The best approach to Math is to create a solid foundation. Everything that we will learn this year relies on a solid foundation of the basic principles of Math: adding, subtracting, multiplying, and dividing. If your child is lacking in any of these areas please spend time every night to practice these skills. I will also be working on this in class, but encourage daily practice at home.
We have completed the Module 1 and your child should be able to:
- Round to the nearest whole number through the thousandths place
-Read and write numbers in word form, standard form, and expanded form.
-Compare numbers from the millions place to the thousandths place using appropriate mathematical symbols
-Add and Subtract decimals
-Multiply and Divide decimals.
We have begun Module 3 and will focus on Adding and Subtracting decimals with unlike denominators.
I encourage you to visit www.engageny.org and view the resources available for parents.
Terminology New or Recently Introduced Terms for Module 3:
Benchmark fraction (e.g., 1 2 is a benchmark fraction when comparing 1 3 and 3 5 )
Like denominators (e.g., 1 8 and 5 8 )
Unlike denominators (e.g., 1 8 and 1 7 )
Familiar Terms and Symbols
Between (e.g., 1 2 is between 1 3 and 3 5 )
Denominator (denotes the fractional unit: fifths in 3 fifths, which is abbreviated as the 5 in 3 5 )
Equivalent fraction (e.g., 3 5 = 6 10 )
Fraction (e.g., 3 fifths or 3 5 )
Fraction greater than or equal to 1 (e.g., 7 3 , 3 1 2 , an abbreviation for 3 + 1 2 )
Fraction written in the largest possible unit (e.g., 3 6 = 1 × 3 2 × 3 = 1 2 or 1 three out of 2 threes = 1 2 )
Fractional unit (e.g., the fifth unit in 3 fifths denoted by the denominator 5 in 3 5 ) Hundredth ( 1 100 or 0.01)
Kilometer, meter, centimeter, liter, milliliter, kilogram, gram, mile, yard, foot, inch, gallon, quart, pint, cup, pound, ounce, hour, minute, second
More than halfway and less than halfway
Number sentence (e.g., “Three plus seven equals ten.” Usually written as “3 + 7 = 10.”) Numerator (denotes the count of fractional units: 3 in 3 fifths or 3 in 3 5 )
One tenth of (e.g., 1 10 250)
Tenth ( 1 10 or 0.1)
Whole unit (e.g., any unit that is partitioned into smaller, equally sized fractional units)
< , > , = These are terms and symbols students have seen previously.
One of the biggest differences that the Common Core Standards has brought to Math is the need for students to apply their problem solving skills. Students are presented with a written word problem and will be asked to solve that problem using a series of different Math skills. In order for student to do this effectively I will help them learn strategies to use when approaching a word problem. Students can use the following steps to help begin each problem:
WWK ( What do We Know) - write down all the information presented in the problem
WWN ( What do We Need) - what do I have to do for this problem? What answer are they looking for?
HTS ( How To Solve) - What mathematical operation(s) am I going to use? Can I draw a picture? a chart? a diagram?
Then SHOW ALL YOUR WORK!!!