Students have started a new unit in both Science and Mathematics.
In math the students have started to look at what Multiplication is and how it can be represented. When we discuss multiplication it can be described as 'Groups of'. For example, 3x5=15 or 3 groups of 5 is 15. Students worked at drawing these groups as this is a very effective strategy to help students understand the multiplying process. The second form of representation is repeated addition. Meaning 3x5=15 or 5+5+5=15 or 3+3+3+3+3=15. This is to help increase the speed of our math work. Multiplying makes or solving process faster. The third form of representation is arrays. This is a form of organizing numbers into proper rows and columns. To practice these stages here are some links: www.multiplication.com/games/allgames www.abcya.com/clear_it_multiplication.htm www.hoodamath.com/games/multiplication.html In science the students have started to explore simple machines. They are creating a working definition of what a machine is. As of right now, students have the following criteria for a machine: Built by humans nonliving makes our life easier moving parts Needs a form of energy to work. To build more knowledge about simple machines visit these links: idahoptv.org/sciencetrek/topics/simple_machines/facts.cfm www.mikids.com/Smachines.htm easyscienceforkids.com/allaboutsimplemachines/
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Students have been working very hard to represent their current level of understanding before report cards. They have brought home a collection of papers (stapled together) from math and science will be coming home next week. These are the most recent marks, taken over the last two weeks. There should be: 1Math concept page: Students had to explain how and why we need regrouping for addition and subtraction. 1mental math sheet where students had to work with addition 1math problem sheet 1Computations and math problem sheet To support student learning at home, families can be working on addition and subtraction questions up to and from 10 000. There are many card games and apps that can be used to also support this learning. Also Such links can help as well. For example: https://www.mathsisfun.com/numbers/addition.html https://www.mathsisfun.com/numbers/subtraction.html http://www.worksheetfun.com/2013/03/06/4digitadditionregroupingcarrying9worksheets/ http://www.mathaids.com/Subtraction/Subtraction_Worksheets_MV.html Next week students will begin using addition and subtraction to check their own answers. This is an important step for selfchecking. Learning the relationship between how addition and subtraction weave together can increase both accuracy and efficiency for larger equations. They will also be using number lines to represent both addition and subtraction. www.mathsisfun.com/numbers/numberlineusing.html In science students have working really hard to apply their understanding to realistic problems focused on light and shadow. Students needed to record the concepts covered in the question, create a theory and prove their ideas using a drawing, blueprint, chart or other method. Here are the questions they explored this week. Students were not able to complete them all so they can work on the remaining questions to build their skills.
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.

AuthorClifton Baker Archives
June 2018
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