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.
In September Mr. Baker bought 5624 pencils for all of the grade 4s to use this year.
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:
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
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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. Students were extremely lucky to have Ms. Williams join our classroom. She taught an engaging lesson about packaging of everyday products. Students engaged in a lesson dedicated to breaking down the pros and cons of certain packaging materials. This will be one of the final sections for our Waste in the World unit. Next week students need to bring in their science project with completed documentation sheets for Monday. We will be doing a large scale sharing in the class and across the grade. Then, we will be starting Light and Shadow. Students have been working on finishing their patterning unit. They worked on a multi-stepped problem today that combined quite a few ideas they covered this week. The problem is posted below. Have your child explain the steps and importance to each section of the lesson. Next week students will be reviewing the concepts on Monday and be working on a unit assignment for Tuesday. Check back to the previous blog links for review of the concepts we covered. Pattern Problem
Last week students were busy exploring increasing and decreasing number patterns. They searched for rules in each pattern and continued to prove their thinking. Students focused on increasing their comfort with mental math adding techniques. Such techniques as:
99 is one away from 100 so add 100 then subtract one 176+99= 176+100=276 276-1=275 49 is one away from 50 148+50=158 148+49= 148+50=158-1=157 This takes away the need to regroup in our heads. It can cut back on errors with larger equations. In science the students read three stories: The Most Magnificent Thing Rosie Revere, Engineer Ada, Twist, Scientist Each story had specific lessons to help with the students science project. Their projects are due next Monday Nov. 6th. Students are very excited to begin their science project this week. Students are searching for a small problem, situation or issue to solve by creating an item out of waste or recycled goods. This assignment is to be completed at home over the next two weeks. To supplement their at home work, students will be learning about the design process in class. Here are the documents students need:
Math Students finished another very busy week at Nose Creek. Students brought home their last math check in. Students have been focusing on estimating, mental math and patterning. This check in marked these sections of the report card. One mark for estimation and one mark for understanding pattern concepts. Please sign and return. Students worked with T charts all week as they investigated the patterns they see, the information they can learn and solving for the missing values in the T charts. These tools are used in all subject areas to help students organize their work. Today they worked with a partner on a multi-stepped problem. It looked like this: Next week students will be working on finding missing values in patterns. This skill has students beginning to apply their knowledge of repeating, increase and decreasing patterns. If you feel you need more practice with patterning practice these links:
http://www.abcya.com/number_patterns.htm http://www.aaamath.com/patra10.htm http://www.smashmaths.com.au/index.php/n-a/blank-component/patterns-and-algebra Science In science students were focused on applying their knowledge of Waste in World concepts into a variety of realistic problems. They then worked towards understanding why packaging is something we need to pay attention to while shopping. Next week we will be sending home a final project for Waste in our World. Have some family conversations around the ideas of: -Reducing packaging while shopping -What packaging do you still need to buy? -What can we do to ensure we are recycling and composting? |
AuthorClifton Baker Archives
June 2018
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