Welcome to my math blog! The purpose of this blog is to help you stay informed about our learning and experiences that have taken place during our math class. I have also included links your child (and you) may want to use in order to supplement math learning in 5th grade.

## Friday, August 30, 2013

### We made it through our first week!

This will be the last post that walks you through the warm up page that I use at the beginning of each class.  However, it is not the end of the pages!  Your child will complete one a week, so look for them in yellow folders on Wednesdays.  If you ever have any questions, please email me so that I can clarify the work we have done in class.

Today we filled in the fifth square for the 5th day of school.  We found its decimal (0.05), equivalent decimal (0.050) and fraction (5/100).  We then determined the factors of five to be 1, and 5.  This led to the conclusion that 5 is prime.  We then determined that the greatest common factor (GCF) of 5 and 100 is 5.  Therefore, we can simplify the fraction by dividing both the numerator and denominator by 5.  Our equivalent fraction is 1/20.

New today was working with volume.  We drew a rectangular prism and labeled its measurements.  Then we took out the 5th Grade Mathematics chart and found the formula for the volume of a rectangular prism and recorded it on our sheet.  Now we assigned each variable (letter) its value (8 x 30 x 13) and solved for the volume.  We found the volume to be 3,120 cm cubed.  We discuss that cubed means that we are filling our rectangular prism with cubes.  Volume is how much the prism can hold in cubes.

Finally, we explored the idea of working backwards when solving a word problem.  This is an interesting concept because you have to begin with the last sentence of the problem and work sentence by sentence backwards.  So, not only do you read the story backwards, you also have to do the opposite of what the operation tells you to do.... whew!  This is why we will do this type of problem once a week for a while!

We spent the remaining time completing our Math About Me figures.  I will have them on lockers Monday, because I need the weekend to read through them and learn a little more about my students!

Remember, we will have more homework assignments in math beginning next week as we begin to work through my math curriculum with a vengeance!

Enjoy your long, Labor Day weekend!  Don't forget to visit Dove Fest.  The parade is tomorrow morning at 10:00!

## Thursday, August 29, 2013

### Math About Me (Day 2)

Today we began by shading in our square for day 4.  We found the decimal (.04), the equivalent decimal (.040), the fraction (4/100) and then found the factors of 4 (1, 2, 4) to help us determine if we could simplify (divide) or if we needed to create an equivalent fraction (multiply).  Once we discovered the factors of 4, we were able to conclude that 4 is a composite number (has more than 2 factors).  We were then able to locate the greatest common factor of 4 and 100 (4).  The conclusion was that we could divide both our numerator and denominator by 4.  We panicked a little when asked to divide 100 by 4, but relaxed when we realized that 100 is like money.  If we have a \$1.00 and exchange it for four coins, each coin is worth \$.25.  Therefore, 100 divided by 4 is 25!

Our new topic today involved converting measurements.  We needed to find out how many ounces are in 4 lb 6 oz.  We did this by creating proportions.  It's a little hard to verbally explain, but you can see the example and how we solved it.

Finally, we worked with a t-chart, coordinate plane, and algebraic expression.  We discovered that you can discover the pattern in a t-chart, and write the pattern as an equation, and use the t-chart as coordinates to place on a coordinate graph.  Basically, we used a t-chart to create a number line!

We were able to work on our Math About Me projects, but were unable to complete them.  So... WE WILL finish them tomorrow!!!  I can't wait to see them on lockers!

We also gathered data about the student's favorite restaurants in Hamilton.  We will use this information to create a graph at the end of the hall.  The data will be used next week to determine range, mean, median, and mode.

There is no math homework this evening.  However, starting next week, expect to see more assignments coming home in math!

Also, we will be having a Parent Meeting on Tuesday, September 10 at 6:00 in the Elementary Cafeteria.  Not only will we be discussing The Outdoor School trip in October, but we will also answer any questions you may have about your child's year in 5th Grade!

## Wednesday, August 28, 2013

### Math About Me (Day 1)

We began our day much the same as yesterday.  We colored the 3rd square in our hundredths square.  Then we wrote the decimal (.03), the equivalent decimal (.030), and found the fraction of squares shaded in (3/100).  We then found the factors of the numerator (3).  The factors of 3 are 1, 3.  We realized that this meant that 3 is another prime number.  We noted this on our page and then went to our journal to add this information to our Prime or Composite page.

Next, we compared the factors of 3 (1, 3) to those for 100 (1, 2, 4, 5, 10, 20, 25, 50, 100).  We found that the only factor that 3 and 100 have in common is the number 1.  We discussed that when we divide anything by one it does not change.  So we determined that we cannot simplify our fraction by division, instead we need to generate an equivalent fraction using multiplication.  We also learned that we can choose any number.... say 5.  So when we change a fraction into an equivalent fraction using multiplication, all we need to do is multiply BOTH the numerator and denominator by the same number.  This made an equivalent fraction for  3/100 = 15/500!

Now we moved on to area.  We located the formula for Area of a rectangle (A=LxW) on our 5th Grade Mathematics chart.  We solved for the area of a rectangle with a length of 28 yd and a width of 8 yd.  The are is 224 yd squared.  We then talked about what "squared" means and used our knowledge to determine that the first square number we have worked with is the number 1.  1 x 1 = 1, therefore it is square (both sides are equal).

We now worked on Place Value.  We used today's date to make the number 8,282,013 (standard form).  A student read the number aloud, using the periods to help break the number into manageable parts (units, thousands, millions) while we wrote the words (word form).  Finally, we took this number and turned into expanded form.

To finish our day, we spent some time making the body for our Math About Me project.  We are going to use a cowboy and cowgirl to showcase our math facts.  It goes with our AWE theme of Saddle Up for Success!  We were only able to get the body cut out and the head and boots colored and cut out before time was up.  We will finish this project tomorrow and display them on the lockers.

## Tuesday, August 27, 2013

### Tuesday's Class (8-27-13)

This is the math page we begin with each day.  Today we shaded in the 2nd square of the 100 table.  Then we represented this model as a decimal and its equivalent decimal.  Once we had determined the model's fraction we discussed the need to simplify that fraction in order to find the equivalent fraction.  This led us to a discussion of factors.  We determined that the number 1 has only 1 factor.... 1.  Then we found the factors of 2... 1, 2.  We noted that from our spelling list this morning, we had defined a prime number as a number that has only two factors, one and itself.  So we looked more closely at the number 1.  It has only one factor, therefore it cannot be prime AND it cannot be composite (a number that has more than two factors).  We made note of this UNIQUE fact at the top of the page.    We also noted that 2 must be prime because it has only two factors.

This led to a new journal page where we will be keeping track of prime and composite numbers.  You will notice that the 1 is blacked out, that is because it is neither prime nor composite (which we noted at the bottom of the page).  We also decided to color our prime numbers orange and our composite numbers purple (my two favorite colors).

We went back to our warm up page where we solved an elapsed time problem.  We will do this type of problem once a week since many students forget that we are working with time.  When you work with time and borrow from an hour, you are borrowing 60 minutes.... not the 10 they are used to carrying over!

Next we went and visited the bar graph that was created using the student's birthdays.  (I do have to admit .... shamefacedly.... that two students were accidentally left off the graph... I am so sorry!)  While at the graph we gathered the data of the number of birthdays in each month and wrote it on our warm up page.

I explained that we were going to work with the data and find the range, mean, median, and mode of the data collected.  My students usually know how to find the range, mean, median, and mode by the end of the year.... they just forget which is which.  Luckily, I found this poem on Pinterest and decided to give my students a copy for their journal:

We used this riddle to help us determine the range, mean, median, and mode of the data:

It was quite a mathematical day!  We were introduced to and reminded of all kinds of mathematical words:  equivalent decimal, simplifying, equivalent fraction, products, factors, prime, composite, range, mean, median, and mode.  These will all be added to my word wall tomorrow!

To finish off our day, I asked the kids to write down 10 math facts about themselves to use in a project.  Examples that I gave were:

• My birthdate is 6-16-69
• I have the only prime number of daughters:  2
• I have 9 + 3 + 8 letters in my name.
• I have cross stitched 17 Christmas stockings!
• I have attended the First Class Titanic luncheon 7 times!
• I have 3 humans and 1 dog that live in my home.
• I have been married 2 x 2 x 2 x 3 years (24)
• I have taught approximately 1,200 students
• I live on 4(11) acres:  44

My favorite discussion today was when a student asked what year the Mayflower landed.  I have to admit that I needed to Google the answer (1620).  I asked how this was a math fact that related to him.  He explained that his great, great, great, great, great (I may have missed one or two more greats) grandfather came over on the Mayflower!  What a "great" mathematical fact!  I did get tickled when another student told him he might want to use the word "ancestor" instead of having to write so many greats!

Have a "great" night!

## Monday, August 26, 2013

### First Day in Math Class

We hit the ground running in math today!  I introduced my students to our warm up page.  Basically, we do a review of hot topics to begin our math class.  Today we reviewed decimals, equivalent decimals, fractions, and equivalent fractions.

We then used our 5th Grade Mathematics Chart to help us find the perimeter of a rectangle.  The kids were surprised to learn that by solving the formula for perimeter:

P = (2 x L) + (2 x W)

they were solving an algebraic equation!

We also began working in our math journal.  This journal is used to take notes and show examples when we have new learning.  Today we discussed number lines, positive integers, and negative integers.  Finally, we located our decimal from the warm up on a number line.

Typically, I take pictures of the pages we do in class to help parents understand the learning that has taken place.  However, today was a little too hectic and fast paced.... in other words.... I completely forgot!  I will try to do better tomorrow!

## Thursday, August 22, 2013

### First Day: Monday, August 26

I am looking forward to working with my 5th grade mathematicians!

I hope that my math class is something you will look forward to daily!

## Friday, August 2, 2013

### Meet the Teacher Night

Meet the Teacher

Thursday, August 22, 2013

5:30 - 6:30