SPELLING: Week of May 11th

This week's patterns:

-tion, -sion, -cian

Here is our list:

1. question
2. vacation
3. mention
4. translation
5. auction
6. addition
7. edition

8. discussion
9. mission
10. permission
11. profession

12. magician

SPELLING: Week of May 4th

This week's patterns:

Simple Machine Words

Here is our list:

1. simple
2. machine
3. design
4. pulley
5. wedge
6. inclined plane
7. wheel
8. axle
9. lever
10. screw
11. push
12. pull
13. load
14. force
15. fulcrum

SPELLING: Week of April 20th

This week's patterns:

Review "r-controlled vowels"

Here is our list:

1. circus
2. thirsty
3. thirteen
4. person
5. hermit
6. Vermont
7. turnip
8. urgent
9. outburst
10. garlic
11. target
12. barber
13. forty
14. forests
15. absorption

Watch Out Words
16. packed
17. pact
18. paste
19. paced

SPELLING: Week of April 13th

This week's patterns:

Compound Words

Here is our list:

1. uplift
2. meanwhile
3. afternoon
4. railroad
5. homemade
6. handmade
7. bookkeeper
8. raincheck
9. lifelike
10. underestimate
11. textbook
12. notebook
13. washroom
14. bedroom
15. daylight
16. pancake
17. carpool
18. lifesaver
19. weatherproof
20. soundproof

MATH: Transitioning to the "Partial Products" Multiplication Strategy

On homelink 9-4, students have their first opportunity to practice the Partial Products Strategy at home. We've been transitioning to this multiplication strategy over the last two class periods, as this strategy will give us more "room to grow" so to speak, when we get to two digit x two digit problems.

So far, we've used Partial Products to solve one digit x two digit problems, as well as one digit x three digit problems.

I wanted to give a step by step example of the strategy, as it is quite different from the traditional algorithm we parents learned growing up.

I'll use the same problem we used from the earlier post: 6 x 23.

First, we record the problem vertically.

We still break apart the two-digit number into it's basic parts: 20 and 3, and we show that we will multiply both by the other factor, 6.

Then we solve both parts, lining up our products along the ones-place so it's easy to add together.

Last, we add up our products for our final answer.

Let me know if you have any questions!

SPELLING: Week of March 30th

This week's patterns:

Suffixes
-ful (full of)
-ible (able to)
-ness (state or quality of)
-less (without)

Here is our list:

1. delightful
2. respectful
3. forgetful
4. joyful

5. convertible
6. flexible
7. reversible
8. invisible

9. darkness
10. loudness
11. cleverness
12. cheerfulness

13. worthless
14. breathless
15. cloudless
16. ageless

Watch Out Words
17. rode (past tense of 'ride')
18. road (like a street)
19. rowed (with a paddle)



 

Math: Beginning One Digit x Two Digit Multiplication

We can solve multiplication facts, like 6 x 3 = 18.

And recently, we've been working to solve extended facts, like 6 x 20 = 120. In extended facts, we use our knowledge of facts to solve problems using multiples of 10, 100, and 100.

Now we are taking it one step further, to solve a one digit x two digit problem, but where the two digit number is not a multiple of 10.

Here’s an example of the type of problem I’m talking about: 6 x 23.

In class today, we learned how to solve this problem by applying what we already know. We showed our work in a concrete way, as follows.

First, we broke apart the two-digit number into 20 and 3. If we multiply each of these parts by 6, and then put the parts back together, we’ll get our answer.

Next, we record our work of multiplying each part by 6. We use our fact power to multiply 3x6 and our knowledge of fact extensions to multiply 20x6.

Finally, we take our two parts, 120 and 18, and add them back together to come to our final answer.

We start out with this visual strategy as a bridge towards the "Partial Products" algorithm, which will eventually become our main strategy for multi-digit multiplication. I hope this helps on the home-front as your child is moving into some new territory.