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Hi Parents!
I hope you all have a wonderful weekend! Here is what’s going on next week:
In math, we will continue with our addition and subtraction unit. On Monday, students will have a formative assessment on addition. They need to know how to use all the strategies we have learned to solve addition number sentences and word problems. Students also need to be able to write a number sentence to match a given word problem and then solve. We will also begin subtraction. We will learn that the bigger number always comes first and that the answer to a subtraction problem is called the difference. We will review the strategies we talked about for addition and talk about how we can apply them to subtraction. For instance, counting back on the number line, when drawing a picture we will only have one group and cross out how many we are taking away, when using objects we will only have one group and take away how many we are subtracting, etc. Students will get to play subtraction tic tac toe and use decks of cards to flip cards over and find the difference. 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. . 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 continue working on missing addends and writing a missing addend number sentence using a symbol for the missing addend like 7+___=12. We will also continue to practice showing our work by using the inverse operation of subtraction to help us find our answer. 12-7=5. We will also delve deeper into graphs and organizing and interpreting data. 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 think more carefully about how characters are feeling across their books. They’ll work to choose just-right feeling words like thrilled or disappointed. Students can use Post-its to mark places where characters have big feelings and then write those just-right feelings words on them. We will review all of our superpowers and students will make a chart of the superpowers they don’t use easily or often. Then they will start to read, practicing using the superpowers they identified. We will talk about fun things students can do after they finish a book. See anchor chart below: In phonics, we will review oi, oy, ow, and ou. For read aloud, we will read, “Rubia and the Three Osos” and compare and contrast this book to the original, “Goldilocks and the Three Bears.” 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 science, we will finish up our unit on plants, animals, and habitats. Students will be researching France’s plants and animals and illustrating/writing about what they learned. As always, please let me know if you have any questions! Alexis
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May 2021
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