1. Week 4
1.1. Multiplication and Division algorithms
1.2. this video ties multiplication and division in together by showing examples.
1.3. Multiplication is also thought of as repeated addition for some students. Place value is really important to show while multiplying. There are multiple different algorithms. The best one that shows place value for me is the expanded notation.
1.3.1. things such as number line, boxes and arrays can be used to help students see the place value and keep their work organized.
1.4. https://youtu.be/8Ft5iHhauJ0
1.5. Division is often thought of as repeated subtractions.In the normal algorithm there is no sense of place value for the students. It can also be confusing because we start in the hundreds place where as with the other operations you start with the ones place. It is important to show the place values so your students can understand where they are getting their numbers.
1.5.1. The best way to show the place values while dividing is by using boxes and your value blocks. this way the kids can actually see where they are splitting their numbers up and why.
2. week 5
2.1. test review
2.2. test day
3. week 6
3.1. mental strategies
3.1.1. example: the left to right approach. You add the problem from left to right in your head. However, you simplify it in your head before adding the whole problem together.
3.2. Making Tens - Mental Math Activities for Children | Kids Academy
4. week 7
4.1. Divisibility rules
4.2. Terminology: 10 is divisible by 5. Or 5 divides 10. 2. 5 is a divisor of 10. 3. 5 is a factor of 10. 4. 10 is a multiple of 5.
4.3. Example of divisible rules. A number is divisible by 2 if the number ends in an even number. A number is divisible by 5 if the number ends in a 5 or 0. A number is divisible by 10 if the number ends in a 0. A number is divisible by 3 if the sum of the digits add up to a number divisible by 3. A number is divisible by 6 is the number is divisible by 2 and 3.
4.4. algorithm: Chop off method
4.5. factors: List method and prime factorization. GCF= Greatest Common Factors. LCM= Least common multiple.
4.6. Rules Of Divisibility | Mathematics Grade 4 | Periwinkle
5. week 9
5.1. Test
5.1.1. Study for test
6. Week 11
6.1. Positive and Negative Numbers
6.2. https://youtu.be/6U1kCOuNpR4
6.3. When working with positive and negative numbers, have to understand the tineline and place value. We use negative and positive numbers for things such as temperature, money, losing weight.
7. week 12
7.1. Mind map
7.2. final test
8. Week One
8.1. went over syllabus
8.2. problem solving
8.3. graphs and Venn diagrams are great to include when teaching problems solving methods
8.4. 4 Steps in Solving Problems
9. Week two
9.1. base systems
9.2. practice of other base systems and how to turn them into base ten
9.2.1. you can only use certain digits in each base depending on what base it is. Example: base ten can use the digits 0,1,2,3,4,5,6,7,8, and 9. we also use blocks to represent our bases. when converting a base, you can use the powers, expanded notation and drawings to stay organized
9.3. Base 10 Number System
10. week 3
10.1. Addition and subtraction operations
10.2. There are many different algorithms for adding. most of us were taught the standard American way of doing this. However, it doesn't show any place value which is crucial for kids to learn.
10.2.1. Addition: 1.standard American (no place value) 2. Partial sums (adds a little more place value) 3. partial Sums pt. 2 (adds more place value than the first one. 4. Left to right (explicitly shows place value) 5. Expanded notation (easiest for seeing the place value) 6. Lattice (once its organized it shows some place value.)
10.2.2. 1.American Standard (does not show place value but is comfortable) 2. European/ Mexican style (also does not show place value, but we don't borrow, we add to a different value) 3. Reverse Indian (you go left to right and you borrow from the potential answer. shows better place value) 4. Left to right (shows place value more in depth) 5. Expanded Notation (shows place value at its best and is comfortable to work with) 6. Integer subtraction (subtract everything as is, then follow the signs to get final answer
10.3. There are also many different ways to subtract. Again we were taught the standard American way that does not show place value.
10.4. ES 2 Math 3-digit Addition using the Expanded Method
11. week 10
11.1. Deimals
11.1.1. A Decimal Seperates the whole from the part. The decimal always sits to the right of the unit. We add, subract, multiy and divide decimals as well.
11.1.2. https://youtu.be/Dm028SSei88
11.2. Percentages
11.2.1. Working with percentages is almost like working with decimals, just in differnt form. For example; 33/100 is also 33%. When teaching students percentages, its very important to make sure they understand the basic principals before moving onto the more complicated questions We can convert decimals into percentages and percentages into decimals by dividing. However, sometimes it will be a terminating decimal or a repeating decimal.
11.2.2. https://youtu.be/kDFLcCOS7aw
12. week 8
12.1. fractions are just part of a whole number. Ratios are also fractions but only when they show the relationship between a part and whole. Other ratios show the relationship of two parts which is not a fraction.
12.2. simplifying fractions: we take the greatest common factor to get the same denominator which can eventually give us a simple fraction.when you find the common denominator, you're also finding the common multiples.
12.2.1. always use blocks or manipulative that the kids can use hands on when working with fractions.
12.3. multiplying and diving fractions
12.3.1. operations should come last when teaching fractions. Multiplying will most likely come easier to the students than dividing will. draw pictures and make directions and drawings very clear to stay organized.