In the name of the Father, the Son and the Holy Spirit. Amen.
Please take a moment and offer your intentions.
Our Lenten deed today..... Send a message or write a thank you note or a note of encouragement to someone.
Our Lenten deed today..... Send a message or write a thank you note or a note of encouragement to someone.
God, Our Father, we pray for St. Nicholas students, staff and their families
Help us to share and take care of each other
Keep us safe and continue to protect us
Give us patience, and faith in your love
Be our friend, our companion and our hope
We thank you, Lord, for all our gifts and blessings
Teach us to have faith in ourselves
Guide us to follow in your footsteps
Forgive us and others when we have sinned
Strengthen us to have courage to never give up
Show us how to be examples of faith everyday
Be with us at school, today, tomorrow and forever
With lasting love, Lord, please guide us always,
In your name, Jesus Christ, Creator and Lord
Amen
Reminders
Please ask your parents to check School Messenger and send me the answers to the following questions:
1. Type of device you have access to at home: computer, laptop or tablet
2. Broadband Internet (Yes or No)
3. Do you know your student number and password? (Yes or No)
4. Have you used the VLE / D2L (Yes or No) If you've gone on your Google Drive and Mathletics, then you've used the VLE.
D2L is part of the VLE. We haven't used it this year. Have you used it in past years?
Bell Work
Copy your mentor sentence in your notebook or type it in your file.
What do you notice? There is a literary device used in this sentence (twice) that we talked about a few weeks ago. Do you remember?
Mares-tail clouds waved in the sky, and the grass sang around us. -Dandelions (By: Eve Bunting)
This is the only video I could find with the book:
https://www.youtube.com/watch?v=Sy7maYcFqf8
Math
Answer to homework question:
What this questions is really asking is what multiplication facts are between 60 and 85?
If we look on the multiplication table:
I crossed out the rows and columns of 10, 11 and 12 because you cannot have rows greater than 9.
Then I looked at the numbers in the multiplication table between 60 and 85.
A and B: Possible array and fact families
XXXXXXX 9 rows of 7 9 x 7 = 63
XXXXXXX 7 x 9 = 63
XXXXXXX 63 ÷ 9 = 7
XXXXXXX
XXXXXXX
XXXXXXX
XXXXXXX
XXXXXXX
XXXXXXXXX 7 rows of 9 (Same fact family as above)
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXX 9 rows of 8 9 x 8 = 72
XXXXXXXX 8 x 9 = 72
XXXXXXXX 72 ÷ 9 = 8
XXXXXXXX 72 ÷ 8 = 9
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXXX 8 rows of 9 (Same fact family as above)
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX 9 rows of 9 9 x 9 = 81
XXXXXXXXX 81 ÷ 9 = 9
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXX 8 rows of 8 8 x 8 = 64
XXXXXXXX 64 ÷ 8 = 8
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
The "X" represents each student marching in the band. The arrays are the different ways they would line up to march in the parade
C. I know I got all the possible arrays because I looked at all the multiplication facts between 60 and 85 with factors 9 or less on the multiplication chart.
D. For the array 8 rows of 9
There are 8 rows with 9 in each row for a total of 72
There are 9 columns with 8 in each column for a total of 72
There are 72 altogether and they are grouped in 8 rows of 9 or 9 columns of 8
ANSWERS:
Page 27 and Page 28: Division with remainders
Sometimes when we try to put a number into equal groups, there are some left over. This is called the remainder. This page has a visuals to show you how this works.
Vocabulary reminders:
Notice all the different signs used to show division.
If you multiply the divisor by the quotient then add the remainder, the answer is the dividend.
Please watch this video:
https://www.youtube.com/watch?v=KGMf314LUc0&t=145s
Knowing your multiplication facts is VERY IMPORTANT when dividing with remainders. Use your multiplication chart if you cannot recall facts by heart.
For example:
61 ÷ 9 = ?
The divisor is 9, so go down the 9 times table column (or row) and find the closest number to 61 WITHOUT going over 61.
61 ÷ 9 = 6 But how do you get the remainder? Subtract 61 - 54 = 7
So 61 ÷ 9 = 6 R 7 Remember from the video, the remainder can NEVER be larger than the divisor.
Check: 6 x 9 = 54 + 7 = 61 CORRECT
Try these questions in your green math notebook using the other division sign.
Reminders
Please ask your parents to check School Messenger and send me the answers to the following questions:
1. Type of device you have access to at home: computer, laptop or tablet
2. Broadband Internet (Yes or No)
3. Do you know your student number and password? (Yes or No)
4. Have you used the VLE / D2L (Yes or No) If you've gone on your Google Drive and Mathletics, then you've used the VLE.
D2L is part of the VLE. We haven't used it this year. Have you used it in past years?
Bell Work
Copy your mentor sentence in your notebook or type it in your file.
What do you notice? There is a literary device used in this sentence (twice) that we talked about a few weeks ago. Do you remember?
Mares-tail clouds waved in the sky, and the grass sang around us. -Dandelions (By: Eve Bunting)
This is the only video I could find with the book:
https://www.youtube.com/watch?v=Sy7maYcFqf8
Math
Answer to homework question:
What this questions is really asking is what multiplication facts are between 60 and 85?
If we look on the multiplication table:
Then I looked at the numbers in the multiplication table between 60 and 85.
A and B: Possible array and fact families
XXXXXXX 9 rows of 7 9 x 7 = 63
XXXXXXX 7 x 9 = 63
XXXXXXX 63 ÷ 9 = 7
XXXXXXX
XXXXXXX
XXXXXXX
XXXXXXX
XXXXXXX
XXXXXXXXX 7 rows of 9 (Same fact family as above)
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXX 9 rows of 8 9 x 8 = 72
XXXXXXXX 8 x 9 = 72
XXXXXXXX 72 ÷ 9 = 8
XXXXXXXX 72 ÷ 8 = 9
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXXX 8 rows of 9 (Same fact family as above)
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX 9 rows of 9 9 x 9 = 81
XXXXXXXXX 81 ÷ 9 = 9
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXXX
XXXXXXXX 8 rows of 8 8 x 8 = 64
XXXXXXXX 64 ÷ 8 = 8
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
XXXXXXXX
The "X" represents each student marching in the band. The arrays are the different ways they would line up to march in the parade
C. I know I got all the possible arrays because I looked at all the multiplication facts between 60 and 85 with factors 9 or less on the multiplication chart.
D. For the array 8 rows of 9
There are 8 rows with 9 in each row for a total of 72
There are 9 columns with 8 in each column for a total of 72
There are 72 altogether and they are grouped in 8 rows of 9 or 9 columns of 8
ANSWERS:
Page 27 and Page 28: Division with remainders
Sometimes when we try to put a number into equal groups, there are some left over. This is called the remainder. This page has a visuals to show you how this works.
Vocabulary reminders:
If you multiply the divisor by the quotient then add the remainder, the answer is the dividend.
Please watch this video:
https://www.youtube.com/watch?v=KGMf314LUc0&t=145s
Knowing your multiplication facts is VERY IMPORTANT when dividing with remainders. Use your multiplication chart if you cannot recall facts by heart.
For example:
61 ÷ 9 = ?
The divisor is 9, so go down the 9 times table column (or row) and find the closest number to 61 WITHOUT going over 61.
So 61 ÷ 9 = 6 R 7 Remember from the video, the remainder can NEVER be larger than the divisor.
Check: 6 x 9 = 54 + 7 = 61 CORRECT
Try these questions in your green math notebook using the other division sign.
Remember, you don't always have a remainder. We will come back to long division later.
Page 29
This page is review. When we divide by 10 the digits move one place to the right, by 100, 2 places to the right and by 1000, 3 places to the right. If you look at the pattern, IT APPEARS dividing by 10 you take off 1 zero, dividing by 100 you take off 2 zeros and dividing my 1000, you take off 3 zeros. In reality, the digits are moving to the right because they are 10 times, 100 times or 1000 times less. Some of you like to move the decimal. That's fine, but make sure you understand the decimal appears to move because the digits are moving in the place value chart.
PLEASE WATCH THIS VIDEO:
Page 30 and Page 31
Some fun with halving. Great mental math practice.
Writing
Yesterday was the Fifth Sunday of Lent. The gospel reading was the beautiful story of Lazarus.
Watch the one of the videos (or both):
Write a summary of the gospel. Complete the 5Ws in point form. Then use your ideas to write a PARAGRAPH summarizing the gospel.
Lazarus
Who?
Where?
When?
What (happened in your own words)?
Why? (message of the gospel)
Your topic sentence should include the who, where / when, what (problem). The supporting sentences should be about the MOST IMPORTANT events in the gospel. The last sentence should include your answer to why. REMEMBER TO USE YOUR OWN WORDS.
Here is a link to the actual gospel:
https://www.biblegateway.com/passage/?search=John+11&version=NIV
Here is a link to the actual gospel:
https://www.biblegateway.com/passage/?search=John+11&version=NIV
