Current Math Focus

We have started exploring patterns in grade 4/5.  The links attached below provide 'Sum it Up' pages for each lesson in the Math Up unit. THESE LINKS EXPIRE IN 14 DAYS and will NOT be reposted so you may want to print up the pages now. I will not be sending paper copies home.  They are not intended for student instruction but rather to provide the educator (or parent-educator) with key ideas to support learning throughout the unit.   

Grade 4:

We began our unit in grade 4 by exploring repeating patterns and identifying the core in a repeating pattern. Students are learning how to predict terms in patterns by using the core. For example, the pattern ABABABAB has a core of AB.  Using our knowledge of the core we can predict that the 20th term will be a B.  If you wish to explore more about the lessons to come, check out the 'Sum it Up' pages by clicking on the links below.

Gr.4 Exploring Repeating Patterns, Gr. 4 Exploring Growing Patterns, Gr. 4 Exploring Shrinking Patterns, Gr. 4 Applying Pattern Rules, Gr. 4 Identifying Pattern Rules

Grade 5: 

In grade 5 our first lesson was about growing patterns. In this lesson we explored shape patterns and connected them to number patterns. We also learned that one term in a pattern could be a whole design with shapes. There is less focus in grade 5 on repeating patterns and increased focus on describing patterns and expressing them in a table of values.  

Gr. 5 Exploring Shape Patterns

Gr. 5 Using a Table of Values to Describe Patterns

Gr. 5 - Creating and Using Pattern Rules

We continue to explore mental math strategies in our regular number talks in grade 4/5 and apply these strategies to all of our math activities. Last week we were practicing skip-counting forwards and backwards by ANY number using benchmark/friendly numbers. Some examples of benchmark/friendly numbers are 5's, 10's, 100's, 1000's, etc.  Students should see patterns in their counting and be able to identify where the digits will change in a larger number. For example, if coutning forwards by 1000's, the change is taking place in the thousands place value spot......3670, 4670, 5670, 6670......and so on.  

Students continue to be encouraged to continue to practice their basic math facts at home including addition and subtraction facts, multiplication and division facts.  Quick recall of math facts is essential at the grade 4/5 level. 

The 30 Book Challenge Reading Initiative

Last Thursday, a letter went home with all students about the '30  Book Challenge.' Please check your child's agenda to read up about this wonderful and fun activity that was introduced to the students Thursday. The letter is also posted in Hapara in your child's workspace for your reference. This challenge is considered part of your child's homework this year. Today in class, we did a lesson on the various types of book 'genres.' One great aspect of the '30 Book Challenge' is that students are able to read at their own pace.  We have told the students that they can count the book they are currently reading (if it qualifies) but that they cannot count books they have already finished.  In early June, we will do something fun to celebrate meeting our goal of reading 30 books this year! 

Our Classroom Sharing Circle

This week I introduced the concept of the 'sharing circle' to the students or rather the Covid-19 version of the 'sharing circle!' Here's how it works...I may pose a question (e.g. Would your rather be a famous musician or a famous scientist? ), a debate prompt (e.g. Do you think all schools should have uniforms) or allow them to have an open sharing cirlce which means they can talk about anything they would like. Sometimes, I may use the 'sharing circle' to settle a dispute or arguement that is taking place in the class.  Since we can no longer pass the talking stick or talking feather around the circle, I have written up all of the student names on cards which I shuffle and then I randomly pick names from the deck.  The rules are simple - only one person speaks at a time and we must practice active listening by looking at the speaker and carefully considering their ideas. From time to time, I facilitate the discussion or set up the debate prompt by providing information to the students first.  Students are encouraged to give brief answers 1-3 sentences in length (otherwise it takes too long) and to speak in a clear, coherant manner.  

Meet the Teacher Night Slide Deck

 Thank you to all families who were able to join us this evening for our 'Virtual Meet-the-Teacher.' Below is the slide deck from the evening for your reference: 

Meet-the-Teacher Night Slide Deck

Social Emotional Learning in Grade 4/5

Today we had a classroom visit from our school's social worker, Mr. Wayne. He spent most of block one visiting with our class and discussing the social-emotional impacts of Covid-19 and the school shutdown in the spring as well as the tools we can use to manage our emotions.  He was very impressed with the insights shared by our students who demonstrated honesty about their personal experiences and their feelings. He praised them for being brave enough to share with others in a group setting true feelings and encouraged them to continue to be open about how they feel. He was able to clarify some misnomers that the students presented about Covid-19 and reassure the kids that they are doing their part by being safe and socially distancing, washing their hands, wearing masks, etc. The students brainstormed a list of strategies that they use when they are feeling anxious. Here are some of their ideas: drawing/doodling, reading, dancing, going outside for a walk, deep breathing, spending time with family, praying, FaceTiming friends/family, exercising, having socially-distanced visits with friends/family, playing games, talking with their parents.  It was a wonderful block of social-emotional learning!  

Math Update!

Our focus in math during these early days of school will continue to be number sense and numeration skills! 

• basic operations such as addition, subtraction and multiplication 
• math word problems where we SHOW our math thinking AND provide a complete answer to the question asked in the word problem
• expressing numbers in various forms such as standard form (e.g. 353), expanded form (300 + 50 + 3), words (three hundred fifty-three). When reading numbers aloud we are reminded not to use the word and (e.g. three hundred fifty three as opposed to three hundred AND fifty three).  
• comparing numbers by using the correct symbols (<  >  =) and the words greater than, less than and equals. To help us we remember that the open mouth of the crocodile always wants to eat the LARGER number! (e.g. 33 <  45....thirty three is smaller than forty-five.......or 45  > 33......forty-five is greater than 33) 
• mental math strategies to add up larger numbers such as: looking for benchmark numbers (e.g. 5's and 10's), rewriting each number in an equation in expanded form in order to better SEE the groups of 10 and be able to combine numbers to make groups of 10 (e.g. 23+32+21+19.....change it to 20+3+30+2+20+1+10+9......then add up the 10's and rewrite it as....80+3+2+1+9......then think 80+5+10....then add them up to get 95), using number lines as a strategy to help us use benchmarks and solve equations (have your child show you what this means!!!)
• rounding numbers to the nearest 10, 100 and 1000 (grade 4) and to the nearest 10, 100, 1000, 10 000 (grade 5). This poem is one tool to help us remember what to do:  

Mark your place,

Look next door.

5 or greater, add 1 more!

4 or less, let it rest!

Numbers in front, stay the same. 

Numbers behind, Zero's their name! 

We have also been using the following code to add up words. This week we added up word wall words! 

Language Arts Update

This week we read two books by local authors all about life during the shutdown in the spring and life during this time of the Coronavirus. The first was called 'Together, Apart' written and illustrated by the local mother-daughter duo Katerina Mertikas and Loukia Zigoumis. 

The second book is called 'The Great Pause' by the Sketchbook Project. Local artist, designer and Algonquin College Professor Andrea Lesia Emery, did the beautiful artwork in the book. 

We used the 'making connections' reading strategy in order to make text-to-self connections to both stories. We reflected on our time during the school shutdown that began in March and shared our experiences during this strange time.  Next, the students will begin to write about their own shutdown experiences last spring!