Ms Elder's Grade 4/5 Class

"One, two three..flip!" Students are looking at the board where we have magnetic fraction strips set up to check which is larger Math: I can demonstrate the relationship between fractions and decimals; I can compare fractions. To finish up the year in Math, we are exploring fractions and decimals. We've represented fractions as pictures (either as parts of a whole or parts of a set), and we've found equivalent fractions (ex: 1/2 is equal to 2/4). We've also practiced reading and writing fractions, using words, such as (4/5 is "four fifths").  Grade 4's have practiced comparing fractions with either the same numerator (ex: 1/5 < 1/4) or the same denominator (1/5 < 3/5). They enjoyed a game where I challenged them with really large numbers into the thousands. They found a trick to look at the denominator and think: Are the pieces the same size? Which will have bigger pieces? Grade 5's worked on finding equivalent fractions. They quickly disco...

Grade 5 Math: I can use probability vocabulary to describe the likelihood of events; I can design an experiment to match a given probability We've had fun over the past couple of weeks playing games and discussing probability in Math. We've learned how to use the words: certain, likely, possible, unlikely, and impossible as a mathematician would. We've also designed spinners and marble experiments.  Next week, Grade 5 students only will have a short quiz to assess their understanding. There are games posted on the Google Classroom that students can play if they feel they need to prepare at home.

Students, this is a friendly reminder that you will have a Geometry Quiz on Tuesday, May 24 .  Grade 4's , you need to be prepared to: Identify similar and congruent shapes Identify lines of symmetry Draw lines of symmetry Complete the other half of symmetrical shapes Grade 5's , you need to be prepared to:  Draw and/or label sets of parallel, perpendicular, and intersecting lines Draw and/or label vertical and horizontal lines Name and/or sort the shapes we have practiced in class according to attributes (ex: square, rectangle, triangle, rhombus, parallelogram, trapezoid) If you are looking for ways to practice, try the activities on Mathletics, or practice creating Venn diagrams at home (l ike we did in class - click here to view our blog entry ). Here's Hazel's game she suggested in class, Grade 4's:  https://www.abcya.com/games/symmetree-symmetry

Sorting figures based on their attributes Math: I can identify lines of symmetry (Gr 4); I can identify shapes that are similar and congruent (Gr 4); I can identify sets of parallel and perpendicular lines (Gr 5); I can sort 2D and 3D shapes and figures according to attributes (Gr 5) Last week, we started learning about shapes and figures. Shapes are 2-Dimensional. They have an x and y axis. Figures are 3-Dimensional. They have an x, y, and z axis.  We've been identifying lots of Math vocabulary words to help us describe shapes, such as:  Parallel Lines  Perpendicular Lines Intersecting Lines Lines of Symmetry Similar vs Congruent Regular vs Irregular Polygons Shapes vs Figures Yesterday, we practiced sorting shapes and figures using Venn diagrams (see the photo above). Now, we're creating a piece of Geometry Art to show what we've learned. Here are some examples of our work so far: 

Math: I can represent Division in a variety of ways. This week, we finished up our unit on Division. We worked on representing Division word problems using pictures. We discussed the different things that happen with a remainder. The chart above shows four different ways we manage a remainder in a word problem, depending on the context. As a class, we brainstormed different examples for each of these situations. This leads nicely into fractions. We can split remainders into equal parts if it is food or money. To support your child's math learning at home, I encourage you to do some "real life" math with your child, such as baking (you can explore fractions using measuring cups and spoons), or spending money at a store. The kids are excited that I've assigned baking cookies as optional "homework." 

Math: I can explore Division strategies; I can represent Division in a variety of ways. This week, we worked on dividing 3-digit by 1-digit numbers. Students were given the problem: 124/4. They had the chance to try on their own how to solve it. Then, different students came up to the Smartboard to show how they solved the problem. Here are some different strategies that were shared:  "I halved the dividend and the divisor." ~ Callie "I broke it down into the hundreds place, tens place, and ones place, then divided each by 4." ~ Lawrence "I drew 4 groups for each place value column. I divided each by 4." ~ Seb K ~ Hazel "I drew 4 groups because the divisor is 4. Then I gave each group 1 to start. That left me with 120. I gave each group 10, which left me with 80. I gave each group 20, which. left me with 0. So in each group there are 31." ~ Ms Elder Students were given the chance to practice a strategy that worked for them. Those who self-assesse...

Math: I can demonstrate an understanding of the relationship between Multiplication and Division.  For the last two weeks in Math, we have been exploring what Division is, how it is related to Multiplication, and how to use the Multiplication facts we know to solve Division equations. We have practiced dividing using arrays, drawing groups, and "flipping" multiplication equations. "I really liked this activity because we got to do Math and Art at the same time and it helped me with Division." ~ Callie "I really like Division because it's just like Multiplication, you just flip it around!" ~ Dillon "Division is hard because you have to split the dividend into different equal groups." ~ Oscar "I like Division because it's fun and it helps my brain. When I get to high school, it will help me more and I like Math. Division is easy because you take 3 numbers...start with the big number and then flip it around from the multiplication equa...

Math: I can develop strategies to solve Multiplication equations. This week in Math, we built upon our foundational knowledge of number and multiplication by exploring larger equations. Students from both grades worked with equations that were 2-digit by 1-digit. Then, the Grade 5s continued on to work with 2-digit by 2-digit equations.  We explored the Distributive Property strategy where you can break a number down into its tens and ones places. This makes it easier to multiply and shows flexible mathematical thinking.  Here's a look at expanded form and " the box"  strategy that the Grade 5's used to solve 2-digit by 2-digit. Expanded Form and "The Box" Parents are often confused by this strategy because it's different from what we adults learned in school. But, it actually shows a great deal of understanding of place value and number concepts. All of the students who participated in this lesson caught on quickly and were successful with this strateg...

Hello Students, This is a reminder that you have a Multiplication Quiz on Thursday this week. As we talked about in class, you need to be prepared to:  Represent a multiplication equation as a picture (by drawing groups) or an array (rows and columns) Write a number equation to match a given picture or array Describe multiplication using math language, such as:  3 x 7 = three groups of seven Multiplication is making groups When multiplying whole numbers, your answer gets bigger In the equation 7 x 8 = 56, 7 and 8 are called factors , 56 is called the product You can switch the factors and the product will still be the same Describe strategies for solving or checking your equations up to 9 x 9 (like the multiplication posters we made in class) Solve multiplication word problems (by showing an appropriate picture, number equation, and sentence answer) Create a multiplication word problem If you are looking for ways to practice, I suggest re-reading our blog entry from our Mu...

  In Math, we are working on Multiplication. To help us learn our basic facts (up to 12x12), Ms Elder put us into small groups. Each group was given a times table. We had to think of strategies to help us know that times table (like, x3). Each group made a poster to show the strategies and patterns. For example, for the 9 times table, you can use your fingers, the number in the tens place increases by 1, the number in the ones places decreases by 1, and if you add the digit in the ones place and tens place, you always get 9! One way we've been working on learning our times tables is by seeing the facts we already know. Ms Elder gave us a multiplication grid and asked us to fill in the facts we already have memorized. This has helped us see the facts we most need to practice. Each day, we do a warm-up game that practices our facts (like, multiplication rap, rock-paper-scissors-multiply, Multiplication Luck, multiplication dice, or our Multiplication Houses).  "The posters are v...

Students, this is a reminder that you will have a Graphing Quiz on Monday, December 13 . Here's what you'll need to know how to do for the quiz:  Grade 4's Read and interpret a single bar graph with a many-to-one scale (ex: where the scale on the y axis goes up by 2's or 5's or another number) Read and interpret a pictograph with a many-to-one key (ex: where one picture of a can = 10 cans in real life) Explain why a many-to-one scale may be used, instead of one-to-one Create and label a single bar graph with a many-to-one scale, using the criteria practiced in class (see below) Create and label a pictograph Grade 5's Read and interpret a double bar graph  Explain the difference between first and second-hand data and when we would use each Create and label a double bar graph, following the criteria we used in class (see below) If you're looking for some extra practice on these topics, I suggest playing on Mathletics.

Math: I can explore Area (Gr 4)/Perimeter and Area (Gr 5) by constructing shapes. Math: I can build different rectangles with the same Area. Art: I can use the space on the page well. Students are taking home their Zoo Designs today. Please find some time this week to sit with your child and read through my marks and comments. If you have questions, let me know. Here are a couple of great examples from the class!

Math: I can sort and organize data.   Yesterday in Math, we got together all of our class' food bank donations. Ms Elder pulled out two hula hoops and laid them on the floor like this. We knew was it was called: a Venn Diagram! She put items in the Venn Diagram and had us guess her sorting rules . Can you guess the two rules in the picture? Then, we got to draw two circles on whiteboards and come up with our own sorting rules. We traded with classmates to see if they could guess ours. Items that are "both" of the sorting rules go in the middle. This helps us sort, or organize, objects. This is also called classifying . "I found it was hard to think of an idea at first for a sorting rule." ~ Lawrence "I learned that sorting is important to real life." ~ Callie "Today, I learned that Venn Diagrams are used everywhere. There are a lot of different sorting rules you can use." ~ Sebastian K "It was fun to guess other people's Venn Diagram...

Hi Parents and Guardians, This is a quick note to let you know that students will have a quiz on Friday, October 22 to check in on their Area skills for Math. Here are the concepts they should be prepared to demonstrate:  - recognize and explain that area is measured in square units - count the area of a given shape and record the answer in proper units (ex: cm2) - draw shapes to match a given area - demonstrate that different rectangles can have the same area by constructing - use mathematical vocabulary when explaining understanding Key Vocabulary Words: area, measure, square units, calculate, total If students are wishing to have some extra practice, they can l isten to this song and sing along (click here) ,  watch this video (click here) , or play the games I posted on our Google Classroom. This quiz will only be one way that I'm assessing student understanding of Area. They are also in the midst of creating a Zoo design to show their understanding. If you have any quest...

Science: I can record observations in a clear and organized way. I can discover and explain the predictability of light and shadows. I can observe and connect with nature. Math: I can measure accurately. Yesterday, we explored light and shadows in a few different ways. One way we experimented was by drawing a chalk outline of our shadows on the compound. We used our Measurement skills to observe how they changed throughout the day. "I was surprised to know that some of the shadows were the same as us. For example, if you put your hand on your head, it was reflected in your shadow." ~ Iggy "The shadow started to grow smaller and smaller as we were working because the sun started growing higher and higher in the sky." ~ Vance "One time, I wasn't moving and then all of a sudden, my shadow moved. I was trying to get back into the exact pose where the chalk was but it didn't work because it was different because the sun was moving." ~ Seb C "It did...

For the past two weeks, we have been learning about Measurement and practicing our measuring skills. This afternoon, we did a Measurement Olympics! There were 4 events: High Jump, Longest Step, Cotton Ball Shot Put, and Straw Javelin. Some events were for practice; Ms Elder marked the Javelin.  "It was very fun because we could move around and not sit down and write. " ~ Lillian "I enjoyed it because sometimes we could help each other mark where the end of the ruler was." ~ Hazel "I was lucky that I didn't have to sit in a chair for so long and get a sore bottom." ~ Sebastian K "It was nice to get out of our desks, move around and have fun!" ~ S "When you're measuring, you need to make sure you're measuring to the exact spot on the ruler (to the closest millimeter)." ~ Leo "There are multiple ways to measure (metric or imperial). In Canada, we use the metric system." ~ Sebastian K "I liked that we got to use m...

Math: I can name and select a metric unit of measurement. I can measure accurately (start at 0, keep my tape in position, etc). Science: I can use scientific observation skills. I can develop my understanding of plants and ecosystems.  Social Studies: I can make a personal connection to the land. Art: I can draw realistic shapes. This week, we completed a 3-Part cross-curricular lesson series on the land. We have broken down our learning into subject areas to better explain the skills we were working on:  Science Part One was to do an activity called "Befriend a Tree." We partnered up and took turns closing our eyes. Our partner guided us to a nearby tree and we used our scientific observation skills to gather information about the tree. We felt the texture of the trunk and how big the trunk was. We felt the branches and leaves/needles and how soft or pokey they were and if the edges felt wiggly or straight. We noticed how long the branches were and estimated how tall it was....