Tag Archives: math

Math Test Questions

Here are some sample answers from our most recent math test. Hopefully this will help shed some light on the various strategies your child might be trying to use. Please sign and return the test if you haven’t already. I will send it home again promptly so you can use it to practice further if your wish. There will be more opportunities this term for the children to demonstrate their subtracting and problem solving skills. Your child can let me know on Monday if they feel they need to do a retest

Patterning in math

Our posts have been lacking…sorry.

We have been working on patterns. Over the course of many weeks, students have worked with number patterns. We have looked at growing and shrinking patterns, using addition, subtraction, multiplication and some division. We have also looked at input and output patterns in tables.

Recently, we have been working with geometric patterns. There are many hands on opportunities here.

Earlier in December and January we learned how to read and interpret pictographs, circle graphs (pie graphs), bar graphs, and double bar graphs.  We have learned to collect data and made our own graphs.  You can have your son or daughter log into the Hub. There you can connect to their email and should see results for our data management quiz.

Using Patterns and Mental Math to Multiply

On Thursday and today we looked at the patterns we can use to help us multiply with numbers that end in zero. Today we talked more about WHY these “add zero” tricks work.

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We did a “Number Talk” as well today. During our number talks we share different ways we get to answers using mental math (no calculators, no paper). Each number talk has a series of 3-5 questions that will help students link their thinking together as we work toward the questions with bigger numbers. ALL answer are accepted, as we learn from our mistakes. The goal of number talks is for students to learn other strategies of getting to an answer and to look for strategies that might be more efficient than one they used. Here is our train of thought and some of the strategies our students used…

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Calculating how much toxic waste is in Hamilton’s Randle Reef

Last week in math, we finally found the solution to a tough problem we have been working through in steps.

As a result of our inquiry on clean water, students have been asking about the Randle Reef project.

Check out our problem:

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Last week the students first calculated that the volume of our portable was 140 cubic meters.

We discovered that the toxic waste in the Randle Reef area of Hamilton Bay would fill 4964 portables like ours! YUCK!

This problem was great! We talked about linear measurement (metres), volume (cubic metres), the formula for volume, addition options, subtraction options, multiplication options, and division options. It has even opened the door to decimals and partial numbers which we’ll discuss further next week.

Many students are still using addition and subtraction when solving problems like this, but these big numbers are beginning to help them see why multiplication and division might be more efficient.

Of course with such large numbers, students are allowed to use a calculator once they understand which mathematical operation to use and understand how it will help them to solve the problem.

Math Quiz

 Mrs. Davies learned that Google Forms offers a great way to build tests and quizes. To try this out, students used the Chromebooks or iPads to complete a multiple choice quiz to get a quick snapshot of there understanding of some of the major concepts we’ve covered over the past little bit. It was great because the students received immediate feedback of how they scored.

UPDATE:

I was incorrect in thinking the test scores were released to their school issued Google Drive accounts. The results were sent to their school email accounts. Students have not yet used their email accounts this year. However if you ask your child to log onto “the HUB” at home.hwdsb.on.ca there is a button on the main screen that will take you to their email account.  There will be an email with a link to their quiz answers and results.

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 Ask your child how they did. Here are the questions they were asked:
1. What statement is correct?
a) 4286 is greater than 4231
b) 4286 is less than 4231
c) 2468 < 7863
d) both a and c
2. Which answer shows the numbers ordered from least to greatest?
8971, 3498, 982, 20
3498, 8971, 20, 982
20, 982, 3498, 8971
20, 982, 8971, 3498
3. What is the sum of 28 + 46? Show your thinking in your math notebook.
73
74
64
75
4. What is the difference of 63 – 37?
100
34
36
26
5. I have two containers of milk. One is 400mL and one is 600mL. How much milk do I have all together?
1000km
100mL
1L
1000L

Making Punch

We have been talking about volume and capacity for the last two weeks. Last week we worked through a very challenging problem. It was a lesson in perseverance. Many students were excited when they discovered how to get to the answer. There were many different strategies used and we learned a lot from each other.

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Sudents have been struggling with understanding what volume looks like. For example, would a tube of hand cream be 100mL or 1L. To give them a better sense of what different volumes look like, today we did some hands on math. We made punch! When looking to get the first ingredient, many students realized they had to make two trip to Mrs. Davies to get the Soda… Our collection containers were only 400mL and we needed 500mL.

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Reading and Rounding

Now that we have established everyone’s reading levels, we have begun guided reading. This week we are practicing how to problem solve and work independently when Mrs. Davies is unavailable because she is working with another group.

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In in our morning brain buzzers we have been reviewing how to round to the nearest ten. Tomorrow we will round to the nearest hundred.

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Note: If your child’s face is covered it is because I do not yet have your child’s media consent form.

Classroom Happenings up until Sept 26

In reading we have begun learning about a reading strategy system called CAFE.

C – Comprehension

A – Accuracy

F – Fluency

E – Expand Vocabulary 

We will be learning a variety of strategies to help us in each area. Last week we learned:

Comprehension – Check for Understanding

Who is it about? What has happened to far?

Accuracy – Cross Checking

Does the word I’m reading match the letters or picture? Does it sound right? Does it make sense?

We added them to our CAFE board:

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Here are some of us practicing our strategies:

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We have also been exploring a variety of apps we will use to present our research and thinking this year. Right now we are learning how they work. Some of these include Google Docs, Google Slides, Explain Everything, iMovie, PicKids, Mindomo, Glogster, ThingLink, and Book Creator.

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In Math, we have been comparing and ordering numbers. The students are getting better at using place value to help them do this.

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WE’RE BACK AT IT!

Hello readers! It has been a long time. This blog has been quiet for quite some time while I took some time away from work to be with my family and look after my oldest son and our newest baby. Baby Davies is one now and with his first birthday, came my return  to work. I am really enjoying being back. I missed the students of our school very much and have been reminded of how much joy teaching brings me!  Now that I have been back for a few weeks and am starting to get back into the swing of things, I am eager to get our class blog up and running. Please subscribe here to receive our updates:

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Davies Dynamic Class has a new group of students this year. Students of the 2015-2016 class will have to take some time to learn about the blogging process and our blogging expectations. I have not taken down any of the old posts from last years class because it might give you an idea of what a blog is all about.

Parents and students, please take the time to read about our Blogging Guidelines together and to learn about YAPPY. You can look at some of the work here that last years students did on YAPPY. It’s all about knowing how to be safe on the internet.

Please note that when sharing our student work on this blog, we only share students’ first names. No last names or other personal information is to be shared with this. Know that the students of our class may have their photo posted on our blog if parents signed the “Acceptable Use Agreement” and “Consent to Release Personal Information” forms sent home by the school in September. We strive very hard to protect our students and will not attach personal information to photographs. It is important that our readers (including parents and students) respect this is well. So, remember when you’re commenting on a photo or someone’s work, NOT to include personal information (such as their full name) that may put them at risk of danger.

Attention Parents:

remind3 (formerly Remind 101)

For the first time, I am trying to incorporate the use of the Remind app into my teaching practice. I have heard great things about it from other teachers. Parents, if you have a SMART device you can use the link below to join or download the Remind app from your app store and join using @p4da as our class code. Remind will allow me to communicate with our class regarding important dates, updates, and homework reminders. It also allows me to send information pertaining only to your child just to you and for you to send messages to me. I will set office hours on the app, showing the best times to chat with me. Have a question about a homework problem? Send me a Remind text message and I’ll reply back as soon as I can. I can’t wait to try this with you! Let me know what you think.

Join Remind here: https://www.remind.com/join/p4da

 

In other news, here’s once been happening in our classroom since my return:

Language:

We have been discussing the structure of narrative stories. We have talked about how most stories follow a story mountain (or story arc) and how stories are structured with a beginning, middle, and end. Below are some of the anchor charts in our classroom to help us with understanding narrative structures. Students are learning to recognize and describe the beginning, middle, and end in stories they read. Students are also writing narratives to show they can create their own stories with a strong beginning, middle, and end.

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Math:

In math we have been working on linear measurement. We have looked at units such as millimetres, centimetres, decimetres, metres, and kilometres.  In the beginning, many students showed challenges in understanding the differences between these units and in deciding which unit would be best to use when measuring various objects. However, we took some time to go back to review what was learned in previous grades and after much practice, most of the class has a solid grasp of these measurement units.  Students are now also able to solve problems that require them relate various units of measurement and convert from one unit to another. Next we will be applying this knowledge to solving for perimeter and area of a variety of objects.

Recently, our class has acquired 6 new iPad mini’s that are specifically for the use of the students in our room. We feel so lucky! In exploring an app called Explain Everything, students are beginning to show their thinking in solving various math problems. Here are two examples (please excuse the noise of our other students working in the background).

 

Here is some work our class has done on problem solving while working in small groups:

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Science:

In science we have begun discussing Rocks and Minerals in grade 4 and Conservation of Energy in grade 5. We will be using this area of learning to explore the new learning strategy of Inquiry Based Learning, so we still have much more to learn here.

The Arts:

In art, we have been working on a project that explores various types of line. As well, we have looked at the colour wheel and briefly discussed warm and cool colours. We will be revisiting these two concepts many times throughout the rest of the year. As these pieces of art are completed we will share them on our blog.

Remember to subscribe to our blog to receive updates on what’s going on in our class and on our blog:

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