March 4, 2015
What a week!
A fantastic evening full of fun and laughs was had by all at the Twilight Sports on Friday evening. From the pre-schoolers taking part for the first time, to the past students who returned to help out and the teachers, I know everyone had a ‘ball’, ‘rolled’ with the events and ‘jumped’ for joy when they saw all the huge smiles of success.
This week students have been investigating ‘Time’ during Maths lessons. The activity titled ‘How long does it really take?’ has seen students racing around the school yard armed with stopwatches, measuring the time it takes to run a lap of the oval, write out the alphabet, recite numbers to 100 and walk to the library. Students have estimated the times and then measured the actual times. What could they measure at home to do with time? Can the students demonstrate their understanding of elapsed time?
We hope that you all have a safe and enjoyable ‘mid-term break’ with a three day long weekend ahead of us all. It will be the end of term before we know it, with the DEA Badge Presentation Assembly and the Term 1 Inquiry Expo coming up during the last week of Term 1- details to follow soon.
The Year 4 Teachers.
Grade 4 students completing the Maths activity ‘How long does it really take?
February 19, 2015
Place Value has been the focus for Grade 4 Maths over the past weeks. Students understand that digits have different values according to their place in the place value columns. They have been working with thousands, tens of thousands and for some students beyond. They have also learned how to expand numbers, breaking them into tens of thousands, thousands, hundreds, tens and ones.
e.g. 34,679 = 30 000 + 4 000 + 600 + 70 + 9
Students then focused on writing these BIG numbers in words, reading them and ordering them from smallest to greatest.
MAB is used to help students conceptualise numbers and rename them. MAB can be used to represent ones, tens, hundreds and thousands, enabling students to ‘make’ numbers and see how many ones, tens, hundreds, or thousands are in a number.
One thousand is represented by the large block .
One hundred is called a ‘flat’
One ten is called a ‘long’
One is represented by the small cube and is called a ‘one’.
For example students are asked to make and then write the number for 17 tens + 14 ones
- Students collect 17 of the ‘tens’ and 14 of the ‘ones’.
- They then have to rename the 17 tens by trading ten of the ‘tens’ with one of the ‘hundreds’ leaving 7 tens and trading ten of the ‘ones’ with one ‘ten’. Students now see that 17 tens is 170 and 14 ones is one ten and four ones.
- They now have in front of them –
- one of the ‘hundreds’ eight of the ‘tens’ and four of the ‘ones’ OR
- one flat, eight longs and four ones = 184
March 14, 2014
This week in numeracy, 4S and 4K have been working together on Number. The two grades have been learning and revising a few of the addition strategies that can be used to solve bigger problems. They have also been practising their number reading skills. Lloyd from 4K chose a REALLY big number to read out loud and did so very confidently.