THIS WEEK'S HOMEWORK: This week's homework is attached below. MONDAY - Today students worked on the C3 Map again. In small groups they calculated the area and perimeter of different provinces using referents (non-traditional measurement tools). Tomorrow we will build on this skill, and introduce the idea and concept of scales on maps. We also did a reverse mad-minute (the clock counted up, versus down) to check in on our computation skills. Students answered 30 questions in the amount of time they needed and recorded the time on their sheet. These questions have been marked. Students will answer another 30 questions in a couple of days with a goal of improving their score or time. Today we checked-in on our 10, 5 and 2 times tables. Students can expect to do these check-ins again with other multiplication tables in the next coming days. TUESDAY - today we used vertical surfaces to practice our one-digit-by-two digit multiplication, as a lead up to two-digit-by-two-digit multiplication. Students are recognizing the concepts of numbers and how they aren't always multiplying ones, but rather ones by tens. To support your child with multiplication at home, here is how we are conceptually learning about multiplication. Here is a snap shot on how we are working on 2digit by 1digit multiplication. Students are learning this method because it helps with mental math. Students are coming to realize that 23 x 4 is really 20 x 4 + 3 x 4 = (tying it back in to place value and overall number sense) Here are a couple of practice questions to do on your own time: 56 x 4 = 78 x 5 = 93 x 3 = 43 x 9 = 21 x 7 = WEDNESDAY - Due to Halloween and mobile animation studio, students didn't have math today.
THURSDAY - Students worked in small groups to answer some word problems around 2x1digit multiplication. They did a great job. FRIDAY - Today we introduced the conceptual understanding for 2x2-digit multiplication. They used base ten blocks to create rectangles. Then, some students recognized that they were actually creating arrays, which would help them multiply more quickly. Here are some of the shapes that students came up with. It is important to note that students recognized, the arrays that were organized by size and shape (hundreds, then tens, then ones) were easier to count, multiply and then find the area. Next week we will continue building on this understanding.
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This week's homework - here are digital copies of this week's homework. Also, as per the request of students I have also attached some blank grid paper. Extra blank grid paper Monkey Art Gallery Take Over! MONDAY - Today students corrected some of their calculation errors on their rug projects to ensure they had the correct totals. When they were finished (because they were all working at different paces), students were able to go on Prodigy. They have been assigned some work on their to complete that aligns with what we are learning (or have learned) in class.
TUESDAY - WEDNESDAY - THURSDAY - FRIDAY - No School THIS WEEK'S HOMEWORK:
Students received some new games today. Please be sure to help them practice and complete these games at home. Click the link to find the games if they didn't make it home, or you'd like some extra copies. Four in a row x4 Four in a row x7 Four in a row x8 MONDAY - no school
TUESDAY - today was a very basic introduction to multiplication. We are working on conceptual understanding of what multiplication is, prior to moving onto some of the more procedural aspects. This is where pedagogy and teaching has changed significantly since when I was a child in school. Research shows that if students understand why things are the way there, they will be more likely to be successful in the procedural (the rote math, like we would have done in school). WEDNESDAY - students worked in small groups to create squares and rectangles that have a specific area. We started with 12 cubes, and students were asked to create a shape. We did a "gallery walk" of the different variations each group made, and had a great Math Talk about why there were different shapes, even though students had the same number of cubes. This was our initial activity to introduce multiplication, area and perimeter concepts. THURSDAY - today students continued working in small groups to create squares and rectangles. They were given the number 24 and 36 this time. They drew on the knowledge from yesterday, and began to understand and create the many different variations of shapes. Students made the connection that the area, no matter what the shape, would always stay the same. They began to understand that they could make a 6 by 6 square with 36 cubes, or a 1 by 36 rectangle and the area would always be the same. FRIDAY - today we worked backwards. I gave students a square, and asked them to figure out the area. They were allowed to use grid paper or manipulatives to support their thinking and Math Talk within their small groups. We had GREAT conversation around the strategies to determine the total number of squares (or the area) of the shape. Some of the students counted each individual square on the grid paper the find the area, others skip counted, some were able to see that the shape represented an array (and were then able to multiply the two sides together), and some even liked splitting the larger shape into mini shapes to help them count more quickly. Feel free to ask your child which strategy they used to determine the area of the shape I drew on the white board! HOMEWORK THIS WEEK - multiplication math games. Students will learn about these games tomorrow in class and will be bringing them home tomorrow. Please make sure that students are playing these games at home. It helps solidify the concepts learned in class, and helps prepare them for some of the more complex units still to come in Grade 5. Click the following links for the math games: Tracking sheet Apple Math 4x4 Moster Mayhem Three in a Row MONDAY - today we worked on mental math strategies. If you would like to support your child with this at home, you can ask them questions like: - what is 20 more than 245 - what is 2000 more than 3458 - what is 60 less than 870 TUESDAY - today students did a "Show Me What You Know" to demonstrate their understanding of the math concepts we are covering. Math homework will come tomorrow, and we will continue to work on addition and subtraction, and also practice our multiplication skills through games to prepare us for the next theme in math. WEDNESDAY - today we introduced the math games that are used as this week's homework. Students practiced a couple of them with their friends during Math. THURSDAY - We practiced our multiplication tables to 12 today through a tic-tac-toe game. Please support your child in this learning at home as well, as we will be starting two-digit-by-two-digit multiplication next week. This is a big conceptual jump for students so having a foundational understanding of the multiplication tables to 12 is essential. FRIDAY - Students completed a post test for our addition and subtraction unit. This was a check-in more for me than for them. The growth they demonstrated was incredible. They also completed a diagnostic test for patterns and multiplication, again for my sake, as a way for me to see where students are at and guide my instruction.
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June 2019
Math Games
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