MATH STUFF #12
EMS-ISD FIRST IN MATH LEADERBOARD AS OF 12/4
2ND 9 WEEKS - SKILLS BLOCK 5TH GRADE WEEK 6
· Multiplication/Division Fact Fluency-each student is working on activities to support their individual goal
· Support Activity #27: Fraction Race - See Eduphoria-Fact Fluency Tab – 5th Grade Fluency pg 259 – use student created fraction kit instead of pre-made copies
· Adding and Subtracting Fractions with Like Denominators - Use AddSub Fractions 1, 2, or 3 documents in eduphoria - 2nd 9 weeks - Skills Block tab - Students need to model each fraction and be able to describe what is happening. Teachers must look for more than just the correct answer. This is a concept that students can get correct answers in, but not understand why. They only way to find out if they understand why the denominator does not change, is to have them model and explain verbally and in writing. Use student created fraction kit to prove answers (as needed)
Last Equation Wins – See Eduphoria – 2nd Nine Weeks - Skills Block Tab
SOMETHING TO READ ABOUT
The Power of Making Tens
Why is Developing Ten-ness Important?
Since we use the base 10 system in the United States, the concept of ten-ness can be thought of as the foundation of place value. When students are able to compose and decompose numbers into tens, they can better manipulate numbers mentally. It does not matter how large or small the number, they can still apply this concept.
What Tools Can I Use To Help Students Develop Ten-ness?
One effective tool to assist students in making tens is the Ten Frame. These are so easy to make and cost zero dollars! All you need is a piece of paper and a marker.
Ten frames help students visualize the smaller numbers inside a larger number making it easier for kids to compose and decompose. Also, once students move onto using Double Ten Frames or a Twenty Frame, they can "see" the ten when two or more numbers are added together. A ten-frame helps students visually move dots (or other objects) in order to make problems easier to work with. For example, if students add 9 + 3 using a Twenty Frame it helps them see that this is the same as 10 + 2. This will later help students when adding larger numbers mentally, like 39 + 4 is the same as
40 + 3.
What Types of Activities Help Students Develop Ten-ness?
- Pair students together
- Roll three dice or number cubes
- Place color counters on the game board to represent the rolled numbers. For example, if you roll 5, 2 & 6. Allow the students to use two sided counters to show those numbers on the double ten frame.
- Keep track of the rolls by coloring in the ten frame on the recording sheet
- Fill in the boxes to complete the equations on the recording sheet. The number sentences should reflect what was rolled and what was colored in on the double ten frame.
- 3 Number cubes or dice (with the numbers 1 - 6 on them)
- Two - color counters
- Recording sheet
- Two different color crayons (preferably the same colors as the counters)
2ND 9 WEEKS - SKILLS BLOCK 4TH GRADE WEEK 6
· Multiplication Fact Fluency-each student is working on activities to support their individual goal
· Addition and Subtraction Word Problems: See Eduphoria Lesson “AddSub4th.pdf”
Multiplication Practice – Are students decomposing factors correctly? Are they multiplying by multiples of ten correctly?
2ND 9 WEEKS - SKILLS BLOCK 3RD GRADE WEEK 6
· Continue addition /subtraction fact fluency- each student is working on activities to support their individual goal
· Decomposing Facts-Choose facts that many students are struggling to master and discuss/create arrays and anchor charts about ways to decompose that fact into facts they already know. By decomposing facts, you are finding relationships between facts. See Investigations TE unit 5 pg 157 & 174 and SAB Unit 5 pg 18.
· Continue Multiplying by 10-
Begin discussing which types of actions are used in multiplication and division problems. Create an anchor chart for students to refer back to. For example: Multiplication Actions: equal groups of, repeated addition, rows/columns, arrays, opposite of division, area, all possible combinations, etc… Division Actions: dividing into equal groups, splitting into equal groups, sharing in equal groups, making equal groups, putting into equal groups, dividing in half, missing factor, opposite of multiplication, etc…