Hi all!! Per the Party Committee guidelines our party will be short and simple with just myself and the students. We will be decorating cupckes and passing out Valentines if students choose to bring them. We will also play BINGO with candy conversation hearts. Please be sure that all items are here at school at the beginning of the day on the 14th so we can get organized.
I have added some items we need for science. We need the science items by 2/7.
The link below is for our Valentine celebration with the science stuff added at the end. Please be rest assured we are not eating fish gravel at the party! 😉
Where has the time gone? Can you believe how close we are to celebrating our 5th graders moving on to their next adventure?
There are 5th grade events that will take place during the spring as well as end of the year celebrations. These are still in the planning stages. More communication will be coming out with details for each event as soon as everything is finalized.
During the 5th grade promotion ceremony on the last day of school, a slide show/video of all of the 5th graders is shown. We need EVERYONE to send in photos of your 5th grader. These photos can be from kindergarten all the way through 5th grade. They can include: photos of just your 5th grader, photos with their classmates, photos from field trips, photos from any school clubs they belong to (i.e. scouts, band, etc.), and photos from the various Lindbergh functions – anything having to do with Lindbergh. Pictures that are sent in that did not take place at school or during a school event will not be used.
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. Sharing what they have learned each day is an excellent way to help students review. The planner should be signed by a parent or guardian every day.
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. Their comprehension can be checked using the question sheet given to students. **Moby Max or Khan Academy- at least 20 minutes should be done each night. **Students can use Ducksters, History.com, and Ben’s Guide to the Government to review social studies and/or science topics covered in class. **Students will have assignments which need to be completed on Readworks. **Content binders should come home every night so students can study and review that day’s lessons. Math, social studies and science material in the binder should be studied each night to prepare for upcoming tests.
Math–
We are currently working on Module 4. After our Mid-Module test on 1/28 we will day a day of review for those students needing more support. We will complete lessons 13 and 14 on Thursday and Friday.
Module Overview
In Module 4, students learn to multiply fractions and decimal fractions and begin working with fraction division.
Topic A opens the 38-day module with an exploration of fractional measurement. Students construct line plots by measuring the same objects using three different rulers accurate to 1/2 , 1/4 , and 1/8 of an inch (5.MD.2). Students compare the line plots and explain how changing the accuracy of the unit of measure affects the distribution of points. This is foundational to the understanding that measurement is inherently imprecise because it is limited by the accuracy of the tool at hand. Students use their knowledge of fraction operations to explore questions that arise from the plotted data. The interpretation of a fraction as division is inherent in this exploration. For measuring to the quarter inch, one inch must be divided into four equal parts, or 1 ÷ 4. This reminder of the meaning of a fraction as a point on a number line, coupled with the embedded, informal exploration of fractions as division, provides a bridge to Topic B’s more formal treatment of fractions as division.
Topic B focuses on interpreting fractions as division. Equal sharing with area models (both concrete and pictorial) provides students with an opportunity to understand division of whole numbers with answers in the form of fractions or mixed numbers (e.g., seven brownies shared by three girls, three pizzas shared by four people). Discussion also includes an interpretation of remainders as a fraction (5.NF.3). Tape diagrams provide a linear model of these problems. Moreover, students see that, by renaming larger units in terms of smaller units, division resulting in a fraction is similar to whole number division.
Reasoning about decimal placement is an integral part of these lessons. Finding fractional parts of customary measurements and measurement conversion (5.MD.1) concludes Topic E. Students convert smaller units to fractions of a larger unit (e.g., 6 inches = 1/2 foot). The inclusion of customary units provides a meaningful context for many common fractions (e.g., 1/2 pint = 1 cup, 1/3 yard = 1 foot, 1/4 gallon = 1 quart). This topic, together with the fraction concepts and skills learned in Module 3, opens the door to a wide variety of application word problems (5.NF.6). Students interpret multiplication in Grade 3 as equal groups, and in Grade 4 students begin understanding multiplication as comparison.
In Topic C, students interpret finding a fraction of a set (3/4 of 24) as multiplication of a whole number by a fraction (3/4 × 24) and use tape diagrams to support their understandings (5.NF.4a). This, in turn, leads students to see division by a whole number as being equivalent to multiplication by its reciprocal. That is, division by 2, for example, is the same as multiplication by 1/2 . Students also use the commutative property to relate a fraction of a set to the Grade 4 repeated addition interpretation of multiplication by a fraction. This offers opportunities for students to reason about various strategies for multiplying fractions and whole numbers. Students apply their knowledge of a fraction of a set and previous conversion experiences (with scaffolding from a conversion chart, if necessary) to find a fraction of a measurement, thus converting a larger unit to an equivalent smaller unit (e.g., 1/3 minutes = 20 seconds and 2 1/4 feet = 27 inches).
Topic D opens with interpreting numerical expressions. As students learn to evaluate expressions with parentheses, such as 3 × (2/3 − 1/5) or 2/3 × (7 + 9) (5.OA.1). They then learn to interpret numerical expressions, such as 3 times the difference between 2/3 and 1/5 or two-thirds the sum of 7 and 9 (5.OA.2). Students generate word problems that lead to the same calculation (5.NF.4a), such as “Kelly combined 7 ounces of carrot juice and 5 ounces of orange juice in a glass. Jack drank 2/3 of the mixture. How much did Jack drink?” Solving word problems (5.NF.6) allows students to apply new knowledge of fraction multiplication in context, and tape diagrams are used to model multi-step problems requiring the use of addition, subtraction, and multiplication of fractions.
Topic E introduces students to multiplication of fractions by fractions—both in fraction and decimal form (5.NF.4a, 5.NBT.7). The topic starts with multiplying a unit fraction by a unit fraction and progresses to multiplying two non-unit fractions. Students use area models, rectangular arrays, and tape diagrams to model the multiplication. These familiar models help students draw parallels between whole number and fraction multiplication, as well as solve word problems. This intensive work with fractions positions students to extend their previous work with decimal-by-whole number multiplication to decimal-by-decimal multiplication. Just as students used unit form to multiply fractional units by wholes in Module 2 (e.g., 3.5 × 2 = 35 tenths × 2 ones = 70 tenths), they connect fraction-by-fraction multiplication to multiply fractional units-by-fractional units (3.5 × 0.2 = 35 tenths × 2 tenths = 70 hundredths)
In Topic F, students once again extend their understanding of multiplication to include scaling (5.NF.5). Students compare the product to the size of one factor, given the size of the other factor (5.NF.5a) without calculation (e.g., 486 × 1,327.45 is twice as large as 243 × 1,327.45 because 486 = 2 × 243). This reasoning, along with the other work of this module, sets the stage for students to reason about the size of products when quantities are multiplied by numbers larger than 1 and smaller than 1. Students relate their previous work with equivalent fractions to interpreting multiplication by n/n as multiplication by 1 (5.NF.5b). Students build on their new understanding of fraction equivalence as multiplication by n/n to convert fractions to decimals and decimals to fractions. For example, 3/25 is easily renamed in hundredths as 12/100 using multiplication of 4/4. The word form of twelve hundredths is then used to notate this quantity as a decimal. Conversions between fractional forms are limited to fractions whose denominators are factors of 10, 100, or 1,000. Students apply the concepts of the topic to real-world, multistep problems (5.NF.6).
Topic G begins the work of division with both fractions and decimal fractions. Students use tape diagrams and number lines to reason about the division of a whole number by a unit fraction and a unit fraction by a whole number (5.NF.7). Using the same thinking developed in Module 2 to divide whole numbers, students reason about how many fourths are in 5 when considering such cases as 5 ÷ 1/4 . They also reason about the size of the unit when 1/4 is partitioned into 5 equal parts: 1/4 ÷ 5. Using this thinking as a backdrop, students are introduced to decimal fraction divisors and use equivalent fraction and place value thinking to reason about the size of quotients, calculate quotients, and sensibly place the decimal in quotients (5.NBT.7).
The module concludes with Topic H, in which numerical expressions involving fraction-by-fraction multiplication are interpreted and evaluated (5.OA.1, 5.OA.2). Students create and solve word problems involving both multiplication and division of fractions and decimal fractions.
Social Studies-
Unit 3: Colonization and Settlement
Test Jan. 29
As we checked over the study guides today, it was discovered that only 50% of the students actually completed the study guides in the two weeks they had them. In the future the study guides will be a required assignment.
Science- We did a Mystery Science activity about the Earth’s water. Discuss the activity with your child and see what they learned!
Writing–
We are currently working on writing opinion pieces and reading responses using the RACER graphic organizer. Ask your fifth grader about it!
Reading-
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Lessons will emphasize students’ ability to identify key ideas and themes in a text, whether in print, graphic, quantitative or mixed media formats.
The focus is on reading to understand, during which students focus on what the text says. The premise is that students cannot delve into the deeper meaning of any text if they cannot first grasp the surface meaning. Beyond merely identifying ideas, students also see how ideas and events connect and evolve over the course of a text.
Grammar – We will review the parts of speech. We are working with adjectives and adverbs.
Spelling – Please see Spelling City for the current spelling list and activities. Click on the Spelling City in the links list on this page. We are currently on Week 18.
The STEM program staff asked me to share this information with current fifth graders and their parents:
Important STEM information:
To all 5th grade parents that have an interest in their child attending STEM next year please review the following established process. Keep in mind that STEM is a Magnet school located on the Dearborn Heights Campus with the Michael Berry Career Center. This means that all parents are responsible for providing transportation to and from school. Our start and end times are aligned to high school times, 7:15 am – 2:15 pm.
There is no enrollment process for our new 6th grade class. Instead, we will be sending out invitations to the top 120 5th grade students in the district and asking them to apply. If your student is in district, but not a DPS student, there will be an application posted on our blog (https://stem.dearbornschools.org/) mid-February .
We have set a minimum NWEA reading score of 222 and a minimum NWEA math score of 231 as our baseline (winter 2020 5th grade scores). In addition, students will need to have earned a 3 or a 4 on their 4th grade math and reading M-STEP tests. However, having these minimum scores does not mean that a student will receive an invitation. The top 120 students may very well achieve beyond these minimum scores. Invitations to apply will be mailed home sometime in March.
For a non-DPS student that applies, his/her application will be ranked with the 120 invitations that we send home to DPS students. If s/he ranks in the top 120, s/he will be emailed an invitation letter and be asked to email his/her interest in attending in the Fall. If s/he does not rank in the top 120, s/he will not receive a final invitation. Again, meeting the minimum scores does not guarantee acceptance.
Once the 120 students have responded to their invitations, if we have more than 60 students “accept”, there will be a lottery.
When calling in absences and leaving messages, please make sure to give the first and last names of students, teacher, date and reason of absence and phone number to call back if we have questions. Repeat name of student at the end.
Students should use information in their binders, the hard cover texts, the online texts, and the videos on the blog to be sure they are prepared for the test.
Social Studies Study Guide
Unit 3: Colonization & Settlement
Test 1/29/20
You should know:
*What was the main reason for European voyages of exploration in the late 1400s and early 1500s?
What effect did European colonization have on Native Americans?
Why was Jamestown founded?
Why was it established in its location along the James River?
What was the most profitable export of the Jamestown settlement?
Why did the Pilgrims come to North America?
What was the Mayflower Compact and why is it important?
Why did Anne Hutchinson leave the Massachusetts Bay Colony?
What colony did she found?
What colony did Roger Williams found and why did he found it?
Which colony was most influenced by the Quakers? Who was the founder?
What were the push and pull factors for Europeans moving to the English colonies?
Colonies(name them below)
Economic Impact
Geographic Features
Founder/Groups
New England —-
Middle —-
Southern —–
Vocabulary– Agriculture, cash crop, push and pull factors, Mayflower Compact, religious persecution/religious freedom, plantation
Essay: Explain how life in the colonies might have been different if the colonies had not written the Mayflower Compact. Provide at least two examples.
