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

Tuesday October 21st

Hello students & families!

I haven't posted for a few days because I feel like we have been doing really well with our multiplication problems we have been working on. 

Today, we are introducing multiplication with decimals. 

One number 1a. I first start by estimating the product. I round 53 to 50 and 1.2 to 1. I then multiply 50 x 1 which equals 50. This tells me that my answer is going to be around 50. 

Now, I draw my area model and decompose (break up) my numbers. I change 53 to 50 and 3 (if added together would equal 53). I change 1.2 to 10 tenths and 2 tenths (if the kids plugged these numbers into their place value chart, they could see that 1 is the same as 10 tenths). 

Now multiply 3 x 10, 3 x 2, 50 x 10 and 50 x 2. 

Now I add up each row. Then add the two rows together to get 636 tenths, which is the same as 63.6.

On the right hand side of the paper, we use the standard algorithm. As you can see by my arrows, I can easily match up the numbers as I am working the problem. This tells me that I am doing it correctly. 

*Spelling test Friday! 

*Half-day Friday!

Thanks,
Mrs. C

Wednesday October 15th

Today in math, we are just continuing with our multiplication. The only difference is we are moving forward with standard algorithm and we are also estimating our product.

For instance, if our problem is 234 x 769, we would first estimate.

We would round 234 to 200 and 769 to 800. So we are now multiplying 200 x 800. We know our product will be around 160,000.

Now, we will solve 234 x 769 with the standard algorithm. Could we still use the area model? YES! Can we check our answer with a calculator? YES!

However, I will tell you, if I get back a page of homework with just answers and no work... They will have to redo it. This tells me they used a calculator. If they do not do the work out on homework, they are likely not going to do well on the assessments.

Spelling test on Friday! The words are in spellingcity.com

Thanks!
Mrs. C

Tuesday October 14th

Hello math buddies!

Today, we are taking bigger steps with our multiplication. We are multiplying 3 and 4 digit numbers! It is very easy to overlook numbers when doing something as simple as addition. I would like the students to check their work by doing the standard algorithm AND the area model. They may also do the problem on a calculator to triple check :]. Sometimes it is exciting for them to be able to use the calculator and see that they got the same answer... very gratifying!

In problem b, we are multiplying 273 and 306. When we decompose (break up) 306, we have 300 and 6. If we were to write tens, we would put 0. This would be okay, but it is also extra work, so we may as well leave it out!

* When doing the standard algorithm, ensure your student is not forgetting the place value of each number which adds a zero on each line after the first. If this sentence is confusing, take a look at the picture where I wrote "Don't forget".

Thank you!

Mrs. C

Monday October 13th

Today in math, we are continuing to multiply two and three digit numbers. The goal is for students to be successful using the standard algorithm. However, it is useful for them to know, understand, and use the area model so they can check their work. Like I have mentioned before... It is okay for them to triple check their work with a calculator.

In the area model, we are decomposing (breaking up) the numbers so they are easier to work with.

Make sure that they are remembering the place value of each number (ones, tens, hundreds, etc).

On some of the numbers, I have just included the answer as they are following the same directions.

Thank you!
Mrs. C

Friday October10th

Happy Friday Everyone!

Today's math, we begin multiplying using the standard algorithm and an area model. I have drawn arrows to give you an idea of what is happening in each problem.

When your student gets to a story problem, have them read it a couple of times and tell you what they need to do to solve the problem. Often times, these problems are skimmed through, therefore, we may overlook what the problem is asking.

In the area model, we keep one of the numbers together, while we break down another into two (or more) parts, depending on how many digits are in the number. In number one, you may remind your student to break up the number in which the digits are easy to multiply. So a 2 and a 1 are easier to multiply mentally than a 2 and a 4.

Thanks for all you do at home!

Mrs. C

Wednesday October 8th

Happy Wednesday! I hope everyone had an awesome 5 day break!

Getting back to business...

Math: 

As parents/math helpers, the language on the math assignment may seem foreign. In class, we completed all of the "Lesson 3 Problem Set". I tell my students that they should use this to help them complete their homework. 

If your student forgets... Remind them that times is multiplication, sum is addition and difference is subtraction. 

3 fifteens is the same as 3 groups of 15 or 3 x 15. The same with 4 twos. It is the same as adding 4 twos together OR 4 x 2. 

This part your student may become confused on because the students like to look at the problem and say 10 times 2.5 plus 13.5. However, when we say the problem like that, we would multiply 10 and 2.5. We are NOT going to get the same answer if we solve it like that right? So remind them to use the sum of, the difference of, etc. 

  Your student may work out each problem before they decide if its greater than, less than or equal to. However, it is not completely necessary (as you can see above). They can totally solve the problem like that, but it is much more time consuming than what I did above. 

We have a spelling test on Friday. I have all of the words in spelling city. Please encourage your student to practice 5 to 10 minutes each day. 

Thanks !

Mrs. C

Thursday October 9th

Notes for tomorrow:

* If your child wants to do the cheerleading next week, $20 is due tomorrow to the office. 

* Book orders are also due tomorrow!

* Spelling test tomorrow :] study study study

Math

The concept of this lesson is to give students the tools they need to solve multiplication problems mentally. I photographed a few of the problems so hopefully you direct your student correctly. 

#1 problems: Your students should be able to look at the problems and know if they are equivalent. IF they do not, they can solve each problem and see if the product is equal. 

On the rest of the problems, I STRONGLY suggest having the students use the standard algorithm for multiplication to check their answer... followed by a calculator check need be :]

Thank you!

Mrs. C