LITERACY/SOCIAL STUDIES (Canadian Communities, Past & Present)
We continued showing what we have learned about communities in Canada: First Nations groups (whose way of life was changed by Europeans) and groups that immigrated into Canada (who needed to adapt to a life in new country)
Learning about Chinese Canadians who worked on the Canadian Pacific Railway
Learning about immigrants from Ireland during the potato famine
Learning about the changing lives of First Nations people
Learning about Jewish immigrants in the 1880’s
Learning about the changing lives of First Nations people in Canada
MATH – Multiplication/3 Part Lesson Plan
Grade 6 Multiplication Learning Goal – use a variety of mental strategies to solve… multiplication problems involving whole numbers (e.g., use the commutative property: 4 x 16 x 5 = 4 x 5 x 16, which gives 20 x 16 = 320; use the distributive property: 110 x 15 = (110 x 10) + (110 x 5), which gives 1100 + 550 = 1650)
3 PART LESSON PLAN
(Getting Started ~~ Working on It ~~ Considation/Practice)
- Getting Started
2. Working On It
3. Consolidaton (Practice tomorrow)
We shared our group work with the whole class. Ms Fawcett facilitated by asking leading questions and identifying names of strategies.
- standard algorithm
- expanded form & partial products (in a list)
- expanded form & partial products (in an array)
Laiken introduced us to the idea of breaking 4 930 into smaller parts. By doing so, she is finding the product in smaller “chunks”….finding separate products and then adding them up.
Laiken’s strategy requires dividing the number 4 930 into expanded form (previous learning from September)
We can break the 48 into 40 + 8 so that we can avoid the standard algorithm altogether and use mental math.
Another visual strategy is to arrange the partial products into an array.
FOR HOMEWORK, everyone was given a Mental Math practice activity.
LITERACY – Comprehension Strategy: Determining Importance
HEALTH/LEARNING SKILLS – Mindfulness
Take a moment to calm
tell yourself to not act until you’re calm (conscious thought)
you have to have time to get a message to your ore-frontal cortex in order to make a mindful decision
Just reacting without conscious thought
We connected this learning to an earlier discussion during our weekly “Brag & Drag” where we discussed the appropriateness of violence in sport (Great connection, Lucas!)
Sorting Activity – Mindful or Unmindful?
The swim team left midday — so after DPA, we had break and then Math. We’re starting multiplication tomorrow ~~ and didn’t want to start without 1/3rd if the class. We worked on general math skills by playing g math-based games. Thank you, Mr. Obermeyer, for lending us some games!
LITERACY – Media Literacy
Last day for student council to complete their posters! Posters go up tomorrow!
One group worked on building up knowledge of the three parts of culture:
recreation & hobbies (sport, music, art, hobbies)
spiritual needs/religion/other belief system
love & caring (give and receive)
sense of belonging
laws & rules
We tried various strategies on whiteboards to compare large numbers using place value and expanded form.