Division

Over the past 2 weeks, we have been working on different strategies to divide. We have worked on the following ways to divide a 3 digit number by 1 digit (e.g., 567 divided by 9):

1) using manipulatives (e.g., counters, base-ten blocks)

2) drawing diagrams

3) split and divide

4) repeated subtraction

5) open array

6) chunking/long array division

7) long division (traditional algorithm)

Here are pictures of our strategies anchor chart:

 The list of strategies is in order of increasing efficiency (e.g., #7 takes less time and energy than #4). The goal is to move students down the list so that they can be as efficient as possible when solving division, balanced with where they are in their number sense development. I have told students that they should try to use #7, but if they can’t, I’d rather them use #4 and get an accurate answer.

Many students want to use Long Division, but have difficulty because they do not have their multiplication/division facts memorized. In order to do long division, students NEED TO be able to mentally divide (e.g., 58÷8=7R2), as it is a key step to long division.

With the March Break coming up, school board policy dictates that we don’t assign formal homework. However, I highly encourage students to spend 10-15 minutes a day reviewing their multiplication/division facts, if they don’t have them memorized. Here are a few online games that your child can use to help them practice their basic facts:

http://www.multiplication.com/games

After the break, we will spend several days working on word problems, reviewing the unit, and ending the week with a unit test. As usual, I’ll be running the extra math help session on Tuesday after-school, with a focus on chunking and long division.

I hope you and your family with a have a safe and fun March Break!

March 3-6, 2013

Reading: Historical Fiction - Making Inferences, guided reading
Writing: Narrative Writing - believable characters
Math: Division strategies - arrays, chunking, long division
Science (Ms. Halliwell): Forces in Nature
Social Studies: Government & Citizenship - elections (parties, ridings, campaigns)
French (Ms. Bordonaro): TBA
Music/Drama (Ms. Craigg): TBA
Visual Art: N/A
Phys. Ed (Ms. Minutillo): TBA

5C & 5G - Anchor Chart

A copy of the "Levels of Government" handout is now available under the Anchor Chart page.  Click here to go to the Anchor Chart page, then scroll down to "Social Studies".  It's the last picture in that section.  5C, you will have your quiz on Monday and 5G, you will have yours on Tuesday.

February 24-28, 2013

Reading: Historical Fiction - Making Inferences, shared and guided reading
Writing: Narrative Writing - planning and organizing ideas, creating believable characters
Math: Division - facts, grouping, repeated subtraction, arrays
Science (Ms. Halliwell): States of Matter
Social Studies: Government & Citizenship -roles & Responsibilities, quiz this week
French (Ms. Bordonaro): Adjectives - Describing Animals
Music/Drama (Ms. Craigg): Music Theory
Visual Art: Still life - ink & water colour
Phys. Ed (Ms. Minutillo): Racquet Sports

Social Studies Homework

In Social Studies class today, we discussed the different levels of government (federal, provincial, municipal) and their responsibilities.  For homework, students were given a sheet to review the activity and discussion we had.  They have to list some responsibilities for the different levels of government.  Here is an "unsorted list" of some services provided by the different levels:

- recycling
- O.P.P.
- fisheries
- city police
- hospital
- garbage collection
- passports
- child care
- banks & money
- driver's licence
- R.C.M.P.
- public transit

Students can also add other responsibilities to their list as well.

Multiplication Facts

We are starting our multiplication and division unit this week.  By the end of the unit, students will be expected to multiply 2 digit numbers by 2 digit numbers (e.g., 46x82) and divide 3 digit numbers by 1 digit (355/5) using a variety of strategies, and use the concepts to solve problems. 

By now, students should be able to recall multiplication facts up to 9x9.  Knowing the facts will allow students to focus on the application of multiplication and solving problems (vs. doing the multiplying).  It is also essential that students know the basic facts before trying to do 2 digit multiplication. 

In class, we have discussed various strategies/tricks/tips to help us remember our multiplication facts.  Here is a link to the “finger method” that we discussed to help us with 6-9’s.

http://www.instructables.com/id/Tables-of-6-7-8-and-9-in-your-hands/

Students can also use skip counting/repeated addition to help them multiply.  Ideally, students should have them memorized so that they can recall the facts automatically.  Knowing multiplication facts will also help students divide when we get to that part of the unit.

Here are a few online practice games/websites that will provide some extra practice:

http://www.multiplication.com/games/all-games

February 10-14, 2013

Reading: Historical Fiction - Making Inferences
Writing: Narrative Writing - Generating Ideas
Math: Multiplication & Division - Launch, learning facts, problem solving
Science (Ms. Halliwell): Forces in Nature
Social Studies: Government & Citizenship - Launch, Roles & Responsibilities
French (Ms. Bordonaro): TBA
Music/Drama (Ms. Craigg): TBA
Visual Art: Still life - hatching/cross-hatching with ink
Phys. Ed (Ms. Minutillo): Olympic Games