## Students worked extremely hard this week on refining their adding and subtracting skills. We played race to 10 000 and race from 10 000. You can play these games at home with either dice or cards. Students should continue to practice their adding and subtracting at home even as we move onto different concepts. We will be working really hard on problem solving next week. Students need to really focus on finding clues in the questions and showing each stage of their solving process. I have placed the math problem from today in this post. Students can work on the Bonus Question.
In science, students have been researching this week and working on taking notes regarding the concepts of prisms and how light travels. They should continue the readings posted in the last blog to gain as much knowledge as possible. Next week students will be using their scientific understanding to solve a variety of realistic scenarios based on light and shadow.
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The students were focused on learning to code this week with Hour of Code. This is a website dedicated to helping students understand different languages that are needed to program computers successfully. There was a variety of challenges for students to work through. They can continue this exploration at home as the website has a large amount of resources.
When we return, students will be refining their subtraction strategies as well as revisiting their mental math skills. I hope everyone has an excellent Winter Break. See you all in 2018. Want to learn a new language? How about computer coding being that language?
Explore: https://hourofcode.com/ca/learn Students spent the week practicing their subtraction strategies to help them understand how and why we regroup during subtraction. They used base tens as a visual to help them understand how to regroup and then added in the mathematical equation to match. For example: Students also worked on a variety of problems relating to subtraction this week. The problems were multi-stepped and required students to decode the question find clues and create a process for solving. Some of the questions are shared below. What process would you do to find them?
Ms. Chapman bought 1500 pieces of candy to give out on halloween. - If 637 kids came to her house and she gave them 1 piece of candy each, how many pieces of candy did she have left at the end of the night?
- If 450 kids came to her house and she gave them 2 pieces of candy each, how many pieces of candy did she have left at the end of the night?
- In which scenario would she have more candy left to give to 4B and 4D the next day?
In September Mr. Baker bought 5624 pencils for all of the grade 4s to use this year. - By winter break 4A had used 300 pencils, 4B had used 675 pencils, 4C had used 458 pencils, 4D had used 750 pencils, 4E had used 326 pencils and 4F had used 259 pencils. How many pencils did Mr. Baker have left by winter break?
If Ms. Mills had 7650 dollars to go on vacation to Hawaii and she had to spend 4438 dollars on her flight, 1527 dollars on her hotel and756 dollars on a rental car, how much money would she have left to buy souvenirs? Ms. Bennet bought 1765 new books for the school library, she bought: - 267 graphic novels
- 185 non-fiction books
- 456 fiction books
- 100 science books
- 365 math books
- 250 story books
- _____ poetry books
Science Students have finished their brainstorm and designing phase for their flashlight creation. Now students are learning the hard lesson that light can escape through the smallest of holes, even if you think an object is opaque it could be translucent and group collaboration is a difficult process. Next week the students will be presenting their products in a final write up and sales pitch. Build up your knowledge of light by reading this link: http://www.explainthatstuff.com/light.html http://www.ducksters.com/science/light.php https://www.factmonster.com/dk/encyclopedia/science-and-technology/light This week students started to subtract in math. Their subtraction started with large group visuals to understand how the numbers would become smaller and why this is occurring. They then moved into strategies for subtraction up to 4 digits. Currently, students have not begun exploring questions with regrouping, as we want to ensure the students are comfortable with the process of subtraction before we look into what regrouping looks like. For example students have been working on: 5425-1211=? 4522-1301=? Getting as much practice with this process will be important for students. The Prodigy website is a good place to get subtraction practice in. Students can also explore this website, which has a ton of online subtraction games: http://www.multiplication.com/games/subtraction-games Want to understand the process of subtraction? Visit this website for a good mathematical resource. https://www.mathsisfun.com/numbers/subtraction.html Next week students will be building into regrouping in subtraction and also working with subtraction word problems. Science Students have started a new group project in our Light and Shadow unit. Students are leading a team to design an adjustable flashlight that can both increase the beam width and decrease the beam width at 1 m. This project has multiple stages and will take them to the Winter break. I have attached the section of the Powerpoint they have done so far. Talk to your child about their design and plans for being successful. If your child is becoming frustrated, remind them that all great scientists have to redesign and retest their work.
This week students have been busy refining their addition skills. Students proved they understood how to regroup numbers into the 10 000s using the strategy they feel comfortable with. This week students worked on decoding word problems for clues and then using their adding strategies to solve the problem successfully.
Here is a computation generator that will make endless amounts of questions for you to practice. How big can your numbers get? Does your strategy work for all numbers? https://www.helpingwithmath.com/printables/worksheets/addition-subtraction/4nbt4-addition-subtraction01.htm http://www.multiplication.com/games/addition-games Students have been signed up for Prodigy, which is a free online math program. The students will be exploring this resource the next few weeks and it can also be done at home. They will have a user name and password to log in. It will be a great resource for refining skills. It can be found at this link: https://www.prodigygame.com Next week students will begin subtraction. This will take some time and practice as subtraction is a difficult concept to grasp when regrouping is needed. Science: This week the students learned the importance of protecting our eyes from the sun’s rays. This will be really important when they go skiing on Tuesday as the sun reflects off of the snow. If they could wear sunglasses or goggles that would be best. Students also began to explore the scientific method, which is the process scientists use when conducting experiments. This is a more elaborated version, however we talked about the same process: https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method http://www.ducksters.com/science/scientificmethod.php Students have been very busy this week as they began to review their strategies for addition. We moved passed our three-digit addition into the Grade four realm of 4 digits. Students are consistently adding up to almost 10, 000. We reviewed two new concepts building off of using base ten. The strategy we practiced for many days looks like: 5 643 +1 372 ------------ 5 110 900 6 000 ------------ 7 015 This strategy works through each place value system starting with: 3+2=5 40+70=110 600+300=900 5 000+ 1 1000=6000 They then find the sum of all these numbers. This strategy is longer than the traditional algorithm, however it saves all the regrouping to the end so they do not get confused. On Monday the students have a four-question addition check in. They can choose ANY strategy for adding as long as they can show their thinking. They can get practice from the following links: http://www.sheppardsoftware.com/mathgames/Add%20Like%20Mad%20Math/AddLikeMad_easy.htm Family Dice game dedicated to adding BIG numbers http://www.contrib.andrew.cmu.edu/~flip/games/10000.html https://www.wikihow.com/Play-10000 Science Students really worked to understand the difference between light sources and reflections of light. Students became quite capable understanding where the sources of light came from and how many reflections were involved. For example: The moon’s reflection on the lake
-Starts with the sun reflecting off the moon -The moon reflects the light to the lake -The lake reflects the light again Students also had to generate lists of light sources: Can you name 6 different light sources? What if we didn’t have electricity how many can be named? Next week students will be learning more about shadows and the way light travels in our world. Reading these articles will help you further understand the impact light has on our world. http://www.ducksters.com/science/light_spectrum.php http://www.sciencekids.co.nz/sciencefacts/light.html https://spaceplace.nasa.gov/blue-sky/en/ We would like to welcome Ms. Chapman to our classroom. She is a university student from UofL. Ms. Chapman will be spending a month learning right beside us. This week the students were busy learning how to regroup with four digit numbers using base ten blocks. This process is very important as students are beginning to do larger computation questions soon. Base tens are a visual math tool to help students understand the concept of regrouping or (Carrying). Here is a visual: If you would like to practice the regrouping process this link can help with that: www.abcya.com/base_ten.htm https://www.mathlearningcenter.org/web-apps/number-pieces/ Students continued to learn about light and shadows in our world. We had a discussion about phases of the moon and how they are created by different shadow angles. Students can start searching their homes and environments for sources of direct light and also reflections of light. We will be focusing on these areas next week and understanding the differences.
The students spent a good portion of this week reflecting and sharing their science project with their peers. It was wonderful to see the dedication students put into not only finding a problem their were passionate about, but being creative with their designs and materials. The final mark for these projects will include many aspects of the students’ work such as: The design and building process, their write up and logbook, multiple reflections they wrote in class and their presentation to the class. I would like to thank all the students and their families for the support in our Waste in Our World unit. We are now moving into Light and Shadow for our next science topic.
To get a jump-start on Light and Shadow take a look at these links: http://resources.hwb.wales.gov.uk/VTC/light/eng/Introduction/pop.htm http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows_whatnext.shtml http://interactivesites.weebly.com/light.html In math, students worked diligently to complete their unit on Patterning. They had a work period where students had opportunities to review prior skills and strategies as well as asking questions to peers and the teachers. Students completed a math assessment this week and will be bringing it home next week. We will be spending time now focused on our four computations. Adding and subtracting up to 10 000 will be our first step as well as multiplying and dividing double digits. If you want to get some practice in you can use the following links: http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/06/m3_06_00_x.swf http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=6 http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=7 http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/07/m3_07_00_x.swf Students also continued to build their understanding mental math strategies. This week we really focused on our ability to count by 50s and 100. We then looked at the relationship of the numbers 99 and 49. This means if we can add 100 to a number we can add 99 just by taking one away! This saves a lot of time regrouping! Teach someone in your family this strategy 150+100=? 150+99=? We are working on clearly communicating when problem solving. Remember you need to show each step of your thinking. Here are some problem solving questions to help practice. |
## AuthorClifton Baker ## Archives
January 2018
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