EPP Mission (2018-19)
We, EPPers, will stretch our brains to capacity and will have lots of fun!
We will help, challenge, support, and celebrate each other.
We will take our time, work at our own pace, and learn from our mistakes.
We will persevere TOGETHER in problem solving and try, try again!
We will give 5/3rd effort everyday!
Fourth graders will take the AIR (American Institute of Research) Math Test on Friday, April 12 and Monday, April 15th. Fourth graders will have 75minutes each day for the math test. This test will be taken on the computer. We have reviewed example questions and the testing tools in class. You can review these with your child too. Please click on the link- AIR PRACTICE TESTS to view practice test questions. Your child can show you the steps to find 4th grade math questions. Fourth graders will have access to a formula sheet that includes conversion of units of measure in the Metric System and Customary System.
The math test is divided into two parts. It will be worth 49-51 points. Students will be assessed in the following categories.
- Multiplication and Division (17-21 points)
- Geometry (17-21 points)
- Fractions (11-13 points).
TEST TAKING TIPS/REMINDERS
- Stick to a normal routine the weeks of testing. Get a good night’s sleep and eat a healthy breakfast.
- Remember good math practices- You will have paper and pencil to solve questions.
- Read and REREAD questions carefully.
- Remember that some multiple choice questions can have more than one answer (select ALL that apply).
- Double Check and Triple Check ALL questions. Every question is important.
- If you are unsure of a solution, eliminate answer choices and take an educated guess.
- Take short mental breaks if you need to relax and refocus.
- If you need a tissue, new pencil, or anything, raise your hand and ask your teacher.
- Remember your teachers and families are PROUD of you! You are ready and will do AWESOME on your AIR MATH TEST!
Trimester 3 Math Topics
*Multiplying Fractions and Mixed Numbers
*Dividing Fractions and Mixed Numbers
*Converting Mass in the Customary and Metric System
*Multiplying and Dividing Decimals
*Graphing in the Coordinate Plane
- Stepping Stones Journals
- Math Notebooks
- ST Math
- First in Math
Divisibility, Quotient, Divisor, Dividend, Remainder, Product, Standard Algorithm, Partial Product, Part, Whole, Numerator, Denominator, Measurement, Mass, Grams, Pounds, Ounces, Liters, Gallons, Pints, Quarts, Cups, Coordinate Plane, Quadrant, Ordered Pair, x-axis, y-axis
Below are some of the learning targets we will focus on during third trimester.
- I can solve division of a whole number with four-digit dividends and two-digit divisors using properties of operations and equations.
- I can choose a strategy (place value, rectangular arrays, area model, etc.) to demonstrate the relationship between multiplication and division of a whole number with four-digit dividends and two-digit divisors.
- I can add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, or other strategies.
- I can explain and illustrate strategies using concrete models or drawings when adding, subtracting, multiplying, and dividing decimals to hundredths.
●I can interpret the relationship between the size of the factors to the size of the product.
- I can explain multiplication as scaling (to enlarge or reduce) using a visual model.
- I can multiply a given fraction by 1 (in fraction form, e.g. 4/4) to find an equivalent fraction.
- I can explain why multiplying a given number by a number or fraction greater than 1 will result in a product greater than the given number.
- I can explain why multiplying by a given number less than 1 will result in a product less than the given number.
- I can solve real world problems involving multiplication of fractions and mixed numbers and interpret the product in the context of the problem.
- I can explain or illustrate my solution strategy using visual fraction models or equations that represent the problem.
Common Core State Standards:
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Interpret multiplication as scaling (resizing) by:
a.Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
b.Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a)/(n x b) to the effect of multiplying a/b by 1.
Solve real world problems involving multiplication of fractions and mixed numbers; e.g., by using visual fraction models or equations to represent the problem.
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.
Interpret division of a whole number of a unit fraction, and compute such quotients.
For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4.
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions; e.g., by using visual fraction models and equations to represent the problem.