This week, we are beginning to learn about decimals. We have already learned about where decimals fit in our place value charts, and what a decimal is (another way to represent a fraction). We also have learned about comparing and ordering decimals. Below is a beginning Blendspace unit that covers the basics of decimals. It only shows decimals to the hundredths. In grade 6, we learn decimals up to the thousandths. This is a great place to start however, and reviewing this unit with your child can greatly assist them in developing their understanding of decimals.
In our unit on Decimals, we will be covering:
relationship between fractions and decimals
comparing and ordering decimals
rounding decimal numbers
adding and subtracting decimals
multiplying and dividing decimals
multiplying and dividing decimals by 10, 100, 100 and 0.1, 0.01, 0.001 (mental math)
Here is the link to the Blendspace unit on decimals. I will be adding to it as we go along:
Today we learned about prime and composite numbers. Before learning about this concept, we needed to review what factors and products are. Here is a link to a presentation that can help students to better understand these concepts. This may be helpful to review later for a quiz. Please feel free to download, save, copy and distribute these presentations any time. They are being made to be used. The more people they can help, the better!
The Kingdom Club will be having its annual food drive for the Kanata Food Cupboard from October 24-28. We encourage you to bring in canned foods and non perishable food items [things that don't need to be refrigerated]. Other non-perishable items such as diapers, wipes and toiletries are also much appreciated! Our goal this year is 1,500 items, which is about 3 items per person in our school. This Halloween, help us to scare hunger!
Today in our morning class we learned about common multiples. First we practiced identifying multiples and played a game called Buzz, and then we attempted to solve our challenge problem:
A radio show is having a phone in contest. Every 3rd caller gets a t-shirt. Every 7th caller gets a baseball cap. In 50 callers, how many people would get both a t-shirt and a baseball cap?
We solved this problem in our vertical wall random groupings. Many students were able to find solutions to the problem by using a variety of strategies: number lines, use of multiples, listing numbers and circling multiples, and using division. We saw that while all the strategies worked, some were more accurate or more efficient than others.
We then discussed the concept of common multiples, and looked at a way to find common multiples easily. We will practice this a little more tomorrow for Bell Work.
Here is a link to our Blendspace unit that we will be using regularly to help reinforce concepts around whole numbers and place value. Boxes 10, 11 & 12 are all related to common multiples.
Yesterday we learned about how to compare and order larger numbers. Before students can really be successful at this skill, they need to have a fairly solid understanding of place value. That is why we teach place value first, before this concept.
The biggest idea that students have to remember about comparing and ordering numbers, and about place value in general, is that as we go further left in a number, the value becomes larger. For example, I would rather have 1 thousand dollars than 9 tens (or 90) dollars. Even though the digit is larger, the value of the 1 is more because it is in the thousands column (it is worth one thousand).
When comparing and ordering numbers, I encourage students to "stack" the numbers on top of each other, paying close attention to keeping the columns lined up. This helps them to clearly see which digit in each column is larger. See the attached presentation for an example. In class, we did an activity in which students worked in pairs to order the areas of a number of countries from greatest to least. We used place value charts to assist us with the activity. If your child needs to use a place value chart (or the "houses" idea like we did in this post) then that is fine. Students are encouraged to use whatever tools they can to help them understand concepts.
Last week our class read a book in math about One Million Dots. Each page had some dots on it and a fact about a specific number. The total number of dots in the book was one million, which helped us to see just how large a number one million really is.
For homework this week students are asked to make their own page for a "Million Dots" book we will make in class. They can choose any number they wish between on hundred thousand and one million. Then they should try to write the fact and illustrate it like in the picture below, which is taken from the book we read as an example for them to use. We will compile all the facts and illustrations into our own "Million Dots" book in the classroom that we can read whenever we wish!
Today we began learning about place value in math. We watched the above video that explains how our place value system works up to the hundred millions. In grade 6, although not part of the formal curriculum, I tend to teach students up to the billions. We learn about each section being called a "house" or a "period", and with each period is a ones, tens and hundreds column. This helps us when we are trying to say larger numbers.
We also learn how to express numbers in 3 ways: standard form, expanded form and word form. Here is an example of each, for the number 234,675,873
Finally, we learn to replace values with each column to come up with new numbers, For example, in the above number, what new number might I get if I added 3 more in the hundred thousands column?
First, look at the hundred thousands column, there is a 6, so it is worth 600,000.
Next, add 3 to the 6 = 9 --> but this is in the hundred thousands column, so it is worth 900,000!
Finally, change the number to reflect the new amount: 234,975,873.
We will be continuing to practice this tomorrow as well. Please let me know if your child is having difficulty with this, as it forms a foundation for other concepts.
Later in this unit we will be learning about multiplying and dividing larger numbers, identifying prime and composite numbers, comparing and ordering whole numbers, using the order of operations (BEDMAS), and adding and subtracting larger numbers.
On Thursday we will be having our first math test. It will cover everything we have learned about patterning so far. Please review the lessons from previous posts about what we have learned, and check out this link for a review of some of the concepts as well. Additionally, students have been working on a review sheet in class. If they know everything on the sheet, they should do fine on the test, as it is very similar. Good luck! Here is the link:
