Where to Look for Math Help

We've begun working with fractions.  And I mean really working with fractions.  We've learned how to add and subtract like and unlike fractions as well as mixed numbers.  Now we are moving on to multiplying and dividing fractions.  We, of course, are working with these functions in lots of word problems so that students can show that they understand how to apply the algorithms.  Check out the recent addition to our Challenges page!


The concept of cross-simplifying can sometimes be daunting, although I've noticed that once students grasp the concept, they work comfortably with it.  If you are finding that your student is not quite understanding how to use cross-simplifying, I would recommend some of the online tutorials that are available.  Math in Focus offers a 5-minute tutorial on this topic.  Students can access this by logging into their Math in Focus account and going to the Library to look for the Interactivities.  (If you need reminder instructions on how to do this, please let me know in a separate email.)  I also found that Kahn Academy has some good tutorials that pretty much match Math in Focus methodology for multiplying fractions.


In real life, especially with Thanksgiving and all of its food, share with your students how you use multiplying all the time in cooking as you double and halve recipes.

Answers to Workbook Pages

I hope that this finds you preparing for our math test next Thursday.  Doing these workbook pages is not required, but working through these kinds of problems is really helpful practice for the test.  So that you will know if you are on the right track, here are the answers:


Workbook pages 119-120
6)  5/36 pounds of turkey left
7)  The snail is 43 5/12 inches from the bottom of the well after 20 minutes
8)  Johnny has 1 7/12 miles left to jog.


Workbook pages 121-127 (two step problems)
1)  Susanne and Barry have 8 bagels altogether.  Each person gets 1 3/5 bagels.
2)  Maya cuts the 5 sheets into 15 rectangles.  Each student gets 2 1/2 rectangles.
3)  Michael and Joel drink 13/21 quart of milk.  There is 8/21 quart of milk left.
4)  She plants tomatoes and beans on 23/36 of the land.  She plants potatoes on 13/26 of the land.
5)  The total weight of the plain and wheat bagels is 4 1/2 pounds.  The weight of the sesame bagels is 1/2 pound.
6)  Jay walks 7/8 miles every morning.  They walk 3 1/8 miles every morning.
7)  Becca uses 1 11/20 gallons of paint.  The use 2 3/10 gallons of paint altogether.
8)  The monkey climbs 8 4/15 feet up the tree.  The monkey must climb 1 11/15 feet more to reach the top.

Week 1 DASH

On Friday morning, our class began our DASH (Disability Awareness Starts Here) sessions with many parent volunteers.  The students participated in activities which simulated various fine motor disabilities.  The purpose of these activities is to have students understand that, despite a disability, there are many things that a person with disabilities can do if they have the right adaptations.  Students experienced what it might be like to have a fine motor disability, then tried using the various tools that might provide assistance.  Ask your student what they thought of our Friday morning DASH session.



Working without entire use of the hand.



Dressing station without the use of fingers




Communication board



More attempts at dressing, now with use of a special tool to help with buttons



Aids and appliances