Welcome to Mr. Baker's Math and Science Home Page
This week students have been working on seeing the relationship between multiplication and division. This is an important skill as they can use the other process to double check their work and estimate their answers. Students were presented with numerous problems that looked like: Complete as many multiplication and division sentences as you can with the following numbers: 2, 4, 8. Answers would be: 2x4=8, 4x2=8, 8÷2=4, 8÷4=2 They also needed to solve questions with missing values such as: 5, 15 and ? the ? could be either 3 or 75 depending on how the students approached the problem. 5x?=15 or 5x15=? They can show you their skills with the following problems. Complete as many multiplication and division sentences as you can with the following numbers: 7, 3, ? 18, 6, ? 14, 7, ? Students also completed a check-in for both multiplication and division so there is an up to date artifact for Parent-Teacher conferences. During their homeroom class, students have been working on telling time. Use these links for more practice: http://www.abcya.com/telling_time.htm https://www.splashmath.com/time-games https://www.mrnussbaum.com/clockworks/ https://www.mrnussbaum.com/bedtime-2/ In science students have been presented with the following task:
They had all week to plan and build. They are learning the difficulties of designing and building functional machines. This process will continue into next week as they test and sketch their creations. We need to keep remembering to apply our scientific knowledge into each step of our building process.
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Students have been working to learn how to divide both double and triple digit numbers by single numbers. This process is proving challenging to many as they need to have strong mental math facts for multiplication and subtraction in order to be successful with larger questions. This week students used visual drawings to represent their procedures. Currently, students are working on a procedure called the partial quotient method. This is a building block to long division. It is beneficial as students can use the mental math concepts they know instead of prescribed ones that they might get wrong. The following slide explains this process.
Students need to have continual practice with their mental math skills. We practice in the classroom during our warm ups, however they need to have more time to perfect their skills. By working on both multiplying and subtracting at home, students will be more successful with larger equations.
Students should be able to answer the following questions so far: 95÷5= 67÷3= 49÷2= 58÷4= Have your child prove their math skills to you this weekend. Also, students worked on a new math website. It can be found at: https://solveme.edc.org In science, students investigated the power of rubber bands. They researched a variety of vehicles powered by rubber bands in preparation for next week’s building challenge. We focused our discussion and research around the idea of potential and kinetic energy. The blog post below provides 3 links to further develop their understanding of this topic. |
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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