Kim and Jeannie

6/7/8 News

May 22 – 26

Digestion is the last body system that we will study in science class.  The students saw a Magic School Bus video, “What’s for Lunch.”  This was followed by a read aloud of “What Happens to a Hamburger?”  Next week the students will color, cut out, paste, and correctly label the parts of the digestive system.  These parts include the mouth, esophagus, stomach, small intestines, and large intestines.  This project will provide the students with a map of the path food travels through our bodies as it breaks down.  These activities will be also the last science classes so that we can focus on our projects in traditions and heritages during the last few weeks of school. 


 Grade 1 – Extending our thinking within the place value system, we delved into adding and subtracting two-digit numbers.  It is important for students to rememebr the part-whole relationship of addition and subtraction

(PART + PART = WHOLE OR WHOLE – PART = PART).  It is also important for the students to recognize and think in tens and ones as they problem solve.  At this point first graders are working with the problems written horizontally.  In order to help them “see” how the numbers work while adding and subtracting within the tens and ones place value system, we used pictures and Base Ten Blocks.  As we problem solved we moved the blocks or marked the pictures to illustrate our thinking as we problem solved. This is done so that students have the time needed to gain number sense through mental math.  The more formal vertical algorithm for addition and subtraction is shown for exposure, but not formally introduced until 2nd grade.

Grade 2- Students working on fractions practiced making a whole with two or more fractions having the same denominator. At this level, students do not learn the terms numerator and denominator, but they do learn what each number in a fraction represents. We used pictures of shapes that had been divided into equal parts. We shaded some of the parts and asked students to write down the fraction of the shape that was colored. Then we asked them to write the fraction for the parts that were not colored. The uncolored part plus the colored part of the picture make a whole. Students know that the top number in a written fraction represents the number of parts. They see and learn that if the total of the top numbers of the written fractions is the same as the bottom number, it equals 1 whole.

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Have a terrific three-day weekend!

Kim and Jeannie

Brit and Renee