Monday, June 22nd, 2020 Fractions
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):- Represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, with standard fractional notation.
Monday, June 15th, 2020 Fractions
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):- Represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, with standard fractional notation.
Tutorial Video:
Love this reggae song:
YOU TRY IT:
Mixed Number/Improper Fraction Practice:
Mixed Number/Improper Fraction Practice:
Monday, June 8th, 2020 Division Practice and Fractions
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
- Divide three-digit whole numbers by one-digit whole numbers using concrete materials, drawings and standard algorithm (long division steps).
- Review Grade 4 Division goals: divide two-digit whole numbers by one digit whole numbers using drawings, concrete materials and standard algorithm (long division steps).
-Apply division to fractions of a whole or set.
Tutorial Videos to Help:
Review last week's how to do long division standard algorithm steps. We are practicing long division again this week, as well as FRACTIONS!
Do your division practice then watch:
You Try It: Division
Monday, June 1st, 2020 Division Practice
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
- Divide three-digit whole numbers by one-digit whole numbers using concrete materials, drawings and standard algorithm (long division steps).
- Review Grade 4 Division goals: divide two-digit whole numbers by one digit whole numbers using drawings, concrete materials and standard algorithm (long division steps).
Tutorial Video to Help:
STEPS CHARTS TO HELP REMEMBER:
You Try It:
Monday, May 24th, 2020 Short Word Problems and Multiplication Spotlight!
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
- multiply two-digit whole numbers by one and two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms.
-know my times tables!
-apply multiplication to problem solving.
Students should be using sites such as https://www.multiplication.com/games/all-games to ensure fast recall of times tables, or make your own flash cards, OR time yourself writing them out over and over...
Tutorial Video Helpers: See 2 weeks ago, the first lesson about how to multiply!
YOU TRY IT:
Tuesday, May 19th, 2020 Time Tables and Multiplication Spotlight!
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
- multiply two-digit whole numbers by one and two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms.
-know my times tables!
Students should be using sites such as https://www.multiplication.com/games/all-games to ensure fast recall of times tables, or make your own flash cards, OR time yourself writing them out over and over...
Tutorial Video Helpers: See last week!
YOU GO TRY IT:
Tuesday, May 12th, 2020 Time Tables and Multiplication Spotlight!
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
- multiply two-digit whole numbers by one and two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms.
-know my times tables!
Students should be using sites such as https://www.multiplication.com/games/all-games to ensure fast recall of times tables, or make your own flash cards, OR time yourself writing them out over and over...
TUTORIAL HELPER VIDEO:
YOU TRY IT:
Done? Try this COOL WAY to multiply! It's called Lattice Method. Miss.Sturgeon loves it. Its a neat alternative to regular standard algorithm style (like above).
TUTORIAL FOR LATTICE:
Grade 4 student teaching you how she does it:
Lattice Method and history about it:
A grade 3 teacher showing you how:
YOU TRY IT:
WHICH WAY DO YOU LIKE BETTER? Miss.Sturgeon only learned about Lattice when she was an adult, and thinks it's pretty neat. She wishes she had learned it when she was in grade 5.
MONDAY May 4th 2020
ALGEBRA AND VARIABLES LESSON 2
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
– demonstrate an understanding of variables as changing amounts in given equations with letters or other symbols that describe relationships.
- demonstrate an understanding of variables as unknown quantities represented by a letter or other symbol
– determine the missing number in equations involving addition, subtraction, multiplication, or division and one or two digit numbers, using strategies to find the variable.
KEY POINTS Review from last week:
Variable- a letter or symbol used to represent a 'mystery number' or yet unsolved amount. The value may be known or unknown.
Equation- An equation is a number sentence with an equal sign that shows that two things are equal. (= sign shows balance between 2 expressions).
Expression- A math number sentence without an = sign.
TUTORIAL TO HELP:
YOU TRY IT:
Write the answers as expressions. So, for example, if it says “ 22 is added to k” the answer would be k + 22. Watch the order! If it said “k is added to 22”, that would be 22 + k. Think of it like having a basket and apples. If 22 is added to k (basket) the basket has to exist first to put the 22 apples in it. So the basket has to go first k, then add the apples. The answer must be k (basket on the ground first) then 22 added to it. We can’t put 22 apples on the ground then add the basket! What about a subtraction question? “Take away 5 from r”. “From r” means r was there first (so that you can take away from it). What if r was a dog? Take away 5 from a dog. The dog has to be there first, and you take away items from him.The correct answer for “take away 5 from r” is r-5 and not 5-r.
Math Vocabulary reminders:
Quotient means the answer to a division question.
Product means the answer to a multiplication question.
Product means the answer to a multiplication question.
We are starting to focus on multiplication on division
for the next two months!
Practice your times tables to improve your speed for 2
digit by one digit and two digit by two digit multiplying
practice!
for the next two months!
Practice your times tables to improve your speed for 2
digit by one digit and two digit by two digit multiplying
practice!
Try making yourself times table flash cards,
or play Memory with them facing downwards,
matching the answer to their factors (times tables)
or play Memory with them facing downwards,
matching the answer to their factors (times tables)
How fast are you at answering this?
Time yourself. Then try it again every few days after
practicing your times tables. You should get faster!
Time yourself. Then try it again every few days after
practicing your times tables. You should get faster!
Games:
MONDAY APRIL 27th 2020 NEW UNIT
ALGEBRA AND VARIABLES LESSON 1
CURRICULUM THIS WEEK (I NEED TO BE ABLE TO):
– demonstrate an understanding of variables as changing amounts in given equations with letters or other symbols that describe relationships.
- demonstrate an understanding of variables as unknown quantities represented by a letter or other symbol
– determine the missing number in equations involving addition, subtraction, multiplication, or division and one or two digit numbers, using strategies to find the variable.
KEY POINTS:
Variable- a letter or symbol used to represent a 'mystery number' or yet unsolved amount. The value may be known or unknown.
Equation- An equation is a number sentence with an equal sign that shows that two things are equal. (= sign shows balance between 2 expressions).
Expression- A math number sentence without an = sign.
TUTORIAL VIDEOS INTRODUCTION:
YOU TRY IT: PART 1
YOU MIGHT WANT A CALCULATOR FOR MONEY OR DECIMAL ONES!
PART 2:
IXL Practice Quizzes- https://ca.ixl.com/math/grade-5/write-variable-expressions
AND:
MONDAY APRIL 20th 2020
Curriculum Learning Goals for the Week:
-determine, through investigation using stacked congruent rectangular layers of concrete materials, the relationship between the height, the area of the base, and the volume of a rectangular prism, and generalize to develop the formula (i.e., Volume = area of base x height)
**This week, Sturgeonites at home are practicing how to find the volume (space inside) cubes and rectangular prisms (box-like 3D shapes). Volume is like imagining stacked 3D cubes inside a box, and finding how many will fit perfectly inside. We measure in units cubed----using a little tiny number 3 raised about the measurement unit.
TUTORIAL VIDEO TO HELP: FINDING VOLUME
YOU TRY IT:
GAMES/ONLINE QUIZ
https://www.ixl.com/math/grade-5/volume-of-cubes-and-rectangular-prisms
https://www.math4children.com/Grade4/quizzes/Geometry/volume%20of%20cube/Geometry%20-%20Volumes/
https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Cubes/
Tuesday April 13th Geometry Lesson 6------If you are just tuning in to our lessons now, start down at the bottom with the older lessons and work up at your own pace. The lesson number is posted at the title. Start with Lesson #1.
THE WORK BELOW IS FOR THE WEEK.
Curriculum Learning Goal for this week: (What I need to learn)- distinguish among prisms, right prisms, pyramids, and other three-dimensional figures.
- identify prisms and pyramids from their nets.
Tutorial Video Help: REVIEW! Watch if you haven't yet.
FOUR PART MINI_SERIES about NETS of Solids:
Have paper ready to pause this video and answer the questions:
YOU TRY IT:
Nets and Solids
EXTRAS:
Find some boxes around your house and carefully take them apart to look at their nets.
What is similar? What is different? Send Miss. Sturgeon photos of your box nets!
Are they all rectangular prisms? Or are they other shapes?
What is similar? What is different? Send Miss. Sturgeon photos of your box nets!
Are they all rectangular prisms? Or are they other shapes?
Try Khan Academy Naming 3D solids activity here:
https://www.khanacademy.org/math/basic-geo/basic-geometry-shapes/basic-geo-geometric-solids/e/identify-parts-of-3d-shapes
https://www.khanacademy.org/math/basic-geo/basic-geometry-shapes/basic-geo-geometric-solids/e/identify-parts-of-3d-shapes
MONDAY April 6th Lesson 5--If you are just tuning in to our lessons now, start down at the bottom with the older lessons and work up at your own pace. The lesson number is posted at the title. Start with Lesson #1.
THE WORK BELOW IS FOR THE WEEK.
Curriculum Learning Goal for this week: (What I need to learn)
- distinguish (tell the differences between) irregular polygons, regular polygons, and other two-dimensional shapes
- Review how to identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles)
- Practice describing attributes/properties of polygons
- Learn how Polygons are named.
Tutorial Video Help:
YOU TRY IT: Virtual Textbook
YOU PROBABLY DON'T HAVE A PROTRACTOR. CHECK THE PREVIOUS LESSON FOR MAKING ONE AT HOME! OR IF YOU HAVE A PRINTER, PRINT ONE AND ESTIMATE.
LINKS TO PLAY:
COOL SCIENCE EXTENSION: SCIENCE MAX: GEODESIC DOME
EXTRA'S CORNER: POLYGON HUNT
1. Photograph as many 2D shapes as you can around your home, yard or street. Place them into Google Slides. You may want to put them in categories ex: A slide for all your 4 sided shapes (Quadrilaterals) one for five sided (pentagons) etc. Or make a slide for each polygon.
2. Next, try to list as many properties about each shape as possible. It's similar to describing a type of bird to a friend. How would you describe a chickadee compared to a crow? Think of your shapes like creatures. The properties help identify the 'species' of polygon. Does it have 2 pairs of parallel sides? How many vertices? How many sides? Are some sides longer than others or are all sides equal? Are there right angles? How many? Are there acute (tiny) angles? Write a few facts about some of your photographed polygon shapes.
3. Don't forget to SHARE with katrina.sturgeon@ocsb.ca
Curriculum Learning Goal for this week: (What I need to learn)
- Identify benchmark angles (straight angle,right angle, half a right angle),using a reference tool (e.g,paper and fasteners, straws),and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”)
- Learn the types of angles.
- Match the names of the benchmark angles to their measures in degrees (e.g.,a right angle is 90º)
- Use knowledge of angles to NAME TRIANGLES (triangles are 3 angles!)
Tutorial Video to Watch:
YOU TRY IT:
EXTRAS CORNER:
Try creating a brochure or advertisement to show the 3 types of triangle if you name them by their angles. Like movie making? Make a quick infomercial where someone can call you to order acute, right and obtuse triangles! What could they use them for?
How many items/furniture pieces in your home use triangles for structure? Triangles are the strongest shape to build with. Want a science link? Check out Bill Nye Structures and Bridges below. Structures use TRUSSES, which are triangles to hold force.
SCIENCE RULES! Bill Nye:
THURSDAY March 26th Lesson 3
Curriculum Learning Goal for this week: (What I need to learn)
- Identify benchmark angles (straight angle,right angle, half a right angle),using a reference tool (e.g,paper and fasteners, straws),and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”)
- Learn the types of angles.
- Match the names of the benchmark angles to their measures in degrees (e.g.,a right angle is 90º)
YOU TRY IT:
Questions for Media Link:1. Which video was most helpful? The first, second or third? Why was it the best? Was it the instructions? The camera angles? The type of protractor?
2. When you tried making protractors, which style did you find the easiest to make?
Questions for Math:
3. Choose one of the videos and make that type of protractor.
4. How well do you think you did with following the steps and accurately paper folding?
5. Use your protractor around the house. Measure angles that are on tables, furniture, walls, chair legs, fireplace mantels etc. Write a list of each item and the approximate degrees of the angle. Also tell if it is an acute angle (smaller than 90 degrees), a right angle (exactly 90 degrees, like an L, or Obtuse---the big angle that is larger than 90 degrees. Make a chart like the one here:
6. Which type of angle occurs most often in your home and with your furniture? Why do you think this is?
7. Make a PicCollage if you have the App on an iPad etc, or take photos of different angles around your home. Take photos of some of the objects from your chart! Post the photos any way you wish and SHARE with Miss. Sturgeon. It's amazing how many angles are hiding everywhere! Its like a Where's Waldo! You could make a Google Slideshow. You could place them all in a Google Doc, you could use Book Creator and make a tiny book of angles for a younger student to read. There are many creative options. You could even film a commercial advertising for Angles! All the types you could order if you wanted to make a silly store selling angles!
8. Remember: Miss. Sturgeon is at home too, and would love to see the things you create. Send them to her! She will post her photos from angles in her home here, tomorrow! Stay Tuned!
Outdoor Challenge:
9. Are there angles like our human-made buildings and furniture, that exist naturally outside? Go on a walk with your camera and hunt for nature made angles. Are there any? Is this more difficult? Why do you think this is? Photograph or make a list of things outside that have acute, obtuse or right angles? Did you mostly take photos of playgrounds and fences and houses? Or could you find trees, rocks, pine-cones or other items with angles?
Check out this link: Even dog ears make an angle! https://sciencing.com/acute-angles-real-world-8485807.html
Look at the angles here:
Do you see angles in these images?
TUESDAY March 24th Lesson 2
Curriculum Learning Goal for this week: (What I need to learn)
- Identify benchmark angles (straight angle,right angle, half a right angle),using a reference tool (e.g,paper and fasteners, straws),and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”)
- Learn the types of angles.
- Match the names of the benchmark angles to their measures in degrees (e.g.,a right angle is 90º)
Assessment- If you would like to type your answers after in a google doc and SHARE with Miss.Sturgeon, she will mark your work.
Tutorial Video to Watch:
YOU TRY IT:
Website to Work Through:
https://www.mathsisfun.com/geometry/protractor-using.html
Tutorial Video to Watch:
YOU TRY IT:
Website to Work Through:
https://www.mathsisfun.com/geometry/protractor-using.html
MONDAY March 23rd Lesson 1
Curriculum Learning Goal for this week: (What I need to learn)
- Identify benchmark angles (straight angle,right angle, half a right angle),using a reference tool (e.g,paper and fasteners, straws),and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”)
- Learn the types of angles.
- Match the names of the benchmark angles to their measures in degrees (e.g.,a right angle is 90º)
Assessment- If you would like to type your answers after in a google doc and SHARE with Miss.Sturgeon, she will mark your work.
YOU GO TRY IT:
RESEARCH IT. Use your best educational tool: GOOGLE! Find answers to these questions.
GAMES with our concepts: (Don't forget your PRODIGY and MATHLETICS accounts have the matching work uploaded also. Try it everyday!)
katrina.sturgeon@ocsb.ca
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