You Survived!

PHEW!

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.

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.

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:

• 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., 860 437=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

If you're not sure about any of these things, post your questions here, or ask Ms. Lewis in class before Thursday.

See you tomorrow!

-Ms. Lewis.

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:

1. Divide 
2. Multiply
3. Subtract
4. Bring down
5. Repeat steps 1-4.

 

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.

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.

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:

See you Tuesday!

-Ms. Lewis.

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.