Once again at the outset of this week, we relished some rigorous words to add to our repertoire.
As we continue to think about words and word parts, the following word-related resources might be helpful. Being a word detective can be challenging, but it just might pique your curiosity and inspire you to learn more.
We also examined words in math number stories. As we seek to Understand, Plan, Solve, and Check (UPS Check) math problems, reading and rereading is important to ensure we have identified all the important information and know how it will help solve the problem. Envisioning or visualizing the problem by thinking through the steps that could be taken to actually act out the problem in a real-life situation is critical. In addition, we realized that how the problem is worded might affect the strategy or model we use to solve. Number lines, fraction bars, number models (equations), and words all are just a few choices for representing and justifying our thinking as math-magicians.
The following video shows how understanding of fractions develops over time and highlights the many ways to represent fractions and why they are important. This video is designed for teachers, but I challenge you, as scholars, to consider a different point of view as you watch and think.
Check out this 3-Act Task featured on Mr. Fletcher’s website. How would you solve it?
After resting to the rhythm of last night’s rain, we were welcomed to a new week with a calm, cool morning.
As is our tradition, we began with our vocabulary words for the week, which were a tad trickier than usual. Most of these words are a preview for our next unit of inquiry.
We then jumped right into math, which involved looking at multiple ways to represent the addition of fractions. Our main tool for today was the number line, which proved quite useful.
During library, Ms. Kraft sent us on a scavenger hunt, using Destiny’s catalogue to find call numbers for various topics and titles. Scholar had a great time running around trying to locate books in the fiction, nonfiction, and genre-fied sections.
After recess, we returned to class. Mr. Jimmy was away today, so we ended up having music in the class. Of course, we couldn’t have music without… math. While Mr. Jimmy’s absence could have been a problem, we turned it into an opportunity to connect notes to… fractions. Working with partners, we created a four-meter rhythm with a related fraction equation.
Two weeks ago, during our regular art time, we worked to prepare our tissue paper library in preparation for… the making of our masterpieces!
On Thursday, with supplies set and senses stimulated, fourth grade scholars and students from Preschool 1 met in Ms. Yoko’s art studio for our first collaborative creation session. Having had a bit of a warm-up on Wednesday during our regular buddy time together, all artists were ready to transform imaginations into illustrations.
Guided by a collaboration checklist and clarifying questions, big buddies gathered information from the little buddies in order to accurately assemble the art. Questioning and clarifying were keys to success… and a pinch of patience helped, too.
Joy, pride, caring, and selflessness were evidenced throughout the entire process.
On Friday, we doubled our numbers as a second set of scholars settled in with Preschool 2. Once again, the sight of sketches, the sounds of scissors, and sweet smiles filled the room.