Microsoft Word Math Grade 4 Unit 1 Parent Letter.docx

Size: px

Start display at page:

Download "Microsoft Word Math Grade 4 Unit 1 Parent Letter.docx"

병선 뇌
6 years ago
Views:

1 Glendale Unified School District Math Curriculum Grade 4 Parent Information Unit 1: Patterns, Whole Numbers, Place Value, Comparing and Rounding What Your Child Will Learn: Unit 1 sets the foundation for students to gain conceptual understanding of place value and rounding that they will utilize to master the fluency of addition and subtraction. First, students begin to reason about patterns, connecting a rule for a given pattern with its sequence of numbers or shapes. Then, students will extend their understanding of numbers to 1,000,000 by building the place value chart. They will learn about the relationship between each place value in the base-ten number system and analyze the relationship of numbers. Student will then read, write, and compare numbers based on the meaning of the digits in each place value. Next, students will build on the skill of rounding to round multi-digit whole numbers and make reasonable estimations. With this understanding of place value, student will become fluent with addition and subtraction with multi-digit whole numbers to 1,000,000 using the standard algorithm. Additionally, students will solve multi-step word problems using addition and subtraction to reinforce the fluency skill. MORE SPECIFICALLY, CHILDREN WILL LEARN HOW TO: Explain place value in terms of powers of 10 Apply the concept of powers of ten to multiplication and division Read & write multi-digit whole numbers using base-ten numerals, number names, and expanded form Compare two multi-digit numbers using place value concepts Use place value concepts to round multi-digit whole numbers Add and subtract multi-digit whole numbers Solve multi-step word problems using addition and subtraction Generate a number or shape pattern that follows a given rule Analyze a pattern given a specific rule Standards: 4.OA.5, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.OA.3 For more information on the strategies, standards and explanations, visit the California Framework at: Sample Problems: 4.OA.5 Generate/Analyze a Number or Shape Pattern That Follows a Given Rule 4.NBT.1 Place Value in Terms of Powers of 10 / Apply to Multiplication & Division

2 4.NBT.2 Read & Write Whole Numbers Using Base-Ten Numerals, Number Names, & Expanded Form / Compare 4.NBT.3 Use Place Value Concepts to Round 4.OA.3 Solve Multi-Step Word Problems Using Addition & Subtraction Last year, Big Bill s Department Store sold many pairs of footwear. 118,214 pairs of boots were sold, 37,092 more pairs of sandals than pairs of boots were sold, and 124,417 more pairs of sneakers than pairs of boots were sold. How many pairs of footwear were sold last year? Activities at Home Have students create patterns with a given rule Make up numbers, roll numbers with dice, or find numbers (on labels) and compare them Find numbers and write them in expanded form Make numbers and tell which place value (and/or value) each digit represents Place large numbers on a number line Collect objects (i.e. Cheerios) and estimate how many Draw pictures and make models of numbers Practice addition and subtraction facts Learning Links 4.OA.5 Generate/Analyze a Number or Shape Pattern That Follows a Given Rule NBT.1 Place Value in Terms of Powers of 10 / Apply to Multiplication & Division 4.NBT.2 Read & Write Whole Numbers Using Base-Ten Numerals, Number Names, & Expanded Form / Compare 4.NBT.3 Use Place Value Concepts to Round 4.NBT.4 Addition and Subtraction of Whole Numbers 4.OA.3 Solve Multi-Step Word Problems Using Addition & Subtraction To see an electronic copy of this parent letter, with clickable links, please go to the Common Core page at Follow the links to Mathematics, Grade 4. Scroll to the bottom of page and click on Unit 1.

3 Glendale Unified School District Maj;matika\i ousoumnakan ragir T;[;kouj\ounn;r 4-rd dasarani no[n;ri famar Bavin 1^ Ørinakn;r (Patterns)% ambo[=akan jw;r% jwa\in arv;qe% fam;matoum klorazoum Inc ksowori ];r ;r;.an^ A a=in bavine jwa\in arv;qi jiwe klorazn;lou faskazouj\an fimqn h dn;lou% ore køgtagor wi goumarman fanman safounouj\an tirap;tman famar! Na.% a,ak;rtn;re ksks;n ørinakn;re tramaban;l ørinaki jw;ri kam patk;rn;ri f;rjakanouj\an fiman wra oro,;l ørinaki skxbounqe! F;to% a,ak;rtn;re kendar]ak;n ir;nz jw;ri faskazouj\oune minc 1%000%000% jwa\in arv;qi a[\ousake kaxm;low! Nranq ksowor;n jwa\in arv;qn;ri farab;rouj\oune fimakan jw;ri famakargoum kw;rlou ;n jw;ri farab;rouj\oune! A,ak;rtn;re kkardan% kgr;n kfam;mat;n jw;re \ouraqanc\our jwi jwa\in arv;qi fiman wra! A\nouf;t % a,ak;rtn;re kxargazn;n ir;nz baxmani, ambo[=akan jw;re klorazn;lou fmtouj\ounn;re motawor fa,wark kkatar;n! Jwa\in arv;qe faskanalow% a,ak;rtn;re baxmani, jw;re minc 1%000%000 fmtor;n kgoumar;n kfan;n standart algorijm øgtagor ;low! Aw;lin% a,ak;rtn;re% goumaroum fanoum øgtagor ;low baxmaqa\l.ndirn;r klou ;n ir;nz fmtouj\ounn;rn amrapnd;lou famar! MASNAWORAP:S% A<AK:RTN:RE KSOWOR:N J: INCP:S^ Bazatr;l jwa\in arv;qe 10-i astiyann;ri t;rminn;row! Tasi astiyann;re kira ;l baxmapatkman bavanman m;=! Baxmani, ambo[=akan jw;re kardal gr;l% øgtagor ;low fimnakan jw;re% jwi anoune endar]ak ] e! :rkou baxmani, jw;re fam;mat;l jwa\in arv;qi faskazouj\ounn øgtagor ;low! Øgtagor ;l jwa\in arv;qi faskazouj\oune baxmani, ambo[=akan jw;re klorazn;lou famar! Goumar;l fan;l baxmani, ambo[=akan jw;re! Goumaroum fanoum øgtagor ;low lou ;l baxmaqa\l.ndirn;r! Jwa\in kam patk;ra\in ørinak st;[ ;l% ore f;t oum h trwa kanonin! Trwa oro,aki kanonow w;rlou ;l ørinake! Ca'ani,n;r^ 4.OA.5, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.OA.3 Strat;gian;ri% ca'oro,icn;ri bazatrouj\ounn;ri masin faw;l\al t;[;kouj\an famar a\z;l;q ka\qh=! ØRINAKN:R^ 4.OA.5 St;[ ;l/w;rlou ;l jwa\in kam patk;ra\in ørinak trwa kanonin f;t ;low Patk;rn;row ørinakn;r tw;q% orp;sxi a,ak;rtn;re karo[anan oro,;l ørinaki kanone! Ørinak^ A,ak;rtn;re karo[ ;n n,;l% or ørinaki kanone na.ord patk;ri qa akousin;re 3-ow baxmapak;ln h! 4.NBT.1 Jwa\in arv;qe 10-i astiyann;ri t;rminn;row/øgtagor ;l baxmapatkman bavanman famar Translated By: GUSD Intercultural Office Armenian Math Unit 1 Parent letter- 4th grade Professional Development

4 4.NBT.2 Ambo[=akan jw;re kardal gr;l% øgtagor ;low fimnakan jw;re% jwi anoune endar]ak ] e/fam;matouj\oune! Fing far\our ouj faxar% inn far\our m;k 4.NBT.3 Øgtagor ;l jwa\in arv;qi faskazouj\oune jw;re klorazn;lou famar! 4.OA.3 Lou ;l baxmaqa\l.ndirn;r goumaroum fanoum øgtagor ;low! Anz\al tari% Big Bill s.anouje,at ko,ik waya ;z! Waya w;z 118%214 xou\g ;rkarayitq ko,ik% ;rkarayitq ko,ikn;riz 37%092 aw;li sandaln;r ;rkarayitq ko,ikn;riz 124%417 aw;li sporta\in ko,ikn;r! Qani# ko,ik waya w;z anz\al tari! :rkarayitq Sandal Sporta\in Sandal Sport& 516%151 xou\g ko,ik h waya w;l anz\al tar! Tane katarwo[ a,.atanqn;r A,ak;rtn;rin fan]narar;l trwa kanonow ørinak st;[ ;l! Jw;r fnar;q% xa gz;q kam pitaki wra jw;r gt;q fam;mat;q dranq! Gt;q jw;r dranq endar]ak ] ow gr;q! Jw;r kaxm;q as;q \ouraqanc\our jwi jwa\in arv;qe! M; jw;re gr;q jwa\in a anzqi wra! W;rzr;q ir;r (ørinak^ ciriox) as;q motawor na.afa,iwe! Nkarn;r nkar;q jw;ri mod;ln;r patrast;q! Goumarman fanman warvouj\oun katar;q! Ousouzman fangou\zn;r 4.OA.5 St;[ ;l/w;rlou ;l jwa\in kam patk;ra\in ørinak trwa kanonin f;t ;low NBT.1 Jwa\in arv;qe 10-i astiyann;ri t;rminn;row/øgtagor ;l baxmapatkman bavanman famar 4.NBT.2 Ambo[=akan jw;re kardal gr;l% øgtagor ;low fimnakan jw;re% jwi anoune endar]ak ] e/fam;matouj\oune! 4.NBT.3 Øgtagor ;l jwa\in arv;qi faskazouj\oune jw;re klorazn;lou famar! 4.NBT.4 Ambo[=akan jw;ri goumaroum fanoum! 4.OA.3 Lou ;l baxmaqa\l.ndirn;r goumaroum fanoum øgtagor ;low! A\s namaki hl;ktronik paty;ne t;sn;lou famar% douq karo[ ;q øgtw;l Mt;q common core h=e s;[m;q 4-rd dasarani bavin 1-e (Unit 1)! Translated By: GUSD Intercultural Office Armenian Math Unit 1 Parent letter- 4 th grade Professional Development

5 글렌데일 통합교육구 수학 교과과정 4 학년 학부모 정보 단원 1: 패턴, 자연수, 자리값, 비교 및 반올림 귀 자녀는 무엇을 배울 것인가: 단원 1 은 학생들이 덧셈 및 뺄셈을 능숙하게 습득하기 위해 사용되는 자리값 및 반올림에 대한 개념 이해를 위한 기초를 세운다. 첫째, 학생들은 숫자나 도형들의 연속성과 함께 주어진 패턴 규칙과 연결하여 패턴에 대한 추리를 시작한다. 그후 학생들은 자리값 차트를 구축함으로써 1,000,000 까지의 숫자 이해를 늘인다. 이들은 10 진법 체계에서 각 자리값 사이의 관계를 배우고 숫자 관계를 분석할 것이다. 다음으로 학생들은 학생들은 다자릿수 자연수로 반올림하는 기량을 구축할 것이고 합리적인 추정을 할 것이다. 이러한 자리값에 대한 이해와 함께, 학생은 표준 기수법을 사용하여 1,000,000 까지의 다자리수 자연수 덧셈 및 뺄셈을 능숙하게 할 것이다. 추가적으로, 학생들은 능숙성 강화를 위해 덧셈 및 뺄셈을 사용하여 다단계 응용문제들을 풀 것이다. 좀 더 구체적으로 학생들은 다음의 것들을 배울 것이다: 10 의 제곱 용어로 자리값을 설명한다. 곱셈 및 나눗셈에서 10 의 제곱 개념을 응용한다. 십진법, 숫자 명칭 및 확대된 형식을 사용하여 다자리수 자연수를 읽고 쓴다. 자리값 개념을 사용하여 다자리수 두 숫자들을 비교한다. 다자리수 자연수를 반올림하기 위해 자리값 개념을 사용한다 다자리수 자연수를 더하고 뺀다 덧셈 및 뺄셈을 사용하여 다단계 응용문제를 푼다 주어진 규칙에 따라 숫자 또는 도형 패턴을 만든다. 특정한 규칙이 주어진 패턴을 분석한다. 표준: 4.OA.5, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.OA.3 방법, 표준 및 설명에 대한 더 많은 정보에 대해선, 가주 프레임워크: 을 방문하시오. 샘플 문제: 4.OA.5 주 어 진 규 칙 에 따 른 숫 자 또 는 도 형 패 턴 만 들 기 /분 석 하 기 단계 및 규칙 도형 패턴을 제공하여 학생이 패턴 규칙을 결정할 수 있도록 한다. 예를 들어, 학생들은 이전의 사각형 숫자에 3 을 곱하는 것이 이것의 규칙이라고 말할 수 있다. 4.NBT.1 10 의 제 곱 식 에 서 의 자 리 값 / 곱 셈 및 나 눗 셈 에 응 용

6 4.NBT.2 10 진법숫자들을사용한자연수읽기및쓰기, 숫자명칭및확대형식 / 비교 4.NBT.3 자릿값개념을반올림에사용 4.OA.3 덧셈및뺄셈을사용한다단계응용문제풀기 지난해, 빅빌스백화점은많은신발을판매하였다. 118,214 켤레의부츠가판매되었다. 샌달은부츠보다 37,092 켤레더많이판매되었고운동화는부츠보다 124,417 켤레더판매되었다. 지난해에몇켤레의신발이판매되었는가? 켤레의신발이지난해판매되었다 가정에서의활동 학생에게주어진규칙으로패턴을만들도록한다 숫자들을정하고주사위를굴리거나라벨에서숫자를찾아그것들과비교한다 확대된형식의숫자들을찾거나그것들을적는다 숫자들을만들고각자리를나타내는자릿값 ( 및 / 또는자리 ) 를말한다 넘버라인에큰숫자들을놓는다 물건들 ( 예 : Cheerios) 을모으고그것의숫자를추정한다 그림을그리고숫자모델을만든다 덧셈및뺄셈연산을연습한다 학습링크 4.OA.5 주어진규칙에따른숫자또는도형패턴만들기 / 분석하기 NBT.1 10 제곱식에서의자리값 / 곱셈및나눗셈에응용 4.NBT.2 10 진법숫자들을사용한자연수읽기및쓰기, 숫자명칭및확대형식 / 비교 4.NBT.3 자릿값개념을반올림에사용 4.NBT.4 자연수덧셈및뺄셈 4.OA.3 덧셈및뺄셈을사용한다단계응용문제풀기 본학부모서한에대한 접속가능한 전자사본링크는커먼코어 ( 공통핵심 ) 페이지 를보시오. 4 학년수학링크를따라가페이지맨아래로가서단원 1 (Unit 1) 을클릭하시오. Translated by: GUSD, Intercultural Department Professional Development Parent Letter, Grade 3 Unit 1 Korean 6/17/2016

7 Distrito Escolar Unificado de Glendale Plan de Estudios de Matemáticas 4o Grado - Información para los padres Unidad 1: Patrones, números enteros, valor posicional, comparación y redondeo Lo que su hijo aprenderá: La unidad 1 establece las bases para que los alumnos adquieran una comprensión conceptual del valor posicional y el redondeo que se utilizarán para dominar la fluidez de la suma y la resta. Primero, los alumnos comenzarán a razonar acerca de los patrones, relacionando la regla de un patrón dado con su secuencia de números o figuras. Luego, los alumnos ampliarán su comprensión de los números hasta 1,000,000 mediante la construcción de la tabla de valor posicional. Ellos aprenderán sobre la relación entre cada valor posicional en el sistema de números de base diez y analizarán la relación de los números. Los alumnos después leerán, escribirán y compararán números basados en el significado de los dígitos en cada valor posicional. A continuación, los alumnos se apoyarán en sus habilidades para redondear números enteros de varios dígitos y hacer estimaciones razonables. Con esta comprensión del valor posicional, los alumnos adquirirán fluidez con la suma y resta con números enteros de varios dígitos hasta 1,000,000 usando el algoritmo estándar. Además, los alumnos resolverán problemas de varios pasos usando la suma y la resta para reforzar la habilidad de fluidez. MÁS ESPECÍFICAMENTE, SU HIJO APRENDERÁ CÓMO: Explicar el valor posicional en términos de potencias de 10 Aplicar el concepto de potencias de diez a la multiplicación y la división Leer y escribir números enteros de varios dígitos usando números de base diez, los nombres de los números y la forma extendida Comparar dos números de varios dígitos usando los conceptos de valor posicional Usar conceptos de valor posicional para redondear números enteros de varios dígitos Sumar y restar números enteros de varios dígitos Resolver problemas de varios pasos utilizando la suma y la resta Generar un patrón de números o figuras que sigue una regla dada Analizar un modelo con una norma específica. NORMAS: 4.OA.5, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.OA.3 Para obtener más información sobre las estrategias, normas y explicaciones, visite el Marco de Referencia de California en: Ejemplos de problemas: 4.OA.5 Generar / Analizar un patrón de números o figuras que siguen una regla dada PASOS Y REGLAS Proporcionar patrones que tengan figuras para que los alumnos determinen la regla que sigue el patrón. Por ejemplo, Los alumnos pueden decir que la regla es multiplicar el número previo de cuadros por 3. 4.NBT.1 Valor posicional en términos de potencias de 10 / Aplicar a la multiplicación y división

8 4.NBT.2 Leer y escribir números enteros usando números de base diez, nombres de números y forma extendida /comparar 4.NBT.3 Utilizar el concepto de valor posicional para redondear 4.OA.3 Resolver problemas verbales de varios pasos usando la suma y la resta El año pasado, la tienda de departamentos Big Bill vendió muchos pares de zapatos. Se vendieron 118,214 pares de botas; se vendieron 37,092 más pares de sandalias que pares de botas; y se vendieron 124,417 más pares de zapatos tenis que pares de botas. Cuántos pares de zapatos en total se vendieron el año pasado? Actividades en el hogar Haga que los niños creen patrones con una regla determinada Inventa números, tira los dados para obtener números o encuentra números (en etiquetas) y compáralos Encuentra números y escríbelos en forma extendida Haz números y di qué valor posicional (y / o el valor) representa cada dígito Coloca números grandes en una recta numérica Reúne objetos (p. ej, Cheerios) y estima cuántos son Dibuja y haz modelos de los números Practica la suma y la resta Enlaces de aprendizaje 4.OA.5 Generar / Analizar un patrón de cantidad o la forma que sigue una regla dada NBT.1 Valor posicional en términos de potencias de 10 / Aplicar para la multiplicación y división 4.NBT.2 Leer y escribir números enteros usando números de base diez, nombres de número y forma expandida / Comparar 4.NBT.3 Utilizar conceptos de valor posicional para redondear 4.NBT.4 La suma y la resta de números enteros 4.OA.3 Resolver Problemas verbales de varios pasos usando la suma y la resta Para ver una copia electrónica de esta carta a los padres con los enlaces de "hacer clic", por favor vaya a la página de tronco común (Common Core) en Siga los enlaces a Matemáticas, 4 o Grado. Vaya a la parte inferior de la página y haga clic en la Unidad 1.

Microsoft Word Math Grade 2 Unit 1 Parent Letter.docx

Microsoft Word Math Grade 2 Unit 1 Parent Letter.docx Glendale Unified School District Math Curriculum Grade 2 Parent Information Unit 1: Foundations of Addition, Subtraction, and Measurement What Your Child Will Learn Unit 1 sets the foundation for students