Happy week 3.
This week represents our first “normal” week. Therefore we rolled out our first spelling test, discussed our weekly non-fiction reading and we had our first “real” math day.
In our circle time students shared out one item that stood out regarding their weekend. Many students were playing soccer, “taking it easy,” and watching football.
Weekly spelling -- this may evolve as we go forward and go entirely online using spelling city. For now we are rolling out a beginning of the week pretest and then the final test on Friday.
Weekly vocab -- students will be responsible for performing and learning 5 to 6 vocab words every week.
Weekly non-fiction reading & writing.
The goals of these weekly one page readers? Each week the topic covers either science or historical facts directly related to 5th grade curriculum. Then there will be questions that require the student to have opinion and then back up their opinion through direct references to what they just read. There is generally also one or two questions that require the student to explicitly infer meaning from clues found in the reading.
Generally they would be given the reading assignment on Monday and then have until Thursday morning to complete the assignment. This week they are doing a first draft tonight for homework and then we will review and discuss as a class regarding what our expectations are regarding this type of assignment.
Math
We do a four question math work every Monday through Thursday. The questions vary and in some cases the students have not seen concepts yet this year. However we discussed today how to use our index and glossary to help us find out how to take a stab at completing them. We will then review how to solve them as a class. Mixing in various concepts and allowing them to research & struggle with challenging concepts has proven to be an effective way to further embed information into brains. We’ll fread aa whole article about how effect this type of varied learning is during our readings next week’s Brain Week lessons.
Then our first chapter in our fully common core curriculum and brand new math concerns itself with understanding place value. Within the most recent common core assessments and reading up on primary math foundational knowledge --your son/daughter’s ability to understand the relationship between the place values is super important. They are asked to write and explain how 7 thousands is related to 7 ones.
CCSS.Math.Content.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Therefore we did a few examples and I reminded that they believe that our number system is based upon the increase by X10 or decreased by 1/10 because?????? That is exactly how many digits that we have on our hands! (“deci,” our fingers are called “digits”).
Students with internet access also have access to all of the video lessons associated with our math book, both re-review written lesson and challenge handouts if they want to either review that day’s lesson or challenge themselves.
Place value resources?
On Friday students were given out and I explained to them the expectations for Reading Around the USA and also how their first book project is due in one month.
Need a copy of the handouts?
Kind regards,
Mr. Hubbard
“The three great essentials to achieving anything worthwhile are; first, hard work, second, stick-to-it-iveness, and third, common sense.”
Thomas Edison
Homework:
Complete sentences!! Reference back to the information that you read and state paragraph number.
Read 30 minutes every night.
*Ideally it is your book project book
Have your day-planner signed every evening.
Math (place value):
page 6 and 7 1-32 all due on Tuesday
page 8 and 9 1-31 all due on Wednesday
page 12 and 13 1-34 all due Thursday
page 14 and 15 1-26 all due Friday
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