Math (1st Nine Weeks)
Students create a math journal for each new concept introduced in math class. Included in the journal are notes and examples of each standard represented. Students may bring home the journal any night, but must remember to bring them back to class EVERYDAY!!!
Place Value
Standard One: Identify the place value names and places from hundredths through one million.
Standard Two: Equate a number's word name, its standard form, and its expanded form.
Study the place value chart through the hundred millions. Practice writing numbers in standard, expanded, and word forms.
Example:
45,236,786 (standard form)
forty-five million,two hundred thirty-six thousand,seven hundred eighty-six (word form)
40,000,000 + 5,000,000 + 200,000 + 30,000 + 6,000 + 700 + 80 + 6 (expanded form)
HW: Have your student describe the location of the decimal point along with the tenths and hundredths place by sketching the chart above and adding the new features.
Place Value to the 100,000 place
PV- You set the number of digits
Rounding
Standard Three: Round numbers to the nearest ten, hundred, or thousand.
As the saying goes, "4 or less, give it a rest; 5 and above, give it a shove."
How do I round numbers to the determined place value?
-Locate the digit in the place value that is being rounded. Look at the digit (neighbor) to the right. If the digit is 4,3,2,1,or 0, then the digit in the place value stays the same. If the digit to the right of the place value is a 5,6,7,8,or 9, shove the digit in the place value to the next digit. ***All digits after the place value turn into zeros.
Example:
Round to the nearest 1,000.
35,789 = 36,000 ("neighbor" to the right is a seven; shove the place value digit up to a six and turn the numbers after it into zeros.
ONLINE PRACTICE with place value:
http://www.thatquiz.org/tq-c/math/place-value/
http://www.thatquiz.org/tq-c/math/place-value/
http://www.mathwire.com/whohas/whohaspv.pdf (print at home and play)
Algebra
Standard Four: Understand and apply patterns and rules to describe relationships and solve problems
-students work on input/output tables to determine an increase or decrease in value and how much the value changes.
http://www.mathwire.com/games/algebragames.html
Click on the link above to create your own input/output game as a family.
Example #1:
This table shows the relationship between weeks and days.
|
Weeks |
Days |
|
1 |
7 |
|
2 |
14 |
|
3 |
21 |
|
4 |
28 |
|
5 |
35 |
How many days are there in six weeks?
A. 40 B. 42 C. 45 D. 48
What is the rule of the pattern? Is it increasing or decreasing? By how much?
Example #2:
Use the following table to answer questions 1-4.
|
X |
Y |
|
1 |
3 |
|
2 |
6 |
|
3 |
|
|
4 |
12 |
|
|
15 |
1. What is the rule for the pattern in column X?
2. What is the rule for the pattern in column Y?
3. What is the relationship/pattern between the numbers in column X and the numbers in column Y?
4. Fill in the missing values in the table.
Standard Five: Represent unknowns using symbols such as a "square" and a "triangle". By using "square" or "triangle", actually draw one of these shapes to represent the unknown number or value.
http://www.mathplayground.com/AlgebraEquations.html ( may be a little advanced but good practice)
Standard Six: Write and evaluate mathematical expressions using wymbols and different values.
Click here for a demonstration on Variables and Expressions: Variables and Expressions
Example #1:
"Five fewer than a number" is written as: n-5 OR "square" -5
Practice:
"Three less than a number" is: "Seventy-eight more than a number" is:
"Nine divided by a number" is: "A number times 7" is:
Example #2:
Write a number sentence or expression to illustrate the following word problem. Use the symbol of a square or a triangle to represent the unknown number:
Sam had 8 books to reutrn to the library. His father asked him to return some of his books, too. Altogether, Sam returned 11 books to the library. How many of her father's books did Sam return?
What part of the word problem does the square or triangle represent?
Order of Operations
Standard Seven: Compute using the order of operations including parentheses.
Example: 60-(5 x 10) answer= 10
-Read the expression from left to right. Solve by using the proper order of operations (rules for solving problems). Remember: P, M, D, A, S. "Please Make Dinner AfterSchool"
Click here to view a demonstration of Order of Operations: Order of Operations
Multiplication
Standard Eight: Solve problems involving multiplication of 2- and 3-digit numbers by 1- or 2-digit numbers.
-Ask your students about the story of "Grandpa and Grandma" when solving multiplication problems.
-We practice the traditional algorithm for solving multiplication problems and the partial product method.
Example of partial product: 46
x 32
1. 2 x 6= 12 2. 2 x 40= 80 3. 30 x 6=180 4. 30 x 40= 1,200 5. Add up all of the products to get the final product answer: 12 + 80 + 180 + 1,200= 1,472
Click here to review the partial product method: Partial Product Multiplication
Click here to review area models of multiplication: Area Models of Multiplication
Area Models of Multiplication #2
Other fun multiplication websites:
http://www.multiplication.com/
http://www.mathplayground.com/games.html
Division
Standard Nine: M4N4. Students will further develop their understanding of division of whole numbers and divide in problem solving situations without calculators.
a. Know the division facts with understanding and fluency.
b. Solve problems involving division by 1 or 2-digit numbers (including those that generate a remainder).
c. Understand the relationship between dividend, divisor, quotient, and remainder.
d. Understand and explain the effect on the quotient of multiplying or dividing both the divisor and dividend by the same number. (2050 ÷ 50 yields the same answer as 205 ÷ 5).
Long Division #1 (video)
Scaffold Method #1 (Chunking Method)-video demonstration
Scaffold Method #2 (Chunking Method)-video demonstration
Perimeter
The distance around a closed figure.
http://www.shodor.org/interactivate/activities/PerimeterExplorer/
http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html
http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw41374
Math Vocabulary
number expressions variables symbols equations value digits rounding array product factors
quotient divisor dividend