Monday, March 27th – 3B Swimming Starts
SLLR Sign-up: Parents can begin making their SLLR appointments Monday, March 27 (families with 2+ children in the LS) and Wednesday, March 29 (other LS families).
March 31st – DDD – Sports (Theme: Sports Uniform/Gear)
April 3rd, Monday – 3B Class Easter Party – 11:40 to 1:00
April 4th – Ching Ming Festival – Public Holiday- No school
April 10 – 17 – Spring Break
April 18 – Professional Learning Day – No school for students
April 19th – Parent Camp Info Session 6pm
April 21st – DDD- Theme (NOT the 28th due to SLLR & PYPx)
April 28th – Student Led Learning Reviews
May 9: MacBook Information Evening (for Grade 3 Parents)
May 10-12: Grade 3 Camp
After reviewing my blogs and tweets, I’ve noticed that many of my posts are focused on unit of inquiry collaborative, creative and critical thinking engagements as well as transdisciplinary math and literacy opportunities. Please rest assured that your children continue to practice necessary basic skills on a daily basis in the classroom which includes writing conventions and math facts.
Broken Calculators: Open-ended Problems
At the start of every stand-alone math lesson, the students are given an open-ended math problem or provocation. Open-ended math engagements have multiple solutions. They naturally differentiate for the students. Each student enters the problem at their level. While solving the problems students discuss and explain their thinking. They learn from each other. The focus is on the process of developing mathematical problem solving and critical thinking. AND they are FUN!
One example of this was when 3B took on the challenge of solving problems with a “broken calculator”.
We began with 2 missing factors and a product of 36. Some worked systematically while others just randomly identified two factors that would multiply to 36.
Then came more challenges. Broken calculators with numbers that don’t work. So what could they do instead? Multiply one larger and take away a group. Multiply one less and add a group. Repeated addition. Double and double again. Miguel showed great thinking and quadrupole one factor, and then divided the product by 4. (And, of course, we have those who tell me to buy a new calculator!)
Then we move onto math stations…
Multiplication Stations: (Stand Alone Unit)
Students continued to work in math stations. They focused on building their multiplication fact fluency. (Earlier this week they audited their multiplication and division facts. The results can be found on google doc. Ask them to show you.) They are working through Mathletics Booklets – which students are learning a variety of mental math strategies and then have the challenge of explaining the strategy to their partners. They are also “proving” their thinking. They are given a statement like 7×5=29. Is this true or false? Then they ‘prove’ their claim through as many ways as they can – manipulatives, drawings, calculation strategies, real-life examples. Students are also developing their abilities to solve written word problems. They first discuss the problem with a partner to understand the context of the question. Figure out what exactly is happening and what might they need to do to solve the problem. Then they work through the RUCSAC process. They are also working with me in a small group during which time I tailor the mini-lesson to their individual learning needs.
Energy Group Inquiries
This week the Burritos have been working in small groups and inquiring into an energy source of their choice. They are compiling their research in a Google Slide presentation. This process has required them to communicate their ideas clearly and respectfully negotiate their different perspectives.
Ms Williams, our amazing teacher-librarian, has been coming in to work with 3B. They are learning how to EVALUATE resources based on their questions or what they want to find out, and reading techniques such as SKIMMING (quick glances through a text for keywords and general ideas) and SCANNING (looking quickly through the information to find a specific fact or piece of information). Students are then challenged with presenting their ideas following the 1-6-6 Rule of presentations. (1 idea per slide, 6 bullets, 6 words per bullet)
Then, Ms Williams shared with us two great databases available to CDNIS students through the library: Big Universe and Power Knowledge Science. They are also using a bank of teacher sourced websites and our trusty old Brainpop. These resources are outstanding.
A shout out to our students who have taken action in their learning and have asked primary sources – For example Finn’s uncle works in solar energy. Way to go!
Link to This Weeks Photos