In math students are expanding their skill and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. The bundled units are organized by separating them largest to smallest, ordered from left to right. We learned to count up and down between 90 and 1000 using ones, tens, and hundreds.
Throughout this module students will be doing a great deal of counting: by ones, tens, and hundreds. As they count up on the place value chart they'll see movement from right to left as the numbers increase. For example, as 10 ones are renamed as 1 ten, the larger unit is housed in the place directly to the left. The goal is for students to move back and forth fluidly between the number line and the place value chart, using either to rename units and compare numbers. Students learned that numbers can be described in unit form (e.g., 5 hundreds 7 tens 6 ones).We will be adding some new terms to students’ math vocabulary in this unit:
We continue our to hear similar stories from different lands during our listening and learning time. This week we read Tom Thumb and Thumbelina. The objectives of this unit are for students to recognize that these are fictional stories that come from the author's imagination. Also, they should recognize these stories are a type of fiction called folktales.
After reading each story we discuss the characters, setting, and plot. After reading Tom Thumb we discussed the familiar saying "There's no place like home." Ask your child to explain what this phrase means.
In math, students were introduced to doubles facts and double plus one facts. We learned about odd and even numbers and learned that numbers ending with a 0,2,4,6, or 8 are even numbers and the opposite of even numbers are odd. At home, practice making odd and even groups of objects (such as coins, legos, or utensils) and discussing why these groups are odd or even.
We worked together on the long vowel sounds this week. Students practiced decoding CVCe words and learned to mark the vowels and consonants to help build their decoding skills. We learned about the “magic e” that teams with the vowel in CVCe words to form the sound. When we added the “magic e" to words such as tap, them, shin, hop, and cut. We made new words with a different vowel sound. We learned to mark the vowels in the word with a horseshoe-shaped loop to show that the two letters together form a vowel digraph to make the sound. In addition, we learned about contractions, discussed how to be a bucket-filling classroom, and learned two new games at P.E. On Friday, we created robots out of shapes and wrote super sentences about our robots.
Hello, I am Renee De Villez. This page is about the activities going on in my classroom. My audience consists of the parents of the students in my class. Other parents and teachers are welcome to read it as well.