We are in the middle of a quick unit on time, and the toughest concept so far has been elapsed time. We are trying to figure out how much time has passed, or when a certain event will end if it starts at a certain time and lasts a certain number of minutes. It's hard, because kids want to use subtraction, but that doesn't always work! (Think, if you try to do 3:10 minus 40 minutes, using the standard subtraction algorithm, it just won't work!) Here is a video for how we discuss it in class. Hope it helps with the homework!!
Tuesday, February 11, 2014
Elapsed Time
Hello!
We are in the middle of a quick unit on time, and the toughest concept so far has been elapsed time. We are trying to figure out how much time has passed, or when a certain event will end if it starts at a certain time and lasts a certain number of minutes. It's hard, because kids want to use subtraction, but that doesn't always work! (Think, if you try to do 3:10 minus 40 minutes, using the standard subtraction algorithm, it just won't work!) Here is a video for how we discuss it in class. Hope it helps with the homework!!
(PS. my class phone rings 3 times in this video...aaannnoying!!! Sorry about that! )
We are in the middle of a quick unit on time, and the toughest concept so far has been elapsed time. We are trying to figure out how much time has passed, or when a certain event will end if it starts at a certain time and lasts a certain number of minutes. It's hard, because kids want to use subtraction, but that doesn't always work! (Think, if you try to do 3:10 minus 40 minutes, using the standard subtraction algorithm, it just won't work!) Here is a video for how we discuss it in class. Hope it helps with the homework!!
Monday, January 13, 2014
Comparison Problems (Multiplication and Division)
Hello Families!
Tuesday, we begin comparison problems with multiplication and division! The problems are pretty tricky, so watch the video below for some pointers on how to help your child at home! Enjoy :)
Tuesday, we begin comparison problems with multiplication and division! The problems are pretty tricky, so watch the video below for some pointers on how to help your child at home! Enjoy :)
Thursday, December 12, 2013
Perimeter and Area
Hello All!
Our homework calls for some tough work related to area and perimeter. Students must find ALL rectangles with a certain perimeter and ALL rectangles with a certain area. Here is a video to show how I taught it in class, and how to use an organized list to make sure they record all possible rectangles! Enjoy~
Tuesday, December 3, 2013
Geometry Vocabulary
Hello!! We recently started a small unit on geometry! It's very heavy in vocabulary, so I thought I would share a picture of our vocabulary wall with you. That way, you can help out with your child's homework, or give them a little pop quiz in the car on the way to karate :)
I hope this helps you support your child in their math learning at home!!
I hope this helps you support your child in their math learning at home!!
Friday, November 15, 2013
Types of Multiplication and Division Story Problems (and flashcard fun!)
Hello everyone!
Yesterday's homework featured different types of multiplication and division story problems, and looking back, I wish I would have posted this sooner! Either way, here is a breakdown and examples of each type of story problem:
Array Multiplication
Both factors are known and items are arranged in rows and columns.
Example:
There are 3 rows of flowers. Each row has 4 flowers in it. How many flowers are there altogether? 3 x 4 = 12 flowers
Array Division
The total product is known (dividend) and one other factor (either number of rows or columns) is known.
Example:
There are 12 flowers in a garden. They are arranged in three rows. How many flowers are in each row? 12 ÷ 3 = 4 in each row.
Repeated Groups Multiplication
The two factors are known. One is the number of groups and the other is the size of each group.
Example:
There are 5 dogs. Each dog has 4 legs. How many legs are there altogether? 5 x 4 = 20 legs.
Repeated Groups Division (group size unknown)
The total product is known and the number of groups is known.
Example:
I see 20 dog legs. I know there are 5 dogs and each dog has the same number of legs. How many legs does each dog have? 20 ÷ 5 = 4 legs on each dog.
Repeated Groups Division (number of groups unknown)
The total product is known and the number of groups is known.
Example:
I see 20 dog legs. I know each dog has 4 legs. How many dogs are there? 20 ÷ 4 = 5 dogs
I hope this helps as your child brings these types of problems home for homework! Speaking of bringing things home...your child will be bringing multiplication flash cards home today! Please keep these in a safe place - their study plan will often include practicing with their flash cards! We learned today to make 3 piles. A pile of "YES! I know this one right away" a pile of "Hmm..I had to think about it, but got it right eventually" and a pile of "I have no clue." When they go through all of their cards, they set aside the ones they knew right away and go through the other two piles again. Please help them with this as much as possible!!
Thanks for continuing to support your child with mutliplication and division :)
Yesterday's homework featured different types of multiplication and division story problems, and looking back, I wish I would have posted this sooner! Either way, here is a breakdown and examples of each type of story problem:
Array Multiplication
Both factors are known and items are arranged in rows and columns.
Example:
There are 3 rows of flowers. Each row has 4 flowers in it. How many flowers are there altogether? 3 x 4 = 12 flowers
Array Division
The total product is known (dividend) and one other factor (either number of rows or columns) is known.
Example:
There are 12 flowers in a garden. They are arranged in three rows. How many flowers are in each row? 12 ÷ 3 = 4 in each row.
Repeated Groups Multiplication
The two factors are known. One is the number of groups and the other is the size of each group.
Example:
There are 5 dogs. Each dog has 4 legs. How many legs are there altogether? 5 x 4 = 20 legs.
Repeated Groups Division (group size unknown)
The total product is known and the number of groups is known.
Example:
I see 20 dog legs. I know there are 5 dogs and each dog has the same number of legs. How many legs does each dog have? 20 ÷ 5 = 4 legs on each dog.
Repeated Groups Division (number of groups unknown)
The total product is known and the number of groups is known.
Example:
I see 20 dog legs. I know each dog has 4 legs. How many dogs are there? 20 ÷ 4 = 5 dogs
I hope this helps as your child brings these types of problems home for homework! Speaking of bringing things home...your child will be bringing multiplication flash cards home today! Please keep these in a safe place - their study plan will often include practicing with their flash cards! We learned today to make 3 piles. A pile of "YES! I know this one right away" a pile of "Hmm..I had to think about it, but got it right eventually" and a pile of "I have no clue." When they go through all of their cards, they set aside the ones they knew right away and go through the other two piles again. Please help them with this as much as possible!!
Thanks for continuing to support your child with mutliplication and division :)
Tuesday, November 5, 2013
The 9's Trick
Well, it had to happen sooner or later. It's my first post featuring ME in a video. Scary. Anyway, this is a quick illustration of the trick we learned for multiplying by 9! Enjoy!
Monday, November 4, 2013
November Monthly Math Challenge
Hello all!
This month's math challenge is here! It will be coming home in your child's folder today, but if you lose it, here it is! Please be sure to use the REC form to answer the questions!
Happy Challenging!
This month's math challenge is here! It will be coming home in your child's folder today, but if you lose it, here it is! Please be sure to use the REC form to answer the questions!
Happy Challenging!
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