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:
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 (:
Mrs. Smith (:
