Les Maths

Parents: Whatever we learn in Math will be found on this page. You will find the terms in both French and English (for your benefit ), however,  the children are expected to use the French terms only. (under construction)

I. Les concepts de nombres- Number  Concepts (Number Sense)

2. Les suites/régularités dans la grille de 100/ Patterns in the 100 grid. The children find numerical patterns in the 100 chart. They count by 2's, 3's, 4's, 5's 6's, 7's 8's, 9's and 10's (even 25's, and 100's- after we introduce 200, 300, 400, 500, 600, etc  charts) and see the patterns that develop each time. There can also be patterns within patterns. Let's look at some patterns and then see if you can find some more. Cherchons des suites! 

A.  Color any diagonal, see if you can find patterns . (Regarde la diagonale coloriée rouge) If you go down the diagonal, look at the one's place- you have 1, 2, 3, 4, 5 , 6, 7, 8, 9 and 0 . In the 10's place , you have, 1, 2, 3, 4, 5,6, 7, 8, 9 and 10.

B. If you add the digits in each number together, you have 1, the second number is 12, so that's 1 + 2 = 3 . The next one is 23, so  2 + 3 = 5. Then you have 34, 3 + 4 = 7. Then 45 , 4 + 5 = 9. If you keep going all the way down to 100, you will have another pattern that is developed and that is 1, 3, 5, 7, 9, 11, 13, 15, 17,  and the pattern stops before it gets to 100. The pattern that developed was all the odd numbers (Les nombres impairs).

C. In the red diagonal, if you subtract the 2 digits, the difference is always 1.

If you shaded the diagonal starting with  2, down to the right, the difference between the two digits would always be 2. If you make a diagonal to the left, when you add the two digits, the sum will always be the number on the top row with which you  began.

D.Count by 10's and color the numbers. Compter par 10. Look at the vertical line colored blue. Regarder la ligne verticale bleue. Que vois-tu? What do you see? All the way down, the number increases by 10 (le nombre s'augmente par 10) , chaque nombre se termine par 0 (each number ends in 0) et si tu regarde la place des dizaine, tu vois le patron 1, 2, 3, 4, 5, 6, 7, 8, 9,10. (and if you look at the 10's place, a numerical pattern develops)

Are you noticing a pattern yet???? That's right !

E. In the diagonal going down to the left (the blue diagonal) the numbers always add up to the same thing / the sum is always the same / la somme est toujours pareille.)

G.  Copy the number chart and find more numerical patterns. If you work on them with your child, feel free to send them in to me. 

For an interactive number chart game, go to:

Give children numbers to put in order from smallest to greatest:

732, 43, 64, 2, 267, and ask them to put them in order starting from the smallest and going to the largest ( du plus petit au plus grand)

______, ______, ______, _______,  ______ practice with several different sets of numbers. You can also get them to go from largest to smallest (du plus grand au plus petit)

A good game to play: Use a deck of cards (remove the 10's, the facecards and the Aces). Deal 4 cards to each player. The person who can make the biggest number with his / her 4 cards wins a point. Return all the cards to the deck and start again. The first person to reach 10 points wins the game.  You can then play a game trying to make the smallest number possible with the 4 cards.  

This is how we play it at school. They have cards numbered 0-9. They have to pick three numbers        . They have to use these three digits to make 3 different numbers. They set up their math scribblers so that they can make 3 numbers in their journals, using those same three digits. They have to write each of the numbers, build each of the numbers with the base 10 blocks and then draw them into their scribblers next to each of the appropriate numbers. After they have drawn all three numbers, they have to order them from largest to smallest. Here is what the scribbler would look like.

1. 326        

2. 632      

3. 263           

Now they put them in order from largest to smallest (du plus grand au plus petit)

632  ,  326,  263

4.  Using the symbols >= greater than, < = smaller than.       

124 ____ 65                   754 ____ 234   etc...

Place Value...Valeur de Position

http://ulm.edu/~esmith/nctmregional/blocks.htm

When learning place value, we use base ten material. The following are the pieces:

A.

                                       This is the large cube/le grand cube . It is used to represent a thousand/ 1 unité de mille/

                                     un  millier

                                                                       1000

B.                              This is the flat/ la planchette. It is used to represent one hundred/ une centaine

                                                                         100

C.                                              This is a rod/ une réglette. It is used to represent a ten/ une dizaine

D.                           This is a small cube/un petit cube . It is used to represent ones/ les unités

2. Faisons des nombres / Let's make numbers:

121 =                                                                         

Throughout your child's schooling, these pieces will represent different things at different times.

On a piece os paper, try drawing numbers with your child

3. Huit différentes façons de répresenter un nombre/ Eight ways to represent a number

A. Avec les vrais matériaux de base dix./ With the base ten blocks/ manipulatives

B. Avec un dessin : 1241

C. Avec le nombre en chiffres/ Written in digits / le nombre en chiffres       1241

This is what we call the symbolic representation / le nombre symbolique

D. Le nombre en lettres   - in letters:  mille, deux cent quarante et un

E. En forme décomposante/ in decomposing form: 1000 + 200 + 40 + 1

F. Le nombre de base dix/ In base ten language= 1 unité de mille, 2 centaines, 4 dizaines et 1 unité

G. En forme d'équation/ In an equation ( As you can see, there are many ways to give a number this way.)

1240 = 500 + 500 + 200+ 40 +1

           1000 + 100 + 100 + 10 + 10 + 10 + 10 + 1

           100 + 100 + 50 + 50 + 30 + 10 + 1

H. Une autre façon de le faire , c'est de faire des échanges dans le dessin ou dans les blocs.

Another way to do it is to make exchanges in the drawing or in the blocks themselves. (Exchangining a  1000 for ten 100's, a 100 for ten 10's  or  a ten for ten 1's.

This:

is the same as :

4. Try a problem like this:

Si j'ai $500, combien de billets de $100, ai-je?Fais un dessin. (If I have $500., how many $100, bills do I have? Draw a picture to show your work.

5. Donna collectionne les collants. Elle en a 284. Elle veut en avoir 300. Combien d'autres a-t-elle besoin?Fais un dessin pour montrer ton travail  (Donna has 284 stickers. She wants to have 300 of them. How many more does she need? Draw a picture.)

 Keep counting more 1's until you can make  another 10- that would give  you 294. Then  you just need another 10 to make it 300.

She needs 16 more stickers. (Elle a besoin de 16 autres collants.)

6. Essaie ceci/Try these:

Write a number that is  (Écris un nombre qui est...

10 de plus que 445 .........

(10 more than 445......)

100 de plus que 362........

(100 more than 361....)

Addition problems are also called "Join" problems (Les problèmes joindre )

1. Robin had 5 marbles. She won two more                                                        Robin avait 5 billes. Elle a gagné 2 autres.

How many does she now have?                                                                         Combien a t-elle maintenant?

                                                                                                                                   Résultat inconnus             

Result unknown

_______________________________________________________________________________________________

2.. Robin had 5 marbles. She won some more                                                     Robin avait 5 billes. Elle                                                                                                            d'autres.             .

Now she has 7. How many did she win?                                                            Maintenant, elle en a 7. Combien a t-elle gagné?

                                                                                                                                     Change inconnus

Change unknow

____________________________________________________________________________________________

3. Robin had some                                                                                                   Robin avait des billes. Elle a gagné deux

                                                                                                                               autres.

marbles  .                               .                                                                                Maintenant, elle en a 7. Combien avait-                                                                                                                               elle   au debut? (Initial inconnus)

She won two more.                                                                                                     (

Now she has 7. How many did she start with? 

Initial Unknown

Arrondir les nombres pour additionner et soustraire

Rounding numbers to estimate in addition and subtraction

Arrondir à la dizaine près... Rounding numbers to the nearest 10

1. 24 arrondir à la dizaine près est 20

24 rounded to the nearest 10 is 20

2.