Multiplying fractions by fractions

Click here to watch a video that explains the model for multiplying fractions by fractions.

Strategies for subtracting mixed numbers with "regrouping"

Here are the 3 strategies you can use to subtract fractions when you need to "regroup".

Subtracting strategies

Subtracting Mixed Numbers using the common multiple strategy

Here is a video to remind you of the steps for subtracting fractions with unlike denominators by finding a common denominator using the common multiples strategy.

Subtracting Fractions with unlike Denominators

4.2 Subtraction-- the standard algorithm

Watch this video and be prepared to work on the problems with me. You will need a piece of paper and a pencil to complete this lesson. When you begin working on the lesson independently, use blocks or make a model to help you with your thinking.

4.2 Subtracting using the standard algorithm

Finding a Common Denominator using Multiples

Here is a quick video to review finding a common denominator, when adding fractions with unlike denominators, using the multiples strategy.

Lesson 10: finding common denominators using multiples

Rectangular Arrays for Solving Multiplication Problems with Decimal Fraction

This week, students will be solving multiplication problems with decimal fractions. As with any skill student will learn this year, they will first work with a concrete model. They will then move on to a representational model. And finally, they will learn the more abstract model. The video below explains the models students will be exposed to this week.


Rectangular Arrays with Decimal Fractions

Why do Teachers Use Manipulatives in Math?

I wanted to share this article with you. It shows how one teacher uses manipulatives when introducing new skills in math. Lots of students feel like using manipulatives is not productive in math, but we will be using them a lot in math this year.

Why do Teachers Use Manipulatives in Math?

Partial Quotient Algorithm

Hello all,

I heard you all loud and clear at Open House. Yes, the math I am teaching your children is different from the math we all learned in school. And thank goodness! Math was hard (back then) for students who couldn't memorize the steps or who asked why at all during math class.

The focus has shifted in the past 10 years from memorization of algorithms to a better number sense, an understanding of the why behind the math, and application in a variety of problems. I will be posting videos and articles explaining the rationale behind the my teaching throughout the year, so keep checking back. And don't worry, your children will learn all of the standard algorithms in time, but they may also realize that the most efficient method is not always the standard algorithm! Click the link below to watch my first video on the partial quotient algorithm.

As always, feel free to reach out with any comments or questions. Better yet, make a plan to come in and be a "student for a day" in my math class!


Partial Quotients

Perimeter

Watch the video on Perimeter: Introduction. Once you have finished the video, get out your notebook and in the reference section, add a definition for perimeter. Remember to give an example so that you can calculate perimeter in the future. Then grab a worksheet on perimeter to practice. There is an answer key, so check your own answers. If you have trouble with this assignment, ask an adult for help!

Come and learn how your children are learning math!

Parent Math Night

What Do Our Kids Need to Know About Math?

John Tapper is returning on Thursday, October 27th to talk to MDI parents about the key math topics for each grade level K-6, how to support children when learning math facts, and to introduce strategies for developing mathematical thinking.  He will answer questions about math instruction, ways to support struggling learners, and Maine’s math standards.

Dr. Tapper is an Associate Professor of Elementary Education at the University of Hartford. In addition to 20 years of elementary classroom teaching, he has worked with teachers all over the world to improve math instruction. He is also a researcher and is the author of Solving for Why: Assessing, Teaching, and Understanding Students Who Struggle with Math. He is an alumnus of College of the Atlantic.

The session will be from 6-7:15pm in the MDI high school library. Light refreshments will be provided. Pre-registration with Karen Shields (kshields@mdirss.org) at the MDIRSS Superintendent’s Office is greatly appreciated so we can make sure we have adequate supplies. Childcare may be available -- if you need childcare for children ages 4-8, please contact Karen Shields at 207-288-5049 by Monday, October 24. School-aged students are welcome to attend with a parent/guardian.

Woodlawn Museum

Last week, 5th grade visited Woodlawn Museum. Students learned about the history of apples and how to press cider.

They learned about what makes good growing soil and helped to make a compost pile.















Students listened to George Neptune tell a creation story and share artifacts from the Abbe Museum.

They also took a tour of the Black House and got a glimpse of how people lived during the early 1800's.

5th and 6th Grade Hike on Gorham

We had the most gorgeous day for our hike this year! Here are some shots of the students at the top, reflecting on our hike so far and taking a quiet moment in nature.

Multiplying and Dividing by Powers of Ten

Last week, 5th grade math classes were using this place value chart to help them think about and find patterns.

We started by dividing by ten. Using the chart, we realized that if you have 1 group of millions it was easier to divide if you regrouped the million into 10 one hundred thousands. From there it was easy to divide by ten!

We did something similar with multiplication. Before long students were seeing a pattern.

When you move the decimal point to the right you are multiplying by a power of 10. If you move it to the right two places, you are multiplying by 2 powers of ten (or 100), etc

If you move the decimal to the left, you are dividing by a power of ten. If you move to the decimal to the left two places, you are dividing by 2 powers of ten (or 100), etc

Have a Mathematical Week!