We are so happy you found your way to our blog. In an effort to facilitate communications between school and home, we will use this blog as our primary vehicle for getting information to you about your child’s life and learning in Grade 5.
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We look forward to sharing this important year in your child’s life with you!
Grades 4 and 5 just enjoyed a wonderful afternoon of fun recreation. A big thanks to the class parents and PTO and all the parents who sent in yummy snacks and/or volunteered to help supervise. The Grade 4 teachers did a fabulous job planning awesome activities that the kids really enjoyed. 172 of the 191 4th and 5th graders attended and really had a blast!
Big thanks to all who helped make this a super cool afternoon of fun!
In our third unit in Math, students understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals. We’ve begun the unit reviewing the foundational standards addressing equivalent fractions and various representations of these.
Students then use their understanding of equivalence to work with unlike denominators. Students will learn various models to represent fractions and use these to apply understanding of operations. As always, students will use concepts and procedures learned to solve multi-term problems and assess the reasonableness of their solutions to equations and word problems with fractional units.
Guiding Questions for this unit include:
- How do we add and subtract fractions with unlike denominators?
- How can real life problems involving addition and subtraction of fractions be solved?
- What strategies can be used to determine if answers are reasonable?
Please see the following links for information and parent tips on the unit (Each topic has it’s own link!). These sheets also include examples, models, and practice problems from the work being done in class and may help you, if you as you support your child’s math work at home.
On another note, the ES Parents’ discussion of the YouCubed course on Math and Mindset was very engaging. If you missed this first discussion, you can still join us for Part II on January 31 at 8:45 in the Conference Room. If you are interested please sign up for the course at this link. Please contact Jeff Hinton with questions. firstname.lastname@example.org
Please see the schedule for ice skating in PE. It is expected that each student comes prepared with snow pants, hat, and gloves and be ready to skate.
At our ES Parent meeting in October we talked about math for the 21st Century. Several parents showed an interest in participating in conversations centered on math and student mind-set. We would like to invite you to join us for these conversations.
Below is information about a free online course, which consists of 6 sessions, through Stanford University that was designed for students and parents. Each session is between 10 and 20 minutes. We will meet twice to discuss what we have learned through the course.
- January 17th 9:30 (after the PTO meeting) We will discuss Part 1 (sessions 1-3)
- January 31st 8:45 – We will discuss Part 2 (sessions 4-6)
If you are interested please sign up for the course at this link. Please contact Jeff Hinton with questions. email@example.com
Please remember Grade 5 will be skating in PE for the next several weeks.
Students need their gloves, pants, and, of course, skates.
Please click this link to see the schedule for when your class will be skating.
Your child has now received the results of the second mid-module assessment in Math. Included in the home report on this was the practice standards rubric. Remember, the math practices are the “habits of mind” that students need to develop when they employ math strategies, talk about math and solve problems.
In our second module we are focused on four of the practices. Two of these (#7 and #8) are continued from the first module. Two new practices highlighted during this module are described below.
Make sense of problems and persevere in solving them: Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary.
Reason abstractly and quantitatively: Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved.
We will continue to develop these four standards and focus on others in later units throughout the year. Please don’t hesitate to ask if you have questions about the standards for mathematical practice.
The PE Teachers will be starting ice skating soon in PE. Please read the letter explaining about skating.