Even with lots of snow and cold weather, students were busy learning at NCS. This week the students worked to develop a strategy for multiplying two and three digit numbers by a single digit. For example: 124x4=? 87x3=? 18x5=? The strategy they used was to draw the multiplication question and then solve the repeated addition equation. The students found this strategy very effective. The process looks like:
We were supposed to have a quiz this Thursday, however the snow hampered that. We will be having a quiz on Monday to go over the different multiplication strategies we have learned. I would suggest continuing working on the students’ computations and mental math at home. Reviewing how to add and subtract is important as the students turn their focus to multiplying. We cannot forget our previous work. Links such as this are a great way to continue practicing: https://www.helpingwithmath.com/printables/worksheets/WorksheetGenerator02.htm In science the students spent a couple days learning about the importance of the wheel and axle system and why it is monumental throughout history. As they learned the students continued to refine their understanding of the scientific process. Continue to read about the wheel and axle system at these links: http://easyscienceforkids.com/kids-the-wheel-and-axle/ http://mocomi.com/wheel-and-axle/ Thursday and Friday students have been working on Design Challenges. They were presented with different scenarios where they needed to design a solution and then build a prototype to solve the problem. The Scenario they worked through on Friday is posted below. How would you solve the problem?
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The Grade fours have continued to explore their new units in both math and science. In Math, the students have seen the benefits of how multiplying can help them solve complex questions. Students have learned that drawing pictures, using repeated addition and understanding how to make arrays are all strategies that can help solve multiplication questions. Next week the students will continue to use these ideas to build bigger multiplication equations and begin to understand the ins and outs of multiplying.
These are excellent links for support Multiplication skills: http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/08/m3_08_00_x.swf https://www.mathsisfun.com/numbers/math-trainer-multiply.html https://www.mathsisfun.com/tables.html https://www.mathsisfun.com/definitions/multiplication.html In science, students had a building challenge to try and move a heavy object over a long distance. They only had cylinders to do so. Many of our groups began to learn the importance of rollers and how they make it easier to move objects that cannot be lifted. This sparked a lesson about friction and how friction fits into our simple machine unit. If you want to see the article the students read about friction: http://www.ducksters.com/science/friction.php Next week we will continue to explore our simple machines. We will learn their names and how they make our lives easier. 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/all-games 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 -non-living -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/all-about-simple-machines/ 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: 1-Math concept page: Students had to explain how and why we need regrouping for addition and subtraction. 1-mental math sheet where students had to work with addition 1-math problem sheet 1-Computations 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/2013/03/06/4-digit-addition-regrouping-carrying-9-worksheets/ http://www.math-aids.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 self-checking. 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/number-line-using.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.
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 |
AuthorClifton Baker Archives
June 2018
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