Week 8 10-9
Parent Academy Night— Health and Fitness with Dean Wilson and Coach Heller. Come out to do a boot-camp style workout and learn from Stetson students about nutrition. Tuesday 10/9 at 5:30 PM (wear comfy workout clothes and sneakers) Students who show up get ten free tickets for Saturday’s Fall Festival
5K and Fall Festival THIS Saturday. Come out and support the classes and grades with our 2nd Annual Fall Festival. 5K starts at 9, Fall Festival 10-2. LOTS OF FUN!
Gillespie permission slips and money due by THIS Friday 10/13. Cost is $9 per student. Chaperones will be drawn Friday after all permission slips are in.
|Subject Area||Math/Science/Social Studies|
|Unit of Instruction||Place Value of Digits/Minerals/Local vs State Government|
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. MAFS.4.NBT.1.1
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. MAFS.4.NBT.1.2
Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. SC.4.E.6.2
Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). SS.4.C.3.2
|Learning Targets and Learning Criteria|
• demonstrate with models that in a multi-digit whole number, a digit in one place represents ten times the value of the place to its right. 3,000 vs 300 vs 30 vs 3
• explain that a digit in one place is worth ten times the value of the place to its right. E.g., 10 × 540 = 5,400; the 5 in 5,400 represents 5 thousands which is 10 times as much as the 5 hundreds in 540.
•read and write multi-digit numbers through one million in base-ten numerals (standard form), number names (word form), and expanded form. NOTE: Expanded form of 285 can be 200 + 80 + 5. However, students should have opportunities to explore the idea that 285 could also be 28 tens plus 5 ones or 1 hundred, 18 tens and 5 ones (necessary for fluent regrouping using the standard algorithm).
• compare two multi-digit numbers to 1,000,000 using place value and record the comparison numerically using the following symbols: <, >, or =.
• identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color.
• Investigate and record the physical properties of minerals using technology and tools when appropriate (hardness-glass plate or other minerals, streak color-streak plate or unglazed tile).
• explain that investigations of minerals do not always follow the scientific method but do involve the use of observations and evidence.
• compare observations made by other classmates explaining any differences in data.
• compare minerals based on physical properties.
• explain the role of minerals (e.g., clay, quartz, feldspar) and their importance in rock formation
• identify roles in state government, such as governor, state representative, senator.
• identify roles in local government, such as mayor and city commissioner.
• compare and contrast the scope of power between state and local government officials.
Centers-IXL, Place Value Partner Games, Division and Multiplication Game, Teacher Table
Place Value Anchor Charts
Science Fusion Packet
Science Fusion Digital Lesson
Homework due nightly
IXL due Friday A.1-A.5, A.15
Mastery Connect formative Wednesday
Packet due Thursday
Minerals Quiz Thursday
Rock/Mineral Summative Friday
Green Sheet due Tuesday end of class
Summative on Local vs State Gov’t Thursday