Jan;, 25, 2019
-we have wrapped up a unit on geometry (measuring angles, constructing different polygons and sorting polygons) and are now moving into a unit on 3-D geometry. Lately we have been focusing on volume and surface area. We have also been talking about developing more mental math strategies which we have been doing through Number Talks. You can ask your child how to find the volume and/or of everyday rectangular prisms such as cereal boxes or kleenex boxes. 

Dec. 10, 2018
-Students have been very busy doing hands-on activities in math to develop a good conceptual understanding of finding the perimeter and area of a variety of shapes including rectangles, parallelograms and triangles. Students are being encouraged to use more efficient formulas for finding the area of these shapes such as: perimeter of a square = l x 4 or perimeter of a rectangle = (l + h) x2. Students have just completed an in-class assignment of a floor design of their "dream home" and on Tuesday, they will do their final unit quiz on finding and comparing the area of a variety of quadrilaterals. This week we will be moving on to geometry by discussing attributes of a variety of polygons and by constructing and measuring a variety of angles which will take us into the new year.

Nov. 26, 2018
Lately we have been focusing on finding the perimeter of different quadrilaterals (parallelograms, rectangles and squares) as well as turning our attention now to finding the area of these shapes. Students have been answering open-ended questions such as "how many rectangles can you find that have the same perimeter and area?" or "what 2 rectangles share the same perimeter but have different areas?" In Grade 6, students are being asked to solve area and perimeter problems with more sophisticated equations such as:
P= 2 (l + w). We are continuing to practice using different strategies to solve area problems, area puzzles and less straight-forward shapes.

Nov. 16, 2018
-This week we have continued to work on converting numbers from one unit to another (example: 5cm = __m). Students are also learning to use real-life examples (in the format of word problems) which are relevant and meaningful to students. Students answered this problem in a variety of ways and share their strategies and solutions. Then they worked on individually practicing similar questions. Ask your child to show you what they worked on in their math duotang and ask them to explain their thinking.


Cameron rode his bike through his neighbourhood.  He rode 3 km to his friend’s house, then 500 m to the park, then 750 m to another friend’s house, and finally 2.5 km back home.  How far did he travel in total?  Show your work and explain your thinking.

We will continue working with whole numbers and decimal numbers to calculate the perimeter and area of a variety of shapes in the coming weeks.

Nov. 9, 2018
-Students have been working hard the last week and a half to wrap up their in-class spinner assignments (which have gone home today) and are brushing up on their multiplication and division of 10, 100, 1000 and even 10 000. Last week students also completed a probability quiz which have also gone home for you to see. Thank you to those parents who have signed them and returned them with your child. We will be continuing to focus on some number sense but as it connects to linear measurement, measuring perimeter, area and converting units. We will also be working on more problem solving so students can apply their thinking to solve realistic problems. Beginning tomorrow, students will also be given EQAO problems to solve for the be sent home normally on Thursdays and returned the following Wednesday.

Homework for tonight:

Oct. 28, 2018
-This week your child has been delving deeper into both experimental and theoretical probability and applying those ideas to solve word problems. We explored the idea that the greater number of trials in a probability experiment will be more accurate than fewer trials in predicting the outcomes. Ask your child to tell you about the "Colour Tiles in a paper bag" experiment. We also spent lots of time working on how to draw tree diagrams (or any other student-generated strategy) for writing out possible outcomes or combinations. Next week, we will continue to apply our thinking to more word problems and do a unit quiz. Students will also have an opportunity to experiment with spinners and will create their own for an in-class assignment.

Oct. 23, 2018

Tree Diagram

  • For his party, Jordan buys juice boxes and slices of pizza.

  • He buys equal amounts of orange, apple, cherry, grape, and cranberry juice.

  • He also buys equal amounts of pepperoni, vegetarian and plain pizza slices.

  • How many different combinations of one juice and one pizza slice can Jordan’s guests have? Draw a tree diagram to show the outcomes.

Oct. 19, 2018
-This week your child has been working on developing a greater sense of Theoretical and Experimental Probability. Today we played a game called "Rock, Paper, Scissors" where your child predicted a winning strategy and tested it on 2 partners. Ask your child to play with them and discuss the fraction of wins, losses and ties for each of you!

SelectionFile type iconFile nameDescriptionSizeRevisionTimeUser
  26 Mar 2018, 10:36 Ms. T Kerrigan RTMS