Day 3!

Announcements

- Sign & Return Math tests

- Oral Competition to return to school everyday

- Re-registration packages due February 18th, 2020

February Lunches

The lunch site is now open!

It will close Wednesday, January 22nd at 3:00pm sharp.

Special of the month: Chicken Stir Fry which is available every Friday. 

All payments are to be made through quickbooks by February 6th.

Re-registration Forms

Just a reminder that the SJA re-registration process is underway. To reserve your child’s 2020-2021 place at St. Jude’s Academy, complete and return your child’s re-registration forms and payment to Reception by Tuesday, February 18, 2020 at 4:00 pm.

After this date and time, any available grade-level spaces will be open to new families on waitlists.

In addition, the deadline for our  priority enrollment into our JK Program is Friday, January 17, 2020.

If you have any questions regarding the forms or next steps, please contact our Admissions Team.

Music, French & Gym

Check out the blogs below to see what your child has been learning during Music, French and Gym!

French with Mme. Rawan: https://mmerawansja.blogspot.com

Music with Mrs. McMillan: www.mrsmcmillanmusic.blogspot.com

Gym with Ms. Vasconcelos: https://msvphysed.blogspot.com/ 

Dance Party!
We started our morning off with a quick dance party to get our bodies warmed up, blood flowing and freedom to express our dance moves without engaging in conversations with peers. It was hard to begin with the no chatting, however eventually the chatter ended. Now, let's work on everyone becoming more comfortable with expressing themselves through dance and feeling the rhythm of the music!

Inquiry into Language

Students continue to work on their plot graphic organizers. Some of them finished so move on to starting the introduction of their speech. We talked about what our introduction should include and the order of these components:

1. The Hook: How are you going to draw your audience in?

2. Welcome the audience

3. Introduce yourself: who are you?

4. What are you going to do: (include the title and author of your book)

Unit of Inquiry

Students continued to work on their summative tasks with the goal to have their reasons established so they know what to research this weekend. I sat down with each group and discussed their three strongest arguments, along with types of research questions that they can look into over the weekend to develop supporting arguments for their reasons. 

Important Homework Info:

- Students must print out the researches/webpages they use to begin practicing academic honesty

- Students are to read the research they find, interpret it and summarize it in their own words, in the form of jot notes (point form notes). They should have at least 5-6 facts written on their summative organizer.

- In class on Monday, they will share all of the facts they gathered to support their reason and will discuss with their group members which facts are the most important to use to support their reason.
-  Once their discussions are complete and they've included this information in their graphic organizer, students will begin to use the graphic organizer to develop their argument.

Please ensure the research and jot notes get done and are brought to school on Monday as students require them to continue with their groups argument. We discussed the importance of recognizing what we are responsible for so that we do not let our team down. This is extremely important when completing group tasks.

Research Link:

Below is a link your child can use that is "google for children". This should help locate information that is easier for them to interpret as well. Please challenge your child to think beyond the words on the page to try and interpret what the information they read is saying.

https://www.safesearchkids.com/

Inquiry into Math

We learned about estimating and counting money today. Similar to estimating time, we apply the same rules when we have to estimate (and round) money amounts-- especially since we no longer use the penny in Canada. It is important for students to understand how to round their totals to the nearest 5 cents/ dollar depending on the amount they have.

We began by reviewing the Canadian coins and bills that exist in today's society. We realized that there are 5 bills and 5 coins, along with how to draw a representation of these. We identified the names of these coins and their values.

Please note, it is important that the dollar sign comes before the amount written on the coin/bill and that the cent sign comes after the coins value.  

We did an example together on how to estimate the amount of money that was in the picture by laying out a certain amount of money for students to see for a few seconds, then I covered it and students had to estimate how much money was there based on what they saw. Then we counted the actual amount of money and I had students write it on the board to demonstrate how we record money in the correct form. We learned a couple things here:

- Even though we say "eighty-three dollars and twenty-three cents" we do not write both the dollar and cent sign. We only write the dollar sign at the beginning of the value

- The dollars and cents are separated by a decimal

- If you have a signal digit amount of cents (from 0-9) you have to input a value of "0" in the tenths place value (right beside the decimal).

Ex. You would not write "$56.2" to represent fifty-six dollars and two cents. You would write "$56.02".

We did a few examples together. We realized that the "0" place holder only occurs for the cents values, not the dollars. 

Next learned how to represent a money value in a variety of ways, and that there are sooooo many ways to do so. However, there is only one way to represent that amount with the least amount of bills and coins. First we came up with four ways to represent the value presented. Then we looked at how to solve the representation that would use the least amount of bills and coins. We just so happened to have it on the board, however we looked at what would happen if we didn't.

To determine the least amount of bills and coins you could use to represent an amount:

- You start with the biggest possible bill you could use and use as many of those until you can no longer use them, then you move to the next biggest bill you can use. You continue to do this until you have reached the amount you have to represent.

- Then, to ensure it's the least amount of bills and coins you could use, see if you can regroup any of the bills or coins you drew. (see the examples with pink circles draw around them)

- If you can regroup some of the bills or coins, circle them and identify what they can regroup to and replace them with that coin or bill.

Ex. If I have two $10 bills, that can regroup to a $20 bill.
If I have 3 dimes and 1 nickel, 2 of the dimes and the nickel can regroup to a quarter.

Finally students completed a problem solving question where they were given the amount $27. 56, and they were told they had to represent this amount using 2 bills and 7 coins. They had to complete this on their own and I got to see the problem-solving steps they used. Most of us were able to solve this on our own, with a variety of answers!👏👏It is important to remember for any money question, students need to round the amount provided to the nearest 5 cents and then represent this value. The reason for this is because this skill applies to our everyday life when dealing with money. 

Agenda

- Math: Estimating and Counting Money

- UOI Summative: research point form notes due Monday

- Speeches: Complete Plot Graphic Organizer

- Read for 25 minutes

- Re-registration due Feb. 18th