Day 66 & 67 – Jan. 6 & 7, 2016 – Multiplication, Health (emotions), Read Aloud

MATH – Jan. 6

Students shared Tuesday evening’s homework: a 3-digit x 2-digit multiplication question, with the instruction to solve the question using the three strategies we learned in Grade 5 (and worked on before the December holiday). Here some students are showing the 3 strategies

  • standard algorithm
  • decomposition in an array
  • decomposition by multiplying with expanded form

This student also labelled her strategies using subtitles for organization to increase the effectiveness of her communication.

math 5

This student used colour coding to keep track of what digits were being used to multiply (first multiply the 7 by 5, 2, and 3….then multiply 4 by 5, 2, and 3).

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Students conferenced with their table-mates to compare their strategies & answers.math 1 math 2 math 3


MATH – Jan. 7

Many students struggle with organization of place value columns when working on a blank paper. Today, we used grid paper for organization and focused on the decomposition/expanded form strategy for multiplication. We started by only working on the organization, without finding the multiplication answers. This is a very important step to perfect! Many students prefer this strategy to the standard algorithm (which is basically the same — but does not make obvious the values of the digits, leading to potential mix-ups).

Some students worked better on a larger grid.

math 7 math 8

We then tried imagining the grid and working on questions on blank paper. Students used a ruler to draw vertical lines for columns where necessary — everyone is different and is in charge of their own strategies. 🙂

math 6

LITERACY – Read Aloud

We returned to our read aloud, Fish! We were able to use our newly developed schema for describing the interplay of emotions people experience.

In the book, Tiger has a shut-down of her emotions after being separated from her parents & the guide. Students made text-to-text connections to the book we are reading, as well as to the movie “Inside Out”. This new vocabulary & schema are allowing students to make deeper inferences about the characters in our book.

  • Tiger saw bad things happen which I don’t think Tiger liked seeing – Noah
  • It’s like sadness and fear are both holding onto the controls of Tigers brain – Kaeira and Owen S
  • Tiger might be having a mixed emotion of happy and sad – Blake
  • It’s like tigers emotions don’t know what to do – and without the emotions it’s like a state of shock – Ben
  • It’s like all of her emotions are fighting over being in control, so she doesn’t know what to feel or what to do – Katherine
  • It’s like in the movie inside out when Joy got lost – Owen S
  • I imagine that all of Tiger’s emotions are fighting over the control center and maybe the control board glitched out with a power surge created by too much emotion, and so she’s not feeling any emotions. Then tiger kind of shutdown – Carson
  • It’s like earlier in the book when tiger talked about the refugee children in the village who had seen people die – they didn’t talk. They would just stare – GregTiger’s father had a flurry of emotions, too, and students used their inferring skills to try to figure out why he cried.I think the dad is crying because he’s just so happy they’re together again – Callie

    I think it’s like the time when Tigers mom was holding the pull-up to keep their hut from collapsing. Tiger’s dad wants to be the person to solve everything and not feel useless – Connor C

    It’s like earlier when Tigers dad was talking and acting like he was responsible for everyone else’s safety – Dea

    I think the dad feels apologetic that he has led them into this mess – Brady



We worked towards finishing our “Control Centres”, based on the Pixar/Disney movie, “Inside Out”. Students have developed some excellent vocabulary to describe the interplay of emotions that people experience.

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June 3, 2014 – Reading Comprehension, Telling Time, Art

LITERACY – Reading Comprehension


Today we are “showing our stuff” with our ability to draw conclusions about the texts we read. Following our viewing if the ballet documentary “First Position”, I’m excited to notice whether students will draw a connection between the documentary and today’s text about famous Hamilton ballet dancer, Frank Augustyn.

Highlighting evidence from the text for their answers



Beginning to answer the question by using words and phrases from the question.


Making sure to use evidence from the text to support his answer


Students on devices can refer to the Anchor Chart with Success Criteria for open response questions on our class blog.




We looked for patterns on the “clock”








We can say the pattern in a different way. Started zero and increase by five each time: five, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60

Another way of saying it is to take the inside number and multiply by five and you will get the outside number 1×5 is 52×5 is 10 3×5 is 15 and so on….

We notice that minutes (green) are grouped into groups of five
We noticed that hours are grouped into two groups of 12:
– 12:00 a.m. to 11:59 a.m.
– 12:00 p.m. to 11:59 p.m.
The second group/circle of 12 hours is layered on top of the first set of 12 hours


A riot of colour awaits you t this year’s auction!


Google India – Nov. 20, 2013

Today we watched a video created by Google. The video tells a story where Google is very helpful…..and so much more! The characters do notspeak English in the video and we so we had to use our inferring skills to decide what we thought the video was about (we had to turn of the “closed captioning”on this YouTube video). It was interesting for us to learn about different parts of the world. It doesn’t matter where we live in the world — we all have the same hopes, dreams, and connection to the people we love. Below, in the comments section, please read the student inferences (told either as a direct response or as a narrative). We used clues to infer the meaning of this oral text, such as:

  • keywords that the characters Googled
  • facial expressions
  • background knowledge
  • events in the “story”

[When you watch the video, be sure to pause it right away and “click”off on the “CC” (closed captioning) icon to turn off the English subtitles 🙂 ]

What do you think the story is about?


Tuesday, Feb. 26, 2013 – Math, Literacy, Social Studies, Drama

by Lauren & Ella


First today we had art. In art we worked on tesselations. Basically you cut out a basic shape and cut out a different shaped piece but way smaller. Then you had to tessellate it on a blank piece of paper. Everyone did a great job!!!!

[EDITOR: See this link for basic information about tessellations — they are quite mathematical — and this link for images of tessellations.  Students learn about the patterning aspect of tessellations in Grade 7.  Looking forward to seeing the final products that students have been creating in Mr. Obermeyer’s Art class!)



Today in literacy we worked on our point of view wheels: based on the Social Studies texts, “When We Built the Trojan Horse” for gr.5 and for gr.6 “Ashooging and Bjarni”. When we were done we would find a partner and make a interview with them. But you weren’t being interviewed as your self you were one of the characters in your story! Later we will film the interviews, upload them and present them to the class! [EDITOR: Curriculum expectations addressed as part of our “Point of View” TLCP: Reading, Writing, Media, Social Studies and Drama]

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Next we did math. Grade 5’s corrected their home work questions on the SMARTboard. [EDITOR: We looked at student examples for question 5 — thank you Thomas, Jack and Spencer for sharing such great strategies! We worked on showing all our thinking, and adding additional strategies to bump up our Level 3+ answer to Level 4. For homework and in class tomorrow, students will work on bumping up their answers]

Feb26 2013 Grade 5 math - fractions, mixed numbers_1

Feb26 2013 Grade 5 math - fractions, mixed numbers_2

Feb26 2013 Grade 5 math - fractions, mixed numbers_3

Feb26 2013 Grade 5 math - fractions, mixed numbers_4


GR.6 did the same but did it with the over head projector  [EDITOR: Thank you to Holly, Katelynn and Madeline showing leadership in this regard]. Tonight we will all bump our work up to a level 4.




In the lab we worked on the social studies story that we have been using for point of view, but we worked on question on it. [EDITOR: Students answered an Open Response question, using their Google Docs so files can be shared with me online].

Gr. 5’s question about “How We Built the Trojan Horse” was: How would the story change if you swithched around the point of view to the trojans. Use information from the text and your own ideas.

Gr. 6’s question about “Ashooging and Bjarni” was: What did Ashooging give Bjarni a “gift”? Use information from the text and your own ideas.

[EDITOR: These reading responses will be shared and “moderated”, along with other classes’ work  on Thursday. Junior and Primary teachers will be gathering in their divisions to look at Open Response and some Writing samples as part of ongoing school planning. The activity is based on our current class TLCP that looks at Point of View as well as Reading for Meaning, which are curriculum expectations.]

Back in the class, we wrote Agendas and then went out for DPA! We played kick baseball in the slushy snow and everyone had a good laugh and worked extra hard to move quickly and kick the ball in the wind and slush. Great day!