Students worked on a practice math quiz on Thursday and were told to take it home on the weekend to finish and/or study. We will go over the questions thoroughly on Monday and students who require some additional support will receive it. The actual quiz will be very similar and will happen on Wednesday. Below is the practice quiz:
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Dear Parents, The students in Room 16 are going to make an informational display to help families and our school make good choices related to plastic waste and proper ways to recycle. If you have any examples of one or two of any of these items (including non-stretchy plastics), please send them to school on Monday morning. Anything we don’t use in the display will be reused or disposed of in the appropriate manner. Thank you so much!
I sent homework this evening involving partial product, and the just-introduced standard algorithm for multiplication. Below are some examples and copies of the assigned work. We will review it tomorrow.
One of the reasons it is so important to learn the basic facts of multiplication is so that we can do the bigger stuff. We are now looking at one by two digit multiplication using the partial product method. I like to model multiplication in a variety of ways and have found partial products to be a good starting point. Of course, the idea is to master the standard algorithm (which we will). Below is a step by step guide to partial product multiplication and, below that, a model we can use to demonstrate it using base ten blocks.
As we are moving into our focus on multiplication and division, I have assigned the students to review the skills and understandings related to number. We will be having a quiz, very much like the practice work, this Friday. Below are the review pages. You can click on them to make them bigger.
The students are currently applying their understandings of place value to modelling and solving addition and subtraction problems with and without regrouping. Practice can build confidence, and below is a link to a good site for all operations and basic facts where students can choose the complexity of the problem.
Mental math can help us to determine if an answer is reasonable or not. Rounding numbers, for example, allows us to add two numbers with relative ease in order to estimate a sum. If I see 786 + 422, I can think 800 + 400 and estimate the sum will be close to 1200. When I carry out the operation, I find that the actual sum is 1208. This gives me confidence in my answer. The other link below gives students practice in rounding. We will be focusing on strategies to help students confidently round to the nearest 10, 100 or 1000. We are continuing to build our algebraic thinking. Below is an example of the work we did today, which involves identifying the "fact family", or all the possible number sentences for a problem where only one addend and the sum are known. We represent the unknown addend using a symbol (i.e. x). We then use subtraction to solve for it. The first problem is done. Can you complete the others?
Below the picture is a button that will link you to a game we played in class today. Below is an example of the way that a T table can help to solve a problem. Once an input/output equation is determined, you can solve for any term.
Today we looked at growing visual patterns to see if we could identify the rules. We used T tables to organize the information from the pictures, using 'n' to represent the term. Over the next few days, we will be using the tables and rules to determine the input/output equation in so that we can go beyond simply continuing patterns. We will be able to determine the value of any term of a sequence without having to go up from one term to the next! Below is a sample.
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AuthorMr. Long Archives
March 2019
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