Music was cancelled today.
Some of us shared what we did on the weekend. To demonstrate our listening skills we asked a question or two related to what our peers told us about their weekend.
We began to discuss what a good presentation looks like for both those presenting and the audience. This is to help us for when it comes to presenting our UOI summative, which we began later on today. This discussion led us into the discussion of what "good" questions for our peers look like, along with how we can give "good" feedback to help our peers "GROW". Students then continued to work on/ practice for the UOI summative presentations.
French:https://stjudesfrench-stella.blogspot.com
Language:
We had our spelling test today and began working on the next lesson in our workbooks: Lesson 6. This weeks lesson is a review of the works and sounds we have learned in lessons 1-5. Students are to select a total of 5 words to write sentences for. Spelling work and sentences are due Thursday. Spelling test is Friday. At the end of this period each student wrote a little reflection on what their favourite part of Fridays trip was. These will go outside our class on our classroom bulletin, along with some pictures from the trip.
RECESS/LUNCH
Inquiry into Math:
We took up some of our homework from identifying addition equation patterns, then went on to exploring subtraction equation patterns. While taking up questions around completing addition equation patterns we identified how to determine the number of addition facts we should have. Ex. If the sum of our equation is 15, then this equation will have 16 addition facts. The number of addition facts is always 1 more than the sum of that equation. (ex. sum=15, there are 16 addition facts).
We then went on to examining subtraction facts. It gets a little more complicated here, since the steps you take to solve the missing numbers depends on which term is missing in the equation. We had a race to explore the number of subtraction facts in an equation. This has a similar rule to the addition number facts, the only difference is here the difference changes. The number that stays the same is the number you're subtracting from(the biggest number) ex. 11-0, 11-1, etc. We identified the number pattern that occurs when solving all subtraction facts.
Then it came to solving the missing value in an equation. If the missing value is the first term in the equation, then you need to add the difference plus the second term in order to solve the first term. It's important to stress that the first term in a subtraction equation is always the larger number (you cannot subtract a larger number from a smaller number)
ex. 7 = ____ - 9
9 + 7 = 18 , therefore 18 - 9 = 7
If the missing value is the second term ( 7 = 18 - ___), you need to subtract your difference from the first term in your equation. To check our work we always do the opposite operation, which is a strategy we learned last unit.
ex. 7 = 18 - ____
18- 7 = 9 therefore 18 - 9 = 7
To solve numbers in addition equations, you always subtract the one term provided by the sum from the other side in order to figure out the missing value. You can always do this since it doesn't matter which number is added first in an addition question
However, you cannot always do the same with subtraction since you can't interchangeably use the two numbers to subtract one from the other. The first term always has to be the larger value.
ex. _____ - 17 = 11 28 - _____ = 11
17 + 11 = 28 28 - 11 = 17
Library: https://sjalibrary.wordpress.com
RECESS/LUNCH
Unit of Inquiry:
We completed our Unit of Inquiry learner profile reflections to reflect on how we demonstrated open-mindedness, appreciation and tolerance during our Unit of Inquiry on Pioneers. We then began to present some of our summative assignments and provided our peers with some stars and wishes for what they did well on, or where we think they could improve.
Language:
We had our spelling test today and began working on the next lesson in our workbooks: Lesson 6. This weeks lesson is a review of the works and sounds we have learned in lessons 1-5. Students are to select a total of 5 words to write sentences for. Spelling work and sentences are due Thursday. Spelling test is Friday. At the end of this period each student wrote a little reflection on what their favourite part of Fridays trip was. These will go outside our class on our classroom bulletin, along with some pictures from the trip.
RECESS/LUNCH
Inquiry into Math:
We took up some of our homework from identifying addition equation patterns, then went on to exploring subtraction equation patterns. While taking up questions around completing addition equation patterns we identified how to determine the number of addition facts we should have. Ex. If the sum of our equation is 15, then this equation will have 16 addition facts. The number of addition facts is always 1 more than the sum of that equation. (ex. sum=15, there are 16 addition facts).
We then went on to examining subtraction facts. It gets a little more complicated here, since the steps you take to solve the missing numbers depends on which term is missing in the equation. We had a race to explore the number of subtraction facts in an equation. This has a similar rule to the addition number facts, the only difference is here the difference changes. The number that stays the same is the number you're subtracting from(the biggest number) ex. 11-0, 11-1, etc. We identified the number pattern that occurs when solving all subtraction facts.
Then it came to solving the missing value in an equation. If the missing value is the first term in the equation, then you need to add the difference plus the second term in order to solve the first term. It's important to stress that the first term in a subtraction equation is always the larger number (you cannot subtract a larger number from a smaller number)
ex. 7 = ____ - 9
9 + 7 = 18 , therefore 18 - 9 = 7
If the missing value is the second term ( 7 = 18 - ___), you need to subtract your difference from the first term in your equation. To check our work we always do the opposite operation, which is a strategy we learned last unit.
ex. 7 = 18 - ____
18- 7 = 9 therefore 18 - 9 = 7
To solve numbers in addition equations, you always subtract the one term provided by the sum from the other side in order to figure out the missing value. You can always do this since it doesn't matter which number is added first in an addition question
However, you cannot always do the same with subtraction since you can't interchangeably use the two numbers to subtract one from the other. The first term always has to be the larger value.
ex. _____ - 17 = 11 28 - _____ = 11
17 + 11 = 28 28 - 11 = 17
Library: https://sjalibrary.wordpress.com
RECESS/LUNCH
Unit of Inquiry:
We completed our Unit of Inquiry learner profile reflections to reflect on how we demonstrated open-mindedness, appreciation and tolerance during our Unit of Inquiry on Pioneers. We then began to present some of our summative assignments and provided our peers with some stars and wishes for what they did well on, or where we think they could improve.
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