January 27-30

 Dear Parents,

Please take a read below to hear about our learning in grade 1 this week.

Reminders:

We are fortunate to have Jeff Stockton in our school this week and on Wednesday, February 5 will be sharing his unique storytelling with us.  

Inline Skating

This week we wrapped up our Alien Inline skating experience.  All students showed growth in their ability to perform this skill along with showing bravery and perseverance when engaging in and attempting a new learning activity.  

Learning Intentions:

Participate in physical activity in a variety of contexts to improve well-being.

Demonstrate various ways of moving safely through space during physical activity.

Perform locomotor movements in a variety of physical activity contexts.

Science

This week students enjoyed exploring and experimenting with the properties of length and area.  Students found and compared objects from around the classroom to measure, compare, discuss and document. We also create a Area Avenue, with us each creating a building for a community. We then began comparing the area that our building takes up with a partner.

Learning Intention:

Compare area of different objects. 

Compare the space that different objects take up.

Math:

This week students built their understanding of equality in math.  Using a variety of numbers under 10 and with blocks and pan balances students experimented with this concept.  This concept is important as we begin to build our understanding of addition and subtraction.

Learning Intentions

Investigate equal and unequal quantities, using a pan balance scale

Showing More, Less, or the Same Amount

As in Kindergarten, students in Grade 1 are asked to show an amount that is more than, less than, or the same as a given amount.

The given amount might be shown concretely, or it might be represented with a numeral.

•	For example, students might be asked to show more than this number of counters. In response, a student could show a set of 6 items.
•	Or students might be asked to show fewer than 6 items. In response, a student might show a set of 3 items.
•	To show an equal amount, a student should put out one item for each of the given items.

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How Might You Describe a Balance?

Because an equality describes a balance, students can show equality using either a mass balance or a length balance.

6 + 2 balances 4 + 4.

6 + 2 equals 4 + 4.

You can also write an equation to show a balance.

6 + 2 = 4 + 4

The equal symbol in an equation shows that the quantity on the left side balances the quantity on the right side.

8 = 8

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Helping Your Child

There are a number of books that you could read with your child that use the idea of equal amounts. Some examples are the following:

One More Bunny, by Rick Walton

Ten For Me, by Barbara Mariconda

What’s New at the Zoo?: An Animal Adding Adventure, by Suzanne Slade

As you read together, you could ask your child to interpret the equalities he or she sees in the words and pictures.

Literacy

This week we concluded our study of single alphabet letters and the sounds V and Z.  Please review the home practice to support your child’s learning.