DAY 164 – Rousseau Track & Field Day!! :-)

This post is a work in progress โ€“ please be sure to check back later, too ๐Ÿ™‚

Good luck to all of our students today ~ we are all athletes! I gave student a personal challenge to seek out someone today they normally may not connect with, and offer their encouragement. We will stay in the shade as much as possible, hydrate, and apply and reapply our sunscreen. We will stand on the sidelines and cheer on everyone, as Stargirl would do!! 

We began the day singing our national anthem, as we normally do โ€“ and in French because it is Friday ๐Ÿ™‚

DAY 163 – 6 Traits of Writing/Point of View, Talent Show, Volume (rectangular prism -Gr5; triangular prism – Gr6)


 In both grades, we continued our current writing assignment, which is to write an alternate apologue for the book “Stargirl” โ€“ this time from Stargirl’s point of view.

Some students are working on paper, some on devices, and some are using a combination of both โ€“ paper for rough draft and revising, and device for final copy.

Students can receive feedback orally or in the comment section in the margin of the Google doc. Google Docs have made it easier as a teacher to give feedback on more than one student’s work at a time. It is also a handy way to see what revisions are being made โ€“ each new keystroke a student makes can be tracked by the teacher.


DPA/Talent Show

Which was our own activities. Some students are getting their Talent Show act practiced with dance/gymnastics. Talent show sign-up forms are available on the bulletin board in the front for you. Mrs. Raymond and Ms Fawcett will be auditioning participants on Wednesday, June 10.  



Grade 5 – we looked at this question from page 212. The most straightforward way to find out the volume would be to build the regular shape, and then count the centimeter cubes one at a time.

Since this is time consuming, we continued to practice dividing irregular shapes :)into more than one rectangular prism….. Then applying the volume formula for each rectangular prism  (V = L x w x h), and then adding up each separate volume for a total volume!

This irregular shape can be divided into three separate rectangular prism’s, requiring the volume formula to be used three times. Drew it ourselves, and color-coded it so we could see the three separate prisms.   


Bottom rectangular prism:

V = L x w x h
= 1 x 3 x 4

= 12 Centimeters cubed

Left rectangular prism:
V = L x w x h

= 2 x 1 x 4

= 8 Centimeters cubed

Right rectangular prism:

V = L x w x h

= 2 x 1 x 4

= 8 Centimeters cubed

TOTAL VOLUME (irregular shape)

= 12 + 8 + 8

= 28 Centimeters cubed

Then, Ben suggested that we could combine the two congruent rectangular prism’s โ€“ the one from the left side and the one from the right side โ€“ to make one large prism that only requires the formula to be used a second time.
Grade 6

We tackled a challenging problem. For any grade 6 students who are reviewing the blog as they are recommended to do ๐Ÿ™‚ , I am happy to report that I made a mistake! The height of the triangular face should be 4 cm. That will make a lot of people happy! We are practicing our measurement scales in this problem, as well as our algebra skills




DAY 162 – Tues., May 26/2015 – Volume (Gr5 – Rectangular Prism; Gr6 – Triangular Prism)


Students in both grades worked at one point today on their “Stargirl”  epilogue — an alternate epilogue written from the point of view of Stargirl instead of the point of view of Leo, written by Jerry Spinelli in the book.   


Grade 5 – we took up our work from yesterday where we found the volume of a rectangular prism. For one strategy, we can simply use the volume formula. For another strategy we can count the number of cubes in the front layer, and multiply it by how far back the president goes. 


For the irregular shapes, we can simply count the cubes by ones. 

 Or….we can split the irregular shape into separate rectangular prisms. Then, if we calculate the volume of each separate prism, then we can add up all the different volumes. 

For example, in 2 a) (above picture), we can split it into 3 rectangular prisms: one on the bottom, one in the middle and one single cube on top


Grade 6  – We took up our work from yesterday where we found the volume of a triangular prism. Questions will generally fall into the following three categories:


We explored how we could show level for thinking โ€“ which generally speaking, would be showing our understanding in another way. 


We began by learning a new graphic organizer, that can be used to dig deeply into a concept or word. It is called the “Frayer Model”. We chose the topic of Cystic Fibrosis as an example concept to use the Frayer Model with. Raising money for CF is Rousseau School’s “pay it forward” fundraiser for the month of May.

Grade 5 – We enjoyed a fun “Jeopardy Game” presentation from the group that presented information about solar energy.    
Grade 6  
We read an article about Current Electricity, and used the Frayer Model graphic organizer to help us understand the concept…more tomorrow on how we did! ๐Ÿ™‚

DAY 161 – Mon., May 25/2015 – Writing/Point of View, Volume of a Prism (Rectangular Prism – Grade5; Triangular Prism – Grade 6)


Grade 6 – Writing

This is our second day of working on our alternate epilogue for the book “Stargirl”. The original epilogue is written โ€“– just like the rest of the book โ€“– from the point of view of Leo. Our assignment is to write a new epilogue, from the point of view of Stargirl herself!     

Grade 5 Math – 3D Geometry & Measurement  

Grade 5 students creating rectangular prism’s and making strategies for calculating how many centimeter cubes are used in each prism. We also created a regular shapes and calculated how many centimeter cubes were in each of those periods for both, the final number of cubes is the volume in cubic centimeters       

We worked on practice questions from the textbook (#1, #2, #5) 

   We will share strategies and solutions for questions number two and five tomorrow ๐Ÿ™‚

Grade 6 โ€“ Volume of a Triangular Prism, Algebra 

We threw on our knowledge from terminal one, where we learned that the area of a triangle is half the area of a rectangle with the same base and height. 

Isabel’s solution: 


Matthew suggested we multiply what we could in the equation, i.e. 4 x 2 = 8

After that, we could use guess and  test to find out what number multiplied by 8 will give us 24. Answer is 3! ๐Ÿ™‚  

Algebra, cont’d

We can also use a more advanced algebra strategy: use the inverse operation by  turning a  multiplication statement to a division statement.

24 = 8 x w


24รท8 = w……because 24 is the product and 8 and w are the factors.



What we learned about Cystic Fibrosis

We attended an assembly last Friday where we learned about cystic fibrosis. All Rousseau families are encouraged to consider donating to classrooms at Rousseau for Cystic Fibrosis research so a cure can be found.

We learned that it’s really hard to breath. We did this experiment where we had to run and then pinch on our nose and try to breathe only through a straw & our mouth. – Caleb

  • It felt scary,  as if I was drowning โ€“ Carson
  • It was difficult to breathe, like when it’s really cold out and it’s hard to draw in a breath โ€“ Noah
  • I found it was very difficult, and afterwards people said that my face looked really red โ€“ Ava

The problem is that their mucus is not very liquidy. People with cystic fibrosis have mucus that is really thick โ€“ Greg

  • The mucus doesn’t really leave the lungs, so when they get a cold the germs really stay in there and they get very sick โ€“ Brady
  • People with cystic fibrosis produce more salt in their mucous โ€“ Jude
  • They have therapy each day that vibrates the lungs to help loosen the mucus โ€“ Noah

People with CF have a difficult time maintaining a healthy body weight. The digestive system has a hard time getting vitamins and nutrients out of their food โ€“ Dea

  • They have to take medication to help all this: to deal with all that mucus, to get nutrients in your body and be able to do things without being so tired. โ€“ Brady