Today's agenda notes:
-Read of Raz-Kids for 20 minutes
-Spelling pg. 93-96 or the package
-Spelling sentences
-Cursive up to pg. 91
-Casual day tomorrow
-Austism Awareness Day Thursday - wear blue
-Bake sale TOMORROW [not Thursday]
-Math worksheet [patterns]
-Also the workshop form was handed out!
After we had Daily 5!
Then we went to PE with Miss Yustin.
For math today, we started our new unit Pattern in Geometry. Today we learned about pattern rules and how patterns rules can be written.
We reviewed concept from unit 1, which we learned about pattern when counting by 2's, 5's, and 10's. We reviews pattern that appear in columns, rows and diagonally.
We then looked at how to write a pattern rule.
If the pattern is 1,3,5,7 the pattern rule is to start at 1 and add two each time. Or it is start at one and include all odd numbers.
They were asked to challenge each other by skipping numbers, and using patterns with addition and subtraction. After we shared some patterns, and discussed strategies used to figure out patterns.
We can use number line and hundreds charts to help us figure out the pattern. We have to see what we are counting by or subtracting. We also got into repeating patterns. If the rule is to start at 1 and count by two until 9. Then repeat.
1,3,5,7,9,1,3,5,7,9 [but we will get more into repeating patterns on another lesson]
Next we introduced another type of pattern they might come across. Starting at number and adding 1 more each time you have to add.
Therefore if we look at a pattern and can't that it is counting by 2,5, or 10 we can figure out what number we added to get to the next number and keep doing that until we see a pattern.
We did a few examples of how to write the pattern rule and then students worked on their worksheet.
Then we had first lunch and recess.
We created a chart on the board that said clue, schema, and inference. Schema is our background knowledge and the clue is what is given to us.
So we made inferences based on this situation
Someone or something came into the classroom and took my laptop. They left and the chairs were toppled over. What can you infer about this person?
CLUE- toppled chairs
SCHEMA - they were in a rush
INFERENCE - somebody was in a hurry so they wouldn't get caught
CLUE - dog food
SCHEMA - there was a dog involved
INFERENCE - the person who took the laptop has a dog, or maybe a dog took it, or maybe the dog toppled over the chairs.
So our conclusion was that a person with a dog came into the classroom, took the laptop and the dog toppled over the chairs.
Then students worked on finding out who the narrator is in each short story. They had to circle the clues to figure out which narrator was writing.
Then we had music with Mr. Oliver and French with Mme Stella. Check out their blogs!
When we returned after second recess we started our new Unit of Inquiry
How the world works:
Title: Built it!
Central idea: The properties of construction materials influence the design of buildings and structures.
Lines of inquiry:
-Different building materials and their properties
-The structure of buildings and bridges
-The materials and shapes used in making different stable, weight bearing structures
We individually brainstormed what we know, and what we want to know about materials on a KWL chart.
After students worked on sorting materials and organising their store.
Their task was to organise a store and they had to investigate the best way to sort our their store into four shelves.
Based on our lines of inquiry, they were able to figure out that they had to sort them into materials!
Through inquiry they sorted their objects into four materials which were: wood, plastic, metal, and fabric. We consolidated by discussing by sharing each category and how it was organised.
Then we got ready for home!
x
No comments:
Post a Comment