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We have started our adding and subtracting fractions unit. To begin, students started by sorting fractions that were closest to 0, 1/2 and 1, explaining how they knew what the “benchmark fraction” was. Afterwards, students played fraction battle. In fraction battle, each player flips a card and the student with the largest fraction has to justify how they know it is the largest fraction. Below are pictures.

Students have been hard at work deepening their understanding of multiplication and numbers by working on understanding the partial products algorithm and how it is tied to the area model. By being able to things of numbers as a representation of their actual value, students are having a better understanding of what happens when we multiply numbers by different values. For example, if we multiply 0.3 by 0.8, we are able to know that our answer will be in the hundredths. We can quickly then multiply 8×3 = 24, and we know that the product is 24 hundredths, or 0.24. Below are some pictures of the students walking their partners through the steps of how to find the exact product.

Thank you to AISG for hosting the 2nd annual Math Olympiad Tournament! All 24 5th grade students had a fabulous time working together to solve challenging math problems. All of the teams really put forth their best effort and we were honored to have two our teams place in the top 5. Congratulations to all who participated!

SIS is lucky enough to have David Schwartz visiting us for a couple of days to share his joy of reading and writing, mixed with math and science. Below are some pictures of his visit with 4th and 5th grade this morning. He shared with us a lot of the inspirations that he got for the stories he’s written. Such as the time when he was a kid watching frogs hop, and he started to wonder how far frogs can jump compared to the size of their body. After doing some hands on investigation, he found that frogs jump about 20 times longer than their body, and that if he could jump as far as a frog, he would jump 90 feet.

To review the main ideas from our geometry unit, students completed a “Find Someone Who” activity. This worked by students asking someone if they could explain one of the concepts on their paper. The person would then explain to them how to draw the answer, and the they would try to draw it. They would then check with their partner. This was a good way to review, because both partners were constantly active in generating and understanding ideas.

Students have been practicing using multiple strategies to add and subtract multi-digit numbers. Today, students played “subtraction target practice.” The game is played in pairs and starts at 20. The first player flips two cards (0 -9), and using a counter as decimal, makes a number out of the two cards. For example, flipping 2 and 6, the student could make 6.2 or 2.6. Whichever they make, they subtract from 20. Their partner then flips 2 cards and makes a number, and subtracts it from the previous number. The player to get closes to 0 without going under 0 wins.