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)
read 20 min. – 5 out loud
GIFT DRIVE — gifts for teens, due by Friday
6F secret gift giving — bring your gifts on Monday 🙂
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)
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.
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.
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 🙂
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?