Zoo Designs

In Math, we are using our Multiplication skills to calculate the Area of a rectangle. We know we can skip count by groups (like by rows), or use the standard algorithm (length x width) to find the area. We also know that we need to include measurement units with our answer (like, square units).

We are also using our Art skills to draw the animals that are in each enclosure. We are adding details to the background to show what their enclosures look like. Ms Elder is letting us make imaginary or extinct animals, too! 

Multiplication Work

A Class Favourite: Multiplication Luck!
Rules are posted on the Google Classroom

Over the past six weeks, we have been learning what Multiplication is, how to represent it, and how to solve problems related to it. While doing so, students have explored patterns in the Multiplication table and gained fluency when solving equations up to 12 x 12. We will now be moving on to Area, which reinforces an understanding of Multiplication arrays, and then larger Multiplication equations, up to 3-digit by 1-digit numbers. 

It is essential that students know their times tables up to 12 x 12. As we build on this foundation, the problems will increase in difficulty. If they cannot skip count yet, they need to practice at home. 

On Google Classroom, there are a plethora of resources for helping students. Some kids learn best by singing their times tables, some enjoy card or dice games. There is an interactive Multiplication Grid where students can highlight multiples of each number and colour-code them. In class this week, we started creating one more tool for helping: a "Multiplication House." 

Students chose the times table they most need to practice. They created their own design that has flaps, such as a school bus with windows that open, a pizza with pepperoni flaps, or a cell phone with swinging keys. On top of each flap, they write the factor they are multiplying by. Under each flap, they write the answer (the "product"). This is a tool students can use independently for practice. Stay tuned for more pictures next week of our finished product! 

Parents, thanks for your help in ensuring your child knows their times tables up to 12 x 12! :)

Reminder: Multiplication Test March 12

Hi Students,

This is a reminder that you have a Math Assessment for Multiplication coming up.

Quiz date: Wednesday, March 12

Here is what you are expected to know for the quiz, in case you'd like to review at home. You can use the resources on Google Classroom and re-read our class blog posts for help.

• Represent Multiplication equations using pictures (ex: drawings of groups) and arrays (rows and columns)
• Draw arrays to match a given total (ex: draw as many arrays as possible with a total of 24)
• Explain how you know there aren't more possible arrays using clear Math language
• Solve Multiplication equations up to 12 x 12
• Explain strategies for each times table up to 12, using clear Math language (ex: There is a pattern in the ones place. Each digit in the ones place increases by one.)
• Solve word problems relating to Multiplication by showing the answer as a picture, an equation, and a sentence answer
• Create appropriate word problems that use Multiplication.

If you have any questions, reach out to Ms Elder.

Adding and Subtracting Quiz March 4

 Adding and Subtracting Quiz

March 4 (Tuesday)

We have been working hard on our adding and subtracting skills. Next week, we will put those skills to the test on a quiz. The quiz will include calculations of 4 digit numbers in both operations, problem solving, representing re-grouping through drawing base 10 blocks, as well as written (or oral) explanations of how the process works. 

Should you wish to practice any of these skills, questions and exemplars can be found on google classroom on this post.

Multiplication Posters

In Math, we have started Multiplication. Multiplication means repeated addition. It is making groups and counting up the total. The two numbers you are multiplying are called the factors and the answer to a Multiplication equation is called the product. We can represent Multiplication by drawing pictures of groups or arrays. 

This week, Ms Elder put us into groups and assigned each group a times table. With our group members, we are responsible for making a poster that shows the strategies you can use to multiply by that number. We will also put patterns we see and a hundreds chart with the multiples highlighted. We will present our posters for the class next week. Here is an example we made together, with some tips to make a great poster: 

Here are some photographs of us hard at work:

Symmetrical Stained Glass Art

In Math, we have been studying Geometry. We learned the difference between a polygon (a shape with all straight lines) and a quadrilateral (a shape with four sides). We also know how to tell if something is symmetrical because it is the same on both sides. If you fold it in half, both sides will overlap perfectly. Something that is symmetrical is a reflection over a line of symmetry (it's flipped). 

Ms Elder decided that we would put all of this knowledge together to create a piece of stunning stained glass art. 

Yesterday, we planned our designs in our journals. We were allowed to use pattern blocks, if we want, to create our designs. Then, we traced our designs on the black good copy paper. 

It was tricky to cut out our shapes because you had to poke a hole in the paper and squeeze your scissors in to cut. You have to be really careful to not make a mistake and keep the black paper intact. This was good practice for our fine motor skills. 

Then, we taped translucent coloured paper to the back of each hole. When you put it up to a light or the window, it looks so effective!

When we were planning our designs, we also used our knowledge of colour to create a mood. Some of us chose to use warm colours and some of us used cool colours. We also knew we could use complementary colours to make them stand out. 

Student Quotes:

"It was really hard to cut out a circle because you have to cut around." ~ LD

"I feel nervous at first then I feel good. It was comfortable." ~ Jaivivaan

"It was really hard to cut out the translucent paper because you had to cut the right shape so there's no gaps in it." ~ Nollan

"It was really fun to trace all the little shapes and come up with the colours we were going to use." ~ Finnley

"It was really hard to cut out the triangles but they were really small." ~ Davyd

"The translucent paper was kind of sharp, especially when you cut it, so you had to be really careful." ~ Fox

"The activity was fun and it was challenging. When you finish, it looks cool!" ~ SS

Here are some pictures of our finished products! You can see them for yourself at our Ramsay Holiday Event on Thursday, December 12, 5:30-7:30.

HOMEWORK: Prepare for Number Quiz

Students, this is a friendly reminder that you have a Math Assessment on Thursday, November 7. You will need to be able to: 

• Count base ten blocks to 10 000 and give the numeral
• Draw base ten blocks to 10 000 to match a given numeral
• Order a set of numbers to 10 000 from least to greatest/greatest to least
• Give the expanded form to match a numeral
• Give the numeral to match an expanded form
• Solve a "number riddle" using place value vocabulary
• Write a numeral to match a number said out loud by the teacher

If you have any questions, please contact Ms Elder. If you're looking for ways to practice, review the material under "Classwork" -> "Math" on the Google Classroom.

 

Numerical Patterns Assessment

Our next math quiz on Numerical Patterns is scheduled for Tuesday, October 15th. 

In my original email, I had the correct date (the 15th) but the incorrect day of the week (Monday - which is a holiday for Thanksgiving). I apologize for the error!

In the link below, you will find study materials and practice games on Google Classroom to support your preparation if you should wish to review.

https://classroom.google.com/c/NzA4NjI3ODA0Nzcy/m/NzE5MzI2Mjk0MDY5/details 

If this link does not work, simply log in to google classroom and you will find it under 'Classwork' and then 'Math.' Should you have any issue logging into google classroom please email myself and Ms. Elder.

Number Riddles

We are learning about numbers in Math. We are reviewing math words like: odd, even, digit, number, greater than, less than, and the place value column names.  Ms Elder is giving us Number Riddles where we have to guess her number by listening to clues like: 

• My number has three digits
• My number is even

Today, Ms Elder stuck a number on our back using a sticker. We had to figure out which number we had by asking questions using math language. 

We had to ask Yes or No questions. We asked questions like: 

"Is the digit in the ones place odd?"

"Is the digit in the tens place less than 7?"

"Is the whole number odd?" 

"Is it a three-digit number?"

"Is the digit in the hundreds place less than three?"

 

It was a lot of fun and helped us use important Math language!

HOMEWORK: Prepare for Graphing Quiz

Students, this is a friendly reminder that you have a Graphing Assessment on Thursday, September 26. You will need to be able to: 

• Create a Bar Graph with a scale of 2:1 or higher to represent a set of data
• Accurately use the "Bar Graph Checklist" criteria used in class
• Read and interpret both Pictographs and Bar Graphs 

If you have any questions, please contact Ms Elder. If you're looking for ways to practice, here are some links to some online graphing games: 

https://www.turtlediary.com/game/bar-graph.html

https://www.splashlearn.com/math/bar-graphs-games

https://www.iknowit.com/lessons/b-reading-bar-graphs.html

Surveying and Graphing

In Math class, with Ms Elder, we have been learning about graphing. We have practiced reading bar graphs, and creating bar graphs. Ms Elder has taught us a checklist so we know all the things our bar graph needs to include. 

Our Bar Graphs need to include:

• Equal spaces between bars
• Equal spaces between numbers
• A title that describes the graph
• Subtitles for each axis
• A straight and labelled x axis
• A straight and labelled y axis
• Labels for each bar
• A scale increasing by 2 (or 4, or 5, or 10)
• Correct data to match the survey
• Bars of equal width

Today, we created our own survey question and we collected the data ourselves. Then, we made our own bar graph. Today's graph was marked for our report cards! Ms Elder has published our marks on PowerTeacher for our parents to see.

"I've gotten a lot better at graphing." ~ Nollan

"I like graphing a lot; it's one of my favourite Math subjects. I'm glad we could make our own." ~ Felicia