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Hi Parents!
I hope you all have a wonderful spring break. Here is what’s going on when we return on the 12th:
In math, we will continue with our addition and subtraction unit. We will continue with subtraction. We will review what we learned about subtraction before break: the bigger number always goes first, the answer to a subtraction problem is called the difference, and we can use the addition strategies we learned with subtraction. I also gave students a way to help us figure out how many groups we should have when we are adding: I told them that there are two lines that make up a + sign and 1 line that makes up a – sign. The two lines in the plus sign remind us that we have 2 groups that we add together. The minus sign in subtraction reminds us that we have one group and we take away from it. We will then move into subtraction word problems and learn about subtraction key words. When students return to school they will get to continue practice subtraction playing subtraction go fish and subtraction connect 4. Even though we are working on subtraction, please make sure students are still reviewing addition key words and solving addition word problems and number sentences using the strategies we have learned. Students also need to be able to find all the number combinations that makes any number 10 or less. Students can also review subtraction word problems, number sentences, and key words. . Here are the standards for our unit: MGSEK.CC.1Count to 100 by ones and by tens. MGSEK.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.5Fluently add and subtract within 5. MGSEK.OA.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.MD.4Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.NBT.7Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Accelerated students will work on even and odd. A number is even if it ends in 0,2,4,6, and 8. A number is odd if it ends in 1,3,5,7,9. An even number’s set of objects will always have a partner while an odd set of objects won’t have a partner. We will always be looking in the ones place to see what the number ends in to help us determine if it is odd or even. Please make sure students practice counting by 1’s and 10’s to 100 every night if needed. For students who have mastered this standard, you can practice counting by 1’s to 200 and/or skip counting by 2’s, 3’s, 4’s, 5’s, etc. In ELA, we will continue with our Lucy Calkins reading and writing units of study. In reading, students will explore the idea that reading is a lot like pretending; avid readers act out a story in their minds each time they read. As they read, they’ll especially focus on picturing what’s happening on each page. They might even use gestures to physically act out some parts of their books. The kids will continue to read their books and focus on reading extra carefully so that they can act out in more precise ways. They’ll do this by thinking about how the characters feel and what’s really happening in each part of the story. Towards the end of the week, students will be reading nonfiction books independently. As they read, they'll especially focus on reacting to information and then asking questions about what they are learning. In phonics, we will review the sounds that y makes and igh. For read aloud, we will read, “An Egg is Quiet” and connect this back to our last science unit on animals and habitats. In writing, we will continue our persuasive/opinion unit to make the world a better place. We have been thinking of problems we are seeing in our school (not picking up trash, running in the hall, talking in line, etc.) and in the community (littering, cutting down trees, etc.) and writing to solve these problems. We have been discussing who we should write these for and how we can get the word out like hanging up signs and putting our books in the library. Please see anchor charts below. In social studies, we will begin our unit on goods and services. We will discuss that goods are things people can hold and use while services are something provided by others. We will also review coins and how much each is worth because coins and money are used to purchase goods and service. We will also begin the discussion that we have to make choices since we can’t have everything we want. As always, please let me know if you have any questions! Alexis
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May 2021
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