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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.

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.

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