Saturday, April 4, 2020

Learning Plan Apr. 6 - 9


Welcome to Week 2 of online learning. I hope everything went well with the first week of learning from home. This is definitely a time of adjustment for us all and we appreciate your patience and flexibility.  Please note that this learning plan has been shared with students and can be found in our Google Classroom.  All work can be done and submitted via the Google Classroom platform.  

Work has been provided for the week as a 5 day plan but does not need to be completed over the 5 days.  Do what works for you and your family. 
Reminder: Friday (Good Friday) is a holiday. đŸ°đŸŁđŸŒ·


Math

Monday - I can multiply a 1 digit number by 10 and multiples of 10.
Use manipulatives or drawings to help you solve these problems.  Record the matching equation (multiplication sentence) and solution.
  1.  David’s family bought watermelon for dessert.  He noticed that in his first slice there were 10 seeds.  If each slice has the same number of seeds, how many seeds would there be in 6 watermelon slices?
  2. Janet’s family also bought watermelon for dessert.  When they cut it up, she noticed that each slice contained 20 watermelon seeds.  How many seeds would there be in 6 of her watermelon slices?
  3. Do you notice a connection between the answer you got for David’s watermelon and Janet’s watermelon?  Use words or pictures to share your thinking. 


Tuesday - I can multiply a 1 digit number by 10 and multiples of 10.
We always want to choose the most efficient (quickest and most accurate) strategy when solving problems.  
  1. What strategy can you use to help you solve questions that involve multiples of 10?  Is there a rule you can use? Give some examples.
Ex.  I can use 2x3=6 to help me solve 2x30=___ because...
  1. Choose #1, #2, #3  (or all) practice questions below to solve, then write how you know you are correct.  Be sure to explain how you know your strategy for solving these questions is efficient.

#1
5x10=____
5x20=____
5x30=____
5x60=____
5x90=____
#2
7x10=____
7x20=____
7x30=____
7x60=____
7x90=____
#3
9x10=____
9x20=____
9x30=____
9x60=____
9x90=____
  1.  (Optional) Challenge question:  Can you use your strategy from above to answer the question 4x600=____
Describe what you did to get your answer.  


Wednesday- I can use personal strategies to solve 1-digit x 2-digit multiplication questions.
  1. John jogs in his neighborhood for 48 minutes a day.  How many minutes does he jog over 3 days?
    1. What operation would you use to solve this problem? 
    2. What would be a good (reasonable) estimate for the answer?
    3. Solve this problem using your own personal strategy.  Justify your solution by proving that you know your solution is correct.
    4. Compare your estimate to your solution.  Were the numbers close? How does estimating before calculating help you?


Thursday - I can use personal strategies to solve 1-digit x 2-digit multiplication questions.
One strategy we can use to help multiply larger numbers is called the distributive property.  This is a fancy math term for “breaking numbers up into their place value”.
For example, the number 15 is the same as 10+5 so
.
If we have to solve a question like:
4x15=___ We can think about it like this: 15 is the same as 10+5
4x(10+5)=___  OR
4x10=40
4x5=20
40+20=60
So, 4x15=60 

Let’s try one together.
2x27=___  Think about: 27 is the same as 20+7 so
2x20=___
2x7= ___
Add your 2 answers together.  What did you get? It should be the same as the answer to 2x27=___  

Pretty cool!  Let’s try some more!  Choose as many as you’d like to practice with today.  Be sure to remember to break up the 2-digit number into its tens place and ones place

  1. 3x64=
  2. 2x18=
  3. 7x21=
  4. 5x63=
  5. 6x49=
  6. 8x15=
  7. 9x24=
  8. 4x99=
Here’s a video that can support you if you get stuck:


Friday - Check in!  Share your thoughts with your teacher.
How are you doing with this work?  What questions do you still have?
If you need more practice, write your own questions following this format:
 1-digit x 2-digit=___  (just like the questions yesterday).
You can use the distributive property or your own personal strategy - the choice is yours!
(Optional) Challenge:  Write and solve your own multiplication story problem.  You can use one of the equations from yesterday or create a new one but remember, the numbers must make sense in the story problem (also known as a word problem).


Math Games:

Take a moment and explore the multiplication/division games below. Perhaps you would like to play one game each day and then on Friday you could return to the game that was your favourite.


  1. Comparing Products (you will need number cards 0-12)
Step 1: Deal 2 cards to each player (2 to 4 players)
Step 2: All players multiply the numbers on their cards
Step 3: Each player calculates a score:
*1 point if the product is an odd number
*1 point if the product is greater than 50
Repeat until a player reaches a total of 10 points
 
  1. Multiplication War (you will need a deck of cards)
-Each player gets a random stack of playing cards. Just flip two cards over and multiply. Whichever player has the highest product (review the meaning of the word) keeps the cards.
-Each player can also give the inverse division problem
(ie. 9x2=18 the inverse division problem could be 18/2=9)
  1. Multiplication Rock, Paper, Scissors (you will need your hands and fingers)
-Instead of using rock, paper, or scissors-players will use their fingers. Players count 1,2,3 and then display a specific number of fingers. The first player to call out the product earns a point.
-When a single hand is ‘mastered’, players could also play with 2 hands (10 fingers).

  1. Egg Carton Multiplication (you will need a recycled egg carton, marbles)
-Players can write a number on the bottom of each egg depression. Place 2 marbles inside and shake. Players will then open the top, and whatever two numbers the marbles have landed on, they multiply together. Repeat.
-Players can also give the inverse division problem


Writing

Monday through Thursday-Choose one of the following to write about (as a journal entry, paragraph or letter to the teacher). Please do not write this as a list.  Explain what it is.  Remember to use proper sentence structure, spelling and grammar while responding to the questions.

*Do you have a learning at home routine? Are you waking up on time for school days and getting enough sleep? Are you able to stay focused and get your work done, or are distractions making it challenging?

*School is more than just academics. What do you miss about school life? Do you miss the routines? Seeing your friends?

*What are you doing to stay fit in a time of social distancing? Dancing? Stretching? Using a fitness app? How successful are your new routines?

*Do you have a pet that you turn to when you’re stressed or worn out? Do animals ever bring you joy and companionship?

Day 5- Each Friday students will be asked to write a letter to their teacher about their past week of learning. Students can select how they would like to make their learning visible (ie. Google Docs, video, slide show) depending on the events that took place that past week. During some weeks, students will be asked to respond to specific questions while other weeks will be more open ended.

 Optional: Personal Challenge


At the beginning of each week, please have a conversation with your child about setting an attainable goal for the week. On top of setting the goal, please have a conversation about how you and your child will know if the goal has been achieved. During some weeks, the goal may have a specific direction while other weeks the goal may be student driven. 

This week's focus is on the effect of physical activity on one's emotional well-being. Take a moment to discuss the following inquiry question with your child: Is there a connection between physical activity and emotional wellness?

Students are encouraged to set an attainable goal related to physical activity. Before setting a daily or weekly goal, brainstorm various ways in which one can be physically active, whether it be inside or outside. Just remember that being physically active doesn't necessarily need to result in blood, sweat, and tears. Physical activity could be both high impact and low impact. You could also be creative in the equipment you use (if appropriate) when setting your goal.

 By the end of the week, hopefully you have noticed a connection between how you feel emotionally and the amount of physical activity you participated in.


Additional Resources

This week's resources have a focus on health and wellness.

  • Virtual YMCA Calgary – Body, Mind, and Spirit Wellness programs, offered free at this time online. Under "Body" you will find some great workout videos for kids - https://virtualy.ymcacalgary.org/
     
  • PE with Joe: "Joe Wicks is an English fitness coach with a degree in sports science, five years of experience as a personal trainer and three years of experience as an online nutrition coach. But these days, he has another mission — helping kids who are stuck at home stay fit."  https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ


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