I hope you had a healthy and relaxing winter vacation. Our first full week back to school was a busy one!
In Reader's Workshop, we finished up learning about nonfiction text structures. Students now know that nonfiction text is structured in a way to help with comprehension.
We have had a lot of practice reading articles and books and deciding how the text was structured by searching for keywords. Once they determined the text structure, they were able to complete a graphic organizer that went with the purpose of the text.
For example, if they were reading about Alligators and Crocodiles, the purpose of that article was to teach the reader how they are the same and different. This would be a compare and contrast. Based on the key words and content, students were able to easily complete a venn diagram showing what they learned about the topics.
Today, as an end of the unit assessment, students were given nonfiction articles at their reading levels and were asked to use their anchor chart (picture above) and notes in their reader's notebook to determine the structure of the text and complete an appropriate self-created graphic organizer to display the information they learned. They knocked it out of the park!
In Math, we have been working on the 3's, 4's, 0's and 1's tables in multiplication and division. Did you get a chance to look at the homework this week? I had a few emails come in about how challenging decomposing multiplication sentences were. I see you, I hear you! It was challenging for us at first, too! With modeling, repeated exposure and plenty of opportunities to practice, it has gotten easier, though! If you don't believe me, check out Emma's update below! We will continue this skill through the next chapter in math as well.
Investigation 1 in our new science unit, Motion and Matter, has been a blast!
The focus question of investigation 1.1 was: What happens when magnets interact with other magnets and with paper clips?
Magnets have a magnetic force surrounding them. Though it is invisible, you can feel it when you put two magnets next to each other, either pulling toward (attracting) or pushing away (repelling). Magnets interact with other objects in two ways. They either stick to the objector not. The magnetic field reaches out to certain materials and attracts.
The focus question of investigation 1.2 was: How is the magnetic field affected when more magnets are added?
If you measure the distance at which a magnet can attract a paperclip, you find that it varies depending on how many magnets are being used.The pattern that begins to emerge is the more magnets you use, the farther away the paperclip can be when it is attracted.
Read Theo's update to find out how we tackled this. Make sure to ask your child these questions at home, too!
Have a great weekend!
Last week in science third graders worked with magnets and paper clips.We observed the paper clip attract to a magnet. When we were done doing that we put the magnet to the chair leg and we put a paperclip with a string and it had magnetic force. The paperclip floated in thin air! We also put magnets on a straw. That's what we did.
This week in science we tested how many centimeters 1, 2 and 3 magnets needed to attract to a paperclip. Here is what it would look like
Doesn't it look cool?! I put the pencil there just to balance the magnet so I could take the picture. This is what we did 1/10/19 . Thanks for taking a peek!
This week in math we worked on decomposing multiplication problems into known facts. All you have to do is take a factor and cut it in half. What you had to do in the example was take the 4 or 8 and cut it in half. The 4 would be a 2 and the 8 would be a 4. After you cut it in half, solve it and then double the product to find the answer to the decomposed multiplication problem
Now you know how to decompose!