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 (: