In Module 5, students begin their learning about fractions by being able to identify fractions and partition fractions. Students will look at pictures of shapes and identify how many equal pieces are in the shape, denominator and the number of piece shaded, numerator. Once students are able to identify fractions they then will start comparing fractions. To compare fractions, students will put fractions on a number line. Last, students will make equivalent fractions or fractions that are the same amount but different denominators.

In Module 4, through exploration students will work with square units (square centimeters and square inches) to create rectangular arrays with the same area, but different side lengths. Eventually, students will begin to relate total area with the multiplication of side lengths and recognize that side lengths are an important part in determining the area of a rectangle. By the end of the module students will learn that they can break apart irregular shapes into different rectangles to solve for the area of the shape.

Students work hard in partners to solve the area of various problems!

In Module 3, students  build on their knowledge of  multiplication and division that they learned in Module 1. We begin the module  by revisiting the commutative property--which is the switching of the factors in a multiplication problem. Then students are introduced to the distributive property--which is breaking apart one of the factors into friendly numbers and the multiplying. Last students are introduced to the associative property-- which is using parenthese to help structure a multiplication problem. During this module, students will focus on specific factors and learn strategies to help them efficiently solve the problem using those strategies.

In math this week, we were reviewing all the strategies for solving multiplication that students have learned. This will help us next week when we start Module 3 which builds on our learning from Module 1.

To review, students made a multiplication equation by picking two factors. Once students had their equation, they began to solve it through various models: equal groups, array, skip-counting, repeated addition and a number-line.

In math, we have learned how to solve addition and subtraction problems various strategies and models. We have also learned how to round numbers to both the hundreds and tens place.

 Now we are reviewing these new skills we have learned by working with a partner at different stations that have real-life problems. 

September 1st - October 3rd

In Module 1, students learn and use the language of multiplication as they understand what factors are and differentiate between the size of groups and the number of groups. Students are also introduced to the connection between multiplication and division.   

In this module, the factors 2, 5, and 10 provide an entry point for moving into more difficult factors in later modules. We practice fact fluency with the factors of 2, 5, and 10.

In math, we have learned how to solve multiplication problems using pictures. Now we are working on how to fluently answer multiplication problems in our head.

This week we used Google Sheets to solve multiplication problems that will reveal a mystery picture!

Students displayed their learning of different multiplication strategies by drawing a picture on leaves that match their multiplication problem.