Week 20 update

When multiplying fractions the class read the number sentences using the word /of/ instead of times (x). For example, 1/2 of 1/2 is 1/4. They are familiar with this language as it has been part of our work with multiplying whole numbers: 3 x 4 = 12 also can be read as 3 groups of 4 is 12. We spent a good deal of time drawing shapes and demonstrating what is actually happening when you multiply fractions. Eventually the class was able to see that the answer could easily be obtained by multiplying the numerators together and then the denominators. They also discovered that multiplying fractions leads to smaller fractions. This is different from their past experience with the operation.

Expanding fractions came in handy when learning how to compare them. Comparing whole numbers for a fourth grader is easy work– the arrow points to the smaller number. The same can be said about comparing fractions with the same denominator: 3/4 compared to 1/4 is easy, simply look at the numerator to see which fraction is greater. The class learned that expanding fractions could help them compare fractions with uncommon denominators.

We ended the block with an introduction of division- our number sentences have been whole numbers divided by a fraction. For example,  12 divided by 1/3. Although the concept of inverse has not been introduced, the students have been able to give the correct answer via the help of an image. This was done by drawing out 12 apples cut into thirds. When you count the pieces, you arrive to the answer- 36. Continual work with this image will allow for the discovery that the divisor is flipped and the operation is completed via multiplication.

Whew Hoo!!! Such happy little vikings have I. We jumped right back into scenes from norse mythology with two stories about Thor. So far he has gone fishing with a giant -only to snare Loki’s sea serpent son jormungand. The drawing completed for this story may very well be your child’s favorite; we even painted it. Poor Thor’s week ended with a piece of whetstone lodged in his forehead. Our grammar work has expanded to include work with identifying concrete vs abstract nouns. In addition to a few mad libs, charades has made forging words together to form compound nouns fun. For example, two students are given two separate nouns, they each act them out without knowledge of the other. The class guesses what the two words make when combined. For example, horse + shoe = horseshoe. Our little books of grammar are quickly being filled with grammar rules and explanations. We ended the week with an introduction to prepositions demonstrated by a dwarf from our Yggdrasil tree.