Upcoming Events:
February 7th and 9th SBAC Math Interim Assessments
February 9th - Noon Dismissal
February 19-23 Winter Vacation
March 9th- Parent/Teacher Conferences
February 7th and 9th SBAC Math Interim Assessments
February 9th - Noon Dismissal
February 19-23 Winter Vacation
March 9th- Parent/Teacher Conferences
The Power of Yet........
REcess Fun Photos:
Although the recess field is a bit unpredictable with each day ( meaning snow, ice, slush), students are finding ways to adapt, be safe, and have fun. Please make sure students are still bringing proper winter attire. Students randomly have been showing up without jackets, snowpants,gloves or mittens, and/or boots. Hard to enjoy a Vermont recess without proper gear. Take a moment to make sure your child has stuff in the backpack.
Mission: Math 360
Math:
We have continued using Math 360 as a way to make our learning more engaging and fun. The liquid chalk markers have arrived which has made this a healthier activity. This strategy has expanded and encouraged our ability to talk about math, show our thinking, and to be willing to take risks. There is definite improvement in math understanding when we use this in class. When we do not use Math 360, students are asking for it. We are in the midst of transferring this work ethic to paper when we need to take assessments and as a preparation for SBAC work. The first time I asked them to show their Math 360 ability on paper during an assessment, I saw a dramatic increase in effort, math understanding, and risk taking when they were not sure.
We have made it through Module 2 of Eureka which covered rounding, addition and subtraction of three digit numbers, measuring and telling time, measuring of length and volume, and working on word problems with different operations. There was a great deal of material in that unit.
Our next task is to tackle Module 3. The students and I are working with multiplying larger numbers of 6, 7, 8, 9, and 10. Module 3 reintroduces the Distributive and Commutative properties to help break more difficult numbers into ones we know and can use help us solve the facts that we do not yet have fluent. Even though we are concentrating on building our basic fact fluency, we have a ways to go before we are proficient. You can help and encourage your student by using flashcards, playing math war with a deck of cards, skip counting, and/or using Mobymax fluency drills. This Module also introduces variables. We spent an entire class creating variable cards and fact families to manipulate and truly understand a variables meaning. Our next step will be to figure out how to use them when working with a word problem.
We have continued using Math 360 as a way to make our learning more engaging and fun. The liquid chalk markers have arrived which has made this a healthier activity. This strategy has expanded and encouraged our ability to talk about math, show our thinking, and to be willing to take risks. There is definite improvement in math understanding when we use this in class. When we do not use Math 360, students are asking for it. We are in the midst of transferring this work ethic to paper when we need to take assessments and as a preparation for SBAC work. The first time I asked them to show their Math 360 ability on paper during an assessment, I saw a dramatic increase in effort, math understanding, and risk taking when they were not sure.
We have made it through Module 2 of Eureka which covered rounding, addition and subtraction of three digit numbers, measuring and telling time, measuring of length and volume, and working on word problems with different operations. There was a great deal of material in that unit.
Our next task is to tackle Module 3. The students and I are working with multiplying larger numbers of 6, 7, 8, 9, and 10. Module 3 reintroduces the Distributive and Commutative properties to help break more difficult numbers into ones we know and can use help us solve the facts that we do not yet have fluent. Even though we are concentrating on building our basic fact fluency, we have a ways to go before we are proficient. You can help and encourage your student by using flashcards, playing math war with a deck of cards, skip counting, and/or using Mobymax fluency drills. This Module also introduces variables. We spent an entire class creating variable cards and fact families to manipulate and truly understand a variables meaning. Our next step will be to figure out how to use them when working with a word problem.
Students learning about variables
Science:
Its been a busy time in science with hands on learning. We used Knex to learn about force and motion. Each group followed a blueprint to create a Knex car, and then used that car to explore friction, potential energy, and kinetic energy. At the end of the labs, students were given a choice of creating a comic strip or writing a reflection to show their understanding and proficiency of NGSS targets. I love being able to give students the freedom to choose how to show their proficiency as a way to differentiate between styles of learning. We learned how to use a rubric so each student was aware and accountable for showing their understanding.
I have introduced them to karakuri which is a method of making mechanism out of paper. Yes. Paper. The first very large task we had this week was to learn how to practice precision cutting with scissors. It is amazing to me how many do not know or have had little time to practice using scissors in a precise manner. We discussed different careers where one would need to do this and why it is important to practice these skills. The most dramatic careers we could think of was a surgeons, doctors, and nurses. I encourage arts and crafts and maker projects at home to bolster this ability in our students.
At the same time, in our Friday Makerspace, we are learning about gears and will hopefully attempt using them in creating our marble runs. Just putting out a clarification that these may or may not become successful. This is a huge learning curve for both myself and my students. I want them to understand that this is indeed a problem solving task. Even as I prep a sample, I am working through some challenges which I want students to see. I may or may not be successful, and that is okay. We will take this as far as we can. This type of teaching is a bit out of the box, but what I truly believe is the kind of teaching and learning that needs to be modeled and done in our classrooms in order for them to be ready for the future. Please be encouraging and interested when they come home. We will be talking a great deal about growth mindset, flexible thinking, learning and unlearning, problem solving , and perseverance. Our end result will be to at least have attempted a gear system and have a working marble run that follows constraints of working space, time, and materials. The runs will also connect to our potential and kinetic energy learning. I can not wait to see what they can do!
Its been a busy time in science with hands on learning. We used Knex to learn about force and motion. Each group followed a blueprint to create a Knex car, and then used that car to explore friction, potential energy, and kinetic energy. At the end of the labs, students were given a choice of creating a comic strip or writing a reflection to show their understanding and proficiency of NGSS targets. I love being able to give students the freedom to choose how to show their proficiency as a way to differentiate between styles of learning. We learned how to use a rubric so each student was aware and accountable for showing their understanding.
I have introduced them to karakuri which is a method of making mechanism out of paper. Yes. Paper. The first very large task we had this week was to learn how to practice precision cutting with scissors. It is amazing to me how many do not know or have had little time to practice using scissors in a precise manner. We discussed different careers where one would need to do this and why it is important to practice these skills. The most dramatic careers we could think of was a surgeons, doctors, and nurses. I encourage arts and crafts and maker projects at home to bolster this ability in our students.
At the same time, in our Friday Makerspace, we are learning about gears and will hopefully attempt using them in creating our marble runs. Just putting out a clarification that these may or may not become successful. This is a huge learning curve for both myself and my students. I want them to understand that this is indeed a problem solving task. Even as I prep a sample, I am working through some challenges which I want students to see. I may or may not be successful, and that is okay. We will take this as far as we can. This type of teaching is a bit out of the box, but what I truly believe is the kind of teaching and learning that needs to be modeled and done in our classrooms in order for them to be ready for the future. Please be encouraging and interested when they come home. We will be talking a great deal about growth mindset, flexible thinking, learning and unlearning, problem solving , and perseverance. Our end result will be to at least have attempted a gear system and have a working marble run that follows constraints of working space, time, and materials. The runs will also connect to our potential and kinetic energy learning. I can not wait to see what they can do!