In math, we are working on our multiplication skills. We're trying to build our number sense while mastering the algorithms. We played some math games with dice that challenged both the students' abilities to perform multiplication, as well as their understanding of numbers in general. Rolling dice, they were asked to arrange the numbers to create the greatest product possible. Many students at first arranged all the largest digits into one number and then multiplied that by a small number. For example, rolling a 6, 5, 2, and 1, many students made 65 x 12 instead of 62 x 51. It took them a bit to figure out how to make the largest product.

Students worked according to their abilities, with some simply performing addition with the dice, and others using 8 dice (4 digit x 4 digit). Other challenges included creating a multiplication problem that had regrouping in the tens column, or no regrouping at all, or the smallest product.

Next week, we'll continue with this, adding in word problems again. We'll also tie in some art by having the students create array art to help them practice thinking about and portraying multiplication visually. Here's an example of what that may look like, and I'll post some of our students' work next week.

We also did some dice math games with our grade 1-2 buddies. Our students helped our buddies master making 10 and 20 using dice.

In science, the students built small boats with sails and used rollers and wind power to move them. This was part of our simple machines unit. Next week, we'll discuss how rollers evolved into wheels and axles, and we will build a simple car. We are challenging the other 3-4 classes. This week, the challenge was to create the most efficient sail and roller system to move the boat as far as possible in 2 minutes. Our class came in second place in the Final Championship Game, moving their boat 192cm in 2 minutes. This hands-on task is very engaging, and the students are loving using their learning and applying it. Next week, we will take our cars and roll them down inclined planes to see whose car goes the farthest. Below are some photos and videos of what we did this week.

In social science, we are wrapping up our visit to Tunisia. We applied our learning to creating a postcard or short story about our trip. Students included what they had learned about Tunisian culture and history to write interesting prose.

In physical education, Mr. Ellice is introducing a new unit: basketball. The students are enjoying the challenge of hand-eye coordination in dribbling with both hands and moving at the same time.

Please note: for our science competition next week, students are welcome to bring in any wheels and axles they might have at home (lego, broken toys, etc.). We'll spend time next week learning about wheels and axles, and designing and building our cars. If you have any materials you could send in, that would be fantastic! Items could include:

-wheels and axles
-lego parts to build a car
-wooden dowel
-tongue depressors/popsicle sticks
-coroplast pieces
-skewers
-1 L milk cartons (clean and dry, please!)
-straws
-small cardboard boxes
-wire

A very short week, as teachers will be attending the Teacher's Convention Thursday and Friday. Despite that, we had a profitable, engaging week.

In math, we are well into multiplication now. The students have a good grasp of what it is. We are utilizing the simplified definition of 'repeated addition'. We have set out expectations for grade 3 and grade 4 outcomes (please feel free to view the Program of Studies: Math)and we are now building our competencies in the algorithms, starting with the standard. We'll examine the lattice next week. Students will be encouraged to choose and master at least one algorithm.

In literacy, we had our School-Wide Write this week. Students were given a set topic (If you could go anywhere, where would you go?) and a set time to plan, write, and edit. Given our short week, this took up most of our time.

In science, we are well into examining simple machines. We have looked at levers and inclined planes (the two basic types of simple machine), and will continue next week with the other four (wheels and axles, pulleys, wedges, and screws). We examined the concept of work, looking at it as the idea of force applied over distance. We talked about what is work, and what is not in physics.


With levers, we performed a small experiment that demonstrated how levers make work easier. By sliding the load along the meter stick (lever), students were able to physically feel the difference in the work their arm was doing to lift the load, as well as quantify that difference with a spring scale.



via GIPHY


via GIPHY

We also had our school science fair for the grade 5-6 students, and we had a chance to visit as a class and see what the other students were up to. 

In physical education, Mr. Ellice has worked hard with the students on various dance styles. Today the students had a chance to share their moves. 

On Tuesday, when we get back, there will be a geography test (postponed due to our School-Wide Write). It will be on North America. Students were given a study sheet earlier this week. In case they lost it, they need to know the following locations and be able to accurately place them on a map. This is part of our social studies exploration of Peru, India, Tunisia, and Ukraine. I believe we need to know, not just where those countries are, but their relationship to Canada, as well as know about our own continent. Students should be able to locate: 

a)    Calgary

b)    Ottawa

c)     Washington D.C.

d)    Mississippi River

e)    Rocky Mountains

f)     Pacific Ocean

g)    Atlantic Ocean

h)    Arctic Ocean

i)      Ellesmere Island

j)      Greenland

 Enjoy your long weekend, and we'll see you on Tuesday. 

Good day! Eventful, freezing cold week. With the weather, we had to resort to indoor recess all week. The kids did really well, considering. I think by today, though, cabin fever was starting to kick in. We did get outside briefly, early in the week. Our class went outside for a short spell to make snow.

Before we went, we made a hypothesis concerning cold versus hot water. There was general agreement that cold water, being that much closer to 0˚ C, would be more likely to turn to snow than hot water, which had to cool down to zero before it could turn to snow. After our hypothesis was made, we ventured into the -28˚ wasteland. Everyone was quite surprised by the results. So, after we got back inside we went online and investigated why exactly hot water and not cold water turned into snow. Given our just-ended minerals unit, the crystallization of water fit nicely.

Enjoy our videos:

COLD WATER

HOT WATER

In math, we are now into multiplication and division. We will keep tying in what we're already studied, of course. Too often a unit is done and then we move on. Not a good strategy with anything, but especially math. So, our math will progressively get more involved, tying together all we've been doing. At home, you can help your student with the math games and number sense activities which I've posted in the past, as well as continuing to help them master their chosen algorithm for addition, subtraction, and multiplication.

In literacy, we've been continuing our ongoing Field Guide project, adding camels now that we are in Tunisia. We will also start doing some more creative writing this week. I'd like to start some poetry, using similes and metaphors to describe winter. An apt time, given our current weather. Here's an example of what I'm hoping for from a previous student. I think it's quite beautiful, and I'm excited to see what we can do this year.

The Northern Lights

The northern lights

Are a blanket covering

The earth. It keeps me

Warm when it's cold, fading like

Snow when it melts, the shadow like sunlight

on a warm day, colourful like beautiful flowers

moving with the wind.

In Science, we had a bit of a gong show with our last test. The students were prepared, but our technology wasn't (we were trying to use Google forms). We'll work on this, and we'll have this assessment done as soon as we can. Assessment is, obviously, important; but pushing it just to get it done isn't a good idea. I want to know what they know, not if they're able to fight through glitches.

We have moved on to our next topic: simple machines. We've introduced the topic, started a bit of work, and discussed our main project. We'll be working in groups to build our own Rube Goldberg machines. We watched the video below to give them an idea of what it could be like, and to inspire them. We'll discuss the parameters, expectations, and build our rubric, and then get building, with mini-lessons about each machine as we go. This should be a great unit! Expect lots of videos....unless I forget! Oh, yes: we'll need lots of materials, so please help your student bring anything they feel they could use for their machine.