We are still working on Multiplication and Division in class which will take us straight up to the winter holidays. Some of the students wrote a quiz yesterday, the rest will write the quiz on Monday that will include showing their understanding and strategies for multiplication and division. Some of the things we have learned in class are using arrays, related facts, halving and doubling, using known facts, and how to read a word problem.
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The students of 5C have completed their first unit test of the year. However, I would like to point out that conversations about place value and being able to add and subtract will continue to come up throughout the year. That being said, we are starting multiplication and division next week.
The new page for this part of the whole numbers unit is up on the blog! You can refer to that to see what we are working on for the next few months. Students will understand and recall their multiplication facts to 81 and understand the relationship to division. They will also be able to multiply 2-digit by 2-digit numbers and divide 3-digit by 1-digit numbers. We will continue to work on mental mathematics strategies and estimation. This week we continued to work on different ways to round numbers and estimate sums. The students were shown estimating to benchmarks, front-end estimating, compensation and compatible numbers. These are all strategies that will help them with mental math as well as a way to know if their answer is reasonable or not. We also talked about real life situations when we have seen or given estimations (i.e. the population of Canada, how many books there are in the learning commons etc.).
Next week we will continue to practice addition and explaining if our answer is reasonable or not and start to work on subtraction. The students are expected to know how to estimate to benchmarks and have at least one strategy that they use to estimate a sum or difference and use that to explain if their actual sum or difference is reasonable or not. There will be a test coming up in the last week of October/first week of November. The students need to remember standard form, expanded form, written form, the value of digits in large numbers, how to tell when numbers are greater than or less than other numbers, estimating and be able to explain their process, adding and subtracting, solving a word problem and explaining their process. Continuing with our unit on whole numbers, we started talking about rounding and estimation this week. The first strategy we learned was rounding using benchmarks. Students were asked to underline the benchmark they need to round to, all numbers before this stay the same, all numbers after become zeros, and the underlined number will either round up or down. So for example:
Round the number 234 567 to the: nearest ten thousands- 230 000 because 34 000 is between 40 000 and 30 000 but would round down. nearest thousands- 235 000 because 4 500 is between 4 000 and 5 000 but would round up. nearest hundreds- 234 600 because 567 is between 600 and 500 but would round up. We also discussed front-end rounding and how it can be used as an addition strategy. If asked to solve 423 567 + 345 908, the students could first add 400 000 + 300 000 to get 700 000. The students then know that their answer has to be greater than 700 000. The students are encouraged to use number lines while learning these strategies. This week we will continue to learn different strategies for estimation and rounding. The students will also be working on addition and subtraction of large numbers. This week we spent time reviewing and then the students were given the choice to continue reviewing concepts that would be covered on the test, or work on multiplying and dividing by multiples of 10. We also started our math journals where students will be communicating and showing their understanding of the different concepts and topics covered in class. The students wrote their first math quiz today and when they finished they uploaded their first French project on IRIS and then played on Prodigy.
We are extremely fortunate to have been loaned some math resources this year! The kids are VERY excited about these items and have been enjoying using them already. We have a few puzzles that they are able to do if they finish tasks early, or during Flex. We also have Think Tanks which we will be using periodically throughout the year. Some of the students are familiar with these from Coventry Hills School, and the rest were able to see a few questions today. Next week in math we will be estimating, adding, and subtracting numbers up to 1-million. Each evening this week the students should be reviewing for their quiz. A quiz review of practice questions has gone home and I will correct them as they are handed back. I have attached some useful resources to this post for extra practice and review at home. 1) A parent document explaining what your child should be able to do for the quiz and the review. 2) Flash cards that are useful to practice saying large numbers and then writing them in written form (a free resource from Teachers Pay Teachers).
This week we continued to explore large numbers up to 1 million. The focus was to have the kids understand that as you move through the place value chart it gets ten times great. For example: 100 is ten times greater then 10, but 10 000 is one thousand times greater than 10. The problem of the week was a way for the kids to work through this concept at home and even challenge themselves a bit further. Today in class I handed back their Problem of the Week and we talked about how 100 ፥ 4 = 25, but 100 ፥ 25 = 4 to try and see the relationship between these numbers. We then tried to expand our knowledge to see that 1 000 ፥ 25 = 40 (ten times greater) and 10 000 ፥ 25 = 400 all the way to 1 000 000 ፥ 25 = 40 000. These types of problems will not be on the first quiz. Next week there will be no problem of the week as kids are expected to practice and review for the quiz each night at home. Attached is a document that is a quiz review and explains what they are expected to be able to do. The students will also be given practice questions next week and will be offered the chance to pick a station they would like to work at if there is a particular area that is a need. We will also continue moving forward to look at rounding and estimation, then addition and subtraction of large numbers. Our first math quiz will be on Friday, October 6th. I have attached a review document and some practice questions for the students to complete at home.
This week students focused on representing numbers in different ways. We can now represent numbers:
- using the base ten blocks, including imagining what the hundred thousands and millions would look like - standard form: 78 654 - expanded form: 70 000 + 8 000 + 600 + 50 + 4 (70 000 + 8 000 + 600 + 50 + 4= 78 654) - written form: seventy-eight thousand six hundred fifty-four Students should continue to practice this at home and identifying the value of each digit. This week we will continue to work with problem solving with larger numbers, and looking at one million. The new problem of the week will go out on Tuesday, homework help will be on Wednesday at lunch and then it is due in class on Thursday. Normally they go out on Monday, but I am away at training and would like to explain it before handing it out. The students have, also, all been registered for Prodigy. This is an interactive online math game where I can assign assignments and pick the type of questions they see. It is now aligned with place value and addition. Occasionally, 5C will play it in class, but it is also available to play at home. This is an alternative to Mathletics as we do not have enough subscriptions for all students, so I encourage that students log on at home as well. On Friday, I introduced the kids to an activity called Stick It Together! For this activity, the class was divided into 4 different color groups and they each received a corresponding coloured sticky. I then put a math problem up on the board and we used CUBES to read and understand exactly what the problem and question were. The students solved the problem on their own sticky with their personal strategies. The students then needed to make a team of 4; 1 person from each group. With their team, they discussed their problem and each student explained their thinking, and then wrote one final sentence that would answer the question. This was just our first one, but the students can expect to see many more of these during Flex but especially on Fridays. The more the students talk with other students and hear different strategies, they might find ones that work for them. This week in math the students will be starting to look at place value and numbers with up to 6-digits. There are some great resources on Khan Academy to review certain concepts at home and practice if the students want to.
To review and practice standard form, expanded form and written form they can check out: https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-place-value-rounding/cc-4th-num-forms/v/place-value-3 |
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