We are working with multiplication at the present time. The terms factors, products, prime numbers, square numbers and multiples are quickly becoming common words used in the classroom. We will soon be multiplying 2 and 3 digit numbers by a 1 digit number. We'll start out by multiplying by expanding and then collapse the work into the algorithm we all are use to using.
Since we'll be practicing multiplying for a number of days, we'll also start the unit dealing with time. In addition to telling time in a variety of ways, we'll work with the concept of elapsed time, moving both forward and backward. Dust off your time machines!
Multiplication facts...yes! Your child needs to learn them. We have finished studying the 4s times facts and are off to the 8s times tables. The more you help your child study the facts, the more successful he or she will be.
Activities to do:
Ask your child what the terms mentioned above mean and see if he or she can give you examples of them.
Make up riddles using the math vocabulary terms. Here's an example.
I am a number between 3 and 29. I am an odd number. I am the highest single digit prime number. What number am I?
Give your child practice in the multiplication facts for 1s, 2s, 4s, and 8s. Find out what fact(s) are difficult for your child and ask what the answer to this fact is in weird odd moments. Make a game out of it, make it fun. It is amazing how a quick repetition over time will help your child. Once one fact has been conquered, move on to another and then mix them up. This will be very beneficial.
Language Arts
We are working on developing our stories more. Students are adding more details and descriptions in order to take a shap shot of a setting, a character, or an object that is important to the story. I am amazed at how good many of the children have become at painting a picture in words.
In reading we are learning the parts of a textbook, how to use a textbook efficiently, and how to answer questions from a text. Since this is the first time students have used a textbook, it is important to take some time to make sure they are successful with it.
We are also studying strategies for determining the meaning of an unknown word in the form of cloze activities. So far we've covered the following strategies:
1. read the whole paragraph,
2. use process of elimination,
3. look for clues that can be used to figure out what the word is,
4. be on the look out for "turn around words" which change the meaning of the sentence
5. use the clues to draw conclusions.
Activities to do:
Find pictures of settings, characters or objects in magazines and have family members write a snap shot of the picture. Read, compare and discuss what each person came up with noting effective writing techniques.
Make up mysteries or riddles by giving clues and/or have your child make up riddles. Challenge each other to solve the riddle or name the mystery word.
Spelling
The "Bird" Group is working on writing words with unexpected letters such as the "kn" in knee, the "wr" in write, and the "tch" in words like itch.
The "Skunk" Group is practicing words making vowel sounds like the ones found in words such as hawk or howl.
Activities to do:
Hangman is always fun.
Look for places where these letter combinations are found.
Science
We have concluded our unit on rocks and minerals.
Social Studies
We have just completed a lesson on what a region is. We will next learn about how regions can be defined by natural features such as landforms, plant life, or soil or by human features like langujage, religion, or the kinds of work people do. We will also learn the meanings of urban, suburban, and rural.
Activities to do:
Discuss the ways different parts of Willington can be divided into regions using different aspects of the town.
As you drive through parts of Connecticut, discuss whether it would be classified as urban, suburban, or rural.
Talk about the various ways in which the people of Willington and Connecticut use thearea's resources.
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