HOMEWORK FOR THE WEEK: - can be printed off at home or at school in the Learning Commons - answers can be recorded on a separate piece of paper POW #1 - due Thursday MONDAY: Today we talked a lot about how to visually represent numbers. Students were able to notice a pattern, and collectively determined how to demonstrate the patterns within their work. Please note, there is now homework posted for the week. We talked about this as a class today and students understand the requirements. POWs are always due on Thursday, and students can expect feedback on Fridays. All POWs are a review of the materials covered in the previous week. They are valuable to student learning and can help them check in on their understanding.
TUESDAY: Students continued to build on their ability to visually represent numbers. They worked in small groups and used dice to roll 6 digit numbers. Students worked together to practice representing numbers in multiple formats. WEDNESDAY: Students did one more round of practicing number representations today with the dice and a new group. After 20 minutes of practice and feedback, we did a mini show-me-what-you-know. The results were great! I was one proud teacher. Students can expect this feedback on Monday! THURSDAY: Building on being able to represent numbers in multiple ways, we had a great "Math Talk" about finding estimate totals. Students brainstormed different ways they could come to an estimate total. Great conversation was had about the difference between rounding to the nearest hundred thousand compared to rounding to the nearest ten thousand or even thousand. Be sure to ask your son/daughter which one they discovered ended up being closest to the exact answer. After our "Math Talk" students worked in small groups of apply their new found understanding by completing a couple practice questions. The fantastic dialogue continued amongst the students within these smaller groups....not to mention they were pretty pumped to be able to complete the practice questions using white board markers and the windows as their surface (rather than pencil and paper!!). FRIDAY: Today we did a check in on our understanding, and continued in small groups, practicing finding estimate totals.
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MONDAY - Dance and Activity Afternoon took up our math class today.
TUESDAY - Today we talked about how to round numbers to the nearest hundred thousand, ten thousand and thousand. We started with smaller, more familiar numbers and built our way up to more challenging numbers at a Grade 5 level. We practiced using our mini white boards. WEDNESDAY - Today we took on some more challenging questions and talked about strategies that would help us. Students determined that asking themselves "is this number closer to ___ or ___" helped them round numbers successfully. Another strategy they came up with was to use a number line to help visualize the numbers and see which place value they were closer to. Here are a couple practice questions, if students want to give them a shot: 1) Round to the nearest hundred thousand: 467 823 886 022 213 470 ANSWERS: 500 000 900 000 200 000 2) Round to the nearest ten thousand: 736 009 559 545 987 388 ANSWERS: 740 000 560 000 990 000 3) Round to the nearest thousand: 654 730 192 834 645 719 ANSWERS: 655 000 193 000 646 000 Answers will be posted on Sunday. THURSDAY - Please note our class PRODIGY is now set up. The code is listed to the right. New students have been given an account within our Prodigy Class. This is a great way for students to practice basic math facts. FRIDAY - No School MONDAY - today we started talking about whole numbers. We talked about how to tell if a number was an estimate or an exact number and worked on justifying our thinking. Students also did a Show Me What You Know to demonstrate their prior knowledge. In Grade 4 students work with 5 digit numbers, and in Grade 5 we move up to 6 digit numbers. If students are wanting to practice Math at home, you can state numbers to them orally, and ask your son/daughter to write them out numerically. Start with 5 digit numbers, and if you want (although we are just beginning to learn this) you can build up to 6 digit numbers. For example: You can say "fifteen thousand five hundred twenty-two" and your child should write down "15 522". TUESDAY - today we used based ten blocks to understand how numbers can be represented visually. We had conversations about the differences between a ones cube and a thousands cube, along with how many times bigger each block is from the next. Students recognized a pattern, whereby every time they moved up within the place value chart there were 10x more cubes. WEDNESDAY - we had a great class using our mini white boards and talking about different numbers. In Grade 5 we will be working with numbers up to a million (7 digit numbers). Students worked together to express numbers in many different forms. We also talked about how different digits within a number hold a different value. For example in the number 563 208 the digit "5" holds the value of 500 000, and the digit "3" holds the value of 3000. THURSDAY - we built on our skills from yesterday and working through 6 different stations with our classmates. Students practiced reading numbers out loud, adding on, and representing numbers in many different forms. They worked well together and saw tons of success building on the knowledge from yesterday. |
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June 2019
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