May 20-23

 May 20-23 

Reminders: 

 Join us for our Celebration of Learning, in Mrs. Kosior’s classroom and the Learning Commons on Wednesday at 9:00

In-class Talent Show - We will take time as a class to share our talents on Thursday, May 29th in the afternoon.  All are welcome who would like to share!  We will then select our 2 entries for the School Wide talent show.  

City Hall School - Day 5

Question - How do shared experiences create a story with others? 

We started the week with our final day at City Hall School.  We got to meet our City Councillor, Peter DeMong.  We got to spend some time with him, hearing about how he listens, participates and helps lead our city.  We were also able to ask him many questions.  We enjoyed hearing part of his story, and how he remembers living in the Bonavista area when he was little and his connection to our community.  

After lunch, we then went outside, spent time at the playground near East Village.  We then continued our exploring, going over the bridge to St. Patrick’s island.  We got to explore and look at some of the native plants in this area, and spent some time sketching.  We also ran up and down The Rise.  Before we knew it, we were walking back to get picked up by the bus.  

    

Again, I want to thank all of our adult volunteers who joined us throughout our 5 days at City Hall School.  I hope the memories and experiences will be something that your child cherishes for many years to come.  I know our time and adventures together will be something I cherish and remember as a highlight of my teaching career years from now.  I feel truly blessed to have shared this experience with your child.

Celebration of Learning

The rest of our week has focused on bringing our learning and experiences from City Hall School back to the classroom.  We are working on various pieces and parts to share our story of City Hall School with our families on Wednesday.  We hope you will be able to join us on Wednesday morning at 9:00am.  We can’t wait to share our stories with you!  

Math 

Learning Intentions:

I can model subtraction within 20, in various ways

I can subtract within 20

I can solve problems using subtraction 

As we came back to school, we spent some time this week reviewing and strengthening our subtraction strategies.  Subtraction is always a skill that can take some additional practise and time to build confidence in, and some practise at home could help support your child as well.  See below for some further details.

Subtracting by Counting Back

•	When you know a total amount and you want to figure out how many are left when you take some away, you can count back from the total. For example, if there are 14 birds and 6 fly away, you can count back to see how many birds are left: 13 (after the first bird flies away), 12, 11, 10, 9, and 8. Note that when you count this way, you say one number for each bird that flies away. You can keep track with your fingers to make sure you say the correct number of numbers. The number of birds remaining is the last number you say.
•	If you wish, you can count back by 2s and say 12, 10, and 8 as you think of 2 birds flying away at a time.
•	You can represent the situation on a bar model like this: The bar model shows that there were 14 birds in total; one part (the birds that flew away) was 6, and the other part (the birds that stayed) was 8.
•	You can count back to subtract the part you know from the total. For example, if there were 14 birds and now there are 8, you can count back 6 numbers from 14 to figure out how many birds flew away: 13, 12, 11, 10, 9, 8. You said 6 numbers and ended on 8, so you know that 6 birds flew away.
•	You can count back until you get to the part you know to figure out the part you don’t know. For example, if there were 14 birds and now there are 6, you can count back from 14 until you get to 6. The number of numbers you say is the number of birds that flew away: 13, 12, 11, 10, 9, 8, 7, 6. You ended up at 6. You said 8 numbers, so you know that 8 birds flew away.

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Subtracting by Counting On

•	Sometimes you know a total and a part, and you want to figure out the other part. This can be done by counting forward, or counting on, from the part you know. For example, suppose there are 14 people coming for dinner. If you know there are 6 plates on the table, you could count on from 6 to 14 to figure out how many more plates you need. It’s not the last number that you say that tells you how many more you need; it is how many numbers you say. You can keep track with your fingers. In this case, you said 8 numbers, so you need 8 more plates.
•	You can count on by 1s or 2s. If you count by 2s, you need 2 plates for every number you say.
•	You can represent the situation on a bar model like this:
•	Even though you are counting on, you are actually still subtracting the part you know from the total: 14 − 6.

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Helping Your Child

It is useful for children to continue to practise counting on and also to practise counting back from numbers less than 20. Some practice in counting on by 2s (not starting at 1) is also useful, but do this only when the child is ready.

Your child can practise at any time. For example, you can say, “Count on from 6,” “Let’s count back from 15,” or “Can you count back from 10 by 2s?”

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Definitions

bar model: a model that shows a whole and its parts as two stacked bars of equal length, with one of the bars separated to show the parts

count on: to count beginning with a number other than 1; for example, to count on from 3, you would say: 4, 5, 6, …

Literacy

This week, we reviewed the letter y added to the end of words,  and that y can make vowel sounds too!  At the end of words, y can say long vowel i and y can say long vowel e.