Math
We went over the idea of division again, such as in the equation 46÷3, which can be: 46 divided into 3 groups; 46 divided into groups of 3; or how many times can 3 fit into 46. Although they all look different, the quotient is the same regardless of how they interpret the division equation. We then went over how to solve it visually using models; then we had the students solve division questions (simple ones) using a new strategy called the box method division. Although this may be different from how parents were instructed to divide, the idea is still the same, that is, figuring out how many groups of the divisor (or how many times) you can make out of/fit in the dividend. Here's a brief video that you can watch to help you understand the process a bit better: https://www.youtube.com/watch?v=D2B5LwdZZQ4. The great thing about this method is that it's a little bit more forgiving. Students do not need to find out the largest number that can go into the divisor without going over. They can do it in more manageable chunks. That said, students should be working towards more efficient ways to divide - and that is the goal by the end of this unit - and a big part of this is students having mastered their times table. There are still a few students who rely on skip counting to do this. Parents, this is something that you can help your child with at home. Please let me know if you need extra resources to review the times table at home with your kid. Science This week in science we spent more time focusing on electricity. The students created comic strips discussing unsafe uses of electricity and how they are solved. The students experimented with a light bulb, battery and an alligator clip to find out many ways they could arrange the 3 items to make the light bulb shine. The students worked through this challenge and every group was successful in finding at least 2 ways. Next week we will continue to focus on circuits. Humanities The grade 5s have been continuing to research the different regions of Canada in preparation for a more in-depth project beginning next week. Students will research the history, resources, and conservation projects of a chosen region. They have also completed their assigned discussion group roles on the first four chapters of “The City of Ember”. Students will have discussions with their small groups over the next couple of days sharing their ideas, predictions, and personal anecdotes related to the story. Please feel free to ask students about their role in their discussion group as well as what events have been happening in the story thus far. As usual, please don’t hesitate to contact if you have any questions Swimming Field Trip Please view the documents (x3) on the forms page for information about students' upcoming swimming field trip in PE (early February). If interested in volunteering, that is, you have an up-to-date police clearance, please contact either Ms. Haigh ([email protected]) or Mr. Schmeichel ([email protected]) OR by replying to the parent volunteer committee email.
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