March 4-8
After wrapping up last week with puppets, this week found us moving back into our regular routines in Grade 1. Here are some of the things we got up to this week.
Science
Learning Intentions:
I can explore how the shape, materials, and surface texture of objects affect how they move.
I can predict and test how different objects move based on their characteristics.
I can record my findings about how objects move in different ways.
As we continue to build our understanding of movement and energy, we tested various objects on different surfaces to see how they would move. We were challenged to see if we could move the objects across a surface quickly and easily as well as slowly. We then learned about how different factors can affect how an object moves, such as shape, texture, surface and material. We have a solid understanding of these science concepts and look forward to increasing our knowledge and understanding with our Teacher’s Pet learning experience this coming Tuesday. Be sure to login to your My CBE account if you have not done so already as the fee for this experience has been added to your child’s account. We thank our parent volunteers who have also offered their time to join us during this experience.
Here is some of the learning as we worked to reflect our understanding of different factors that influence movement.
Wellness
I can recognize how emotions can be expressed
I can identify and communicate feelings in a variety of contexts
I can identify responses to emotions
We have moved on to focus on building an understanding of emotions following our learning with our puppet residency. Mrs. Sampson, our Learning Leader for Wellness, is also supporting us with this work. We read The Colour Monster and this week we focused on Anger and Frustration. We talked about how our bodies might respond when we are feeling angry. We then talked about different strategies that can help us when we are feeling angry. We picked a few strategies that we would use first, to help us when we are feeling this way.
Literacy
In reading and word work, we have now learned about all the long vowel sounds when there is a silent E at the end of a word. We focused on the vowel U, which is tricky because it can actually make 2 different sounds with silent E. Review of this vowel is important and all the other vowels, as we need to be flexible as readers to move between short and long vowel sounds.
Math
This week in math students learned more about the meaning of addition and when we would consider joining situations as addition. Students use models, such as 10-frames and number paths, to show addition.
Learning Intention
Recognize addition in situations that involve joining parts together.
I can choose how many objects to join in and make a group
I can show the groups in a model
I can write the numbers I add: ____+_____ =
Adding on a 10-Frame
Adding counters to a group, perhaps on a 10-frame, can also help students visualize the process of addition.
The counters on this 10-frame show 5 and 3 more.
Using Symbols in Addition
Addition is new to students in Grade 1, even though they have informally experienced joining situations in Kindergarten and earlier in this grade.
Students can use the + symbol to describe addition.
So, 4 and 3 can be written 4 + 3. It is read “4 plus 3” or “4 and 3 more.”
Eventually, students will also use equations such as 4 + 3 = 7 to represent addition, but not in this topic.
Helping Your Child
Joining situations occur frequently in day-to-day life. Whenever you and your child find yourselves in a joining situation involving small numbers, ask your child what is being added.
For example:
If 3 dogs are in a park and 2 more dogs arrive, the addition situation is 3 plus 2.
If 4 people are in a room and 3 more come in, the addition situation is 4 plus 3.
If appropriate, you could work with your child to figure out the sum. Use concrete materials to represent the amounts being added, if it is helpful to do this.
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