MATH
On Monday, we will finish our stations from last week. The students will be practicing portioning shapes into halves and fourths. They will also be sorting shapes that have equal/unequal parts. On Tuesday and Wednesday, the students will practice reviewing for the test. The will rotate between four different stations where the students will practice counting coins, ordering numbers, and reviewing combinations of 10.
Your child's review sheet will be due on the day of the test (Thursday, Jan. 30th). Please review the following objectives with your child on the review sheet:
We will also read the book, Martha Blah Blah to reiterate the idea of splitting numbers into 2 equal sets means splitting it in halves. After the story, the students will return to their desk to count and halve different quantities. (For example, teddy bears, cubes, etc. On a recording sheet the students will have to write the total number, how many would be left if they took half away and the number sentence.
On Monday, we will finish our stations from last week. The students will be practicing portioning shapes into halves and fourths. They will also be sorting shapes that have equal/unequal parts. On Tuesday and Wednesday, the students will practice reviewing for the test. The will rotate between four different stations where the students will practice counting coins, ordering numbers, and reviewing combinations of 10.
Your child's review sheet will be due on the day of the test (Thursday, Jan. 30th). Please review the following objectives with your child on the review sheet:
- Identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
- Use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
- Write a number with the cent symbol to describe the value of a coin
- order whole numbers up to 120 using place value and open number lines
- use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving procedure
- Define money earned as income
- Distinguish between spending and saving
- Consider charitable giving
- Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;
- Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
- Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
- Distinguish between attributes that define a two-dimensional or three-dimensional figure
- Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;
- Partition two-dimensional figures [such as circles and rectangles] into two and four fair shares or equal parts and describe the parts using words [such as "halves," "half of," "fourths," or "quarters"]
- Identify examples and non-examples of halves and fourths
We will also read the book, Martha Blah Blah to reiterate the idea of splitting numbers into 2 equal sets means splitting it in halves. After the story, the students will return to their desk to count and halve different quantities. (For example, teddy bears, cubes, etc. On a recording sheet the students will have to write the total number, how many would be left if they took half away and the number sentence.
Science and Social Studies
This week in Science, we will focus on shadows. We will discuss that a shadow is created when an object blocks light from a light source. We will also talk about how changing the position of the light source changes the position, size, and shape of the shadow. We will read the story, Moonbear's Shadow. While reading, the children will help find the Sun and Bear's shadow. The teacher will ask the children to make predictions. Do you think Bear's shadow will stay nailed to the ground when he walks away? Bear's shadow disappeared when he stepped into the shade of the tree - where did it go?
Afterwards, the students will participate in a fun lab. Each station group will have a green pat with a blue pond, bear figure, tree model, and a flashlight with sun cutout attached. Partner groups will work together to explore and to try to get bear's shadow to change.
This week in SS, we will be learning about George Washington and how he influenced our nation.
This week in Science, we will focus on shadows. We will discuss that a shadow is created when an object blocks light from a light source. We will also talk about how changing the position of the light source changes the position, size, and shape of the shadow. We will read the story, Moonbear's Shadow. While reading, the children will help find the Sun and Bear's shadow. The teacher will ask the children to make predictions. Do you think Bear's shadow will stay nailed to the ground when he walks away? Bear's shadow disappeared when he stepped into the shade of the tree - where did it go?
Afterwards, the students will participate in a fun lab. Each station group will have a green pat with a blue pond, bear figure, tree model, and a flashlight with sun cutout attached. Partner groups will work together to explore and to try to get bear's shadow to change.
- Try to make Bear's shadow appear in front of him.
- Try to make Bear's shadow appear behind him.
- Try to make Bear's shadow long/short.
- Bear wants to hide in the shade of the tree. Can you help him?
- Shine the light straight down on Bear from above his head? Where is his shadow?
- In the story, Bear's shadow scared the fish away. Try to make Bear's shadow touch the fish in the pond.
This week in SS, we will be learning about George Washington and how he influenced our nation.