Math

Mixed Math Fact Notice

Since we have now tested for a few weeks, your child should be starting to show progress with mixed math facts. Remember progress and “growth” means your child is increasing the number he/she is answering correctly. We talk a lot about personal growth and not comparing yourself to others in class. One week here or there with a lower score is not a cause for concern. The test that week just may have included some facts that were more difficult for your child than others. If your child is not demonstrating overall growth please consider the questions below:

-Is your child practicing with an adult regularly each day?

-Are you increasing the time spent/# of sessions of practice each day?

-Have you tried multiple ways to practice at home (flashcards, paper copies, oral quizzing, apps, games, etc)

If you can honestly answer “yes” to all of these questions and still feel your child is struggling then please reach out to me so I can make accommodations if necessary. Please also know that timed fact tests are only one measure of fluency so if your child is anxious during timed tests that is not the only source of fluency data being collected, just one data point.

Mixed Fact Test Resources

*YOU CAN EXPLORE THE SITE MATHAIDS.COM TO CREATE PRACTICE SHEETS FOR MIXED TESTS* (see below)

http://www.math-aids.com/Mixed_Problems/Mixed_Problems_Drills.html

1. Click the link above

2. Unselect addition and subtraction (unless you are practicing that)

3. Set range as 1-10

4. Choose 20 (1 minute), 60 (3 minutes), or 100 (5 minutes) problems depending on how much you want your child to practice

5. Scroll down to blue "create it" button. Print as needed. If you start over, a new assortment of problems will be generated each time

Unit 7 Overview:

In this unit, students learn how non-unit fractions are built from unit fractions (for example, 2/3 is two pieces of size 1/3). Additionally, students learn to count or add to find the value of a non-unit fraction (1/3 + 1/3 = 2/3). Students build their understanding of the relationship between the numerator and denominator and parts and wholes as they work to represent fractional amounts using area, linear, and set models (i.e circles/rectangles, fraction bars, number lines, and sets of objects). Having a deep understanding of a fraction sizes, relative to the number of pieces, supports students in representing, comparing, and utilizing fractions as they problem solve and apply their understanding in real world contexts.

Unit 6 Overview:

In this unit, students are introduced to the concepts of perimeter and area of rectangles and rectilinear figures. Students find unknown side lengths using inverse operations and partition rectangles and rectilinear figures to determine area. They explore the relationships between area and perimeter by investigating rectangles with the same perimeter and different areas, as well as rectangles with the same area and different perimeter. Students connect area and perimeter to the attributes of shapes (specifically quadrilaterals) as they categorize and classify shapes. Finally, students utilize visual representations to describe, analyze, and compare properties of shapes.

Unit 5 Overview:

In this unit, students develop perseverance and a problem solving process by using models to solve a variety of problem types (Add To/Take From, Put Together/Take Apart, Additive Comparison, Equal Groups, Array/Area) within the context of all four operations. Students utilize their background knowledge of carrying out all four operations, inverse operations, reading problems, noticing relationships, and utilizing strategies to develop proficiency in solving one and two-step problems. Students utilize various representations (part/whole models, open (empty) number lines, and equations with symbols) and strategies to approach word problems as they analyze various problem types and utilize their problem solving process. Models are important as students justify their thinking, construct viable arguments, and critique the reasoning of others. Students leave this unit interpreting, modeling, and solving one and two-step multiplication and division word problems within 100 with unknowns in any position.

Unit 3 Overview:

In this unit, students estimate and measure liquid volume and masses of objects (using units of grams (g), kilograms (kg), and liters (l). Students also use appropriate tools to measure (to the nearest ½ and ¼ inch). Students will collect measurement data to construct data displays with multi-unit scales (picture graphs, bar graphs, and line plots) to communicate and reason information accurately. Students build their concept of measurement by telling time to the nearest minute (on analog and digital clocks), as well as using elapsed time and time intervals. They apply their understanding of solving a variety of measurement (linear, liquid volume, and mass) and time problems with all four operations.

Unit 2 Overview:

In this unit, students apply their understanding of multiplicative properties (associative, commutative, distributive) as they reason through facts and solidify their understanding through application in real world problems. Students utilize symbols to represent unknowns and assess the reasonableness of their answers. They continue to practice their facts as they utilize reasoning strategies with ease to understand the patterns within multiplication and division, and incorporate models (array, area models, equal groups) to solve various problems. While identifying and explaining patterns in arithmetic, students build their knowledge and competency of multiplication and division and understand the relationship between multiplication and division.

Unit 1 Overview:

In this unit, students use patterns, models and properties of multiplication to multiply and divide within 100, while focusing on multiplication of 0-5, 9, and 10. Students explore the relationship between multiplication and division as inverse operations as they begin to cultivate a foundation for fact fluency and strategies to problem solve in multiple contexts with various unknowns. As students acquire the facts of 0-5 and 10, they will observe consistencies and utilize counting to help them understand the multiplicative relationships and properties found among these numbers. As they study the facts for 9, they’ll move beyond counting (foundational) strategies toward patterns and reasoning strategies and represent multiplication and division through models (area, array, manipulatives, and drawings). Students will apply this understanding to word problems that include situations involving Equal Groups and Array/Area. Please see the pictures posted below for examples of each!

Xtramath- Students need to complete 5 sessions per week. We often have time in class, but not every day. Please set a home routine of completing Xtramath for fact fluency practice. Saturday and Sunday are great days to use for "make-up" time if your child missed a day or two during the week.

Think Central- Sometimes we complete assignments on Think Central. This site can be tricky to access on a home device so I've added information for accessing below. If you have trouble please let me know!

Think Central Home Directions -PC

Think Central Home Directions- iPad

**KEEP SCROLLING DOWN FOR MATH RESOURCES!**

Constructed Responses:

We are now learning how to model and communicate our math thinking through written examples and responses. I am adding this checklist to show you what your child is trying to include in a good response. It will take many students a lot of practice to become strong with these responses. Feel free to try using this checklist when working on the "stretch your thinking" problems at home!

Ways to Practice Math Facts:

*Digital: Go to these multiplication rooms for songs and games to help you!

*Make flashcards or use the strategy cards from the math workbook (pg 51a-z- These will be sent home when we get to them)

*Verbal quizzing (in the car, waiting room, around the dinner table, etc)

*Write the answer in shaving cream on a table

*Use the games in the elephant workbook (ie: pg. 61-62, 73-74, 76, etc- These will come home in the Friday folder during the year when we hit those pages)

*Check out these sites for more ideas:

Home Fact Practice Sheets:

The sheets posted in this section are almost identical (problems are in a different order) to the sheet used for monitoring progress in class. Please use these as a gauge to see how close your child is to passing the tests. The goal is 20 problems (10 multiplication and 10 division) in 1 minute. A passing score is 18/20 problems in one minute. The fact test is given verbally to eliminate the time it takes to write the answers. The testing takes place in this order. Happy practicing!