What are we learning?

Math

January

Multiplication and Division

Learning Goals:

• I can multiply and divide 4-digit by 2-digit numbers using several different strategies
• I can recognize and determine when multiplication and division can be used to solve a problem
• I can estimate a reasonable answer using mental math strategies
• I can check my work and ask myself if my answer makes sense

Each student will be tracking their progress on a personal "28 Multiplication Facts" table. This helps us see what facts we don't have to spend time on, and makes it more manageable. It's important that they are comfortable with these facts moving forward.

We will resume our checks in the new year. To date, we have checked our 3s and 6s, and some students have moved to 4s and 5s.

Multiplication: We have worked with an array/the area model, lattice model, partial products (we called it 'Little 7'), and the standard algorithm.

Division: We started 'Big 7' in 2019 - we will be clearing up misconceptions and practicing with this strategy this month. Following that, we will work with the standard algorithm (long division). Quiz to follow!

Geometry

Learning Goals:

• I can measure and construct angles up to 180 degrees using a protractor, and classify them as acute, right, obtuse, or straight angles
• I can construct polygons when given angle and side measurements
• I can sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides

Patterning

Learning Goals:

• I can identify geometric patterns and represent them numerically
• I can make tables of values for growing patterns when given the pattern rules in words, and list the ordered pairs to plot the points in the first quadrant
• I can determine a term when given its term number, by extending the growing or shrinking pattern
• I can describe pattern rules (ex. 1, 3, 5, 7, 9 - the pattern rule is "start with 1 and add 2 to each term to get to the next term")
• I can determine the term number of a given term in a growing pattern in words, a table of values, or a graph (ex. If the pattern rule is "Start with 1 and add 3 to each term", I can create a table of values that shows 19 is the 7th term)

November

Measurement

Learning Goals:

• I can measure lengths using different metric units. When I measure a length, I can explain which units make sense to use.
• I can explain why an estimated measurement or a more exact measurement is appropriate in a given situation.
• I can construct parallelograms, triangles, rectangles, and squares with any reasonable perimeter that I am given.
• I can build parallelograms, triangles, rectangles, and squares with any reasonable area that I am given.

Addition and Subtraction

We are continuing our practice with addition and subtraction, ensuring that we have multiple ways of showing and describing how we solve problems. Adding up or taking away on number lines, compensating, decomposing, standard algorithms are all strategies that students should be familiar with. Knowing when to use what strategy (example: 73-67... do we get 6 by adding 3 to 67 to get to 70, and add 3 more to get to 73? Or do we take away 67 from 73? What is more reasonable?) is a main focus for us.

Multiplication

We are working on our multiplication facts. Each student will be tracking their progress on a personal "28 Multiplication Facts" table. This helps us see what facts we don't have to spend time on, and makes it more manageable. It's important that they are comfortable with these facts moving forward.

For practice, ask your student what games we have played in class for multiplication practice.

Timetable practice: https://www.timestables.com/

Knowledgehook: visit joinkh.com, and use code tin2483 to join our class and complete missions!

French

• La météo