We were side-tracked today with pictures and didn't get as far as I would have liked to with our math review. To save time, I've posted the answers to the assigned questions for tonight. In class, we'll discuss our solutions but will do it briefly as many are application based.
1. One thousand forty-nine
3. 6526 - Thousand: 7000, Hundred: 6500, Tens: 6430
5. Answers will vary depending on strategy (front end estimation or rounding)
a) 700 + 200 = 900
b) 300 - 200 = 100
c) 200 + 400 = 600
d) 600 - 200 = 400
e) 300 + 600 = 900
f) 900 - 500 = 400
7. 2000 is an estimate.
I know because if I add exactly the answer will be different.
There will not be 0's in the ones or tens column.
That is how I know 2000 is an estimated number.
8.
a) 1333
b) 800
c) 502
d) 8554
Monday, October 7, 2013
Cookie Dough Sales
Thank you for supporting our Fall Fundraiser. I have successfully helped 3 students sell some cookie dough at school. If your child is having trouble selling cookie dough, but would still like a chance at our class incentives please let me know via agenda and I will do my best to help them. We all benefit from fundraising and I am more than happy to help out!
Math Test Thursday Oct 10th
Each Math Test is broken down into 3 sections:
Part A: Evidence of Application
Part B: Evidence of Understanding Concepts
Part C: Evidence of Problem Solving
*students are assessed for Communication in every section*
To help understand the types of questions for each section please refer to the Show What You Know pages in your child's workbook for Unit 2.
Q # 3-6, 8, 9, 11 &12 provide evidence of Application (Part A)
Q # 1,2,7 and 10 provide evidence of understanding concepts (Part B)
Q # 13 provides evidence of Problem Solving (Part C)
When we practice solving a word problem in class this is what we do.
1) Look for 'operation' word clues (sum, difference, how many more, how much further...)
2) Think about the problem they are asking you to solve. What is the question?
3) Look for the numbers in the problem (list them) and think about what operation should be tried.
4) Provide evidence of math (show and complete your calculations to the best of your ability)
5) Think about how you can prove that your answer is correct (using words, estimating, check by +).
6) Think about a closing sentence that answers the question directly.
More time should be spent preparing for Part B and Part C as they present the biggest challenges. Students can prepare by re-visiting and reviewing how they solved the challenging word problems from different lesson from the unit.
Part A: Evidence of Application
Part B: Evidence of Understanding Concepts
Part C: Evidence of Problem Solving
*students are assessed for Communication in every section*
To help understand the types of questions for each section please refer to the Show What You Know pages in your child's workbook for Unit 2.
Q # 3-6, 8, 9, 11 &12 provide evidence of Application (Part A)
Q # 1,2,7 and 10 provide evidence of understanding concepts (Part B)
Q # 13 provides evidence of Problem Solving (Part C)
When we practice solving a word problem in class this is what we do.
1) Look for 'operation' word clues (sum, difference, how many more, how much further...)
2) Think about the problem they are asking you to solve. What is the question?
3) Look for the numbers in the problem (list them) and think about what operation should be tried.
4) Provide evidence of math (show and complete your calculations to the best of your ability)
5) Think about how you can prove that your answer is correct (using words, estimating, check by +).
6) Think about a closing sentence that answers the question directly.
More time should be spent preparing for Part B and Part C as they present the biggest challenges. Students can prepare by re-visiting and reviewing how they solved the challenging word problems from different lesson from the unit.
Wednesday, October 2, 2013
Checking with addition
For the past few days we have been working on solving subtraction questions. There are a few 'tips' that we have been repeating while we practice. If your child is experiencing difficulty with borrowing they may need extra assistance at home. Some options might be to begin with 2 digit numbers and work your way up from there. If they are truly struggling, please let me know via agenda.
#1) The largest number in the question is ALWAYS the number you subtract from.
(-"it goes first", or "it goes on top")
#2) look for words or phrases like 'difference', 'subtract', 'how many more', 'what is the difference between' ...they are all word clues that tell you to subtract.
Also students learned today that they could check the accuracy of their subtraction by using addition as a 'helper'. For example: 10 -3 = 7, to check with addition we add 7 + 3 = 10 if all the numbers are the same then they have subtracted properly.
Here's a second example using 3-digits.
654 - 132 = 522, to check with addition, 522 + 132 = 654. Again all of the numbers are the same!
*this strategy is also helpful in demonstrating the relationship between adding and subtracting*
#1) The largest number in the question is ALWAYS the number you subtract from.
(-"it goes first", or "it goes on top")
#2) look for words or phrases like 'difference', 'subtract', 'how many more', 'what is the difference between' ...they are all word clues that tell you to subtract.
Also students learned today that they could check the accuracy of their subtraction by using addition as a 'helper'. For example: 10 -3 = 7, to check with addition we add 7 + 3 = 10 if all the numbers are the same then they have subtracted properly.
Here's a second example using 3-digits.
654 - 132 = 522, to check with addition, 522 + 132 = 654. Again all of the numbers are the same!
*this strategy is also helpful in demonstrating the relationship between adding and subtracting*
Friends For Life
The Grade 4 students are beginning a 10 week Friends For Life program. Each week (on Thursday afternoon) our class will be visited by a WECDSB Child and Youth Worker who will lead us through a variety of strategies aimed at reducing anxiety. Below is a simple description of the program.
The Friends For Life program is an evidence-based, school-based, anxiety prevention and resiliency program. The goal of the FFL program is to reach as many students as possible and provide them with life skills that will strengthen resiliency and reduce the risk of developing an anxiety problem.
If you have any questions please let me know through your child's agenda.
The Friends For Life program is an evidence-based, school-based, anxiety prevention and resiliency program. The goal of the FFL program is to reach as many students as possible and provide them with life skills that will strengthen resiliency and reduce the risk of developing an anxiety problem.
If you have any questions please let me know through your child's agenda.
Tuesday, October 1, 2013
St. Gabriel Catholic Elementary School News and Events: How Can Parents Help with Math at Home?
St. Gabriel Catholic Elementary School News and Events: How Can Parents Help with Math at Home?: Proportional reasoning is an important mathematical way of thinking needed for much of the math that's used in school and in everyday li...
St. Gabriel Catholic Elementary School News and Events: Back to School Tips
St. Gabriel Catholic Elementary School News and Events: Back to School Tips: September 2013 - “Core” Tips for Back to School Involve your children in planning meals for the school day. They are more likely to...
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