Sunday, November 26, 2017
Tuesday, November 14, 2017
Monday, November 13, 2017
5.1 Math Resources
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Students will be working on standards:
*Multiplying
and dividing with decimals
*Divide decimals only to hundredths
MGSE5.NBT.7 Add, subtract,
multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.
Throughout the week, the
teacher will support the students understanding of multiplication and
division being inverse operations of each other. The teacher will also ensure
students understand the rules for multiplication and division of whole
numbers and how they also apply to decimals
Multiplying Decimals
Videos:
Activities/Practice:
Connect Four-Multiplying Decimals
Mult. Decimals w/ Models
Mult. Decimals Showdown
Online:
https://www.splashmath.com/multiplication-decimal-multiplying-fractions-games-for-5th-graders?page=2
Dividing Decimals
Video:
Practice:
Games:
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Saturday, November 11, 2017
Update for 11/12
Dear Parents,
On Monday students will type their final draft of their informational papers. They will be able to use their rough drafts, copies of articles, and bibliographies to help them complete their final drafts. Students in 5.1 math will also have their Multiplying Decimals quiz. In Tiger Time this week, we will begin learning how to divide decimals. In 6.1 math we will begin our Algebra unit this week. As always, your student should be working on the assigned homework in their agendas and reviewing the materials I send out through Remind texts.
On Tuesday students should come to school dressed as an immigrant for our "skit" - it should be a powerful experience for them! In Science we are beginning our unit on Cells. Please make sure your student is reviewing the power point and links I've sent out on Remind.
Students do not have school on Friday, November 17th. I hope they enjoy their long weekend!
:) Jenny M-G
5.1 Math:
• What are some patterns that occur when multiplying and dividing by decimals?
• How can we efficiently solve multiplication and division problems with decimals?
• What strategies are effective for finding a missing factor or divisor?
• How can we check for errors in multiplication or division of decimals?
6.1 Math:
Apply and extend previous understandings of arithmetic to algebraic expressions.
MGSE6.EE.1 Write and evaluate expressions involving whole-number exponents.
MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5-y.
MGSE6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
MGSE6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas 𝑉= 𝑠3 and 𝐴=6𝑠2 to find the volume and surface area of a cube with sides of length 𝑠=12.
MGSE6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
MGSE6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them.) For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100.
a. Find the greatest common factor of 2 whole numbers and use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factors. (GCF) Example: 36 + 8 = 4(9 + 2)
b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve
real-world problems.
On Monday students will type their final draft of their informational papers. They will be able to use their rough drafts, copies of articles, and bibliographies to help them complete their final drafts. Students in 5.1 math will also have their Multiplying Decimals quiz. In Tiger Time this week, we will begin learning how to divide decimals. In 6.1 math we will begin our Algebra unit this week. As always, your student should be working on the assigned homework in their agendas and reviewing the materials I send out through Remind texts.
On Tuesday students should come to school dressed as an immigrant for our "skit" - it should be a powerful experience for them! In Science we are beginning our unit on Cells. Please make sure your student is reviewing the power point and links I've sent out on Remind.
Students do not have school on Friday, November 17th. I hope they enjoy their long weekend!
:) Jenny M-G
5.1 Math:
| MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
• What are some patterns that occur when multiplying and dividing by decimals?
• How can we efficiently solve multiplication and division problems with decimals?
• What strategies are effective for finding a missing factor or divisor?
• How can we check for errors in multiplication or division of decimals?
6.1 Math:
MGSE6.EE.1 Write and evaluate expressions involving whole-number exponents.
MGSE6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
MGSE6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5-y.
MGSE6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
MGSE6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas 𝑉= 𝑠3 and 𝐴=6𝑠2 to find the volume and surface area of a cube with sides of length 𝑠=12.
MGSE6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
MGSE6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them.) For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and the common factors of two whole numbers less than or equal to 100.
a. Find the greatest common factor of 2 whole numbers and use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factors. (GCF) Example: 36 + 8 = 4(9 + 2)
b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve
Thursday, November 9, 2017
STEAM lab & digital presentations
The kids' Turn of the Century digital presentations were a hit with the students and parents alike. Great job, 5th graders!! We also enjoyed creating a "285" loop and calculating our cars' rate of feet per second in the STEAM lab this week.
Friday, November 3, 2017
Math and Social Studies resources
6.1 math previews:
Proportions video
https://www.brainpop.com/math/ratioproportionandpercent/proportions/
Percents video
https://www.brainpop.com/math/ratioproportionandpercent/percents/
5.1 math preview:
Multiplying with decimals
https://www.brainpop.com/math/numbersandoperations/multiplyingdecimals/
Crash Course in the Industrial Economy
https://www.youtube.com/watch?v=r6tRp-zRUJs
Crash Course in the Growth of American Cities
https://www.youtube.com/watch?v=RRhjqqe750A
Proportions video
https://www.brainpop.com/math/ratioproportionandpercent/proportions/
Percents video
https://www.brainpop.com/math/ratioproportionandpercent/percents/
5.1 math preview:
Multiplying with decimals
https://www.brainpop.com/math/numbersandoperations/multiplyingdecimals/
Crash Course in the Industrial Economy
https://www.youtube.com/watch?v=r6tRp-zRUJs
Crash Course in the Growth of American Cities
https://www.youtube.com/watch?v=RRhjqqe750A
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