Week 18 in 4B
Welcome back after the Winter break-it was wonderful to see all the students and hear about their holiday adventures.
Market Service Day
The students are very excited about Market Service Day next Tuesday-14 January. Some children will arrive home today with an envelope containing money. This is the money that they have allocated to buy things for their stall. We have asked them to provide a receipt for any money spent (if they cant get a receipt just write one out on a piece of paper).
Their pricing was completed using the online L’s Website-I’m sure many of the ingredients can be sourced cheaper elsewhere which would assist greatly in reducing their costs. The lower they can make their costs, the greater their profit will be on Market Service Day.
Please check with your child about their plans for the day-some are planning of getting together to make things before Market Service Day.
Within the Transdisciplinary Theme of “How We Organise Ourselves” Grade 4 students investigated just how much market forces can affect the value of goods or services. They have discovered that determining the price of a product is a complicated matter. To make this as realistic an experience as possible the Grade 4 students have become Social Enterprise entrepreneurs.
All the money they raise will go towards taking action towards an SDG of their choice!
On Tuesday 14 January they will attempt to sell their products or services to an excited band of consumers, namely the students of Grade K2, 1, 2, 3 and 5.
Here is a copy of the email that was sent out earlier in the week
” Dear Parents,
Happy New Year! 2020 is off and running with Market Service Day just around the corner. Market Service Day is on Tuesday, January 14th from 10:45-12:00. Students have been working incredibly hard on creating a small service or business for Market Service Day and we greatly appreciate your support.
On Friday, groups will be coming home with their business loan money. Parents should be expecting students to ask to get together with their business partners over the weekend to shop and make their product so that it is ready for Tuesday. Students are aware that they need to keep any and all receipts for the business office, but your help to remind them would be appreciated. Also, please be prepared to offer up some supervision if required in the kitchen (heat, knives…..). “
Each student has a copy of their Business plan on Google Drive and a job list in their bag. Please make sure they remember to bring their equipment and/or product to school either on Monday or Tuesday,
Here are some photos of the students making posters this week:
We are about to begin a Multiplication and Division unit of work.
Here are the Standards that we will be working towards over the coming weeks
Multiplication and Division
Outcome: MA2-6NA uses mental and informal written strategies for multiplication and division
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
- count by fours, sixes, sevens, eights and nines using skip counting
- use the term ‘product’ to describe the result of multiplying two or more numbers, eg ‘The product of 5 and 6 is 30’
- use mental strategies to build multiplication facts to at least 10 × 10, including:
- using the commutative property of multiplication, eg 7 × 9 = 9 × 7
- using known facts to work out unknown facts, eg 5 × 7 is 35, so 6 × 7 is 7 more, which is 42
- using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 × 8 is double 7, double again and then double again
- using the relationship between multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3
- factorising one number, eg 5 × 8 is the same as 5 × 2 × 4, which becomes 10 × 4
- recall multiplication facts up to 10 × 10, including zero facts, with automaticity
- find ‘multiples’ for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, …
- relate multiplication facts to their inverse division facts, eg 6 × 4 = 24, so 24 ÷ 6 = 4 and 24 ÷ 4 = 6
- determine ‘factors’ for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12
- use the equals sign to record equivalent number relationships involving multiplication, and to mean ‘is the same as’, rather than to mean to perform an operation, eg 4 × 3 = 6 × 2
- connect number relationships involving multiplication to factors of a number, eg ‘Since 4 × 3 = 6 × 2, then 4, 3, 2 and 6 are factors of 12’ (Communicating, Reasoning)
- check number sentences to determine if they are true or false and explain why, eg ‘Is 7 × 5 = 8 × 4 true? Why or why not?’ (Communicating, Reasoning)
Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder (ACMNA076)
- multiply three or more single-digit numbers, eg 5 × 3 × 6
- model and apply the associative property of multiplication to aid mental computation, eg 2 × 3 × 5 = 2 × 5 × 3 = 10 × 3 = 30
- make generalisations about numbers and number relationships, eg ‘It doesn’t matter what order you multiply two numbers in because the answer is always the same’ (Communicating, Reasoning)
- use mental and informal written strategies to multiply a two-digit number by a one-digit number, including:
- using known facts, eg 10 × 9 = 90, so 13 × 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117
- multiplying the tens and then the units, eg 7 × 19: 7 tens + 7 nines is 70 + 63, which is 133
- using an area model, eg 27 × 8
- using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 × 4 is double 23 and then double again
- using the relationship between multiplication facts, eg 41 × 6 is 41 × 3, which is 123, and then double to obtain 246
- factorising the larger number, eg 18 × 5 = 9 × 2 × 5 = 9 × 10 = 90
- create a table or simple spreadsheet to record multiplication facts, eg a 10 × 10 grid showing multiplication facts (Communicating)
- use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including:
- using the inverse relationship of multiplication and division, eg 63 ÷ 9 = 7 because 7 × 9 = 63
- recalling known division facts
- using halving and repeated halving to divide by 2, 4 and 8, eg 36 ÷ 4: halve 36 and then halve again
- using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2
- apply the inverse relationship of multiplication and division to justify answers, eg 56 ÷ 8 = 7 because 7 × 8 = 56 (Problem Solving, Reasoning)
- record mental strategies used for multiplication and division
- select and use a variety of mental and informal written strategies to solve multiplication and division problems
- check the answer to a word problem using digital technologies (Reasoning)
Use mental strategies and informal recording methods for division with remainders
- model division, including where the answer involves a remainder, using concrete materials
- explain why a remainder is obtained in answers to some division problems (Communicating, Reasoning)
- use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 ÷ 6: if 4 × 6 = 24 and 5 × 6 = 30, the answer is 4 remainder 3
- record remainders to division problems in words, eg 17 ÷ 4 = 4 remainder 1
- interpret the remainder in the context of a word problem, eg ‘If a car can safely hold 5 people, how many cars are needed to carry 41 people?’; the answer of 8 remainder 1 means that 9 cars will be needed
Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit.