The concepts that we will be instructing for the next two weeks encompasses solving comparison word problems in which problems must be represented and solved. Students will:
- Model, represent and interpret additon, subtraction, multiplication and division compartison problems.
- Use relationships among factors, products and quotients
- Compare mulitiplicative verses additive
- Represent and solve multiplicative comparisons using equations
- Interpret multiplication equations as comparison situations
- Use bar diagrams to represent and solve multiplicative comparisons situations
- Represent and solve multiplicative comparison situations
- Multiply or divide to solve word problems involving multicative comparison by using drawings and equations with a symbol for the unknown number to represent the problem.
A helpful website that we will be using in class is:
Our goal is to have weekly quizzes that will assess student progress with each section of material taught. The day we have the quiz will depend on how far we get in teaching the concept. Quizzes will be announced and written in agenda books each week. Math homework will be assigned Monday through Thursday to reinforce concepts students are learning in their small groups that week. Some homework will be in written and at other times it will be on the computer. If your child is frustrated by the homework and unable to determine a strategy for completion, please write a note on the paper and we will review with him/her the following day.
In addition, students should be practicing their basic facts (addition, subtraction, multiplication) each night. Students must be fluent in all four operations by the end of this year. Three great websites we use in class are:
www.multiplication.com
www.Khanacademy.org
www.thinkingblocks.com
Reading/Writing
Students will create poetry usning a variety of strategies. Students will incorporate language skills and develop their ability to focus on a moment of time by developing and experience with precise details. Students will begin researching for their writing inquiry project which will focus on the Ecology of the Cheseapeake Bay and it's inhabitants. Students will synthesize information gained to write an opinion on what would benefit the bay. As students write they will use a variety of tolls to produce and publish their work. Students will also experiment with a variety of ways to create poetry using language skills whien composing their pieces. They will use art as a springboard for creating and developing ideas. Students will compose poems that forcast how they feel when they accomplish a personal goal using precise word choice and description.
Science /Media
In Media students will research the plants, animals and technologies that effect and contribute to the pollution of the Chesapeake Bay. Students will gather information on a specific group, research and write about the contribution that their group has made on the Chesapeake Bay. Students will share their information with others as a triad. In addition to gathering research, students will use what they have learned about the Chesapeake Bay to craft a piece for writing. Each class will be be making a reef ball which will be used as a habitat for Oysters in the Chesapeake Bay.
The schedule for Media/Inquiry project is as follows:
Ms. Dynda's class December 9th - 10th, December 16th - 20th
Ms. Hudson's class December 11th - 12th, January 6th - 10th
Mr. Bidwaick's class December 13th and 16th, January 13th - 17th
This is done with the Media Specialist
Reef Ball Making Schedule:
Mr. Bidwick's class December 9th and 10th at 10:50 am
Ms. Hudson's class December 16th and 17th at 10 :50 am
Ms. Dynda's class January 2nd and 3rd at 10:50 am
Parent Volunteers are needed for each class. We need parents to help in all aspects of creating reef balls. Please contact your homeroom teacher if you are available on any of the above mentioned reef ball dates. You don't have to only help in your child's class.
Social Studies
Students will view and describe examples of regional economic specializations in Maryland. Students will describe how regional specialization result in the interdependence of Marylanders. Students will also describe how new technologies impact specialization resulting in the interdependence of people.
