Check out this You Tube video about the new method of division that we are working on 🙂

http://www.youtube.com/watch?NR=1&feature=endscreen&v=bJCDoBTBnG8

Check out this You Tube video about the new method of division that we are working on 🙂

http://www.youtube.com/watch?NR=1&feature=endscreen&v=bJCDoBTBnG8

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Leadership: The students will be working on a number of projects over the coming weeks. One of the projects is the Convoy of Awesome which is a food and fundraising campaign for the Mustard Seed. As you may know, the Mustard Seed is undergoing a renovation and this project by HeroWork, is designed to re-fill the food in the Mustard Seed. Our school will be participating in this event ~ details to follow.

Another event we are going to participate in is the Bike to Work week. Staff will have a team, but leadership students will be challenging students to participate in this exciting and inspiring week of physical health and enviornmental benefit. Again, details to follow. Watch the weekly newsletter for updates.

Math

The students in my math class are beginning a unit on division with the goal of moving towards fractions. Students have been using sorting blocks and the multiplication table to develop their understanding of the idea that division is the opposite of multiplication. From here we will move on to three digit by one digit division (e.g. 264 / 3 ). There are traditional methods for this and you may remember the repeated subtraction method from elementary school. We will be exploring this method, but also newer more intuitive methods to help all students understand the longer division.

One way you can help your child is to ask questions about sorting items. For example, if you have cookies in a bag and your child wants to eat two of them, ask your child how many days it would take to eat the bag of cookies at two cookies per time? (30 cookies in the bag, two cookies each time 30 / 2 = 15 days. Using these real life examples helps your child understand that division is a useful tool and that we use it in everyday life.

From there we will move to understanding and working with fractions. I will update about fractions when we get there!

As always, if you have any questions, please do not hesitate to contact me via email or at the school anytime.

Thanks 🙂

Lines, rays, and angles

A line has no beginning point or end point. Imagine it continuing indefinitely to both directions. We can illustrate that by little arrows on both ends.

A line segment has a beginning point and an end point.

All the sides of this triangle

are line segments.

A ray has a beginning point but no end point. Think of sun’s rays: they start at sun and go on forever…

What is an angle? Many people think that angle is some kind of slanted line. But in mathematics an angle is made up from two rays that have the same beginning point. That point is called the vertex and the two rays are called the sides of the angle.

You can think of the two sides of the angle as having started side by side, and having opened up to a certain point. When the two sides “open up”, they draw an imaginary arc of a circle. Look at the pictures.

This angle is called the zero angle. In each picture the angle keeps getting bigger. The arc of the circle is larger. The angle is opened more and more. These angles are acute angles, which means they are less than a right angle. Think of the acute angles as sharp angles. If someone stabbed you with the vertex of the angle, it would be sharp.

This angle is called

the right angle.

For example, table corners are right angles. The angle is opened even more and is bigger than the right angle. It is an obtuse angle. Obtuse angles are dull angles. This angle is called the straight angle.

It does not matter how long the sides of the angle appear. Remember, they are rays, and rays don’t have an endpoint, but when drawn on paper, they do end somewhere. The sides of the angle might even seem to have different length. That doesn’t matter either. The size of the angle is ONLY determined by how much it has “opened”, or how big part of a arc of a circle the sides have drawn.

Which of these two angles is bigger?

Remember to look at how much

the angle has opened, or how big

part of a circle the sides have drawn.

Many times the arrows are omitted

from the rays, and the arc of the circle

is drawn as a very tiny arc near the vertex:

Even the little arc is not necessary.

This month we will be working on a Geometry unit. This unit will be based on the Grade 6 Prescribed Learning Outcomes for Space and Shape. Some of the topics we will cover are:

- The language of geometry
- Naming, measuring and drawing angles
- naming, measuring and drawing of triangles based on angles
- discovering angles in polygons
- discovering area and perimeter for polygons

Geometry is often a well liked unit in math as it involves a different set of knowledge than traditional algorithms. Each week will will continue to have a short class on building basic mental math strategies which are vital for everyday aspects of life.

You can support your child by asking him or her to explain what topics were covered in math class each Monday, Wednesday and Friday. I will try to update the blog as much as possible!

Math:

We have started multiplication in Math. The students have been given a copy of the multiplication chart. I am hoping that through regular math games and computer math games they will be memorizing these facts. We have also been learning the Box Method for multiplication. This is a less complicated method for double digit multiplication. I will try to post a photo of the process (I’m a little technologically challenged!).

The students have been excited to use iPads with the app educreations to show their work. There is nothing new about this app, but it isn’t using a pencil and paper and this seems to have the students fully engaged! This app is free and if you have an iPad it’s worth downloading and having your child show you how to work it!

Leadership:

The leadership elves have been busy gearing up for Christmas. Please note the following activities for Dec 17-21:

Monday: TENTATIVE: Pancake Breakfast (could be Friday), Pyjama Day, Santa Grams will be on sale during lunch $0.50 each

Tuesday Santa Hat Day – if you have a Santa hat you will be allowed to wear it all day! Santa Grams will be on sale during lunch.

Wednesday: Red, White and Green day – wear these colours to show your spirit; Christmas Caroling in the front foyer during lunch. Santa Grams will be on sale during lunch.

Thursday: Glitter and Glitz day – sparkle yourself up in the spirit of winter! Santa Grams will be on sale during lunch (today is the last day).

Friday: Tacky Christmas Clothing day: Check out your parents’ closet for those tacky Christmas sweaters 🙂 Santa Grams will be delivered after lunch today.

Students completed a review today and you can ask them about the math quiz on Monday. The material is listed in the blog post before this one. For some fun math practice your child can go to

www.sheppardsoftware.com and choose the math games section. From there they will find many different games that focus on Place Value, mental math strategies, addition and subtraction. This is a great way to reinforce the concepts that we have studied in class.

Next week we will be moving on to multiplication strategies.

We have a test on Monday – parents, here is some information on material that we have covered.

Math Review

**Place Value:**

Millions | Hundred Thousands | Ten Thousands | Thousands | Hundreds | Tens | Ones |

8 | 4 | 6 | 7 | 2 | 5 | 1 |

We say: 8 million 4 hundred 67 thousand 2 hundred 51 (8 467 251)

We can write it in expanded form: 8 000 000 + 400 000 + 60 000+ 7 000 + 200 + 50 + 1

**Estimating:**

Remember: “ If it’s 5 or above, give it a shove; if it’s 4 or below let it go”

So….. 0,1,2,3,4 rounds down

And….5,6,7,8,9 rounds up

For example:

Round to the nearest 10:

469 would be 470 because we look at the digit in the ones column and then round the digit in the 10s place. The digit in the ones column in this case is 9 so we round up. We round the 6 to a 7 (give it a shove) because it’s in the tens place.

462 would be 460 because we look at the digit in the ones column and then round the digit in the 10s place. The digit in the ones column in this case is 2 so we round down. We round the 6 to a 6 (let it go) because it’s in the tens place.

Round to the nearest 100:

469 would be 500 because we look at the digit in the tens column and then round the digit in the hundreds place. The digit in the tens column in this case is 6 so we round up. We round the 4 to a 5 (give it a shove) because it’s in the hundreds place.

432 would be 400 because we look at the digit in the tens column and then round the digit in the hundreds place. The digit in the tens column in this case is 3 so we round down. We round the 4 to a 4 (let it go) because it’s in the hundreds place.

Round to the nearest 1000:

2843 would be 3000 because we look at the digit in the hundreds column and then round the digit in the thousands place. The digit in the hundreds column in this case is 8 so we round up. We round the 2 to a 3 (give it a shove) because it’s in the thousands place.

2143 would be 2000 because we look at the digit in the hundreds column and then round the digit in the thousands place. The digit in the hundreds column in this case is 1 so we round down. We round the 2 to a 2 (let it go) because it’s in the thousands place.

Mental Math Strategies:

Doubles: 5+5, 12+12 etc

Double plus 1: 5+6= 5+5+1 (so if you know 5+5 you can easily know 5+6)

Doubles plus 2: 5+7= 5+5 +2 (so, if you know 5+5 you can easily know 5+7)

Tens partners: 1+9, 2+8, 3+7, 4+6, 5+5 etc These can also be used in double digit addition, for example: 24+16 (we know 20+10 is 30 and if we know our tens partners, we know 4+6 is 10 so 30+10 = 40!

The goal is to be able to use these mental math strategies in larger math computation questions to speed the process up.

This week the Leadership students are working on coming up with a proposal to present to the rest of the student body. The theme of this proposal is “Giving back to our community” and students have been asked to come up with something that we can do as a school to help those in Victoria who are less fortunate. Some of the ideas that they are working on are: socks for the homeless, coats for kids, sponsoring a family for Christmas etc. It’s great to see our students wanting to make a change in our local community.

Rock Block is well underway and students are participating in a variety of activities from Learning Italian to Building a Business Plan. We have two more weeks of Rock Block (always on Wednesday afternoon) for this session. Students will have the opportunity to make another Rock Block Selection in February and then again in the Spring.

This Friday we will be having our annual Remembrance Day Service at 10:45. We are encouraging students in Cadets to wear their uniforms to this event.

In my math group we have been working on building some mental math strategies. Having strong mental math abilities supports students in real world applications. If you can add and subtract (and multiply and divide) in your head you can complete tasks much more quickly. Some of the strategies that we have been building so far are:

Doubles: 5+5, 12+12 etc

Double plus 1: 5+6= 5+5+1 (so if you know 5+5 you can easily know 5+6)

Doubles plus 2: 5+7= 5+5 +2 (so, if you know 5+5 you can easily know 5+7)

Tens partners: 1+9, 2+8, 3+7, 4+6, 5+5 etc These can also be used in double digit addition, for example: 24+16 (we know 20+10 is 30 and if we know our tens partners, we know 4+6 is 10 so 30+10 = 40!

We will be working on more mental math strategies including subtraction, multiplication and division each week on our shorter Wednesday math block.

In our longer Monday and Friday blocks we are beginning a unit on solving problems involving larger numbers using technology.Fun times!

The leadership students have been busy planning and organizing a Halloween Dance. The dance will take place during school hours on Friday October 26 from 1:00 – 2:50. Students can purchase tickets in the front foyer for $3 or $2 with a non-perishable food donation that will go to our Me to We Social Justice group. The theme of the dance is Orange and Black and we are discouraging students from wearing costumes to the dance.

Students can wear their costumes on Wednesday October 31 as long as it doesn’t interfere with their learning. We ask that students don’t bring face masks or weapons.

In my math class we have moved along to estimating sums and differences. All of the students understand the rule for rounding. We have a saying:

If it’s 5 or above, give it a shove ~ if it’s 4 or below, let it go.

They understand to look at the digit next to the column that you are rounding in order to shove or let go! We are now working on estimating sums and differences and students are getting the idea that this can be a useful tool in life (think money!)

It’s been a busy week at Rockheights. We’ve now completed most of the IEP meetings. Thank you so much to all the parents who came and shared information with us so that we can better support your child’s learning. For those parents who were unable to make it this week, Jen, Wanda and I will contact you next week to re-schedule.

In my math group we have been working at place value and addition with re-grouping. Most students have made improvements in these areas. Today we started “Estimating and Rounding.” This is a more complicated concept and many students had trouble understanding the concept. We looked at rounding to the nearest 10,100 and 1000. I didn’t send any homework today as the students weren’t fully independent in the concept and I didn’t want them to struggle through the work without a solid understanding.

Some ways to support their understanding of estimating and rounding are:

- at the grocery store check the prices and ask you child to round to the nearest dollar
- watching sports games ask if the score can be rounded to the nearest ten
- in counting anything, ask your child to round to the nearest ten or hundred

Have a good weekend!