Mr. Gann's 5th Grade Class » Student

Student Math Videos!

Mr. Gann — Tue, 24 May 2011 02:38:36 +0000

The following videos were inspired by Common Craft and their line of informative videos. Student groups selected a math topic, wrote their script, and completed paper cutouts to help teach a math concept. Students found this project to be a little more challenging than it first appeared, but everyone had a good time making their videos. Check out their work. They are grouped by homeroom classes. Comments are welcome!

GANN

Algebra (Josh, Zoe, Kennedy, and Cameron)

Roman Numerals (Tristan, Nate, and Andrew)

Symmetry (Sara, Alyssa, Anna, and Irek)

Area (Logan, Carrie, David, and Joshua)

Bar Graphs (Riley, Olivia, J.R., and Braden)

Add / Subtract Decimals (Bobby, Madison, and Valerie)

Simplest Form (Taylor, Noah, and Landon)

HUFFMAN

Customary Capacity (Grace T., Turner, Bruin, and McKenna)

Probability (Kaleb, Elijah, Cole, and Kyler)

Geometric Transformations (Sam, Alex, Madison, and Paige)

Mixed Numbers to Improper Fractions (Chase, Ivy, Quinn, and Kylie)

Division with 2-Digit Divisors ( Noah, Emily, Elizabeth, and John) ** side view

Multiplying 3-Digit Numbers (Grace B., Lisa, Adam, and Monty)

Adding and Subtracting Fractions with Unlike Denominators (Nautika, Brooklyn, and Connor)

NELSON

Coordinate Grids (Ashlilyn, Morgan, Tyler J., and Dyllon)

Data (Rachel, Damon, and Tyler E.)

Line Graphs (Jonathan, Cole, and Keeghan)

Triangles (Starry, Ethan, Caleb, and Hailey)

Add / Subtract Mixed Numbers (Annie, Makayla, and Hallie)

Improper Fractions to Mixed Numbers (Alyson, Trey, Steven, and John)

Metric Weight (Nathan, Allie, Logan, and Hope)

Division with 2-Digit Divisors

Mr. Gann — Sat, 13 Feb 2010 03:13:12 +0000

You might have noticed that as we have begun to learn how to divide using 2-digit divisors, that all of our problems have contained the same divisors (36 or 54). We have done this so that students could see from the beginning that the process was the same and as a result, have some success. We created special multiples charts of 36 and 54 to help with this process. We will begin tackling the full process next week, but first, watch as Jordyn uses the SMART Airliner to demonstrate how to work 2347 ÷ 36.

Division Methods

Mr. Gann — Sat, 06 Feb 2010 17:49:28 +0000

With about 10 minutes left during iTime, we decided to work one division problem using two different methods. Using the SMART airliner, students will demonstrate 8561 ÷ 4 using the traditional division algorithm and the partial quotients method. The partial quotients method involves students using compatible numbers (usually with multiples of 10) to divide or “get closer” to the number being divided. The answer parts are then added together to get the final answer (quotient).

Watch now as Morgan volunteers to demonstrate the traditional division algorithm.

Watch as Maya volunteers to demonstrate the partial quotients method.

Algebraic Equations

cgann — Sat, 10 Oct 2009 15:22:36 +0000

by Madison D.

This week in Math, we are learning about Algebraic Equations. Algebraic Equations are like a balanced scale – both sides always need to be equal. You have to figure out what x equals. SO start out with the equation:

x + 2x + 5 = x + 19

You would first draw or build the equation using pawns and number cubes (like shown in the picture below).

Then, you would either try different numbers over and over again until you find the correct one (trial and error) or you can do it an easier way and make a legal move. A legal move is when you take something away from one side of the equation (algebraic or numerical) you must take it from the other side of the equation to keep it balanced. So in x + 2x + 5 = x + 19 , you would take 1 x from each side until one side has no more. Then you would take the five from each side until you have 2x = 14.

Your answer would be x = 7. To check you would put a 7 for every x you see so x + 2x + 5 = (7+7+7+5 = 26) and the other side is x + 19 = (7+19 = 26). So both sides equal 26 and the equation is still balanced so you have the right answer.

Palindrome Math

cgann — Sat, 10 Oct 2009 15:02:12 +0000

by Christine V.

The Red Team did a project with numerical palindromes. A palindrome is a number that is written the same from from the front and back such as 949. First, Mr. Gann gave us a regular number. We then reversed the number and added those two numbers together. If the sum was not a palindrome then we kept repeating the process over and over. When we were done we placed it on construction paper strips and added it to our chart. Here is an example:

188 + 881 = 1,069

1,069 + 9,601 = 10,670

10,670 + 07,601 = 18,271

18,271 + 17,281 = 35,552

35,552 + 25,553 = 61,105

61,105 + 50,116 = 111,221

111,221 + 122,111 = 233,332

Decimal Jeopardy!

cgann — Thu, 17 Sep 2009 23:54:14 +0000

by Austin R.

Today the Red Team played Decimal Jeopardy in math class. It was just like the real show. The reason we did it was to review for our test on Monday. A-side played against B-side. The categories were Decimal Models, Expanded Form, Ordering Decimals, Equivalent Decimals, Potpourri, and more. A person from each team was trying to get the answer first for the points. Everyone else was trying to do it at their desk. We rotated around until the Final Jeopardy question. It was a close game. In Mr. Gann’s homeroom, B-side won. It was fun.

Welcome!

cgann — Tue, 26 May 2009 15:04:37 +0000

Welcome to our classroom blog! I will be teaching 5th Grade Math on the Red Team for the 2009-2010 school year. I am in the beginning stages of creating a communication source for my classroom. Check back in August to see what we are learning!

Classes begin August 18th.