An interesting fractions puzzle this morning that resulted in two different answers. What is your answer?
Hans, Barry, Seppe, and Maxwell have created a variation of the darts game “501” which focuses on the use of decimals. They have changed the scoring zones of the dartboard into decimal form.
This student-created game has allowed students to practice their use of decimal place value vocabulary and the subtraction of decimals to hundredths.
Hans, Barry, Seppe, and Maxwell have clearly demonstrated their agency in our current maths unit. Please have a look below for their game rules.
Today in ESL class, students were briefly introduced to some key vocabulary which they will encounter during their next unit on ‘How We Organize Ourselves’. The new unit is due to begin next Monday.
During the activity, students walked around the classroom and looked at key vocabulary cards stationed at different tables. Some of these words include: crisis, prepare, respond, organisation, cause, effect and natural disaster.
Students then wrote the following information that they either knew or could find about the word:
- Translation (to their native language)
The purpose of this activity is to help equip the ESL students with some of the key vocabulary prior to hearing and reading about these words in their homeroom class. This knowledge will help give them the confidence and understanding to fully engage in their learning during our unit of inquiry lessons.
Congratulations to the students of 4AS for a successful Cultural Heritage Appreciation Day! The culminating event of our ‘Where We Are In Place and Time’ Unit of Inquiry served to showcase our students’ learning and understanding of the importance of preserving cultural heritage.
The central idea for the unit was ‘Preserving our cultural heritage provides ways of appreciating and taking shared responsibilities as part of society’. The students were tasked with acting as cultural ambassadors to show their understanding of the central idea. Part of their role involved inquiring into the preservation and appreciation of cultural heritage in different forms. The inquiry process involved exploring ways in which appreciation is shown for cultural heritage, reasons why people maintain cultural heritage and how cultural heritage is preserved. After their individual inquiries, students created presentations to share how and why cultural heritage is preserved.
Many students choose to inquire into and present about intangible parts of cultural heritage that are recognized by UNESCO. Topics included Chinese Zhusuan (abacus use), Kimjang, Chinese shadow puppetry, Indonesian shadow puppetry, equitation in the French tradition, traditional tugging rituals, pays de grasse, and kunqu opera. Presentations varied between tasting experiences, exhibitions of models, interactive experiences, thoroughly researched Keynote displays and dramatic performances.
Students love opportunities such as these parent events to share and celebrate their learning. It offers an opportunity for parents to share, experience and engage with their child’s learning.
We would like to thank parents for taking time to help the students locate resources for their presentations. Also, thank you for attending this event to help celebrate student learning.
Please have a look below for some photos of the final steps students took before Cultural Heritage Appreciation Day.
Grade 4 students have started inquiring into their third art unit of the year. They are exploring the central idea of investigation leads to possibilities under the theme of Sharing the Planet.
The students have been experimenting like artists by investigating a wide range of materials and techniques, recording their findings in their sketchbooks.
They now know which techniques they personally enjoy working with and will use those techniques to develop a series of small art pieces called Artist Trading Cards under a specific theme or message of their choice.
The students of 4AS engaged in some deep discussion about place value when thinking about this problem. Several different answers were proposed and all had valid arguments for being correct. What do you think? Please feel free to post your answers in the comments section.
Karen and I hope that you have enjoyed your holiday. This week we have once again looked at the 6 fitness tests as part of our year-long unit and assessment on health related fitness. We have enclosed a pdf of the actual test sheet that your child has worked through this week – talk to them about whether or not they are warm, warmer, hot or on FIRE!
Our next unit is Movement Composition and students will use the terminology of ROTATIONS, TRAVEL, BALANCE, and JUMP to describe and label their movements. This unit covers a mixture of gymnastic type movements such as rolls, balances, leaps, and gallops etc; and then adapting/modifying them into a small routine. Within Grade 4 we will be focusing on the aesthetics and function of each movement as well as connecting between different movement – which in child-speak is about making our moves and transitions clean, tidy, and smooth. We will also be focusing on extending our capabilities within movement; For Example taking forward rolls into dive rolls for those capable, experimenting with beginner vault work, and gaining more control in complex balances such handstands etc.
Just a reminder that students from G3-G5 are required to the PE uniform during these sessions. Time will be given before and after each session in order to get changed. After Chinese New Year students who do not have PE uniform will be lent an old sports uniform for the PE session and an email will be sent home informing you of this. PE uniforms are available at DragonWear in the school foyer. We have attached the letter sent last year in English, Korean, and Chinese addressing this matter.
As always both Karen and I encourage families to talk about PE at home and we welcome any feedback, questions, clarifications that you may have as a result of your child’s PE sessions.
Regards Kit Murray and Karen Zheng
Grade 4 students were very fortunate to have two teachers volunteer their time to present on some aspects of cultural heritage from their home countries.
Mrs. Farrow joined us for a presentation on traditional handmade Mochila bags. They are a style of bag that are traditionally used by indigenous Colombians. The bags are designed with patterns and symbols that vary from group to group, with each symbol having a different meaning. It is a part of Colombian cultural heritage that has become very well preserved and recognizable due to its increasing popularity.
Mr. Jeffrey joined us for a presentation on several aspects of Canada’s cultural heritage. He touched on several typical stereotypes about Canada’s culture, and then elaborated on the connection between Canada’s indigenous cultural heritage and current values.
We would like to thank the many teachers who have volunteered their time and contributed to our current UOI.
Now that we have begun to form connections between fractions and decimals, I have made available several new MyMaths activities related to material we’ll be covering this week. Please follow the link below and complete the activities if you have some extra time at home.
1. Introducing decimals
2. Decimal place value
3. Decimal number lines intro
4. Decimal number lines