Alpharetta Fire Department brought their “fire house” to school this week. The students learned about fire safety. The second graders practiced how to escape a fire and climbed down a ladder from the firehouse. They also needed to know important it is to be familiar with their home address and telephone number in case of an emergency. Another critical rule is for children to be aware of a meeting place outside their homes. Mailboxes were an excellent place to wait for parents or police/fire officials. The second graders were all smiles!
Field Trip: Thank you for returning your field trip permission forms and donation for the trip to the Teaching Museum to watch the Georgia Ensemble present the Junie B. Jones Musical on Friday, November 6. They will be eating lunch at the venue. Please send in the lunch form for a sack lunch from the cafeteria or bring your own “brown bag lunch.”
Report cards, Progress Skills Checklist and Star Reports will be distributed on Monday, October 19. Please sign the report card envelope and return to the class.
2.2 Math
This week, our class will be learning about fractions. We will practice halves, thirds, and fourths using rectangles and circles to create fraction models. Our class will be comparing fractions created through partitioning same-sized rectangle or circular wholes in different ways. Another project will be “Fraction Avenue.”
MCC2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Fraction Word Problem:
Robert ordered 2 large pizzas for dinner. He cuts one pizza into halves and the other into fourths. If you were really hungry, would you want a slice that was one half or one fourth? Why?
Draw 2 circles. Cut 1 circle in two equal parts. Then, cut the circle into 4 equal parts.
3.1 Math
Students will practice multiplication and division skills during the week. They will incorporate multiplication in multi-step word 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
Example:
There are 30 shoes in the closet. They are placed equally in 5 rows. Which number sentence correctly shows this?
Example:
What is the value of the missing number? Solve using a strategy you learned.
15 x ? = 90
Answer: Use fact family strategy or commutative property of multiplication for the missing number.
B. Division: 90 divided by 15 = 6
Science
The sun, moon and earth unit will conclude on Thursday. Students will test their knowledge on Thursday, October 15. The students will work on their study guide in class. Our class will spend Tuesday and Wednesday reviewing for the science test. Students will have choice boards that they can complete to show what they have learned.
Social Studies:
Our next unit is Social Studies unit. We will focus on “Georgia's Beginnings.” We will learn about how Georgia was settled and some important people in Georgia's history.
Georgia Beginnings: The focus of this unit is the founding of Georgia by the British at Savannah and their interactions with Creek and Cherokee Indians. The children will continue to add facts and comparisons of the life of the Creek and Cherokee Indians to their own selves. They will identify the contributions of historical figures that successfully founded Georgia. They will continue to weave their basket looms and apply it to math with arrays and patterns. The students will perform a skit in the classroom of the Creek and Cherokee Indians. Another activity is making an Indian headdress and writing facts about it.
Vocabulary words:
• Savannah
• Savannah River
• Yamacraw Bluff
• honesty
• trustworthiness
• dependability
• compassion
• civility
• government
• laws
• scarcity
• opportunity costs
• goods and services
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).
Writing
Students completed their first assessment in writing. Their writing was very impressive! The students focused and used details to capture the reader’s attention.
Next week we will continue to study Jane Yolan's writing to see how she makes her writing powerful. We will discuss how she describes everything and creates a picture in her readers head, and how she makes us wonder by dragging out the surprise. Then students will try these same strategies in their own writing. Students will be working in small groups. They will be learning how to improve on their specific writing skills.
Reading
Last week, we finished up our narrative unit. The students had choice boards with activities for the narrative standards we have been working on this year. At each station they were given the opportunity to read a book and choose an activity to show their learning of the standard based on the book. They were really challenged by these activities and seemed to enjoy getting the chance to show off their learning.
Next week we will begin our nonfiction unit. Students will begin by taking a pretest on the nonfiction standards we will cover in our 2nd unit. This will help me create my reading groups and work with each student's individual strengths and weaknesses. We will then begin working on our first nonfiction standard RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. This standard should be familiar to the students because we learned a similar one in the fiction unit. This time we will be focusing on nonfiction books and using questioning skills to make sure we understands the facts that nonfiction books are teaching us.
Enjoy your Columbus Day holiday weekend! Be safe!
Field Trip: Thank you for returning your field trip permission forms and donation for the trip to the Teaching Museum to watch the Georgia Ensemble present the Junie B. Jones Musical on Friday, November 6. They will be eating lunch at the venue. Please send in the lunch form for a sack lunch from the cafeteria or bring your own “brown bag lunch.”
Report cards, Progress Skills Checklist and Star Reports will be distributed on Monday, October 19. Please sign the report card envelope and return to the class.
2.2 Math
This week, our class will be learning about fractions. We will practice halves, thirds, and fourths using rectangles and circles to create fraction models. Our class will be comparing fractions created through partitioning same-sized rectangle or circular wholes in different ways. Another project will be “Fraction Avenue.”
MCC2.G.3 - Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Fraction Word Problem:
Robert ordered 2 large pizzas for dinner. He cuts one pizza into halves and the other into fourths. If you were really hungry, would you want a slice that was one half or one fourth? Why?
Draw 2 circles. Cut 1 circle in two equal parts. Then, cut the circle into 4 equal parts.
- I would want one-half because the pieces are larger.
- I would want one-fourth because four is more than two.
- I would want one-fourth because the pieces are larger.
- It doesn’t matter because both pieces are the same.
3.1 Math
Students will practice multiplication and division skills during the week. They will incorporate multiplication in multi-step word 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
Example:
There are 30 shoes in the closet. They are placed equally in 5 rows. Which number sentence correctly shows this?
- 5 + 5 + 5 + 5 + = 20
- 10 + 10 + 10 = 30
- 3 x 10 = 30
- 5 x 6 = 30
Example:
What is the value of the missing number? Solve using a strategy you learned.
15 x ? = 90
- 2
- 6
- 9
- 12
Answer: Use fact family strategy or commutative property of multiplication for the missing number.
B. Division: 90 divided by 15 = 6
Science
The sun, moon and earth unit will conclude on Thursday. Students will test their knowledge on Thursday, October 15. The students will work on their study guide in class. Our class will spend Tuesday and Wednesday reviewing for the science test. Students will have choice boards that they can complete to show what they have learned.
Social Studies:
Our next unit is Social Studies unit. We will focus on “Georgia's Beginnings.” We will learn about how Georgia was settled and some important people in Georgia's history.
Georgia Beginnings: The focus of this unit is the founding of Georgia by the British at Savannah and their interactions with Creek and Cherokee Indians. The children will continue to add facts and comparisons of the life of the Creek and Cherokee Indians to their own selves. They will identify the contributions of historical figures that successfully founded Georgia. They will continue to weave their basket looms and apply it to math with arrays and patterns. The students will perform a skit in the classroom of the Creek and Cherokee Indians. Another activity is making an Indian headdress and writing facts about it.
Vocabulary words:
• Savannah
• Savannah River
• Yamacraw Bluff
• honesty
• trustworthiness
• dependability
• compassion
• civility
• government
• laws
• scarcity
• opportunity costs
• goods and services
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).
Writing
Students completed their first assessment in writing. Their writing was very impressive! The students focused and used details to capture the reader’s attention.
Next week we will continue to study Jane Yolan's writing to see how she makes her writing powerful. We will discuss how she describes everything and creates a picture in her readers head, and how she makes us wonder by dragging out the surprise. Then students will try these same strategies in their own writing. Students will be working in small groups. They will be learning how to improve on their specific writing skills.
Reading
Last week, we finished up our narrative unit. The students had choice boards with activities for the narrative standards we have been working on this year. At each station they were given the opportunity to read a book and choose an activity to show their learning of the standard based on the book. They were really challenged by these activities and seemed to enjoy getting the chance to show off their learning.
Next week we will begin our nonfiction unit. Students will begin by taking a pretest on the nonfiction standards we will cover in our 2nd unit. This will help me create my reading groups and work with each student's individual strengths and weaknesses. We will then begin working on our first nonfiction standard RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. This standard should be familiar to the students because we learned a similar one in the fiction unit. This time we will be focusing on nonfiction books and using questioning skills to make sure we understands the facts that nonfiction books are teaching us.
Enjoy your Columbus Day holiday weekend! Be safe!