Announcements
- Play Day forms due Thursday
- Track & Field Day @ SJA is Thursday- students are to wear Gym uniform on this day. All students will participate in this event.
- Library Books due May 31st
- Track & Field Day @ SJA is Thursday- students are to wear Gym uniform on this day. All students will participate in this event.
- Library Books due May 31st
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
Morning Greeting
Inquiry into Language
To prepare us for our OWA, we started to review the components that make up a well-written and presented speech. We went over some examples together on how to engage the reader by using expression and questions for topics such as "Favourite Restaurant" "Sports". We also began to discuss what persuasive writing is and why it is used. We looked at some techniques that were used in the two read alouds below. I love listening to read alouds because not only does it teach students skills beyond reading and writing, but it gives students the opportunity to listen to and enjoy a text with expression and fluency; teaching them what to do at certain punctuation marks, how to incorporate expressions, etc.
The Day the Crayons Quit: https://www.youtube.com/watch?v=489micE6eHU
I Wanna New Room: https://www.youtube.com/watch?v=TjU8PSEWTv8&list=PLsmbh1k4E2bF7kUOXlOLEmUmXYaOOINL3
RECESS/ LUNCH
Inquiry into Math
Today we learned how to convert the following units of measurement to find equivalence between the measurements. The five units of measurement we are focusing on this year from biggest to smallest are: km, m, dm, cm and mm.
Once these were written on the board in this order, we began looking at the conversion process ourselves. When students were given the measurement 100 mm, they had to work backwards as a class to figure out how many cm, dm, m and km are equal to 100 mm. This was all very simple until we had to go from m to km, so together we moved to going from biggest to smallest unit of measurement: km, m, dm, cm, mm. Students could very quickly explain that 1 km= 1000 m and 1000 m = 10,000 dm and they continued to figure out the rest until we reached 1,000,000 mm.
Then we looked at what was happening as we went from the biggest unit of measurement to the smallest, one at a time. I LOVED seeing how the students recognized what each unit was multiplied by to get to the next unit of measurement. Once we figured out what happened on the top (from biggest to smallest), we know it must be the same for the bottom with the opposite operation: DIVISION. Take a look at the diagram below.
We completed a couple examples together on how to convert from one unit of measurement to the next. First we started off by converting units of measurement next to each other, then we moved on to jumping more than one unit of measurement. We also worked on a word problem to ensure we were using our problem solving method of:
1. Identifying the information we know
2. What we need to solve
3. How we are going to solve this
When converting units of measurement, I encourage the students write out a conversion sentences that looks like (200 cm = _______ m) so that they can identify what unit of measurement they need to start at (cm) and where they need to move to (m). By identifying this, they will be able to follow the arrow that moves in that direction on their chart, to help them determine if they need to multiply or divide and by how much.
Lastly, we drew the conclusions that:
- When we are going from bigger units of measurement to smaller units of measurement, our value is INCREASING because we need more of that smaller value to make up the bigger value
- When we are going from smaller units of measurement to larger units of measurement, our value is DECREASING because we need less of that bigger unit of measurement to make up the smaller value.
Inquiry into Language continued
We continued to work on publishing our good copies of our fractured fairytales. We are so close to being finished!
RECESS/ LUNCH
Unit of Inquiry/ Gym
Today we learned what "target audience" means when referring to advertisements. We completed a reading on what this is, then went over some examples of who the target audience would be if the product was: video games, glasses, soccer shoes, toy cars, etc.
We also discussed the criteria that we need to consider when referring to our target audience.
AGENDA
- Spelling Lesson 32
- UOI: Target Audience worksheets (3 pages)
- Math worksheets: Converting units of measurement
- French Homework
Morning Greeting
Inquiry into Language
To prepare us for our OWA, we started to review the components that make up a well-written and presented speech. We went over some examples together on how to engage the reader by using expression and questions for topics such as "Favourite Restaurant" "Sports". We also began to discuss what persuasive writing is and why it is used. We looked at some techniques that were used in the two read alouds below. I love listening to read alouds because not only does it teach students skills beyond reading and writing, but it gives students the opportunity to listen to and enjoy a text with expression and fluency; teaching them what to do at certain punctuation marks, how to incorporate expressions, etc.
The Day the Crayons Quit: https://www.youtube.com/watch?v=489micE6eHU
I Wanna New Room: https://www.youtube.com/watch?v=TjU8PSEWTv8&list=PLsmbh1k4E2bF7kUOXlOLEmUmXYaOOINL3
RECESS/ LUNCH
Inquiry into Math
Today we learned how to convert the following units of measurement to find equivalence between the measurements. The five units of measurement we are focusing on this year from biggest to smallest are: km, m, dm, cm and mm.
Once these were written on the board in this order, we began looking at the conversion process ourselves. When students were given the measurement 100 mm, they had to work backwards as a class to figure out how many cm, dm, m and km are equal to 100 mm. This was all very simple until we had to go from m to km, so together we moved to going from biggest to smallest unit of measurement: km, m, dm, cm, mm. Students could very quickly explain that 1 km= 1000 m and 1000 m = 10,000 dm and they continued to figure out the rest until we reached 1,000,000 mm.
Then we looked at what was happening as we went from the biggest unit of measurement to the smallest, one at a time. I LOVED seeing how the students recognized what each unit was multiplied by to get to the next unit of measurement. Once we figured out what happened on the top (from biggest to smallest), we know it must be the same for the bottom with the opposite operation: DIVISION. Take a look at the diagram below.
We completed a couple examples together on how to convert from one unit of measurement to the next. First we started off by converting units of measurement next to each other, then we moved on to jumping more than one unit of measurement. We also worked on a word problem to ensure we were using our problem solving method of:
1. Identifying the information we know
2. What we need to solve
3. How we are going to solve this
When converting units of measurement, I encourage the students write out a conversion sentences that looks like (200 cm = _______ m) so that they can identify what unit of measurement they need to start at (cm) and where they need to move to (m). By identifying this, they will be able to follow the arrow that moves in that direction on their chart, to help them determine if they need to multiply or divide and by how much.
Lastly, we drew the conclusions that:
- When we are going from bigger units of measurement to smaller units of measurement, our value is INCREASING because we need more of that smaller value to make up the bigger value
- When we are going from smaller units of measurement to larger units of measurement, our value is DECREASING because we need less of that bigger unit of measurement to make up the smaller value.
Inquiry into Language continued
We continued to work on publishing our good copies of our fractured fairytales. We are so close to being finished!
RECESS/ LUNCH
Unit of Inquiry/ Gym
Today we learned what "target audience" means when referring to advertisements. We completed a reading on what this is, then went over some examples of who the target audience would be if the product was: video games, glasses, soccer shoes, toy cars, etc.
We also discussed the criteria that we need to consider when referring to our target audience.
AGENDA
- Spelling Lesson 32
- UOI: Target Audience worksheets (3 pages)
- Math worksheets: Converting units of measurement
- French Homework
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