DAY 68 – Dec. 14, 2016 – Canadian Communities, Division

LITERACY – Reading Comprehension (Determining Importance)

LITERACY/Social Studies – Canadian Communities: Past & Present

 

Spotlight on ABORIGINAL PEOPLE
(specifically   “Plains Indians” or Siksika Tribe)

 

 

 

 

 

 

 

 

 

 

 

 

 

Spotlight on JEWISH IMMIGRANTS
(in the 1800’s)

 

MATH – Division

  

We need to QUICKLY find out different options for   45   times a number…..using math that we can do easily in our head.

 

Then we applied some of the options…..starting with 45 x 20 = 900

THEN WE CONTINUE IN THAT WAY……finding a number to multiply by 45…writing the product….subtracting the product from the dividend to see how much closer we are getting to finding a number that we can multiply by 45 to get closer to the product 2340



 
  

 

STUDENT GROUP PRACTICE:

EXIT CARDS – formative assessment (“How are we doing????”)

AGENDAS:  (same items as yesterday)

  1. read 20 min. – 5 out loud
  2. GIFT DRIVE — gifts for teens, due by Friday
  3. 6F secret gift giving — bring your gifts on Monday 🙂
  4. review our learning (READ BLOG

From Home & School

DAY 58 – Nov. 29, 2016 – Comprehensions Strategies, Canadian Communities, Media, Multiplication

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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)

 

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)

  1. Getting Started

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2. Working On It

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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)

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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.

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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.

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Another visual strategy is to arrange the partial products into an array.

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FOR HOMEWORK, everyone was given a Mental Math practice activity.

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Day 79 – Mon., Jan. 25, 2016 – Speech fact organization, Canadian Communities (S.S.)

LITERACY

Our non-competitive speech writers spent their time either engaging in Independent Reading, or having a quick speech preparation conference with Ms Fawcett to share the Point Form Fact List they prepared at home (with reading comprehension help from an adult at home). Any Point Form Fact Lists brought to school in sentence format will be converted into words & phrases by Ms Fawcett. It is essential that students craft their sentences at school since this is a summative writing assignment. Tomorrow, we will begin organizing the information into subtopics & supporting details.

Our competitive speech writers have begun to write their independently created fact lists into sentences/paragraphs according to the organization completed last week. They worked in a quiet area with our Instructional Coach, Mrs. Baturin.

 

PHYS ED & FRENCH

Students are welcome to tell us in the comments below what they learned today in PhysEd and French today 🙂

 

SOCIAL STUDIES

Last week, we read individually all of Chapter 2 of our text, Canadian Communities, Past & Present. Today, we continue exploring all the reasons why people may have immigrated to Canada since the French and English first arrived (circa 1494) and made the first European settlements in this land of Aboroginal people. Where possible, we are connecting to the experiences of our own ancestors (and ourselves, if we are first generation Canadians), as well as connecting to our reading in the text. We are also continuing to be mindful of the fact that Aboriginal (First Nations & Inuit) communities continued beyond 1494, as they had done for the previous 25 000 – 35 000 years.

 

REASONS TO IMMIGRATE TO CANADA — History of European, African, South East Asian People in Canada

(with a focus on history between 1800’s – 1950)

  • they needed a country with resources (e.g. food)
    • e.g. Potato Famine of Ireland, 1849-1851 caused starvation in Ireland; people left for countries with food
  • they needed land to build and farm on
  • orphaned & abandoned children needed families who would adopt them
    • e.g. 100 000 British orphans & abandoned children who came between 1849 – 1949 and were adopted by families here
  • adults needed jobs
    • e.g. Chinese citizens who came in the 1800s to work on the Canadian Pacific Railway
  • adults & children needed freedom
    • e.g. people escaping from their home countries where they did not have the freedom to practice their religion or the freedom to vote in a democracy or the freedom to have an education or get a job)
    • e.g. people escaping slavery in the United States (Underground Railway — which was not underground, and not a railway — a secret route from places in the U.S. to Canada, with the help of people to hide them
  • adults & children needed a new start
    • e.g. 1775-1783 thousands of people in the U.S. who were slaves agreed to fight on the side of Britain in the American War of Independence (the U.S. was ruled by Britain, but people wanted the U.S. to be free of Britain). In return for fighting for Britain, Britain gave these people freedom — they were called “Black Loyalists” (= loyal to Britain). Many came to Canada for a fresh start (especially to Nova Scotia)

Can you think of any other reasons to be added to our list?

Do you know if people still immigrate to Canada these days for similar reasons?

 

 

Day 78 – Fri., Jan. 22, 2016 – Division, Writing Speeches, Research, Social Studies – Canadian Communities

LITERACY

Competitive Speeches – independent research 
  

Social Studies – Canadian Communities, Past & Present
  


BREAK 1 –  Basketball tryouts  

VISUAL ART with Mr. O  
DPA
  

 

MATH 


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