Representing Numbers

Over the past few days, with Ms Elder, we've been learning about Representing Numbers. We know we can represent numbers using: Base Ten blocks, expanded form, a hundreds chart, tallies, a number line, money, and dot drawings. 

In Grade Four, we need to be able to:

• Identify the place value of each digit in a number
• Determine the value of each digit in a number
• Express numbers using words, numerals, and Base Ten blocks
• Express various compositions of a number using place value (ex: expanded form)
• Compare and order numbers (from least to greatest or greatest to least)
• Express the relationship between two numbers using < or > or =$<$, $>$, or $=$

Ms Elder has taught us several games to help us practice our understanding of Number. Here are some examples so that we can play at home!

Guess My Number

One person thinks of a number. They give clues using Math language to help their opponent figure it out. 

What's My Number? 

Each person gets a number stuck to their back that they don't what it is. We did 2-digit or 3-digit numbers. Then, we each asked Yes or No questions to try to figure out our numbers. We used lots of Math language like, "Is my number even?" or "Is the digit in my tens place greater than 5?" When you figure out your number, you put it on the front of your shirt and help others figure out theirs.

Place Value Race

Find an opponent and a deck of cards. Take out all the 10s, Jacks, Queens, Kings, and Jokers. You sit side by side. You each flip over two cards. The first person to read the 4-digit number shown on the cards (correctly), gets to keep them. Remember, no "ands"! At the end of the deck, whomever has the most cards wins! Challenge: Use the Jokers as zeros. 

Action shot!

Land Based Learning: The Tree in Me

The Tree in Me 

To honour Indigenous ways of knowing, we made personal connections to this read aloud. Do we have important trees in our lives? Why are trees important in our world? Can trees inspire us?

Then we went outside to write and/or sketch.

Ryder - we grow with the trees

Ayma - we respect indigenous cultures

Millie - we took nature in our own unique way

Ridhi - trees give us life

Mateo - we are nature

Oliver - nature is our home

Isaac - if the trees die, we die

 John - we should plant more trees 

Ravin - trees help us breathe

Land-Based Learning: Venn Diagrams

Today, Ms Elder reviewed with us what a Venn diagram is. We can use Venn diagrams to sort and classify objects. 

Setting up a Venn Diagram

We know that you have to sort items using two different rules. Where the circles overlap, it is BOTH Rule 1 AND Rule 2. 

Rule 1: Leaves without stems
Rule 2: Ripped leaves

Next, we went out in nature to collect items. With our partner, we decided on the two rules we'd use to sort our objects. Then, we used chalk to make a Venn diagram on the compound. Here are some pictures of us working:

Rule 1: Red leaves
Rule 2: Yellow leaves

Rule 1: Purple leaves
Rule 2: Big leaves

Rule 1: Crunchy leaves
Rule 2: Yellow leaves

Rule 1: Red leaves
Rule 2: Yellow leaves

Rule 1: Yellow leaves
Rule 2: Red leaves

This week's bonus pictures: our rainbow tree, and a leaf that was brown on one side and black on the other!

"You need two rules to make a Venn diagram. Both rules have to be able to be put together." ~ Georgia

"Leaves can be different shapes, sizes, and colours." ~ Ryder

"You can create a Venn diagram using nature and chalk." ~ Ayma

"You can get leaves and other types of leaves and make something that's the same in the middle." ~ Millie

"The Venn diagram was invented by Mr John Venn." ~ Ridhi

"You can easily make Math out of natural materials and objects." ~ Mateo

"You don't need to use leaves. You can use rocks and sticks. They don't even have to be the same shape or size." ~ Mehdi

"I love combing Math, Art, and Nature!" ~ Ms Elder 

"We can use anything we find that's natural." ~ AL

"We cannot harm anything that's living." ~ Tianlang

HOMEWORK: Bring a clean glass jar

Hi Students,

This is a friendly reminder that you need to bring a clean glass jar with all labels removed by Friday. We are going to do this buddy activity with our Grade One buddies next week:

Land-Based Learning: Graphing in Nature

Yesterday, Ms Elder took us out on the land and we collected nature items. We discussed ways we could sort our items into different categories. For example, we could sort leaves by colour, or by simple vs compound leaves, or by smooth vs toothed edges on the leaves, etc. 

Collecting as we climb

With a partner, we had to create a bar graph on the ground. We could use chalk to draw the x and y axes, write the labels and numbers, and label our bars. 

We had a lot of fun exploring Math in nature! This was good practice for our Graphing Test on Thursday.

Bonus pic! Check out this rainbow
tree at the top of the hill!!!

HOMEWORK: Prepare for Graphing Quiz

Students, this is a friendly reminder that you have a Graphing Assessment on Thursday, October 15. You will need to be able to: 

• Create a Bar Graph with a scale of 2:1 or higher to represent a set of data
• Accurately use the "Bar Graph Checklist" criteria used in class
• Read and interpret both Pictographs and Bar Graphs 

If you have any questions, please contact Ms Elder. If you're looking for ways to practice, there are links to games on Google Classroom.

This week, we developed our own survey questions, then we collected data from both Grade Four classes. We are working on making our own bar graph with a scale that uses many-to-one correspondence.

Land-Based Learning: Mohkinstsis

Today, we went on a long walk to Mohkinstsis, where the Elbow River and the Bow River meet. Mohkinstsis is a Blackfoot word that means "elbow". The reason the Bow River is named the Bow is because along the Bow River, you will find chokecherry bushes which used to be used to make the bow of a bow and arrow. Mohkinstsis is a very special place to many Indigenous groups.

When we got to the river, Ms Elder did a land acknowledgement and we talked about how our stories connect us. Our memories of the river connect us to each other, and also to place. We spent time walking around the confluence, and sketching in our journals. We wrote about a memory we each have on/in the river. We also drew pictures and used watercolour pencil crayons to illustrate.

After a recess break, we sat on the bridge to St Patrick's Island and looked for ways humans have impacted the river. For example, we saw someone fishing. They are impacting the river by disturbing fish and the nature in the river. We saw a lot of garbage in the river that harms the habitat of the river animals. 

Then, after a long walk back and a short stop at Rainbow Trout playground, Ms Elder led us in a moment of reciprocity. Reciprocity means giving back once you've gotten something. We thanked the land by breathing carbon dioxide back on a plant, or pouring a splash of water on a plant, or saying thank you. 

Some observations we had that show that the seasons are changing are: 

- the leaves are changing colours

- the leaves are falling off the trees and getting dry and crunchy

- there is less light in the day

- the water level of the river was lower than summer

- the grass is changing colours or dying

- the insects are leaving

- the birds are migrating

"When we visit nature, nature gives us a welcome for visiting it." ~ Mateo

"Nature is our home." ~ Ridhi

"We need nature. Nature doesn't need us." ~ Oliver

"I liked the rivers because some animals can have a home." ~ Ryder

"We learn from nature. Nature doesn't learn from us." ~ Georgia