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Student Mission: I am here to learn and prepare for my future!

Fourth Grade Classroom Newsletter Volume 1, Issue 2

Current and Upcoming Topics English/Language Arts (this marking period)

Summarize using supporting details Determine important information. Use text features ask questions Ask questions before, during, and after reading When writing think: Hook readers and then create

an effective topic sentence. Math: By the END of Unit 2 (Nov/Dec 2016), your learner should:

Estimate whole number sums, differences, products, and quotients.

Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than.

Determine the sum or difference of two whole numbers, each 999,999 or less, in vertical and horizontal form with or without regrouping, using paper and pencil.

Estimate and find the products of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer,

using paper and pencil.

Verify the reasonableness of sums, differences, products, and quotients of whole numbers using estimation.

add

addend

difference

estimate

estimation factor minuend multiply

product subtract subtrahend

sum

Social Studies/Science (this marking period): Vocabulary: air mass, anemometer, atmosphere, barometer, cirrus, cold front, cumulonimbus, cumulus, forecast, high pressure, humidity, hurricane, hydrometer, low pressure, patterns, meteorologist, rain gauge, satellite, stratus, thermometer, thunderstorm, tornado, warm front, weather vane

Ways to Support Learning at Home

Play Hot Seat: Choose a vocabulary word and give three clues to the person in the “Hot Seat”. You cannot say the vocabulary word. The person remains in the hot seat until s/he names the vocabulary word.

Create and hang a number line using string and index cards. Fold an index card in half and write a number on the front. Have your child place numbers on that number line.

Start an interactive journal with your child. You and your child may choose the same book to read or different books. Write to each other about characters, events, and other details in your own book.

Month at a Glance

Oct 3rd: SCA United Way Fundraiser begins Oct 3rd: SCA Meeting at 3:10- 4:00pm Oct 6th: Panther Family Night- Skinny Dip (by PAHS) Oct 10th: No School for students- Staff Day Oct 11th: Progress Reports issued to all students Oct 11th: PTA General Meeting w/ STEM Night 6:30 Oct 12th: PTA Skate Night 5:30 pm Oct 17th: Pastries with Panthers 8:10 am Oct 21st: SCA United Way Fundraiser ENDS Oct 24th: Make up Day SCHOOL IN SESSION Oct 28th: SCA Family Costume Dance 6:30- 8:30pm

Reminders Students should read nightly for 20 minutes (and log into their RAH Logs once RAH Logs are distributed).

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Computation and Estimation

Estimate sums, differences, products, and quotients Estimation tips:

- To estimate, round the number to the largest or second largest place value - The purpose of estimating is to have an idea of how small or large your

answer will be. In addition, estimating helps good mathematicians know whether their answers make sense or not.

Add and subtract whole numbers

Estimate: 800,000 + 300,000 = 1,100,000 so your sum should be about 1,100,000. US Algorithm: Addition

(regroup)

789,386 + 297,291

1,086,677

Estimate: 300,000 – 200,000 = 100,000, so your difference should be about 100,000. Minuend is a Benchmark: Take Away 1: Subtraction (take away 1, add it back)

300,000 - 187,219

becomes:

( - 1 ) 299,999

- 187,219 112,780

( + 1 ) 112,781

*This method is more efficient than borrowing.

Estimate: 460,000- 300,000 = 160,000, so your difference should be about 160,000 Subtrahend is Close to a Benchmark: Use a Number Line

minuend

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20 + 6

10 + 4

Multiply whole numbers

Multiplying using an Area Model (Base-10 grid paper)

26 x 14 30 x 10 = 300

13 x 34 10 x 30 = 300

Multiplying using Known Facts Estimate: 20 x 7 = 140

I may not know 24 x 7, but I do know 12 x 7 = 84 and another 12 x 7 = 84

84 + 84 = 168; therefore 24 x 7 = 168. Another example: 19 x 8 20 x 8 = 160

I’m having trouble with 19 x 8, so 10 x 8 = 80 and 9 x 8 = 72, 80 + 72 = 152, so 19 x 8 = 152

Multiplying using Friendly or Landmarks (Benchmarks) Estimate: 10 x 300 = 3,000

I may not know 9 x 342, but I do know that 10 x 342 = 3,420. I then subtract the one extra fact, 1 x 342, from 3,420: 3,420

- 342 3,078

Therefore, 9 x 342 = 3,078

Another example: 8 x 125 10 x 100 = 1,000 I can do 10 x 125 = 1,250; so I need to take

away 2 x 125, so 1,250 – 250 = 1,000; therefore, 8 x 125 = 1,000

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PRODUCT:

4 X 60 = 240

4 X 700 = 2,800

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(Sing to Johnny Nash “I Can See Clearly Now”)

Science Unit: By the end of the Geography and Weather Unit:

Identify weather tools and the data each provides.

barometer - pressure

anemometer - wind speed

rain gauge - amount of precipitation

thermometer - air temperature

weather vane- wind direction

hydrometer- humidity (amount of moisture in the air)

satellite - photographic representation of atmospheric conditions

Differentiate between cloud types and the associated weather conditions.

Cloud Types Appearance Associated Weather

cirrus feathery fair weather, may indicate rain or snow in a

few hours

stratus smooth, gray, blanket-like light rain, drizzle, sleet, snow

cumulus fluffy, white, flat bottom fair weather

cumulonimbus fluffy, dark gray may produce thunderstorms, rain, hail

Here is a fun way to remember the Cloud types:

“Stratus- distract us by blocking out the sunlight”

“Are you cirrus? Rain and snow is coming?” (hands up and shrug your shoulders)

“Cumulus- fluffy, flat bottom, and fair weather. BUT when they get large and dark. CU-MU-

LO-NIMBUS” (snap your fingers at each syllable in the shape of a lightning bolt)

Differentiate between high and low pressure air masses and the associated weather

conditions.

Air Masses Associated Conditions

high pressure air mass

(air is sinking & warming)

clear skies, no precipitation

low pressure air mass

(air is rising & cooling)

windy, cloud formation, precipitation

Here is a way to remember air masses:

Say: 2 Types of Air Masses (bring two fingers near your eyes as if look out or I’m watching you) “Look out for low pressure! Cloudy skies and rain!” (slump, and look sad or disappointed))

“High pressure: I can see clearly now, the rain is gone. I can see all the obstacles in my way. Gone are the dark

clouds that had me down. It’s going to be a bright, bright sunshiny day”!

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Differentiate between storm types and the associated weather conditions.

Storms Associated Conditions

(associated with low pressure)

When They Occur

(all occur where different air masses meet)

thunderstorms heavy rain, thunder, lightning;

often windy

usually occurs with a cold front

hurricanes huge circular storm with winds

at or above 74 mph

form over tropical waters in the Atlantic

Ocean

tornadoes funnel–shaped cloud, winds up

to 300 mph

occurs as an extension from a thunderstorm

to the ground

Are you a performer? Here is a dramatic retelling of extreme weather conditions:

Say: 3 Extreme weather conditions (hold up three fingers, then clap your face like in Home Alone):

“Thunderstorms: OH NO! Warm air moved up too quickly (yank your opened hand up quickly),

cooled and condensed (make a fist). Now it’s falling down, dragging air down with it causing

strong winds and lightning (bring your down forcefully)”.

“Hurricanes: Low pressure systems form over water and the moist air give it energy” (flex your

muscles)

“Tornadoes: Violent storms that move over land (twirl your arms forcefully in a circle)

Identify factors that influence climate patterns.

Factors may include: ocean currents, latitude, nearness to water, wind patterns, altitude, landforms

Use maps to draw conclusions about weather and the physical world.

Identify patterns found in the distribution of continents, plates, rivers, deserts, and

mountains across the world

Infer weather associated with a geographical area in a given time

Map Feature How it is Represented

Weather

Maps

high and low air pressure H, L

temperature color or numbers

precipitation color or symbols

warm and cold fronts red or blue curved line

with arrows

Physical

Maps

major types of elevation (mountains, hills, plains,

plateaus)

color indicates changes in

elevation

bodies of water (fresh water - rivers, lakes; salt water -

seas, bays, oceans)

color (usually blue)

deserts (have less than 10 inches of precipitation per year) dotted areas