Continuing on with previous work on probability – using Tree Diagrams to answer questions about probability (both grades).
Grade 5 Work sample:
Grade 6 question & group answers
by Ella and Steven
In French class today, we had fun :). What we did was we cut things out from Newspaper and Magazines to create a college. We did this because we were studying verbs in french class. What we did was cut and paste the pictures to a piece of a paper. Beside the picture we wrote a verb. For example if we had a picture of a book, we would write read in french (because its a verb) The Grade 5’s are in the process of writing a menu with a partner.
In Math, we continue to look at congruence. Grade 6 students took a look at a question completed earlier this week. Something really exciting happened: One student shared a strategy to pick out which 2 rectangles in a wide variety of rectangles were congruent. The strategy related the length of the rectangle to the width of the rectangle. We were able to turn our math lesson into a cross-strand lesson and discuss ratios too!! Using equivalent ratios, we can easily predict which rectangles will be congruent.
e.g. Rectangle A — length = 8, width = 4
———–>if we divide the length and width by 2 we get the dimensions of a congruent rectangle with length = 4, width = 2
We can express the relationship between each length and width with ratios.
length : width Ratio:
Rectangle A ——> 8 : 4
Rectangle B ——> 4 : 2
The ratios 8 : 4 and 4 : 2 are EQUIVALENT RATIOS because if we divide both terms of the first ratio (8 and 4) by 2, we get the length and wide of Rectangle B
Next: We will identify OTHER equivalent ratios to 8 : 4. Can you name some? Is division the only operation we can use? (make a connection to equivalent fractions….)
During Literacy students continued their TLCP work on our the first part of our Learning Goals for Reading & Media. Students worked in groups to study the feedback and levels of 3 pieces of student work from our bump it up wall. Students worked in their table groups at creating Success Criteria (= what students will do in their work to show they understand and have learned the Learning Goal). There was a lot of great discussion and inferring and connecting to previous TLCPs. As a class, we made a common list of Success Criteria which is what we always use to bump up our answers.
Next in our groups, we began to take the Level 3- answer to our diagnostic task (Natural Gas advertisement) and bump it up using our success criteria. Finally, we will bump up our individual diagnostic assessment on our own. We’ll then take our new skills and apply them to a [new to us] media work.
Tomorrow we will continue, and also work on social studies in the lab (grade 5: Government — students have done a fantastic job so far on our Webquest; grade 6: Canada and It’s LInks to the World). Grade 6 students will conduct an experiment related to static electricity and if it is sunny, Grade 5 students can conduct their “insulation” experiment with the shoeboxes they insulated with a variety of materials last week.
This coming Tuesday, Grade 5 students will have another day to explore science through hands on learning. Grade 6 students will be travelling to Ancaster Senior Public School for a fun-filled orientation day.
In DPA, we played a whole class tag game called “manhunt”. Lots of laughs & fun 🙂
We ended the day playing the recorder — great posture, articulation (tonguing) and tone from many students. The song is “Clin d’Oeil” (loosely translated from French as “A Wink”). We look forward to sharing our song with you soon!
Both grades have been working this week on Geometry: Congruence and Line Symmetry and will be revisiting work from last week and the previous week on Transformation Geometry (Grade 5: Translations, Reflections, Coordinate grid using letters/numbers; Grade 6: Rotations + translations, reflections from grade 5 for combined transformations; Grade 6: also Patterning – Rotational Symmetry).
Grade 5 students began last week on a WebQuest (posted on the blog) to learn about the Canadian Government (a WebQuest is kind of like an online scavenger hunt — students respond to questions regarding Canadian Government expectations by following instructions and links on a web page). Students worked last week under the supervision of Mr. Peters while Grade 6 students wrote EQAO (daily math & science especially). I prepared a paper package and students worked with iPads in collaborative groups. Today, when students had their weekly Literacy/lab period with Miss Rankin, they had a chance to collaborate in a new way as a whole class — on a Google Doc. All students were able to contribute answers — we will make sure the answers are correct and everyone will learn from each other and receive a copy.
Grade 6 students are just starting their unit this week, since they wrote EQAO last week and we had Track & Field day, too. Grade 6 will be looking at Canada and it’s connections to the world through trade (imports; exports) and trade agreements with other countries. Their webquest
Our previous TLCP involved Writing – using a “Mountain” Organizer to ensure we had all our story elements present: Orientation-setting, characters, Complication-rising action, Climax and Resolution). Prior to that, you may recall that we focused our TLCP on Point of View. Our newest TLCP starting this week is an extention of this — as we look at Point of View in Media (advertisements, Public Service Announcements). All tied to Ontario Curriculum expectations, this new TLCP can be explained through Learning Goals (we will develop our Success Criteria tomorrow) and through our Day in Tweets:
READING 1.9 & Media 1.5 – Point of View (similarly worded) identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented (e.g., this documentary does not include people who have physical disabilities; another character could be included to represent their experience)
MEDIA 1.3 – Responding to and Evaluating Texts express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions (e.g., defend an opinion about whether a media text that excludes groups such as girls or racial or ethnocultural minorities is sending a harmful message)
3.4 – Producing Media Texts produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
READING 1.9 & MEDIA 1.5 – Point of View (similarly worded) identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine whether the chosen view achieves a particular goal
MEDIA 1.4 – Audience Responses explain why different audiences (e.g., boys, girls, adults, seniors, various cultural groups) might have different responses to media texts
MEDIA 3.4 – Producing Media Texts produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
Today, we worked on familiarizing ourselves with the diversity of our Hamilton-Wentworth community. Students used their background knowledge to generate categories — WOW!! — & then described categories so that they can be specific about identifying WHOSE Point of View is represented in a Media text. Using the Ontario Curriculum, students learned new vocabulary as well, such as “ethnocultural”. Here are students’ categories:
Tomorrow, we will work on establishing Success Criteria that we will use to Bump Up our diagnostic (yesterday) in which students attempted to identify the Target Audience of the following 1950’s Natural Gas advertisement/book cover:
Our literacy from the past 2 days in Tweets: