# 5W at their Exhibition

All 5W students did a wonderful job of presenting their research process, findings, understandings and action ideas at their Exhibition on April 27th and 28th. Well done everyone.

# Exhibition 2016 – Wednesday April 27th

Exhibition – 11 school days left to Wednesday 27th April.

We shall be looking at a question each day in class as your child moves into his or her final days of independent research and presentation preparation. Any conversations or field trips you can have (or do) with your child at home will no doubt be immensely helpful.

If someone comes to talk with your child at his/her Exhibition in the Auditorium, could s/he talk about the following and provide evidence?

How does (what you have been interested in) work? How do you explain it?
Why is (what you have been interested in) the way it is now?
What is (what you have been interested in) connected with/to ?
How has (what you have been interested in) changed over the years?
What are other people’s points of view with (what you have been interested in) ?
How do you know about (what you have been interested in) and what do you think about it all?
What have you DONE about it all or what are you planning to do (action) about (what you have been interested in) ?

# Maths – Division

We have looked again today at how we can best divide.

Our conversation centred around:

1. BEFORE Grade 5 – did you have a G4 or G3 teacher that taught you a great way to divide and you understood it? Did your parents or another family member teach you a way to do this that made sense to you? Has a friend taught you? If so, stick with it (but stay open-minded as always). About half of us THINK we know how to divide accurately. Many are unsure.

2. GRADE 5 – Can your child ACCURATELY and CONSISTENTLY divide using a previously taught method OR a ‘long division’ method OR a ‘short division’ method? Many children make basic errors and then are not sure if she or he is right? What can you do?

Mr. Weekes recommends building up (as always) from “What You Know”. The following method builds from individual understanding. For example:

189 divided by 13. I ‘know’ that 10 x 13 = 130 which now means I only have to divide 59 by 13 (189-130=59). If 10 x 13 = 130 then 5 x 13 must be half of that … which equals 65. 6 too many. So my answer must be 10 + 4 (times 13) = 14 remainder 7 (or 14.54).

1684 divided by 12. I ‘know’ that 100 x 12 = 1200 > so immediately my question is reduced to 484 / 12 (1684-1200=484). 10 x 12 = 120, so 40 x 12 = 480 plus 4 left over. Answer then has to be 100 + 40 r 2 = 140 r 2 (or 140.3)

3. We also worked through some ‘long’ and ‘short’ division problems today.

5W students had 5 problems to work through today to show HOW s/he best works with division problems. They were:

541 / 6
983 / 7
689 / 12
817 / 14
768 / 34

‘Bonus ones’: 1249 / 16, 5483 / 37 and 14,292 / 138

Perhaps you could ask your child which way she or he works with division.

Your child will describe what method he or she found easiest to work with today in the comment box below.

5W students – please work through an example question of your choice – a ‘quite hard for me’ question. Be CLEAR. Read Mr. Weekes’ example – is it clear to you? If not, please let me know!