Blog Entry - May 30th

Blog Entry –May30^th

LANGUAGE

Students have been working on making an advertisement to sell their Literature Circle Book. They have had 4 periods this week and will get 3 more next week to complete their work. The students will present their Advertisement Thursday June 5^th.  Some students have chosen to use technology to help create their advertisement. A reminder that if a student brings in their own technology they are responsible for it, and it must only be used for school purpose and be locked in their locker or my desk for the remainder of the day.

Creating a Media Text – to advertise your book

Curriculum Connection

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create (e.g., a poster advertising a school science fair; a flyer to encourage students to participate in the fair)

3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

Instructions

You are trying to sell your Literature Circle Book.

- choose an appropriate form that reflects your audience

- you will be presenting your advertisement

- need to create a script of what you are going to say

Must Include:

- discuss create an advertisement that reflects the age group of the audience reading your book

- what techniques/conventions did you use to help promote/sell your book?

- why would someone want to read your book?

- what lessons/themes are they taught?

Types of Advertisement/Media (examples)

- newspaper article

- commercial

- trailer

- flyer

- pretend interview with the author

- website

- poster

- magazine

MATH

         Students spent this past week …

- solving money word problems.

- adding and subtracting money amounts (up to 100 for Grade 4 and 1000 for Grade 5)

- calculating a budget using a given allowance, birthday money, and savings

- budgeting what to buy for groceries for a family of 3 for 3 days using $ 80.00 and items from a Longos flyer

Next Week students will be spending some time looking at -  Geometry and Spatial Sense.

Grade 4 Curriculum

- draw the lines of symmetry of two- dimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);

– identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);

– identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g., “The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.);

– relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90o);

– identify and describe the general location of an object using a grid system (e.g., “The library is located at A3 on the map.”);

- identify, perform, and describe reflections using a variety of tools (e.g., Mira, dot paper, technology);

– create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern blocks, Mira, geoboard, drawings), and identify the congruent shapes in the designs.

Grade 5 Curriculum

– distinguish among polygons, regular polygons, and other two-dimensional shapes;

– identify and classify acute, right, obtuse, and straight angles;

– measure and construct angles up to 90o, using a protractor;

– identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties;

– construct triangles, using a variety of tools (e.g., protractor, compass), given acute or right angles and side measurements (Sample problem: Use a protractor, ruler, and pencil to construct a scalene triangle with a 30° angle and a side measuring 12 cm.).

– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system (e.g., “If I walk 5 steps north and 3 steps east, I will arrive at the apple tree.”);

– compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify an area; the use of a coordinate system based on the cardinal directions to describe a specific location);

– identify, perform, and describe translations, using a variety of tools (e.g., geoboard, dot paper)

– create and analyse designs by translating and/or reflecting a shape, or shapes, using a variety of tools (e.g., geoboard, grid paper, computer program) (Sample problem: Identify translations and/or reflections that map congruent shapes onto each other in a given design.).

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time. 

Week of May 20th

Blog Entry –May20^th

Information for Parents on Dream Box

http://www.dreambox.com/parent-video

   

  

Students will be coming home with a note about Dreambox this week that has the link to where they can access the class site. They can access the site from a computer at home or download the free app and use the program on an Ipad. 

   

LANGUAGE

READING

        

         Students have been getting weekly feedback on their Literature Circle Work. This Friday in their Friday Folders they will get a sheet that has all feedback from the four weeks.

MATH

Students have been using their problem solving skills and knowledge of fractions to determine the probability of certain outcomes in a variety of probability experiments. We will be finishing up our probability unit this week. The quiz will be on Friday, students will receive their review on Wednesday. 

Grade 4 Probability

- predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would 75 you expect to get 12? 7? 1?

- determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn (Sample problem: Each student in the class tosses a coin 10 times and records how many times tails comes up. Combine the individual student results to determine a class result, and then compare the individual student results and the class result.).

Grade 5 Probability

– determine and represent all the possible outcomes in a simple probability experiment (e.g., when tossing a coin, the possible outcomes are heads and tails; when rolling a number cube, the possible outcomes are 1, 2, 3, 4, 5, and 6), using systematic lists and area models (e.g., a rectangle is divided into two equal areas to represent the out- comes of a coin toss experiment);

        

- represent, using a common fraction, the probability that an event will occur in simple games and probability experiments (e.g., “My spinner has four equal sections and one of those sections is coloured red. The probability that I will land on red is 14 .”);

– pose and solve simple probability problems, and solve them by conducting probability experiments and selecting appropriate methods of recording the results (e.g., tally chart, line plot, bar graph)

E-Text pages

Grade 5 pages p. 378 - 399

Grade 4 pages p. 398 - 419

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time. 

Blog Entry May 11th

Blog Entry –May 11^th

What an exciting week! I was very impressed with how respectful and responsible the students were during our assembles, special guest speakers, Right to Play Day, Family Night, and the rest of our Opening Celebration events. Many students displayed leadership skills on our RTP Day taking care of their younger group members and ensuring everyone got a chance to participate in the game. Great work 4-1 FI and 5-1 FI!

We also had the opportunity to be a part of a Guinness World Record. As a class we read “I Can BELIEVE in Myself” and blogged our opinions about the book. Here is the link stating that we achieved the record!

http://us3.campaign-archive1.com/?u=3c585adfd37de3cb6720c2f00&id=458a71df8a&e=1da0f6deff

LANGUAGE         

WRITING

         We are continuing to work on our descriptive writing unit. Students did a great job revising their own poems once hearing their peers’ descriptive writing in their “I am from” poems oral presentations.

READING

        

         The students are doing a great job having discussions about their literature books.. A reminder that students need to complete their weekly tasks in order to fully participate in their group discussions.

* Reminder of Literature Circle Tasks *

To be completed individually before each Wednesday for Grade 4’s and before each Thursday for Grade 5’s:

-       Read assigned chapters

-       Complete your role worksheet (e.g. questioner, connector, etc)

-       Write a summary of the assigned chapters

-       Complete your word detective sheet

MATH

We have started our probability and money unit. Students are using their prior knowledge of fractions to help determine possible outcomes in probability experiments.

Grade 4 Probability and Money

- predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would 75 you expect to get 12? 7? 1?

- read and represent money amounts to $100 (e.g., five dollars, two quarters, one nickel, and four cents is $5.59);

- add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools (e.g., currency manipulatives, drawings);

- determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn (Sample problem: Each student in the class tosses a coin 10 times and records how many times tails comes up. Combine the individual student results to determine a class result, and then compare the individual student results and the class result.).

Grade 5 Probability and Money

– read and write money amounts to $1000 (e.g., $455.35 is 455 dollars and 35 cents, or four hundred fifty-five dollars and thirty-five cents);

– determine and represent all the possible outcomes in a simple probability experiment (e.g., when tossing a coin, the possible outcomes are heads and tails; when rolling a number cube, the possible outcomes are 1, 2, 3, 4, 5, and 6), using systematic lists and area models (e.g., a rectangle is divided into two equal areas to represent the out- comes of a coin toss experiment);

        

-  add and subtract decimal numbers to hundredths, including money amounts, using concrete materials, estimation, and algorithms (e.g., use 10 x 10 grids to add 2.45 and 3.25);

- represent, using a common fraction, the probability that an event will occur in simple games and probability experiments (e.g., “My spinner has four equal sections and one of those sections is coloured red. The probability that I will land on red

is 14 .”);

– demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials and drawings (Sample problem: If 2 books cost $6, how would you calculate the cost of 8 books?)

– pose and solve simple probability problems, and solve them by conducting probability experiments and selecting appropriate methods of recording the results (e.g., tally chart, line plot, bar graph)

E-Text pages

Grade 5 pages p. 378 - 399

Grade 4 pages p. 398 - 419

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time.