This week, students continued to practice the traditional algorithm for 2-digit multiplication. Later in the week, while solving word problems, students were directed to choose whatever method works best for them. Most students prefer the array/box method, and it’s a great one to use. Students also began exploring divisibility rules as a lead-in to our study of division. We solved a division word problem this week using manipulatives and pictures. We will continue to work with division next week. Brace yourselves for the study of “long division” which will be coming soon! This is typically a challenge for most students, but we will have lots of practice both this year and next.
Fourth graders took the first nine weeks benchmark test this week, and the results were very good. Most students only answered a few questions incorrectly, and they understood their mistakes when we went over the test together. Students were given a sticky note with their score after we reviewed the questions, so your child knows how he or she performed on this assessment. We have also worked on several strategies for multiplication of two-digit numbers including repeated addition, base-ten blocks, arrays, partial products, and the traditional algorithm. We have made observations about the similarities of the various strategies, and students have been encouraged to use the strategy they find to be the most accurate and efficient. We are practicing the traditional algorithm over the next few days, so feel free to have students practice at home. Please remind students to continue practicing their basic multiplication facts. They’ll be VERY glad they did once we begin long division and working with equivalent fractions!
Fourth graders have been using timelines to find elapsed time this week, and they’ve especially enjoyed solving problems on the SmartBoard. They can use any strategy that works for them, but timelines tend to be an easy-to-see strategy for most students. On Friday, students reviewed some basic vocabulary such as factors, products, vertical, horizontal, and sums. We also reviewed multiplication as repeated addition and practiced with very small numbers. When we began working with slightly larger numbers, we modeled our work by using base-ten blocks.
We will continue to work on multiplication of larger numbers for the next few weeks, so students should be practicing their basic facts as much as possible. |
Mrs. GregoryMrs. Gregory has been a teacher for 25 years. She lives in Montpelier with her husband, two daughters, and two dogs. Archives
December 2016
Categories |