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.
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).
Students conferenced with their table-mates to compare their strategies & answers.
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.
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. 🙂
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.