Below is a picture of the work that is assigned for today.
Inquiry into Language
Today you will continue to explore suffixes by adding them to the end of words.
There are some suffix rules to remember when adding suffixes to a root word:
If the root word ends with the letter pattern that follows consonant, vowel, consonant, like run, then you must double the final consonant before adding the suffix
run → runner → running
Remember how I always tell you to check if a word makes sense by using it in a sentence, well here is a perfect example. Sometimes there are verbs that do not follow this rule for certain suffixes. Take run for example. If I used the rule above to add the suffix "-ed" it would be runned. Now let's use that in a sentence. Make sure you read the sentence out loud.
Yesterday, I runned to the park to catch my brother.
Hmmm... that doesn't sound right... can you figure out what the past tense of run is to make this sentence make sense?
First person to write it in the comment box at the end of this blog post, with their name, will get 1 house point when we return to school!
In the image below you will see some more suffix rules that you may need to use in future activities.
Watch the Video Below!
Doubling the Final Consonant Video: https://www.youtube.com/watch?v=EmO1KoPY5aU
Today's worksheets require you to sort words based on whether you need to double a consonant or not, before adding a suffix, along with reflect on the rules we talked about above and in the video you watched. Read the example on the worksheet to better understand what to do.
The second worksheet requires you to add a variety of suffixes to the root words provided, while making sure that you follow the suffix rules provided.
Today in Math you are learning about how to identify outcomes of an "experiment" and predict what the results could be based on the possible outcomes you have. Let's review some information from yesterdays videos.
- Probability is the chance of a particular event happening. You might also say the likelihood of an event happening
- We can express the probability of an event as a fraction, decimal or percent. You will be focusing on representing probability as fractions, however if you want to challenge yourself you can try to solve the decimal and percent that equals that fraction.
- When we write the probability of an event as a fraction the numerator represents the amount of favourable outcomes in that experiment. Favourable means the event you want to happen. The denominator represents the total number of outcomes from that experiment.
- The probability of all outcomes in an experiment add up to 1! (Ex. the probability of landing on head is 1/2 and the probability of landing on tails is 1/2. Those are the only two possible outcomes when flipping a coin, and when I add 1/2 + 1/2 it equals 2/2, which is equal to 1.
On today's worksheets you will have to identify all possible outcomes and all of the different outcomes given a specific scenario. Listen to the verbal instructions on Seesaw for today's math worksheets better understand the difference between these two. You will also have to make more marble jars to match the probability provided.
In today's lesson you will learn all about soil! There are 6 worksheets for today's UOI lesson, however they are very short and easy to understand.
The first activity is 3 pages and explains what soil is and what it is made of. Once you finish listening to my reading of the first two pages on Seesaw, complete the third page using information from the reading to show your your understanding of what soil is made of.
Gym with Ms. V!
https://msvphysed.blogspot.com/
Hello everyone!
Today, Ms. V is creating something special for you! Your job today is to pick your own activity (or activities) to play in order to be active for 60 minutes!
Need some ideas?
- Run around in the backyard or basement
- Kick a ball around the house [be careful!]
- Find a couple videos on GoNoodle
- Check out Cosmic Kids Yoga on YouTube
- Run up and down the stairs
- Dance or Freeze Dance with your parents or siblings
- Make your own Dance or Gymnastics routine using what you remember from our unit
- Bear Walks, Crab walks, Walk backwards, Bunny hops, Frog jumps, etc. down the hallway and back in your home
- Ms. V’s Instagram Channel - @physedwithmsv
Send me photos and videos of your creative games and ideas! J
***Make sure you fill out your Activity Log to track your activity throughout the day!
You can also check out my PE Instagram@physedwithmsv
I will be posting daily challenges and other resources to help you stay active at home!
Keep up the great work!
French with Mme. Rawan
Mme. Rawan would like for you to watch this Youtube video of her welcoming you back in French! https://www.youtube.com/watch?v=Flc_sh-FyCI
Tuesday, March 24th, 2020
Learning goal: Conjugate new verbs and write complete sentences
following correct sentence structure.
Success criteria: I can conjugate new verbs and use them correctly to
write complete sentences following the correct sentence structure.
- Students review
yesterday’s brainstorm mind map.
- On a lined sheet
of paper, they write down the date, title and conjugate the following verbs:
“Jardiner”, “Planter”, “Arroser” and “Cultiver”. (The students can do this
independently).
-
Once they have
completed the conjugation, students will have to use these verbs correctly
conjugated along with some new words from the brainstorm to write 7-10
sentences (more or less is up to the student to decide what they believe they
can do).
Below are
some example sentences:
1-
Je jardine
pendant le printemps.
2-
Nous arrosons les
fleurs chaque matin.
3-
Ma maman plante
des graines dans le jardin.
Agenda
- UOI: All About Soil reading & worksheet
- UOI: How Plants, Animals and Weather help Soil Reading and Highlighting
- Math: Identifying Outcomes and Predicted Results (2 pgs) & Probability as Fractions with Decimals
- Language: Suffix Rule Worksheet & Suffix Rule Reflection Worksheet
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