In both science and social studies we are focusing our thinking around the essential questions: How are we alike? How are we different? These two questions allow for lots of discussion as we explore the human body and traditions and heritages. For example, in science we read a book called, “We’re Different, We’re the Same.” This story highlighted physical features, such as noses. Our noses are shaped different, but yet perform the same function. In social studies, we will be sharing how our community is made up of people from many different cultures. Learning about other cultures helps us understand our community. Sharing different traditions and heritages helps us to celebrate our uniqueness. In this light, we’ve started our tradition of inviting community guests from other parts of the world to speak to our class. Our first guest was Lily, Made’s mom who came in and talked about her native county, Bali. More about these guests next week.
Grade 1: Students have been spending some time investigating the teen numbers. It is very common for students to have difficulty with the numbers 10- 19. Their names are very different and they are considered the sight words/numbers of mathematics. Therefore it is important to actively help students develop meaning for both the words and the corresponding numerals. All teen numbers consist of a one ten and a certain number of ones. We put 10 in this category because it is a two-digit number that consists of one ten and zero ones. Let’s look at the meaning of the number 18 (eighteen). This is a two-digit number. The 1 is in the tens place and has the value of 1 ten. The 8 is in the ones place and has the value of 8. If you put a 10 and 8 together you get the number 18. It is like a hidden code within the number. In order to practice these tricky numbers the children began by making “The Teen Numbers” books to illustrate each number using ten frames. We will continue to practice these tricky numbers through group discussions, workbook pages, and activities.
Grade 2: Many students have begun to learn about measuring length. Our first experiences with measuring are done using nonstandard units. First, we defined a unit object that would count as our measure of one. For example, one of the units we used was a paper clip. After choosing the unit, students practiced the process of determining how many of this unit would fit along the item without overlapping. We also talked about starting and ending points, and approximate vs. exact measurement.
After discussing the need and importance for standard units of measure, students moved on to learning about the meter. The metric system is used by about 95% of the world’s population. Students estimated and measured length to the nearest meter. They solved word problems and added or subtracted lengths in meters.
Other Important Information
Head lice/nits are still in the classroom. Please continue to check your child on a regular basis. If you need help please refer to the websites below or you can contact Janice our school nurse.
firstname.lastname@example.org or www.headlice.org.
If you need to contact us you can send us an e-mail:
Jeannie – email@example.com
Kim – firstname.lastname@example.org
If you need to call we ask that you use the front office number and they will give us the message. That number is 508 – 693 – 9900.
Have a wonderful vacation!
Kim and Jeannie
Brit and Renee