Geometry Definitions

Hi Grade 5s,

For homework tonight, you had to find the definitions for the following geometry terms:

• equilateral triangle
• isosceles triangle
• scalene triangle
• pentagon
• hexagon
• octagon
• parallelogram
• trapezoid

 

You can post your definitions straight to the blog as a comment, if you like. Just remember to include your name.

 

See you tomorrow!

-Ms. Lewis

 

Triangles, Triangles, Triangles!

Today, we began our geometry unit by looking at the 3 different kinds of triangles: equilateral, isosceles, and scalene.
Let's take a closer look at each:

Equilateral - We recognized that the word "equilateral" sounds a lot like "equal", which means the same. We are so smart that we figured out that an equilateral triangle is a triangle with all 3 sides the same length.

Isosceles (eye-saw-so-leez) - We learned that an isosceles triangle is one with two sides that are the same length.

Scalene (skay-leen) - We figured that if an equilateral had 3 sides of the same length, and an isosceles had 2 sides of the same length, then a scalene triangle must have 3 sides of different lengths.

We're so smart...
See you tomorrow!

You Survived!

PHEW!

Grade 5s, your test is OVER!  Give yourselves a big pat on the back for the hard preparation work you did to get ready for our test.

I am so proud of how far you have come in this unit.  When we began whole numbers, most of you didn't know how to multiply with two-digit numbers or how to do long division.  Even though it was a challenge, you stuck with it.

Way to go!

I hope you have a great day tomorrow, and remember to be safe this weekend.

See you Monday!

-Ms. Lewis.

Whole Numbers Test

Happy Monday, Grade 5s!

 

Your Whole Numbers test will be this Thursday, October 29th. Today in class I gave you a study guide. Here's what it said:

 

 Make sure you know how to:

• write numbers in standard form and expanded form (e.g., 860 437 is standard form, 800 000+60 000+400+30+7 is expanded form)
• write the value of an underlined digit (e.g., 860 437=60 000)
• write a series of numbers in order from greatest to least/least to greatest
• find the sum of a 3-number, 4-digit addition problem (e.g., 4527+6589+4582)
• find the difference of a 4-digit subtraction problem (e.g., 7412-4386)
• write the related facts for sets of numbers (e.g., 8, 12, 96 = 8x12=96, 12x8=96, 96÷ 8=12, 96÷ 12=8)
• find the product or quotient of multiplication and division problems, including multiples of 10 (e.g., 50x90=4500, because 5x9=45 plus two zeroes)
• multiply using two-digit numbers
• divide using long division

 

If you're not sure about any of these things, post your questions here, or ask Ms. Lewis in class before Thursday.

See you tomorrow!

 

-Ms. Lewis.

 

Long Division

Happy Wednesday!

We've been practising our long division skills for the past few days.  I can tell that each day, you're starting to get it a little bit more and more.  That's great!

Remember the steps:

1. Divide
2. Multiply
3. Subtract
4. Bring down
5. Repeat steps 1-4.

Here's a website with a detailed explination:
http://argyll.epsb.ca/jreed/extras/longdiv/

Questions with tonight's homework?  Post them here!

-Ms. Lewis.

Super Multiplication Challenge!

Hi Grade 5s, and happy Friday!

As promised, here is your SUPER MULTIPLICATION CHALLENGE!!!!!!

65983 x 47324

We are still waiting for the right answer on this one.  First one to post it ON THE BLOG wins a prize.

Who will it be? 

Multiplying with Multiples of 10

TGIF, Grade 5s!

Today in class we looked at patterns formed when multiplying multiples of 10.  We know a number is a multiple of 10 when it ends with a 0.

We started the lesson by finding the products for the following questions:
25 x 10 = ?
25 x 100 = ?
25 x 1000 = ?

Then we used the knowledge we got from the pattern to figure out what 25 x 100,000 would be.

We figured out that the pattern was to add as many zeroes as we see in the problem.  For example, 25 x 10 contains 1 zero, so the answer is 250.  25 x 100 has 2 zeroes, so the answer is 2 500.  25 x 1000 has 3 zeroes, so the answer is 25 000, etc.

We realised we could do the same thing with basic facts and place-value patterns:

7 x 8 = 56
7 x 80 = 560
7 x 800 = 5600
7 x 8000 = 56 000

I hope you have a great Thanksgiving weekend with your families.  Remember: Tuesday is Picture Day.  Better start planning those outfits now!  Maybe something like this?

See you Tuesday!

-Ms. Lewis.