Welcome to Mr. Baker's Math and Science Home Page
The students have dedicated their attention to refining their addition process. They have worked with mental math strategies for adding as well as longer computation processes. Students should now be able to add a variety of numbers to sums as high as 10 000. With learning computations, continual practice is needed to build both accuracy and efficiency for adding.
These websites offer worksheets to practice with: https://www.superteacherworksheets.com/addition/adding-4dig_TTZBM.pdf?up=1466611200 http://www.math-aids.com/Addition/Addition_Worksheets_MV5.html We will now be starting subtraction. We will work with mental math skills and also different strategies for subtracting four digit numbers. Skip counting backwards, subtracting from 100, 20 and 10 will be very beneficial as we begin. These activities can be done as a game or as a family. In science, students have been learning about lenses and how they can impact the light we see. Students have learned about microscopes, telescopes, binoculars and magnifying glasses. Students learned such vocabulary as convex lenses, concave lenses and refraction. Students can further their knowledge with these links. https://www.ducksters.com/science/physics/lenses_and_light.php https://www.ducksters.com/science/physics/telescopes.php https://wonderopolis.org/wonder/how-does-a-magnifying-glass-make-things-appear-bigger We are going to be starting our Mobile Escape room next week. Stay tuned for more information to come.
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In math students have been working hard to understand the process for solving multi-stepped word problems. Reading and decoding the question is very important to help students understand what the questions are requesting. Highlighting numbers and processes can help create a plan for solving. When solving problems, students need to represent each portion of their thinking. Representing your process is important for mathematicians and their ability to communicate their ideas. Here is a collection of questions to practice: Students began learning the key vocabulary that will be needed as they investigate the unit of Light and Shadow. They learned such words as:
Translucent Transparent Opaque Bioluminescent Reflection Refraction Shadow These will be some of the words that students are working towards including in their questions, assignments and presentations throughout this unit. To gain more of an understanding, the following online resources can visited: https://prezi.com/xal5vnitwset/transparentopaque-and-translucent-objects/ https://kids.kiddle.co/Refraction We will be starting our Mobile Escape Artist in Residence next week. Stay tuned for more information regarding our creation. Room 4C and 4D have a math check in tomorrow Tuesday November 13th. Here is a practice question page.
The students worked to gain a further understanding of the Scientific Method. We learned each step:
The experiment they did was to see if only 5 minutes of math practice would increase their score on a multiplication test. They ran a base line test with no practice and then the following day they did a 5 minute warm up focused around multiplying by 2, 5, 10 and 3. They then needed to complete a similar quiz to see if they improved in three areas: 1. Time to complete 2. Questions completed 3. Questions correct As part of their conclusion and sharing they need to talk to you about the importance of this experiment and how it could impact their homework programming. Ask such prompting questions as:
In science we will now be moving to the Unit of Lights and Shadows. Gain some knowledge using these resources: https://www.ducksters.com/science/sight_and_the_eye.php https://kidshealth.org/en/kids/eyes.html https://www.natgeokids.com/uk/discover/science/general-science/human-eye/ In math students are searching for missing values and applying these skills into word problems. Students worked towards completing an independent word problem. The problem was:
Students can work on the following questions to practice their missing values. ?+4=10 ?+9=21 ?+17=31 ?+67=91 101+?=145 67+?=200 93+?=300 90-?=10 95-?=17 ?-65=100 ?-31=144 Students have been very busy learning the strategies for finding missing variables in equations. We learned how and why the missing value could move around a math equation. We worked on warm ups called number families. This is where students needed to create as many math sentences using only three numbers. For example: 3,4 and 7 3+4=7 4+3=7 7-3=4 7-4=3 Have your child try the following number families: 5,6 and 11 9, 7 and 16 3, 4 and 12 From here students learned we could have missing values in our equations. Examples: ?+5=15 10+?=15 ?-10=5 ?-5=10 To solve these problems students learned two strategies, the first being a number line where they can find the difference between numbers. Image example below. The second is the process of reorganizing the question. Isolating the missing value.
Example: ?+10=15 reorganized into 15-10=? 18-?=12 reorganized into 18-12=? Have your child work through the following questions to prove their strategies to you: ?+16=45 ?+72=94 ?+156=377 9+?=17 94+?=118 456+?=900 8-?=2 29-?=14 118-?=86 ?-9=1 ?-17=12 ?-85=123 ?-123=452 In science students worked on a visual representation in their journals of all the important ideas they learned in their Waste in Our World unit. Our hope is they will take these key ideas with them into the future. Have a discussion around what changes need to be made to further ensure we keep our world as healthy as possible. |
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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