Parent Helper
Using the
Fourth and Fifth Grade Math
The Importance of Parent Involvement
What you say matters!
o
Parents what you say to your child matters.
o
90% of all learning takes place at home
o
Comments such as: “I
was never good at math (spelling, reading…etc.)” should be avoided.
Statements like this gives your child permission to fail.
o
Positive reinforcement:
o
We can work on this for five minutes everyday
o
We can learn it together
o
We can make it fun and simple
How to Study and Get Results
o
Environment that allows the student to focus
o
This is individual to each student
o
Study should be in regular, doable intervals
o
Model: Half hour of work – ten minute break
o
Frustration yields no results!
§
Avoid emotional conflict – Step away from the work!
·
Take a walk
·
Have a snack
·
Get out and get moving
§
Then come back and try a different approach
o
Learning is
active!
o
Reading – out loud
o
Math – work it out on paper and verbally
Sample Study Schedule
Snack
After School Activity
10 to 30 Minutes of Math
Take a Break
Finish out remaining work
Take a Break
10 to 30 Minutes of
*Incorporate Handbook
Activities throughout the day
For More Tips go to
www.chapinpinottilearningcenter.com
Fourth and Fifth
Parent/Student Math Activities
Fourth Grade Math
Number Sense
The core
part of Fourth Grade Math Standards is the
Number Sense strand…
Number
Sense is…
v
learning
to count and recognize whole numbers to 1,000,000
v
compare
and order whole numbers and decimals to two places
v
round
whole numbers
v
Understand
and know fraction and decimal equivalents for halves and fourths
v
add,
subtract, multiply and divide
v
use
concepts of negative numbers
v
compare
and solve fractions
v
identify
relationship of fractions, decimals and mixed numbers on a number line
v
understand
the relationship between fractions and decimals
v
add,
subtract, multiply and divide multi-digit numbers
v
solve
division of multi-digit numbers by one digit numbers
v
understand
prime numbers
Algebra
and Functions
In the
Algebra and Functions Fourth Graders will be asked to…
v
Understand
what a variable is
v
Solve
numeric equations containing both numbers and variables
v
Solve
numeric inequalities
v
Order of
Operations
v
Use
formulas to answer questions about quantities and their relationships.
v
Know the
difference between units to measure liquids and units to measure solids –
weights and lengths
v
Estimate
or determine area and volume of solid figures by counting the number of cubes
that would fill them
v
Convert
simple units within a system of measure – hours to minutes, inches to feet
v
Calculate
area and perimeter of polygons
v
Use
formulas of shape figures to calculate their areas and perimeters
v
Identify
and classify common 3- objects: cubes, prisms
In this
section students will be asked to:
v
Identify
whether common events are alike or different
v
Calculate
mean, median and mode
v
Use a bar
graph or line plot to summarize data
v
Conduct
surveys and analyze data
Fifth Grade Math
Number Sense
Fifth
Grade
Number Sense includes:
v
learn to
count and recognize whole numbers into the millions
v
decimals
into the millionths
v
compare
and order whole numbers and decimals
v
round
whole numbers
v
Understand
and know fractions and decimals – adding, subtracting, multiplying and dividing
v
add,
subtract, multiply and divide whole numbers
v
use
concepts of negative numbers
v
identify
relationship of fractions, decimals and mixed numbers on a number line
v
understand
the relationship between fractions and decimals
v
add,
subtract, multiply and divide multi-digit numbers
v
understand
prime numbers
v
factor to
prime numbers
v
Work
percents
Algebra and Function
For
Algebra and Functions Fifth Graders:
v
Understand
what a variable is
v
Solve
numeric equations containing both numbers and variables
v
Solve
numeric inequalities
v
Order of
Operations
v
Use
formulas to answer questions about quantities and their relationships.
Measurement and Geometry
v
Know the
difference between units to measure liquids and units to measure solids –
weights and lengths
v
Estimate
or determine area and volume of solid figures by counting the number of cubes
that would fill them
v
Convert
simple units within a system of measure – hours to minutes, inches to feet
v
Calculate
area and perimeter of polygons
v
Use
formulas of shape figures to calculate their areas and perimeters
v
Identify
and classify common 3D objects: cubes, prisms
In this
section students will be asked to:
v
Identify
whether common events are alike or different
v
Calculate
mean, median and mode
v
Use a bar
graph or line plot to summarize data
v
Conduct
surveys and analyze data
Common Definitions
Angles
Triangles
Equilateral
triangles have:
Þ
3 equal
sides
Þ
3 equal
angles.
Isosceles
triangles have:
The sum of the three angles of a triangle is always 180
Classifying Triangles by their angles:
Þ
A RIGHT triangle has
one 90o angle.
Þ
An
OBTUSE triangle has one angle that is greater than 90o.
Finding the 3rd Angle of a Triangle
If you add up all of the angles of a triangle you will get 180o.
Angle 1 +
Angle 2 + Angle 3 = 180o
So, if you know the measure of two angles – you can always find the third.
Quadrilaterals
All shapes with 4 straight sides are called quadrilaterals.
A square is a special rectangle with 4 equal sides and 4 equal angles
(all 90°).
A rectangle has 2 pairs of equal sides and 4 equal angles (all 90°).
A
rhombus has 4 equal sides with opposite sides parallel and opposite
angles equal.
A parallelogram has opposite sides equal and parallel.
A trapezoid has one pair of parallel sides of different lengths.
Multiplication Tic-Tac-Toe
|
1 |
2 |
3 |
4 |
5 |
|
6 |
7 |
8 |
9 |
10 |
|
12 |
14 |
15 |
16 |
18 |
|
20 |
21 |
24 |
25 |
27 |
|
28 |
30 |
32 |
35 |
36 |
1
2
3
4
5
6
7
8
Materials:
small paper clip
Grid
To Play:
1.
Player 1 puts a paper clip under the set of numbers, below the grid, and then
multiplies those numbers together.
He/she then puts his/her mark on the corresponding answer on the grid.
2.
Player 2 must move only one paper clip to a new factor.
Player two multiplies these two factors and places his/her mark on the
corresponding answer.
3.
Play continues until one person has for marks in a row – wither diagonally,
horizontally or vertically.
When you master 5 x 5 – try 6 x 6!
|
1 |
2 |
3 |
4 |
5 |
6 |
|
7 |
8 |
9 |
10 |
11 |
12 |
|
14 |
15 |
16 |
18 |
20 |
21 |
|
24 |
25 |
27 |
28 |
30 |
32 |
|
35 |
36 |
40 |
42 |
45 |
48 |
|
49 |
54 |
56 |
63 |
64 |
72 |
1
2
3
4
5
6
7
8
Label Your House:
Math vocabulary is probably the trickiest part of learning new concepts.
Check the glossary in the back of your child’s math book.
Make sticky notes and tack them around the house.
Label the shapes of objects and write words and definitions for groups of
words in the same word – fraction words, the kitchen.
This will help your child group words to concepts in hi/her head.
|
Divisibility Rules |
|
|
3 |
If the sum of the digits is divisible by three, the number is also |
|
4 |
If the last two digits are divisible by 4, the number is also |
|
5 |
If the last digit is a 5 or a 0, the number is divisible by 5. |
|
6 |
If the number is divisible by both 3 and 2, it is also divisible by 6. |
|
7 |
Take the last digit, double it, and subtract it from the rest of the
number; if the answer is divisible by 7 (including 0), then the number
is also |
|
8 |
If the last three digits are divisible by 8, the number is also |
|
9 |
If the sum of the digits is divisible by 9, the number is also. *This
holds for any power of 3 |
|
10 |
If the number ends in 0, it is divisible by 10. |
|
11 |
Subtract the sum of the even digits from the sum of the odd digits; if
the difference, including 0, is divisible by 11, the number is also. |
|
12 |
If the number is divisible by both 3 and 4, it is also divisible by 12. |
|
13 |
Delete the last digit from the number, then subtract 9 times the deleted
digit from the remaining number. If what is left is divisible by 13,
then so is the original number. |
Notes