During math this week, we began our new math unit on comparing and decomposing numbers. Students will learn how to decompose numbers between 11-19, show those numbers in a ten frame, write an equation, and explain how many tens and ones are in those numbers. For instance, in the number 15, there is one ten and 5 ones and the equation would be 10+5=15 or 15=10+5. For the number 12, there is one 10 and 2 ones and the equation would be 10+2=12 or 12=10+2. When students master this, they can work on number in the 20’s. For example, the different number sentence for 23 would be 10+10+3=23, 23=10+10+3, 20+3=23, and 23=20+3.
Even though we are starting a new unit it is important for students to continue practicing counting to 100 by 1’s and 10’s and practicing writing their numbers. The sorting, counting, and ordering groups standard is in this unit as well. What you can do at home: Have students sort silverware, coins, beads, etc. by color, shape or size. Students can then count how many are in each group and put the groups in order from least to greatest amount or greatest to least amount. Here is a fun website to practice this standard: http://www.abcya.com/counting_sorting_comparing.htm Here are our math standards for our comparing numbers and decomposing teen numbers unit: MGSEK.NBT.1Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) MGSEK.CC.1 Count to 100 by ones and by tens. MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0- 20 (with 0 representing a count of no objects). MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Limit category counts to be less than or equal to 10) MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10) -In writer’s workshop we are finishing up our informational unit We will review transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, we will continue our “Super Powers” unit. We will review all the strategies that can help us read. This week we will focus on book talk power. Students will work on giving their partner a book introduction without giving away the ending. Partners will also work together to retell their books by summarizing and not telling about every single page. What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -In science, we began our new unit on the day and night sky. We talked about the objects in the day and night sky and learned about attributes of the sun and the moon. We will discuss how the sky changes- sunrise, day sky, sunset, night sky. We will also talk about how the sun can help us as well as hurt us. Students will observe, think, and question day and night pictures as well as add their new “wonder” to the wonder wall. This IB unit also include studies of holiday traditions. In the coming weeks we will be talking about Kwanzaa, Diwali, Christmas, and Hanukkah traditions. -We started our 3rd IB unit: Transdisciplinary theme: Where we are in place and time Central Idea: Discoveries are made through exploration. Lines of Inquiry: * Patterns around the world (day/night chronological vocabulary ) (change) *Explorations of journeys and personal history. (perspective) * Tools we use to determine location and understanding our relation to it. (connection) * Traditions and holidays around the world (connection, perspective) Key Concepts: Perspective, Change, Connection Related Concepts: Cycles, Subjective, Relationships, Systems Transdisciplinary skills: * Thinking: analysis, dialectical thought, synthesis * Social: cooperation, adopting a variety of group roles * Communication: all * Self-Management: spatial awareness, organization, time management * Research: formulating questions, planning, recording data, presenting research data Attitudes: curiosity, commitment Learner Profile: Communicator, Open-minded, Inquirer What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. November Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profile is: Reflective The Attitude is: Appreciation
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In math we participated in "Sir Solids" applying our knowledge of 3D shapes to sort real world objects that are 3D shapes based on their attributes! We also discovered which 3D shapes could roll,m slide, and stack based on their attributes! Then we refreshed our memories of the differences between polygons as we created 2D shape castles making sure we knew the differences between a pentagon, hexagon, and octagon In reading, we completed "the royal rhyming family" experimenting with word families and determining rhyming words and the letter patterns they share. In "A Knights Tale" we used mirrors to decode, read, and write sight words! In "Portrait Hall" we looked at the portraits of kings and queens on the castle walls practicing reading and writing more sight words We also shared our coat of arms and what the symbols and colors we chose represented about ourselves! It was AWESOME!
The students have really been able to make connections in this IB unit, understanding that symbols show information. They have been able to take the key concepts like perspective and reflection and apply them to their learning. Last week we worked on our own personal coat of arms to apply our understanding of symbols. They learned that coat of arms helped knights tell each other apart in the middle ages. Knights wore armor and helmets and the coat of arms painted onto their shield was the only thing that looked different from one knight to the next. The symbols and colors on the shields had different meanings that showed who the knight was. Students made their own coat of arms that portrayed symbols and colors that defined who they were. It will be excellent background information to prepare us for our Medieval day on Thursday! We have also been reading the book The Magic Treehouse book Knight at Dawn and doing a book study on it! It's like a Kindergarten book club, the kids are loving it! I read them 2 short chapters a day and then we really delve into the text! We use our prediction skills to predict what we think will happen next, we use our visualization skills to visualize how things in the book looked based on the author's descriptions, and I give the students a comprehension check with questions about characters, setting, events and making connections that gauge student understanding and guide my instruction. I can tell that the students are actively listening and engaging with the text, it's been really incredible! During math this week we continued naming, identifying, and analyzing the following 3d shapes- cube, cone, cylinder, sphere, and rectangular prism. We have been discussing how many vertices, faces, and corners each 3d shape has. Students created a 3d shape mat with pictures and names of 3d shapes and sorted snack foods in a baggie like combo’s, whoppers, caramel cubes, etc. We also worked on an exemplar comparing the difference between a circle and a sphere. Comparing 2d and 3d shapes is something you can work on at home too. For instance, a cube and a square are different because the square is 2d and the cube is 3d. They are the same because the cube has square faces. Another example would be that a circle and a cube are different because the circle is 2d and the sphere is 3d. They are the same because they both don’t have any vertices/corners.
At home, you can go on a 3d shape hunt around the house and community! Discuss with students how many faces and vertices these shapes have. At home, please make sure students continue to practice counting to 100 by 1’s and 10’s and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for our shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Classify objects and count the number of objects in each category. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. In writer’s workshop we continued our informational unit and will continue our “How To” pieces. We will review transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, We will delve more into strategies that can help us read. What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -In social studies, we will continue our unit on identifying and explaining the meaning of symbols. We began talking about Thanksgiving and symbols for this holiday. Students will get to share their Thanksgiving family traditions. For instance, do they eat certain foods only on this Holiday, see special family members, etc. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? |
About Me
This is my seventh year at HFE. I love teaching, reading, writing, traveling, and sushi Archives
April 2021
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