March
We will be wrapping up our fraction unit and begin our next unit on measurement & data. Students will compare and convert measurements in both the customary and metric systems. In addition, we will be making line plots and using the information to solve problems. To conclude the unit, we will be spending a few weeks on understanding what volume is, how to calculate it, and will then work on a project that will require students to apply what they have learned, to create a multi-tiered structure.
February
We have begun our lengthy unit on fractions. Today's math emphasizes that students understand the reasoning behind the traditional algorithms, as well as being able to represent fractions on number lines and using fraction bars. Once this foundation is in place, they will better understand concepts like equivalent fractions, comparing/ordering fractions, converting mixed numbers to improper fractions and vice-versa, and eventually being able to add, subtract, multiply, and divide fractions with unlike denominators.
January
We will be wrapping up our operations in Base 10 with division of whole numbers and decimals. Moving forward, we will be starting our fraction unit using Engage New York's Module 3 and 4. Fraction concepts are the biggest focus of the 5th grade Common Core curriculum. Notes and instructional videos will be included in Edmodo. If you would like to see what Engage New York materials look like, you can visit their website at www.engageny.org.
December
In Math, to start the school year, we have discussed the importance of staying positive and persevering when we come across a challenge. We will strive to view an incorrect answer as an opportunity to try again with perhaps a new strategy. The first few weeks will also focus on utilizing the Understand/Plan/Solve/Look back (UPSL) model, to solve word problems. We used the story of Thomas Edison needing 10,000 tries to invent the light bulb as motivation to persevere during times of struggle.
After our problem solving unit, the class will move on to operations and algebraic thinking. The topics that will be covered are: Order of Operations; writing equations using variables to represent story/word problems; making function tables; and graphing ordered pairs.
After our problem solving unit, the class will move on to operations and algebraic thinking. The topics that will be covered are: Order of Operations; writing equations using variables to represent story/word problems; making function tables; and graphing ordered pairs.
NOVEMBER
We are starting our next unit, which is “Operations and Base 10”. We are exploring place value from the hundred billions through the thousandths and then using number lines to help us understand rounding conceptually. In addition, we will be discussing how our number system is based off the number 10, and how every time we move left on the place value chart we are multiplying by 10 and every time we move right, we are dividing by 10. Moving forward, we will be focusing on the operations of addition, subtraction, multiplication, and division of whole numbers and decimals.
October
In Math, we are wrapping up our Hands on Equations unit. Encourage your child to demonstrate for you how to solve the problem 2x + 4 + 3x = 4x + 9, by canceling out the variables and whole numbers on both sides. Ask them why it is legal to use the cancel strategy when solving an algebraic expression. Also, ask them how to do a check to make sure both sides are balanced after solving for "x".
Moving forward, we will start representing information from word problems into an algebraic equation using variables. We will then determine the value of the variable.
For example: Twice a number is the same as the number added to 10, would be represented as: 2x = 10 + x. x = 10
We will then be filling out function tables and graphing the information from them on to a coordinate plane using ordered pairs. To make it applicable to real life, we will use our www.thatquiz.org multiplication and division scores to plot on the coordinate plane.
Near the end of the month, we will transition to our second unit which is the Base 10 Number System. Students will be expected to know place value from the billions to the thousandths place, convert fractions with denominators of 10, 100, and 1000 into decimals and vice versa, compare and order numbers, as well as rounding whole numbers and decimals.
Moving forward, we will start representing information from word problems into an algebraic equation using variables. We will then determine the value of the variable.
For example: Twice a number is the same as the number added to 10, would be represented as: 2x = 10 + x. x = 10
We will then be filling out function tables and graphing the information from them on to a coordinate plane using ordered pairs. To make it applicable to real life, we will use our www.thatquiz.org multiplication and division scores to plot on the coordinate plane.
Near the end of the month, we will transition to our second unit which is the Base 10 Number System. Students will be expected to know place value from the billions to the thousandths place, convert fractions with denominators of 10, 100, and 1000 into decimals and vice versa, compare and order numbers, as well as rounding whole numbers and decimals.