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Hi Parents,
I hope you all had a wonderful weekend! This is what is going on in class this week:
This is the link for the alphabet- https://www.youtube.com/watch?v=85f0dS003jI&index=4&list=RD_LYy3P2okyw
Students will also be creating addition and subtraction word problems using money and also work on an exemplar. They will be giving a certain amount of money to spend and have to choose which items they can buy. 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.
SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. SSKE3 The student will explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency). SSKE4 The student will explain that people must make choices because they cannot have everything they want. We will continue our 6th IB unit: How We Organize Ourselves -This unit is an inquiry into an exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us. -The learner profiles we will focus on this unit are principled and balanced. The attitudes are independence and confidence. 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: Mindful choices can lead to responsible citizens. These are the topics we will delve into: *Choices impact others (causation) *Seeking and considering other's perspectives (perspective) *Identify and assuming responsibility and taking positive action (responsibility) Continue to check out the class Weebly, as it is updated often! www.Frankkindergarten.weebly.com As always, please let me know if you have any questions! Ms. Frank
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Hi Parents,
I hope you all had a wonderful weekend! This is what is going on in class this week:
This is the link for the alphabet- https://www.youtube.com/watch?v=85f0dS003jI&index=4&list=RD_LYy3P2okyw
Remember at home, you can focus on addition key words: altogether, sum, in all, total, combined, etc., work on all the ways to make 10 ,find sums and work on finding missing addends. Here are the addition strategies: 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.
SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. SSKE3 The student will explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency). SSKE4 The student will explain that people must make choices because they cannot have everything they want. We will begin our 6th IB unit: How We Organize Ourselves -This unit is an inquiry into an exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us. -The learner profiles we will focus on this unit are principled and balanced. The attitudes are independence and confidence. 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: Mindful choices can lead to responsible citizens. These are the topics we will delve into: *Choices impact others (causation) *Seeking and considering other's perspectives (perspective) *Identify and assuming responsibility and taking positive action (responsibility) Continue to check out the class Weebly, as it is updated often! www.Frankkindergarten.weebly.com As always, please let me know if you have any questions! Ms. Frank Hi Parents,
I hope you all had a wonderful spring break! This is what is going on in our class this week:
This is the link for the alphabet- https://www.youtube.com/watch?v=85f0dS003jI&index=4&list=RD_LYy3P2okyw
Remember at home, you can focus on addition key words: altogether, sum, in all, total, combined, etc., work on all the ways to make 10 ,find sums and work on finding missing addends. Here are the addition strategies: 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.
SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. SSKE3 The student will explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency). SSKE4 The student will explain that people must make choices because they cannot have everything they want. We will begin our 6th IB unit: How We Organize Ourselves -This unit is an inquiry into an exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us. -The learner profiles we will focus on this unit are principled and balanced. The attitudes are independence and confidence. 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: Mindful choices can lead to responsible citizens. These are the topics we will delve into: *Choices impact others (causation) *Seeking and considering other's perspectives (perspective) *Identify and assuming responsibility and taking positive action (responsibility) Continue to check out the class Weebly, as it is updated often! www.Frankkindergarten.weebly.com As always, please let me know if you have any questions! Ms. Frank Friday, April 21st is Earth Day at HFE!!!!
What’s the Skinny? * Wear Green! *Green Lunch – encourage waste-free lunch, use a reusable water bottle/utensils, and recycle all paper and plastic. *Walk to school with your neighbors! *Earth Day in the Garden and on the Playground *Old box collection at morning drop-off (no smaller than a shoebox) - these will be re-used for Field Day games! Family Earth Day Pledge: Each family will make a decision together on a change that they agree to make that will benefit the Earth. We encourage students to inquire and think beyond things they should already be doing. Family sized leaves will be sent home with the eldest child on Thursday, April 13th. Students will cut, color/ decorate the leaves and hang them on the tree during the week of April 27th-21st. How did Earth Day begin? Earth Day 1970 gave voice to that emerging consciousness, channeling the energy of the anti-war protest movement and putting environmental concerns on the front page. http://people.howstuffworks.com/culture-traditions/holidays-other/earth-day-qotd.htm Great websites for teachers and parents: Quick look at Earth Day Activities… https://www.pinterest.com/explore/earth-day-activities/ Quick Facts to save the Earth…. http://www.wikihow.com/Help-Save-the-Earth http://www.50waystohelp.com/ (see attachment for printable booklet) Hi Parents,
I hope you all had a wonderful spring break! This is what is going on in our class this week:
At the end of the week I will be giving students a formative assessment on addition to see where they are at in this unit. Remember at home, you can focus on addition key words: altogether, sum, in all, total, combined, etc., work on all the ways to make 10 ,find sums and work on finding missing addends. Here are the addition strategies: 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 finish up 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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