to the extinction of some organisms 

Resources:
"What is an ecosystem?" video http://www.neok12.com/php/watch.php?v=zX7d0b756f7154415351047f&t=Ecosystems

Consumers, Producers, Decomposers Game http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm

Food Chain Game
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Carnivores, Herbivores, Omnivores Game
http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/omnivore.htm

Create your own food web.
http://www.gould.edu.au/foodwebs/kids_web.htm

Math Standards: 

MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 
MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 

Essential Questions: 

• How can I represent numbers?
• How do we read and write numbers using base ten numerals, number names, and expanded form?

Important Vocabulary 

Standard Form (Base ten numerals)

1,789,326

Expanded Form

1,000,000 + 700,000 + 80,000 + 9,000 + 300 + 20 + 6

Number Name

One million, seven hundred eighty-nine thousand, three hundred twenty-six

*Remember to put a hyphen between any number between 0 and 99 that is two words. (twenty-four, seventy-one, ninety-nine)

Period

Each group of 3 digits in a number

Each period is seperated by a comma



For example, the digits 281 are in the ones period.

Extra Practice

http://www.newton.k12.ks.us/tech/fourth_grade_internet_activities1.htm 

Place Value Quiz, Place Value Practice

http://www.studyzone.org/testprep/math4/d/expandedform4l.cfm

 Scroll down to standard NBT2.
http://www.ixl.com/standards/common-core/math/grade-4

Welcome back to school!!! 

I hope you are as excited as I am to return to school! I cannot wait to meet each of my new students on Tuesday! I am greatly anticipating our first day on Wednesday. Enjoy your last few days of summer, and get ready for a super fun year of learning!