Week of March 16-20, 2015
Dear Parents,
Do not forget, we are in Unit 5 in math which is numbers as fractions on a number line. There will be 6 parts to this unit and they will be marked by letters:
Topic A opens Unit 5 with students actively partitioning different models of wholes into equal parts (e.g.,concrete models, fraction strips, drawn pictorial area models on paper). They identify and count equal partsas 1 half, 1 fourth, 1 third, 1 sixth, and 1 eighth in unit form before an introduction to the unit fraction (3.NF.A.1).
In Topic B, students compare unit fractions and learn to build non‐unit fractions with unit fractionsas basic building blocks (3.NF.A.3d). This parallels the understanding that the number 1 is the basic buildingblock of whole numbers.
In Topic C, students practice comparing unit fractions with fraction strips, specifyingthe whole and labeling fractions in relation to the number of equal parts in that whole (3.NF.A.3d).
In Topic D, students transfer their work to the number line. They begin by using the interval from 0 to 1 asthe whole. Continuing beyond the first interval, they partition, place, count, and compare fractions on thenumber line (3.NF.A.2a, 3.NF.A.2b, 3.NF.A.3d).
In Topic E, they notice that some fractions with different units areplaced at the exact same point on the number line, and therefore are equal (3.NF.A.3a). For example,, , and are equivalent fractions (3.NF.A.3b). Students recognize that whole numbers can be written as fractions,as exemplified on the number lines below (3.NF.A.3c).
Topic F concludes the unit with comparing fractions that have the same numerators. As they comparefractions by reasoning about their size, students understand that fractions with the same numerator and alarger denominator are actually smaller pieces of the whole (3.NF.A.3d). Topic F leaves students with a newmethod for precisely partitioning a number line into unit fractions of any size without using a ruler.
Please go over classwork as well as look at the problems for homework, which there is usually one or two problems a day.Study!
Using a cross-curriculum stance we are focused on the IB theme How We Organize Ourselves and our interconnectedness of human-made systems and communities; also focusing on the selection Bud, Not Buddy in Language Arts, we will discuss the political position blacks were in during the Great Depresssion vs. now. Nonetheless, we will also be finishing our Arts Integration lesson with Mrs. D our talented teacher/ artist next week March 27, 2015.
Sincerely,
Mrs. Paige
Spelling/Vocabulary:
chattering, redcaps, twine, fumbling, drawstring, sidesaddle, hardheaded, insisted, horrid, mission
Homework
Monday
Math:
Complete the chart.
Language Arts
What ideas come to mind when you see this picture?
What time was this?
Write about what you notice in this picture? Use your vocabulary words that you have learned within the last three weeks?
Tuesday
Math:
1)Draw a number bond for each fractional unit. Estimate to partition the number line. Be sure to label the fractions at 0 and 1. Today’s number bond was completed for you.
2)Alissa is knitting a scarf. She is one-fourth finished. Draw a tape diagram to represent the scarf. Label what she has finished and what she still has to make.
Language Arts
Compare Monday’s picture with today’s picture. What do you notice?
Write a short story about how you think Bud survived during this time?
Wednesday
Math:
Partition, label the unit fraction in each part, shade and then compare the fractions using <, > or =.
2 fifths
4 sixths
Language Arts
Buddy pulls out his suitcase. He’s the only boy there who has one, a seeming luxury even though it needs twine to keep it closed. Inside are his many treasures covered by a blanket to protect them. At the bottom are the flyers. He pulls out the blue one which is starting to wear out from him looking at it so much. He likes checking it to see if anything has changed since he last looked at it. It was like he was sure there was a message for him there somewhere, but he didn’t have a decoder ring to read it. He once again reads each part of the flyer - the top has the words LIMITED ENGAGEMENT with smaller letters under it saying, “Direct from S.R.O. engagement in New York City.” Then, in big letters again, the flyer announced, “Herman E. Calloway and the Dusky Devastators of the Depression!!!!!!” The six exclamation points make it seem like this is the most important news anyone can think of. After this information come the words, “Masters of the New Jazz,” and then in the middle of the paper is a blurry picture of a man that Buddy feels strongly is his father. The man is standing beside what Buddy calls a giant fiddle, and he looks like he’s tired, because he has a droopy, dreamy look on his face. Buddy is sure from this picture alone that the man is real quiet, real friendly and smart. Under his picture, someone had written in pen, “One Night Only in Flint, Michigan, at the Luxurious Fifty Grand on Saturday June 16, 1932. 9 Until ?”
Why do you think the picture in his suitcase was so important? Why was his suitcase so important?
Thursday
Math:
Azzaria wanted to share a dollar equally with her 4 friends. What fraction of the dollar will each friend get?
How much money will each friend get?
Language Arts
Why do you think the author had the setting be during The Great Depression in Bud, Not Buddy?
Write a narrative about when the story takes place and all the coincidences of The Great Depression.
Focus on the BME.
Friday
Math:
The shape on the left represents one whole. Write a unit fraction to represent the shaded part.
The shaded parton the right represents one whole. Divide one whole to show the same unit fraction as on the left.