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Hi Parents,
I hope you all enjoyed your weekend! Here is what is going on in our classroom this week:
Here are the math standards for this unit: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose 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.4 For 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.5 Fluently add and subtract within 5. We will also continue to work on sorting, counting, and ordering groups. This can take the year to master. Here is a website to practice. http://www.abcya.com/counting_sorting_comparing.htm It is also important to practice with actual objects as well. \Please continue to review counting to 100 by 1’s and 10’s every night or skip counting. Please also have students continue to focus on writing numbers 1-20, especially teen numbers that begin with a 1. Students who have mastered this can skip count and write those numbers. You can do this with chalk outside, write it in shaving cream, etc. To practice sorting, use different items from around the house to sort like coins, utensils, art supplies, etc. To review 2d and 3d shapes, continue going on shape hunts around your house and the community. It is important to continue reviewing previously taught concepts.
a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) We will continue our 5th IB unit: Sharing the Planet This unit is an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and relationships within and between them; access to equal opportunities; peace and conflict resolution. -The learner profile we will focus on this unit is reflective and the attitudes are appreciation, respect, and commitment. Discuss with your child how they can display these learner profiles and attitudes and why it’s important to display these. -The central idea/or big idea of this unit is: People have a responsibility to share and conserve resources in order to help all living things thrive. These are the topics we will delve into:
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Hi Parents,
I hope you all enjoyed your weekend! Here is what is going on in our classroom this week:
Here are the math standards for this unit: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose 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.4 For 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.5 Fluently add and subtract within 5. We will also continue to work on sorting, counting, and ordering groups. This can take the year to master. Here is a website to practice. http://www.abcya.com/counting_sorting_comparing.htm It is also important to practice with actual objects as well. \Please continue to review counting to 100 by 1’s and 10’s every night or skip counting. Please also have students continue to focus on writing numbers 1-20, especially teen numbers that begin with a 1. Students who have mastered this can skip count and write those numbers. You can do this with chalk outside, write it in shaving cream, etc. To practice sorting, use different items from around the house to sort like coins, utensils, art supplies, etc. To review 2d and 3d shapes, continue going on shape hunts around your house and the community. It is important to continue reviewing previously taught concepts.
a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) We will continue our 5th IB unit: Sharing the Planet This unit is an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and relationships within and between them; access to equal opportunities; peace and conflict resolution. -The learner profile we will focus on this unit is reflective and the attitudes are appreciation, respect, and commitment. Discuss with your child how they can display these learner profiles and attitudes and why it’s important to display these. -The central idea/or big idea of this unit is: People have a responsibility to share and conserve resources in order to help all living things thrive. These are the topics we will delve into:
Hi Parents,
I hope you all enjoyed your long weekend! Here is what is going on in our classroom this week:
Here are the math standards for this unit: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose 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.4 For 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.5 Fluently add and subtract within 5. We will also continue to work on sorting, counting, and ordering groups. This can take the year to master. Here is a website to practice. http://www.abcya.com/counting_sorting_comparing.htm It is also important to practice with actual objects as well. \Please continue to review counting to 100 by 1’s and 10’s every night or skip counting. Please also have students continue to focus on writing numbers 1-20, especially teen numbers that begin with a 1. Students who have mastered this can skip count and write those numbers. You can do this with chalk outside, write it in shaving cream, etc. To practice sorting, use different items from around the house to sort like coins, utensils, art supplies, etc. To review 2d and 3d shapes, continue going on shape hunts around your house and the community. It is important to continue reviewing previously taught concepts.
a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) We will continue our 5th IB unit: Sharing the Planet This unit is an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and relationships within and between them; access to equal opportunities; peace and conflict resolution. -The learner profile we will focus on this unit is reflective and the attitudes are appreciation, respect, and commitment. Discuss with your child how they can display these learner profiles and attitudes and why it’s important to display these. -The central idea/or big idea of this unit is: People have a responsibility to share and conserve resources in order to help all living things thrive. These are the topics we will delve into:
It's Game On!Get in the March Madness spirit and join us for our annual HFE Parent Party! Come celebrate with Limitless Libations and Brewery Fare, Live Auction, Basketball Themed Contests plus Live Music and Priceless Teacher's Treasures. The basketball games will be shown on the big screen as well as several other TVs, so come ready to cheer on your favorite team!
Saturday, March 25th, 2017 7:30 pm - 11:00 pm 5 Seasons Brewery The Prado 5600 Roswell Road Tickets are $65 per person through March 19th and $75 per person thereafter. There will be no walk up sales this year, so please plan ahead! Purchase tickets today!
Thank you for your support! Meredith Camp and Kelly Stephens Hi Parents,
I hope you all enjoyed your weekend! Here is what is going on in our classroom this week:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MGSEK.OA.3 Decompose 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.4 For 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.5 Fluently add and subtract within 5. We will also continue to work on sorting, counting, and ordering groups. This can take the year to master. Here is a website to practice. http://www.abcya.com/counting_sorting_comparing.htm It is also important to practice with actual objects as well. \Please continue to review counting to 100 by 1’s and 10’s every night or skip counting. Please also have students continue to focus on writing numbers 1-20, especially teen numbers that begin with a 1. Students who have mastered this can skip count and write those numbers. You can do this with chalk outside, write it in shaving cream, etc. To practice sorting, use different items from around the house to sort like coins, utensils, art supplies, etc. To review 2d and 3d shapes, continue going on shape hunts around your house and the community. It is important to continue reviewing previously taught concepts.
a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) We will continue our 5th IB unit: Sharing the Planet This unit is an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and relationships within and between them; access to equal opportunities; peace and conflict resolution. -The learner profile we will focus on this unit is reflective and the attitudes are appreciation, respect, and commitment. Discuss with your child how they can display these learner profiles and attitudes and why it’s important to display these. -The central idea/or big idea of this unit is: People have a responsibility to share and conserve resources in order to help all living things thrive. These are the topics we will delve into:
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May 2021
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