**JANUARY 2019**

Happy New Year!

In the coming month, we will work on recognizing numeric and nonnumeric patterns. Students also will learn about Order of Operations which introduces them to the rules of how to solve math problems that have different signs. It is becoming increasingly important to realize that not all math problems are solved by reading them from left to right. The students will learn the rules of which operation should be discovered first, second, and so on. The class will study input and outputs in a function table in the upcoming unit. Lastly, we will write equations to describe patterns in function tables and other mathematical situations.

Here are some key words that your child will be focusing on:

Some activities that support mathematical thinking would be to ask your child to look at the car next to your car. How many people would you need to add or subtract to your car to make them have the same number of people? How many people would you have if you multiplied the amount of people in both cars together?

The fourth graders are doing an excellent job advancing in their timed tests. Please continue to support their fact fluency with XtraMath.org, flash cards, verbal drills, and IXL.

Warmly,

Mrs. Conte

In the coming month, we will work on recognizing numeric and nonnumeric patterns. Students also will learn about Order of Operations which introduces them to the rules of how to solve math problems that have different signs. It is becoming increasingly important to realize that not all math problems are solved by reading them from left to right. The students will learn the rules of which operation should be discovered first, second, and so on. The class will study input and outputs in a function table in the upcoming unit. Lastly, we will write equations to describe patterns in function tables and other mathematical situations.

Here are some key words that your child will be focusing on:

**: a combination of numbers, variables, and operation symbols that represents a mathematical quantity 3 × y**__expression__**: a letter or symbol used to represent an unknown quantity. In 3 × y = 27, y is the variable.**__variable__**: tells you which operation to perform first; 12 - (7 + 2)**__parentheses__**: a mathematical sentence that contains an equals sign, =, indicating that the left side of the equals sign has the same value as the right side; 4 + 5 = 9**__equation__**: a sequence of numbers, figures, or symbols that follows a rule or design 2, 4, 6, 8**__pattern__**: the ordered arrangement of terms that make up a pattern**__sequence__**: a number in a pattern or sequence**__term__Some activities that support mathematical thinking would be to ask your child to look at the car next to your car. How many people would you need to add or subtract to your car to make them have the same number of people? How many people would you have if you multiplied the amount of people in both cars together?

The fourth graders are doing an excellent job advancing in their timed tests. Please continue to support their fact fluency with XtraMath.org, flash cards, verbal drills, and IXL.

Warmly,

Mrs. Conte