Monday
Shaw-
McNeal-
Moser-
In Mr. Shaw's homeroom,
In Mrs. McNeal's homeroom,
In Mr. Moser's homeroom,
STUDENT MATH HANDBOOK
Tuesday
Shaw-
McNeal-
Moser-
In Mr. Shaw's homeroom,
In Mrs. McNeal's homeroom,
In Mr. Moser's homeroom,
STUDENT MATH HANDBOOK
Wednesday
Shaw- No Homework
McNeal- No Homework
Moser- No Homework
In Mr. Shaw's homeroom,
In Mrs. McNeal's homeroom,
In Mr. Moser's homeroom,
STUDENT MATH HANDBOOK
Thursday
Shaw-
McNeal-
Moser-
In Mr. Shaw's homeroom,
In Mrs. McNeal's homeroom,
In Mr. Moser's homeroom,
STUDENT MATH HANDBOOK
Friday
Shaw-
McNeal-
Moser-
In Mr. Shaw's homeroom,
In Mrs. McNeal's homeroom,
In Mr. Moser's homeroom,
HANDBOOK
|
|
Conferences
Please feel free to call me with questions in
regards to the
mathematics program. I enjoy
talking about it. Also, I encourage you to sit
down with me and discuss how your child is
progressing. Below is a list of times that I am
available to talk. If you have any questions,
leave me a message on my voicemail or
shoot me an email
, and I will get back to
you.
12:50pm to 1:15pm- Monday through Friday
2:45pm to 3:30pm- Monday through Thursday
Questions to Ask Your Child
What is the problem asking you to figure
out? Does this remind you of other problems?
What part of the problem do you already
know how to solve? How would drawing a
picture or diagram help you? Can you explain your thinking to me? How did you get
that answer? Where did those numbers come
from? Why did you solve the problem this
way? Is there another way to solve this
problem?
Listed below is one, of many possible,
strategy that relates to subtracting through
place value. Refer to the Student Math
Handbook, pages 10 through 13, for more
strategies.
12,304 - 4,879=
Est: 12,000 - 5,00= 7,000
12,304 - 4,000= 8,304
8,304 - 800= 7,504
7,504 - 70= 7,434
7,434 - 9= 7,425
Listed below are a few, of many possible,
strategies that relate to multiplying through
place value. Refer to the Student Math
Handbook, pages 14 through 36, for more
strategies.
34 x 28
Est: 30 x 30= 900
*There are many different estimations for
any equation. The teaching point is to make
sure that you know why you think that your
estimation is correct. Your estimation should make sense in relation to the actual problem.
Obviously, the stronger the student, the
closer the estimation will be to the exact
answer.
34
x 10= 340
34 x 10= 340
34 x 8= 272
680 + 272= 952
34 x 20= 680
34 x 4= 136
34 x 4= 136
680 + 272=
952
10 x 28= 280
280 x 3= 840
4 x 28= 112
840 + 112= 952
Student Math Handbook
The Student Math Handbook pages that I list
each day on this web site corresponds to what
we covered or will be covering during the
entire Unit. In the top right hand corner of
each Student Activity Book page, there is a
small blue not titled "SMH." There, is listed
the page that directly corresponds to the
homework page that has been assigned as
homework.
Parents
Throughout the course of the school year, I
encourage you to support your child while
they are becoming familiar with every
multiplication combination through 12x12.
It is my advice to practice these at home when
you can. Each child has created a list of the
combinations that they do not have
memorized. If your child does not have some
of these memorized, focus on their first steps
(sometimes referred to as "clues") listed
underneath the combination, as a starting
point.
Assessments
We will have two types of assessments this
year in Math class. The first type are called
Formative Assessments. Formative
Assessments happen frequently. They
are worth less points, and they may be
retaken as many times as the student wishes.
Basically, they are my way of gauging where
each child stands in regards to the material
that has recently been covered or covered in
the past. It is important to know that
Formative Assessments may come in the form
of my observations during class. When this is
the case, your child will not bring home a
graded assessment. However, it will show up
as part of their overall grade for the quarter.
Your child's Verbal Explanation grade is a
Formative Assessment.
The second type of assessment are called
Summative Assessments. These are given at a
less frequent rate. They are usually given in
the middle and
at the end of a unit. They are
worth a lot of points, and they may not be
retaken.
Concepts/Vocabulary
Throughout the course of this school year we
will be looking at and strengthening the
concepts listed below. As we define these
together in class, in our own words, I will post
the definitions.
Keep in mind that these are
not the only concepts that we will explore
throughout the course of the year.
Sum- the answer to an addition problem.
Difference- the answer to a subtraction
problem.
Quotient- the answer to a division problem.
Steps for Collecting or Gathering Data
* Come up with a question that you want to
research. This is referred to as a hypothesis
in science.
* Choose a time and place to collect the data.
* Collect the data.
* Create a graph to display the data.
* Interpret the data. What does it tell us?
Clear and Concise- solving a problem with
a few steps and not a whole bunch of steps.
For example, instead of skip counting 13
times, we can multiply the number by 13.
Array- an arrangement of items in equal
rows and equal columns.
Factors- the number that you skip count by to
get to the destination number. Two or more
whole numbers that you multiply to get to the
product. For example, 1, 2, 4, 5, 10, 20, 25, 50,
100
are factors of 100 (1 x 100, 2 x 50, 4 x 25,
5 x 20, 10 x 10).
Multiples- the number that you land on when
you skip count. The answer to whole numbers
being multiplied together. For example, some
multiples for 14 are the following: 14, 28, 42,
56, 70, 84, 98, 112, 126, 140.
Prime Numbers- a number that only has two
factors (1 and itself). All prime numbers are
odd except for the number 2.
Also, not all
numbers are prime. The following is a list of
a few prime numbers:
2, 3, 5, 7, 11, 13, 17,
19, 23, 29, 31.
Composite Numbers- a number that has more
than one factor pair or more than two factors.
Square Numbers- a number that you can
make a square out of. A square is a
parallelogram that has
four congruent side
lengths and four right angles. For example,
1 (1 x 1), 4 (2 x 2), 9 (3 x 3), 16 (4 x 4),
25 (5 x 5) are examples of square numbers.
Polygons-
Congruent-
Range-
Mean-
Median-
Mode-
Outlier-
Cluster/Clump-
Isosceles Triangle-
Scalene Triangle-
Equilateral Triangle-
Obtuse Triangle-
Right Triangle-
Acute Triangle-
Net-
Volume-
Surface Area- Perimeter-
Parallelogram-
Rectangle-
Rhombus-
Square-
Trapezoid-
Line-
Line Segment-
Ray-
Intersecting-
Perpendicular-
Parallel-
Skew-
Vertex-
Right Angle-
Acute Angle-
Obtuse Angle-
|
|
