Tuesday, 30 May 2017

June 2017 News

Wow, time is going quickly and the end of this school year is coming to a close soon.  We have several activities and events planned during the next month, as well as lots of things to learn before the end of the month.

We have 2 trips in June, King's Wharf Theater on June 8th and students need to arrive at school by 8:45. No money is needed for this trip, students should pack a healthy lunch and bring lots to drink. They will not be permitted to purchase food or candy from the concession stand.

We have a trip to Blue Mountain Resort planned for June 23rd doing a variety of activities for the day.

The Fun Fair is after school on the 8th of June. The children are always excited about the great activities.Thank you to everyone who has contributed to our "beach basket" for the Fun fair auction. It is getting quite full with great items.

The Jump Rope for Heart event is on the afternoon of June 12th and the primary play day is scheduled for June 13th.

 The June assembly is on the 22nd and it will have the theme of Canada's 150th and wearing red and white to show patriotism
.
The talent show is on the last day of school for the students, the 29th.
I will put reminders in the agenda to help with tracking and necessary items for all these events.

The class began working on Probability in math this week. It is a short unit and we will have our quiz Monday the 12th. The expectations are listed below. Most of the students seem to understand the concepts but discussions at home using the terms from the chart below will be helpful.

Unit 11: Probability
Curriculum Expectations Flowchart


Grade 1
Grade 2

1m71 describe the likelihood that everyday events will happen

2m75 describe probability in everyday situations and simple games.


1m76:  describe the likelihood that everyday events will occur, using mathematical language (i.e., impossible, unlikely, less likely, more likely, certain)
2m83: describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain)



2m84: describe the probability that an event will occur, through investigation with simple games and probability experiments and using mathematical language


We will have another short unit of Geometry and Spatial Sense. It is related to locations and maps which the students have covered most of during their mapping unit in Social studies and we when participating in action songs.
Mathematics – Unit 12: Geometry
Curriculum Expectations Flowchart



Grade 1
Grade 2

1m45 describe the relative locations of objects using positional language.
2m46  describe and represent the relative locations of objects, and represent objects on a map.

1m55: describe the relative locations of objects or people using positional language



1m56: describe the relative locations of objects on concrete maps created in the classroom
2m56: describe the relative locations and the movements of objects on a map


2m57: draw simple maps of familiar settings, and describe the relative locations of objects on the maps






 After that it will be our final unit of Number Sense, Fractions.
 Time is flying. JUNE, WOW!!!!!
Carol

Sunday, 7 May 2017

May News 2017

May News

Time is moving quickly towards the end of the school year. I am hoping that the weather will improve and the primary yard will be dried up soon. Sending a spare set of clothes is a good idea because the yard is so wet.
 
 The swimming lessons went very well and I was proud of the improvements all the students made in their swimming skills.

I hope all the mom's have a wonderful Mother's Day next Sunday.

 We performed a drumming presentation at Music Mania. They did a fantastic job and it was a fun filled music morning. Thanks to the parents that came out to visit Art Expo, the students were very proud of their pieces of art work.

 Most students have completed a Google Slide report about an animal of their choice. They will be presenting their slide presentation beginning this week. They have also been typing up a narrative in Google Docs that they wrote and we edited together. The exposure and practice using the technology is good experience for them. They can access Google Drive from home using their school email and password.

We will finish up with equal equations, fact families, repeated addition and subtraction, making groups of and dividing groups this week. I will give them a small quiz on Wednesday.We will begin working on money in math Thursday. Regular practice at home determining the names and values of coins will be needed. Adding and subtracting the coins also requires practice. 

We have a PD day Friday the 19th of May.
Grade 1                                                                      Grade 2
1m15 identify and describe various coins (i.e.,penny, nickel, dime, quarter, $1 coin, $2 coin), using coin manipulatives or drawings, and state their value (e.g., the value of a penny is one cent; the value of a toonie is two dollars)
1m16: represent money amounts to 20¢, through investigation using coin manipulatives
2m11: represent, compare, and order whole numbers to 100, including money amounts to 100 cents, using a variety of tools
2m13: compose and decompose two-digit numbers in a variety of ways, using concrete materials



2m18: estimate, count, and represent (using the cents symbol) the value of a collection of coins with a maximum value of one dollar
1m27: add and subtract money amounts to 10¢, using coin manipulatives and drawings cents, using a variety of tools and strategies
2m27: add and subtract money amounts to 100 cents, using a variety of tools and strategies
 Continue to use Mathletics and Raz-Kids at home for review and practice.

I am very pleased with the improvement of reading skills of all the students, KEEP READING!
Remember to ask questions about what the students have read, they need to read for meaning and show comprehension.
Carol

Tuesday, 4 April 2017

April News 2017

April News 2017

We are continuing to wait for some warm Spring weather. The yard is very wet and muddy, please make sure your child has a spare set of clothes at school.

Swimming is on April 5th, 12th, 19th, and 26th. The bus leaves Nottawa at approximately noon.
Our first swimming lesson is tomorrow. The students need to get themselves undressed and dressed independently. They also need to gather their wet items up and put it in their bags. Please chat with your child about being responsible and appropriate in the change room and at swimming lessons. The students are asked to wear their swim suit to school, bring a bag to put a wet bathing suit into, underwear and maybe a spare pair of socks for after swimming. The pizza will arrive for first break and we bring our lunches to eat after swimming in the gym at the YMCA. 
 

Easter is next week and we will dye some hard boiled eggs. Please send in hard boiled eggs on Tuesday. We will have a egg hunt on Thursday, with the chocolate mini ones and any donations are welcome.
Our Number Sense Quiz for this unit will be the week, after Easter on the Thursday the 20th because the week is short and we have swimming. I will put it in the agenda as well.

The students are working on writing narratives and we have been writing detailed reading responses and recording the beginning, middle and end of books. We have learned about the reading skills of predicting and inferring, from what the pictures show and text, in books we read together and on our own.

Earth day is being celebrated on April 20th and the community clean up will be 26th in the morning.

The Optimism assembly on April 28th. Parents are welcome to come to all assemblies. That date is also Neon colour day ! It was nice to see so many parents come the Integrity assembly last month to support our class. :)

It is a busy month! I will keep you posted on other items as they arise.

May 2nd we are travelling to Worsley Elementary school to participate in Music mania.

Nottawa's ART EXPO is on May 3rd, I hope everyone will be able to come and see our artistic talents on display.

Thanks for your continued support in your child's educational learning journey. 


Carol

Thursday, 9 March 2017

March News

We had a busy February and March is already sliding by quickly. The time is changing this weekend and March break is upon us. I am sure everyone is looking forward to some down time. Hopefully the weather will be nice and the children can play outside, ski, snowshoe or just hang out with their friends.

 There is an assembly tomorrow period 3 to wish Ms. Garvan and Mrs. Weeks well on their maternity leaves. The teachers are playing the intermediate girls volleyball team period 4.

Our class along with Mrs. Shaw's class will be running the spirit assembly at the end of the month. Our theme is INTEGRITY. We have discussed integrity and will continue to do so to help the students understand why it is important to have integrity. It is also the assembly to promote Down's Syndrome Awareness by doing a "ROCK YOUR SOCKS" theme. Keep your eyes open for some cool socks to wear for the assembly day.

Our next math unit beginning after the break is number sense again.  Below are the expectations that can be reviewed during March break. Mathletics, Raz Kids and any of the links at the side of the blog are all good ways to promote learning, during quiet time, over the break.
 I hope everyone has a wonderful March Break with their family. I am looking forward to some sunshine and warm temperatures. 
Carol

Grade 1 Unit 7 Number Sense


1m8  read, represent, compare, and order whole numbers to 50
1m9 demonstrate an understanding of magnitude by counting forward to 100
1m10 solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies                                            
1m11: represent, compare, and order whole numbers to 50, using a variety of tools and contexts
1m21: count forward by 1's, 2's, 5's, and 10's to100, using a variety of tools and strategies
1m25: solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings
1m26: solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies


Grade 2 Unit 7 Number Sense                                                
                                                                                                      


2m8 read, represent, compare, and whole numbers to 100
2m9 demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points
2m10 solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multiplication and division
2m11represent, compare, and order whole numbers to 100, using a variety of tools;
2m21: locate whole numbers to 100 on a number line and on a partial number line


2m23: describe relationships between quantities by using whole-number addition and subtraction
2m26: solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials, student generated algorithms, and standard algorithms
2m14: determine, using concrete materials, the ten that is nearest to a given two-digit number, and justify the answer

2m60 demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18
2m68: demonstrate an understanding of the concept of equality by partitioning whole numbers to 10 in a variety of ways, using concrete materials
2m69: represent, through investigation with concrete materials and pictures, two number expressions that are equal, using the equal sign
2m24: represent and explain, through investigation using concrete materials and drawings, multiplication as the combining of equal groups
2m70: determine the missing number in equations involving addition and subtraction to 18, using a variety of tools and strategies
2m71: identify, through investigation, and use the commutative property of addition to facilitate computation with whole numbers
2m72: identify, through investigation, the properties of zero in addition and subtraction (i.e., when you add zero to a number, the number does not change; when you subtract zero from a number, the number does not change)

Wednesday, 8 February 2017

February News

Time is flying!
We are having our time quiz tomorrow. The grade 1's need to tell time to the hour and half hour. The grade 2's need to tell time to the hour, half hour and quarter half. Both grades need to show understanding of calendar time and temperature.

The permission forms for Valentine's Day trip went home home today.
The class will be going to the bowling alley on the 14th. We will exchange Valentine cards and eat for the first part of the time there. They will get their pizza and water there and we won't be taking any other food. If you want to send in a Valentine treat please make it small and healthy. The second half will be our bowling. I am sure it will be lots of fun!

The school has the opportunity to go to the theater  to see "Lion King" on February 28th. I am sure it will be a wonderful  experience.

The Report cards go home on the 17th. We have a new report card program for us as teachers to implement for this terms reports. I hope all turns out fine as it has been a interesting challenge to work on them in the new format. If you have any questions or concerns after reading the report card please don't hesitate to contact me.

The One Hundredth day of school is coming soon. I don't count snow days or PD days so according to my calculation it will be on February 23rd. It maybe land on the 22nd but I am at a workshop at the board office that day so we will celebrate on the 23rd. The students are expected to bring in a collection of 100 things. They should not be big items. The students need to be able to move the collection of items around into various groupings. Shells, collector cards, small toys, coins, etc. can be items used for the 100's day collection. We talked about a special treat to add up to 100 so if the 20 children brought in either 5 pieces of fruit or vegetables then we could make up a healthy treat.
Our next math unit with be geometry. We are working on the reading strategy, predicting. Our focus for writing are narratives.
Everyone is working hard and making progress! Share the successes with your children when you read their report cards. All children learn at different paces. The primary years are a time to develop good learning habits and strategies for future success. Thanks
Geometry expectations:
Grade 1
Grade 2
1m43 • identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes
1m44 • compose and decompose common two-dimensional shapes and three-dimensional figures
2m44  identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric properties
2m45  compose and decompose two-dimensional shapes and three-dimensional figures
1m46: identify and describe common two-dimensional shapes and sort and classify them by their attributes, using concrete materials and pictorial representations
2m47: distinguish between the attributes of an object that are geometric properties and the attributes that are not geometric properties using a variety of tools


1m47: trace and identify the two-dimensional faces of three-dimensional figures, using concrete models
2m48 identify and describe various polygons and sort and classify them by their geometric properties (i.e., number of sides or number of vertices), using concrete materials and pictorial representations

2m52 compose and describe pictures, designs, and patterns by combining two-dimensional shapes
2m53 compose and decompose two-dimensional shapes
2m54 cover an outline puzzle with 2D shapes in more than one way


1m48: identify and describe common three-dimensional figures and sort and classify them by their attributes, using concrete materials and pictorial representations
1m49: describe similarities and differences between an everyday object and a three-dimensional figure
2m49 identify and describe various three dimensional figures (i.e., cubes, prisms, pyramids) and sort and classify them by their geometric properties (i.e., number and shape of faces), using concrete materials
1m51: compose patterns, pictures, and designs, using common two-dimensional shapes
2m50 create models and skeletons of prisms and pyramids, using concrete materials, and describe their geometric properties (I.e., number and shape of faces, number of edges)
1m52: identify and describe shapes within other shapes
2m55 build a structure using three-dimensional figures, and describe the two-dimensional shapes and three-dimensional figures in the structure
1m50: locate shapes in the environment that have symmetry, and describe the symmetry
2m51 locate the line of symmetry in a two-dimensional shape
1m54: cover outline puzzles with two-dimensional shapes
2m54: cover an outline puzzle with two-dimensional shapes in more than one way
1m53: build three-dimensional structures using concrete materials, and describe the two-dimensional shapes the structures contain

2m55: build a structure using three-dimensional figures, and describe the two-dimensional shapes





Monday, 16 January 2017

January News

Happy New Year! I hope everyone had a great holiday with their family. The weather since we have been back has been challenging!!
 I also have no internet at home currently, so trying to use my time at school efficiently.
We are working on Measurement in math and Mathletics has many great activities. Measurement is broken up into several sections.
Our first focus is linear, perimeter and area. We will then focus on time, including calendar time and temperature, which we have done since the beginning of the year. Capacity and mass will be our final focus for the unit.
We have a Groove dance workshop tomorrow and the 24th. It would be best if students wear clothing easy to move in.

Measurement expectations
Linear, Perimeter /Area/ Mass /Capacity
Grade 1
Grade 2
1m28 estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size                                    
1m29 compare, describe, and order objects, using attributes measured in non-standard units
2m28 estimate, measure and record length, perimeter, area, mass, capacity, time, and temperature, using standard and non-standard units
2m29 compare, describe, and order objects, using attributes measured in non-standard and standard units
1m30 demonstrate an understanding of the use of non-standard units of the same size for measuring
1m31 estimate, measure (i.e., by placing non-standard units repeatedly, without overlaps or gaps), and record lengths, heights, and distances
1m33 estimate, measure (i.e., by minimizing overlaps and gaps), and describe area, through investigation using non-standard units
2m30 choose benchmarks – in this case, personal referents – for a centimetre and a metre to help them perform measurement
2m31 estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units
1m32 construct, using a variety of strategies, tools for measuring lengths, heights, and distances in non-standard units

2m32 record and represent measurements of length, height, and distance in a variety of ways (i.e., written, pictorial, concrete)

2m34 estimate, measure, and record the distance around objects, using non-standard units
1m41 use the metre as a benchmark for measuring length, and compare the metre with non-standard units
2m33 select and justify the choice of a standard unit (i.e., centimetre or metre) or a non-standard unit to measure length
1m40 compare and order objects by their linear measurements, using the same non-standard unit
1m39 compare two or three objects using measurable attributes and describe the objects using relative terms


2m35 estimate, measure, and record area, through investigation using a variety of non-standard units


1m42 describe, through investigation using concrete materials, the relationship between the size of a unit and the number of units needed to measure length
2m41 describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface
1m34 estimate, measure, and describe the capacity and/or mass of an object, through investigation using non-standard units

2m36 estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units
2m42 compare and order a collection of objects by mass and/or capacity, using non-standard units


Time and Temperature
1m28 estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size                                   
1m29 compare, describe, and order objects, using attributes measured in non-standard units
2m28 estimate, measure and record length, perimeter, area, mass, capacity, time, and temperature, using standard and non-standard units
2m29 compare, describe, and order objects, using attributes measured in non-standard and standard units
1m35 estimate, measure, and describe the passage of time, through investigation using nonstandard units
1m36  read demonstration digital and analogue clocks, and use them to identify benchmark times and to tell and write time to the hour and half-hour in everyday settings
1m37 name the months of the year in order, and read the date on a calendar
2m37 tell and write time to the quarter hour, using demonstration digital and analogue clocks
2m38 construct tools for measuring time intervals in non-standard units
2m43 determine, through investigation, the relationship between days and weeks and between months and years
1m38 relate temperature to experiences of the seasons
2m39 describe how changes in temperature affect everyday experiences
2m40 use a standard thermometer to determine whether temperature is rising or falling