November 29, 2015

Advent Begins

Today we begin Advent, we light one candle today symbolizing our longing, our desire, our HOPE in the coming of Jesus. As we come together as a school community in the spirit of Advent let us pray and remind ourselves of the symbols and their meanings. 

The advent wreath is green, the colour of new life and hope.  Green reminds us of the newborn Jesus, who came to show us the way to everlasting life.  Green reminds us of the gift of new life we received at baptism.  Green also reminds us that we are people of hope, because God is always with us, to raise us up when we are sad, when we are sick and even when we die.

The advent wreath has three purple candles and one pink candle.  Purple is the colour of kings and queens.  It is also the colour of penance: the small sacrifices we make to welcome Jesus in our hearts and to prepare ourselves to meet with him on Christmas Day.

Pink is the colour of Joy.  It reminds us of the joy of meeting Jesus at Christmas.

The Advent wreath is made in a circle, with no beginning or end.  It reminds us of God’s everlasting love, which has no beginning or end. We light our Advent wreath from a single candle.  This candle reminds us of Jesus, who comes to us as Light of the World.

During this Advent season, let us try to remember the special times in our lives when we walked in God’s light.  Sharing our faith as a family here at our school is a wonderful way to prepare our hearts for the coming of Lord Jesus.

A prayer for the first week of Advent

God of hope, who brought love into this world,
be the love that dwells between us.
God of hope, who brought peace into this world,
be the peace that dwells between us.
God of hope, who brought joy into this world,
be the joy that dwells between us.
God of hope, the rock we stand upon,
be the centre, the focus of our lives
always, and particularly this Advent time.

November 25, 2015

What's Trending in our Room...

It's been a while since I have updated you on what has been happening in our classroom, so I thought I would take some time to share some exciting activities we are doing in class. We continue to work on Number Sense and making sense of place value. We have our learning goal area in the classroom where we post our weekly or daily learning goals and success criteria. Ask your child what learning goals we are currently working on.

Our focus in math the last few days has been to really build our understanding of the place value system and to look for patterns. Today we were inquiring about what a base ten block might look like for 10 000 and 100 000. Take a look at the student thinking and their understanding of numbers to 100 000. It is important that students continue to practice writing and reading numbers in real life situations over 1000.

In language we have been commenting with our blog partners and we also have another class that joined our blog challenge. We welcome Mr. Pouliot's grade 6 class who will also be commenting on our students blog challenges. We look forward to hearing all the feedback and way to bump up our work. We have also started our indepth study of descriptive writing. We begun with describing one item that was inspirational to us. We heard some great descriptive language being used. Stay tuned to hear about some Christmas activities coming up!


November 16, 2015


Students are to use this anchor chart to help with providing feedback on the 100 word challenge.

November 15, 2015

This weeks homework

This week students will be working online for their homework. I have preset 4 lessons on Mathletics
that focuses on whole numbers. Please have students complete all the lessons that I have preset for them. Once they have finished those they can be challenged on live Mathletics. In reading, please have students use RAZ kids this week. Average 15-20 minutes a night. I have preset their reading level, if you find it too difficult please let me know and I can reset it.

Mathletics and RAZ kids can be accessed through the student portal

Students please return your math workbook this week for a check in.

Have a great week!

Ms Porcari

November 12, 2015

Number Sense Word Wall

The students have been busy at work creating their math posters for our math wall. They have been exploring number sense concepts such as odd and even numbers, different ways to represent numbers, and place value. We launched our inquiry with our RAN chart with what we already know about numbers and some things we are wondering about numbers. Some were interested in researching how numbers came to be..others wanted to know if numbers are endless. As we begin our exploration into numbers and their importance, we hope to explore and answer our many inquiries around the idea of "numbers". Check out our math word wall below.


Additional Homework

If students have not completed their project on the Tomb of the Unknown Soldier, using Google presentation, please have them complete the project this evening so that we can present tomorrow.

November 8, 2015

Padlet

Mrs. Bargas class, from Buenos Aires, has shared a padlet with us on Fish in a Tree. Share your thoughts here on the story so far!

November 7, 2015

Progress Reports

Just a quick note to parents that progress reports were sent home on Friday. Please take some time to read over the sections and comments with your child. Interviews to discuss student progress have been scheduled for November 18. I would love to meet and chat with each and every one of you about your child's progress. Please call the office to book an appointment. Our Remembrance Day ceremony will take place this Wednesday at 10:45am. All are welcome to attend! Wishing everyone a great week!

This month is digital citizenship month and bullying. Check out some of the videos created by students on the importance of being a responsible student online.


November 1, 2015

NS/N: Place Value


This week we will be shifting our focus away from patterning to place value. Over the course of the next few weeks, here are the "Big Ideas" we will be focusing on.

NS/N: Place Value and Decimals

BIG IDEAS

(taken from “Big Ideas by Dr. Small”):
1. The place value system we use is built on patterns to make our work with numbers more efficient.
2. Students gain a sense of the size of numbers by comparing them to meaningful benchmark numbers.
3. Decimals are an alternative representation to fractions, but one that allows for modeling, comparisons, 
and calculations that are consistent with whole numbers; because decimals extend the pattern of the 
base ten place value system.
4. A decimal can be read and interpreted in different ways; sometimes one representation is more useful 
than another in interpreting or comparing decimals or for performing and explaining a computation.

STUDENT LEARNING GOALS

GOAL: I can demonstrate and explain equivalent representations using powers of ten
GOAL: I can identify and explain patterns within our place value system (including decimals)
GOAL: I can use these patterns to represent whole and decimals numbers in standard form, 
expanded form, in pictures, and in words
GOAL: I can compare and order whole and decimals numbers and plot them on a number line
GOAL: I can round whole and decimals numbers to meaningful benchmarks

CURRICULUM EXPECTATIONS:

  • represent, compare, and order whole numbers and decimal numbers from 0.01 to 100 000, using a variety of tools (e.g., number lines with appropriate increments, base ten materials for decimals);
  • demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to 100 000, using a variety of tools and strategies (e.g., use numbers to represent 23 011 as 20 000 + 3000 + 0 + 10 + 1; use base ten materials to represent the relationship between 1, 0.1, and 0.01) (Sample problem: How many thousands cubes would be needed to make a base ten block for 100 000?);
  • read and print in words whole numbers to ten thousand, using meaningful contexts (e.g., newspapers, magazines);
  • round decimal numbers to the nearest tenth, in problems arising from real-life situations;
  • demonstrate and explain equivalent representations of a decimal number, using concrete materials and drawings (e.g., use base ten materials to show that three tenths [0.3] is equal to thirty hundredths [0.30]);
  • read and write money amounts to $1000 (e.g., $455.35 is 455 dollars and 35 cents, or four hundred fifty-five dollars and thirty-five cents);
  • solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 100 000 (Sample problem: How many boxes hold 100 000 sheets of paper, if one box holds 8 packages of paper, and one package of paper contains 500 sheets of paper?).
  • count forward by hundredths from any decimal number expressed to two decimal places, using concrete materials and number lines (e.g., use base ten materials to represent 2.96 and count forward by hundredths: 2.97, 2.98, 2.99, 3.00, 3.01, …; “Two and ninety-six hundredths, two and ninety-seven hundredths, two and ninety-eight hundredths, two and ninety-nine hundredths, three, three and one hundredth, …”) (Sample problem: What connections can you make between counting by hundredths and measuring lengths in centimetres and metres?).