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Grade Four Multiplication and Division Array Video https://www.youtube.com/watch?v=c7UwNboK0I8 2 by 1 Digi t Multiplica tion : 2 Methods Method 1: Method 2 Fact Families ex: Divisibility Rules video: https://www.youtube.com/watch?v=M_SpFL_oyoA Long Division http://www.coolmath4kids.com/long-division/lo ng-division-lesson-1.html Helpful song: https://www.youtube.com/watch?v=JCq1XFDVZA4 A helpful way to remember the steps is : of long division Fractions, Decimals, and Percentages Numbers (Whole numbers up to 10 000) Adding and subtracting with regrouping adding with regrouping video: https://www.youtube.com/watch?v=Ci52wFV9nJk Shape and Space Transformation: Changing a shape using • Turn • Flip • Slide, or • Resize This is an example of a turn (rotational) transformation. Right Rectangular Prism: Right Triangular Prism: Congruency:two figures or objects are congruent if they have the same shape and size Line Symmetry: If you can reflect (or flip) a figure over a line and the figure appears unchanged, then the figure has line symmetry. The line that you reflect over is called the line of symmetry. A line of symmetry divides a figure into two mirrorimage halves. Statistics and Probability Pictographs: Bar Graphs: Measurement Read and record time using digital and analog clocks, including 24-hour clocks. Analog Area of regular and irregular 2D shapes regular: Digital Irr eg ula r: F Grade ive They Grade 5 Math curriculum outlines mathematical skills that students should know in the areas of : numeracy and computation, shape and space, statistics and probability, patterns and relations. Two ways that you can support your child throughout the entire year are to: ● give them time and space to practice basic facts in addition, subtraction, multiplication and division. ○ Some websites and online apps that can be used for this are: ○ https://xtramath.org/ ○ http://ca.ixl.com/math/grade-5 ○ http://www.factmonster.com/math/flashcards.html ○ http://www.mathplayground.com/ASB_Index.html ● use mathematical vocabulary in your daily interaction to increase their time to practice with math facts. Representation of number in multiple ways is a key skill in Grade 5 Math. When students can represent number in multiple ways, they develop a deeper understanding of number. Four ways that numbers can be represented are: Strategy Illustration Concretely: using manipulatives (blocks, shapes, people, etc… to show what a number is using objects Image Link: http://www.proprofs.com/quizschool/user_upload/ckeditor/base%20ten.bmp Pictorially: drawing a picture that represents the number Image Link: http://upload.wikimedia.org/wikipedia/commons/thumb/4 /4f/Cake_fractions.svg/2000px-Cake_fractions.svg.png Multiple forms: all numbers can be written in words, as a standard number (symbolically) and in expanded form Image Link: http://mcdn1.teacherspayteachers.com/thumbitem/PlaceValue-word-form-standard-form-expanded-form-0218103001387298364/original-1024620-1.jpg Symbolically: using mathematical symbols ½ 2m-6 12 x 4 = 48 Grade 5 students will work with the following learning goals. Below is an example, visual where possible, of the learning goal, along with a suggestion how you can engage your child in a dialogue about Learning Goal Example ❏ Show and describe numbers to 1 000 000. How this learning can be reinforced at home When you see large numbers in the news, ask you child what the number is. They should be able to say the number in words and r expanded form as well. Image link: http://www.mathatube.com/images/place -value-chart.gif ❏ Apply mental mathematics and estimation strategies. We use multiple strategies when it comes to metal math and estimation. The following websites have some examples that will be useful in exploring these outcomes. Estimate: a number close (not exact) to an amount or value, a good guess using what you know. Rounding: change an exact number to an easy to use number When you go for dinner, ask your child to estimate the total cost of the meal using a quick estimation strategy (like front end rounding). If you are laying carpet, sod, or building fence in your home, have your child help with the measuring. Before you take the actual measurements, talk about how long they think the yard is. After that is very close to the exact number 656 to H = 700. Front-end rounding: for larger numbers, round off to the first or second digit from the front e.g. 1 384 =1 400 . Compatible numbers: pairs of numbers you can easily work with in your head. measuring, discuss the reasonableness of their estimate. Website link: http://www.sd91.bc.ca/frenchj/My%20Pa ges/Math%20lessons/Numbers_Estimati ng&Rounding.html ❏ Solve problems and involving whole numbers and decimals. Problem solving process: ● Read the problem for understanding ● Highlight keywords ● Represent the problem (with a picture or diagram) ● Write an equation/number sentence and solve ● Write your answer in a complete sentence in words ❏ Describe and compare fractions and decimals. When baking, ask you child to do the measuring. Talk about what it means when they are adding ¾ cup of flour (3 parts of one whole cup). Tip: It is easiest to convert a fraction to a decimal when it is out of 10, 100 or 1000! Image Link: http://www.coolmath.com/sites/cmat/files /images/decimals04-02.gif ❏ Create equivalent fractions. Creating equivalent fractions in Grade 5 is the first step to converting fractions to decimals (in grade 5) and the precursor to reducing fractions to lowest terms in future math and science classes. When converting, multiply or divide the numerator and denominator by the same factor to create a fraction that has the same value. Image Link: http://www.helpwithfractions.com/wpcontent/uploads/2012/06/equivalentwhole.png Useful website: http://www.mathsisfun.com/numbers/frac tion-number-line.html ❏ Describe a pattern in order to make predictions. In this unit, students are asked to explore and recognize patterns with numbers and shapes in order to solve math problems and make predictions. Example: Is the pattern that you are working with increasing or decreasing. Useful website: Word problems using patterns. http://ca.ixl.com/math/grade-5/numericpatterns-word-problems ❏ Identify 90o angles. At home encourage your child to create their own patterns(digitally or on paper) and have you predict if it is increasing or decreasing. Together you can come up with problem questions relating to your pattern. This unit can be very creative and fun... you can use chalk to draw patterns on your driveway! Identify right angles in everyday life. Use the terms right angle, 90 degree angle. Discuss why it is important to have right angles in building (stability). Image Link: http://www.mathopenref.com/angleright.h tml ❏ Determine the relationship between area and perimeter in rectangles. When the area stays constant, the rectangle with the smallest perimeter is closest in shape to a square. Ask your child for help designing the dog run in the backyard or to measure the length of fence you have. When the perimeter stays constant, the rectangle with the largest area is closest to a square. At this level, students are not expected to know the formulas for Perimeter and Area, ❏ Measure length using mm, cm and m, volume using cm3 and m3, and capacity using mL and L. Useful website: http://www.mathsisfun.com/m easure/metric-volume.html http://www.mathsisfun.com/m easure/metric-length.html ❏ Write and solve onestep equations to solve problems with whole number solutions. Useful website: http://ca.ixl.com/math/grade5/calculate-probability Grade 5 is the first year that students are introduced to algebraic concepts (without using the word algebra). Students would be able to communicate an equation with one unknown and calculate the unknown. Image Link: http://i.ytimg.com/vi/1_hZStC9fM/maxresdefault.jpg To help your students ask them questions such as, “if we have 330 to spend between three people, how much money will each person get.” ❏ Describe and perform reflections, rotations and slides of 2-D shapes. Students can look for examples of transformations in company logos, nature, and around the house. ❏ Identify and sort rectangles, squares, trapezoids, parallelograms and rhombuses. The attributes of quadrilaterals are: equal sides, parallel sides, perpendicular sides, lines of symmetry and diagonals. Here is a silly video that can reinforce the meaning of each: https://www.youtube.com/watch?v= NKtJd1hkI9k Students should be able to look at a collection of shapes and sort them, using a venn diagram or carroll diagram. Useful Website: https://www.mathsisfun.com/quadril aterals.html Image Link: http://www.cbsenext.com/cbsesyllabus/learning-about-differentquadrilaterals-formative-assessment-inmathematics# ❏ Construct and interpret double bar graphs. Useful websites: To help understand this unit in more detail. http://www.softschools.com/mat At home, student can survey their family member about their favourite sports, food, movies etc., collect this data and graph it! This will help students relate the information on a personal level, therefore making it more memorable and useful to their learning. h/data_analysis/bar_graph/doubl e_bar_graph_maker/ Image Link: http://www.eduplace.com/math/mw/back ground/4/09/graphics/ts_4_9_wi-3.gif Video: https://www.youtube.com/watch ?v=LatAjomePxQ ❏ Use experimental or theoretical probability to solve problems. Useful website: Extra Practice! http://ca.ixl.com/math/grade5/calculate-probability At home, have students observe family members as they play board games. Apply probability terms and knowledge to make predictions and further strengthen their understanding of probability concepts. Image Link: https://www.mathsisfun.com/data/images /probability-line.gif Grade Six Number ● ● ● understand and use place value ○ Students should be cognizant of place value from the millions to the millionths. ○ determine factors (e.g., 6 is a factor of 24) and multiples (e.g., 45 is a multiple of 9) to solve problems describe how decimals, fractions, ratios and percents are related. ○ 1/10 = 0.10 = 10% = 1:10 - These are all the same (equivalent). Patterns and Relations (patterns), (Variables and Equations) ● ● ● use graphs and tables to show number patterns and solve problems ○ EX: A ski club charges $10 to join and 5$ per ski trip. How much would Johnny have to pay to go on 7 trips this winter? What is the number rule to figure out the cost of any amount of visits? Solution: 5x+10 Visit (x) Fee 1 15 2 20 3 25 4 30 identify the role of a variable and solve algebraic equations. ○ ex: 3x=12 - the variable x represents a number that can change. write and solve equations that represent problems or patterns. ○ Create an equation to find answers to a problem that could have a variety of variables. ○ Ex: A ski club charges $10 to join and 5$ per ski trip. How much would Johnny have to pay to go on 7 trips this winter? 10+5x x= the number of trips 10+5x7 Answer: 45$ Shape and Space (measurement), (2D-3D shape), (transformations) ● classify, measure and draw angles and triangles ● ● ● ○ generalize the sum of interior angles for triangles and quadrilaterals ○ The sum of the interior angles in a triangle equals 180 degrees. ○ The sum of the interior angles in a quadrilateral equals 360 degrees. construct and compare triangles ○ successfully and accurately use a protractor to measure and create angles. describe and compare the angles and sides of regular and irregular polygons ○ Regular polygon- all sides and angles are the same. ○ ○ ● ● Irregular polygon- sides and angles are not all the same. ○ develop and apply formulas for the perimeter of polygons, the area of rectangles and the volume of right rectangular prisms. ○ Area= Length x Width ○ Volume= Length x Width x Height ○ Perimeter= sum of all sides plot whole number points on a grid ○ ● understand that the X axis runs horizontally, Y vertically. perform reflections, rotations and slides in combination on a 2-D shape (See example below): STATISTICS AND PROBABILITY (Data Analysis), (Chance and Uncertainty) ● use line graphs to present and interpret information ● ○ collect and analyze data to graph and solve problems ○ Use questionnaires, observation, experiments understand the differences between experimental and theoretical probability ● Math FAQ: http://education.alberta.ca/teachers/program/math/parents/links.aspx ●