HOMEWORK - students will receive a copy of this homework on Wednesday, but it is on the blog as well if you'd like to access it sooner.
Around the Block Bump Four in a Row Uncover it! Race to the Finish POW 1 POW 2 MONDAY - Students completed their mid-point fractions assessment today. You can expect to see these marks on PowerSchool tomorrow evening. It is important to note this is only a snap shot of their learning right now. We will continue to work on and practice aspects of fractions, and students can expect to complete the final test, and a learning task before family day weekend in term 2. We also played a game that revolved around adding decimals to get the closest possible amount of "money" up to $1. Be sure to ask your son/daughter about this. They LOVED the game. You can also expect problem solving marks to be up on PowerSchool. Students worked through a variety of word problems last week. They have been assessed, and the marks are now on PowerSchool. TUESDAY - Students received their mid-point test back. We went through the questions together and students identified areas of growth for themselves, and then independently completed some practice questions to target their needs. We will continue this throughout the week. Mid-point assessment marks are now up on PowerSchool. WEDNESDAY - Students did some practice questions in class today about ordering fractions and decimals. THURSDAY - I was away doing French Interviews at Elboya today. Students worked through some word problems and fraction practice. FRIDAY - Students focused a lot of French today. We will go over the Math work from yesterday next week!
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Hello Students, Parents and Guardians -
My most sincere apologies for my delay in posting this. It has been a busy week. The mini-math check in on Monday will cover the following topics: - can I identify fractions from a picture? - can I represent fractions using a picture? - can I read a word problem and determine the appropriate fraction? - can I add and subtract decimals? - can I think about money and determine the appropriate decimal? - can I place a fraction on a number line? Students have been practicing these skills in class, and are prepared to complete the mini-check in!! If you need any further clarification, please don't hesitate to email me ([email protected]). I will update the blog in a more detailed manner first thing Sunday morning. MONDAY - No school TUESDAY - We worked through multi-step word problems that focused back on some of our work in addition, subtraction and multiplication. Students worked on this individually. WEDNESDAY - We worked through multi-step word problems that focused back on some of our work in addition, subtraction and multiplication. Students worked on this in partners. THURSDAY - We worked through multi-step word problems that focused back on some of our work in addition, subtraction and multiplication. Students worked on this in partners. We also worked through some problems that intertwined a lot of different aspects of fractions. Students also worked on percentages and determined their own strategies to help convert fractions to be out of 100 so that it is easier to identify the percentage. I was so excited by their work and perseverance and was waving my arms so much that I threw my whiteboard marker across the class! WHOOPS. Yet another proud teacher moment with the kids in 5A!! FRIDAY - We did some practice sheets today about all things fractions. Students worked through the questions individually and then we corrected them as a class as a way to receive instant feedback. Some students chose to take this home over the weekend for extra practice and others felt confident enough not to. No homework this week - students can play Prodigy or practice basic math facts. MONDAY - we reviewed how to place fractions on a number line. It was a good review from before the break...but was also tough. Click here to see the sheet students were working on. If you want, check in on their understanding and ask your child to explain to you what they know. TUESDAY - we continued our work with fractions on number lines today. We also worked with visually representing fractions and designing a visual representation of a fraction when the numerical fraction is provided. For example: Students identified the fraction for the parts shaded in blue. Or if 3/5 was provided, they drew a circle (or an array) to represent the fraction. These types of fractions were a lot easier for students...BUT as we continue through the unit it is important for students to understand how to work with fractions in multiple settings. We will keep working through this. I am proud of the focus and commitment to learning that has happened so far this new year!! Way to go 5A! WEDNESDAY - Today we created a chart that helps us visualize the sizing of different fractions. When we count in whole numbers 1, 2, 3, 4 they get bigger as we go upwards...in fractions, when the denominator increases, the size of the fraction actually gets smaller...see! THURSDAY - Today we worked some more with number lines. Students wrote a fraction of their choice, as long as the denominator didn't go above 10. Then we split the class in two. Students placed their fraction on the number line on the white board. Then we switched sides of the class. Students who were on side A, gave feedback to those on side B, and vice versa. They weren't allowed to change the position of the fraction, but rather highlight that there may be a change the needed to be made. We switched sides again, and students corrected or readjusted the placement of their fraction. Some students chose to use their fraction chart from yesterday to help them determine where their fraction should go - what a great strategy to utilize in these beginning stages of learning about fractions on a number line. We did this a couple of times, and then students went onto some individual practice. It was great to hear the conversations and dialogue happening in the initial stages and in the feedback stages. Way to go 5A! Check out some pictures from our learning activity today.
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June 2019
Math Games
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