This week in Math, we have been learning about combinations to 10. Our little learners played games and shared the combinations of 10 that they knew. We displayed all of the combinations to 10 and aske the students how they know them all. Since we used every number from 0 to 10 in our list, we listed every combination of 10. We discussed which combinations were easiest or hardest for the children to remember. They named 5 + 5 and 9 + 1 as the easiest facts to remember, and 4 + 6 and 3 + 7 as the hardest to remember. We further discussed how we could use 5 + 5 to help us figure out 4 + 6? It was explained that facts they know well, like 5 + 5, can be used to help figure out facts that we might not know well, such as 4 + 6. For this reason, facts like 5 + 5 are called helper facts. Everyone has different helper facts because everyone has different facts that they know well. The students then had a chance to identify some of their own helper facts when playing combination to 10 'Go Fish' and a game called hops. In Language Arts, students used the books that they organized into sectons last week to start writing their reports. As a class we read the book 'The Bear Report' (above) and discussed the importance of research. Together we looked at a variety of books and decided which ones we could get information from (non-fiction) and which ones would not be good for research (fiction). Once we identified the right books to research from, we practiced using using the table of contents to find information on appearance, habitat, diet, and the life cycle of a polar bear. We learned how to take notes on information from books and talked about how we will use this later to write sentences about our topic. Students were then spit into 3 groups; ladybugs, butterflies, and frogs. Each group worked with a teacher (or Frances) to research, make notes, and get ready to write later in the week. We also learned how to use our library's database to find books about a topic.
When we finished researching and writng facts, we began to illustrate our covers.
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Over the past couple of days we have learned that addition facts are two numbers from 0 to 10 and their sum. We talked about how we can can use the strategies on our Strategy Wall to solve addition facts, however, we talked about how it is important for us to be able to recall addition facts quickly as well.. We worked together to find strategies to solve:
During our UOI time, we have been learning how to navigate non-fiction texts about the life cycles of plants and animals. Non-fiction features help us navigate and understand non-ficoitn texts. We have been finding, identifying, using, sorting, and classifying different non-fiction features. The photos above show one activity that we engaged in this week where we cut out and sorted non-fiction features from a variety of non-fiction texts.
In Math, we have been learning about collecting, organizing and representing data. Students began by deciding on a survey question to ask the class. The children then used a tally chart to collect their data; giving their tally chart a name, titile, and some possible answers to their questions. Students learned how to fill in rows with labels. After creating their tally chart, they moved around the room collecting data. When they completed their tally charts they were asked the following questions about their data:
Today, the children were told that we will learn how to display, or show, their data in another way using a bar graph. We worked together to title the bar graph the same as the tally chart. We learned that the bottom of the bar graph needs to be labeled with the same three categories used in the tally chart. The numbers along the side of the graph were pointed out and students were asked if anyone knew what those numbers represented. We learned that the numbers tell how many children chose each option. We labelled the side of the graph, "Number of People." After answering some questions about our class graph, we took our data from yesterday and graphed it ourselves. This work can be found in our portfolios later this week. During Language Arts and our UOI, we are learning about non-fiction and non-fiction features. This is because we are beginning to write a informational report on the life cycle of an animal and an insect. Today, we discussed how non-fiction books have facts, not opinons. We completed a few sorting activities, played a game and read a non-fiction book about popcorn. After learning about what a table of contents is and how to use it, students created a table of contents for their animal reports creating chapters for: apprearance, habitat, diet, and life cycle. Please reinfoce this vocabulary at home.
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March 2017
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