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.
Showing posts with label Skills. Show all posts
Showing posts with label Skills. Show all posts
Thursday, October 29, 2009
Wednesday, October 28, 2009
Nonfiction (Informational) Text Features
Nonfiction reading is something we do a lot of in the fourth grade. Students are working on skills they will need for the rest of their education. One of the first things we work on is looking for the text features of any nonfiction (true and informational) article in a magazine, selection in a book, text book, newspaper...
Nonfiction text features include: titles, subtitles, headings and subheadings, bold words, key vocabulary, insets with new information or information related to the selection, graphs, maps, diagrams. photos, captions and illustrations.
Students work on looking at the text features before they begin reading. It's like a marathon runner getting ready for a race. "She" will warm up her muscles before walking up to the starting line. When we look over the text features we warm up our brain getting it ready for whatever we read in the selection. We have an idea about what we will be reading, and can make connections to things we already know, before we even start.
Nonfiction text features include: titles, subtitles, headings and subheadings, bold words, key vocabulary, insets with new information or information related to the selection, graphs, maps, diagrams. photos, captions and illustrations.
Students work on looking at the text features before they begin reading. It's like a marathon runner getting ready for a race. "She" will warm up her muscles before walking up to the starting line. When we look over the text features we warm up our brain getting it ready for whatever we read in the selection. We have an idea about what we will be reading, and can make connections to things we already know, before we even start.
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.
Wednesday, September 23, 2009
This Week in Class
Today we had our first Passport Club. Although students did not have a lot of time to study, most of them made it to level 2 or higher. They were so excited to take their map quiz that they interrupted a great math lesson to let me know we were late getting to the multipurpose room. I'm so glad they keep me on track.
During Explorers' Club:
This week we are brainstorming all the different topics we can write about, in our reading journal, after we read a book. This is important because writing about characters, settings, events, genres, and story plots (just to name a few things)makes us think about the story in more detail. While we're writing we may wonder why the author chose a particular setting or how the dialogue moved the story along. These thoughts may help us understand the story better. In addition, we may be able to use our understandings to write our own fiction narrative.
We will also discuss the attributes of poetry, fiction and nonfiction writing. How are they similar or different? What types of genres are there for fiction, nonfiction, and poetry. We can apply what we know to choosing books that are just right for us to read.
Literacy:
This week we are reviewing nonfiction reading strategies. We are discussing the 3R's and 1A.
1. Read the text features of a selection and make a prediction about what we will find
in the article.
2. Read any questions we might have to answer later.
3. Read the selection. "CHUNK and CHEW"
4. Answer the questions.
These strategies are important because they include pre-reading and reading activities that will help us understand what we are reading. Looking at text features such as photos, titles, heading, caption, and maps (there are even more) helps get out brains focused on the article. When we "Chunk and Chew" we read a little and then write some of our thinking in the margins. This may include connections to other books, connections to self, or connections to the world.
Math:
In math, we have been completing several mental math activities that are a lot of fun! There's color it on the hundred's chart, weight logic, and mental math on the 100's chart. During Number Corner, we have been been following the patterns of ancient Egyptian numerals and learning about their place values. We are also collecting decimeters. We have learned 10 cm = 1 dm = 1 m 1 dm is 1/10th of a meter. Soon, we will start working with area models to represent multiplication facts.
During Explorers' Club:
This week we are brainstorming all the different topics we can write about, in our reading journal, after we read a book. This is important because writing about characters, settings, events, genres, and story plots (just to name a few things)makes us think about the story in more detail. While we're writing we may wonder why the author chose a particular setting or how the dialogue moved the story along. These thoughts may help us understand the story better. In addition, we may be able to use our understandings to write our own fiction narrative.
We will also discuss the attributes of poetry, fiction and nonfiction writing. How are they similar or different? What types of genres are there for fiction, nonfiction, and poetry. We can apply what we know to choosing books that are just right for us to read.
Literacy:
This week we are reviewing nonfiction reading strategies. We are discussing the 3R's and 1A.
1. Read the text features of a selection and make a prediction about what we will find
in the article.
2. Read any questions we might have to answer later.
3. Read the selection. "CHUNK and CHEW"
4. Answer the questions.
These strategies are important because they include pre-reading and reading activities that will help us understand what we are reading. Looking at text features such as photos, titles, heading, caption, and maps (there are even more) helps get out brains focused on the article. When we "Chunk and Chew" we read a little and then write some of our thinking in the margins. This may include connections to other books, connections to self, or connections to the world.
Math:
In math, we have been completing several mental math activities that are a lot of fun! There's color it on the hundred's chart, weight logic, and mental math on the 100's chart. During Number Corner, we have been been following the patterns of ancient Egyptian numerals and learning about their place values. We are also collecting decimeters. We have learned 10 cm = 1 dm = 1 m 1 dm is 1/10th of a meter. Soon, we will start working with area models to represent multiplication facts.
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