March 24-28, 2014

Reading: Humour Fiction, preparation for Literature circle (jobs: Summarizer, Discussion Master/Questioner, Word Wizard)
Writing: Narrative Writing - Showing-Not-Telling (describing details for the reader) - scenes, emotions, dialogue
Math: Patterning - Unit Launch, Number Patterns & Rules
Science (Ms. Halliwell): States of Matter
Social Studies: Government & Citizenship - elections (procedures, rules, TPPS-Land election, debrief)
French (Ms. Bordonaro): animals, adjectives, prepositions
Music/Drama (Ms. Craigg): Rhythm
Visual Art: 3D Solids Mobiles - nets, symmetry
Phys. Ed (Ms. Minutillo): Soccer Skills

March 17-21, 2014

Reading: Historical Fiction - Making Inferences, guided reading; Introduction to Humour
Writing: Narrative Writing - plot (planning using Plot Mountain), Showing-Not-Telling (describing details for the reader)
Math: Multiplication & Division: Problem solving, Unit Review, Test on Friday
Science (Ms. Halliwell): Forces in Nature
Social Studies: Government & Citizenship - elections (campaigns, election )
French (Ms. Bordonaro): TBA
Music/Drama (Ms. Craigg): TBA
Visual Art: TBA
Phys. Ed (Ms. Minutillo): TBA

Division

Over the past 2 weeks, we have been working on different strategies to divide. We have worked on the following ways to divide a 3 digit number by 1 digit (e.g., 567 divided by 9):

1) using manipulatives (e.g., counters, base-ten blocks)

2) drawing diagrams

3) split and divide

4) repeated subtraction

5) open array

6) chunking/long array division

7) long division (traditional algorithm)

Here are pictures of our strategies anchor chart:

 The list of strategies is in order of increasing efficiency (e.g., #7 takes less time and energy than #4). The goal is to move students down the list so that they can be as efficient as possible when solving division, balanced with where they are in their number sense development. I have told students that they should try to use #7, but if they can’t, I’d rather them use #4 and get an accurate answer.

Many students want to use Long Division, but have difficulty because they do not have their multiplication/division facts memorized. In order to do long division, students NEED TO be able to mentally divide (e.g., 58÷8=7R2), as it is a key step to long division.

With the March Break coming up, school board policy dictates that we don’t assign formal homework. However, I highly encourage students to spend 10-15 minutes a day reviewing their multiplication/division facts, if they don’t have them memorized. Here are a few online games that your child can use to help them practice their basic facts:

http://www.multiplication.com/games

After the break, we will spend several days working on word problems, reviewing the unit, and ending the week with a unit test. As usual, I’ll be running the extra math help session on Tuesday after-school, with a focus on chunking and long division.

I hope you and your family with a have a safe and fun March Break!

March 3-6, 2013

Reading: Historical Fiction - Making Inferences, guided reading
Writing: Narrative Writing - believable characters
Math: Division strategies - arrays, chunking, long division
Science (Ms. Halliwell): Forces in Nature
Social Studies: Government & Citizenship - elections (parties, ridings, campaigns)
French (Ms. Bordonaro): TBA
Music/Drama (Ms. Craigg): TBA
Visual Art: N/A
Phys. Ed (Ms. Minutillo): TBA

5C & 5G - Anchor Chart

A copy of the "Levels of Government" handout is now available under the Anchor Chart page.  Click here to go to the Anchor Chart page, then scroll down to "Social Studies".  It's the last picture in that section.  5C, you will have your quiz on Monday and 5G, you will have yours on Tuesday.