Tree diagrams are a great way to determine the likelihood of an event (or two events combined!). In Gr 5 and 6, students need to begin describing the probability that an event will occur using fractions (and ratios or percentages in Gr 6). Below are some examples of the types of probability questions we've been working on.
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Students are learning that probability in Gr 5 and 6 moves away from simply describing events (likely, unlikely, certain, etc), but rather moves towards using fractions (or in Gr 6, percents) to describe the likelihood of an event. This spirals back to equivalent fractions as well!
We continue to tackle problem solving questions as a class, and are looking into tree diagrams to figure out the likelihood of multiple events. How can we get students excited about fractions? An Escape Room! Students needed to collaborate and problem solve several fraction activities in order to officially "escape." It was such a success that now Kanata Highlands is getting REAL lock boxes, number locks, letter locks and keys to take our escape room experiences to the next level... guess what I'll be planning over the summer?!?
Gr 6 escape room on ratios to come next week... Here are a few photos of some Gr 6 math we did this week! There is a math quiz next week on composite/prime numbers, factoring, ordering fractions with different denominators, percentages/decimals/fractions/ratios and BEDMAS. Please review at home! Gr 5 MathGrade 5s were introduced to simple rates this week... take a look at the photos below to see what we've been up to!
These days, the 5s and 6s are learning *completely* different topics in math! Please see the specific sections below to read about what your child is learning in math class (Gr 6 parents - please scroll down). Gr 5: Revisiting FractionsWe are spiralling back to fractions to review what we learned in the fall: equivalent fractions, simplifying fractions and comparing fractions. Students are enjoying these hands-on fraction games! Some of them involve higher problem solving skills with fractions (ex. middle picture). We've also been working hard at basic skill practise via task cards and work sheets. We've been working hard at "showing our thinking" or "justifying our answers." What does this mean? How can we use numbers, pictures, words or labels to help us prove our understanding? Grade 5s also noticed that those who were using the 'S' in our STAR strategy were understanding word problems better (third picture). Parents - click here for a basic overview of fractions. Here is an additional worksheet if you would like extra homework. Gr 6: NEW Number Sense ConceptsIn Grade 6, we are learning several brand new concepts in number sense: factoring, multiples, prime & composite numbers, and Order of Operations (ie, BEDMAS). We also learned how to compare and order fractions with UNLIKE denominators as well. Below are some photos of our Prime/Composite math centers. We've also been practising harder problem solving and using our STAR strategy. Read the challenge problem below... can YOU solve it? Our Gr 6s can! WOW! They practised perseverance, grit and endurance on this one. Way to go! Grade 6s are also tackling comparing fractions with *different* denominators. Take a look below: Finally, we are learning about Order of Operations. Knowing BEDMAS is one thing, but problem solving with it is another!
For the next month, we will be spiralling back to some number sense concepts to solidify our learning in different contexts. We'll also be learning some new number sense concepts (ex. rates and ratios). We have returned to rounding numbers this week, as it's a skill that doesn't ever go away. Students in high school still round numbers when they get an answer on their calculator with lots of decimals. We watched these videos for a some great rounding tricks: Math Antics as a BIG overview of ALL rounding and then this video for another fun rhyming trick. Students then completed four math centers to practise their understanding. We have also been reviewing our 3D measurement concepts... What is mass? What is an example? What units to we use to measure mass? What is NOT an example of mass? Next, Gr 6 students will be learning about prime & composite numbers (as well as factoring and multiples), followed by rates, ratios and percentages.
Gr 5 students will be learning about rates, and then reviewing fraction/decimal concepts. With the Gr 6 class, we are also practising some EQAO questions and then looking at the answers of our peers. Honestly, most of the class is understanding the questions and getting them 'right' - but now we are just focussing on organizing our answers and showing all our learning in a really obvious way. It is amazing how well they are doing to show their work, and a big part of this is visually seeing anonymous examples of work that is very clear or not very clear! This week we have been reviewing volume (Gr 5 & 6) and surface area (only Gr 6), and have introduced measuring mass and capacity. Students need to know WHAT these measurements mean, and how we measure them (1000g = 1kg and 1000ml = 1L). Grade 6 students are learning to convert between different units of measurement.
In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning, which then extends to the level of motivation they have to learn and progress in their education. Simply put, the more engaging we can make a lesson, the more students intrinsically want to learn. For this activity, students had to use only one sheet of paper to maximize the volume of a container. How do different dimensions affect total volume? The goal was simple: more volume = more popcorn! Not one student needed a reminder to stay on task!! Some groups began with a calculator, experimenting with different dimensions first, but others went straight to making their container. ALL groups were searching for patterns by mid-lesson, and re-evaluating their initial predictions. By the time they were making their second containers, they had already learned a few things and were making more educated decisions. With so much learning occurring, we just had to celebrate with a popcorn party! Math class should be FUN! We also measured the volume of real boxes (Gr 5: rectangular prisms and Gr 6: triangular prisms) and then wrote down our work using proper formulas and units. This conveniently spiralled into rounding decimals again (measuring the boxes to the closest millimeter - ie, tenths, but rounding our final end product to the closest hundredth). We have some new math extensions in the classroom that focus on 3D Measurement. Encourage your child to take their learning further by trying one!
In Gr 5 and 6 we are learning about volume.... I love how one open-ended question leads to SO MANY others! In the activity below, students were challenged to create as many rectangular prisms as they can with a specific volume. Actually building these 3D shapes with their hands is stimulating their thinking in a whole new way! It also leads to more 'math talk' in the classroom... which leads to more questions... and more answers... and more learning. We also built common metric units for volume, since we use these units a lot but they are actually very hard to visualize! How many students can you fit in a cubic meter? NOTE: if you EVER see a box that is in the shape of a triangular prism (other than a toblerone!) please let me know. The Grade 6s need to also measure the volume of triangular prisms, which are proving hard to find. I'll buy the product just for the box! Students are enjoying working in different partner groups, particularly because I let them use “Hollywood Names” on their work… Now they want to work with as many different partner groups as they can! #MissionAccomplished #HavingFun We have explored and reviewed a lot of 2D and 3D geometry this week. There will be a quiz after March Break, so please review your child's math folder with him/her. We do a LOT in class that doesn't go onto paper and into the folder though - so take a look at the photos below! One of the instructional practises that I find works wonders with students is looking at our own work and learning from it together (with student names covered of course). We start to visually learn from common mistakes - like changing the spacing when reflecting a shape (see below). We also see differences between a level 4, 3 and 2. This is a great way to learn! Students think it's cheating: "Well now we know exactly what to do to get a Level 4." Yes. Yes, you do. After "analyzing" anonymous samples of student work, I asked the question "If I gave you something like this again, how many of you feel you could improve at least a grade level?" EVERY SINGLE student raised their hand. Excellent - quiz after March Break :-) We also analyze strategies! Isn't this strategy for rotations (Gr 6) amazing? I LOVE IT! The Gr 5 and 6 expectations are very different for some aspects of geometry, so I have made separate sections for them below. Scroll down lower for Gr 6!
Gr 6:
In Grade 6, we have learned the NEW concept of 'rotational symmetry' (they do NOT like this!) and isometric drawings (we have some budding engineers...). See some examples below! |
Mrs. JorgensenThis page is written by Mrs. Jorgensen, who loves all things math :-) Helpful Math Sites: |