Wednesday, September 26th, 2018

Inquiry into Language:
We continued with our novel study reading the chapter called Harvest as a class. Upon completing the reading we worked on a connection worksheet where we had to think of a time when an action we committed had consequences (can be something good or bad) and what lesson we learned from this experience. This was similar to what happened to Charlie in this chapter. I'm curious to see what connections we made in tomorrows class.

French: https://stjudesfrench-stella.blogspot.com

Unit of Inquiry:
Today we had an activity where we had to compare two topics we've learned about the Pioneers to that topic in modern day. This was an independent activity so students had the choice to pick what they could best talk about. Similar to the checklist for Pioneer children, students had to fulfill all of the items on the checklist for this task. The checklist helps us ensure we are successful if we can check off all of the items on this list.

LUNCH/RECESS

Reading Buddies:
We read to Mr. Foster's Grade 1 class.

Inquiry into Math:
We looked at how we can double check our subtraction questions by using its opposite operation: addition. First we reviewed how to do subtraction using place value, then we examined how we would use addition to ensure we solved the difference correctly. We came up to the board to help complete these questions. It was interesting to see how at first our predictions of what the sum would be were quite off, however once shown that I worked backwards from my subtraction work we recognized how our sum had to be our minuend (the biggest number in our subtraction number sentence). We completed a worksheet that focused on checking our answers using this strategy. There's almost always a "Stretch your thinking" question at the bottom that I want students to try and solve. It allows them to demonstrate their problem solving skills using what they have just learned and use this knowledge to help solve a different type of question.

Example of using Checking:

862 - 112 = 750
Check: Add 750 + 112 and it should equal your minuend: 862
** Its important that we continue to practice lining up our digits in their according place value for when we subtract them.

Note: Some of us had some difficulty with questions like: 1027 - 628 because they say they cannot not borrow from the 2 in 1027 since it will be too small for when you need to subtract this. This is a misconception as they are to still borrow from this digit, however this digit will then need to borrow from the next place value (in this case, the thousands place value). If we do not complete this step then we typically end up forgetting to regroup one of our digits which results in the incorrect answer.
Example:

 1027
-  628

Step 1: Borrow from the 2, therefore the 2 becomes a 1 and the 7 becomes 17. Subtract 17-8
Step 2: You cannot subtract 2 from 1 so you have to borrow from the next place value. You cannot borrow from 0 so you then have to borrow from the 1 (in the thousands place). The 1 becomes 0, and the zero in the hundreds place changes to 10. Now you can regroup for the 1 (in the tens place), so the 10 becomes 9 (in the hundreds place), and the 1 becomes 11. Now subtract 11 - 2.
Step 3: Lastly 9 - 6

RECESS/LUNCH

Gym:  http://sjaayustin.blogspot.com

Agenda:
- Math: Subtracting 3 and 4 digit numbers
- Novel Study: Harvest worksheet
- Spelling: Spelling due tomorrow
- Reading: Read for 25 minutes
- Spelling Test on Friday
- Math test on Monday
- UOI test on Tuesday
- International Day Research due Friday

Terry Fox Run tomorrow--- Wear Your Gym clothes all day!

Tuesday, September 25th, 2018

Music:https://flowermusicsja.blogspot.com

French: https://stjudesfrench-stella.blogspot.com

Unit of Inquiry:
Today we discussed what we learned about in our reading last night about what the Pioneers used the different animals for (the resources they got out of them). We then read an article about how the Natives helped the Pioneers. We already knew a lot of information provided in the article but the reason was to reflect on the impact the Natives (now referred to as Indigenous) Pioneer lifestyle. This led us into a brief discussion about Residential schools and how the Indigenous people may have felt about how they were treated by the Pioneers and how the Pioneers treated the land. We also completed a Read Aloud called "The Elders are Watching" which expressed how the land was sacred to the Indigenous people and portrayed the thoughts of the Indigenous towards the way the Pioneers treated their land and families. This led into a great discussion and allowed us to make some connections in regards to how we would feel if we experienced similar things.

RECESS/LUNCH : Bakesale -- continues tomorrow

Math:
We reviewed how to determine whether an estimate was too high or too low by looking at whether we rounded our numbers up or down. Our estimate would be too high if we rounded our numbers up. It would be too low if we rounded our numbers down. We then discussed the reasoning behind whether the sum/difference we find is reasonable. The sum/difference is considered reasonable if our answer is close to the estimate (ex. Estimate= 600, Answer = 618). It would not be reasonable if our answer was far off from our estimate.

We then continued with our subtraction using Friendly Numbers and Adding-on. While adding-on may take a little more work, it is an easier concept to grasp. Making friendly numbers can become a little confusing depending on which number from the question we make our friendly number (the "minuend" or the "subtrahend"). We will review these word concepts tomorrow.
Example: 856 - 209
Minuend is 856
Subtrahend is 209

* When we use friendly numbers we are encouraged to use the subtrahend as our "friendly number".
The operation is then the opposite when you have to solve the problem. Operation means: adding or subtracting

Example:
856 - 309 =
309 is 300 + 9
856 - 300 = 556
556 - 9 = 547

Adding on: Refer to image below

Library

RECESS/ LUNCH

Inquiry into Language:
We continued to read Chapter 11 of our novel study: Summertime. We then worked on the worksheet where we had to discuss a little bit about each topic presented to us. In addition to this we have to solve the cookie problem Laura and Mary had (back of this page). Please use the book if we cannot recall events/information about those topics

AGENDA:
Math: mental math worksheet. A little note was sent home so students remember how to do the "Making Friendly Numbers" when we subtract
Novel Study: Summertime worksheets mentioned above
Reading: Read for 25 minutes
Spelling: Spelling Lesson 3 due Thursday
Spelling Test Friday
Math Unit 1 Test Monday-- Review to go home Thursday/Friday of this week
UOI Unit Test Tuesday-- Review will go home Friday

Monday, September 24th, 2018

Inquiry into Language:
Today we began our day with Lesson 3 in our spelling books. We then continued with our Be... character traits. Each of us selected two traits that we wanted to decorate for our board. We all worked very well on this activity and cooperated in sharing materials!

French: https://stjudesfrench-stella.blogspot.com

Novel Study: 
We reviewed what we have learned about Pioneers through our UOI and novel study and how they are connected. We continued with reading Going to Town then went on to answer some comprehension questions from this chapter. We gained a good understanding how this novel is based on the true story of Laura Ingalls.

RECESS/LUNCH

Inquiry into Math:
We were very welcoming to our friend from Oakwood who will be joining us for math classes! In math today we reviewed how we find "how much more" of something we have by finding the difference between the two numbers. It's important that we note the vocabulary in a question to see if we should be estimating or solving.
We then went on to subtracting using mental math: making friendly numbers and adding on. Making friendly numbers was a review for us as we did this with addition. Adding on was new for us. To solve a subtraction question using adding on we are jumping by 100s, 10s and 1s.
For example: 243 - 112 = 
1. We start with our subtrahend (112) and count up to 243 by adding on (100s, 10s and 1s).
2. You would add on 100 = 212
3. Then you would add on 10 = 222
4. Add on another 10 more = 232
5. Add on another 10 more = 242
6. Add on 1 = 243
** It's important that we show these steps as we add on. Then we add our hundreds together to find that place values digit, our tens together to get our tens place value digit, and lastly our ones.

Unit of Inquiry:
We reviewed how the pioneers made butter and then made butter with Ms. Chiappetta's class by shaking whipping cream in a mason jar. Wow did we ever learn how long 2 minutes really is! Then we got to eat the butter with crackers. While we made butter we discussed how Pioneer schools were different from ours. Take a look at us shaking the whipping cream.

RECESS/LUNCH

Gym: http://sjaayustin.blogspot.com

Agenda:
- Read for 25 minutes
- UOI Farm animals reading and chart-- due tomorrow
- Novel Study: Going to town questions

BAKE SALE TOMORROW AND WEDNESDAY!!!

CASUAL DAY WEDNESDAY!!!

TERRY FOX WALK THURSDAY!!! -- Wear your gym uniforms this day!

ORANGE SHIRT DAY- Reconciliation of Residential Schools (This is not a Kappa day)

Friday, September 21st, 2018

Music:https://flowermusicsja.blogspot.com

French: https://stjudesfrench-stella.blogspot.com

Inquiry into Language:
We wrote our spelling tests with Ms. Chiappetta's class. We then began to read the next chapter "Going to Town" in our novel study. We will continue to read this on Monday

RECESS/LUNCH

Math:
We reviewed what estimating is and discussed what it means to find the "difference" of something-- subtraction. Today's focus was estimating differences. We have really been focusing on ensuring we read the instructions before we begin to do our work as we often assume we know what to do. This sometimes results in us having to go back and redo everything because we, for example, rounded to the nearest hundred when we're supposed to round to the nearest ten. We discussed how when it tells us to ESTIMATE something this does not mean solve the problem. When estimating to the nearest hundred our sum/difference should end with two zeros. When estimating to the nearest ten our sum/difference should end with one zeros.In this class we also discussed the importance of lining up our digits (as you can see in the picture below). This is essential when we add, subtract, multiply and divide.
As for estimating differences, one key concept to remember is if we are subtracting a 2 digit number from a 3 digit number (429 - 81), we have to round each of these numbers to the nearest ten since one of our numbers only has two digits. We began to work on our worksheet in class and whatever wasn't finished is for homework.

Unit of Inquiry:
In today's lesson we learned about how the Pioneers had to pack their wagons to migrate from where they first settled to Oregon by traveling the Oregon Trail. We completed a reading together, then we got into groups where we had to successfully determine how much of each item provided we should pack in our wagon for our 5 month journey to Oregon. There was a limit of 2,400 pounds for a family of 4 and we were provided with required amounts per person for some items. Take a look at some of the great discussions that happened to determine what they should include in their wagon and what they may not necessarily need. Well done Grade 3s!

RECESS/LUNCH

After recess we continued with our Pack your Wagon group work. We then went in to discussing different character/personality traits that should always be present in our classroom to go on our "Be..." board. We came up with some great words. On Monday we will continue with this by decorating the words we came up with in bright colours to add to our board.

Agenda:

- Math: Estimating differences to the nearest ten and nearest hundred

- UOI-- Pioneer children reading (front and back), complete t-chart and similarity questions + checklist

- Read 25 minutes

No Assigned Reading Comprehension this weekend :) :)

Thursday, September 20th, 2018

Inquiry into Language:
We began our morning reading the next chapter in our novel study and discussing the events that took place. We also demonstrated how we visualized some of the events taking place

French: https://stjudesfrench-stella.blogspot.com

Inquiry into Language Continued:
We continued discussing the events that occurred by answering some comprehension questions together. In this activity we worked on answering questions in complete sentences. We understand that complete sentences are to begin with a capital letter and end with a period. When answering questions we understand that we should include part of the question in our answer.

RECESS/LUNCH

Unity of Inquiry:
Today we discussed trading and participated in a trading activity with Ms. Chiappetta's class. Each pair had a bag of different items pioneers used to trade (fur, meat, medicine, milk&eggs, tools, flour, pans, clothes, fruits& vegetables, sugar and salt, spices and ) and each item was worth a certain amount of points. Amongst our card we had multiple items-- but nobody had everything.  We each had 300 points to begin with. By the end of trading we were supposed to still have 300 points and one of each item listed above, plus some extra to bring us to 300 points. We recognized how challenging it must have been for Pioneers to make fair trades and appreciate how we don't have to rely on trading to get the essential to live.

Inquiry into Math:
In math we planned on taking up some of our homework from yesterday, however most of us had not completed this. Students continued to work on a new worksheet that revolved around adding using expanded form and place value. All math homework is due tomorrow and will be taken up together. It's very important that we read the instructions carefully as it tells us what we have to do. This is something we are working on.

Here is a reminder of the steps we used for expanded form :

Step 1: Identify what the bigger addend is. This is going to remain the same. The smaller addend will change to expanded form in the number sentence.
        Ex. 483 + 519
              519 + 400 + 80 + 3
Step 2: This means you need to first skip count by 100 four times from 519 (to represent 400)
             519,  619, 719. 819, 919

Step 3: Then you take your final number from step 2 and skip count by 10 eight times (to represent 80)
           919, 929, 939, 949, 959, 969, 979, 989, 999

Step 4: Finally the number you landed at in step 3 and skip count by 1 three times (3)
        999, 1000, 1001, 1002

Your answer is 1002. This is how you would demonstrate the skip counting by place value. Another way they can do it is very similar to above, but this way doesn't show all the skip counting done. It shows the adding in steps.

Step 1: 483 + 519
Step 2: 519 + 400 + 80 + 3
Step 3: 519 + 400 = 919
Step 4: 900 +80 = 999
Step 5: 999 + 3 = 1002

RECESS/LUNCH

Gym: http://sjaayustin.blogspot.com

Agenda:
- Math: yesterdays homework sheet if not complete. Todays homework sheet on adding using place value and expanded form
- Cursive writing: pgs. 14 & 15
- Spelling test tomorrow
- Read for 25 minutes