Hi Grade 5s,
Today we talked about equivalent decimals.
Remember: equivalent means equal. If we're looking for equivalent decimals, we're looking for decimals that represent the same amount.
We looked at grids made up of 100 little squares in our text books today. We saw that if, for example, 70 of the squares were coloured in, we could make the fraction 70/100. We remembered from yesterday that we could turn 70/100 into a fraction: 0.70.
We noticed that we could count the squares on the grid by 1s, but we also noticed that the grid was made up of 10 rows of 10 (making 100). If 70 squares were coloured in, we could also say that 7 rows of the 10 rows were coloured in. We could turn that into a fraction, too: 7 out of 10 rows were coloured in, so the fraction is 7/10. We can make this into a decimal, too: 0.7.
So...0.70 and 0.7 are equivalent decimals, because they represent the same number of squares coloured in our grid.
Hope that helps!
-Ms. Lewis.
Wednesday, December 9, 2009
Monday, December 7, 2009
Decimals
Hi Grade 5s,
We began our unit on decimals today. We learned that decimals represent part of a whole number and we found examples of decimals we use everyday, like in money and in measuring with rulers.
When we talk about money, we talk about dollars and cents. We discovered that "cent" means 100--we need 100 cents to make a dollar (just like we need 100 years to make a century). We realised that $1.23 is a decimal number, and we can talk about it in different ways:
1 dollar and 23 cents
1 whole dollar and 23 cents towards another whole dollar
1.23
1 and 23/100 (one and twenty-three hundredths: another way to write a fraction--imagine the 23 is above the 100)
We then looked at a ruler. If we were asked to measure 5.4 cm, we know that the 5 represents 5 whole centimetres, and the .4 represents 4 milimetres. We need 10 milimetres to make 1 whole centimetre. We can talk about this decimal number in different ways, too:
5 centimetres and 4 milimetres
5 whole centimetres and 4 milimetres towards another whole centimetre
5.4
5 and 4/10 (five and four tenths)
We also practised drawing decimal numbers using base ten blocks. We began by using a hundreds flat to equal 1 whole. Because we need 10 tens rods to make a whole, the rods represent tenths. We need 100 unit cubes to make a whole, so the unit cubes represent hundredths.
Here's how we can show 4.62:
4 and 62/100 (four and sixty-two hundredths)
We began our unit on decimals today. We learned that decimals represent part of a whole number and we found examples of decimals we use everyday, like in money and in measuring with rulers.
When we talk about money, we talk about dollars and cents. We discovered that "cent" means 100--we need 100 cents to make a dollar (just like we need 100 years to make a century). We realised that $1.23 is a decimal number, and we can talk about it in different ways:
1 dollar and 23 cents
1 whole dollar and 23 cents towards another whole dollar
1.23
1 and 23/100 (one and twenty-three hundredths: another way to write a fraction--imagine the 23 is above the 100)
We then looked at a ruler. If we were asked to measure 5.4 cm, we know that the 5 represents 5 whole centimetres, and the .4 represents 4 milimetres. We need 10 milimetres to make 1 whole centimetre. We can talk about this decimal number in different ways, too:
5 centimetres and 4 milimetres
5 whole centimetres and 4 milimetres towards another whole centimetre
5.4
5 and 4/10 (five and four tenths)
We also practised drawing decimal numbers using base ten blocks. We began by using a hundreds flat to equal 1 whole. Because we need 10 tens rods to make a whole, the rods represent tenths. We need 100 unit cubes to make a whole, so the unit cubes represent hundredths.
Here's how we can show 4.62:
4 and 62/100 (four and sixty-two hundredths)
Questions? Post them here!
-Ms. Lewis
Friday, November 20, 2009
Geometry Test
TGIF, Grade 5s!
Today, I gave you your study sheets for Tuesday's test on our recent geometry unit. Here's what the study sheet said:
We will be having a test on what we’ve been learning about whole numbers. Our test will be on Tuesday, November 24th.
Make sure you know how to:
• name triangles based on the length of their sides (e.g., equilateral, isosceles, scalene)
• name triangles based on their angles (e.g., right angle triangle, obtuse triangle, acute triangle)
• measure the angles of triangles with the use of a protractor
• draw an angle when given a measure (e.g., draw a 45° angle)
• construct a triangle given measurements of sides and/or angles (e.g., construct triangle ABC, with angle A measuring 25°, angle B measuring 80°, and the length of AB measuring 42mm)
• recognize which net creates which 3D solid
• create a net for a 3D solid (e.g., make a net for a triangular prism)
Are YOU ready?
Have a great weekend!
-Ms. Lewis.
Today, I gave you your study sheets for Tuesday's test on our recent geometry unit. Here's what the study sheet said:
We will be having a test on what we’ve been learning about whole numbers. Our test will be on Tuesday, November 24th.
Make sure you know how to:
• name triangles based on the length of their sides (e.g., equilateral, isosceles, scalene)
• name triangles based on their angles (e.g., right angle triangle, obtuse triangle, acute triangle)
• measure the angles of triangles with the use of a protractor
• draw an angle when given a measure (e.g., draw a 45° angle)
• construct a triangle given measurements of sides and/or angles (e.g., construct triangle ABC, with angle A measuring 25°, angle B measuring 80°, and the length of AB measuring 42mm)
• recognize which net creates which 3D solid
• create a net for a 3D solid (e.g., make a net for a triangular prism)
Are YOU ready?
Have a great weekend!
-Ms. Lewis.
Monday, November 16, 2009
Constructing Nets
Hi Grade 5s,
Today in class we talked about nets. Remember that to create a net, we need to find out how many faces a figure has, and what shape those faces are.
For example, I could make a net of this pentagonal prism:
First, I would count the faces and find that there are 7 faces (2 bases, 5 faces around). 5 of those faces are rectangles, and the other two faces are pentagons.
The net would look this this:
Find a solid figure around your house. See if you can figure out how you could create it with a net. Prize tomorrow for whoever posts their net here first.
Yay nets!
-Ms. Lewis.
Today in class we talked about nets. Remember that to create a net, we need to find out how many faces a figure has, and what shape those faces are.
For example, I could make a net of this pentagonal prism:
First, I would count the faces and find that there are 7 faces (2 bases, 5 faces around). 5 of those faces are rectangles, and the other two faces are pentagons.
The net would look this this:
Find a solid figure around your house. See if you can figure out how you could create it with a net. Prize tomorrow for whoever posts their net here first.
Yay nets!
-Ms. Lewis.
Monday, November 9, 2009
Naming and Sorting Polygons by Angles
Happy Monday!
Today in class we began to talk about how to name triangles based on their angles. We remembered that:
Regular polygons are polygons (closed shape, at least 3 sides) that have all sides the same length, and all equal angles. Irregular polygons have sides of different lengths, and different angles.
SUPER TERRIFIC BRAIN-BUSTING QUESTION:
WHAT KIND OF TRIANGLE IS A REGULAR POLYGON? EXPLAIN YOUR ANSWER!
(First person to post the answer on the blog wins a prize in class tomorrow!)
See you tomorrow!
-Ms. Lewis.
Today in class we began to talk about how to name triangles based on their angles. We remembered that:
- right angles are 90°
- acute angles are less than 90°
- obtuse angles are greater than 90°
- right angle triangles have one 90° angle
- acute angle triangles have all 3 angles less than 90°
- obtuse angle triangles have one angle greater than 90°
Regular polygons are polygons (closed shape, at least 3 sides) that have all sides the same length, and all equal angles. Irregular polygons have sides of different lengths, and different angles.
SUPER TERRIFIC BRAIN-BUSTING QUESTION:
WHAT KIND OF TRIANGLE IS A REGULAR POLYGON? EXPLAIN YOUR ANSWER!
(First person to post the answer on the blog wins a prize in class tomorrow!)
See you tomorrow!
-Ms. Lewis.
Thursday, November 5, 2009
Measuring Angles
Hi Grade 5s,
Today we began measuring angles using protractors. Don't worry if you're still trying to get the hang of it--it takes practice and patience.
I found a great interactive activity at mathisfun.com where you can use a virtual protractor to measure angles.
Try it out!
http://www.mathsisfun.com/geometry/protractor-using.html
-Ms. Lewis.
Today we began measuring angles using protractors. Don't worry if you're still trying to get the hang of it--it takes practice and patience.
I found a great interactive activity at mathisfun.com where you can use a virtual protractor to measure angles.
Try it out!
http://www.mathsisfun.com/geometry/protractor-using.html
-Ms. Lewis.
Tuesday, November 3, 2009
Geometry Definitions
Hello you lovely learners!
For homework tonight, you had to find the definitions for the following geometry terms:
See you tomorrow!
-Ms. Lewis.
For homework tonight, you had to find the definitions for the following geometry terms:
- equilateral triangle
- isosceles triangle
- scalene triangle
- pentagon
- hexagon
- octagon
- parallelogram
- trapezoid
See you tomorrow!
-Ms. Lewis.
Monday, November 2, 2009
Triangles, Triangles, Triangles!
Happy Monday!
Today, we began our geometry unit by looking at the 3 different kinds of triangles: equilateral, isosceles, and scalene.
Let's take a closer look at each:
Equilateral - We recognized that the word "equilateral" sounds a lot like "equal", which means the same. We are so smart that we figured out that an equilateral triangle is a triangle with all 3 sides the same length.
Isosceles (eye-saw-so-leez) - We learned that an isosceles triangle is one with two sides that are the same length.
Scalene (skay-leen) - We figured that if an equilateral had 3 sides of the same length, and an isosceles had 2 sides of the same length, then a scalene triangle must have 3 sides of different lengths.
Today, we began our geometry unit by looking at the 3 different kinds of triangles: equilateral, isosceles, and scalene.
Let's take a closer look at each:
Equilateral - We recognized that the word "equilateral" sounds a lot like "equal", which means the same. We are so smart that we figured out that an equilateral triangle is a triangle with all 3 sides the same length.
Isosceles (eye-saw-so-leez) - We learned that an isosceles triangle is one with two sides that are the same length.
We're so smart...
See you tomorrow!
-Ms. Lewis.
Thursday, October 29, 2009
You Survived!
PHEW!
Way to go!
I hope you have a great day tomorrow, and remember to be safe this weekend.
See you Monday!
-Ms. Lewis.
Grade 5s, your test is OVER! Give yourselves a big pat on the back for the hard preparation work you did to get ready for our test.
I am so proud of how far you have come in this unit. When we began whole numbers, most of you didn't know how to multiply with two-digit numbers or how to do long division. Even though it was a challenge, you stuck with it.Way to go!
I hope you have a great day tomorrow, and remember to be safe this weekend.
See you Monday!
-Ms. Lewis.
Tuesday, October 27, 2009
Long Division Video
Hi Grade 5s!
Since I know you're all very busy studying for our test on Thursday (right???), I thought you may be able to use this little video I found on YouTube.
A student (probably your age!) shows you step-by-step how to do long division. If you get stuck while you're studying, take a look at the video to jog your memory on the steps: divide, multiply, subtract, bring down!
-Ms. Lewis.
Since I know you're all very busy studying for our test on Thursday (right???), I thought you may be able to use this little video I found on YouTube.
A student (probably your age!) shows you step-by-step how to do long division. If you get stuck while you're studying, take a look at the video to jog your memory on the steps: divide, multiply, subtract, bring down!
-Ms. Lewis.
Monday, October 26, 2009
Whole Numbers Test
Happy Monday, Grade 5s!
Your Whole Numbers test will be this Thursday, October 29th. Today in class I gave you a study guide. Here's what it said:
Make sure you know how to:
See you tomorrow!
-Ms. Lewis.
Your Whole Numbers test will be this Thursday, October 29th. Today in class I gave you a study guide. Here's what it said:
Make sure you know how to:
- write numbers in standard form and expanded form (e.g., 860 437 is standard form, 800 000+60 000+400+30+7 is expanded form)
- write the value of an underlined digit (e.g., 8
60 437=60 000) - write a series of numbers in order from greatest to least/least to greatest
- find the sum of a 3-number, 4-digit addition problem (e.g., 4527+6589+4582)
- find the difference of a 4-digit subtraction problem (e.g., 7412-4386)
- write the related facts for sets of numbers (e.g., 8, 12, 96 = 8x12=96, 12x8=96, 96÷ 8=12, 96÷ 12=8)
- find the product or quotient of multiplication and division problems, including multiples of 10 (e.g., 50x90=4500, because 5x9=45 plus two zeroes)
- multiply using two-digit numbers
- divide using long division
See you tomorrow!
-Ms. Lewis.
Wednesday, October 21, 2009
Happy Wednesday!
We've been practising our long division skills for the past few days. I can tell that each day, you're starting to get it a little bit more and more. That's great!
Remember the steps:
Here's a website with a detailed explination:
http://argyll.epsb.ca/jreed/extras/longdiv/
Questions with tonight's homework? Post them here!
-Ms. Lewis.
- Divide
- Multiply
- Subtract
- Bring down
- Repeat steps 1-4.
Questions with tonight's homework? Post them here!
-Ms. Lewis.
Wednesday, October 14, 2009
Multiplying with Multiples of 10
Hi Grade 5s!
Today in class we looked at patterns formed when multiplying multiples of 10. We know a number is a multiple of 10 when it ends with a 0.
We started the lesson by finding the products for the following questions:
25 x 10 = ?
25 x 100 = ?
25 x 1000 = ?
Then we used the knowledge we got from the pattern to figure out what 25 x 100,000 would be.
We figured out that the pattern was to add as many zeroes as we see in the problem. For example, 25 x 10 contains 1 zero, so the answer is 250. 25 x 100 has 2 zeroes, so the answer is 2 500. 25 x 1000 has 3 zeroes, so the answer is 25 000, etc.
We realised we could do the same thing with basic facts and place-value patterns:
7 x 8 = 56
7 x 80 = 560
7 x 800 = 5600
7 x 8000 = 56 000
Ta-da! Astound your family with your INCREDIBLE multiplication skills!
See you tomorrow,
Ms. Lewis.
Today in class we looked at patterns formed when multiplying multiples of 10. We know a number is a multiple of 10 when it ends with a 0.
We started the lesson by finding the products for the following questions:
25 x 10 = ?
25 x 100 = ?
25 x 1000 = ?
Then we used the knowledge we got from the pattern to figure out what 25 x 100,000 would be.
We figured out that the pattern was to add as many zeroes as we see in the problem. For example, 25 x 10 contains 1 zero, so the answer is 250. 25 x 100 has 2 zeroes, so the answer is 2 500. 25 x 1000 has 3 zeroes, so the answer is 25 000, etc.
We realised we could do the same thing with basic facts and place-value patterns:
7 x 8 = 56
7 x 80 = 560
7 x 800 = 5600
7 x 8000 = 56 000
Ta-da! Astound your family with your INCREDIBLE multiplication skills!
See you tomorrow,
Ms. Lewis.
Friday, October 9, 2009
Multiplication
We made it to Friday!
Today in class we reviewed the idea of related facts. We knew that if 8 x 9=72, then 9 x 8=72, as well. Based on that, we also know that 72 ÷ 9=8, so 72 ÷ 8 must equal 9.
We say the related facts for 72, 9, and 8 are:
9 x 8 = 72
8 x 9 = 72
72 ÷ 9 = 8
72 ÷ 8 = 9
We also discussed that knowing some multiplication facts can help us figure out ones we don't. For example, knowing that 11 x 9 = 99 helps us figure out 12 x 9. We know that if we're multiplying by 12, we can simply add another 9 to the product of 11 x 9 (11 x 9 = 99 + 9 = 108).
So...12 x 9 = 108.
Questions? Post them here.
Remember: Tuesday is Picture Day. Don't forget to brush your hair! I hope you have a great Thanksgiving weekend with your families. These two look like they're off to a great start:
![]()
Today in class we reviewed the idea of related facts. We knew that if 8 x 9=72, then 9 x 8=72, as well. Based on that, we also know that 72 ÷ 9=8, so 72 ÷ 8 must equal 9.
We say the related facts for 72, 9, and 8 are:
9 x 8 = 72
8 x 9 = 72
72 ÷ 9 = 8
72 ÷ 8 = 9
We also discussed that knowing some multiplication facts can help us figure out ones we don't. For example, knowing that 11 x 9 = 99 helps us figure out 12 x 9. We know that if we're multiplying by 12, we can simply add another 9 to the product of 11 x 9 (11 x 9 = 99 + 9 = 108).
So...12 x 9 = 108.
Questions? Post them here.
Remember: Tuesday is Picture Day. Don't forget to brush your hair! I hope you have a great Thanksgiving weekend with your families. These two look like they're off to a great start:
See you Tuesday!
-Ms. Lewis.
Tuesday, October 6, 2009
Adding and Subtracting Big Numbers
Happy Tuesday, Grade 5s!
Today in class, we talked about strategies for doing "mental math" with big numbers. We spent most of our time talking about rounding numbers to the nearest hundred, and then adding or subtracting them.
For example:
If I needed to subtract 5793 from 8452 (8452-5793), I could round both numbers to the nearest hundred.
Let's start with 8452. To round to the nearest hundred, I'm going to look at the digit in the TENS column. If that digit is 5 or greater, I will round UP. If the digit in the tens column is less than 5, I will round DOWN.
The digit is 5, so we will round up to 8500.
Now let's look at 5793. I need to look at the number in the tens column, which is a 9. I know I need to round UP to 5800.
Now I can subtract: 8500-5800=2700.
Super Challenge:
Try this to challenge yourself:
75426341+42568772
The first person to post the answer on the blog wins a prize tomorrow in class!
Good luck!
Remember, if you have any questions about tonight's homework, or today's lesson, post them here and I'll write you back.
See you tomorrow!
-Ms. Lewis.
Today in class, we talked about strategies for doing "mental math" with big numbers. We spent most of our time talking about rounding numbers to the nearest hundred, and then adding or subtracting them.
For example:
If I needed to subtract 5793 from 8452 (8452-5793), I could round both numbers to the nearest hundred.
Let's start with 8452. To round to the nearest hundred, I'm going to look at the digit in the TENS column. If that digit is 5 or greater, I will round UP. If the digit in the tens column is less than 5, I will round DOWN.
The digit is 5, so we will round up to 8500.
Now let's look at 5793. I need to look at the number in the tens column, which is a 9. I know I need to round UP to 5800.
Now I can subtract: 8500-5800=2700.
Super Challenge:
Try this to challenge yourself:
75426341+42568772
The first person to post the answer on the blog wins a prize tomorrow in class!
Good luck!
Remember, if you have any questions about tonight's homework, or today's lesson, post them here and I'll write you back.
See you tomorrow!
-Ms. Lewis.
Monday, September 21, 2009
Patterning Test Study Guide
Happy Monday!
Grade 5s, here is the list I gave you in class today to use as your study guide. If you are comfortable with these concepts, you'll be in great shape for our test on Wednesday.
Make sure you know how to:
- write terms of a pattern based on a pattern rule
(e.g., write the first 5 terms using start at 3, add 9 each time)
- identify a pattern rule when given terms of a pattern
(e.g., write the next 4 terms in each pattern and write the pattern rule for 1, 2, 4, 5, 7, 8,…)
- complete a table for an input/output machine with one operation
(e.g., input -7 output)
- create a table showing patterns in a growing model (e.g., create a table to show the perimeter of the first 4 figures)
- create a table based on a word problem (e.g., Nicholas earns $6 an hour for babysitting. How much money will he earn after 3 hours? 4 hours? How many hours will he need to work to buy a bicycle for $250?)
Grade 5s, here is the list I gave you in class today to use as your study guide. If you are comfortable with these concepts, you'll be in great shape for our test on Wednesday.
Make sure you know how to:
- write terms of a pattern based on a pattern rule
(e.g., write the first 5 terms using start at 3, add 9 each time)
- identify a pattern rule when given terms of a pattern
(e.g., write the next 4 terms in each pattern and write the pattern rule for 1, 2, 4, 5, 7, 8,…)
- complete a table for an input/output machine with one operation
(e.g., input -7 output)
- create a table showing patterns in a growing model (e.g., create a table to show the perimeter of the first 4 figures)
- create a table based on a word problem (e.g., Nicholas earns $6 an hour for babysitting. How much money will he earn after 3 hours? 4 hours? How many hours will he need to work to buy a bicycle for $250?)
Friday, September 18, 2009
Math Word Definitions
It's Friday!
Post your math word definitions here. We'll be using your pictures and definitions to creat our Math Words Wall.
You need to find the definitions for:
-pattern rule
-input
-output
-operation
-perimeter
-similar
-term
If you find a great online math dictionary (or another source you think is very useful), post the information as a comment. We can all benefit from hearing about great sites, resources, etc.!
Remember that some words have more than one definition. We want to find out what these words mean IN MATH.
Have a great weekend, folks!
-Ms. Lewis.
Post your math word definitions here. We'll be using your pictures and definitions to creat our Math Words Wall.
You need to find the definitions for:
-pattern rule
-input
-output
-operation
-perimeter
-similar
-term
If you find a great online math dictionary (or another source you think is very useful), post the information as a comment. We can all benefit from hearing about great sites, resources, etc.!
Remember that some words have more than one definition. We want to find out what these words mean IN MATH.
Have a great weekend, folks!
-Ms. Lewis.
Wednesday, September 16, 2009
Using Patterns to Solve Problems
Hi Grade 5s!
Can you believe we're halfway through the week already?
Today we talked about how to use patterns to help us solve word problems. I gave you the problem about Sam and his baby-sitting gig as an example.
We learned that Sam earns $6 for every hour he baby-sits. We needed to find out how much money he'd earn after working for 2 hours, 3 hours, and 4 hours.
We began to solve the problem by making a 2-column table like this:
Time Worked Money Earned
(hours) ($)
---------------------------------------
Then we filled in the chart with what we knew. We knew that if Sam worked for 1 hour, he would earn $6. If he worked for 2 hours, he would earn $12. Here's how we filled in the chart:
Time Worked Money Earned
(hours) ($)
---------------------------------------
1 6
2 12
3 18
We noticed that we could figure out how much money Sam would earn by multiplying the hours he worked by $6. If we wanted to find out how much he would earn after working for 4 hours, we would solve 4 x 6. Sam would earn $24.
We can write the pattern rule for how much money Sam earns two ways:
Start at 6. Add 6 each time.
OR
The number of hours multiplied by 6.
As always, if you've got questions, I've got answers! Post them here.
-Ms. Lewis.
Can you believe we're halfway through the week already?
Today we talked about how to use patterns to help us solve word problems. I gave you the problem about Sam and his baby-sitting gig as an example.
We learned that Sam earns $6 for every hour he baby-sits. We needed to find out how much money he'd earn after working for 2 hours, 3 hours, and 4 hours.
We began to solve the problem by making a 2-column table like this:
Time Worked Money Earned
(hours) ($)
---------------------------------------
Then we filled in the chart with what we knew. We knew that if Sam worked for 1 hour, he would earn $6. If he worked for 2 hours, he would earn $12. Here's how we filled in the chart:
Time Worked Money Earned
(hours) ($)
---------------------------------------
1 6
2 12
3 18
We noticed that we could figure out how much money Sam would earn by multiplying the hours he worked by $6. If we wanted to find out how much he would earn after working for 4 hours, we would solve 4 x 6. Sam would earn $24.
We can write the pattern rule for how much money Sam earns two ways:
Start at 6. Add 6 each time.
OR
The number of hours multiplied by 6.
As always, if you've got questions, I've got answers! Post them here.
-Ms. Lewis.
Monday, September 14, 2009
Modelling Patterns
Happy Monday, Grade 5s!
Today we looked at growing shape patterns. The example we had on the board was the growing triangle figure. We saw that as the number of triangles in the figure grew (each time by adding 1 triangle), the perimeter (the distance around an object) grew by 1 each time as well.
Remember how to write your pattern rules. If I was writing one for our triangle example, I would write the pattern rule for finding perimeter like this:
Start at 3. Add one each time.
Good luck!
Questions? Post them here!
See you tomorrow,
-Ms. Lewis.
Today we looked at growing shape patterns. The example we had on the board was the growing triangle figure. We saw that as the number of triangles in the figure grew (each time by adding 1 triangle), the perimeter (the distance around an object) grew by 1 each time as well.
Remember how to write your pattern rules. If I was writing one for our triangle example, I would write the pattern rule for finding perimeter like this:
Start at 3. Add one each time.
Good luck!
Questions? Post them here!
See you tomorrow,
-Ms. Lewis.
Friday, September 11, 2009
We Made It!
Happy Friday, everyone!
Thanks for a great math-filled week. You guys are awesome!
Remember, if you need help with your homework this week, post a comment on our math blog, and I will respond as soon as I can.
It's supposed to be sunny this weekend. Try to get outside and soak up some of those beautiful rays :).
See you Monday!
-Ms. Lewis.
Thursday, September 10, 2009
Tonight's homework
We've nearly made it a full week!
Just a few pointers about your homework tonight.
Your input numbers are the numbers you begin with. You are going to use the input/output rule (located in the box above the input/output chart) to find your output number.
For example:
Let's say my input/output rule was x 5. If my input number was 1, I would do 1 x 5, giving me an output number of 5 (because 1 x 5 = 5).
If my input numbers were 1, 2, 3, 4, 5, the pattern rule for the input numbers would be:
Start at 1. Add 1 each time.
If my output numbers were 5, 10, 15, 20, 25, the pattern rule for the output numbers would be:
Start at 5. Add 5 each time.
Remember: if you have any questions, post them here, and I will respond.
Have a great night!
-Ms. Lewis.
Just a few pointers about your homework tonight.
Your input numbers are the numbers you begin with. You are going to use the input/output rule (located in the box above the input/output chart) to find your output number.
For example:
Let's say my input/output rule was x 5. If my input number was 1, I would do 1 x 5, giving me an output number of 5 (because 1 x 5 = 5).
If my input numbers were 1, 2, 3, 4, 5, the pattern rule for the input numbers would be:
Start at 1. Add 1 each time.
If my output numbers were 5, 10, 15, 20, 25, the pattern rule for the output numbers would be:
Start at 5. Add 5 each time.
Remember: if you have any questions, post them here, and I will respond.
Have a great night!
-Ms. Lewis.
Wednesday, September 9, 2009
Patterning
Happy Wednesday!
We started our unit on patterning today. We learned that numbers in a pattern are called terms. The following growing pattern has 5 terms:
2, 7, 12, 17, 22
Our pattern is increasing (we know that because the numbers are getting bigger). Because the numbers are increasing, we know the pattern is using one of two operations: addition or multiplication. We know this because only those operations make numbers bigger.
So...let's think about how we get from 2 to 7.
We can add 5.
What about from 7 to 12?
We add 5!
What about from 12 to 17?
How about that? We add 5 again!
Our pattern rule, then, is: start at 2. Add 5 each time.
Let me know if you've got questions about patterning by either posting a comment here, or asking me tomorrow. If you need help with your homework tonight, this is a great forum to use.
Thanks for a great day, Grade 5s! You guys ROCK!
-Ms. Lewis.
We started our unit on patterning today. We learned that numbers in a pattern are called terms. The following growing pattern has 5 terms:
2, 7, 12, 17, 22
Our pattern is increasing (we know that because the numbers are getting bigger). Because the numbers are increasing, we know the pattern is using one of two operations: addition or multiplication. We know this because only those operations make numbers bigger.
So...let's think about how we get from 2 to 7.
We can add 5.
What about from 7 to 12?
We add 5!
What about from 12 to 17?
How about that? We add 5 again!
Our pattern rule, then, is: start at 2. Add 5 each time.
Let me know if you've got questions about patterning by either posting a comment here, or asking me tomorrow. If you need help with your homework tonight, this is a great forum to use.
Thanks for a great day, Grade 5s! You guys ROCK!
-Ms. Lewis.
Monday, September 7, 2009
Welcome to Grade 5 Math!
If you're reading this, it means you've found our class math blog for the year. We'll use this space to share ideas, ask questions, and learn together.
Please click on the link below. It will take you to a survey that asks you questions about math. Your answers will help me make this year your best math year ever.
I'll be checking this space regularly, so please post your comments and questions here. I'll do my best to answer them either here on the blog, or in class the next day.
I'm really excited to get this year going!
Math Attitudes Survey:
Click Here to take survey
Please click on the link below. It will take you to a survey that asks you questions about math. Your answers will help me make this year your best math year ever.
I'll be checking this space regularly, so please post your comments and questions here. I'll do my best to answer them either here on the blog, or in class the next day.
I'm really excited to get this year going!
Math Attitudes Survey:
Click Here to take survey
Subscribe to:
Posts (Atom)
