We are continuing our study of fractions by looking at strategies to compare fractions including using benchmark fractions (such as 1/2), finding common denominators, and using other relationships we know about numbers to help us compare. We played a variety of games to help practice comparing fractions and explaining which fraction is greater.
This week we started exploring fractions. The main focus was on finding equivalent fractions. The students used fraction tiles, pictures/drawings, number lines, and computation (multiplication and division) to find equivalent fractions.
We have started our study of fractions. After reviewing what we know about fractions (i.e., what the numerator and denominator mean, how to represent fractions with numbers and pictures, etc.), we have jumped into exploring equivalent fractions.
Here are some games that can be used to practice finding equivalent fractions: http://www.mathplayground.com/Triplets/Triplets.html http://illuminations.nctm.org/Activity.aspx?id=3510 http://nrich.maths.org/8283 Click here for the link to the Soda Santa picture.
In math, we have been focusing on multi-digit multiplication--in isolation and within story problems. The students were exposed to a variety of different multiplication strategies, and they were encouraged to find at least 2 different strategies that make sense and worked for them. One reason it is important to have more than one option for multiplication is because students can check their work if they solve the same multiplication problem 2 different ways and get the same answer both times. We played some math card games to get kids thinking about how to make the largest or the smallest product given the cards they had. In order to practice solving for area and perimeter in a real-world context, the students pretended to be architects designing a home for a client. It was impressive to see how the students used logic to design the home in a way that made sense. For example, many thought to put the bathroom near the bedrooms.
,In math, we have been talking about area and perimeter: what is area, what is perimeter, and what are the formulas for area and perimeter. We read Spaghetti and Meatballs for All! a mathematical story that introduces a dilemma of planning rectangular seating arrangements so that all of the guests to a party can sit. When looking at the number of people who can sit at a table arrangement, we were looking at perimeter. The next day we focused on building rectangular seating arrangements with set numbers of square tables to work on area of rectangles. Here are some photos of the students using square color tiles to experiment with area and perimeter of rectangles: |
Miss Messenger
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