While working on our mini-golf course projects we discovered that we needed to use multiplication to calculate the cost for each material and our estimated labour hours. We already knew that multiplication is really repeated addition. We already use skip counting as a strategy for calculating the product of 1-digit numbers. But what do we do when we need to multiply a 1-digit number by a 2-digit number? REGROUP! Check out our anchor chart to see how it’s done.
Students completed their mini golf course designs. Students first sketched a design freehand. They then used a ruler to draw a good copy, being sure to include all of the necessary geometric features. Students demonstrated their knowledge of angles, lines, and polygons as they labelled each item on their design.
We have learned about angles, sides, classifying polygons, triangles and quadrilaterals. So now it’s time to put it all together.
Our Learning Goal: We can design and build a real-life object using our geometry knowledge.
We’ll also be adding, subtracting, and multiplying numbers, working with money, calculating percentages, and reviewing linear measurement, area and perimeter.
Students were excited as we began this project journey.
Today we used Bitstrips to create a picture of the main character we will be developing for a narrative writing piece. We then used Pic Collage, an app on the ipads, to describe our characters.
As we begin writing narratives we need to think about the characters in our stories. Today we talked about how to describe a character, using adjectives and descriptive phrases to describe a person. We thought about physical features as well as personality traits.
Please add to our wall with words and phrases to help us develop our characters.
We have begun a new unit in math – Geometry! Right now the big idea that we are working with is: Many geometric properties and attributes are related to measurements. Today we used Tangram pieces to draw a variety of angles. We measured the angles and then sorted them. Our categories were: right-angle, acute-angle, obtuse-angle, and reflex-angle. Students used their problem-solving skills to figure out how to measure a reflex angle with a protractor that only measures up to 180 degrees.
We talked about some of the properties of polygons and determined the number of sides and angles and polygon names. Then we went on a hunt for real-world objects that show these shapes
During chapter 8 in Wendell The World’s Worst Wizard we learn that the DUMP feels magical to Wendell. All of the ordinary things found there are amazing to Wendell.
Think about your home, community, and school. What are some amazing things in your world that you take for granted? Watch the video below to help get your thinking started!
Students have been working on reading and writing time with both analogue and digital clocks. We’ve now moved on to measuring elapsed time or time intervals. Today’s problem was: Ben’s favourite TV show starts at 11:45 a.m. and lasts 1h 35min. When will the show be over?
We have tried using three different strategies: 1. subtracting minutes and hours, 2. timeline, 3. manipulating a clock and explaining our actions.
Look at the solutions below. Can you identify the strategies used?
