Our "Virtual Office" hours are from 2:00 - 3:00 pm M-Th, if you have any questions or if you would just like to chat! Here is the LINK to our Virtual Office. Mrs. Timmins will also be available at this link from 1:00-2:00 each day.
FOLLOW THE INSTRUCTIONS FOR SEESAW
1. Open the Seesaw Class app on iOS or Android. Or go to app.seesaw.me on any computer in Chrome or Firefox browser.
2. Choose I’m a Student.
3. Use the code - WBSWFG
I am available from 2-3 everyday (except Tuesday) that we are out of school if you have any questions! Here is the LINK
Please watch and then retell this story to someone in your family.
think about the key details of the story
send me an email, or meet me on the AAPS google meets link to tell me about your
Please watch and then find everything in your room that starts with a "g"
write, draw, or take pictures of the items.
send me an email, or meet me on the AAPS google meets link to tell me about your findings.
Listen to the story
think about all of the words that start with the letter "j".
Complete one of the experiments at the end of the book
send me an email, or meet me on the AAPS google meets link to tell me about your findings.
FOLLOW THE INSTRUCTIONS FOR SEESAW
1. Open the Seesaw Class app on iOS or Android. Or go to app.seesaw.me on any computer in Chrome or Firefox browser.
2. Choose I’m a Student.
3. Use the code - LTBUVD
I am available from 2-3 everyday (except Tuesday) that we are out of school if you have any questions! Here is the LINK
Please watch and then retell this story to someone in your family.
think about the key details of the story
send me an email, or meet me on the AAPS google meets link to tell me about your
Please watch and then find everything in your room that starts with a "g"
write, draw, or take pictures of the items.
send me an email, or meet me on the AAPS google meets link to tell me about your findings.
Listen to the story
think about all of the words that start with the letter "j".
Complete one of the experiments at the end of the book
send me an email, or meet me on the AAPS google meets link to tell me about your findings.
FOLLOW THE INSTRUCTIONS FOR SEESAW
1. Open the Seesaw Class app on iOS or Android. Or go to app.seesaw.me on any computer in Chrome or Firefox browser.
2. Choose I’m a Student.
3. Use the code - MGPLLE
Kindergarten - Combo-Ten - Adding/Subtracting within 10 game!
I can make sense of problems and persevere in solving them.
Untitled_02272020_034732.pdfUntitled_02272020_034844.pdf
FOLLOW THE INSTRUCTIONS FOR SEESAW
1. Open the Seesaw Class app on iOS or Android. Or go to app.seesaw.me on any computer in Chrome or Firefox browser.
2. Choose I’m a Student.
3. Use the code - NDEHET
Untitled_02272020_041808.pdfUntitled_02272020_035108.pdfChallenging Math Extensions can be found on this page under your grade level. Please feel free to try them. If you have found a solution to a puzzle or math problem, and you would like some feedback, you can email your responses to Mrs. Timmins at the following email address: teresa.timmins@student.dodea.edu
Remember, when trying to solve a problem:
Ask yourself the following questions: What does this problem ask me to do? Is it a verbal, mathematical, or logical problem?
It is helpful to jot down the facts, so grab a pencil and paper. Stay organized!
Read EVERY word in the puzzle!
If you get frustrated, or get stuck, put the problem aside for a while, and go do something else. Sometimes an idea or answer will come to you later!
Check your answer against the puzzle statement to see if it makes sense!
** For 2nd, 3rd, and 4th Grade, please scroll down past the Math Activities, to view the Choice Board Activity.
What three current U.S. coins add up to 45 cents if one is not a nickel?
Alex has 20 coins in his pocket. They are dimes and nickels. Altogether the coins add up to $1.35. How many of each coin type does he have?
Using the digits 6,7,8,and 9, complete each number sentence. A digit can be only be used once in each number sentence.
a. ___ ___ + ___ ___ = 147
b. ___ ___ + ___ ___ = 174
c. ___ ___ + ___ ___ = 165
I have 2 secret numbers. Each number has 2 digits. The secret numbers use the same digits, only reversed.
The difference between the two secret numbers is 54.
The sum of the digits in each secret number is 10.
What are my two secret numbers?
Design a subtraction problem using each digit ONCE to make two numbers that will be subtracted in which you will need to regroup the tens to make ones.
a. 6,5,3,1,2,4
b. 4,4,1,3,3,9
c. 2,1,3,7,2,4
d. 4,3,2,2,1,6
Write them down on paper and work them to make sure the are correct, then email your problems to me.
For example, after you have set-up and worked a problem that you created, just type this in the email: a. 631 - 524 = 107
teresa.timmins@student.dodea.edu
1.) When thinking about "Tally Marks," think of a situation where using tally marks would be useful. If you can think of a situation, write me a quick note, explaining how you would use tally marks. Give an example in your response. Email your response to:
teresa.timmins@student.dodea.edu
2.) Brainteaser:
How can these numbers,
10, 0, 22, and 12
be logically combined in an equation, using each number only once?
Design a Bar Graph
Try this challenge if you have finished all of your required classroom work for your Homeroom teacher.
Using what you learned about Bar Graphs in your class lesson for Math, try to draw your own Bar Graph using the following information:
Mr. Adams made a list of the hours he spent gardening in June.
Week 1 : 3 hours
Week 2: 4 hours
Week 3: 6 hours
Week 4: 5 hours
**Remember to include labels for all parts of your Bar Graph. If you need assistance, go back to the Math Lesson about Bar Graphs for your grade level.
Materials: Paper, pencil, crayons
2, 4, 12, 48, 240, 1440...
At Mud Puddle Elementary School, the principal was surprised to learn that a large amount of students were slipping in mud puddles. On the 1st day 28 students fell in the mud. On the 2nd day 38 students slipped in the mud, and 30 got covered in mud on the 3rd day. On the 4th day 40 students fell in puddles, and 32 cases of slipping in puddles were reported to the nurse on the 5th day. If the students keep falling down in mud puddles at the same rate, how many students would be soaked in mud on the 10th day?
If you remember our "Taco Tuesdays" where we met in Mr. Odor's room to work on Two-Step Word problems, then you also remember that the numbers were not the ONLY issue in solving these correctly.
I have a new challenge for all of you. Since most of you showed expertise at solving the problems mathematically, I now would like to see if you can design your OWN two-step (or multi-step) word problems! Because if someone can CREATE a workable word problem, then it can be said that that person truly understands how to do them!
I'll give a sample, to remind you what they might look like:
#1. Bill earned 5 dollars for each lawn he mowed. If he has 12 lawns to mow, but forgot to mow 7 of them, how much money did he actually earn?
Notice there are at least TWO operations involved to solve this. Feel free to email the answer to me at teresa.timmins@student.dodea.edu
Try to design your own problem. Work it out, to see if it makes sense. (Provide an answer, also.) Once you think you have a good one, email it to me at
teresa.timmins@student.dodea.edu
I will look at all of them, then present them here for others to try. Let's see how many we can get.
Brainteaser:
A.) I am a number between 20 and 50. If you multiply me by 3 and divide the result by 9, you will get 11. What number am I?
B.) How many pets does Mary have if all of them are dogs except two, all are cats except two, and all are rabbits except two?
Parts of a Group Math Challenge:
Landon and his friends go to an amusement park. They each buy 24 tickets that can be used on rides.
Landon uses 1/3 of his tickets to ride the Monster Mash. How many tickets does he use?
Katy uses 1/6 of her tickets to ride the Water Rapids. How many tickets does she use?
After they ride these two rides, how many tickets (altogether, between the two of them) do they have left?
1) There are some birds at a pet store. One half of the birds are yellow. Kelly buys one of the yellow birds. Then, one third of the birds at the store are yellow. How many yellow birds were at the pet store before Kelly bought one?
Explain how you know:
teresa.timmins@student.dodea.edu
Fractions: More or Less
Try this challenge if you have finished all of your required assignments for your classroom teacher:
Write ALL the fractions with the SAME DENOMINATOR that can answer these questions:
1) Alex used 3/8 of a can of paint to paint a chair. He used less than that to paint a stool. What part of a can of paint might Alex have used to paint the stool?
2) Jane drove to a state park. She drove 1/4 of the distance the first day. She drove farther the second day. What part of the distance might Jane have driven the second day?
3) Amy began a running program. She ran less than 5/6 of a mile. What part of a mile could Amy have run?
4th GRADE
or
Carefully read each word problem. Decide if the situation calls for the GCF or the LCM.
Clue words for GCF: biggest, largest, most, maximum, both, same, equal, divide, groups
Clue words for LCM: first, smallest, next time, minimum, both, identical, same, every___ days, every ____ hours
Mary and Nancy work at a toy factory. It is their job to inspect the toys to make sure they are working properly. If Mary inspects every twelfth toy and Nancy inspects every ninth toy, which toy will be the first that they both inspect?
a. Is this a GCF or a LCM problem?
b. What clues do you see to help you decide?
c. What is the answer to the problem?
Steve is creating lollipop bouquets using 15 red lollipops and 18 purple lollipops. He wants each bouquet to be identical, with no lollipops left over. What is the greatest number of lollipop bouquets Steve can create?
a. Is this a GCF or a LCM problem?
b. What clues did you use to help you decide?
c. What is the answer to the problem?
Written Response Question .....Think about how you would explain this to another student:
"Explain the difference between listing the factors of a number and listing the multiples of a number." You can use examples.
**Try this: Create your own word problem that requires finding a GCF or LCM. See if a friend can solve it.
Don't forget to send your responses (including a word problem, if you created one of your own) to me at:
teresa.timmins@student.dodea.edu
John works at a restaurant, and one of his jobs is to refill ketchup bottles at the end of each night. He has seven bottles to refill, and the amounts of ketchup left in each bottle are listed below:
3/9
8/9
2/9
6/9
1/9
7/9
2/9
On one particular night, the restaurant did not have more ketchup for John to refill the bottles, so he decided to consolidate them, or put them together, to make full bottles.
1. Which bottles could he put together to form full bottles?
2. How many completely full bottles would he end up with if he did this?
3. How much ketchup would be left over?
email your response to:
teresa.timmins@student.dodea.edu
Find two MIXED NUMBERS so that the SUM is 8 4/8 and the DIFFERENCE is 2 2/8.
In a box there are 20 balls: 10 white and 10 black. The balls are equal in size and shape, and they feel the same. If you are wearing a blindfold, what is the LEAST number of balls you must take from the box in order to get a pair matching in color (two white or two black)?
1.) For some lucky reason, when Haley had her party, there was no shortage of toilet paper rolls. She and her friends decided to play a game where they used toilet paper rolls to "wrap up a friend." The number of toilet paper rolls each team used are listed below:
Team A: 4 and 8/12 rolls
Team B: 6 and 1/12 rolls
Team C: 5 and 7/12 rolls
**Note: The fractions above have been corrected!
1.) How many rolls in all were used by the friends?
2.) How much more was used by Team B than Team A?
Challenge: Replace each of the mixed numbers with an improper fraction to show your work for number 2 above.
Your challenge, if you have completed all of your required assignments for your classroom teacher, and you have completed all of the Brain Teasers here on the 4th Grade AAPS Page, is to look at the Genius Hour Choice Board Activity presented below. Choose at least ONE of the activities to complete. We will share these when we return to school!
CHOICE BOARD Online Class.pptxPlease Take a Look at This Choice Board Activity to the left!
You can choose any project to complete while you are working at home. I know most of you are about halfway through with you Asia Research Project, and you may want to continue with it. Just remember that our notes and resources are all in the classroom, so it will be difficult to continue. That is why I am giving you the choice to do something completely different! Click on the Slideshow to the left, maximize it, and read through the pages. Send any questions to: teresa.timmins@student.dodea.edu
Extensions
If you have not completed the activity for March 30 (about Bar Graphs) then try to complete this:
Try this challenge if you have finished all of your required classroom work for your Homeroom teacher.
Using what you learned about Bar Graphs in your class lesson for Math, try to draw your own Bar Graph using the following information:
Mr. Adams made a list of the hours he spent gardening in June.
Week 1 : 3 hours
Week 2: 4 hours
Week 3: 6 hours
Week 4: 5 hours
**Remember to include labels for all parts of your Bar Graph. If you need assistance, go back to the Math Lesson about Bar Graphs from your second grade class site.
Materials: Paper, pencil, crayons
For those of you that have already made the Bar Graph for this problem: Did you know that you can design a Bar Graph for just about anything that you do on a repeated, regular basis? Think about an activity that you do often.......for example, maybe you love to read books. You might record how many pages you read each day (or each week.) If you were to keep a log, perhaps in a journal or a small notebook, or even on a sheet of paper, then you would probably be able to design a Bar Graph to show just how many pages you have read over a period of time.
Your Challenge:
Think of an activity you like to do.
Keep track of how often or how much you do this activity. Write down your DATA (numbers).
Design a Bar Graph, complete with labels, showing how much or how often you do this activity.
I think you will find that you can come up with many different types of graphs. You may want to collect data from family members.
If you have created and labeled a Bar Graph, send a picture or description of it to me at:
teresa.timmins@student.dodea.edu
Extensions
What do you think?
Half of Mrs. Hall's class of 20 students and half of Mrs. Brown's class of 26 students made the Honor Roll. The students say that the classes tied, because half of each class scored all A's. Are the students correct? Explain your reasoning.
(Just for Fun!)
Which 3 numbers have the same answer whether they are added or multiplied together?
Think you've got it? Send me your answer:
Extensions
Mrs. Harris presented a real-world problem to the 4th grade about multiplying Unit Fractions. She used a pizza as her example. Using what you now know, see if you can solve these problems:
Write each mixed number below as a product of a whole number and a unit fraction.
1.) 1 1/3 2.) 3 1/2
3.) 1 3/5 4.) 2 3/8
Explain how you found your answers.
Send your responses to Mrs. Timmins!
teresa.timmins@student.dodea.edu
Second Grade
1) Can you tell how many cubes
are stacked here in the picture?
Email your answer to:
teresa.timmins@student.dodea.edu
Third Grade
1) You need to purchase 3/4 of a yard of fabric from the craft store. When you arrive, you do not see any fabric pieces labeled 3/4 of a yard. You do, however, see many other labels. Which of the following labels is equivalent to 3/4 yard?
a. 1/2 yard
b. 6/8 yard
c. 3/9 yard
d. 1/4 yard
2) Explain how you know that the piece of fabric you chose is equivalent to 3/4 of a yard.
Email your responses to:
teresa.timmins@student.dodea.edu
Fourth Grade
1) Jennifer tried to write 2 x 2/3 as a whole number and a unit fraction (mixed number). Here is her work:
2 x 2/3 = 4/6
4/6 = 4 + 1/6
2 x 2/3 = 4 + 1/6
Do you agree with Jennifer's solution? Why or why not?
email your solution to:
teresa.timmins@student.dodea.edu
Shapes
When thinking about your Math Lessons about 2D and 3D shapes, which of the words in this set does not belong?
triangle
cube
square
octagon
pentagon
Please explain WHY it does not belong with the others!
Send your response to:
teresa.timmins@student.dodea.edu
Measurement
1) The frame for a picture you want to hang on the wall requires a nail that is between 3 inches and 3 1/2 inches. What length nail should you use?
a) 3 3/4 in.
b) 3/3 in.
c) 3 1/4 in.
d) 3 in.
Send your response to:
teresa.timmins@student.dodea.edu
Decimals and Fractions
1) How would you write each of these decimals as a fraction?
a) 1.4
b) 0.1
c) 2.9
d) 3.32
2) If John has 10 marbles and six of the marbles are orange while the rest are blue, how would you write decimals to represent each color of marble?
orange =
blue =
3) Explain how US currency (money) can be used to represent decimals and fractions.
Send your responses to:
teresa.timmins@student.dodea.edu
Equal Parts
Eggs usually come in a carton, with 12 eggs. This is called a dozen eggs.
1.) If you were to think about what a "dozen eggs" would look like, how could you divide it up so that you had a "half" dozen eggs? You can draw your egg carton on a piece of paper. Just make small circles for the eggs. To divide your egg carton in "half" just draw a line. I can think of two ways to divide an egg carton (a dozen eggs) in half. Can you?
2.) Now draw another carton of a dozen eggs. This time, divide the carton into thirds. How would that look?
3.) Now draw another carton of a dozen eggs. This time, divide the eggs into fourths. How would that look?
** If Mary boiled a "half" dozen eggs, how many eggs did she boil? If you think you know the answer, send me a quick email:
teresa.timmins@student.dodea.edu
Matching Fractions and Decimals
Part A.
Write the following fractions as a decimal:
1) 2/5
2) 18/25
3) 9/20
4) 3/25
5) 3/4
6) 1/20
Part B.
Now, write the following decimals as fractions. Please provide at least TWO fractions for each decimal.
1) .65
2) .5
3) .6
4) .20
Part C.
Explain how you found the decimal for 9/20 in Part A.
Elapsed Time Project
Once you have completed the
Day at Disneyland
Elapsed Time Schedule (below), email your schedule to:
teresa.timmins@student.dodea.edu
A Day at Disney Math.pptx
Bill and his mom measured his height using a tape measure. They measured from the floor to the top of Bill's head. His mom said that he was 51 inches tall according to the tape measure.
Using what you know about inches and feet, how tall is Bill in feet and inches?
A) _______ft. _______in.
Since you are learning about feet and inches in your Math Lessons this week, here is a super challenging brainteaser about measurement:
( Warning: this is super tricky, and I do not expect any of you to know how to solve this, so please don't stress over it! This is just for fun.....in case you need a little more challenge in your life!)
Jane went fishing and she caught an ENORMOUS trout that was 20 feet long plus 1/2 of its own length.
What was the total length of the trout?
If you can get this one correct, you will have earned the title of "Mathematician."
Send your solutions to the above problems to my email:
teresa.timmins@student.dodea.edu
Measurement
1.) Mr. Brown has a piece of yarn that is 19 inches long. He cuts off TWO pieces that are each 5 inches long. How many inches long is his piece of yarn now?
2.) Mr. Brown has two strips of paper, and each strip is the same length. When he places the strips end-to-end, they measure 18 inches long. How long is each strip of paper?
3.) Create a word problem about adding or subtracting lengths in centimeters. (Remember to provide the answer, too!)
Email your responses to:
This week's assignment is the Disneyland Elapsed Time Schedule from last week. Please see the slide show above (Week of May 4).
When you are finished, you should have: (1) a "schedule" showing all activities, start times, and elapsed times; (2) You should also be able to tell me the total elapsed times for: rides, eating, shows, shopping, and the total time spent all day at the park.
Email your schedule to me at:
teresa.timmins@student.dodea.edu
Have Fun!
If you have not yet finished your "Disneyland Schedule" from last week, please work on it this week. It is an important exercise in understanding and applying "elapsed time" to everyday events.
After you have sent your "Disneyland Schedule" to me, take a look at these riddles, and see if you can solve them:
**Read CAREFULLY!
1) I am a quadrilateral with exactly 1 pair of opposite sides that are parallel. What am I?
2) I am a quadrilateral with 4 sides that are equal in length and 4 right angles. What am I?
3) I am a quadrilateral with 2 pairs of opposite sides that are parallel, 2 pairs of sides that are equal in length, and 4 right angles. I am not a square. What shape am I?
4) Joe drew a shape and described it as a square. Kayla described the same shape as a rectangle. Luis described it as a rhombus. Can they all be correct? Please explain why or why not.
When you are finished, please email your responses to:
teresa.timmins@student.dodea.edu
Use Geometric Figures to draw each of the following:
1) A flower using 1 line segment and 8 rays.
2) A sidewalk using 2 lines and 6 line segments.
Anne was drawing a picture. She told her brother that her picture had an equilateral triangle and a quadrilateral with no parallel lines. He told her that was impossible because quadrilaterals must have at least one pair of parallel lines.
A) Who do you think is correct, and why?
Take a look at the Super-Brainteaser over in 2nd Grade, titled "Fishing."
See if you can solve it! It is tricky!
Rectangular Riddles
1.) I am a rectangle. My perimeter is 60 feet. My length is TWICE as long as my width. How much AREA do I cover?
2.) I am a rectangle, and my AREA is 80 square inches. My width is 2 inches shorter than my length. What is my perimeter?
3.) I am the fencing around the rectangular lion exhibit at the zoo. The lions have 1,000 square meters to roam around inside this rectangular area that is 15 meters longer than it is wide. What is the length of ALL the fencing around this exhibit (the perimeter)?
Email your responses to:
teresa.timmins@student.dodea.edu
