The Fall Festival was a wonderful event filled with laughter and smiles. It was great to see all my current and former students! There was delicious food, fun carnival games, balloons, prizes, and listening to fantastic karaoke by the students.
ITBS Testing: Next week the third and fifth grades students will be taking the ITBS test. Visitors will be allowed in the building in order to allow a secure testing environment. This includes lunch visitors as well.
We look forward to seeing visitors again starting the week of October 26.
Square One Art: What great artwork the children created in art class! An order form was sent home this week.
PTA Operation Helping Hands (OHH) – Operation Keep Warm
During the month of October, please send in gently used coats, hats, scarves, mittens, & gloves to be placed in our OHH bins outside the media center. These warm winter items will be donated to North Fulton Community Charities. This is a great time to clean out your kids outgrown winter gear from past years and pass them on to children in need. http://nfcchelp.org/
Thank you for supporting this wonderful cause and for helping to teach our students valuable lessons of giving and helping others. There is also a collection going on of peanut butter as well.
Report cards and progress skills checklists will be distributed on Monday, October 19. Please sign and return the report card envelope. The report card and progress skills checklist is for your files.
2.2 Math
MCC2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cube.
MCC2.G.2 - Partition (split) a rectangle into rows and columns of same-size squares and count to find the total number of them.
The second graders will create “Multiplication Cities” by using arrays to display their buildings in an artistic form. Students will work in small groups practicing repeated addition or skip counting skills. The second graders will incorporate real life situations with the concept of arrays-using rows and columns.
Example: Donny's mom baked a rectangular birthday cake for his 8th birthday party. If there are 22 children at the party, in which way should Donny's mom cut the cake so that everyone could have a piece of cake at the party?
A. She should cut the cake into 5 rows by 3 columns.
B. She should cut the cake into 5 rows by 4 columns.
C. She should cut the cake into 5 rows by 5 columns.
D. She should cut the cake into 4 rows by 4 columns.
A quiz is planned for this week and will include all the geometric shapes- circle, cone, cube, cylinder, edge, face, hexagon, polygon, pentagon, rectangle, square, trapezoid, and triangle. The students should be able to define and know what are vertices, angles, sides, faces, edges and angles on geometric shapes. Use the homework to help study for the quiz!
3.1 Math
Students will practice multiplication and division skills during the week. They will use arrays, repeated addition, fact families, fact fluency, and skip counting to help them solve problems.
MCC3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MCC3.OA.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
MCC3.OA.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
MCC3.OA.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MCC3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
The Smith family has $56 to divide among seven children. If each child gets the same amount of money, how much will each child receive?
At the basketball game, Lisa made six free throws. She also made four jump shots. If a free throw is worth 1 point and a jump shot is worth 2 points, how many points did she score in the basketball game?
Answer: A free throw is worth 1 point, Lisa made 6 free throws which equals 1 x 6 = 6. A jump shot is worth 2 points. Lisa made 4 jump shots. 2 x 4 = 8
6 + 8 = 14 points that was scored in the basketball game
This week, we begin practicing and learning strategies with division. Students will use the commutative property of multiplication, equal groupings and fact families to support their needs. A quiz on division concepts is scheduled for Thursday.
Social Studies
SS2H1: H1 The student will read about and describe the lives of historical figures James Oglethorpe, Tomochichi, and Mary Musgrove in Georgia history.
SS2G2:The student will describe the cultural and geographic systems associated with the historical figures James Oglethorpe, Tomochichi, and Mary Musgrove.
SS2E2:The student will identify ways in which goods and services are allocated (by price, majority rule, contests, force, sharing, lottery, command, first-come first-served, personal characteristics, and others).
This week, the second graders will learn how James Oglethorpe successfully founded the colony of Georgia through careful planning, continual negotiating and long enduring determination. The colony of Savannah was successful because of the cooperative relationships between James Oglethorpe and the Yamacraw Creek Native American tribe who lived near the Yamacraw Bluff. He honored the Creek tribe, their customs and cultures. Oglethorpe worked to maintain Creek traditions in building his colony of Georgia and the settlement of Savannah.
Our class will understand how humans sought areas to settle where there are natural resources to meet their basic needs of food, shelter and clothing. Yamacraw Bluff was an ideal location to build a colony because of the abundant natural resources.
The students will see how the colony of Savannah was the result of continual planning, cooperation, negotiations and hard labor. The colonists needed rules and laws to succeed as a colony of England. Communities today need rules and laws to protect basic rights and freedoms of its citizens.
Writing
We are nearing the end of our narrative writing unit. Next week, students will choose a piece of writing from their writing folders to bring to publication. We will edit the piece and look to see that students are correctly using the grammar skills we have learned this year. We will also continue to revise our pieces to make them better and match them up with the rubric for narrative writing.
The writing expectations for narrative are:
Our grammar skill next week will focus on root words. Identifying them in words and using them to understand word meanings in our reading and writing.
Reading
Our nonfiction unit will begin this week and each student will be given their first nonfiction book to read. We will continue to work with these books next week in both reading groups and through choice boards.
In reading group we are working on what it means to ask questions before, during and after reading. We will also reread closely into our nonfiction books to make sure the students understand the information they are learning from their books.
The choice boards are a chance to show their knowledge of how to ask and answer questions in the way that works best for each student. They may want to make a question chain, or ask questions in a crossword on the computer.
ITBS Testing: Next week the third and fifth grades students will be taking the ITBS test. Visitors will be allowed in the building in order to allow a secure testing environment. This includes lunch visitors as well.
We look forward to seeing visitors again starting the week of October 26.
Square One Art: What great artwork the children created in art class! An order form was sent home this week.
PTA Operation Helping Hands (OHH) – Operation Keep Warm
During the month of October, please send in gently used coats, hats, scarves, mittens, & gloves to be placed in our OHH bins outside the media center. These warm winter items will be donated to North Fulton Community Charities. This is a great time to clean out your kids outgrown winter gear from past years and pass them on to children in need. http://nfcchelp.org/
Thank you for supporting this wonderful cause and for helping to teach our students valuable lessons of giving and helping others. There is also a collection going on of peanut butter as well.
Report cards and progress skills checklists will be distributed on Monday, October 19. Please sign and return the report card envelope. The report card and progress skills checklist is for your files.
2.2 Math
MCC2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cube.
MCC2.G.2 - Partition (split) a rectangle into rows and columns of same-size squares and count to find the total number of them.
The second graders will create “Multiplication Cities” by using arrays to display their buildings in an artistic form. Students will work in small groups practicing repeated addition or skip counting skills. The second graders will incorporate real life situations with the concept of arrays-using rows and columns.
Example: Donny's mom baked a rectangular birthday cake for his 8th birthday party. If there are 22 children at the party, in which way should Donny's mom cut the cake so that everyone could have a piece of cake at the party?
A. She should cut the cake into 5 rows by 3 columns.
B. She should cut the cake into 5 rows by 4 columns.
C. She should cut the cake into 5 rows by 5 columns.
D. She should cut the cake into 4 rows by 4 columns.
- Student will draw a rectangle and draw lines (rows are across) and lines (columns are up and down) in the box. They will then count the squares. Since there are 22 children at the birthday party, the birthday slices must be 22 or more.
- The answer is C. 5 Rows and 5 Columns
- There would be at total of 25 slices of cake which will be enough for the 22 party goers.
A quiz is planned for this week and will include all the geometric shapes- circle, cone, cube, cylinder, edge, face, hexagon, polygon, pentagon, rectangle, square, trapezoid, and triangle. The students should be able to define and know what are vertices, angles, sides, faces, edges and angles on geometric shapes. Use the homework to help study for the quiz!
3.1 Math
Students will practice multiplication and division skills during the week. They will use arrays, repeated addition, fact families, fact fluency, and skip counting to help them solve problems.
MCC3.OA.3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
MCC3.OA.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
MCC3.OA.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
MCC3.OA.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
MCC3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
The Smith family has $56 to divide among seven children. If each child gets the same amount of money, how much will each child receive?
- $6
- $7
- $8
- $9
At the basketball game, Lisa made six free throws. She also made four jump shots. If a free throw is worth 1 point and a jump shot is worth 2 points, how many points did she score in the basketball game?
Answer: A free throw is worth 1 point, Lisa made 6 free throws which equals 1 x 6 = 6. A jump shot is worth 2 points. Lisa made 4 jump shots. 2 x 4 = 8
6 + 8 = 14 points that was scored in the basketball game
This week, we begin practicing and learning strategies with division. Students will use the commutative property of multiplication, equal groupings and fact families to support their needs. A quiz on division concepts is scheduled for Thursday.
Social Studies
SS2H1: H1 The student will read about and describe the lives of historical figures James Oglethorpe, Tomochichi, and Mary Musgrove in Georgia history.
SS2G2:The student will describe the cultural and geographic systems associated with the historical figures James Oglethorpe, Tomochichi, and Mary Musgrove.
SS2E2:The student will identify ways in which goods and services are allocated (by price, majority rule, contests, force, sharing, lottery, command, first-come first-served, personal characteristics, and others).
This week, the second graders will learn how James Oglethorpe successfully founded the colony of Georgia through careful planning, continual negotiating and long enduring determination. The colony of Savannah was successful because of the cooperative relationships between James Oglethorpe and the Yamacraw Creek Native American tribe who lived near the Yamacraw Bluff. He honored the Creek tribe, their customs and cultures. Oglethorpe worked to maintain Creek traditions in building his colony of Georgia and the settlement of Savannah.
Our class will understand how humans sought areas to settle where there are natural resources to meet their basic needs of food, shelter and clothing. Yamacraw Bluff was an ideal location to build a colony because of the abundant natural resources.
The students will see how the colony of Savannah was the result of continual planning, cooperation, negotiations and hard labor. The colonists needed rules and laws to succeed as a colony of England. Communities today need rules and laws to protect basic rights and freedoms of its citizens.
Writing
We are nearing the end of our narrative writing unit. Next week, students will choose a piece of writing from their writing folders to bring to publication. We will edit the piece and look to see that students are correctly using the grammar skills we have learned this year. We will also continue to revise our pieces to make them better and match them up with the rubric for narrative writing.
The writing expectations for narrative are:
- Write about one time they did something
- Think about a good beginning that uses action, talk or setting.
- Tell the story in order using transition words.
- Think about a good ending that uses action, talk or feeling, write a lot of lines across many pages.
- Bring characters to life with details, talk and action.
- Choose strong words that help readers picture the story
Our grammar skill next week will focus on root words. Identifying them in words and using them to understand word meanings in our reading and writing.
Reading
Our nonfiction unit will begin this week and each student will be given their first nonfiction book to read. We will continue to work with these books next week in both reading groups and through choice boards.
In reading group we are working on what it means to ask questions before, during and after reading. We will also reread closely into our nonfiction books to make sure the students understand the information they are learning from their books.
The choice boards are a chance to show their knowledge of how to ask and answer questions in the way that works best for each student. They may want to make a question chain, or ask questions in a crossword on the computer.