One of the more important things that the students worked on this week was fractions. On Monday, the students were introduced to fractions and began to learn about what fractions mean and how fractions can be combined. Talk to your child about it. He or she should be able to explain that the top number (numerator) tells you how many pieces you have and the bottom number (denominator) tells how many pieces there are in all. Students should also be able to explain that you can combine fractions in various ways to make a whole.
In reading class this week the students read one of my favorite stories in our reading series, The Mysterious Garden of Abdul Gasazi. It was about a boy who lost his dog in Abdul Gasazi's garden only to find that Mr. Gasazi turned the dog into a duck. We also continued working on creating story maps.
Showing posts with label math. Show all posts
Showing posts with label math. Show all posts
Sunday, April 21
Monday, April 15
Friday Wrap Up
Happy Monday everyone and welcome to a late edition of the Friday Wrap-Up.
I'd like to thank all of the parents who came to Parent-Teacher conferences last week. It was great to see all of you. I'd also like to thank you for all of the help and support you give to your children at home.
Last week we wrapped up our math unit on data analysis. The students worked very hard as they learned how to analyze graphs as well as produce their own. Unlike the last graphing chapter, this chapter devoted itself to how things change over time. They began the chapter by looking at weather and how the temperature changes and concluded with a study of how different rates of change appear on a graph.
In science the students have begun studying what heat is and how it moves. They've learned that "heat" is not the same thing as "temperature" and that cold things, like ice, still have heat. We will continue that discussion this week.
In reading the students worked on two things. First, they practiced drawing conclusions. Children learned that they can take clues from the story and information from their heads to learn something that wasn't directly stated by the author. Later in the week, we revisited the skill of story mapping.
Finally, last week found the children working on being respectful. Students learned that when they are talking or disruptive in class, that it hurts other children's learning. Being quiet in class should not be something new for students, but the reasoning behind it might be. Be sure to talk to your child about this.
I'd like to thank all of the parents who came to Parent-Teacher conferences last week. It was great to see all of you. I'd also like to thank you for all of the help and support you give to your children at home.
Last week we wrapped up our math unit on data analysis. The students worked very hard as they learned how to analyze graphs as well as produce their own. Unlike the last graphing chapter, this chapter devoted itself to how things change over time. They began the chapter by looking at weather and how the temperature changes and concluded with a study of how different rates of change appear on a graph.
In science the students have begun studying what heat is and how it moves. They've learned that "heat" is not the same thing as "temperature" and that cold things, like ice, still have heat. We will continue that discussion this week.
In reading the students worked on two things. First, they practiced drawing conclusions. Children learned that they can take clues from the story and information from their heads to learn something that wasn't directly stated by the author. Later in the week, we revisited the skill of story mapping.
Finally, last week found the children working on being respectful. Students learned that when they are talking or disruptive in class, that it hurts other children's learning. Being quiet in class should not be something new for students, but the reasoning behind it might be. Be sure to talk to your child about this.
Friday, March 22
Week(s) in Review
In math we have left Multiplication for the time being. However, this does not mean that the children are done learning multiplication. While the students understand the process of multiplication, many students are still a ways away from having learned all of their facts. Please continue to work with your child nightly. Memorizing math facts makes math much easier in the future.
Our current mathematics study is on graphing and determining different rates of change based on tables and graphs. You may have heard your child talking about the Rhomaarian children and their magic marbles. Here is the story behind it:
For the first thirty nights of every year, each child on Rhomaar is visited by a Magic Marble Messenger, who leaves that child the same number of Magic Marbles each night. The odd thing, though, is that the number of Magic Marbles received by one child each night can be different from the number of Magic Marbles received by another child each night. So different Rhomaarian children can get different numbers of Magic Marbles. The Magic Marbles can be used to buy toys, books, snacks, and other things children like. Also, the Magic Marbles are so valuable that many children do not use all of their magic marbles in any one year and may save some for next year.During this unit, the students have been looking at various Rhomaarian children and exploring how the number of marbles change throughout the month and then develop rules to determine how many marbles each child would have on any given during that month. Students are also asked to predict which child would have the most at the end of the month based upon the number of marbles each starts with and the number
Friday, March 1
Story Problems
In our continuing study of multiplication and division, the students needed to write and illustrate a multiplication and division story problem. They did this individually using an app called Doodlebuddy. They then exchanged their iPads and used the app Doceri to solve the problem. Below the pictures are two samples of the students' work. They did a great job on this and worked really hard both on the math problem and as they learned these two new apps. Visit the student work section of our classroom website to see all the videos.
Wednesday, February 20
Multiplication
We have recently begun working with multiplication in math class. Thus far, we have spent our time exploring what multiplication is, how and when it is used, and learning how to make multiplication easier. Throughout this time we have been using array cards to better understand multiplication. Today, the children used these cards and played a modified version of the card game, "War."
It's now time to start memorizing the multiplication facts. This memorization will be done exclusively at home. I will be sending home a stack of multiplication flash cards that you should work with your child on for at least 15 minutes each day until all of them are memorized. Cards are memorized when the child can give you the answer without taking anytime to figure it out.
There are also websites linked off of our classroom site that will drill children on facts. Also, don't forget about the wonderful game, Timez Attack I blogged about several weeks ago as well as numerous apps that can be downloaded to your tablet or phone.
It's now time to start memorizing the multiplication facts. This memorization will be done exclusively at home. I will be sending home a stack of multiplication flash cards that you should work with your child on for at least 15 minutes each day until all of them are memorized. Cards are memorized when the child can give you the answer without taking anytime to figure it out.
There are also websites linked off of our classroom site that will drill children on facts. Also, don't forget about the wonderful game, Timez Attack I blogged about several weeks ago as well as numerous apps that can be downloaded to your tablet or phone.
Saturday, February 9
Week in Review
This week we dug deeper into multiplication. We began looking at multiplication in terms of the area of a rectangle as well as arrays. Students should be understanding how one can use easier multiplication problems to figure out more difficult ones. For example, if students know that 5x4=20, then 6x4=24 because there is just one more 4 than before.
Science finds us in the middle of our lessons on simple machines. Students are learning about the six different simple machines how they make work easier.
Lastly, students have finished their research on a president and have begun writing their paragraphs about them. The children seem to really have gotten into this project and enjoy writing in the first person, as if they are the president. This next week, students will begin typing these paragraphs and you should see them on your child's website soon.
Science finds us in the middle of our lessons on simple machines. Students are learning about the six different simple machines how they make work easier.
Lastly, students have finished their research on a president and have begun writing their paragraphs about them. The children seem to really have gotten into this project and enjoy writing in the first person, as if they are the president. This next week, students will begin typing these paragraphs and you should see them on your child's website soon.
Friday, January 25
Week in Review
Well, we made it through the first full week (at least the first full week of me in the classroom) since break. After the cold weather that forced us inside for recess, it was a welcome relief to be able to allow the children the chance to run outside and burn off some energy.
This week we began our unit on multiplication. We start slowly and introduce the children to the concept by having them develop their own groupings and then work with them to to figure out how many total items. For example, some students wrote:
There are three black labs.
Each black lab has four legs.
There are 12 legs in all.
Working this way ensures that the children know when and why they multiply. We have begun solving these problems by counting by the number in each group (in the above example we'd count by 4) or through repeated addition (4+4+4=12). Several of the children already have some multiplication facts memorized and I look forward to seeing more children master this skill.
In writing, we continue to focus on word choice. this week we analyzed student writing and graded it using the rubric that I grade the students on. The children were asked to analyze various pieces of writing and then describe the positive and negative aspects of each piece of writing. The goal is to help the children better understand what constitutes good word choice. Ultimately, I'd like the children to grade their own work as harshly as they graded these samples.
This week we began our next science chapter. This one focuses on force, work, and simple machines. We didn't get too far on this, because we needed to allot time for our winter MAP tests. Like the fall, these tests were lengthy and focused on the skills of reading and math. I will be discussing the results of this test with your child next week.
Next week we start the second week of the quarter and many students are already behind on their AR reading. Please remind your child to read nightly. I expect each child to read at least 20 minutes each evening.
This week we began our unit on multiplication. We start slowly and introduce the children to the concept by having them develop their own groupings and then work with them to to figure out how many total items. For example, some students wrote:
There are three black labs.
Each black lab has four legs.
There are 12 legs in all.
Working this way ensures that the children know when and why they multiply. We have begun solving these problems by counting by the number in each group (in the above example we'd count by 4) or through repeated addition (4+4+4=12). Several of the children already have some multiplication facts memorized and I look forward to seeing more children master this skill.
In writing, we continue to focus on word choice. this week we analyzed student writing and graded it using the rubric that I grade the students on. The children were asked to analyze various pieces of writing and then describe the positive and negative aspects of each piece of writing. The goal is to help the children better understand what constitutes good word choice. Ultimately, I'd like the children to grade their own work as harshly as they graded these samples.
This week we began our next science chapter. This one focuses on force, work, and simple machines. We didn't get too far on this, because we needed to allot time for our winter MAP tests. Like the fall, these tests were lengthy and focused on the skills of reading and math. I will be discussing the results of this test with your child next week.
Next week we start the second week of the quarter and many students are already behind on their AR reading. Please remind your child to read nightly. I expect each child to read at least 20 minutes each evening.
Math Problems Explained
It's been quite a while since I posted an explanation on how to solve student problems, so I decided to take a moment and remind parents about the featur on the classroom website.
On the menu, there is a link for Math Problems Explained. On this page I post in class explanations to math problems so that you can better help your child at home. Today I posted a video on how to solve multiplication problems when you know the total, but are missing one of the factors. For instance, ____x6=30.
On the menu, there is a link for Math Problems Explained. On this page I post in class explanations to math problems so that you can better help your child at home. Today I posted a video on how to solve multiplication problems when you know the total, but are missing one of the factors. For instance, ____x6=30.
Thursday, January 17
Angles
During the past several days, the students have been working on angles. Over the course of their work, they have learned that right angles are 90 degrees, that acute angles are less than 90 degrees, and that obtuse angles are greater than 90 degrees. Today, they worked on the first part of an angle project where they used their iPads to measure angles in the room. Below is some of their work.
Friday, January 11
Week in Review
This week we spent some time working "Word Choice" in student writing. Using good word choice means that students use the best, most specific word for any occasion. We went through some "boring" words and worked on finding more specific replacements.
In math we began studying and building triangles. Our first step was to determine what all triangles have in common. Next week will begin looking at angles and quadrilaterals.
Lastly, students began constructing their own websites. These websites will be used as electronic portfolios where their work will be stored. Currently, there is only one paragraph on their websites, but they will be adding more to their sites as the school year progresses. You can find your child's website linked off of the classroom site.
In math we began studying and building triangles. Our first step was to determine what all triangles have in common. Next week will begin looking at angles and quadrilaterals.
Lastly, students began constructing their own websites. These websites will be used as electronic portfolios where their work will be stored. Currently, there is only one paragraph on their websites, but they will be adding more to their sites as the school year progresses. You can find your child's website linked off of the classroom site.
Multiplication
Shortly we will begin our math unit on multiplication and it would be helpful for students to start practicing now. There are many websites and apps that students can use, but one that is exceptionally engaging is called "Timez Attack." Unlike most of what I use with the students, this is an actual comptuer program that must be downloaded to use. Within the next week or two, I will be setting up a class account for this program. With this account, students will be able to play both at home and at school and I will be able to monitor their progress. However, feel free to download the program now and get a jump start on it. Please note, there is a free version as well as a paid version.
Friday, January 4
Area
Today the children worked on area and congruency. Given a square and two different sized triangles, children worked in pairs to create different shapes that had an area of four square unitsand then glued them to make a poster. Children needed to make sure that each shape was unique and that there were no congruent figures.
Thursday, December 20
Week in Review
Early this week your took their perimeter assessment. The students needed to measure two shapes that were taped on the floor and then calculate their perimeters. Students in Mr. Borzick's math group should have received their graded assessment on Thursday while students in Mrs. Lew's room should expect to receive theirs when you return from break.
After completing perimeter, we began to dip our toes into geometry through two activities. The first activity is called, "Quick Images." In this activity I display a picture for three seconds and students must work to draw the same shape from memory. They then get to see it one more brief time so they can make corrections to their work. I will then display the image so that everyone can fix their picture and make it perfect. As a class, we then discuss what strategies students used to help them remember the shape. Some students see patterns, some see pictures, some break the larger picture into smaller shapes. Through these quick images we hope that students will begin to think about shapes in different ways.
The second activity the children participated in was building Tetronimos. Tetronimos are shapes built using four cubes; for parents familiar with Tetris, the shapes in that game are the
After completing perimeter, we began to dip our toes into geometry through two activities. The first activity is called, "Quick Images." In this activity I display a picture for three seconds and students must work to draw the same shape from memory. They then get to see it one more brief time so they can make corrections to their work. I will then display the image so that everyone can fix their picture and make it perfect. As a class, we then discuss what strategies students used to help them remember the shape. Some students see patterns, some see pictures, some break the larger picture into smaller shapes. Through these quick images we hope that students will begin to think about shapes in different ways.
The second activity the children participated in was building Tetronimos. Tetronimos are shapes built using four cubes; for parents familiar with Tetris, the shapes in that game are the
Friday, December 14
Week in Review
My plan is to devote some time each Friday to update you on what we have been working on in class during the week. Welcome to the first installment!
Our math class was cancelled twice this week, once because of the NED assembly and the other because of our field trip; however, we continue to work on measuremnt and have spent some time this week learning how to calculate perimeter.
Our other large topic this week was on parts of speach and sentence structure. Students reviewed what nouns, verbs, adjectives, and adverbs were and then learned what a prepositional phrase was. Each of these parts of speach was assigned a shape and students rearranged the shapes in many different ways to see how one sentence can have the same words, say the same thing, but sound very different.
Our math class was cancelled twice this week, once because of the NED assembly and the other because of our field trip; however, we continue to work on measuremnt and have spent some time this week learning how to calculate perimeter.
Our other large topic this week was on parts of speach and sentence structure. Students reviewed what nouns, verbs, adjectives, and adverbs were and then learned what a prepositional phrase was. Each of these parts of speach was assigned a shape and students rearranged the shapes in many different ways to see how one sentence can have the same words, say the same thing, but sound very different.
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| Example of how words can be rearranged. Click image for a bigger picture. |
Lastly, students have been constructing Glogs about the states of matter. Only about 1/3 of the students are finished; however, I will not be devoting any more class time to this project. Students can finish their Glogs from home by clicking on the "Your Web Tools" link from our classroom website. Remind your child to add a link to their Glog by clicking on the orange button.
Wednesday, December 12
The Problem with Diamonds
Today the class and I had a discussion about one of my "pet-peeves" and I thought it important to share with you. There is not a shape called a diamond.
Looking at the above shapes, students will immediately identify the blue one as a square. They see the four equal, straight sides. They also see a shape oriented in a typical way. When students look at the red shape, they call it a diamond. The problem with this is that they are the same shape; only one has been rotated 45 degrees.
When looking at shapes, all children need to learn that it is not the orientation of the shape that defines its name. Students should look at the number of sides a shape has, the size of its angles, and whether or not its sides are parallel. That is what gives a shape its name.
While I am mentioning parallel lines, I'd also like to point out the following shapes. They are parallelograms, not diamonds-regardless of how they are rotated.
When looking at shapes, all children need to learn that it is not the orientation of the shape that defines its name. Students should look at the number of sides a shape has, the size of its angles, and whether or not its sides are parallel. That is what gives a shape its name.
While I am mentioning parallel lines, I'd also like to point out the following shapes. They are parallelograms, not diamonds-regardless of how they are rotated.
Monday, December 10
Measurement is Back
We started our new math chapter today and we are again studying measurement. Today the children worked together to find objects in our classroom that were about an inch, centimeter, foot, and yard/meter. These objects will become "Benchmarks" that the students can use to better visualize and estimate how big each of these units of measure are.
Monday, December 3
Math Problems.
More "Math Problems Explained" were posted today on the classroom website. This is the last blog post that I will make about individual math problems being explained on the site. In the future, please visit our classroom site to see any updates. You can also subscribe to an RSS feed of all new math problems explained if you don't want to check.
These problems are meant to serve as an example to both students and parents if there is any homework difficulty.
These problems are meant to serve as an example to both students and parents if there is any homework difficulty.
Friday, November 30
Story Problems Explained
Two more "Math Problem Explained" videos were posted today. Some of the students brought home these pages for homework; these videos could be a great resource if they have problems.
Thursday, November 29
Math Problems
The students have been having a little bit of trouble understanding story problems. One of the strategies that I have been teaching them is the use of numberlines to help clarify the problem so that the students know for what they are to solve. Some of the students needed to finish up pg 62 for homework. The math homework today, pg 63, is a little bit easier than what we had in class; however, numberlines could be helpful here as well. To help with this, I have posted some of the inclass explanations I gave individual students. You can find those videos here.
Tuesday, November 27
Something New
During work time in math I circulate the classroom and help students with their work as they need it. Usually, I help them directly on their paper, but today I tried something different and used the iPad. I then recorded this explanation and posted it to the Internet.
My hope is that these recorded explanations will help other students as they work through their homework. The only problem explained today was #1 on pg 58. The explanation can be found by going to the "Math Problems Explained" link on our website.
My hope is that these recorded explanations will help other students as they work through their homework. The only problem explained today was #1 on pg 58. The explanation can be found by going to the "Math Problems Explained" link on our website.
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