Math
Students learned how to divide using two different methods: the box method and the big 7. Students practiced these strategies using different numbers. Parents, if you're unfamiliar with these strategies, I encourage you to get your child to show it to you. As stated in last week's update, they are more user-friendly, more forgiving than the long division algorithm that you (probably) and I learned. It also encourages kids to use their number sense to divide. Further, we went through different examples to learn how to divide by 5 by examining different examples and coming up with the relationships between 10s and 5s and how the quotients are impacted by this relationship. AMA how to divide 605 ÷ 5 by using their number sense. Looking ahead: long division algorithm as another for those whose times table has been mastered and more problem-solving activities Science This week in science we continued to learn about electricity, more specifically circuits. The students used alligator clips, light bulbs, switches and batteries to explore building series circuits with a working switch. The students then built the same circuit adding a second lightbulb to see what would happen. Most of the students were able to recognize that the second lightbulb was dimmer because the first lightbulb was slowing down the flow of electrons. The students learned how to draw circuits and discussed the difference between series and parallel, as well as real world applications. Lastly, we're just tying up loose ends on the weather unit, and there are a few students who have not yet submitted their work on the fabric testing lab and/or the construction of a weather measurement instrument. If you don't see an artifact/video/copy of their work on these topics in Seesaw, then more than likely your child has not submitted this. Please have a chat with them about uploading/submitting it/them. It's most likely almost done but just hasn't been submitted. Humanities Students have continued their research on the regions and have began a new project. Students are researching a Canadian National Park of their choice and are looking at the culture, history, geography, conservation, and stories of the park, in detail. They will create a coloured poster and later a presentation to share their knowledge with the class. In continuing the novel study of "The City of Ember", students led small discussions with table groups and shared their understandings and connections. We have now read the next few chapters, and students are creating responses in their new roles. The five roles are: Real Life Connector, Passage Master, Word Wizard, Creative Artist, Summarizer & Predictor. Students will have a chance to complete each role once over the course of the novel study. I encourage you to ask your child about their discussion role. If you have any questions or concerns about what is happening in Humanities, please let us know. Swimming Students will be going swimming on Monday (full day). Students will be leaving the campus around 9 am and should be back in time for bus dismissal in the afternoon. Please make sure that your child has brought with them the following: swimsuit, bagged lunch, water bottle, plastic bag (for wet swimsuit), and a towel. Further questions about this trip can be directed to Ms. Haigh at [email protected] or Mr. Schmeichel at [email protected]
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