Day 1- Teamwork Tuesday

Announcements

- UOI Fairytales brought in by tomorrow
- Aftercare invoices due TODAY

- Re-Registration packages due February 11th

Music

Check out Mrs. McMillan's blog to see what they've been working on: www.mrsmcmillanmusic.blogspot.com

French

Check out Mme. Stella's blog to see what they've been working on: https://stjudesfrench-stella.blogspot.com

Inquiry into Math

In math we learned about improper fractions and how to change these into "mixed numbers". We used pattern blocks to help us see what happens when we continually add 1/2 or 1/3 (up to 7 of each). This helped us understand the different components of a mixed number: the number of whole shapes we have represents the whole number component and the number of pieces left that do not make a whole shape represent the fraction component. We learned how to change an improper fraction into a mixed number and vice versa.

Note: when converting improper fractions to mixed numbers and vice versa the denominator never changes-- it always represents the number of pieces required to make up a whole.

Improper fractions: when your numerator is larger than your denominator

Mixed Number: consists of a whole number and a fraction component

To convert an improper fraction into a mixed number:

1. Divide your numerator by your denominator (your answer needs to be the closest whole number to the numerator without going over) Ex. 16/ 5 = 3 since 15 is the closest multiple to 16

2. The whole number component of you mixed number is your quotient (Ex. your whole number from above would be 5.)

3. The fraction part of your mixed number is name up of your original denominator and your remainder becomes your numerator (Ex. from above, your fraction component is 1/5- since 1 is the remainder and 5 was your original denominator)

Therefore, your mixed number would be 5 and 1/5 (without the and written in there)

RECESS/ LUNCH

Unit of Inquiry

This afternoon we explored the subgenre Fables. Students were broken up into groups and assigned a fable to present to the class. Students had to read the fable together, then distribute the roles amongst each other. Once they presented, the class would have to guess what the moral of that story was. Great job presenting and wonderful job interpreting the moral that comes from each story.

RECESS/ LUNCH

Inquiry into Language

Lastly we completed a story mountain together based on the story The Three Little Pigs. The story mountain allows us to identify the different elements of a story. I read the story aloud to the class, then we discussed what the beginning, build-up, problem, resolution and ending were. 

 

AGENDA:

Math: Mixed Number Fraction worksheets (3 pages)

Language: Cursive Writing pg. 28 & 29

Spelling: Lesson 16 + Sentences

Fraction Math Test Friday