Wednesday January 21st

Hello my wonderful students & families!

A couple of reminders
* Bring permission slips to school tomorrow!
* Spelling test Friday
* Book orders due Friday


Today we learned about adding fractions with different units (denominators). I took a couple photos of the steps in solving these problems. I am confident that everyone will do well tonight! But... just in case!

See you tomorrow!
Mrs. C

Wednesday January 14th

Happy Wednesday!

Today in math, we started learning about fractions. We are learning how to place fractions on a number line and also create a picture showing fractions. 

Number 1.

First we are going to place numbers and fractions on the number line. We are working with 1/3. If you count by 1/3 to 1, we can easily fill in our number line. Start with 0 and 0/3. Our next line would be 1/3, followed by 2/3 and finally 3/3 which is the same as 1. 

Now we get to our drawing. For our first box, they have written the fractions below (what a big help right!?) 

We are going to start out by drawing two vertical lines in EVERY box. This will break each box into thirds. Since we are working with 1/3, we shade in one third (one rectangle) inside each box. 

Now, what we are doing is finding fractions equivalent to 1/3. For the first box, they already gave us the answer... 2/6. However, we still need to fill in the box. We know that they placed on horizontal line in the box, essentially making 2 copies of 1/3. Because of this we are multiplying the 1 and the 3 in 1/3 times 2. This gives us 1 x 2 and 3 x 2 which equals 2/6. This is the fun part! Now take a look at the picture you created. If you count the shaded boxes, you have 2 out of 6 boxes shaded, or 2/6. This is the same number that we found below when multiplying. 

As you move on to the next box, add another horizontal line. So instead of making two copies of 1/3 we made 3 copies of 1/3. Now below the box, we will multiply by 3. This gets us an equivalent fraction of 3/9. 3 out of 9 of the boxes are shaded. 

I hope I explained this in the best way possible! Students, if you are struggling, write down questions you have and we will talk about it tomorrow! 

Have a wonderful night!

Mrs. C

Monday December 8th

Happy Monday!

Today we are dividing number with decimals. We will NOT be getting remainders on tonight's homework. Let's take a look at 1c.

2.4 divided by 8.

             The first number is ALWAYS the whole. This means it will be on the inside of our standard  
              division problem.

              Our first step is to bring up the decimal. Do not forget that it exists!!!

              Now, you work the problem as if it is any normal division problem.

              Does 8 go into 2? No. Does 8 go into 24? Yes, 3 times. Our answer then is .3

Okay now take a look at 1d.

2.4 divided by 80

              I can see that this problem is very similar to 1c.
       
              We know that 80 is the same as 8 x 10. So we could change our problem to

2.4 divided by 8 divided by 10. If you can tell, 2.4 divded by 8 is the same problem as 1c. This equaled .3

Now we can take the .3 and divide by 10 which equals .03.

You could do the standard algorithm on both problems if you wanted!

Good luck on homework and I can't wait to see you all tomorrow!

Mrs. C
             

Monday December 1st

Hello everyone!!!

I hope you all had a wonderful Thanksgiving. Jumping into the week, we are continuing with division. I have been having some serious issues posting on my blog because my iPAD is being difficult. I am running an update, so hopefully it will get rid of the problems!

We go through three steps when we have a division problem.

1. Estimate
2. Solve
3. Check

On number 1b, you can see that we are dividing 37 from 158. 37 is the divisor and 158 is the whole. Let's go through our steps to solve this problem!!

1. Estimate:
I am going to start by rounding 37 to 40. I then think about the multiples of 4 or 40. I do this to find a number I know 40 will go into evenly. I know that 4 goes into 16, so I am going to round 158 to 160. 160 divded by 40 equals 4. This is my starting point.

2. Solve
I will start by setting up my division problem. Does 37 go into 1? No. Does 37 go into 15? No. Does 37 go into 158? Yes, but I am unsure of how many times. However, I am going to start with 4 because that was my estimated quotient.

Now, multiply 37 x 4. This equals 148. Now I plug this number into my division problem and subtract to get a remainder of 10.

3. Check
I multiply my divisor 37, by 4 which equals 148, then I add my remainder which is 10 to get 158. This proves that our answer is correct!  Yay!

When it comes to solving the story problems, it is all about re-reading the problem, and breaking it up.

Mrs. C

Tuesday November 18th

Happy Tuesday!

Today, we are beginning our journey into division.

In one part, we are multiplying by 10's, 100's, and 1000's which we have done earlier this year. Your student can plug the original number into the place value chart and shift it accordingly.

If you look at 1a. you can see that I wrote 3 divided by 1. This is something we easily know. the answer is 3. Then we take a look at the original numbers. We can see that we can cross out 1 zero on each side and we still have one left over, which leaves us with 30.

When you look at number 2, we can do something very similar, except we are using more than 10's, 100's and 1000's. For instance if you look at 2b, you can see that 18 divided by 2 is 9. Then you see that there are 2 zeros in both 200 and 18000. When you cross out 2 on each side, you still have one left. so 18,000 divided by 200 is 90.

There is a spelling test tomorrow!

Thanks,
Mrs. C

Wednesday November 5th

Hello families!

I hope everyone is having a wonderful Wednesday!

Let's get to business : ]

We are learning to convert in math. The students were told to bring their conversion paper home with them. This will give them what they need to know in order to solve the problems.

If you take a look at 2a, we are trying to figure out how many feet are in 18 yards. If we know that there are 3 feet in 1 yard, we can multiply 18 by 3 to get our answer of 54 feet.

Now, take a look at 2e. This one we are converting 2 miles into yards and feet. Fortunately, our conversion chart tells us that 1 mile equals 1,750 yards and it also equals 5,280 feet. Now all we have  to do is multiply each of those numbers by 2, since we have 2 miles.

The story problems are similar to the others, except the students have to uncover what problem they are trying to solve. We are going to have to convert a component in each problem in order to solve it.

We are having our spelling test tomorrow!

Thanks,
Mrs. C

Monday October 27th

Happy Monday!

I haven't been posting on the blog much lately. I feel like the class has been super confident in their multiplication skills so it hasn't been necessary. I decided to post today just in case anyone needed some hints or anything.

Parent teacher conferences are tomorrow, Tuesday the 28th and Wednesday the 29th.

We are going to the pumpkin patch/corn maze on Thursday the 30th. We will also be having our Halloween party that day.

No school Friday October 30th and Monday November 3rd.

I can't wait to see all of you parents over the next couple days!

Thanks,
Mrs. C