May 6, 2018

Education Week


Reminder that this week is Catholic Education Week across Ontario! Take a look at the big events going on in our community this week. Feel free to participate in some or all! Hope to see you this week!
Have a great week!
A. Porcari

April 29, 2018

PROBABILITY

UNIT: Probability
BIG IDEAS (taken from “Big Ideas by Dr. Small”):
  • Real-world situations can be represented using probabilities.
  • Probability can be used to predict outcomes.
  • An experimental probability is based on past events and experiments.
  • A theoretical probability is based on an analysis of what could happen.
STUDENT LEARNING GOALS:
  • I can identify probabilities from real-world scenarios.
  • I can make predictions based on theoretical and/or experimental probabilities.
CURRICULUM EXPECTATIONS:
  • express theoretical probability as a ratio of the number of favourable outcomes to the total number of possible outcomes, where all outcomes are equally likely (e.g., the theoretical probability of rolling an odd number on a six-sided number cube because, of six equally likely outcomes,
  • represent the probability of an event (i.e.,the likelihood that the event will occur), using a value from the range of 0 (never happens or impossible) to 1 (always happens or certain);
  • predict the frequency of an outcome of a simple probability experiment or game, by calculating and using the theoretical probability of that outcome
ONLINE PRACTICE QUIZZES (from Nelson Education):
KHAN ACADEMY VIDEOS:
ONLINE GAMES:

April 22, 2018

ALGEBRAIC EQUATIONS

BIG IDEAS

(taken from “Big Ideas by Dr. Small”)
  1. Algebra is a way to represent and explain mathematical relationships and to describe and analyze change.
  2. Using variables is a way to efficiently and generally describe relationships that can also be described using words.

STUDENT LEARNING GOALS

GOAL: I can identify the value of the variable in one-step equations.
GOAL: I can use formulas to solve problems.
CURRICULUM EXPECTATIONS
  • identify, through investigation, the quantities in an equation that vary and those that remain constant.
  • solve problems that use two or three symbols or letters as variables to represent different unknown quantities
  • determine the solution to a simple equation with one variable, through investigation using a variety of tools and strategies

April 13, 2018

Coding Quest

Your child may have come home over the last couple of week talking about creating a video game. Back in the fall, I signed our class up for a coding challenge from the Learning Partnerships.

This year our class is participating in The Learning Partnership’s Coding Quest program.  The Learning Partnership is a not-for-profit organization dedicated to supporting, promoting and advancing publicly funded education in Canada.  Since 1993, more than 6.9 million students have participated in The Learning Partnership's programs.  You can learn more about The Learning Partnership by visiting thelearningpartnership.ca. 

Coding Quest is a grade 4-6 program that is based on provincial curriculum and uses a critical inquiry process. Students learn fundamental coding skills and create a video game through this engaging, student-driven, program. Coding Quest focuses on STEM education, 21st Century skills and computational thinking, while incorporating learning skills, science & technology, mathematics, language arts, visual arts and social studies. Students will be working collaboratively in small groups of 3 to 5. The program culminates in a regional Arcade hosted by The Learning Partnership.  Through Coding Quest, The Learning Partnership will introduce coding to over 30,000 students across Canada this school year.  

We have been selected as one of the school to attend the arcade along with our games. Parents will have an opportunity to see the games during Education week as well. Take a look at them so far...

Have a great weekend!


April 2, 2018

FRACTIONS, RATIOS AND RATES

BIG IDEAS:

(taken from “Big Ideas by Dr. Small”):
  1. Fractions can represent parts of regions, parts of sets, parts of measures, division, or ratios. These meanings are equivalent.
  2. A fraction is not meaningful without knowing what the whole is.
  3. Renaming fractions is often the key to comparing them or computing with them. Every fraction can be renamed in an infinite number of ways.
  4. Ratio and rates, just like fractions and decimals, are comparisons of quantities.
    • A ratio compares quantities with the same unit
    • A rate compares quantities with different units

STUDENT LEARNING GOALS:

GOAL: I can represent fractions and their equivalents.
GOAL: I can relate fractions to decimals.
GOAL: I can order fractions and mixed numbers with like denominators.
GOAL: I can identify and solve problems using ratios and rates.

CURRICULUM EXPECTATIONS:

  • represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, number lines, calculators) and using standard fractional notation (Sample problem: Use fraction strips to show that 1 is greater than .);
  • estimate quantities using benchmarks of 10%, 25%, 50%, 75%, and 100% (e.g., the container is about 75% full; approximately 50% of our students walk to school)
  • represent ratios found in real-life contexts, using concrete materials, drawings, and standard fractional notation (Sample problem: In a classroom of 28 students, 12 are female.What is the ratio of male students to female students?);
  • determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents
  • represent relationships using unit rates (Sample problem: If 5 batteries cost $4.75, what is the cost of 1 battery?).