This week, students will be receiving a pack of basic facts. It will include addition, subtraction, multiplication and division problems. They will, also, receive flash cards for multiplication and division (we have not received these yet). They should practice with the flash cards for 10 minutes, then they should take one of the practice tests in the packet. Each practice test has 40 problems and students should time themselves for 2 minutes. They will then graph the amount of problems they answered correctly in 2 min. on the graph included in the packet. After graphing, they should complete any unanswered problems without timing themselves again.
Please check their practice test to make sure they are answering the problems correctly.
Showing posts with label Support at home. Show all posts
Showing posts with label Support at home. Show all posts
Sunday, January 30, 2011
Tuesday, March 9, 2010
Homework 3/8-3/12
Daybook
Monday: pp. 132-135
Tuesday: pp. 136-137
Wednesday: pp. 138-142
Thursday: 144-147
Jaguar Math-Number Corner Book
Monday: No homework
Tuesday: pp. 72-73
Wednesday:pp.74-75
Thursday: pp.76-77
Both books are due Friday.
Monday: pp. 132-135
Tuesday: pp. 136-137
Wednesday: pp. 138-142
Thursday: 144-147
Jaguar Math-Number Corner Book
Monday: No homework
Tuesday: pp. 72-73
Wednesday:pp.74-75
Thursday: pp.76-77
Both books are due Friday.
Wednesday, March 3, 2010
Homework 3/1 - 3/5
There was no homework on Monday and Tuesday.
Wed. 3/3/10: Daybook pp. 124-127. Students are looking at the decisions characters to make as a way of understanding the characters more. The lesson for this section is looking at a characters "Point of View" or perspective. Students need to underline sentences that show Mamie's point of view and sentences that show Mama's point of view. In the response section, students are to make inferences about Mamie and Mama based on their perspectives.
Inference-a prediction, a conclusion, or an interpretation.
Thur. 3/4/10: Daybook pp. 128-131
I have told the students that we are now in the middle of the school year and I am expecting to see things in their work that we have been learning all year. At the beginning of the year I gave each student a Non-negotiable sheet for their homework folder. Students should be writing complete sentences, capitals at the beginning of every sentence, punctuation at the end of each sentence, and spelling the words listed correctly. They should not be using pronouns such as he, she, or they in their answers.
Students are required to write at least 3 response notes per page.
If there are pages not done in the homework I will assign it an incomplete, I will no longer give scores for work that is only part done.
Wed. 3/3/10: Daybook pp. 124-127. Students are looking at the decisions characters to make as a way of understanding the characters more. The lesson for this section is looking at a characters "Point of View" or perspective. Students need to underline sentences that show Mamie's point of view and sentences that show Mama's point of view. In the response section, students are to make inferences about Mamie and Mama based on their perspectives.
Inference-a prediction, a conclusion, or an interpretation.
Thur. 3/4/10: Daybook pp. 128-131
I have told the students that we are now in the middle of the school year and I am expecting to see things in their work that we have been learning all year. At the beginning of the year I gave each student a Non-negotiable sheet for their homework folder. Students should be writing complete sentences, capitals at the beginning of every sentence, punctuation at the end of each sentence, and spelling the words listed correctly. They should not be using pronouns such as he, she, or they in their answers.
Students are required to write at least 3 response notes per page.
If there are pages not done in the homework I will assign it an incomplete, I will no longer give scores for work that is only part done.
Thursday, October 29, 2009
Multiplication and groups of items
In fourth grade, students are expected to master the basic multiplication facts 0 - 10 by the end of the year. As many of you know, this can be extremely difficult for a lot of children (and adults).
One of the things I learned at my math conference is how important it is that students have a basic understanding of grouping. Believe it or not, many students have just grasped the idea that the number 3 represents three items such as three McDonald cheese burgers or 3 toys. Now we expect them to put the three hamburgers together and call it 1 "group" of 3 hamburgers, but they still see it as three hamburgers-"where does the one come from?" Then, we want them to know that 3 groups of 3 hamburgers is 9 hamburgers altogether. I can see how it could be very complicated to a young mind.
To do well in mathematics, students have to understand what is behind the numbers, what numbers represent and how they are related to each other. This week we are "assessing" the students' understanding of groups and how groups and numbers are related to each other (it's also in their homework).
It would be great if you could help your child see how things come in different groups. A carton of eggs can be seen as 2 groups of 6 or 6 groups of 2, saying 1 group of 12 may not help them see the groups since they can count the eggs one-by-one to find 12. Once they seem to have the hang of grouping, then you can move them on and ask them questions such as, we have 2 groups or 6 which is the same as 6 + 6 which is the same as 2 x 6 or we have 6 groups of 2 which is the same as 2 + 2 + 2 + 2 + 2 + 2 which is the same as 6 x 2, which would be the easiest -quickest- and most efficient way to find the total number of eggs.
We will be working on this in class, but if you see that your child is struggle with groups (how many groups there are and how many in each group) then the activities above could give them some extra support.
One of the things I learned at my math conference is how important it is that students have a basic understanding of grouping. Believe it or not, many students have just grasped the idea that the number 3 represents three items such as three McDonald cheese burgers or 3 toys. Now we expect them to put the three hamburgers together and call it 1 "group" of 3 hamburgers, but they still see it as three hamburgers-"where does the one come from?" Then, we want them to know that 3 groups of 3 hamburgers is 9 hamburgers altogether. I can see how it could be very complicated to a young mind.
To do well in mathematics, students have to understand what is behind the numbers, what numbers represent and how they are related to each other. This week we are "assessing" the students' understanding of groups and how groups and numbers are related to each other (it's also in their homework).
It would be great if you could help your child see how things come in different groups. A carton of eggs can be seen as 2 groups of 6 or 6 groups of 2, saying 1 group of 12 may not help them see the groups since they can count the eggs one-by-one to find 12. Once they seem to have the hang of grouping, then you can move them on and ask them questions such as, we have 2 groups or 6 which is the same as 6 + 6 which is the same as 2 x 6 or we have 6 groups of 2 which is the same as 2 + 2 + 2 + 2 + 2 + 2 which is the same as 6 x 2, which would be the easiest -quickest- and most efficient way to find the total number of eggs.
We will be working on this in class, but if you see that your child is struggle with groups (how many groups there are and how many in each group) then the activities above could give them some extra support.
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