Weekly reflection,
Students spent the week testing their rubber band powered airplane with great results. Students increased the flying distance of their planes substantially from the first design. Students learned how to measure in meters and convert meters into centimeters. To combine all their learning, students had to create a Venn diagram relating their balloon powered car to the Rubber band power plane. We really worked towards ensuring to use scientific words and examples to PROVE scientific understanding of concepts. Website to help with converting meters to centimeters is: https://www.studyladder.ca/games/activity/converting-between-meters-and-centimeters-27979?lc_set= http://www.bbc.co.uk/skillswise/game/ma22leng-game-build-a-shed http://www.sheppardsoftware.com/mathgames/measurement/MeasurementMeters.htm Using a Venn Diagram links: http://www.shodor.org/interactivate/activities/ShapeSorter/ https://www.pbslearningmedia.org/resource/a3bf802c-c0c4-4987-8fe9-be60a11c17e2/a3bf802c-c0c4-4987-8fe9-be60a11c17e2/#.WtDo1NPwZp8 In math, students brought home a division assessment. The students have explored the more traditional algorithm (long division) for solving triple digit by single digit equations. Students do need more practice as they are still trying to increase their accuracy and efficiency for solving division questions. The links provided last week can be used again for more practice. Next week students will be working through word problems where they need to decide if they need to multiply or divide to find the correct answer.
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The students came back from Spring Break in full swing. Even with a shorter week they were busy in both math and science. In science this week students built paper airplanes. This process is to help them understand the scientific method and another simple machine that moves. Next week they will be using their airplane, with a rubber band launcher, to test the distance their plane travelled. Students will also be comparing their two planes for pros and cons of each. Please remember to bring in your field trip forms with the $6.50. We have a good collection starting already. If you want to explore more amazing planes, checkout this link. It has a great video on different types of airplanes. www.wired.com/category/science/ In math students began working through larger division questions. They learned a strategy this week that will lead them into long division. A Powerpoint can be found below to help explain the strategy. Your Child should be able to explain the steps to you and demonstrate the process with some accuracy so far. With any computation process, practice is needed. Students should be doing math equations at home throughout the week. Revisiting adding, subtracting and multiplying is also important so they do not lose their skills. A site with division questions can be found at this link: https://www.homeschoolmath.net/worksheets/grade4/division_with_remainders.php#long_division
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:
http://www.multiplication.com/games/division-games http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/09/m3_09_00_x.swf 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: http://eschooltoday.com/science/simple-machines/introduction-to-simple-machines.html Blog 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: http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/09/m3_09_00_x.swf http://www.multiplication.com/games/division-games http://www.mathgametime.com/subject/division 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.
http://www.k5learning.com/free-math-worksheets/fourth-grade-4/multiply-in-columns/multiply-columns-1-digit-2-digit http://www.k5learning.com/free-math-worksheets/fourth-grade-4/multiply-in-columns/multiply-columns-1-digit-3-digit 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. https://wiki.kidzsearch.com/wiki/Lever https://phet.colorado.edu/en/simulation/balancing-act http://www.stemgamecrew.org/category/levers/ http://www.2learn.ca/kids/listSciG4.aspx?Type=47 Even with a shorter week, the students have been busy in both math and science. We are continuing to explore how to multiply double digits by a single digit more efficiently and trying to increase our accuracy. Students need to be practicing their times tables at home to support their learning at school. With effortless basic facts, students are able to focus on the computation process not the mental math equations. There are countless apps, links and games students can play on their own or with you to practice these. Such ideas as: Apps: https://elearningindustry.com/20-free-multiplication-ipad-apps-for-kids http://www.gettingsmart.com/2017/06/5-free-multiplication-apps/ Websites: http://www.multiplication.com/ Games: Students have played many different games in class with cards and dice and they can teach you at home. New multiplication strategy Students have learned a more efficient way to multiply. This strategy however, relies on their basic fact knowledge to help them. Students are using a times table chart to help them right now, however with practice, they should be able to do these equations without support. The images below show both a times table chart and the step to complete the multiplication strategy. Students should continue to practice this strategy to build their speed and accuracy. More practice than you can handle can be found at this site:
http://www.k5learning.com/free-math-worksheets/fourth-grade-4/multiply-in-columns Science Students continued to gain an understanding of wheels and axles, gears and drive trains. This week students had to put it all together and explain how a bike would gear up or gear down based on the terrain it faced. Students also needed to label the parts of a bike’s drivetrain. Can your child explain how to pedal up a hill? Do they use their scientific vocabulary? http://www.cyclingweekly.com/news/product-news/using-bikes-gears-efficiently-148101 Students also began working with a type of robot called Ozobot. They are to help our class understand the process of coding. This coding system runs on a colour scheme. The students were learning how to command their robot to do different tasks. The students will be working towards solving more complex problems with the Ozobots. https://ozobot.com/ |
AuthorClifton Baker Archives
June 2018
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