Week of 10/31/11-11/04/11

5th Grade - Use multiplication to solve problems involving whole numbers (No more than three digits times two digits)

This week, we wrapped up solely focusing on multiplication. If students are missing questions, I have noticed that it is primarily due to one or two reasons.
1. They have not memorized their multiplication facts! I have asked the students to study their multiplication facts every night for at least 15 minutes. Additionally, we take a Mad Minute quiz every day during intervention. Students are working towards passing all 12 multiplication quizzes.
2. They are not adding a "place holder" (X, 0, Oscar) when they move to the second line of their multiplication.

Please work with your student(s) on practicing their multiplication at home.


4th Grade - Add and subtract decimals to the hundredths place using concrete objects and pictorial models

This week, we wrapped up adding and subtracting with decimals. We practiced word problems where students had to decipher whether they were required to add or subtract. If students are struggling, it is normally due to the following reasons.
1. When adding, they forget to "carry a 1" when necessary.
2. When subtracting, they borrow incorrectly.

Please work with your student(s) on practicing their adding and subtracting at home. Additionally, I have asked all of the students to study their multiplication flashcards at home every night for at least 15 minutes.


3rd Grade - Select addition or subtraction and use the operation to solve problems involving whole numbers through 999

This week, we continued to work on adding and subtracting. As a whole, the students are doing very well with adding. However, we are still struggling with subtraction. We are practicing borrowing over and over.

Please work with your student(s) on practicing subtraction with borrowing.


2nd Grade - Read a thermometer to gather data

This week, we did an extension of number lines and began looking at thermometers. The students are still struggling with reading a thermometer when it does not count by 1s. Therefore, we are working on counting by 2s, 5s, and 10s.

Please work with your student(s) on skip counting at home. (By 2s, 5s, and 10s)


1st Grade - Identify, describe and extend concrete and pictorial patterns in order to make predictions and solve problems

This week, we wrapped up patterns. Students have been practicing identifying what type of pattern is in front of them. (AB, ABC, AAB, ABB, etc...)

Please work with your student(s) on writing their numbers at home. We are practicing this everyday during intervention. Students are asked to write and identify their numbers up to 50.

Week of 09/12/11 - 09/16/11

5th Grade - Adding and Subtracting with Whole Numbers and Decimals (through thousandths)
4th Grade - Adding and Subtracting with Whole Numbers and Decimals (through hundredths)

This week, we began adding and subtracting numbers, a fairly familiar task for fifth and fourth grade students. I noticed that the majority of our errors come from two main areas.
For example:

1. Not lining up our decimals. Students have to line up their numbers/decimal points before they begin their addition or subtraction.

2. Not borrowing correctly during subtraction. Please try to find time to work with your students on this at home. We will continue practicing here at school, but any extra reinforcement would be greatly appreciated. 

3rd Grade - Number Lines

This week, we practiced identifying points on a given number line. Not every "tick mark" on the number line is labeled, so students had to identify patterns on the number line to determine the missing labels.

For example:

Identify and label all of the points on the number line below.

Students were asked to identify all of the points on the above number line. Even though P, R, and S do not have labels, we discussed how if we skip count by 5's, we can find the missing numbers! 

(Answer: P-45, Q-50, R-55, S-65)

2nd Grade - Fact Families (in addition and subtraction)

This week, we reviewed fact families in addition and subtraction. Given a set of three related numbers, students were asked to write all of the fact family members. 

For example:

Write all the fact family members for the given set of numbers: 4, 6, 10

Using the numbers above, student should be able to produce two addition sentences and two subtraction sentences. We discussed how the largest number will always come at the END of our addition sentences, and at the BEGINNING of our subtraction sentences.

(Answer: 4 + 6 = 10, 6 + 4 = 10, 10 - 4 = 6, 10 - 6 = 4)

1st Grade - Patterns in the Hundreds Chart (to 30)

This week, we identified patterns on our Hundreds Chart. The purpose of this activity was to help the students gain number sense and placement. We extended the activity by removing several numbers from the chart and practicing identify those missing numbers as quickly as possible.
For example:

Numbers that end in '1' are always in the first column. Numbers that end in '2' are always in the second column. Numbers that end in '3' are always in the third column. Etc...
Numbers that start with '1' are in the first row. Numbers that start with '2' are in the second row. Numbers that start with '3' are in the third row. Etc...

Please continue to work with your student at home on counting and writing our numbers.

Mrs. Smith (:

Week of 09/05/11 - 09/09/11

Here is what we focused on in Math this week…

5th Grade - Place Value (Whole Numbers and Decimals)

Whole Numbers: Through HUNDRED BILLIONS

Decimals: Through THOUSANDTHS

Students worked on pronouncing both whole numbers and decimals correctly. We practiced comparing and ordering these numbers, as well. Given a list of 5-7 numbers, they were asked to order them from Greatest-to-Least or Least-to-Greatest.

4th Grade - Place Value (Whole Numbers and Decimals)

Whole Numbers: Through HUNDRED MILLIONS

Decimals: Through HUNDREDTHS

Students worked on pronouncing numbers, both whole numbers and decimals, correctly, comparing, and ordering. Given a list of 5-6 numbers, they were asked to order them from Greatest-to-Least or Least-to-Greatest.

3rd Grade - Place Value through HUNDRED THOUSANDS

We practiced comparing and ordering numbers. Given a list of 4-5 numbers, they were asked to order them from Greatest-to-Least or Least-to-Greatest.

2nd Grade - Adding Numbers up to 18 (with counters)

Students were given an addition sentence, such as “2 + _____ = 5”, and they were expected to figure out the missing number. This proved to be very difficult for some students because they automatically wanted to add 2 + 5 = 7, and then write 7 in the blank. To combat this problem, I have instructed the students to always go back and check their work after each question. The majority of the time, they recognize their error and get back on track.

1st Grade - Number Recognition up to 30

Students practiced counting and writing their numbers up to 30. The majority of the students were able to count to 30 with little-to-no hesitation. However, they did have difficulty when asked to point to a designated number on our Thirty Chart in class. Many students would have to count all the way from 1 to identify the number, opposed to simple pointing directly at it. Because of this, I have put a great deal of emphasis on writing our numbers this week, and in the coming weeks, in an effort to become more fluent with our recognition.

Mrs. Smith (:

Week of 08/29/11 - 09/02/11

This week, we said 'good-bye' to our First Week of School Jitters and got into the full-swing of things! Here is what we focused on in Math this week...

5th Grade - Place Value through HUNDRED BILLIONS
4th Grade - Place Value through HUNDRED MILLIONS
3rd Grade - Place Value through HUNDRED THOUSANDS

Students practiced and reviewed the different ways we can represent a number, including:
1. Standard Form = Just the normal numbers (ex. 67)
2. Expanded Form = Stretch and add each place's value (ex. 60 + 7)
3. Written Form = Using our words (ex. sixty-seven)

Please find the time to review these once again with your student.


2nd Grade - Adding Numbers up to 18 (with counters)

Students practiced building two separate numbers with cubes, and then "combining" those numbers to come up with a new number. We used vocabulary such as 'plus' and 'add'.
(I noticed that a lot of students were getting questions incorrect by only 1 or 2 numbers, due to the fact that they were not taking their time and checking over their work.)

Please find the time to practice adding with every day objects around your home, and then writing the correct addition sentence on a piece of paper or sticky note.


1st Grade - Number Recognition up to 30

Students practiced putting flashcards numbered 1-30 in numerical order.

You can make these simple flashcards and use them to continue practicing at home. Simply cut up thirty pieces of paper or note cards, number them 1-30. (ex. 1, 2, 3 etc...) On the back, write the corresponding number in word form. (ex. Front: 1 / Back: one)

Mrs. Smith (:

Wrapping Up Summer Vacation

Happy Summer!

Sadly, our vacation will soon come to an end. As teachers, we all look forward to the students filling the halls and classrooms of the building once again. Until then, please encourage your student to spend the remainder of their summer vacation brushing up on their multiplication facts!!

On the right side of this page, I have provided some handy links...

1. Under "Useful Links", click on "Printable Flash Cards" to access multiplication flash cards you can print off at home for your student to practice with. I encourage your student to spend at least 15 minutes studying each day.

2. Under "Online Math Games", Click on ANY of the provided links to access TONS of FREE math games. (Your student has fun playing games while REALLY learning!)

I look forward to seeing all of you at Meet The Teacher night in a few weeks!

Mrs. Smith (: