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Students have continued their work with multiplication this week. They had a mid-concept check in to see how they can apply the strategies learned. Check Powerschool for their mark. Students understand that they need to practice and decide on which strategy works best for their learning. No matter their strategy, practice is needed for all students to increase both accuracy and efficiency. Students have experienced questions up to 345x6=? Students need to able to multiply three digits by 1 digit comfortably. This will take practice. A few questions each night will help them remember the steps needed to find the correct answer. Having a strong understanding of our times tables up to 9x9 will make both larger questions and division much easier. Students should be practicing their skills. There are many great sites such as:
https://www.mathplayground.com/index_multiplication_division.html In science, students were learning how a bicycle works. They learned about where friction happens, how gears work and when you should be gearing up or gearing down on your bicycle. Students then had to create a visual representation of their knowledge. Check Powerschool for their mark. Your weekend goal is to find 5 different locations that use gears. Are they in your house? Car? The park?
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Students will be working on a math check in tomorrow. It is focused on multiplying. They will need to be able to solve two digit multiplying by single digit as well as three digit by one digit.
Practice questions 56x5=? 34x7=? 34x9=? 98x6=? 143x5=? 227x4=? 191x6=? The students have made tremendous progress with their ability to multiply a variety of numbers. In grade 3, the products never exceeded 25. Students have already found answers that have led them into the 500-600 range. Building upon our strategy to draw out our questions, students have learned a computation strategy that enhances efficiency in their work. This is a great progression; however, students do need good knowledge of skip counting and their times tables. The following is an image explaining how we used our strategy. The visual is there to support the students with understanding what the question is asking to show the relationship between our strategies. The link below will take you to a collection of worksheets with varied levels of questions. As with adding and subtracting, practice is extremely important to ensure we are both accurate and efficient with our work. http://www.math-aids.com/Multiplication/ In science, students have continued to develop their understanding of wheel and axles and how they remove friction from our movements. Students engaged in a scientific experiment where they were trying to reduce friction as they increased the weight that needs to travel. The following links have many get interactive sites to learn more about a variety of simple machines. Try finding these machines during your weekend adventures. If you find a neat one, take a photo and send it in so we can discuss as a class. https://www.brainpop.com/technology/simplemachines/wheelandaxle/ https://www.ck12.org/physics/wheel-and-axle/lesson/Wheel-and-Axle-MS-PS/ http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement_fs.shtml Please check Powerschool for updated Subtraction marks. This week the students began their study of multiplication. The students worked on drawing out equal groupings to gain a visual understanding of the questions that were being asked. As the values continued to increase, the students needed to adapt their strategy in order to stay organized. This visual process is very accurate with a wide variety of questions. It does take time to complete the strategy, however speed increases with practice. This process will help students as they continue to build their speed with basic math facts where their answers become more automatic. We have been adding context to each question so students can further understand the question. For example: -4 bags with 6 apples in each -8 boxes with 5 shirts in each - 4 sets of 3cms Below is a progression of the multiplication strategy we have been working with: Use these links to help continue working on the multiplication tables: Working with factors: https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Factor-Game/ https://www.mathsisfun.com/timestable.html In science students spent two days researching and recording information dedicated to the main simple machines we study. This assignment was assessed and recorded in Powerschool. Some students have incomplete marks and will need to complete their assignment on their own time and hand it back in for reassessment. The task was: In science your homework is to read this Additional resource:
http://idahoptv.org/sciencetrek/topics/simple_machines/facts.cfm It is hard to believe we are finished the first week of school since holidays. The students did not miss a beat as they refined their subtraction skills before their assessment. The marks will be posted on Powerschool, Friday January 18th. We will now be moving into multiplication. When we start multiplication we focus heavily on conceptual understanding of what is being asked. For example:
4x5=? This means: 4 groups of 5 cookies 4 sets of 5cm 4 piles of 5 blocks Students are hands-on building, drawing and organizing their thinking. Once they understand the process, then we begin to really work in building speed for our basic multiplication facts. These are skills that can also be practiced at home with dice games, card games or flash cards. These sites can also help with the practice: https://www.multiplication.com/games/all-games https://www.timestables.com/games/ https://www.mathplayground.com/index_multiplication_division.html The more practice the better prepared the students will be when we get to larger multiplication questions. We will continue to review our adding and subtracting skills at school and it would be a benefit to practice a few at home each week as well. A couple four digit adding and subtraction questions can keep the students’ strategies fresh. In science, we have started learning about simple machines. The students worked through a scenario where they needed to build a workable roller system to transport a block. Students also spent time learning about friction, how we can decrease it and examples of friction in our everyday lives. They should be able to explain how friction impacts you each day. Use these links to help improve your research skills: https://www.bbc.com/bitesize/articles/zxqrdxs https://www.ducksters.com/science/friction.php http://www.physics4kids.com/files/motion_friction.html |
AuthorHello, My name is Mr. Baker and this is my third year at NCS teaching Math and Science. Please visit my blog regularly for updates on what is being done in the class as well as for extra support with your learning. Archives
June 2019
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