Phase 3 -Week 4- May 4-8

Math:
Next week we will continue working on adding and subtracting. While this is the main focus, we will also be reviewing graphs. The student will sort and organize data into two or three categories. We will be using graphs to draw conclusions from real objects and pictures.
We will be using questions like: In this graph, which one has more/less/the same? En esta gráfica, cuál tiene más/menos/igual?
You can make graphs at home using family members, favorite food or sport, etc.

Science: 
During the following weeks, students will study animals. We will be focusing in identifying the basic parts of animals. Also, the students will explore animals of different sizes, colors and body coverings. In this unit, the students will use their knowledge of the different characteristics of animals to sort them into groups using colors, sizes and body coverings.

Phase 3- Week 2- 20-24

In Math this week, we will continue focusing on addition and subtraction. As we go throughout the lessons, we will use different strategies to compose numbers. The students will demonstrate ways to make the same number. For example: 1+4=5, 2+3=5, 3+2=5, etc.
Continue practicing adding and subtracting at home with your child. Using story problems at home is always a great support for your child.
Also, please continue practicing the names of the 2D and 3D shapes.

In Science, the students will be reviewing the parts of a plant and will be able to observe how a seed grows and how those parts start to appear after time. Below you will find the vocabulary we will be using in class. Have your child practice using this academic vocabulary by having them explore the plants they have around the house or yard and have them tell you the parts. 

In addition, the students will explore ways young plants resemble the parent plant and the changes that take place as a new plant develop into an adult plant. The students will identify structures in young plants that are similar to those found in adults and recognize the different stages in the development of a plant from seeds to adult.

We have also created a song which the students may practice at home. Feel free to use this song at home for more vocabulary support.

Phase 3- Week 1- 13-17

In Math, students will continue describing shapes using attributes such as size and number of faces. As students become fluent with descriptions, the focus will be on comparing shapes with real life objects and shapes. Please, review 2D and 3D vocabulary at home.
Feel free to use these guided questions while you are revising the shapes:

1. How was this shape composed? ¿Cómo está compuesta esta figura geométrica?
2. How many objects did it take to build this shape? ¿Cuántos objetos utilizaste para construir esta figura geometrica?
3. How does this shape compare to the other shape(s)? ¿Cómo puedes comparar esta figura geométrica con otra?

shapes	figuras geométricas
circle	círculo
rectangle	rectángulo
triangle	triángulo
square	cuadrado
rhombus	rombo
hexagon	hexágono
trapezoid	trapezoide
cube	cubo
cone	cono
cylinder	cilindro
sphere	esfera
attributes	atributos
vertices	vértices
faces	caras
sides	lados

In Science, we will be reviewing the basic needs of living things. This will lead into our next unit that will focus on plants. Below you can find the vocabulary we will be using in Seesaw.

Science vocabulary:

Week 26 Feb. 21, 2020

Math:
This week in Math, we will continue subtracting. We will be using different strategies to solve problems and practice the skill of taking away numbers. The strategies we use include using different resources in order to see the problem visually such as using ten frames, number lines, and pictures. We always remind our students that these are skills they can practice at home using many different things. Food is always a great way to start! "You had 10 grapes and you ate 4. How many do you have left?" Below you will find the vocabulary we use in class while working on subtraction.

This week we will also review shapes and their attributes.  Through numerous experiences exploring and discussing shapes, students begin to understand that certain attributes define what a shape is called (number of sides, number of vertices, etc.) and that other attributes do not (color, size, orientation).

Below you will find the vocabulary we will be using.

Science:

We will continue learning about living and non living things. The students will understand that living things are differentiated from non living things based on certain characteristics including the ability to satisfy basic needs and the ability of produce offspring. below you can help your child understand this concept asking some of these questions:

1. What is a basic need?

2. What are the characteristics of living things?

3. How can living things be differentiated from nonliving things?

4. What are the basic needs of animals?

Week 23 Feb.3-7

Math:

We will continue working on composing and decomposing numbers. In class we will  play with the different ways to make number arrangements in class. 

Equally important, for problem solving skills, students should understand that in math there are multiple ways to represent mathematical ideas. A representation can be thought of as a tool, such as a diagram, graph, symbol, drawings, or manipulative, that expresses a mathematical idea or concept.

Because different representations can illuminate different aspects of a mathematical idea, multiple representations should be explored and encouraged.

Strengthening the ability to move between and among representations improves students’ understand and retention of ideas.

Science:

In science we will continue looking at rocks and describing them.  We will be integrating technology to examine rocks and describe them for example, the texture, color, and size.  Below is the vocabulary we will use.

Week 22- Jan.27-31

Math:

This week we will focus in composing and decomposing numbers.  This helps students to begin to think flexibly about numbers in a way that connects between simply counting quantities to adding and subtracting them.  Once children can count quantities to 10 they need to begin to see the different ways these quantities can be broken up. At first this is done at the concrete level with students breaking apart trains of cubes or making groups of counters. Eventually students should begin to do this mentally.

We will create opportunities to play with the different ways to make number arrangements in class and you can also help with this at home. 

Science:

We will continue to look at different types of rocks and will be using some of the vocabulary we have used throughout the year to describe the different characteristics. We will be focusing on the texture, color, and size of the rocks. We also will be discussing what rocks are used for and what materials can be found in them (this includes rocks being used to build buildings/other structures and some minerals that can be used for other purposes). For home support, you can simply go outside and see what kind of rocks you have in your neighborhood.

Week 21 January 21-24

Welcome to the first blog of 2020!

Math:

This past week, we worked on joining numbers. One of the key concepts that students must learn is to solve word problems. We will begin with very basic numbers. Students should understand that in Math, there are multiple ways to represent mathematical ideas. A representation can be thought of as a tool such as a diagram, graph, symbol, or manipulative that expresses a mathematical idea or concept. While it might seem very simplistic, it is important that students are encouraged to explore different representations. You can find vocabulary below that will assist you with working on this skill at home. Also, we are including an example of the type of word problems we will working on to begin with.

Ex: There were 4 squirrels playing on a tree. 2 more squirrels came and joined them. How many squirrels are playing on the tree in total?

Science:
This week in Science, we will begin our unit on rocks. Students will be looking at different types of rocks and will be using some of the vocabulary we have used throughout the year to describe the different characteristics. We will be focusing on the texture, color, and size of the rocks. We also will be discussing what rocks are used for and what materials can be found in them (this includes rocks being used to build buildings/other structures and some minerals that can be used for other purposes). For home support, you can simply go outside and see what kind of rocks you have in your neighborhood. Ask your child questions on how they can describe what it looks like and what do they think the rock is made from. Below you can find the vocabulary we will be using this week.