There will be worksheets each night this week. They are to be completed on the day they are given and returned the following day. We are reviewing concepts we have already worked on this year.
Monday:
Students will be identifying the place value of large numbers. For example: 32,814,759 the 32 is millions, 814 is thousands, and 759 are hundreds.
Some students will be taking home a worksheet with basic math facts on it. They are to complete the worksheet and bring it back tomorrow. Also, some students did not finish their "problem-solving" worksheet in class today and will be finishing them at home tonight.
Tuesday:
Last week we looked at the strategies for multiplying by 8's and 9's. Today students will practice those strategies and will represent the factors and products on an area grid.
Wednesday:
Today students will be identifying the place value of digits in a large number. For example:
32,814,759 the 3 is ten millions, 2 is millions, 8is hundred thousands, 1 is ten thousands, 4 is thousands, 7 is hundreds, 5 is tens and the 9 is ones.
Thursday:
Students will be reviewing "measuring with centimeters." They will have 2 worksheets. The first sheet is to be cut out and taped together to make a centimeter ruler. This is to be used to measure items around the house, that are listed on the second worksheet, and recorded. Hopefully students have fun with this activity.
As usual, students should read for 30 minutes every day during the week and hopefully some time on the weekend. This is the best way to become better readers. The reading logs are due on Monday, November 22.
Showing posts with label Math Language. Show all posts
Showing posts with label Math Language. Show all posts
Monday, November 15, 2010
Tuesday, November 9, 2010
Homework 11/8-11/14
Monday: Number Corner book, pp. 22-24
On pages 22 & 23, student will be working on strategies for multiplying by six. One strategy is to think of multiplying by three and then double it.
For example:
6x8=(3x8)+(3x8)
6x8=24+24
6x8=48
This strategy helps students break the problem down in to smaller factors they feel more comfortable with. Another great strategy you can do at home is to have your student skip count by sixes. 6,12,18,24,32...
Tuesday: Number Corner book, pp. 25-27
Pages 25 & 26 work on strategies for multiplying by 8. Students who have a hard time with the eights can think about multiplying by fours than doubling (x2).
For example:
8x7=(4x7)2 or 8x7=(4x7)+(4x7)
8x7=(28)x2 8x7=28+28
8x7=56 8x7=56
Another strategy: Since 2 times 2 times 2 is 8; doubling 3 times great! (p.25 of book)
8x7= 7 doubled 3 times
Double once: 7+7=14
Double twice: 14+14=28
Double three times: 28+28=56
On page 27, students will be working on problem solving.
Wednesday: Number Corner book, pp. 28-30
Pages 28 & 29 are working with strategies for multiplying with 9s. The one mentioned is multiplying by 10, than subtracting.
For example:
9x7=(10x7)-7
9x7=70-7
9x7=63
There are many strategies for multiplying by 9 and your child may use the one that works best for him or her.
Page 30 is solving word problems. These are important because students need to understand how to read the problem, identify what the question is asking them to do and know what steps they need to take to find the solution. Many of these problems have more than one step and students need to perform all of them.
On pages 22 & 23, student will be working on strategies for multiplying by six. One strategy is to think of multiplying by three and then double it.
For example:
6x8=(3x8)+(3x8)
6x8=24+24
6x8=48
This strategy helps students break the problem down in to smaller factors they feel more comfortable with. Another great strategy you can do at home is to have your student skip count by sixes. 6,12,18,24,32...
Tuesday: Number Corner book, pp. 25-27
Pages 25 & 26 work on strategies for multiplying by 8. Students who have a hard time with the eights can think about multiplying by fours than doubling (x2).
For example:
8x7=(4x7)2 or 8x7=(4x7)+(4x7)
8x7=(28)x2 8x7=28+28
8x7=56 8x7=56
Another strategy: Since 2 times 2 times 2 is 8; doubling 3 times great! (p.25 of book)
8x7= 7 doubled 3 times
Double once: 7+7=14
Double twice: 14+14=28
Double three times: 28+28=56
On page 27, students will be working on problem solving.
Wednesday: Number Corner book, pp. 28-30
Pages 28 & 29 are working with strategies for multiplying with 9s. The one mentioned is multiplying by 10, than subtracting.
For example:
9x7=(10x7)-7
9x7=70-7
9x7=63
There are many strategies for multiplying by 9 and your child may use the one that works best for him or her.
Page 30 is solving word problems. These are important because students need to understand how to read the problem, identify what the question is asking them to do and know what steps they need to take to find the solution. Many of these problems have more than one step and students need to perform all of them.
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.
Monday, October 26, 2009
Math Homework 10/26-11/1
The math homework may seem a little confusing this week, but with a little explanation every one can do it.
One of the things I learned at my math conference is the developmental stages of multiplication. It's easy for adults to understand that multiplication is groups with an equal amounts of items in each group. However, this is a very abstract concept for students to understand. A lot of children have just managed to understand that the number 4 represents an amount of items: 4 roses, 4 gym bags, or 4 soccer ball. But, it's not an easy transition to go from number of items to 4 groups with 7 items in each group: 4 gym bags with 7 balls in each bag means there are 28 balls altogether.
Understanding multiplication as groups of items is the step to mastering the basic multiplication facts.
For this reason, all fourth graders are looking around their environments trying to find things that come in groups. a six pack of pop is '1 group of 6,' if you have 4 six packs of pop then you have '4 groups of 6' which is 24 cans of pop altogether.
After school, Luke was able to find several examples of groups in the library. There were 5 groups of tables with 6 chairs around each table. Altogether there are 30 chairs in the library. He found posters in 2 groups of 6 or you could look at the posters as 6 groups of 2. His sister, Elizabeth, even saw 4 groups of 3 and 3 groups of 4 [Ellen was too busy doing her homework =)].
Students can draw a picture of the groups they find, take a picture and print it off to go with their math, or they can take a picture with a cell phone (if they have access to one) and send me a picture text.
To the right are a couple of pictures of groups sent to me by students. Britni say 1 group of 3 lip glosses (at list that's what I think they are) and I can't wait to see what groups Sophie sees with the blue bottles (and she has a flower of vases not included on the blog).
Help you child notice equal groups of objects and discuss how many equal groups there are and how many items are in each group.
One of the things I learned at my math conference is the developmental stages of multiplication. It's easy for adults to understand that multiplication is groups with an equal amounts of items in each group. However, this is a very abstract concept for students to understand. A lot of children have just managed to understand that the number 4 represents an amount of items: 4 roses, 4 gym bags, or 4 soccer ball. But, it's not an easy transition to go from number of items to 4 groups with 7 items in each group: 4 gym bags with 7 balls in each bag means there are 28 balls altogether.
Understanding multiplication as groups of items is the step to mastering the basic multiplication facts.
For this reason, all fourth graders are looking around their environments trying to find things that come in groups. a six pack of pop is '1 group of 6,' if you have 4 six packs of pop then you have '4 groups of 6' which is 24 cans of pop altogether.
After school, Luke was able to find several examples of groups in the library. There were 5 groups of tables with 6 chairs around each table. Altogether there are 30 chairs in the library. He found posters in 2 groups of 6 or you could look at the posters as 6 groups of 2. His sister, Elizabeth, even saw 4 groups of 3 and 3 groups of 4 [Ellen was too busy doing her homework =)].
Students can draw a picture of the groups they find, take a picture and print it off to go with their math, or they can take a picture with a cell phone (if they have access to one) and send me a picture text.
To the right are a couple of pictures of groups sent to me by students. Britni say 1 group of 3 lip glosses (at list that's what I think they are) and I can't wait to see what groups Sophie sees with the blue bottles (and she has a flower of vases not included on the blog).
Help you child notice equal groups of objects and discuss how many equal groups there are and how many items are in each group.
Thursday, October 22, 2009
Math
Numbers...addition-subtraction, multiplication-division,place value, base 10 units, area models...ooh the list could go on. I have only been at the Northwest Mathematics Conference for one day and my head is already swimming, but what great ideas I have for Monday.
Be expecting lots of wonderful tips on how to help your child with math concepts at home to be coming soon.
Thinking of math all day reminded me of something I wanted to discuss after a parent asked me about "extended notation" during our conference.
The students and I have talked about the fact that math has 3 languages-words, symbols, and models. For example- numbers and mathematical operation signs [+, -, x, division(my computer won't let me do the division sign)] are all symbols. Have you ever thought of numbers that way? Think about it what does a 3 really represent. It represents a number of items. You can't really "touch" 3 (abstract), but you could touch the items (concrete). There are a lot more ma thematic symbols, but these will do for now.
We can write numbers as words, twenty-nine, and we can also write mathematics word problems. If Megan had 5 books and her friend Veronica had 5 books, how many books would they have altogether.
We can draw models of our mathematical thinking, which really helps us find answers to math problems. If my computer would let me, I would draw a group of 5 books and then a second group of five books to show 2 x 5=10. I could also draw an area model with 2 x 5 dimensions (I can't draw it on the computer, but your child should be able to draw it for you because we have been working on area models a lot lately).
The students have played a game called Circle and Stars that helps them to make the connection between math languages.
Here are some other ways numbers can be represented and you may have seen homework that asks for one of the following math language for numbers:
Numbers in word form: three thousand four hundred ninety-two
Numbers in standard form: 3,492
Numbers in expanded form: 3,000+400+90+2
Hopefully this information will help you and your child on future math homework.
Be expecting lots of wonderful tips on how to help your child with math concepts at home to be coming soon.
Thinking of math all day reminded me of something I wanted to discuss after a parent asked me about "extended notation" during our conference.
The students and I have talked about the fact that math has 3 languages-words, symbols, and models. For example- numbers and mathematical operation signs [+, -, x, division(my computer won't let me do the division sign)] are all symbols. Have you ever thought of numbers that way? Think about it what does a 3 really represent. It represents a number of items. You can't really "touch" 3 (abstract), but you could touch the items (concrete). There are a lot more ma thematic symbols, but these will do for now.
We can write numbers as words, twenty-nine, and we can also write mathematics word problems. If Megan had 5 books and her friend Veronica had 5 books, how many books would they have altogether.
We can draw models of our mathematical thinking, which really helps us find answers to math problems. If my computer would let me, I would draw a group of 5 books and then a second group of five books to show 2 x 5=10. I could also draw an area model with 2 x 5 dimensions (I can't draw it on the computer, but your child should be able to draw it for you because we have been working on area models a lot lately).
The students have played a game called Circle and Stars that helps them to make the connection between math languages.
Here are some other ways numbers can be represented and you may have seen homework that asks for one of the following math language for numbers:
Numbers in word form: three thousand four hundred ninety-two
Numbers in standard form: 3,492
Numbers in expanded form: 3,000+400+90+2
Hopefully this information will help you and your child on future math homework.
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