FEC Montgomery Street School > Teachers
Spring is officially here! In writing we are working on the concept of "showing not telling", so instead of saying "It was a nice day" we show our reader how lovely it was. For example, the grade one writer might say "The sun was shining and no one was wearing their snowpants" to give the reader a better picture of the "nice day".
In math, we are solving comparison problems and representing them with math sentences. Some examples would be:
Sue had 10 bananas and Joe had 6 bananas. How many more bananas did Sue have?
The zoo had giraffes and lions. They had 9 giraffes. They had 3 more lions than giraffes. How many lions did they have?
Nick had pencils and erasers. He had 12 pencils. He had 5 fewer erasers than pencils. How many erasers did he have?
In You and Your World, we have started a 3D mapping project. Each student has designed an island which they will name and describe. They will tell about the weather on their island and the types of animals it supports. After looking at how the climate effects the plants, animals and people in the area, we will draw maps of the island. Fun!
This is the final week of school before March Break. We will be doing an independent assessment piece in writing, so it would be beneficial if your child has a small-moment story idea ready for Monday.
Thursday is the 100th day of this school year and we will be celebrating with a special 100 day snack. We will be doing lots of math activities related to the number 100, including our posters displaying a collection of 100 similar objects. In art, we have done portraits of ourselves at 100 years and we will be doing some writing about 100. 100 Day is great fun!
This week, in math class, we will begin to work with subtraction. We will use the concept to solve "take-away" questions and find the difference between two sets. Students will model these problems with manipulatives, draw pictures of them and write a math sentence or equation representing the problem. We will begin with the "take-away" problems. Examples of three problem types would be:
- Anna had 10 bears. She gave her brother three. How many does she have now? 10 - 3 = ____
- James had 15 marbles. He gave his brother some. Now he has seven. How many did he give his brother? 15 - _____ = 7
- Sue had some balloons and she gave her brother three of them. Now she has 7 left. How many did she have to start? _____ - 3 = 7
100 Day is coming up and we will be making 100 Day Posters in class. I have various collections of small objects, that the children will pick from to make their own poster. This is a great time to practice their skip counting skills as they organize their objects into sets of 10.
Bring your Valentine's Day cards tomorrow (Wednesday, Feb. 15) so we can have our class celebration!
Valentine's Day is on Tuesday. Please send in your Valentine cards, so they will be ready for our celebration.
In math, we are continuing our work on addition problems. This week, we will practice counting objects by 2s, 5s, and 10s. We will also begin to introduce the concept of subtraction and use it to solve word problems.
February is a cold month. Please make sure that your children are dressed warmly. It is a good idea to send an extra pair of mittens in case the originals get wet.
In math, we are continuing to work on the variations in addition problems. Our counting focus is now on counting backwards from 50 and 100 by ones. This is tricky and home practice is recommended.
The writing is still centered on personal narratives and I encourage the children to write about real-world experiences and not video games. You can help by suggesting and discussing ideas with your student!
The Valentine list has gone home and the children are excited about the upcoming celebrations.
Our upcoming focus in math is addition word problems. We will learn to solve a variety of different problem formats and represent them as equations. Here are some examples.
1. I had 3 books and I took 4 more out of the library. How many do I have now? The equation is 3 + 4 = ___.
2. I had 3 books and I took some out of the library. Now I have 7. How many did I get from the library. 3 + ___= 7.
3. I had some red crayons and my friend gave me 4 blue crayons. Now I have 7 crayons altogether. How many red crayons did I have. ____ + 4 = 7.
We are working on dividing numbers up to 20 into equal groups, with and without leftovers. For example 12 can be divided into 4 groups of three and no leftovers (singles) or two groups of five with 2 leftovers. We are solving problems like "I have 12 mittens. How many pairs are there?" or "There are 20 cow legs in the cow barn. How many cows are there?"
We are also practicing counting to 100 by ones, both backwards and forwards. This is a great skill to work on at home or in the car.
In literacy, I have just retested the "Words Your Way" levels and I will soon be dividing the students into their new groupings. Some students will be moving away from the picture sorts into word sorts and they are expected to learn to spell the new words.
In You and Your World, we are having fun with mapping. We have made a 3D map and we are going to do several more hands-on projects in this unit.
Welcome back! The children all came to school ready to write with lots of small moment story ideas from their holiday time.
In math, we are working on dividing sets of objects with up to 20 members into equal groups with or without leftovers. The leftovers are called singles. For example, 10 could be divided into 2 groups of 5 with no leftovers or 3 groups of 3 with one single or leftover.
The goal for this term is counting by 1s, 5s and 10s to 50. Keep practicing. Grade one students go to 100 by the end of the year.
In our You and Your World studies we are going to begin a unit on mapping.
Friday, Dec. 23 is a half day and school will be dismissed at 11:00am.
We have done lots of comparative work between sets and numbers up to 20. The students are using the math words 'fewer', 'more' and 'same' or 'equal' to describe the relationship. This week, we will do lots of estimating of quantities up to 20. "Is the number closer to 10 or 20? Is it closer to 5 or 10?" We will look at referents and use that to help make informed estimates. For example, I will show 5 oranges and say "This is what 5 looks like. How many do you think I have on this plate?"