The following are home learning activities for Monday, May 25th to Friday, May 29th:

Learning activities for May 11th to May 15th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the 

tumblebooks.com . You can log in by using the username: Harcourt123 and the password: trial.

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week, students should work on writing for 20 minutes a day.

Students should continue to work on a story or personal narrative of their choice, using a graphic organizer and editing their stories as described previously.

Students could also choose to spend some of their writing time on any of the following writing activities connected to their reading:

*Students can choose to work on any writing activities pertaining to reading that they worked on last week.

*Student can also work on any of the following, new writing activities connected to their reading:

*What’s That Word:  Choose a vocabulary word that you do not understand in the story.  Search and write down the definition of that word.

*The Sequel:  Pretend the author wrote a second book.  Using the same characters, what would the book cover look like and what would the story be about?

*Compare and Contrast:  Compare and contrast two things from your story.  How are they the same and how are they different?  You may choose characters or settings.

*Talk Show:  Write interview questions that you would like to ask the author or characters of your book.  What are you still wondering?  What would you like to know more about?

*Summary:  Write a summary about your story.  Include the main ideas, facts, and details from the story.

*Movie Poster:  Imagine your book was turned into a movie.  Design a movie poster that would get people interested in seeing the movie.

*Comic Strip:  Choose your favourite chapter from the book and create a comic strip to show the events in order.

*Connections:  Make a connection between something you read and something from your life, another book, or the world around you.

*Character Study:  Choose one character from your book and list one word that describes them.  Then use evidence from your book to support the descriptive word.

-Monday and Tuesday, students should spend 20 minutes a day practicing multiplying multiples of 100 and 1000 by single digit numbers.

Ex:

100 x 4 = 400            1000 x 4 = 4000

200 x 4 = 800            2000 x 4 = 8000

300 x 4 = 1200          3000 x 4 = 12000

400 x 4 = 1600          4000 x 4 = 16000

500 x 4 = 2000          5000 x 4 = 20000

600 x 4 = 2400          6000 x 4 = 24000

700 x 4 = 2800          7000 x 4 = 28000

800 x 4 = 3200          8000 x 4 = 32000

900 x 4 = 3600          9000 x 4 = 36000

Point out to students that when they are multiplying a multiple of 100 or 1000 by a single digit number, to find the answer they can multiply the front digit of the multiple of 100 or 1000 by the single digit number, then add the number of zeros (of the multiple of 100 or 1000) to the answer.

Ex:

                       (add 2 zeros)             (add 3 zeros)

3 x 1 = 3   so 3 x 100 = 300    so 3 x 1000 = 3000

3 x 2 = 6   so 3 x 200 = 600    so 3 x 2000 = 6000 

3 x 3 = 9   so 3 x 300 = 900    so 3 x 3000 = 9000

3 x 4 = 12 so 3 x 400 = 1200  so 3 x 4000 = 12000

3 x 5 = 15 so 3 x 500 = 1500  so 3 x 5000 = 15000

3 x 6 = 18 so 3 x 600 = 1800  so 3 x 6000 = 18000

3 x 7 = 21 so 3 x 700 = 2100  so 3 x 7000 = 21000

3 x 8 = 24 so 3 x 800 = 2400  so 3 x 8000 = 24000

3 x 9 = 27 so 3 x 900 = 2700  so 3 x 9000 = 27000

-Wednesday, Thursday, and Friday, students should spend 20 minutes a day practicing multiplying triple digit numbers by a single digit number (ex: 253 x 4).  Explain to them that they can solve this kind of problem by breaking it into three separate multiplication problems, the products of which you then add together.  

For example, to solve 253 x 4, think: 253 x 4 means I have 253 groups of 4.  253 groups of 4 is the same as, 200 groups of 4 plus 50 groups of 4 plus 3 groups of 4. 

So: 253 x 4 = (200 x 4) + (50 x 4) + (3 x 4)

      253 x 4 =      800    +     200    +    12

      253 x 4 =                      1012

-If students are having difficulty with multiplying a triple digit number by a single digit number, they can continue to work on multiplying a double digit number by a single digit number (ex: 24 x 7) which they worked on last week.

-Every day this week students should spend 20 minutes reviewing their 5 times tables and their related division facts:

5 x 1 = 5                          5 ÷ 5 = 1       5 ÷ 1 = 5

5 x 2 = 10                      10 ÷ 5 = 2          10 ÷ 2 = 5

5 x 3 = 15                      15 ÷ 5 = 3          15 ÷ 3 = 5

5 x 4 = 20                      20 ÷ 5 = 4          20 ÷ 4 = 5

5 x 5 = 25                      25 ÷ 5 = 5          25 ÷ 5 = 5

5 x 6 = 30                      30 ÷ 5 = 6          30 ÷ 6 = 5

5 x 7 = 35                      35 ÷ 5 = 7          35 ÷ 7 = 5

5 x 8 = 40                      40 ÷ 5 = 8          40 ÷ 8 = 5

5 x 9 = 45                      45 ÷ 5 = 9          45 ÷ 9 = 5

5 x 10 = 50                    50 ÷ 5 = 10        50 ÷ 10 = 5

5 x 11 = 55                    55 ÷ 5 = 11         55 ÷ 11 = 5

5 x 12 = 60                    60 ÷ 5 = 12         60 ÷ 12 = 5

The following are home learning activities for Monday, April 27th to Friday, May 1st:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website 

tumblebooks.com . You can log in by using the username: Harcourt123 and the password: trial.

-Students should continue to try to do 60 minutes of physical activity each day.

-Every day this week, students will work on a story or personal narrative of their choice, for 20 minutes a day.  Students should begin each of their writing pieces by creating a graphic organizer, which they will use to plan out their stories.  In their graphic organizers they should include: A list of the characters that will be in their writing piece, a description of the setting in which their story will take place, and a description of the main problem or main idea of their story.  They should then write a brief description of the the events that will take place in their story or personnel narrative.  They should start by writing a description of what happens in their introduction, followed by a brief description of the main events that will occur in their stories.  They should finish their graphic organizers by briefly describing the conclusion of their writing piece. Students should treat their graphic organizers as a rough road map to creating their writing pieces.  If they come up with ideas while writing their stories, they should feel free to alter their stories in a way that differs from what they wrote in their graphic organizers.  The organizers should simply serve as a guide to helping them write their stories.

When finished writing their stories students should go through the process of editing their writing pieces and creating a good copy.  They should first go through their stories and underline each word that they are not sure if they spelt right.  They should then look up each word in a dictionary or online dictionary to make sure that they spelt each word correctly.  Students should then read through their stories to look for any grammatical errors they might have made.  A good strategy for doing this is to read their stories aloud to listen for any parts of their story that don’t sound right.  

When students are finished editing their stories, they should begin work on a good copy.  If students end up finishing their stories or personal narratives before the end of the week they can begin work on a new writing piece.

-Every day this week students should spend 20 minutes reviewing their 9 and 10 times tables.

9 x 1 = 9                        10 x 1 = 10

9 x 2 = 18                      10 x 2 = 20

9 x 3 = 27                      10 x 3 = 30

9 x 4 = 36                      10 x 4 = 40

9 x 5 = 45                      10 x 5 = 50

9 x 6 = 54                      10 x 6 = 60

9 x 7 = 63                      10 x 7 = 70

9 x 8 = 72                      10 x 8 = 80

9 x 9 = 81                      10 x 9 = 90

9 x 10 = 90                    10 x 10 = 100

9 x 11 = 99                    10 x 11 = 110

9 x 12 = 108                  10 x 12 = 120

-Every day this week students should spend 20 minutes a day on the website DreamBox.  The url for this site is:  https://play.dreambox.com/login/knjs/q3sp .The classroom code is: 83921.  Alternatively, students could spend 20 minutes a day on the website www.abcya.com .  First, choose your grade level (4 or 5).  Then, students can choose to work on Math or Literacy activities. 

Learning Activities for Tuesday April 14th to Friday April 17th:

-Students should continue to do 30 minutes of silent reading every day.

-If you don’t have books available, there are online books available on the website 

tumblebooks.com . You can log in by using the username: Harcourt123 and the password: trial.

-Students should try to do 60 minutes of physical activity each day.

-This week students should do 20 minutes of writing a day.  Students can choose to continue on with topics they worked on last week, if they wish.  Other new topics might be:

*Write about what you did for Easter.

*If you could be principal of your school for a day, what would you do and why?

*Write a story about getting lost in the woods.

*Think about a pet you would like to own.  Write to explain what you would choose and why.

-For 20 minutes, every day this week, students should work on a strategy for solving multiplication problems.  Each day this week students should practice one of the following strategies: 

1) Use the strategy of skip counting to solve multiplication problems.  Here, students practice solving a multiplication problem that they don’t know, by counting up from a fact they do know.  For example, to solve 3 x 7, students could start with 1 x 7 = 7, then count on by 7s, until they reach 3 x 7.

Example:  1 x 7 = 7, so 2 x 7 is 7 more.  2 x 7 = 14, so 3 x 7 is 7 more.  3 x 7 = 21.

2) Use the strategy of making a drawing to solve multiplication problems.  For example, to solve 4 x 8, students could draw 4 circles, with 8 dots in each circle.  They would then count up the total number of dots in all the circles to find the answer.

3)  Use the strategy of doubling.  Here, students keep in mind that doubling one factor in a multiplication fact, will double the product (factors are the numbers you multiply together, the product is the answer).  For example, to solve 4 x 8, we can start by solving 2 x 8 then doubling the answer.  2 x 8 = 16, so 4 x 8 = 16 + 16 = 32 (because the number of groups got doubled, 2 doubled is 4, the total answer got doubled, 16 doubled is 32).

Another example: to solve 12 x 6; 6 x 6 = 36, so 12 x 6 = 36 + 36 = 72.

4)  Use the strategy of breaking a multiplication problem into 2 smaller multiplication problems then adding the answers together.  For example: 7 groups of 6 is the same as  4 groups of 6 + 3 groups of 6. 

So, 7 x 6 = (4 x 6) + (3 x 6)

      7 x 6 =      24   +   18

      7 x 6 =             42

Another example:  15 x 4 = (10 x 4) + (5 x 4)

                              15 x 4 =      40     +     20

                              15 x 4 =              60  

-Every day this week students should spend 20 minutes reviewing their 5 and 6 times tables.

5 x 1 = 5                        6 x 1 = 6

5 x 2 = 10                      6 x 2 = 12

5 x 3 = 15                      6 x 3 = 18

5 x 4 = 20                      6 x 4 = 24

5 x 5 = 25                      6 x 5 = 30

5 x 6 = 30                      6 x 6 = 36

5 x 7 = 35                      6 x 7 = 42

5 x 8 = 40                      6 x 8 = 48

5 x 9 = 45                      6 x 9 = 54

5 x 10 = 50                    6 x 10 = 60

5 x 11 = 55                    6 x 11 = 66

5 x 12 = 60                    6 x 12 = 72