First Grade News March 9, 2015 Curriculum Highlights

• Math – Subtraction strategies • Writing – Information Reports • Compound words – two separate words, each make sense and have

a meaning of their own, join together to make one new word. This new word will have a meaning that is related to its components.

• Science – Living Things – Adaptations – appearance and behaviour • Reading – Determining Importance/ Visualizing • Shark Saver’s presentation •

Reminders • Thursday March 12 – Zoo field trip

– pack snack and water bottle (no school snack) – wear sunscreen, hat, uniform, insect repellent

Word Study

nowhere everywhere nothing another somewhere something someone whoever daytime whatever

 News  From  Ms.  Tindall’s  Class    In math we continually review and attempt to do different types of story problems. It can be quite a challenge to switch between problems. This week there is some homework with three distinct types of problems each day. For your own knowledge of how well your child does in understanding a variety of problems you can do the following. Assist your child by asking him/her to form a picture in his/her head of what is actually happening in the problem (make a movie in your mind). Ask your child to retell the problem in her/his own words and what the problem is asking you to find out. This needs to be clarified before any answer is reached. Then encourage your child to show how they solved the problem on paper. “I used my brain” or “fingers” is not a sufficient answer. Children need to verbalize what they actually did. For example, for the problem, How many hands on 4 children? a child might say, “First I drew four groups of two dots. Four because their were four people, and two because they have two hands each. I then counted the dots by twos to get the answer of eight.” Have children check their work to see if it shows clearly how they went about solving the problem. Writing a number model such as 2+2+2+2=8 is also fine as long as it represents the problem. In this case the 2s represent the number of hands on each child, there are four 2s because there were 4 children and 8 is the number of hands on the children altogether. A final step is to ask your child to check their work using a different strategy. The thinking about how to get the final answer, understanding the problem and the strategies used are just as important as the final answer. In partnership, Ms. Tindall

Story problems (show your working) (THINK before you print! Does this really require a brand new piece of paper? Can it be done on a white board,

chalk board?) Monday There were 20 monkeys and 12 lions in the zoo. How many more monkeys than lions? In the park there are 3 cats and 2 people. How many feet are there? (for first graders think repeated addition, not multiplication EG 4 + 4 + 4… not 3 x 4) I bought 12 apples at the store. I ate 3 and my sister ate 2 of them. How many did I have left?

Tuesday Harry is reading a 30 page book. He has already read 23 pages. How many pages does he have left to read? 5 children and 3 dogs were at the beach. How many feet altogether? * Challenge: There were 15 pieces of fruit in the bowl. Some were bananas and some were apples. There were less bananas than apples. How many of each could you have? (multiple answers)

Wednesday My friend has 7 cars. How many wheels altogether? Hannah had 25 cents. She bought a piece of candy for 6 cents. How much money does she have left? Ms. Tindall has 6 dresses. Mrs. Martin has 13 dresses. Who has the most dresses? How many more?

Thursday On Monday there were 5 roses in the garden. On Wednesday 6 more roses grew and on Friday another 3 grew. How many roses altogether? A chocolate bar cost 25 cents. A candy cane cost 17 cents. Which costs less? How much less? I had 20 cents. I bought a candy that cost 11 cents and a piece of gum that cost 3 cents. How much money did I have left?

You’ll Know You’ve Done Well If:… • You think about the problem. Make a mental picture.

• Highlight important information I have 10 crayons.

Some are red and some are blue. I have more red than blue. How many of each could I have?

• Think about what strategy to

use • Draw a representation I I I I I I I I I I

• Write a number model 5 - 2 = 3 6 + 4 = 10

• Show your answer/s She had 25 cents left.

• Check your work using a different strategy. • Check with a friend

Monday Reading: Tell what you think is the most important idea from the book you read. (Determining Importance) Word Study: Read each word aloud. Highlight the two words in different colours that make the one word. What are these types of words called? Math: Story problems Tuesday Reading: Tell what you think is the most important idea from the book you read. (Determining Importance) Word Study: Reread the words. Practice saying the two words separately and then joined together. What other compound words can you think of? Eg “cow plus boy makes cowboy.” How do the meanings of each word combine to form a new word? That is, how is the new word related in meaning to the smaller parts? Math: story problems Wednesday Reading: Tell what you think is the most important idea from the book you read. (Determining Importance) Word Study: Look at the words below. Which words are compound words (what two words are they made from?) Which words are not compound words? Why? starfish under sadly daytime undercover luckily running beehive daydream unkind teacher computer undo sometimes sunshine Math: Story problems Thursday Reading: Tell what you think is the most important idea from the book you read. (Determining Importance) Word Study: Cut and sort the attached words to make compound words. (no need to cut really, you can also just look at the words and use them to write your own compound words on a white board or reusable paper.) Math: story problems Friday Reading: Tell what you think is the most important idea from the book you read. (Determining Importance) Poem Collection: Read and return to school on Monday.

star fish no one

where thing some time day ever

what other an every in side

out to