Students started two new concepts this week. In math, the students have started division. They started with understanding what division looks like. Understanding that the answers to division questions will be smaller is an important process for students. They learned two strategies for this. There is an example below. The students also learned that in division sometimes you cannot make perfect groupings and that is when you have a remainder. This is a difficult concept and we will keep practicing it throughout our division lessons.
Students also learned how there is a strong relationship between division and multiplication. If you can multiply up to 9x9=81 then division from 81÷9= is quite easy. Please continue to practice your mental math strategies at home to make these equations easier on yourself. These links will help with that:
In science, students were focused on perfecting the wheel and axle system as they were building balloon-powered cars. Students had to use the building process to create and refine their vehicles. More information about our simple machines unit can be found at these sites:
Students completed a math assessment this week. Students proved a strong understanding of how to work with both mental math equations and larger computations. This does not mean the practice can stop, like adding and subtraction, these skills need to be practiced both at school and out. The assessment was sent home this week with three marks on them. These marks match the outcomes on the report cards.
Students also started division this week. They are learning that division means ‘broken into groups’. We were working with blocks and items so they could see that division sentences create a smaller answer than the question. Students can practice this process on the following links:
In science students are continuing to learn about simple machines. They should be able to name the six simple machines for you and explain something they can do. The websites posted in the last blog will be an excellent help for this process.
Today the students were involved in design challenge, which weaved together both math and science. Take a look at the scenario and discuss how you would have approached the problem.
Students have learned multiple strategies for multiplying. It has been explained to them that they do not need to know every strategy. They need to decide which strategy is both accurate and efficient for them. There is no perfect system for these two characteristics, however with practice, students are becoming much more comfortable. Your child should be able to solve 2 digits by 1 digit multiplying and also 3 digits by 1 digit. Use the following questions to see your child’s success.
Next week students will need to begin applying their knowledge of multiplying into a wide variety of multi-stepped math problems. This is the application section of their learning. They need to decode, understand and plan their solving strategies.
In science students learned and explored different types of Levers. They learned there are 3 key sections to a lever. You have a fulcrum, effort and load. By manipulating these characteristics the work process changes. Check out the following links for more information on Levers.