FACTORING

Factoring is another way of thinking about a number that is the answer to a multiplication problem. It is helpful to be able to factor numbers because it will help us to make numbers easier to work with when multiplying.

Check out the video link below.

http://mathantics.com/files/VideoLessons/Arithmetic/Factoring.mp4

Now try to factor these numbers by listing all the different ways you can multiply its factors to get the number.

  • For example: 48 
    • 48 = 4×12; 2×24, 3×16, 2x2x12, 2x2x2x2x3, 8×6, 1×48
    • Therefore: 1, 2, 3, 4, 6, 12, 16, 24 & 48 are factors of 48 
  • What are the factors of:
    1. 36
    2. 50
    3. 81
    4. 21
    5. 75

EXTRA PRACTICE: LIST THE FACTORS #1 LIST THE FACTORS #2

 

 

 

 

Multiplication

PRACTICE/NOTES: multiplication strategies 1-2

Here’s a whole list of math games you can try to improve your multiplication facts at home.

By now however, you really should know 1-10, and once you know those, 11 & 12 are very difficult. If you need practice, try using the practice problems on this site.

Almost every number has a pattern secret, that once you discover it, you’ll understand. There’s also some strategies or principles that you should be able to explain if you understand multiplication well.

  • product is produced by multiplying two or more factors.
  • Multiplication is simply repeated addition of one of the factors. (i.e. 4×5=20 is simply 4+4+4+4=20)
  • Multiplication can also be explained as skip counting by one of the factors. (i.e. 4×5=20 can be explained by jumping 4 times along a number line by the value of the other factor: 5, 10, 15, 20
  • Sometimes counting backward can help with multiplying by numbers close to 9.

 

 

PAST INJUSTICES: JIGSAW

STUDENT PRESENTATION MATERIALS:

Later this week, division four will be meeting with students from divisions one, two, three and five. Each class has become experts in a controversial human rights issue from Canada’s past:

  1. Komagata Maru incident, 1914  
  2. Rejection of Jewish refugees from Nazi Germany 
  3. Asian Exclusion Act and Head Taxes 
  4. Anti-Asian Riot in Vancouver, 1907 (Division 4 task) 
  5. Japanese internment during World War II

During the meetings, our division four experts will share their knowledge of the Anti-Asian Riot with other students. To prepare for this, students will create a short series of slides that will help them present and share with other students.


ASSIGNMENT TASKS[Mrs. Weiss & Mr. Woelders will assign students to groups of 4-5 students]

  • Design Leader:
    • Your job is to keep everyone on task and make sure you are finished by the end of the day. If your group is short one person, you may have to re-assign tasks or take one on yourself to make sure everything gets completed.
    • The leader will introduce their presentation. Prepare for this.
    • Collaborate with your group to create at least one PPT slide for the presentation.
      • Do not add animations. Your slides will be saved as jpeg or pdf and printed out as handouts.
      • Do not waste time with elaborate backgrounds, fancy fonts or anything else that will not help you communicate ideas and information.
      • Do not add a lot of text. Each researcher should write out what he/she will share, but text on each slide should be a minimum. Each presenter should aim to speak on his/her topic for 1-2 minutes.
      • Include authentic photographs or primary sources to help communicate your knowledge and ideas.
    • Help other group members with their research, and edit their information for accuracy. Do not include any facts, arguments or information that is incorrect or that you cannot corroborate with evidence.
  • Researcher #1:
    • Explain in detail WHAT happened. Introduce and retell the story. Describe the setting and what Vancouver was like before the event.
  • Researcher #2:
    • Explain in detail the CAUSES, or WHY the event happened.
  • Researcher #3:
    • Explain WHO was involved. Provide some short stories or descriptions of the people involved. Provide what their PERSPECTIVE or experience of the event was like.
  • Researcher #4:
    • Explain in detail the EFFECTS. Explain what happened as a result of the event, right up to present day. Also, explain what the INTENDED and UNINTENDED effects of the event were.

SOURCES OF INFORMATION:


ASSESSMENT CRITERIA:

  • Did I fully complete my role and the assigned tasks? Did I share ideas and information with my team, and help ensure that everyone became an expert in this topic? Was I engaged and ontask, using time efficiently?
  • Is my information well-researched and accurate? Do I understand more than one viewpoint on the topic? Do I demonstrate detailed,  “expert” knowledge of the topic? (see below for specific details you must know)
    • Can you select and explain significant details of the event? 
    • Can you retell details of the event, explain its causes and effects (intended and unintended)? 
    • Can you explain different perspectives of the event? 
  • Did I/we create visually effective slides, including images, that help us effectively communication the ideas and information in our presentation?
  • Did I/we present our information clearly and effectively to our audience?
  • Was the presentation well-prepared, well-written, rehearsed and edited for errors?

HISTORICAL THINKING

Debating the Causes of the 1907 Anti-Asian Riots

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We’ve spent a couple of days studying primary and secondary historical sources to understand the causes of the 1907 Anti-Asian riots in Vancouver. We’ve learned that the causes of the riots are controversial because historians don’t actually agree on why they started in the first place. Division four put on their historical thinking caps this week and dug into the details of the event to debate the question:

Was racism against Asians the biggest reason for the 1907 riots and violence in Vancouver? 

Students now must complete their conclusions for Wednesday, April 13. All our assignment materials are posted below.