**http://jssisdubai.com/Document/Uploaded/Matilda.pdf**

**4th Grade Online Social Studies Book**

Curriculum Night Presentation

Curriculum Night Presentation

4th_grade_chinese_supply_list__4_.docx

ClassDojo parent letter

**Class Schedule click**

____

**here**TIPS FOR HOMEWORK SUCCESS

**Online Student Information Form (please fill in the online form before/on the Open House Day)**

****

**Welcome to the Fourth Grade Social Studies Resource Page!**

In school presentation learning about the Catawba Indian Nation's history, drumming and dancing.

In school presentation learning about the Catawba Indian Nation's history, drumming and dancing.

Click here for online payment ($3) -- teachers will receive a notice via email once online payment is made.

****Fourth Grade is the first formal introduction to North Carolina, its ethnic diversity, its rich culture, the economic energy of its people, and its geographic regions. Fourth Grade students explore the social disciplines of history, geography, civics and government, culture and economics through the context of North Carolina. Building on early social studies knowledge, students will apply new concepts to the increasingly complex social environment of our state. During this grade, students will study North Carolina, American Indian groups indigenous to the area before European contact, the impact of colonization, and key historical events leading up to the Civil War and Reconstruction. Although the time period of focus is Pre-Colonial through Reconstruction, students are encouraged to draw parallels between contemporary issues and their historical origins. Students will prepare for their role as responsible and informed citizens of North Carolina as they examine the North Carolina Constitution and the concept of separation of powers in each branch of state government. The expectations of the standards address the geographic concept of movement and its impact on people, goods and ideas in North Carolina. Building on a basic understanding of scarcity and choice, students learn to appreciate the relationships among scarcity, choice, and opportunity costs when making financial decisions. Students explore North Carolina’s economy by examining how natural resources have influenced economic development in our state. Fourth grade expectations help prepare students for more sophisticated studies of our state, nation, and world in later grades.

**++++++++++++++++++++++++++++++++++++++++++++++++++++++**

**Unit One (Five Lessons) -- North Carolina's Geography**

Estimated Duration: 10 days (9/19 - 9/29/2016)

**Test date: 9/29/2016**

**Resources:**

Unit 1 Lesson One

http://www.yes-chinese.com/card/card_cnpic.jsp

**Landforms 地形****Landforms in English and Chinese 中英文地形名称**http://www.yes-chinese.com/card/card_cnpic.jsp

**Unit Two ( Six Lessons) -- Settlements and Colonies**

Estimated Duration: 8 days (11/1 - 11/10/2016)

**Test date: 11/22/2016**

****American Indian

Game

**Unit Three ( Five Lessons ) North Carolina Statehood**

Estimated Duration: 10 days (1/17 - 2/1/2017)

**Test date: 2/2/2017**

The Civil War

Yu Laoshi's Civil War website

**+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++**

Unit Four ( Four Lessons) North Carolina 's People

Unit Six (Three Lessons) Culture in North Carolina

Unit Four ( Four Lessons) North Carolina 's People

Unit Six (Three Lessons) Culture in North Carolina

Estimated Duration: 8 days ( 3/27 - 4/5/2017)

**Test date: 4/6/2017**

**Unit Five (Five Lessons) Government and Citizenship**

Estimated Duration: 8 days (4/14 - 4/21/2017)

**Test date: 4/24/2017**

**Unit Seven (Five Lessons ) North Carolina's Economy**

Unit Eight (Three Lessons) Technology in North Carolina

Unit Eight (Three Lessons) Technology in North Carolina

Estimated Duration: 10 days (5/1 - 5/12/2017)

**Test date: 5/12/2017**

**September Focus- Audio Picture Book**9/6-9/9 Reading Log

9/12-9/16 Reading log

9/19-9/23 Reading Log

9/26-9/30 Reading Log

__(Students choose their own stories and record in the Reading Log)__

**October Focus- Audio Book**Click The Website below and choose your stories.

http://www.tom61.com/youshenggushilianbo/tonghuayuyanlei/2013-05-15/4143.htmlblank_reading_log.pdf

**November Focus**-Online Book (texts only)

Online Audio Book with texts

**Website references:**

Daily Reading Website Focus: http://www.tom61.com/e/tags/?tagid=4&tempid=65

Weekend Youtube Video:

https://www.youtube.com/watch?v=CP9Q7VxrC6k&list=PLnZUyh2k9Fsd6SuedStL3qIYMP4wtQw3P

Chinese Reading Log is d

**ue on Mondays unless otherwise stated**

**December Focus- All Reading Types**Online Book (texts only) --go down to the light blue section

Online Audio Book with texts

Reading Log sheet

ss___s.docx

Chinese Test (YCT) information

http://english.hanban.org/node_8001.htm

CMS Math 2016-2017 Scope and Sequence

CMS Math Pacing Guide click here.

***************************************************************************************************************************************

**Q1**

DuringQuarter One, fourth grade students read, write, and sequence numbers, recognize the place value of digits in large numbers, round numbers to the nearest ten and the nearest hundred, using >, =, and < to compare numbers, understanding the actions of addition and subtraction word problems, represent addition and subtraction situations, understanding the meaning of the steps and notation of the U.S. algorithms for addition and subtraction, use rectangular arrays to represent the relationship between factors and multiples, develop fluency with multiplication combinations to 12 x 12, create/use arrays to solve real world area problems and decompose rectangles and rectilinear shapes.

During

**Unit 5 of Investigations : Landmarks and Large Numbers**

Estimated Duration: 25 days (

**Unit test date:**

About the Math in this Unit:

Students extend their knowledge of the number system and practice and refine strategies for adding and subtracting whole numbers.

In this unit, students will:

- study place value by adding and subtracting multiples of 10 and 100 to numbers
- study place value concepts up to 1,000,000
- round numbers to the nearest ten and the nearest hundred
- read, write, and say numbers in expanded form (for example, 435 = 400 + 30 + 5)
- compare numbers using the symbols <, =, and >
- study a variety of addition strategies and algorithms, including the U.S. algorithm for addition
- study a variety of subtraction strategies and algorithms, including the U.S. algorithm for subtraction

Room 417 Addition Strategies

Room 417 Subtraction Strategies

**Unit 1: Factors, Multiples, and Arrays**

**Estimated Duration: 13 days**

**Unit test date:**

About the Math in this Unit:

Factors, Multiples, and Arrays: Multiplication and Division 1 In this first unit in the multiplication and division strand, students deepen their understanding of the operation of multiplication. Students use rectangular arrays to represent the relationship between factors and multiples, use what they know to solve problems that increase in size, and focus on solving problems efficiently. They continue to develop fluency with multiplication combinations (facts up to 12 x 12).

**CMS Area Unit**

**Estimated Duration: 5 days**

**Test date:**

**Q2**

**During**Quarter Two, fourth grade students examine the effect of multiplying by a multiple of 10, find multiples of 2-digit numbers, describe a sequence of multiples in order to predict other multiples, solve division story problems, use and interpreting division notation, solve division problems by making groups of the divisor, use known multiplication combinations to solve division problems, represent a multiplication or division problem with pictures, diagrams, or models, use arrays to model multiplication, make sense of remainders in terms of the problem context, create a story problem to represent a division expression, compare visual representations of multiplication situations and define and categorize polygons.

**Unit 3: Multiple Towers and Division Stories**

**Estimated Duration: 19 days**

Test date:

Test date:

About the Math in this Unit:

Students develop strategies for solving multiplication problems with two-digit numbers and deepen their understanding of the operation of division by focusing on the relationship between multiplication and division. Using story contexts and multiple towers, students continue their investigation of the relationship between numbers and their factors. Students practice multiplying by 10 and multiples of 10, break problems into smaller parts that can be multiplied easily, and find the multiples of two-digit numbers. They gain fluency with all multiplication combinations to 12 x 12. Students solve, represent, and discuss division story problems, including some that have a remainder.

**CMS Geometry Unit**

**Estimated Duration: 18 days**

**Test date:**

About the Math in this Unit:

This first geometry and measurement unit focuses on classifying two-dimensional shapes, comparing the size of angles, and working with linear and area measurement. Students define and categorize polygons by identifying sets of shapes that have a common attribute and use 90 degrees as a reference for finding the measurement of other angles. They continue their measurement work from earlier grades by measuring distance and perimeter, using both U.S. and metric units and finding the area of polygons in square units.

**Unit 6: Fraction Cards and Decimal Squares**

**Estimated Duration: 34 days (8 days in quarter 2)**

**Test date: 3/2/2017**

About the Math in this Unit:

Students develop ideas about fractions by identifying fractions of an area (3/4 of a rectangle), fractions of a group of objects (3/4 of 24), and decimal fractions (.75). They compare fractions of different wholes (1/3 of a 6 x 4 rectangle and 1/3 of a 10 x 10 rectangle), and combine fractions using models and reasoning. Students use 10 x 10 grids to represent, compare, and combine common decimals in the tenths and hundredths.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

**Q3**

**During**Quarter Three, fourth grade students interpret the meaning of the numerator and the denominator of a fraction, write, read, and apply fraction notation, use visual representations to subtract fractions with like denominators, subtract fractions with like denominators, add and subtract mixed numbers with like denominators using representations and reasoning about fractions and the operations, multiply a whole number and a fraction, use visual models to solve word problems involving multiplication of a whole number and a fraction, read and write tenths and hundredths, represent tenths and hundredths as parts of an area, represent a multiplication or division problem with pictures or diagrams, including arrays and pictures of groups, multiply a 4-digit number by a 1-digit number, solve division problems by breaking the problem into parts, and divide a 4-digit number by a 1-digit number.

**Unit 6: Fraction Cards and Decimal Squares (Cont. till 3/2/2017)**

**Estimated Duration: 34 days (26 days in quarter 3)**

**Test date: 3/2/2017**

**Unit 8: How Many Packages? How Many Groups?**

**Estimated Duration: 19 days (3/6-3/28/2017)**

**Test date: 3/28/2017**

About the Math in this Unit:

In this last multiplication and division unit in Grade 4, students continue to develop efficient strategies for solving multiplication problems by breaking problems into smaller parts or changing one or both numbers to create an easier problem. Students also focus on recording their work with clear and concise notation. Students develop strategies for solving division problems (three-digit divided by two-digit), which involve making groups of the divisor. These problems are presented both in story contexts and numerically.

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**Q4**

**During**Quarter Four, fourth grade students interpret numbers in the table in terms of the situation they represent, use tables to represent the relationship between two quantities in a situation of constant change explore situations in which two quantities change in relation to each other, write an arithmetic expression for finding the value of one quantity in terms of the other in a situation of constant change, make rules that relate one variable to another in situations of constant change generate number and shape patterns that follows a given rule, identify and justify features of patterns, develop an understanding of the relative sizes of measurement units within one system of units including kilometer, meter, centimeter; kilogram, gram; pound, ounce.; liter, milliliter; hour, minute, second, and convert measurements in one unit to a measurement in a smaller unit within the same system (3 feet = __ inches).

**Unit 9: Penny Jars and Plant Growth**

**Estimated Duration: 9 days**

Test date:

Test date:

About the Math in this Unit:

Students explore situations in which two quantities change in relation to each other. They work with changes over time, such as increasing or decreasing speed or the growth of a plant, and situations of constant change, such as how the number of windows in a building depends on the height of the building if every floor has the same number of windows. Students create and interpret graphs and tables for these linear and nonlinear functions and connect these graphs to the situations they represent.

**CMS Measurement Unit**

**Estimated Duration: 10 days**

Test date:

Test date:

About the Math in this Unit:

Students continue their measurement work from earlier grades by measuring distance and perimeter, using both U.S. and metric units and finding the area of polygons in square units. LogoPaths, a Logo programming environment designed for Investigations students in Grades 3–5 is introduced in this unit. It allows students to explore geometrical relationships, especially focusing on angle, length, and perimeter, patterns in sides and angles, and characteristics of specific shapes.

mode

http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/mode.htm

mean/average

http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/mean-average.htm

median

http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/median.htm

line plots

http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/line-plots.htm

Range

http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/range.htm

Find Probability

http://studyjams.scholastic.com/studyjams/jams/math/probability/find-probability.htm

4th Grade SS

Tea party

Research Writing 如何写研究报告

http://www.nfsmi.org/documentlibraryfiles/PDF/20130313122750.pdf

**(3rd quarter)**

__4th Grade: Fossils, Land Changes, Moon, & Adaptations__http://www.livebinders.com/play/play?id=478441

4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms.

http://www.slideshare.net/mlindsay1/fossils-ppt

4.E.2.2 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.

http://www.sciencekids.co.nz/sciencefacts/earth/fossils.html

http://www.fossilsforkids.com/

4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering and rapid processes such as landslides, volcanic eruptions and earthquakes.

http://www.slideshare.net/MMoiraWhitehouse/weathering-erosion-and-depositioneasier

4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis.

/uploads/4/1/9/7/41979143/earth_in_the_universe.pptx

4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth.

**Resources**

/uploads/4/1/9/7/41979143/day_and_night-shadows-1.ppt

/uploads/4/1/9/7/41979143/moon_facts_and_phases.ppt

4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful.

4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion).

https://sites.google.com/a/chccs.k12.nc.us/fourth-grade-is-fabulous/science/animal-adaptations

https://www.sciencea-z.com/main/Projectable/saz_resource_id/145

Article

**At the end of this unit, students will be able to**

● Draw and identify lines and angles, and classify shapes by properties of their lines and angles

● Measure angles in degrees and identify types of angles based on their measurement

● Determine the angles that are in shapes.

● Measure angles using a protractor

● Strategically sort triangles based on attributes

● classify and create triangles based on their angles.

● Describe and create figures using various types of lines

● Reason about lines of symmetry in shapes.

● Determine the perimeter and area of two-dimensional shapes.

● Determine missing side lengths and the perimeter of two-dimensional shapes.

**Resources for Geometry Unit**

Geometry Unit Main Terms

Geometry Terms in quizlet

The Triangle Family

Symmetry

Geometry Task Cards

http://mrnussbaum.com/grade_4_standards/

Standards in CMS Geometry Unit

4.MD.2,, 4.MD.3, 4.MD.5, 4.MD.6, 4.MD.7, 4.G.1, 4.G.2, 4.G.3

/uploads/4/1/9/7/41979143/fraction.ppt

Expectations for Students at the End of the Unit

Students will know:

Equivalent fractions.

The meaning of the numerator and the denominator of a fraction.

The landmarks 0, 1/2, 1, and 2.

Order fractions and justify their order through reasoning about fraction equivalencies and relationships.

Identifying everyday uses of fractions and decimal. Students will be able to:

To partition an area using paper strips.

Represent fractions greater than 1.

Find fractional parts of a rectangular area.

Order fractions and justify their order through reasoning about fraction equivalencies and relationships.

Represent fractions using a number line.

Use visual representations to subtract fractions with like denominators.

Add fractions with the same and related denominators.

Multiply a whole number and a fraction.

Use visual models to solve word problems involving multiplication of a whole number and a fraction.

Representing tenths and hundredths as parts of an area.

**Common Core Standards:**

4.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.

4.NF.2 Compare two fractions with different numerators and different denominators.

4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

4.NF.6 Use decimal notation for fractions with denominators 10 or 100.

Decimal

**.MD.1**Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).

**4.MD.2**Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

**4.MD.4**Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Study Guide for Measurement Unit

Installing Support for Chinese Characters in Windows 7 + Word 2007 click here

**.**

**Students will need typing Chinese for the Chinese Writing Project**

**Permission Slip for Chinese New Year celebration , click here**

**We are focusing on**

Chinese Writing Project:

**Traffic Patterns between My School and My House**

(12/7-2/29/2016)

Task Sheet

Recording Sheet

Calculation Sheet

American Indians Research Project

Bibliography Worksheet

**Peer Evaluation Form for Group Work**

https://quizlet.com/48767363/nonfictioninformational-text-features-flash-cards/

https://sites.google.com/a/chccs.k12.nc.us/ms-zhao-s-4th-5th-dual-language-class/welcome

Parents,

Thank you for supporting our school through the Waddell Language Academy Fun Run! Our team name is Class of Beijing and we have already made it up to $12 per lap! We are raising money for classroom support this year.

This weekend we are issuing a special challenge. Any student who gets $2 per lap or $60 in flat donations over the weekend will earn a bonus prize, the All Day Flex Frames. You can check these sunglasses out at funrun.com.

And if you’re looking for an easy way to ask for a pledge, upload a photo of your student to funrun.com to personalize their own Student Star video. It’s a fun movie trailer starring your child! You can share it on email or social media to ask for a pledge.

Thank you again for helping our class. Have a great weekend!

Strengthening Schools,

Josh Middleton

(678) 772-5027

**Parent Teacher Conference sign up at SignUpGenius, click here**

**(from 10/1 to 10/14) Parent does not need to have an account to sign up.**Dear parents-

Thank you for your support of this year's Fun Run! Our class is all the way up to $29/lap. Our Waddell Language Academy Fun Run is tomorrow! We hope you will all be able to come out to Waddell to cheer on your students during the Fun Run. Here are the time for Thursday's event: 9:45– 4th/5th

**! You can enter your pledges at funrun.com and your student will be rewarded on Friday. All pledges are tax deductible and are eligible for company matching gift.**

__Today is the Last Day for Pledges__As a school we are trying to get pledges from all 50 states so that we can slime our principal, Dr. Eybl! Currently we have gotten a pledge from 44 states so if you know someone in a state that we are missing, ask them for a pledge and you can log that pledge in at funrun.com.

Thanks for your support parents and we will see you Thursday!

Yu Laoshi

**Canvas:**

Click here and then NCEdCloud

Click here and then NCEdCloud

Username: Student ID

Password: Create your own (then write it down in your agenda)

Good Evening!

This Friday, October 23rd, is the last day to order a yearbook. Students were given another flyer from Josten's today that has directions for the order process. Their website is www.jostens.com. Students WILL NOT be able to purchase a yearbook on campus this year, there will not be any extra copies for sale!

Thank you!

Chinese Tea Etiquette

https://www.youtube.com/watch?v=BDcgeH1EhNU

How to Brew Tieguanyin

https://www.youtube.com/watch?v=8YsXwuQPdmE

Chinese New Year (Spring Festival)

https://www.youtube.com/watch?v=tuSy87Jo8s8

The story of the Nian monster

https://www.youtube.com/watch?v=uhfHcJSNhYU

Song: A Monster Named Nian

https://www.youtube.com/watch?v=p5j_mBfL1c0

Get a Chinese name

http://www.mandarintools.com/chinesename.html

https://www.youtube.com/watch?v=wM4BuhTFxho

count numbers in Chinese

https://www.youtube.com/watch?v=v30Ky7XmEHk

greeting

https://www.youtube.com/watch?v=pxYlb5iIP4Q

March 13th, 2015

Weiqi

https://www.youtube.com/watch?v=gECcsSeRcNo

Thank you

https://www.youtube.com/watch?v=ffrBtWT0f5I

**10/30 – Book character day**

- Book character day is for elementary students only.

- Students may dress up as their favorite character from a BOOK they are reading or have read – not a graphic novel (comic book)

- Students should bring the book to share with the class, Chinese books are encouraged.

- Students may wear the costume or change into the costume at school.

**Useful website**

http://ljingxin.wix.com/socialstudies#!native-american/c229x

https://quizlet.com/ljingxin

- All dismissal changes must be shared
, in writing. This includes clubs. An email to the homeroom teacher and office is fine. We need a written copy for our records. The transportation email address is Transportation.waddell@cms.k12.nc.us.__each time__ - All absences must have a written excuse; a doctor’s note is preferred when applicable. Again, this provides our attendance secretaries with written copies so errors to your child’s attendance record are not made. The attendance email is attendance.waddell@cms.k12.nc.us.
- Next week is International Week. We’ve asked the students to adhere to the solid colors found on the flags (avoid stripes, polka dots, etc.). Please refer to the flyer that went home last week that have the sp

**FIELD TRIP INFORMATION**

The fourth grade will be visiting the Vulcan Quarry on Tuesday, 11/17/15.

*Please have your child dress in layers and wear comfortable shoes*. Permission slips must be turned in by Tuesday morning or students will not be able to attend. Ms. Kennedy sent home additional copies on Thursday, 11/12/15.

We need ONE more chaperone for the December 9th trip to the Children’s Theater. Please let Ms. Kennedy know if you are interested. You must be an approved CMS volunteer.

Fourth graders have moved into their unit on Geometry. They have three objectives in this major unit.

A huge part of this is being able to associate the terms with the figures. Students are working on creating flash cards to help them practice. These are some of the main terms they need to be familiar with:

point

a position in space

*line*a set of points that extend infinitely in two opposite directions.

*line segment*a subset of a line bounded by two endpoints.

**ray**

a subset of a line that has one endpoint and extends infinitely in one direction.

*angle*a figure formed by two rays that have the same endpoint. Types of angles include acute, right, obtuse, and reflex angles. Angles are measured in degrees.

*right angle*an angle that has a measurement of 900.

*acute angle*an angle that has a measurement of less than 900.

*obtuse angle*an angle that has a measurement greater than 900 but less than 1800.

*perpendicular lines*two lines that intersect to form right angles.

*parallel lines*two lines on a plane that do not intersect.

*two-dimensional figures*a geometric figure that lies entirely in one plane. (Also called plane figure.)

*line of symmetry*a line that divides a figure into two halves that are mirror images of each other. Each point in one of the halves of the figure is the same distance from the line of symmetry as the corresponding point in the other half. A figure may have any number of lines of symmetry. For example, a parallelogram that is not a rectangle has no lines of symmetry. A square has four lines of symmetry. A circle has infinitely many lines of symmetry.

A good website to go to play practice games specifically for practicing the geometry objectives is http://mrnussbaum.com/grade_4_standards/. Scroll to the bottom of the page to find the geometry games.

Fifth graders are diving into their unit of study on Fractions. They are currently working with specific groups to practice equivalency – halves, thirds and sixths, or halves, fourths, and eights for example. Students must be able to determine equivalency in order to be able to add and subtract fractions with unlike denominators. Please have your student continue to practice basic facts as much as possible, the more fluent they are with the facts, the easier operations within fractions become. First in Math is a great way to practice, also www.aaamath.com is a great site to do practice drills!

Thank you so much for your continued support of our program! Have a wonderful weekend!

**An ecosystem**is all the living and nonliving things in an area.

**Abiotic factor**: The nonliving parts of an ecosystem.

**Biotic factor**: The living parts of an ecosystem.

**Populations**: All the organisms of a species living in the same area.

**Community:**All the populations living in an area.

**Ecology:**The study of how all things in an ecosystem interact.

**Ecologist**: A person who studies ecosystems.

**Habitat**: The place where an organism lives.

**Niche:**The role of an organism in its community.

**Food chain**: The path energy takes from producers to consumers to decomposers.

**Food web**: The relationship between all of the species in a community. It shows how populations must compete for food. It is a map of overlapping food chains.

**Parts in a food web:**

- Producers: Organisms that use the sun’s energy to make their own food.
- Consumers: Organisms that cannot make their own food.
- Decomposers: Organisms that break down dead matter into substances that can be used by producers. Ex: Fungi, bacteria, insects (FBI)

**Types of consumers:**

- Herbivore: Organisms that eat producers.
- Carnivores: animals that eat other animals.
- Omnivores: Animals that eat both plants or other animals.
- Scavengers: Animals that feed on remains of dead animals.

**Predator:**Living thing that hunt other living things for food.

**Prey:**Animal hunted.

Ecosystems

Biomes

Food Chains

Food Webs

**We are focusing on...**

**Unit 8: How Many Packages? How Many Groups?**

CCSS.MATH.CONTENT.4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

CCSS.MATH.CONTENT.4.OA.A.2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1

CCSS.MATH.CONTENT.4.OA.A.3

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

CCSS.MATH.CONTENT.4.NBT.B.5

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

CCSS.MATH.CONTENT.4.NBT.B.6

Find whole-number quotients and remainders with up to four-digit dividends and one-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. 1 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

**CMS Handbooks, Forms and Notices**

**Dreambox**

Student account username: 7 digit student number. Password: yyyymm ( Birth Year, Month order, e.g.201409--Sept. 2014)

**Instructions on logging into Compass Learning:**

*Login Page:*

*Student Portal*

*-*

*http://www.cms.k12.nc.us/Pages/StudentPortal.aspx*, click here

*Click on green CompassLearning banner*

*Login with your network credentials*

§

*Username:*

o

*From*

__school__*: Your Student ID*

o

*From*

__home__*:*

*cmssites\studentID*

§

*Password:*

o

*For 4-12 students (birthday) – yymmdd*

*Ensure you logoff the PC, Mac or Chromebook when you are done using CompassLearning*