**MATH CARNIVAL  Thursday, May 10th from 5:307:00**
*The math SOL will be given on Tuesday, May 22nd*
April 30th  May 16th
SOL review has begun! The homework that your child will receive for the next 2.5 weeks will reflect skills that need extra practice before the SOL test on Tuesday, May 22nd. If you need any help with the review skills, please scroll down and locate that skill on the page. You can also email me using the email link on the home page.
April 16th20th
Students will understand how variables are used and how to understand open sentences and model linear equations
Students will need to be able to read a picture/model like the one to the left. They will use the key to create the open sentence that is shown in the picture/model.
This open sentence states x + 3 = 7
According to the key, the picture of the glass represents x while the circle represents 1.
On the left side of the equal sign I see a glass and 3 circles (x + 3)
On the right side of the equal sign I see 7 circles (7)
This open sentence states x + 3 = 7
According to the key, the picture of the glass represents x while the circle represents 1.
On the left side of the equal sign I see a glass and 3 circles (x + 3)
On the right side of the equal sign I see 7 circles (7)
April 9th13th
Students will be able to find the rule and extend both numeric and geometric patterns.
The math CSA is on Tuesday, March 27th
March 26th30th
Students will review the unit on geometry including naming and identifying quadrilaterals.
March 19th23rd
Students will be able to combine and subdivide shapes.
March 12th16th
Students will understand the parts of a circle and how they are related to one another.
March 5th9th
Students will begin preparing for the 3rd quarter CSA by practicing test formatted geometry questions.
This week homework is a review. Please scroll down if you need to remember information on angles and triangles.
February 26thMarch 2nd
Students will be able to classify triangles by their sides and by the measure of their angles.
Students will be able to find the measure of a missing angle in a triangle.
Students will be able to find the measure of a missing angle in a triangle.
Dress up for the 100th day of school on Tuesday, February 20th  ideas here and here
February 19th23rd
Students will be able to classify angles by their measurement.
Students will be able to measure angles using a protractor.
Students will be able to calculate missing angles.
Students will be able to measure angles using a protractor.
Students will be able to calculate missing angles.
In order to calculate a missing angle you need to have two measurements. In the graphic to the left, you are given two parts of an acute angle (less than 90 degrees). In this case you would add 56 + 23 to get the measurement of the larger angle which would be 79 degrees.
February 12th16th
Students will be able to calculate the area of a right triangle and find the volume of a given object.
February 5th9th
Students will be able to calculate the area and perimeter of objects.
January 29thFebruary 2nd
Students will understand units of length, mass/weight, liquid volume, and temperature. They will also be able to convert units.
This is the big "G". We use it as a tool to help students remember how liquid volume measurements are related. There are 4 quarts in a gallon, 2 cups in a pint, and so on...
~THIRD QUARTER~
The math CSA will be given on Thursday, January 25th ** Girls on the Run registration begins on February 5th
January 16th19th
Students will be able to calculate the mean, median, mode, and range of various data sets.
**Students can be doing their calculations on a calculator  this is a calculator skill**
*Please do homework night by night  if we get any snow, days missed will carry over into next week**
January 2nd5th
Students will create and analyze data using line graphs and stem and leaf plots.
December 11th15th
Students will understand sample space and be able to create a tree diagram to show possible choices/outcomes
December 4th8th
Students will be able to subtract fractions with and without regrouping.
Student work should look like mine does below. I have walked you through all four steps of subtracting mixed numbers with regrouping (step #2), which is a new skill in 5th grade.
November 27thDecember 1st
Students will add and subtract fractions with and without regrouping.
November 13th17th
Students will Order Sets of Decimals, Fractions, and Mixed Numbers
Students will be expected to put fractions, decimals, AND mixed numbers in order from least to greatest and/or greatest to least depending on the direction given. The easiest way to do this is to change any fractions into decimals, which is what we learned last week. Here is an example of what your child will be working on this week
Step #1 = change the fractions into decimals by dividing
Step #2 = line up the decimals
0.540
1.469
0.285 (equals 2/7)
1.440
1.800 (equals 1 4/5  mixed number)
You can then look at all 5 decimals to determine the smallest to largest numbers: 2/7 (0.285) > 0.54 > 1.44 > 0.54 > 1 4/5
Step #2 = line up the decimals
0.540
1.469
0.285 (equals 2/7)
1.440
1.800 (equals 1 4/5  mixed number)
You can then look at all 5 decimals to determine the smallest to largest numbers: 2/7 (0.285) > 0.54 > 1.44 > 0.54 > 1 4/5
**Homework is on Wednesday and Thursday only this week**
November 8th10th
Students will be able to convert fractions to decimals and understand fraction/decimal equivalence.
Fractions are a form of division statement and should be read from top to bottom.
This fraction would be read as, "seven divided by twelve"
Students must add a decimal and 0 as a place holder behind the whole number 7 in order to continue with the division problem, which gives a decimal quotient.
This fraction would be read as, "seven divided by twelve"
Students must add a decimal and 0 as a place holder behind the whole number 7 in order to continue with the division problem, which gives a decimal quotient.
CSA Schedule: Friday 10/27 = reading; Mon 10/30 = social studies; Tu 10/31 = science; Wed 11/1 = math
October 30thNovember 3rd
Students will review concepts from the first quarter. Please refer back to the previous weeks for assistance.
October 23rd27th
Students will be able to add and subtract decimal numbers.
What's nice about adding and subtracting decimals, is that it is the exact same as whole number addition and subtraction. They only NEW thing that we need to remember is to LINE UP THE DECIMAL and then bring it STRAIGHT DOWN into the sum or difference.
October 16th20th
Students will find products and quotients involving decimals.
This year we are introducing how to multiply decimals using models. This will not be a tested skill until next school year, but students may see it on their SOL as a field test question (a question on the test that does not count toward their final score)
Traditional multiplication is seen below. Multiply 4x7 and then 4x6 to get the product of 268. You then count how many decimal places there are in the problem and that is how many decimal places that go in the product (answer)
Traditional division is shown below.

Lattice multiplication isn't used by many of our students, but I have seen a few use it so I want to make sure to include the process. Watch the video for stepbystep procedures. To get the answer to this problem, you add the diagonals.
Division with a decimal in the divisor (the outside number). This is not a tested skill this year, but students may see it on the SOL as a field test question (a question that does not count toward the final score)

October 10th13th
Students will round decimal numbers to the nearest whole number, tenth, or hundredth
The midquarter assessment will be given on Monday 10/9
October 2nd  6th
Students will determine an Amount of Elapsed Time in Hours and Minutes Within a 24hour Period
**Homework for this skill starts tomorrow 10/3**
Start time  The time an activity begins
End time  The time an activity ends
Elapsed time  The time that passes by in between start and end
This year students are required to be able to find either the: start, end, or elapsed time. They will ALWAYS be given two out of three of the times to work with. We teach students to use a tchart to organize their thinking. See examples below:
End time  The time an activity ends
Elapsed time  The time that passes by in between start and end
This year students are required to be able to find either the: start, end, or elapsed time. They will ALWAYS be given two out of three of the times to work with. We teach students to use a tchart to organize their thinking. See examples below:
September 25th29th
The student will create and solve singlestep and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. This week's focus will be on double digit divisors.
Double digit division can be very intimidating.
We teach students to round the divisor, which is the number on the outside that you divide by. In this case, we would round 15 to 20 in order to make our work a little easier. The steps of division remain the same: Divide Multiply Subtract Check (to make sure that the difference is less than the divisor) Bring down Repeat steps or write the remainder 
September 18th22nd
The student will create and solve singlestep and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers.
Thinking through a word problem is similar to reading a story. You must recognize the main character and what is happening in the story. Use the verbs in the story to help decide if you are to add or subtract. For instance, if Betty is receiving money for her birthday, she would be adding it. If she then took her birthday money and spent some at the store, she would be subtracting it from her total. Visualizing what is happening in the word problem is also extremely helpful when trying to work through and ultimately solve.
I have noticed that students are particularly having a hard time when subtracting with regrouping (borrowing). This is a skill that was introduced in 2nd grade. When subtracting with regrouping, it is very important that each student focus on:
 Working one place at a time starting with the ones place.
 When regrouping, a student is adding ten to the digit that needs it, while taking one away from the digit "next door".
 They should then subtract what they are able to before continuing to the next place.
For this problem, we would first have students write out the multiples of 4 because that is the factor that we will be multiplying by:
4 8 12 16 20 24 28 32 36
Steps to solving this problem
4 8 12 16 20 24 28 32 36
Steps to solving this problem
 multiply 4 x 7  write down the 8 and carry the 2
 multiply 4 x 5 and then +2  write down the 2 and carry the 2.
 multiply 4 x 3 and then +2  write down the entire 14
 write in the comma after the third place.
Strategies: while students are working toward memorizing their multiplication facts we have them write out the multiples for the facts that are in the problem.
Example: for this problem, students will be multiplying by 3 and by 1. Since we all know that one times anything equals that number, we would write out our 3's:
3 6 9 12 15 18 21 24 27
When students write out their multiplies first, they spend less thinking time when working through the problem.
Example: for this problem, students will be multiplying by 3 and by 1. Since we all know that one times anything equals that number, we would write out our 3's:
3 6 9 12 15 18 21 24 27
When students write out their multiplies first, they spend less thinking time when working through the problem.
September 11th15th
The student will evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division.
Order of operations homework begins on Wednesday 9/13. No homework on 9/11.
September 5th8th
Students will be able to identify, explain, and demonstrate which numbers are even/odd and prime/composite