November 21- Unit 4 Math Test
November 21- Present English Settlement slideshow.
November 22- 24- Thanksgiving Break
Remember that on any given day your fifth grader should be able to tell you what we did in school. The planner is a good reminder for them to help with this narrative. The planner should be signed by a parent or guardian every day.
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NEW UNIT ALERT*******Math Unit Five- Begins on Dec. 27-
****Use cooking during the holiday weekend to discuss fractions. Have your student help double or triple recipes to practice using fractions. Find ways to compare fractions and/or decimals and percents while shopping. Help your student see how important these math skills are to everyday life.
In Unit 5, students will spend time reviewing the meaning of fractions and converting them into decimals and percents. The objective is to concentrate on conversions among these notations, often emphasizing the fact that embedded in every fraction is a division problem. Fraction concepts explored are mixed numbers, comparing and ordering fractions, and finding equivalent fractions.
Homework might not always be a worksheet!!!!!
**Students should be working on multiplication facts every night.
**They should be working on Spelling City 10-15 minutes per night Monday – Thursday.
**Students should be reading 30 minutes each night.
**Moby Max or Khan Academy- at least 20 minutes should be done each night.
MATH*****Unit 4 TEST NOV. 21ST!!!!!!!!!
We are currently working on material in Unit 4.
In this unit, students will develop division concepts and strategies. The unit begins by reviewing basic division facts and the partial-quotients method which then will be extended to include division of a decimal by a whole number. Students will then practice solving division number stories and interpreting the remainder.
Social Studies-
***Unit Test Dec. 20!!!
We are continuing our study of Unit 3: Colonization and Settlement.
**In this unit students examine the causes and consequences of European settlement in North America during the seventeenth and early eighteenth centuries. Throughout the unit, students use primary and secondary sources to examine how Europeans adapted to life in North America. Students begin the unit by exploring the reasons for European colonization and identifying the push and pull factors that caused people to migrate to the New World. Students next examine a variety of early settlements such as Roanoke, New Amsterdam, Jamestown, and Plymouth. In doing so, students explore how the reasons for migration and the physical geography of the New World influenced patterns of early colonial settlements and their development. Students explore the three distinct colonial regions: New England, Middle, and Southern colonies. They investigate significant developments in each colonial region, focusing on political institutions and economic activities. For example, in studying the growth political institutions, students explore the Mayflower Compact, colonial representative assemblies, the establishment of town meetings, and growth of royal government. Emphasis is also placed on the economic development of each region, including the establishment of staple-crop agricultural economies in the south and the growth of manufacturing and small farms in New England. Students also consider how regional economic differences influenced the use of slave labor in different colonial regions. In exploring the relationships between the European settlers and American Indians, students compare how the British and French differed in their interactions with indigenous peoples. In considering the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and the subsequent English takeover of the Middle colonies, students analyze immigration patterns that led to ethnic diversity. Students also assess the role of religion when exploring each colonial region. Throughout the unit, students gather and evaluate evidence to answer the question: Why did different colonial regions develop in North America?
**This week we will work on slideshows with the topic of the early English settlements of Roanoke, Jamestown, and Plymouth. These will be presented to the class on Nov. 21st.
Writing– Students continue conferring with their teacher regarding adjustment of their goals and projects. Stamina and independence continue to be emphasized as students strengthen their literacy skills. Students will use the writing process to construct compare/contrast pieces.
Reading-
*Fiction-We will continue a genre study of historical fiction while we also continue to develop our Daily 5 routine.
*Non-fiction- We will begin working on the skill of identifying the central/main idea in a non-fiction piece.
Grammar – We will be doing a review of the different parts of speech.
Spelling – There will be no Spelling List for the week of Nov. 21-22.
Please see Spelling City for the current spelling list and activities.
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