Math Homework TipsMath Homework TipsFor Parents For Parents

Nov. 19, 2015Nov. 19, 2015

Welcome! Please sign in on the Welcome! Please sign in on the sign in sheet before we begin.sign in sheet before we begin.

Why don’t we teach math Why don’t we teach math the way we learned it?the way we learned it? We want to develop mathematical thinkers We want to develop mathematical thinkers

and problem solvers. and problem solvers.

We want students to have a We want students to have a deeper deeper understanding understanding of math, what the of math, what the valuevalue of of the numbers mean, and how the numbers the numbers mean, and how the numbers and concepts work. Math is flexible and and concepts work. Math is flexible and there are multiple ways to find the answer.there are multiple ways to find the answer.

Rote memorization will only get you so far.Rote memorization will only get you so far.

Throughout each grade level we are trying Throughout each grade level we are trying to move kids from to move kids from concreteconcrete to to abstract abstract problem solving.problem solving.

Look for some of these math Look for some of these math concepts when finding games or concepts when finding games or websiteswebsites:: Word ProblemsWord Problems for: addition, for: addition,

subtraction, multiplication, subtraction, multiplication, division, number patterns, shape division, number patterns, shape patterns, algebra, geometry, patterns, algebra, geometry, graphs, elapsed time, weight, graphs, elapsed time, weight, measurement, capacity, and measurement, capacity, and fractions (including mixed fractions (including mixed numbers, improper fractions, numbers, improper fractions, equivalent fractions, equivalent fractions, largest/smallest fractions, 1/3 of largest/smallest fractions, 1/3 of 12, etc).12, etc).

TenMore

Ten Less

Countingin unitsof ten

Counting ten less and ten more and 100 more and 100 lessfor addition and subtraction to 1,000.

See thousands chart handout.

Ways to Make 100

Ways to Make 10Ways to Make 100 Other

Combinations of 100:

1+9 10+90 76+24

2+8 20+80 51+49

3+7 30+70 42+58

4+6 40+60 ?

5+5 50+50 ?

6+4 60+40 ?

7+3 70+30 ?

8+2 80+20 ?

9+1 90+10 ?

Be sure to look at the TENS place and try to get to 90. Then, look Be sure to look at the TENS place and try to get to 90. Then, look at the ONES place and try to get to 10. (90 +10 = 100)at the ONES place and try to get to 10. (90 +10 = 100)

Teaching kids how to count by tens is important to understand values of numbers. *Hundreds boards, thousands chart, or see below for place value.

Close to 100 Game- Choose what is in the tens place to equal 90. Choose numbers to equal 10 in the ones place.

4 2 + 5 8 = 100

3 4 + 6 5 = 99

*Rounding to the Nearest Ten:

Multiples of ten: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140 etc.

Look in the ones place.If it is 5 or more, round up to the next multiple of ten.If it is less than 5, round down to the nearest multiple of ten.

Example: 43 ~ 40

-l------l----------------l---------------------------l-

40 43 45 50

*Rounding to the Nearest Hundred:

Multiples of 100: 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000, 1100, 1200, etc.

Look in the tens place.If it is 5 or more, round up to the next multiple of 100.If it is less than 5, round down to the nearest multiple of 100.

Example: 268 ~ 300

-l----------------------------l--------l------------------------l--

200 250 268 300

Students may also be asked to estimate to the nearest 10 or nearest 100 when

adding or subtracting in their math problems.

Key Words in Math Word Problems ADD~ I f you read: MULTI PLY~ I f you read: sum product multiples of… total times all together (or altogether) twice plus total in all multiplied by both What is the area of… How many combined? Groups of… What is the sum? What is the product? SUBTRACT~ I f you read: DI VI DE~ I f you read: What is the diff erence? remainder less than quotient How many less? goes into How many fewer? split equally How many more? each How many are left? How many per… How much change? What are the factors? How much taller is? Shared among… How much shorter is? Divide ___ into parts Minus equal parts give away What is the quotient? take away (or took away)

Use these phrases to help kids know whatoperation to use in word problems:

See parent handout on See parent handout on addition and subtraction addition and subtraction strategies for the following strategies for the following slides.slides.

Parents can help kids with math addition fluency:Parents can help kids with math addition fluency:

Make 10 Combinations 9+1, 1+9=10 6+4=10 2+8=10 7+3=103+7=10 8+2=104+6=10 9+1=105+5=10

Doubles1+1=2 6+6=122+2=4 7+7=143+3=6 8+8=164+4=8 9+9=185+5=10

Near Doubles (+1 or -1)Ex. 5+5=10, so… 5+6=11 (+1) Ex. 6+6=12, so… 6+5=11 (-1)

Plus 10 Combinations10+1=11 10+6=1610+2=12 10+7=1710+3=13 10+8=1810+4=14 10+9=1910+5=15 10+10=20

Plus 9 Combinations9+1=10 9+6=159+2=11 9+7=169+3=12 9+8=179+4=13 9+5=14

Remaining Combos:(+2 or -2) (near 10)Ex. 5+3=8 6+3=9 5+7=12

Addition Strategies:

Adding By Place (Breaking Apart):

46 + 74 = ___40 + 70 = 110 First, I added the tens.6 + 4 = 10 Then, I added the ones.110 + 10 = 120 Last, I put the tens and the ones together=120

(A little art lesson: red + blue = purple)

• Use number strings:

*Only for adding, not subtracting.

46 + 74 =

110 10

120

““Sticks and Stones”Sticks and Stones”- for younger grades.- for younger grades.

Students can use Students can use drawingsdrawings to add to add numbers together. Students use a numbers together. Students use a square to represent 100, a line or “stick” square to represent 100, a line or “stick” to represent 10 and a dot to represent 1. to represent 10 and a dot to represent 1.

This is a pencil and paper method of This is a pencil and paper method of solving problems without cubes.solving problems without cubes.

Can use sticks and stones with Can use sticks and stones with subtraction.subtraction.

Drawing with sheets (100), strips (10), and singles (1):

46 + 74 =llll ::: lllllll ::110+10 = 120 *Draw below:

*We use algorithms to “Stack and Regroup”:

1 1 46 + 74 120

Here’s my thinking:6 + 4 =10, so I put a 0 in the ones column and carry my group of 10 (1) to the tens column. Then I add 1 ten (10) + 4 tens (40) + 7 tens (70) = 12 tens (or 120). So I write my 2 (20) in the tens column and write the 1 (100) in the hundreds column to equal 120 as my answer.*Sometimes you can use this as a way to double check your answer.

*Use a Hundreds Board: Equation: 46 + 74 = X

Students start at 46, then add 7 tens by going down 7 tens, landing on 116. Then they add 4 ones by going to the right 4 places, ending on 120. X=120

46

56

66

76

86

96

106

116 117 118 119 120

10moreeach 10

time 10

10

10

10

10

10

1 more each time 1 1 1 1

Hundreds Board and Number Hundreds Board and Number Line- SubtractionLine- Subtraction

The number line has transformed The number line has transformed student success with subtraction. student success with subtraction. When students solve subtraction When students solve subtraction problems they can simply turn the problems they can simply turn the subtraction problem into addition!subtraction problem into addition!

203- 85=____ 203- 85=____ Why subtract when you can add?Why subtract when you can add? 85+_____ =20385+_____ =203

Subtraction Strategies:

Break Apart By Place:

1. Write equation. Example: 93 – 5 8 = ______ <35 is the answer. 93 – 50 = 43 *Use the entire number 93 and break away the value of the tens place.

43 – 8 = 35 * Subtract f rom that answer the value of the ones place. Number line: 1. Write equation.

93 – 58 = _______ <35 is the answer. 30 + 5 = 35 ---l--------------------------l--------------------l----

58 88 93

•To help with homework, have students highlight or underline key words and what the problem is asking.

•Teach your kids to read very carefully. Often, problems have more than 1 step to find the correct answer.

Math Homework #3- Sub. Name:___________ #:_______ Date:_____*Use either the Break Apart strategy or the Number Line strategy. You may double check with the algorithm (stacking) if you choose. Write the equation and show how you solved it. *Please see reverse side for the strategies for sub.

 

1. There are 63 pencils in the drawer. Dan took 20 pencils out of the drawer. How many pencils are left in the drawer?

Types of Graphs

Example of a Survey Example of a Bar Graph

Example of a Circle Graph or Pie Chart Example of Double Bar Graph

Example of Pictograph

Line Plot

Be sure to look at the key on graphs; some symbols are more than 1. Ex.

=10 apples

Short hand = hour hand 60 seconds = 1 minute

Long hand = minute hand 60 Minutes = 1 hour

What is half?

What is morethan half?

Which fractionis larger?

1/4 or 4/6?

Equivalent fractions

1 whole

1/21/2

1/41/4

1/41/4

1/81/8

1/81/8

1/81/8

1/81/8

We will be learning about equivalent fractions

We can see that 2/8 is the same length as 1/4

So 2/8 = 1/4

They are equivalent fractions

1 whole

1/21/2

1/41/4

1/41/4

1/81/8

1/81/8

1/81/8

1/81/8

GeometryGeometry Solid GeometrySolid Geometry is the is the geometry of three- of three-

dimensional space, the kind of space we dimensional space, the kind of space we

live in ...live in ...Three Dimensions.Three Dimensions. It is called It is called three-dimensionalthree-dimensional, or , or 3D3D

because there are three dimensions: because there are three dimensions: width, depth width, depth andand height. height.     

Geometry Geometry

A A spheresphere is a figure with all points the same distance from the is a figure with all points the same distance from the center. center.

A A cubecube is a three-dimensional shape with six square or is a three-dimensional shape with six square or rectangular sides. rectangular sides.

A A cylindercylinder has two parallel faces that are circles. The circles are has two parallel faces that are circles. The circles are called bases. The distance from the center of the circle to a point called bases. The distance from the center of the circle to a point on the circle is called the radius. on the circle is called the radius.

A A rectangular prismrectangular prism is a solid figure where all sides are is a solid figure where all sides are rectangles and all sides meet perpendicular. rectangles and all sides meet perpendicular.

A A conecone is a figure created by connecting every point of a circle to is a figure created by connecting every point of a circle to a point not in the plane of the circle.  The point is called the a point not in the plane of the circle.  The point is called the vertex and the circle is called the base.vertex and the circle is called the base.

A A pyramid pyramid is a figure created by connecting every point of a is a figure created by connecting every point of a polygon to a point not in the plane of the polygon.  polygon to a point not in the plane of the polygon.        

                                         

CubeCube 6 6 Faces Faces 8 8 VerticesVertices 12 12 EdgesEdges

A vertex is the point where two sides of a polygon meet.                        

Polygons are closed, flat 2-dimensional figures. Polygons are many sided figures that are line segments. A regular polygon is one that has EQUAL SIDES. Polygons also have diagonals.

Polygons: Number of Sides

Number of Angles

Number of Diagonals

Triangle 3 3 0

Quadrilateral

4 4 2

Pentagon 5 5 5

Hexagon 6 6 9

Heptagon 7 7 14

Octagon 8 8 20

Nonagon 9 9 27

Decagon 10 10 35

CongruentCongruent~ Same Size, Same Shape~ Same Size, Same ShapeSimilarSimilar~ Same Shape, Different Size~ Same Shape, Different Size

Symmetric Figure~A figure that can be folded flat along a line so that the two halves match perfectly is a symmetric figure; such a line is called a line of symmetry. Examples: The triangle below is a symmetric figure. The dotted line is the line of symmetry.

                           

The square below is a symmetric figure. It has four different lines of symmetry shown below.

                 

The rectangle below is a symmetric figure. It has two different lines of symmetry shown below

Mrs. Reed wants to purchase new carpeting for the her living room. What is the area of her room? 5 x 6 = 30

A.B.

C.D.

30 square yards22 yards

2 feet25 square yards

5

6

Area = L x W

Area = insideof a figure X

What is the perimeter of this shape?

A.B.

C.D.

18 centimeters20 centimeters

21 centimeters21 square cm

3 cm

5 cm

6 cm

7 cmPerimeter =Distance around theoutside of a figure. +

5 + 7 + 6 + 3 = _____ cm.

Number PatternsNumber Patterns……

88, , 1010, , 1212, , 1414, __, __

What is theWhat is the

rule?rule?

Number ... Number ... 16 16 is is next!!!next!!!

88, , 1010, , 1212, , 1414, , 1616 +2 +2 +2 +2

Rule is +2 each time*This is a repeating pattern.

5 X 2 =10Kids need to understand “groups of”…

They also need to see how multiplication is related to division.Example: 6 X ____ =24

2 X 4 = 8trees apples apples in all

5 X 2 = 10

2+2+2+2+2=10

4

3

3 x 4 = 12

8 x 5 = __

8, 16, 24, 32, 40

6 + 6 = 12, so2 X 6 = 12.

9 + 9 = 18, so2 X 9 = 18.

0 X 1 =0factor factor product

1 X 5 =5factor factor product

Multiplication Songs~ *Keep in Resources section of notebook2’s (as a cheer)2, 4, 6, 8, 10, that’s the way that we begin.12, and 14, 16 too, that’s the way we count by two’s18, 20, these are just a few of plenty!

3’s (to the tune of “Jingle Bells”)3, 6, 9, 12, 15, 18, 21, 24, 27, 30 we are done, hey!

4’s (to the tune of “Row, Row, Row Your Boat”)4, 8, 12, 16, 20, 24. . . 28 and 32, 36 and 40.

5’s (to the tune of “Old McDonald”) *12’s (to the tune of the Macarena)5 and 10 and 15, 20 e i e i o 12, 24, 36, 48 Hey Macarena!25, 30, 35, 40, that’s the way it goes. 60. 72. 84. 96 Do the Macarena!With a 45 here and a 50 there, e i e i o. 108 and 120, Sing the Macaren

(one hundred eight and one twenty) 132, 144 Shake the Macarena!6’s (to the tune “Found A Peanut) (one thirty two and one forty four)6, 12, 18, 24, 30 next comes 3642 and 48 and six more makes 54.Last is 60 but don’t worry, it’s been fun, oh yes it has.But, please remember all your six’s or Mrs. Rogers will have a cow.

7’s (to the tune of “She’ll Be Comin’ Round The Mountain”)7 and 14, 21 Hee Haw, Hee Haw28 and 35 we’re halfway done Hee Haw42 and 49, 56 and 63, and lastly we have 70 Hee Haw, Hee Haw!

8’s (to the tune of “BINGO”)8, 16, 24, 32, and 4048 and 56, 64 and 7280 and 88 and now we are through.

9’s (to the tune of “Camptown Races”)9, 18, 27, thirty-six45 and 54, next is 63.Next is 72, then is 81, last is 90. . . now guess what?Now I know my 9’s, whoo-hoo!

What number is the solution to the equation below? 3 = △ ÷ 9 (Algebra equation) * Show your work: 3 x 9 = _______, so 3 = _____ ÷ 9 A 3 B 12 You can use repeated addition to solve: 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = ______ C 18 D 27

Example of an algebra equation using multiplication and division:

Math Websites:Math Websites: www.ixl.comwww.ixl.com Softschools.comSoftschools.com

Choose ___ grade math gamesChoose ___ grade math games Internet4classroomsInternet4classrooms

___ grade >Math Activities___ grade >Math Activities multiplication.commultiplication.com gameaquarium.com/mathgameaquarium.com/math funbrain.comfunbrain.com Jefferson County SchoolsJefferson County Schools

Math power point presentationsMath power point presentations NCDPI Website~ has EOG math problemsNCDPI Website~ has EOG math problems and testing informationand testing information http://www.commoncoresheets.com/http://www.commoncoresheets.com/

Play Math Games at home~Play Math Games at home~

Monopoly help kids count Monopoly help kids count money.money.

Roll dice and Roll dice and addadd 1 digit 1 digit numbers for fluency. Then, try numbers for fluency. Then, try adding 2 digit numbers and 3 adding 2 digit numbers and 3 digit numbers. Try using this for digit numbers. Try using this for subtraction as well.subtraction as well.

Bump It- multiplication game.Bump It- multiplication game.