We began the day with independent reading.
Canadian Communities, Past & Present
We switched to social studies, and worked as a whole group to comprehend texts about communities that made Canada what it is, through early immigration (starting in the 1700s). We reviewed the infographic from Friday and focused on the various text boxes, which we read to ourselves.
Next, we used the timeline in the text to infer the importance of the pictures of artifacts appeared along the timeline. We inferred what the artifacts said taught us about the immigrants and how they changed Canada.
Artifacts are likely in a museum now – and because they were used by an belong to people from a long time ago, they are called primary sources of information.
The textbook itself only has pictures of the artifacts – so the text book is called a secondary source of information.
Students – feel free to comment below on your assessment from PhysEd, and your assessment in French.
MATH (Division – standard algorithm)
We compared answers with peers from her homework from Friday – page 74, #1 a,b,C, d, e, f.
We worked on checking our answers:
quotient x divisor + remainder = dividend
If our answer is not the dividend, we go back step-by-step and check our multiplication and subtraction.
It is essential that students follow the model – and list the multiples of the divisor at the bottom of their page.
LITERACY – Speeches/Oral Communication
** All students will again write and deliver a speech in class this year, for a mark in Writing and a mark in Oral Communication. **
We have just received some very new (just this year!) updated information regarding Speeches from HWDSB. It is very important that students are prepared to tell me tomorrow if their speech will be part of the classroom/school competition. The competition aspect is optional.
“Canadian Communities, Past & Present”
We shared and discussed our personal heritage (history of our ancestors – “ancestry”) with out table groups. Many students had already learned new information about their ancestors through the writing of their Remembrance Day biographies.
We presented what we know about our individual family histories. We emphasized that unless we have First Nations or “Indigenous” ancestors, Canada is not “where we are from”. It is fascinating to see how many different countries our families came from!
For homework, students will try to obtain more facts, and will talk to their parents about this interesting question:
Why did our family immigrate to Canada?
MATH – Division
We reviewed our individual work with Partial Quotients for division. Here are the steps we received for our notebooks/binders yesterday:
Today’s focus was to work on making our Partial Quotients answers more efficient. We do this by putting lots of work into our “brainstorming”. Today, we learned that connected math facts that we can generate easily using mental math strategies are called strings of connected facts………and the strategy (listing the connected facts from one to the next) is called simply, “Strings”.
16 x 10 = 160
16 x 100 = 1600
16 x 200 = 3200 (because if we double 100, we can double the product 1600)
16 x 10 = 160
16 x 20 = 320
We then attempted a final question using Partial Quotients, and trying to find the quotient is as few steps as possible (few Partial Quotients)
MATH – Fractions
Grade 5 students…
…started working on a review of fractions from grade 4. Working in partners is a great way to share our expertise!
Grade 6 students….
…..reviewed fractions as well, by reviewing anchor charts from last year’s grade 5 blog posts.
We used a simple provocation as a “launching pad” to explore proper fractions, improper fractions, mixed numbers, and decimals.
“If a fraction has a numerator which is smaller than the denominator, is the fraction greater than, less than, or equal to the whole?”
We began learning the song for the annual Music Monday celebration!
This year’s celebration of music education will take place at Rousseau on Monday, May 4th in the Gymnasium. It is an initiative of the Coalition for Music Education. Classes will perform music that they have learned during Music class or Choirs (Primary Choir & Junior Choir) with Mrs. Stinson (West Wing) and Ms Fawcett (East Wing). You can read more about Music Monday here. This year’s song is called “We Are One”, and is written by 16 year old Connor Ross — he won a contest to have his song featured in this year’s Music Monday celebrations across Canada!
The Coalition for Music Education describes the singing of a common song as follows:
“In a song that captures Canada’s cultural mosaic, We Are One illuminates the purpose of this annual artistic celebration; providing an anthem that is sure to inspire Canadians of all ages to unite in recognition and celebration of the vital role music plays in our culture, our communities and in our schools.”
We had a great time with our younger buddies today! In Mr. Lee’s class, grade 6 students taught their younger buddies to sign into their Google docs accounts! Class 5/6 is full of technology experts who love to see smiling learners, and 1L is full of students eager to learn new technology! Win, win! 🙂
In Mrs. Knight’s 1/2 Class, we explores the first seven letters of the alphabet……….and ALL THE WORDS that can be made!! Amazing!! Who knew there were so many words????