This week, we've been learning how to actually "say" very large and very small numbers, and understand their place value. Watch this quick video for an example. Students are experts now - feel free to write out a large number (and include some decimals) and get your child to 'read' it to you! Honestly, with our new covid routines, it takes quite a bit of effort now to create fun math activities while physical distancing... and not congregating in groups... and not touching anything that others have touched... but success! We did it! Students really enjoyed playing a math version of Bean Bag Toss outside in the sunshine! To do this, we divided into two groups: one working individually on a worksheet, and another playing a physically distanced bean bag place value game (where each student only touched their own bean bags/whiteboards/etc). The following day, students switched groups to complete the other activity (with new, individual materials). The goal: to actually visualize place value and recognize 'zeros' as place holders in both very large and very small numbers. Once a student tossed their bean bags into the bins, three other students represented the number on their personal white boards. If the numbers matched, the next person took a turn! Empty bins were tough! There's a BIG difference between 1,411 and 1,040,101 (or 0.2 and 0.002). This was a great visual/active way for students to learn that zeros have a very important role to play in place value. To review: Where do the commas go in very large numbers? Not sure? Watch this for review! PLEASE NOTE: If you see a photo of a child not wearing a mask, this means that they are 2m away from other children.
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Our Ontario Math curriculum has been revised and updated this year! There are now SIX strands:
A. Social-Emotional Learning Skills in Mathematics and the Mathematical Processes B. Number C. Algebra D. Data E. Spatial Sense F. Financial Literacy Throughout the year, we will be engaging in several rich, big questions/projects that will intertwine throughout these strands. Our goal is to have students really understanding this math at a deeper level - not only "knowing" it, but also being able to think about it (understand the problem, plan a response, carry out the plan), communicate about it (express and organize their thinking to convey their understanding) and apply it (making connections, transferring their knowledge/skills to new contexts). |
Mrs JorgensenI love math and think math jokes are funny. Not all of them though - just sum. Archives
March 2021
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