We have been exploring place value concepts and working hard towards mastering the base ten number system. They used manipulatives and games to show the relationship between numbers and their place value. We also reviewed rounding concepts and here are some comical quotes from 3rd and 4th graders:
‘Rounding is like making it easier to add or subtract’
‘Rounding helps go up and down, higher or lower numbers’
‘Rounding…..ugh, we learned that last year!!’
I encourage you and your student to keep reviewing estimating large numbers when you’re out and about at the market. Students also were introduced to 3 new strategies to help them add and subtract (decomposing, splitting, and jumping on a number line). Over the next several weeks, we will begin to add and subtract using money and money based games.
Art: Students are learning how to use techniques from Picasso, Van Gogh, and Claude Monet. I can't wait to see what technique they'll learn next and which artist to use as a mentor artist.
Reading: Students have been collaborating to create a poster that explains their reading article: The Branches of Government, US Constitution, or Checks and Balances. The groups are almost finished with their posters. Next, they will teach the other groups about their article while students take notes.
Guest Speaker: We invited Michelle Rainey, acting Executive Branch, to come and give some insight to the students about the bills they've created in class for our Classroom Constitution. This was a great experience for the students to see how bills have to be approved by both houses and then approved by the Executive Branch or president.
We will also begin reading about the different historical figures on our currency, as well as, learning about the symbols on the bills.
Project: We began by introducing the students to the idea behind why we will be designing a new $10 bill. We watched a short announcement made by the Secretary of Treasury explaining the reason why they are changing the face on the $10 bill (https://www.youtube.com/watch?v=hFrc25f_mUc) and discussed different options and ideas for when they will begin their own design. We also learned the history of money, discussing how bartering and using huge chunks of gold used to be how people would purchase things. Since the theme of the new $10 bill is DEMOCRACY, students did "Think, Pair, Share" to get some ideas of what DEMOCRACY means to them. We also discussed briefly what the Women's Suffrage means because in 2020, we will be celebrating the 100th anniversary of Women's Suffrage with the new $10 bill portraying a woman. Students will begin reading about the current face of the $10 bill, Alexander Hamilton, the United States Treasury Building, taking notes, finding quotes, and getting extremely excited to design their own money!
Writing: It was fun to have the students share their collages about themselves. We have some talented and passionate students in Core 3 this year! Students made inferences about each other and asked clarifying questions about their collages. We will display the collages in the room for the next few weeks. I am sending home the first writing sample without editing or revision from the teacher. Along with the writing sample will be a rubric that shows your child’s starting level for that piece of writing. As you will see, students can be anywhere on the Learning Progression at any time in their writing. Don’t focus too much on the grade level. Focus more on each strand and what it says your child is able to produce at this time or where your child needs more practice. I will be giving writing workshops soon after school for anyone who needs some guidance in writing. Make comments or questions on sticky notes and send the writing sample back to me by Sep. 21-22.
We will be moving into our first writing assignment for the project: Letters to the Founding Fathers. This week, students will review the elements of a friendly letter and practice writing letters to each other. We will also be learning about the Founding Fathers and taking notes to add evidence in our letters.
HWT: We have learned these letters in cursive: Magic c, a, d, g, h, t, p, e, l, f
Word Study: I have finished scoring the Spelling Inventory Assessments and I will be sending home a copy of the assessment, along with background information about the level on which your child is performing. We have been experimenting with prefixes to create lists of words. The tricky part is knowing when a word that has a prefix is a base word. For example, dismiss is a base word, but disarm has a prefix and base word.