Pattern Unit Quiz

There will be an end of unit quiz on Patterning next Friday (November 4th). Grade 4 students should be starting to review how to identify patterns in a hundreds chart and in lists of numbers and how to create and extend number patterns given a pattern rule. They can begin reviewing lesson 1 and 2 in their textbooks (Unit 1). Grade 5 students should start reviewing how to identify patterns in a given set of numbers and how to create and extend number patterns given the pattern rule. As well they should work on using tables of values to extend patterns and solve problems. They can begin reviewing lesson 1-3 in their textbooks (Unit 1).

Pictures from Identity Day

Problem Solving

Students worked in their problem solving partners to day to work on the following problem:

A pattern begins with 2, 6...

How might the pattern continue?

Spartan Identity Day Projects

This is a reminder that the school is having Identity Day on Friday and students have been asked to work on a project at home to represent themselves. Students are asked to bring in these projects Friday morning so that we can set them up immediately and have them ready for the classes throughout the day. Parents are also invited to join us! There was a note sent home today with designated times for parents to come in and see all the wonderful projects!

Practicing Skits

Students are putting their drama skills to good use creating scenes from our read aloud series. Acting is fun, but the fun is not acting!😉

Homework for Friday, October 21

Grade 4 students were given a worksheet on patterns to work on over the weekend. Grade 5 students are working on #1-4 on page 14-15 in the textbook. Students should also continue to work on identifying the pairs of numbers that make up 10 (see previous homework blog entry for information and ideas).

Grade 4 Habitats

The grade 4 students have been working on identifying different biomes and the habitats they create for different animals. Students should be able to identify that a habitat is an area which provide plants and animals with the necessities of life (food, water, air, space, light). The different biomes we have been discussing are grasslands, desert, tundra, tropical rainforest, and ocean.

Homework for Thursday, October 20

Tonight I would like the students to practice identifying the pairs of numbers that go together to make 10 (1 and 9, 2 and 8...). I would like the students to become quicker identifying numbers that make 10 to help them in future addition and subtraction problems. You can play a game to see how fast they can tell you the match for a number you tell them. You can create a game of memory by creating 2 or 4 sets of numbers 0 to 10 on one card or piece of paper. Turn the cards over and mix them up. Students turn one card over and then try to find the other number that goes with it to add to 10. If they don't choose the card that matches, turn both cards back over and try again (just like the regular memory game).

Writing Paragraphs and Citing Evidence

We have been working on creating paragraphs using topic sentences, supporting details, and concluding sentences. We have a "Paragraph Sandwich" anchor chart in the classroom to help remind the students as we write.

We have begun to use this format to help us write about texts we read. We have discussed character traits, and have practiced writing a paragraph on a chosen character from our read aloud novels, stating one trait in their topic sentence. Students then were asked to cite specific instances from the texts to back up their stated trait. Their supporting details need to be specific instances from the text and should not be general ideas. For instance, students might say the character was mean because he yelled. This would not be as strong as saying that when the children tried to be nice, he would yell at them. To be even stronger, students would need to state that when the children tried to help him to clean up the room, he yelled at them and said "I don't need your help!". The more description they can give about the situation that helps to prove, the better! To end their paragraph, students should restate their topic in another way, and remind the reader what they were saying in their paragraph. For instance, the student may say "The way the character yells at the children, locks them in their room, and won't give them dinner certainly shows that he is a mean spirited person." This statement would restate the topic, that he is mean, and also remind the readers of the proof.

Students can practice writing these types of paragraphs at home. They can write traits about characters in books, shows, movies, video games, or any other media text they can write about character traits! 

Homework for Wednesday, October 19

Math homework on patterning:

Grade 4 textbook, page 8-9, # 1, 2, 3, 5, 6

Grade 5 textbook, page 10-11, # 2-5

Students had some time to work in class on this (and ask me if they had questions). A reminder that if they finished their work, they still need to bring it home to show a parent or guardian so that they can check their work.

Picture Day

A reminder that picture day is tomorrow. If students have not already brought in their picture day forms with their choice of background, they should have them here tomorrow. Class pictures will also be taken tomorrow.

Patterning Unit

 We have been working On identifying patterns in 4/5S for the last week. I have been teaching students a strategy I call "frog jumps" to help them identify a pattern rule from a list of numbers. Students start by drawing a line between the first and second number (the frog jump). Students then have to decide whether the first number increases or decreases and mark a + or - on top of the frog jump to identify whether it would be adding or subtracting.

Students then count how much is between each number. They may begin at the smaller number to count up to the larger one if it helps. Once they know the difference between the two numbers, they put that number next to operation sign on top of the frog jump. 

Students then repeat the steps for the second and third numbers, the third and fourth, and so on. This should allow them to see the pattern rule.

When writing the pattern rule, students should always begin by saying which number the pattern should start on, then tell how it increases or decreases and whether it does so each time or alternates between two. For example, the pattern rule for the above would be:

Start at 16, add 9 each time.

Please have students practise identifying patterns like this at home, as well as creating rules of their own and a list of numbers that would go along with their pattern rule.

Math quiz signed

The math quizzes from last week were given back on Friday. If they have not been already signed and returned, please do so and have the students return them to me. Thank you.

Homework for Thursday, October 13

Grade 4 students are working on patterns in the textbook and should have #1-3 on page 12 done by tomorrow.

Grade five students are working on patterns in their textbook and should have #1-3 on page 8 done by tomorrow.

Grade 5 Digestive System

The grade 5 students have been learning about the digestive system in science class. Students are expected to be able to describe the basic structure and function of the major organs in the digestive system. They have taken down notes in their science books and have copied down a diagram as well. Students should review this at home to familiarize themselves with this system before we move on to our next body system. I am including the notes on the blog below.

Writing Letters

The students have been working on letter writing, and have started writing a letter to me, in their Reader's Notebook, once a week. Each letter is supposed to tell me what they have been reading in class and include their thoughts, ideas, summaries, and predictions about the book. The following is a sample of the letter I had them paste in the front of their Reader's notebook and the letter writing anchor chart which is posted in the classroom.

Making Patterns

To begin our next math unit in patterning, the students were asked to create growing, shrinking, and repeating patterns of their own.