Thank you to everyone for their messages of support. We appreciate the outpour and are grateful. All students and staff are safely accounted for. A few students remain in the care of our staff. Thanks again for all your efforts during this emergency.
I have been contacted by numerous organizations and school systems who are offering support.
I will be discussing future steps with Superintendents George McGuigan and Henri Lemire as soon as possible, likely tomorrow.
As the fire is still not contained, we know more structure loss is possible. We will update information as it becomes available.
I have also had communication with Alberta Education and the Minister. Those discussions will continue in the days ahead.
Please continue to check your email and the District’s social media accounts.
All schools are closed until further notice. Staff should continue checking their email and FMPSD’s social media portals for updates.
And finally, we have many staff and community members who have suffered a major personal loss. Our thoughts, prayers and support are there now and will be in the days ahead.
Did You Know…? Kayak is Inuktitut for ‘man’s boat’. The corresponding ‘woman’s boat’ was an umiaq.
We began our CAT4 exams today. Students and I reviewed some of the strategies that they can use at home and at school to help them to be successful this week:
Today we completed the Reading portion of the test, which is 60 minutes. Tomorrow we will complete Vocabulary, which 25 minutes. Students will complete Math on Thursday, and they are allowed to use a calculator for this portion. Please make sure your student brings a calculator if you did not send one in September with their school supplies. Gentle encouragement at home to help students think “green thoughts” is appreciated. Be careful not to add any undue stress or pressure to students. This exam is just a “snapshot” of one day at school. It does not affect the grades on their report cards. It is merely used as a tool to guide staff and schools in their ongoing instruction.
In Social Studies today, students finished looking at homesteaders and those that helped to settle Western Canada. Students each visited the site below:
The Grade 4 students were taking a closer look at Ranching. The Grade 5 students were taking a closer look at Newcomers. Each group was asked to choose an individual from their category to study further. Students were asked to consider: why this individual is important to Alberta, what challenges they faced, and what questions they would like to ask them. Students also used a Venn Diagram to compare these individuals with their own Farmers/Ranchers or Family that they used for their PBL.
Students also began working in groups to continue our discussion of the Fur Trade. We have already been using Path of the Elders to explore Fur Trade and FNMI concepts. Today we looked more closely at the impacts the Fur Trade had on the development of Canada:
Students are working in small groups to design and plan their own Fur Trade Fort. Stay tuned for more information.
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 3
Math:
CAT4 – Bring calculator (Thursday)
Health:
FRIENDS – Home Activity 8A (Tuesday)
French:
Mon Horraire (Wednesday)
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
Floor Hockey Tournament – May 6th-7th
STEM Club – Mondays, Thursdays 3:00-4:00 pm
2nd Annual Robotics Dinner & Social – May 5th @ Walter and Gladys Hill School (buy tickets online at:http://tinyurl.com/fmpsdsocial)
Gr. 3 Art Sale – tomorrow ($1-$2)
Hats Off for Mental Health! – bring $2 Wednesday to wear a hat/green
Did You Know…? Moths and butterflies have anti-reflective eyes to see in poor light.
Good evening,
This morning we began with our April Virtue Assembly. This month’s virtue is Wonder. Congratulations to Brayden, Aparsh, Ashton, Matthew, and Chloe. They were our award winners this month. Keep up the good work!
In Math, the Grade 4 and Grade 5 students worked together today on some time-telling. We used this resource from learnalberta (username: la19 password: 1193), Math 5 Live, to review and begin learning about telling time on digital and analog clocks. This is a review lesson from Grade 5’s and a new concept for some Grade 4’s. Check out the resource at home if you are looking for more time-telling practice or print of the activity sheets below:
In Science today, the Grade 4 students reviewed luminosity with this video:
Then we began to discuss how light moves. Did you know that light travels in a straight line? We can prove it. Today students were challenge to do their own version of the experiment below, so they could observe light travelling in a straight line:
Each group was successful! Next week, shadow boxes!
The Grade 5 students continued to look at mixtures of solids and liquids. More specifically, we began to look at how you could separate solid and liquid mixtures. Take our example of sugar and water from our previous class. We discussed evaporation as a method that could be used to separate the sugar from the water. Separation is one way that we can separate mixtures of solids and liquids. Today we also learned about decanting. Decanting works best when you can see both components. To separate, you can scoop off or pour off one of the components. We used blocks and water. It was very easy to pour the water out and to separate the water from the blocks. Finally, we moved on to filtration. We made a mixture of cornstarch and water. The cornstarch becomes suspended in the water, forming a cloudy liquid. This type of mixture is called a colloid. We then poured the colloid into a coffee filter. You’ll have to wait and see until Monday to discover how much corn starch we were able to recover – the coffee filters need to dry.
We also made it outside to play some Quidditch today. Good sportsmanship everyone!
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 3
Math:
Gr. 5 – Mathletics (Equivalent Fractions)
Health:
FRIENDS – Home Activity 8A (Tuesday)
French:
Mon Horraire (Wednesday)
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
Floor Hockey Tournament – May 6th-7th
STEM Club – Mondays, Thursdays 3:00-4:00 pm
2nd Annual Robotics Dinner & Social – May 5th @ Walter and Gladys Hill School (buy tickets online at:http://tinyurl.com/fmpsdsocial)
Watch out for the bludgers!They’ll get you!Students “flying” towards the goal posts.This game is actually great exercise. Students are running the majority of the time. Especially when the snitch is released!
Did You Know…? The word for not having any teeth is edentulous.
Good evening,
The Grade 4 students and I continued to explore division today. We began looking at division with remainders. Consider the example below:
When solving (20 ÷ 3 =) you can draw a picture or use a multiplication fact to help you. When drawing a picture, think “20 divided into groups of 3.” Draw groups of 3 until you reach 20. Unfortunately you can only make 6 groups and will have 2 remaining to make 21. So, 20 ÷ 3 = 6R2. When using multiplication, you already know that 18 ÷ 3 = 6. You need to consider that 20 – 18 = 2. You would need 2 more to get to the total of 20. So, 20 ÷ 3 = 6R2.
When solving (17 ÷ 4 =) you can draw a picture or use a multiplication fact to help you. When drawing a picture, think “17 divided into groups of 4.” Draw groups of 4 until you reach 17. Unfortunately you can only make 4 groups and will have 1 remaining to make 17. So, 17 ÷ 4 = 4R1. When using multiplication, you already know that 16 ÷ 4 = 4. You need to consider that 17 – 16 = 1. You would need 1 more to get to the total of 17. So, 17 ÷ 4 = 4R1. We will continue to explore division with remainders tomorrow.
In Social Studies today, we worked on two separate activities. The first, as a class we continued to explore Path of the Elders. Today we played the Trapping Game. In this game, students must tend to family trap lines, sell pelts, and buy food for the Band to survive the winter. The students need to learn bargaining skills and how to negotiate with the Hudson’s Bay Company. It also teaches students the concept of reciprocity. Similar to our previous game, students also need to seek advice from Elders throughout the game. In order to be successful, students must show a respect for the animals and a thorough understanding of the land. It can be tough to survive out on the trap line if you aren’t careful and respectful! We will continue to use this resource to continue our study of the Fur Trade and First Nations culture and perspectives, in upcoming classes.
Secondly, the Grade 5 students continued to look at different groups of homesteaders that helped to settle Western Canada. In our projects, students were either Eastern European or British. Today, we further discussed some of the difficulties and hardships faced by early homesteaders. Students began to examine other groups of homesteaders: British, Eastern European, Francophone, Hutterite and Mennonite, and Indian. Students were asked to consider: “Why did these people come to Canada?” “What was life like for them when they arrived in Canada?” and “Were they initially accepted and welcomed?” I think it was interesting for many students to discover that for many, who did not look or act culturally British, not being accepted was an added hardship that many immigrants had to face. For example, many of the first Indian immigrants were not allowed to disembark from the ship and land in Canada until they had dressed “like everyone one.” For many of us, it can be difficult to read about and to understand a Canada that is not multicultural and inclusive, which makes it that much more important that we read and learn about our past errors, so that we understand the importance of promoting acceptance and inclusion today.
The Grade 4 students continued to research agricultural practices in Canada. Students who completed their research began their own homesteaders project. Students were asked to create a character. The character had to be either a farmer or a rancher. Then students were asked to consider “What resources does your character need?” “What resources does your character produce?” “What is life on the farm or ranch like?” “Why is your farm or ranch important to Alberta?” I’m excited to read about everyone’s characters!
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 3
Math:
Gr. 4 – pg. 304-304 #1, 2, 3, 5
Gr. 5 – Mathletics (Equivalent Fractions)
Health:
FRIENDS – Home Activity 8A (Tuesday)
French:
Mon Horraire (Wednesday)
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
Floor Hockey Tournament – May 6th-7th
STEM Club – Mondays, Thursdays 3:00-4:00 pm
Book Orders – April 28th
Yearbook Orders – extended until April 28th
2nd Annual Robotics Dinner & Social – May 5th @ Walter and Gladys Hill School (buy tickets online at: http://tinyurl.com/fmpsdsocial)
Using the Chromebooks to play “Path of the Elders”Buying snowshoes will help.Don’t get eaten by a wolverine!Take your time…Negotiate…Check your traps…Have fun!
Did You Know…? Whales are divided into ‘toothed whales’ and ‘baleen whales’. Instead of teeth, baleen whales have a thick curtain of bristles hanging from plates in their upper jaw. These are made of keratin, like human hair and fingernails.
Good afternoon,
The Grade 4 students and I continued to practice estimating quotients today. Today’s example was:
When solving the problem (65 ÷ 9 = ), you can use your 9x tables to help you to estimate. We already know that 7 x 9 = 63. That means that 63 ÷ 9 = 7. So, they will have about 7 cans in each box. Don’t forget to use the word about to indicate that you are estimating. Unfinished practice questions were sent home for homework.
In Health today, the students and I tested out their “6-Block Problem Solving” method from last week. The students had been asked to consider how they would move a balloon from one end of the room to the other without their hands or feet. Students had to include their entire group (in some way). The majority of our groups were successful, largely due to the above problem solving method. When you take the time to consider what will happen, you are more likely to arrive at the best solution. It is also important to take time to reflect. Were you successful? If not, what could you do differently next time (don’t give up!) If you were, what would you keep the same? What would you change? It is important that we practice learning from our mistakes. Students have been given a problem called “The Strawberry Dilemma” that they have been asked to complete at home. An important aspect of our FRIENDS work is to have students sharing what they are learning with their families. Please take time this week to help your student plan and implement a solution to the “Strawberry Dilemma.” This activity should be completed by next Tuesday, May 3rd.
In Science today, the Grade 4 students and I continued to talk about light. Why is it that you can see some objects and others you cannot see unless there is light? The difference is that some things emit light while others reflect light. Some things produce or give off their own light (emit); such as: the sun, light bulbs, etc. Other things are visible because they reflect surrounding light. Everything we can see is reflecting light, however, some things are better reflectors of light than others. A mirror’s smooth, shiny surface makes it a great conductor of light. Some examples of things that reflect (not emit) light are: rainbows, the moon, etc. In fact, the moon is commonly mistaken as something that emits light. Don’t be fooled! The moon doesn’t really “shine;” it reflects light from the sun. Check out the video below:
We also began discussing luminescence today. Some things emit their own light because they luminesce. Unlike other things that emit light (eg. the sun), luminescent things don’t get hot. Luminescence takes place in a range of temperatures that don’t burn other living things. Some animals are able to luminesce; like an angler fish. Glow-in-the-dark objects luminesce, usually due to a chemical reaction; like glow sticks. We will continue to discuss objects that luminesce next class.
The Grade 5 students and I reviewed mechanical mixtures, such as the solid+solid mixtures we were working on separating last week. Remember, in a mechanical mixture, the particles are distinguishable for one another. They are a heterogeneous mixture:
A heterogeneous mixture is a mixture that is made up of different substances that remain physically separated. Today we turned our attention to some other types of mixtures. We created a suspension and a solution. To do this, we made lemonade! To begin with, we mixed water and lemon juice. Students noticed right away that while most of the juice particles were evenly distributed with the water, that some of the larger particles (eg. pulp) had started to separate toward the bottom. Due to this, the lemon juice and water could be said to create a colloid. A colloid is where fine particles are dispersed throughout another substance. They generally give off a “cloudy” appearance.” The larger particles were suspended in the mixture, creating a heterogeneous mixture. Next, we added sugar. We did not stir the sugar. We observed the sugar being added to the mixture. At first the particles simply settled in a pile on the bottom of our cups, and the mixture did not taste any sweeter. This is another example of a heterogenous mixture. We could see the different components. However, our next step was to stir. We stirred the sugar until it was dissolved in the water. Water dissolves sugar, creating a solution. Solutions are homogenous mixtures. The components are distributed evenly throughout; you cannot distinguish one from the other. All in all this was a pretty “sweet” way to begin exploring solutions and solid+liquid mixtures. Our first method of separation? Evaporation. We are waiting to see how long it takes for the water from our lemonade to evaporate and to see what gets left behind!
In Art today, we continued to work on our projects from last week. This week students were asked to critically examine their first drafts; use the “eye of a scientist.” Then students were allowed to create their second draft. Second drafts should contain the components that students liked from their first draft, but should have changes to the things that they didn’t like. This is also the opportunity to add details such as background, props, etc. Make the picture your own! Students were able to redraft their work until they were comfortable with their end result. Then students could begin their final drafts! Final drafts are completed on white paper. Students are able to choose their own medium. Today students could choose from markers, pencil crayons, crayons, sharpies, oil pastels, and watercolour paints. We will be finishing these projects next week. I can’t wait to see our final product. If you’ve enjoyed working on our Harry Potter Fan Art, be sure to check out these videos below:
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 3
Math:
Gr. 4 – pg. 300-301 #3, 5, 8, 10
Gr. 5 – Mathletics (Equivalent Fractions)
Health:
FRIENDS – Home Activity 8A (Tuesday)
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
Floor Hockey Tournament – May 6th-7th
STEM Club – Mondays, Thursdays 3:00-4:00 pm
Book Orders – April 28th
Spring Picture Day – April 27th
Yearbook Orders – extended until April 28th
2nd Annual Robotics Dinner & Social – May 5th @ Walter and Gladys Hill School (buy tickets online at: http://tinyurl.com/fmpsdsocial)
“There was a lot more to magic, as Harry quickly found out, than waving your wand and saying a few funny words” – J. K. Rowling
Good evening,
Today the Grade 4 students and I began estimating division of larger numbers. The strategy that we focused on and practiced today is using multiples to help us. Using a multiple means that you can use a number that is easy to divide by, instead of having a remainder. Check out the example below:
When trying to solve the following (82 ÷ 9 = ), use your 9x tables to help you. You know that 9 x 9 = 81. Since 81 is close to 82, solve (81 ÷ 9 = ) instead. Since you know that 9 x 9 = 81, you also know that 81 ÷ 9 = 9. So, there will be 9 pieces of ribbon that are about 9m long. Take a look at the next example:
When trying to solve the following (20 ÷ 7 = ), use your 7x tables to help you. You know that 7 x 3 = 21. Since 21 is close to 20, solve (21 ÷ 7 = ) instead. Since you know that 7 x 3 = 21, you also know that 21 ÷ 7 = 3. So, she will spend about $3 on each gift. We will continue to practice estimation tomorrow.
In Language Arts today, we took a closer look at some of the attributes associated with each of the houses at Hogwarts School of Witchcraft and Wizardry.
Students were then asked to decide which house they felt that they belonged in. Students wrote a persuasive paragraph listing at least 3 reasons (with backup) as to why they felt they belonged in their chosen house. This afternoon we were able to take these paragraphs to the Computer Lab and type and publish our week. I’ll have them posted on the Publishing Board later this week.
Students also worked in small groups to try and solve a riddle from “Harry Potter and the Philosopher’s Stone” by J. K. Rowling. This riddle isn’t featured in the film, but we heard Hermione quickly solve it during our Read Aloud. Can you solve it at home? Remember! You don’t want to guess. Make sure you are know what each bottle contains!
Some students also expressed an interest in visiting Pottermore to be properly sorted into their houses, get wands, explore other books in the series, etc. Make sure you ask your parents permission before you create any online account!
We watched about 30 minutes of “Harry Potter and the Philosopher’s Stone” during class today and about 20 minutes during lunch. We will be finishing the film throughout the week, it was just too much to watch in one school day. Thank you to everyone who brought in healthy snacks! It was greatly appreciated by all.
This afternoon we also completed the following DPA activity to get in some final Harry Potter fun, although, we may have a few more Harry Potter activities scheduled for later in the week. Stay tuned!
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 3
Math:
Gr. 4 – pg. 300-301 #1, 2, 4, 6
Gr. 5 – pg. 173 # 6-12
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
Floor Hockey Tournament – May 6th-7th
STEM Club – Mondays, Thursdays 3:00-4:00 pm
Book Orders – April 28th
Spring Picture Day – April 27th
Yearbook Orders – extended until April 28th
2nd Annual Robotics Dinner & Social – May 5th @ Walter and Gladys Hill School (buy tickets online at: http://tinyurl.com/fmpsdsocial)
Grade 3 Food Bank Drive – bring a donation tomorrow to play Dodgeball in the Gym
Students had to travel through Platform 9 3/4 to get into class today.Mmmmmm! A Hogwarts Express of vegetables!Thanks for the wonderful (and delicious) snacks everyone!Stretching out to Cosmic Kids Yoga.
Did You Know…? ‘Mummy brown’ was a shade of paint made from ground-up Egyptian mummies. It was discontinued after mummies ran out.
Good afternoon,
The Grade 4 students and I continued to practice 3-digit by 1-digit multiplication today. I was excited to see how hard everyone is working! Different students are working on different strategies, but everyone is growing stronger in their skills each day. On Monday we are moving on to division! Below is our summary page highlighting our different strategies:
In Health today, the students and I began working on Session #8. Students are exploring using a “6-Block Method” of problem solving:
Identify the problem.
Brainstorm solutions.
What will happen?
Choose the best solution.
Do it!
Reflect. Did it work?
We read an example of student using this method to help her to decide to go to a friends party that she is nervous about attending. Then we split into groups to practice this method ourselves. The problem? How can you get a balloon from one side of the room to the other, involving your entire group, without using your hands our feet. Today students brainstormed ideas, thought about what might happen with each idea, and then chose the idea that works best for their group. On Tuesday we are going to put our ideas to the test!
In Language Arts today we kept working on our new Book Club book, “The Mouse and the Motorcycle” by Beverly Cleary. Students completed a “Milling to Music” activity with comprehension questions from Chapters 1-2. “Milling to Music” is when students move around the classroom to the beat of the music. While moving, they are welcome to respond to the questions placed around the room. When the music stops, students need to go to the question closest to them. Here they need to discuss the question with their classmates and respond. Students can write their own answer, add details to another answer, or simply show they agree with a check mark, smiley face, etc. We had some wonderful answers to our questions, and this is a fun way to do some reading comprehension while getting up and moving. Next, we read Chapter 3 and did a vocabulary activity on some challenging vocabulary from Chapters 1-3. Students were looking for: jauntily, bellboy, croquet, vacancy, dreadful, threadbare, despair, chromium, incinerator, remorseful, venturing, tourist, and predicament. Students work in groups to locate the word and then use evidence from the text to try and determine the word’s meaning. We had 2 groups who were successful in locating all of the words. Well done!
In Science today, the Grade 5 students continued to separate mixtures of solids and solids. All the mixtures we used today were mechanical mixtures. Last class we used a sieve. Today we practiced using a magnet, water, and we discussed how we could use air to separate a a mixture of two solids. You can see our examples below:
The Grade 4 students completed their posters warning others to be careful in the sun and to protect their eyes. Next, I challenged students to come up with as many things as they could that was able to produce it’s own light. We had one group who came up with 58! Next class we are going to be categorizing our lists. Are any of the objects luminescent? Are any actually reflecting light not producing light? Stay tuned!
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 3
Math:
Gr. 4 – pg. 298 #8, 9, Reflection
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
Floor Hockey Tournament – May 6th-7th
STEM Club – Mondays, Thursdays 3:00-4:00 pm
Book Orders – April 28th
Spring Picture Day – April 27th
Harry Potter Day – Monday! (pajamas, snacks, etc.)
Yearbook Orders – extended until April 28th
We were listening to some Jazz as we moved around the room.Students are able to stop and add an answer or detail.Students are also able to agree with an answer that is already recorded.Or simply read what others are sharing.Lots of people agreed with Alex’s statement!Great work everyone!
Did You Know…? In Harry Potter, Dumbledore is the headmaster of Hogwarts, but a ‘dumbledore’ is also an 18th-century word for a bumblebee.
Good evening,
Today the Grade 4 students and I began multiplying 3-digit by 1-digit multiplication questions. In order to do so, we are still focusing on our three main strategies of: using base-10 blocks, using expanded form, and breaking the number apart. We will continue to practice multiplication tomorrow. Students with unfinished classwork will be bring home homework this evening.
In Language Arts today, students completed Chapter 2 of our newest Book Club book. Currently, the class is reading “The Mouse and the Motorcycle” by Beverly Cleary. On Monday while I was absent, the class read Chapter 1 together. After they had finished, students worked in their new Book Club groups to retell the story. Then groups brainstormed a list of possible questions that they still have about the chapter, what will happen next, etc. Students also worked individually to draw a comic to retell the events of Chapter 1. Many students were able to finish these comics in class, however, some remain in complete and will be returned to at a later date. Tomorrow students are going to take part in a Chapter 2 Café; stay tuned for more details!
Today the students and I also discussed the results from the “Tell Them From Me” survey that students completed earlier this year. This survey asked students to consider how they felt about and how they thought our school could be improved. Students were asked such questions as, “How many servings of fruits and vegetables did you eat yesterday?”, “Do you feel safe at school?”, “Are you encouraged to try your best at school?”, “Is there someone at your school who cares about you?” Overall Timberlea scored well on this survey. However, there are some areas that the students and I agreed that we could work together to improve. For example, students reported fairly high levels of anxiety about school, friends, etc. Working together as a class on more Mindfulness or FRIENDS activities might help with these feelings. Thanks for the open and honest discussion everyone. You gave me a lot of great ideas about how we can all work together to help keep Timberlea a wonderful place to grow and learn.
In Social Studies today, we worked on the Chromebooks to explore a computer program called Path of the Elders. This program introduces students to Cree and Ojibway culture, a variety of traditional activities and skills, and the signing of Treaty No. 9 through photos, videos and audio. Today we tackled the Canoeing game. This game teaches the player about canoeing, portaging, and living off the land, essential skills First Peoples taught their children for generations. The game is meant to emphasize to students that many First Peoples valued an educational system based on hands-on experience and watching and listening to Elders. Congratulations to Mohamed! He was the first student able to complete the game. Want to try again at home? Don’t forget to treat the Elders respectfully.
Agenda:
Read 20 minutes
Language Arts:
Mouse and the Motorcycle – Chapter 2
Math:
Gr. 4 – pg. 297 #2-5
Gr. 5 – pg. 172 #1-5
Health:
FRIENDS – Home Activity 7A (Friday)
Eco-Week Water Bottle Challenge – ALL WEEK (April 18th-April 22nd)
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
STEM Club – Mondays, Thursdays 3:00-4:00 pm
Book Orders – April 28th
Spring Picture Day – April 27th
Harry Potter Day – Monday! (pajamas, snacks, etc.)
Yearbook Orders – extended until April 28th
We finished reading “Harry Potter and the Philosopher’s Stone” yesterday. Students have 200+ house points saved on their reward board, so we are going to be having a Harry Potter themed day and party next week on Monday. Students who are interested are welcome to bring APPLE Schools appropriate snacks. As always, bringing snacks is appreciated but not expected or required. Students asked if I would post some ideas: Slytherin SnakesFruit WandsProfessor Sprouts Veggie GardenHogwarts ExpressSlytherin SnakeSorting Hat Crescent RollsBroomsGhost PizzasOwl Pizzas
Sorry! Short post tonight! I’ll get everyone caught up tomorrow! However, here is the video I promised today in class, more details about Harry Potter Day to come.
Agenda:
Read 20 minutes
Math:
Gr. 4 – pgs. 294 # 1, 2, 6
Health:
FRIENDS – Home Activity 7A (Friday)
Eco-Week Water Bottle Challenge – ALL WEEK (April 18th-April 22nd)
Grade 5/6 Floor Hockey – Wednesdays 3:00-4:00 pm
STEM Club – Mondays, Thursdays 3:00-4:00 pm
Book Orders – April 28th
Spring Picture Day – April 27th
Harry Potter Day – Monday! (pajamas, snacks, etc.)
Yearbook Orders – extended until April 28th
We changed our outside bulletin board and put up some Multicultural art.Some of our origami.A first draft of our Harry Potter artwork.Another example of Harry Potter artwork.On Tuesday we will be working on a second draft of our pieces (eg. adding backgrounds, details, etc.)Thanks Sedrick for sharing these funny mustaches with your classmates.A funny way to end the day.Deadline extended until April 28th. To order – code 10359316
“Once you begin watching spiders, you haven’t time for much else.” – E.B. White (1899-1985)
Good afternoon,
I was away yesterday afternoon, so we spent a little bit of time today getting caught up and sorting a few things out. That means that unfinished Book Talks will be completed tomorrow. Sorry for the delay! In Math yesterday, our Grade 4 students continued to explore multiplying larger numbers. Yesterday we practiced the following strategies: using base-10 blocks, using expanded form, and breaking the number apart.
When using base-10 blocks, don’t forget to build your biggest number first. Then, consider how many groups you need to make. Remember, multiplication is all about grouping (or repeated addition)! In the example above, there are 76 prizes in each package. There are 3 packages. So, you can 3 groups of 76. That means that you need to build 76 out of base-10 blocks 3 times. Afterwards, count up your tens rods and your ones cubes and then add them together! There will be 228 prizes.
When using expanded form, break your larger number into expanded form. This will help you to create two smaller, easier multiplication facts that you can use to solve the problem. In the example above, we have broken 76 into 70 + 6. Instead of solving 76 x 3 we are going to solve 70 x 3 and 6 x 3, then add them together. Since 70 x 3 = 210 and 6 x 3 = 18, 76 x 3 = 210 + 18 = 228.
Finally, we can break the number apart. This is the way that I learned multiplication in school! First, stack your numbers with the largest number on top. Line up your place value places. Then multiply the ones. Then multiply the tens. Then add them together to get your final answer. In the example above, once we have stacked our numbers we can multiply 3 ones by 6 ones. 3 x 6 = 18. Next, we can multiply 3 ones by 7 tens. 3 x 70 = 210. Finally we can add them together. 18 + 210 = 228.
There is a shorter way to break the numbers apart, often referred to as short multiplication. Some students were interested in using this method. We watched the following video to help those students who wanted to be using short multiplication:
Remember, we are allowed to use ANY strategy in our class. There a lots of different roads we can take to get to the same place. Students are encouraged to use the strategy that works best for them and to practice this strategy. Students who have mastered a particular strategy should then be encouraged to try and practice a new strategy and add it to their repertoire. Today we reviewed the strategies above and continued to practice.
In Science yesterday, our Grade 5 students began their Chemistry unit. They first watched this video on Mixtures:
Then we started to discuss pure substances and mixtures a little further. A pure substance is composed of only one type of particle. An example would be gold or oxygen. A mixture is made up of two or more pure substances. Students brainstormed different pure substances and different mixtures and added them to T-Chart that we were creating on the board. Tomorrow, mixtures made with two or more solids!
The Grade 4 students were given time to make sure that they had completed their Interactive Notebook pages for Wheels and Levers before we begin light and shadows. Students were asked to complete at least 4 of the following questions:
Any unfinished questions were assigned for homework yesterday and will be due in class tomorrow.
Today in Language Arts, students looked at rhyme and the rhyming scheme of poems. We looked more specifically at quatrain poems:
Students will be writing their own quatrain poems later this week.
In Social Studies, the Grade 5 students shared their work on their Homesteaders projects. You can view the students’ presentations below:
Students also shared their learning through poems, posters, and skits. I was very impressed with the time, research, and creativity that the Grade 5 students put into this activity. Our Grade 4 students began research for their own Homesteaders project today. Students began researching agriculture in Alberta using the following links:
