In Writing, we talked out our reasons for our opinion and then planned our reasons on paper (quick-sketch).
Math application problem:
Lisa had 3 boxes of crayons, each with 10 crayons inside, plus 5 extra crayons. Sally had 19 crayons. Sally thought she had more crayons than Lisa. Lisa thought Sally was wrong. Who was right?
Grades for this assignment have been posted to Schoology.
Today in Writing, we added transitions to each reason supporting our opinion.
Math application problem:
Corey measures his pencil at 15 cm long. He then sharpens his pencil and measures it again as 4 cm less than before. How long is Corey's pencil now?
Grades for this assignmemnt have been posted to Schoology.
For our unit of content, we added a few facts:
In Writing today, we talked our reasons for our opinion and then planned (quick-sketched) them for drafting tomorrow.
In our content lesson, we learned about the nervous system:
Math application problem:
Julia's lollipop is 15 centimeters long. She measure it with 9 red cubes and some blue cubes. How many blue cubes did she use?
Grades for this assignment have been posted to Schoology.
Math application problem:
Micah had 16 toy trucks. He lost 9 of them. Charles had 1 truck. He received 6 more from his mom. Who now has more trucks, Micah or Charles?
Grades for this assignment have been posted to Schoology. If you notice your child has not scored at least a 3 on any of these spplication problems, it might be a good use of time to review them at home. Your child will be taking a number of types of math exams before the next progress report, an exam which looks very much like the application problem found here in the daily messages, fluency exams, a district online exam (similar to IXL), and an exam with math equations like those seen on the homework assignments.
We have nearly finished administering the middle of the year reading exams.
Math application problem:
Julian had 7 markers. His mother gave him 8 more markers. He lost 9 of the markers. How many markers does Julian now have?
Grades for this assignment have been posted to Schoology.
Today in our unit for content we learned about the muscular system.
Today we started a unit for content, listening comprehension, and speaking about the human body. Our main concepts of the day:
In Writing today, we drafted the openings for our "how-to."
Math application problem:
There were 4 boots by the classroom door, 8 boots in the hallway, and 6 boots by the teacher’s desk. How many boots were there altogether?
How many pairs of boots were there in all?
Grades have been posted to Schoology both for this assignment and for today's fluency test.
Winter Program update: we will be filming both on Tuesday and Wednesday.
In Writing today, we added 2 essential elements of our "how-to". The first was to add transitions. each step of the "how-to" requires a transition. Next, we added a closing. There are several easy ways to write closings:
A squirrel found 8 nuts in the morning, 5 nuts in the afternoon, and 2 nuts in the evening.
How many nuts did the squirrel find in all?
The next day, the squirrel found 3 more nuts in the morning, and 1 more nut in the evening. How many did she collect over the two days?
Grades for this assignment have been posted ot Schoology.
Today in Writing, we began drafting with just our imperative for each step.
Math Workshop application problem:
Stacy made 6 drawings. Mateo made 2 drawings. Delia made 4 drawings. How many drawing were made altogether?
Grades for this assignment have posted to Schoology.
Reminder: The 1st grade team has decided we will wear dark bottoms and a red top for our filmed performance for the the winter program. We have not set a date for filming, however.
In Writing, we planned (quick-sketched) steps of the "how-to."
Math Workshop application problem:
There are 6 children playing on the swings. There are 9 children playing tag. How many children are playing?
Grades have been posted for our first 4 assignments of the reporting period.
Fifteen of 18 students taking the math fluency test today achieved a perfect score.
In Writing today, we examined anchor texts for required elements. We then added to our braianstorm list.
In Math, we made a booklet of all of our Math Workshop papers. Those who were finished, took theirs home to share. The pages of the booklet represent all of our graded classwork used to inform our grades in Schoology. Parents can find corresponding grades in Schoology by referencing either the date of the work or the title of the report.
In Writing, we reviewed openings and took another pass at it.
Math Workshop application problem:
“It’s not going to rain,” said Sherell. “There are only 8 clouds in the sky.”
“You missed those over there. There are 14,” said Tony.
How many clouds did Sherell miss?
Grades for this assignment have been posted in Schoology.
In Writing today, we drafted openings. This was a struggle for the class this year. We may need to revisit this again tomorrow.
Math Workshop application problem:
Today the teacher dropped 18 beads on the floor. A student picked up 17 beads. How many beads remained on the floor?
Grades for this assignment have been posted to Schoology.
Today in Writing we added another fact/page to our draft and connected that with a transition.
Math Workshop application problem:
Eighty-three beads dropped on the floor. A student picked up one bead. How beads were left on the floor?
Grades for this assignment have been posted to Schoology.
In Writing, we drafted the first 2 ideas (only 2 are required) of our informational piece. Our goal was to write ONLY one idea per section.
Math Workshop application problem:
Nine children were playing outside. One child played on the swings. The rest of the children played tag. How many cildren were playing tag?
The grades for this assignment have been posted to Schoology.
In Writing today, we made a plan (quick sketch) for our informational text. We examined an anchor text for what it means to support a main idea with details. Adding details to our writing will come during revision.
Math Workshop application problem:
There were 8 juice boxes. Some of the children drank a juice box. There were then 5 juice boxes left. How many juice boxes were drank?
Grades for this assignment have been posted to Schoology.
In Writing today, we examined anchor texts to see how authors developed main ideas to see if we may be able to do the same thing in our own writing. We then touch and talked our topics on our new non-fiction paper.
Math Workshop application problem:
Shanika counted 5 pigeons on the roof. Some more pigeons landed on the roof. Then, she counted 8 pigeons on the the roof. How many pigeons landed on the roof?
Grades for the narrative writing assessment have been posted to Schoology.
In Writing today, we brainstormed our list of topics which we felt we had expertise in enough to write.
In Math, we took a fluency test on the parts of 9.
Today's application problem:
Francine had 10 action figures. Five of them are heroes. How many of them are villains?
Grades for these have been posted to Schoology.
Math Workshop application problem:
Eight ducks were swimming in a pond. Four ducks flew away. How many ducks were still swimming in the pond?
Grades for this assignment have been posted to Schoology.
Math Workshop application problem:
Shanice had 9 pencils. She gave 4 away to her friends. How many pencils did she have left?
Grades for this assignment have been posted to Schoology.
