# Mrs. Averbeck's Webpage

__QUARTER 4__

**MATH**

**Module 6-Decimal Fractions**

This module gives students their first opportunity to explore decimal numbers via their relationship to decimal fractions, expressing a given quantity in both fraction and decimal forms. Utilizing the understanding of fractions developed throughout Module 5, students apply the same reasoning to decimal numbers, building a solid foundation for Grade 5 work with decimal operations. Previously referred to as whole numbers, all numbers written in the base-ten number system with place value units that are powers of 10 are henceforth referred to as decimal numbers, a set which now includes tenths and hundredths (e.g., 1, 15, 248, 0.3, 3.02, and 24.35).

**Topic A**: Exploration of Tenths (Lessons 1-3)

**Topic B:** Tenths and Hundredths (Lessons 4-8)

***Mid-Module Assessment***

**Topic C:** Decimal Comparison (Lessons 9-11)

**Topic D:** Addition with Tenths and Hundredths (Lessons 12-14)

**Topic E**: Money Amounts as Decimal Numbers (Lessons 15-16)

***End-of-Module Assessment***

**Module 4-Angle Measure and Plane Figures**

This module introduces points, lines, line segments, rays, and angles, as well as the relationships between them. Students construct, recognize, and define these geometric objects before using their new knowledge and understanding to classify figures and solve problems. With angle measure playing a key role in the work throughout the module, students learn how to create and measure angles, as well as how to create and solve equations to find unknown angle measures. In these problems, where the unknown angle is represented by a letter, students explore both measuring the unknown angle with a protractor and reasoning through the solving of an equation. This connection between the measurement tool and the numerical work lays an important foundation for success with middle-school geometry and algebra. Through decomposition and composition activities, as well as an exploration of symmetry, students recognize specific attributes present in two-dimensional figures. They further develop their understanding of these attributes as they classify two-dimensional figures.

**Topic A**: Lines and Angles (Lessons 1-4)

**Topic B:** Angle Measurement (Lessons 5-8)

***Mid-Module Assessment***

**Topic C:** Problem Solving with the Addition of Angle Measures (Lessons 9-11)

**Topic D:** Two-Dimensional Figures and Symmetry (Lessons 12-16)

***End-of-Module Assessment***

**Module 7-Measurement Conversion Tables**

***No Formatives or Summatives**

In Topic A, students build on the work they did in Module 2 with measurement conversions. In this module, they have the opportunity to work more extensively with tools while creating two-column tables that are then used to solve a variety of measurement problems. In lesson 1, students use two-column conversion tables to practice conversion rates. Students convert pounds to ounces, yards to feet, and feet to inches. In lesson 2, students complete conversion tables, this time focusing on capacity and converting gallons to quarts, quarts to pints, and pints to cups. Adding to the complexity of the conversions, students explore two-step conversions, solving, for example, to find how many cups are equal to 1 gallon. In lesson 3, students investigate the relationship between units of time. They discover a similarity in converting from hours to minutes and minutes to seconds. Students are able to reason that, for both sets of conversions, the values in the two tables will be the same because there are 60 seconds in a minute and 60 minutes in an hour. Students also convert from days to hours. The clock and the number line are used as tools to develop the conversion table.

**READING**

**Our theme for the fourth quarter is “Heroes”. Throughout this quarter, we will explore real-life heroes and discuss what it takes to become a hero. We will use a variety of non-fiction texts to explore these heroes and also use this time to build our background knowledge of Ancient Greece, as we prepare for the exploration of Greek mythology! Our novel will be Percy Jackson: Lighting Thief. We will use this novel to practice our literature standards. **

**4th Quarter Informational Skills ~**

RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text.

RI 4.5 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

RI 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

**4th Quarter Literature Skills ~**

4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.3 Describe a character, setting, or event using specific details.

4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions or directions in the text.

4.9 Compare the treatment of similar themes, topics, and patterns of events in texts from different cultures.

**3rd Quarter Language Skills ~**

L4.2 - Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L4.5 - Determine the understanding of figurative language and nuances in word meanings.

**SCIENCE**

__Energizing Everything: Energy, Motion, and Electricity__

This introductory energy unit will encourage students to think about the energy that things need to move. Students will explore how energy makes things go, from powering vehicles to moving one's body. Students will experiment with rubber bands to discover the relationship between how much energy is stored in a material and how much is released. They will investigate the role that hills play in making roller coasters move and the energy transfer that happens when two objects collide. Students will realize that thinking about the world in terms of energy helps them make sense of how and why things speed up and slow down. Hands-on activities focus on engineering, testing hypotheses and using results to develop their ideas.

**Mystery 1: How is your body similar to a car?**

**Mystery 2: What makes roller coasters go fast?**

**Mystery 3: Why is the first hill of a roller coaster always the highest?**

**Mystery 4: Could you knock down a building using only dominoes?**

**Mystery 6: What if there were no electricity?**

**Mystery 7: How long did it take to travel across the country before cars and planes?**

*Key Concepts:*

*Energy makes things move.**Energy can be stored in many different ways.**Energy is released.**Height gives energy.**When an object collides with another object, it transfers energy to it.**Energy moves along a path.**There are different forms of energy. (electricity, sound, and much more).*

**SOCIAL STUDIES**

We will study the Southwest and West regions of the United States. Students will learn the states and capitals of these regions as well as important features and industries. Students will be quizzed on labeling a map with the names of the states, their matching capital cities, and postal abbreviations at the end of the unit. At the end of the quarter, each student will complete a research project on a chosen state.