Multicultural Luncheon, Crafts/Activities, & St. Augustine Field Study~ OH MY!

Where do we begin? Our last week of school before the holiday break was certainly a busy and memorable one! The food items brought in for our Multicultural Luncheon by each family were simply amazing. We enjoyed edible experiences from so many fascinating places around the world~ lumpia from the Philippines, chocolate brownies & madalines from France, fried rice & spring rolls from China, pizza & spaghetti from Italy, sushi & fried rice from Japan, beef patties from Jamaica, waffles with maple syrup and scotch cookies from Canada, chocolate cake from Germany, danish from Denmark, falafel & dipping sauce from Egypt, biryami from Nepal, flautas from Mexico, perogies from Lithuania, Dutch Christmas cookies from the Netherlands, grape leaves from Greece, and rice/picadillo from Mambos. Oh, and we can't forget about our U.S.A. favorites- sausage wraps, Key Lime Pie, chocolate pretzel sticks and congo bars! In the afternoon following the luncheon, an amazing group of our parents led the students through eight different craft and activity stations. Highlights of this amazing afternoon are shared in the following slideshow: Holiday Crafts & Activities on PhotoPeach Last but not least.... Our field study to St. Augustine was incredible. The day was gorgeous and our tour guides were brilliant and taught us so much. What a perfect way to enrich our study of Florida's vast history. Highlights of this amazing trip are shared in this slideshow: St. Augustine Field Study on PhotoPeach Students, what are your favorite moments from this activity filled week? Love,

Innovative Instruments

Wow! The home-made instruments that our students created to culminate our study of Sound Energy are amazing!! Such a variety, from percussion creations to string and wind instruments~ and all using such creative materials from around the students' homes. :-) Today in class, each student shared his or her instrument and explained how to change the pitch (if possible) and the loudness. Group photos and very brief video clips were then collected to capture the precious moments. Check them out here!

Partial Quotients

Some of you have been wondering about the Partial Quotients method for solving division problems (also known as Russian Peasant).

This method is important because it draws upon important ideas in multiplication (the inverse operation of division). Did you know that multiplication is also referred to as "repeated" addition? Well, division is also referred to as "repeated" subtraction.

635 is the DIVIDEND of a division problem. It represents the TOTAL.

15 is the DIVISOR.

In this division problem, the question we are trying to answer is "How many groups of 15 are in 635?"

This leads us to think of multiplication to help us find the number of groups of 15 that can be made with a total of 635. Since division is repeated subtraction, we must subtract away groups of 15 until we no longer have enough left to make another group of 15. 

A brainstorming process happens next. Because 635, is so much more than 15, we don't want to take away only a few groups of 15 at a time. The goal is to work as efficiently as possible. 

We know that 1 x 15 is equal to 15, therefore 10 groups of 15 (10 x 15) is equal to 150. Working with landmark multiples of 10 (10, 20, 30, 40) is important and is built from our knowledge of basic multiplication facts. 

Notice that this brainstorming process has helped to determine that 40 groups of 15 is equal to 600. (This is close to our total of 635.) Using this problem helps us to "take away" (repeated subtraction) 40 groups of 15 from the 635 total, and this leaves only a difference of 35. 

Then, taking away another 2 groups of 15 (2 x 15), leaves a final difference of 5 (which is the "remainder" as 5 is not enough to make another group of 15).

This work shows that 42 groups of 15 can be made (or subtracted away) from 635 and that there will be 5 left over. It is very helpful to represent this remainder as a fraction since we are left with "part" of a new group of 15 and the fraction helps us to understand that this is what the remainder (left-over) means. 

42 groups of 15 were made and we have "5/15" or "1/3" of a another group.

The above example has shown the most efficient way to subtract groups of 15 (40 groups and then 2 groups), however, students may solve this problem in many different ways. Below shows another example of how the Partial Quotients method might be used to solve this same problem.

You will notice that 42 groups of 15 were still subtracted, but the process occurred in four steps instead of two steps.

In addition to this strategy, there are other division strategies students use to solve division problems. Page 9 in the student planners highlight a few of these strategies (such as use of a multiple tower or ratio table/skip counting). 

This Partial Quotients method will be a preferred method as we progress through the 4th grade as it connects with the traditional algorithm for division, which is a major focus in 5th grade. 

Happy Mathematizing!

We Can Achieve (3000)!!

This year, readers at Chets Creek have been working hard within the pages of a new-to-us resource, Achieve 3000.  With initial placement testing in September, each student's independent reading level has been identified, and the program has been tailored to meet them at their own independent reading levels.  Each calendar month, as students read articles and complete comprehension activities success, the program will adjust the difficulty level of their articles up or down, based on their activity scores.  In order to make adjustments, the program needs AT LEAST four completed activities for each month.  For this reason, our students are participating in a weekly small group rotation schedule in which they complete an Achieve 3000 article and activity in class each week.


In order to provide more reading practice for each student, it is strongly encouraged that they complete at least one article with activity at home each week in place of or in addition to their nightly ELA homework.  Each reader has been taught how to dig into the "My Lessons" tab and find articles with activities to complete.

This holiday break, our readers are invited to participate in an optional Achieve 3000 challenge!  Students who complete five articles and activities with a 75% or better on their first try will win FIFTY BEHAVIOR BUCKS and an invitation to a special lunch bunch on Friday, December 5th.


Each student received a copy of the challenge log in class today, but a printable version is also available here.  Challenge logs will not be accepted late, so be sure to take care of them!

I can't wait to see how many readers take advantage of this great opportunity!  You won't want to miss out on the rewards!

Two Current Approaches to Multiplication

Our work with multi-digit multiplication has certainly made progress in recent weeks. Below are two common approaches that we have been using in class:

Multiplication Cluster

This strategy of decomposing one of the factors has reinforced the concept of multiplication in that one factor represents the size of groups while the other factor represents the number of groups.

Open Array Model 

This model has been fantastic as we have made sense of multiplication with larger factors because it has helped us not lose sight of the value of each factor and it has enabled us to decompose BOTH factors and keep track of finding all of the needed partial products.

Kingsley Plantation Field Study Highlights

Kingsley Plantation on PhotoPeach

Reflex Math

One mathematics goal for 4th grade students is to be able to demonstrate fluency with related multiplication and division facts (0-12). Now that we have started studying multiplication and division during Math Workshop, this fluency is becoming more important than ever.

The Reflex online fluency building program that we use during Math Centers scaffolds to each individual child's needs, offering re-teaching and additional practice with facts often missed by students until mastery is achieved. This program also offers reward incentives such as coins and points which can be redeemed in the "store" for Avatar "flair"- new hats, sunglasses, jackets, and other cool items to keep them motivated. Best of all, teachers and parents can gain access to track student progress.  It takes only about five minutes for a parent to create an account so that updates on your child's progress can be emailed to you bi-weekly. It's so convenient.  Information on how to set up a parent account was sent home in mid-September, but if you missed it and would like more information on how you can track your child's progress, write a quick note in your child's planner and information can be sent home again. :-)

It is recommended that students participate in Reflex Math fluency building 3-4 times each week. Each session lasts approximately 20 minutes. Each student logs in and participates in Reflex learning activities while at school at least once each week, but it is also helpful if they can spend time learning from this valuable resource at home too.

Happy Fluency Building!!

Categories of Numbers

During our first investigation in our unit Factors, Multiples, and Arrays, our classes have created posters of the arrays for various numbers. Using these posters, we have put numbers into different categories based on the kind and number of arrays they could make.

We have identified numbers that can make "only one array", numbers that make "square arrays", and numbers that make "many different arrays". These initial ideas have now developed into classifying numbers in five ways: odd, even, prime, composite, and square. Numbers may fall into as many as three different categories.

Here is a list of the mathematical ideas that are being developed during Math Workshop as a result of these student-made posters:

Odd Numbers: * have a 1, 3, 5, 7, or 9 in the ones place * have only odd factors * odd x odd = odd

Even Numbers: * have a 2, 4, 6, 8, or 0 in the ones place * always have a factor of 2 * each factor pair must have at least one even factor * odd x even = even, even x odd = even, and even x even = even

Prime Numbers: * only have 2 factors (one and itself) * only produce one array * 2 is the only even prime number

Composite Numbers: * have more than two factors * make at least 2 different arrays * can be even or odd

Square Numbers: * make a square array * have an odd number of factors * follow a pattern of odd, even, odd, even, ... * can be made by multiplying a number by itself (ex: 1 x 1 = 1, 2 x 2 =4, 3 x 3 = 9, therefore, 1, 4, and 9 are square numbers)

Students, can you identify a number between 100-200 that is composite and square? Leave a comment and share your answer (and your reasoning) and you will earn  Behavior Bucks!!

Addition and Subtraction Strategies

The first part of our mathematics journey this year has been to deepen our understanding of place value and number sense through exploring addition and subtraction. We have built upon many mathematical ideas learned in 3rd grade in order to find more efficient ways to solve problems involving larger numbers as 4th graders.

Decomposing

This helpful strategy helps us "see" the value of each digit so that we can make sense of combining and separating numbers because each part of the problem is broken down into its place value "parts". An addition (combining) example is shown below.

Compensation

This awesome strategy is useful when one of the numbers we are computing with is near a landmark number.
When adding, we might take one from the second addend and combine it with the first addend to make an "easier" problem.

When subtracting, we might adjust both the subtrahend and minuend by the same amount (keeping their distance/difference the same) so that we can subtract easily (without regrouping).

There are also other ways to compensate when adding and subtracting- these are just two examples.

Straight Subtraction

This strategy reminds us that we can NOT just switch digits around among our minuend (whole) and subtrahend (part) when subtracting (even though we might want to in order to make subtraction easier). We CAN subtract larger numbers from smaller numbers...we just end up with negative numbers that need to be dealt with.

 

Traditional Algorithm & the Expanded Algorithm

Decomposing each number to be computed into its place value parts helps to show HOW the traditional algorithm works. This works well with both addition and subtraction. A subtraction example is shown below.

We will continue to explore a variety of strategies when adding and subtracting numbers to the millions throughout the course of the school year.

 

Students, what is your favorite strategy?
Leave a comment and let us know.

Reading BINGO!

Who doesn't enjoy a good game of Bingo every once in a while?

Photo Credit: Darwin Bell via Compfight cc 

The only problem with Bingo is that it's a game of luck.  And just as you can have days when your luck is really good, you can also have days when your luck is really BAD.  So, winning is out of your hands.  

But that's not the case with Reading Bingo!  Your success is completely in your hands!  You are in charge of your life as a reader, so it's all up to you!

As you've seen already, Reading Bingo is a little different from traditional Bingo, and many of you have questions about the "rules of the game".  I'll do my best in this post to help clear up any confusion, but if you still have questions after reading this, please feel free to leave a comment.  I'll reply to your comment here so that others can see the answer, too.  (Usually when one person has a question, someone else is wondering the same thing and just hasn't asked yet!)

Is Reading Bingo required?

Yes.  Reading at least six books per nine weeks is required for fourth graders.  However, it is up to the reader if they want to try to achieve a Bingo by reading five books in a straight line or not.  (Remember, the sixth book can be anywhere else on the card.)  In order to receive the prize, you have to "read a Bingo" (complete a whole row, column, or diagonal).  

Why do we have to read six books each nine weeks?

Each year, readers throughout Chets Creek are challenged to meet a reading volume goal.  Because readers naturally read different types and difficulty of books as they grow and change, the goal changes based on their grade level.  We call this reading incentive program at Chets Creek "Readers to Leaders".  The fourth grade goal is to read 25 chapter books each year.  In order to make the goal easier to manage and pace, we've divided that into six books per quarter.  (We count all the miscellaneous magazines, articles, short stories, picture books, and more that we read in class all year as the 25th chapter book.)  Meeting this quarterly goal is how readers earn their Readers to Leaders award.  

How do I receive credit for reading a book?

After a reader completes a book, they should complete a reading response.  For the first nine weeks, in order to promote high quality work, I will be teaching students a variety of ways to respond to their reading as we move through the quarter and they will be expected to practice that format for the corresponding pacing check.  For the first pacing check, we learned how to complete a "Book Parts" response.  For the second pacing check, we've been learning about writing a letter to the author, a character, or Mrs. Nash.  Future choices will range from sitting down one-on-one with me in class to have a conversation about the book, to writing a short summary, illustrating a new book jacket, acting out a scene from the book, recommending the book to their class with an informal book talk, or even to a variety of digital projects.  Really, the possibilities are endless!  

Do I have to respond to every book I read?

Readers must respond to any book they read in order to get credit on their Bingo cards for reading the book.  Six books is the minimum requirement.  Some readers are challenging themselves to reach a "Double Bingo" or even a Blackout!  Other readers just want to meet the Bingo goal and then read for the love of reading without responding after their sixth book.  These are all acceptable goals and choices.  

Will this be graded?

Since independent reading is such a large part of our work in reading workshop, yes.  Reading Bingo is graded.  Students receive a grade based on the percent of the six book goal they complete.  This is a small portion of their ELA grade.

When is Bingo due?

On the yellow Reading Bingo Schedule, you will see a series of dates.  These dates are pacing checks.  With the exception of the final due date, these are not hard and fast deadlines.  Since students are graded on percent completed of the six book goal, grades for Bingo are not entered into the grade book until the final due date.  (For this quarter, the final due date is October 20th.)  The pacing checks leading up until that point are merely checkpoints intended to help readers stay on pace to meet the final goal.  With that said, readers who fall significantly behind in their reading rarely catch up to meet the final goal, so please do monitor these dates. 

How can I support my reader in this process?

You can support your reader at home in a variety of ways.  

• Provide a good 30 minutes or so in their evenings (Monday through Friday) of uninterrupted, devoted reading time.  
• Whenever life gets hectic (sports schedules, dance classes, special projects, family needs), be sure to encourage reading on Saturdays and Sundays to make up for the lack of time on other days.  Reading can be a great downtime activity for everyone in the family!  
• Make a habit of asking your child how they're doing on book completion.  Some readers have bad habits of frequently abandoning books before completion.  These readers have difficulty reaching the six book goal.
• Help them track the titles of the books they've completed on their blue Bingo sheet and their actual Bingo card.  If I find that they've written a book's title in a square on their bingo card, it's much easier to help them correct their card if they also have them written on their blue pacing guide.
• Encourage your reader to choose good fit books for them.  If your reader usually reads books that over 200 pages in length within a few days, and you find them returning to series books from years gone by so they can read more books faster, remind them that reading books that are TOO easy is not what reading is all about.  (Remember what makes reading the best and the worst?)  At the same time, if they're stuck in a book for days and days, are making very slow progress as they're reading, or appear to be reading the same page forever, perhaps this book is too challenging.  Ask them to read a page out loud and do the "five finger check" to see if it is a good fit for them.  Students should be able to read a whole page of text without missing more than 3 words on the page.  
• If they've been itching to read the next book in a series they love, but that book is 400 pages long and you're worried they won't have time to finish it, be careful not to discourage them!  Rather, remind them to request a conference with me (using our conference sign-up notebook in the classroom) so we can discuss making this work for them as a reader.  
• Encourage your child to read one book at a time.  They should be reading a chapter book that they bring to and from school each day, just like grown-up readers do.  Once they finish reading for the night, be sure they put the book straight into their backpacks so they'll have it all day at school the next day.  

This is a lot of information to soak in, but I'm sure many of you still have questions.  Remember to leave your questions in a comment on this post so other families and students can learn from your wonderings, too.  

Students, what questions do you still have?  How are you doing in your personal game of Reading Bingo?  Are you enjoying it so far?  

Florida Map Projects

Florida 3D Map Projects were introduced today in class and they will be due BY Monday, September 22nd. (Your child is more than welcome to turn in his/her project earlier than the due date.) The purpose of this "at-home" project is to have a fun and meaningful way to enrich and extend all that we are studying in our first unit of Social Studies (DOSS), Florida's Geography. Each student received a guideline (blue handout) with all of the expectations for this project today in his/her RED Home/School Connection folder. The above example highlights one example that has been completed by a former Chets Creek 4th Grader to give you an idea on how you might proceed, however, creativity is encouraged. Some students may choose the provided flour recipe (on the back of the blue handout), and others may choose to use modeling clay or styrofoam. The sky is the limit and creativity is encouraged and celebrated! This project will count as a test grade in Social Studies for this first nine weeks. Students, what idea might YOU try for your at-home project?

Laying the Foundation in Math

Our first two weeks of 4th Grade Mathematics have been focused around gaining a deeper understanding of our Base 10 Number System. We began by exploring place value through looking at numbers in their standard, word, and expanded forms.

For example, 143 = one hundred forty-three = 100 + 40 + 3


We then began modeling numbers in our number system using open number lines. These representations helped us make sense of adding, subtracting, and rounding numbers to landmark numbers (friendly numbers such as multiples of 10 and 100). We also completed a Gizmo (virtual math lab) on Rounding.

Our next focus will be to use "rounding" to help us estimate sums (answers to addition problems) and differences (subtraction problems).

This foundation we are laying through our study of place value, rounding and estimation will be necessary in understanding the higher level mathematics we will be studying the rest of our 4th grade year together.

The following link provides reinforcement and practice in the skills and concepts we have been working on in class.
http://studyjams.scholastic.com/studyjams/jams/math/index.htm
If your child visits Study Jams in order to review the math we have been learning about in class, leave a comment to let us know and your child will earn a $5.00 reward in Behavior Bucks!

Happy Mathematizing!!

Fantastic First Week in Oz!

What a fantastic first week we've had!

Principal Phillips kicked off our year with an exciting surprise -- a hot air balloon! Bright and early on the first day of school, the entire student body and faculty headed out to the bus loop to watch Principal Phillips (and Dorothy) take a little ride in a hot air balloon, right here on our very own campus.  We all waited excitedly as the crew of men worked to inflate the enormous balloon.  Slowly, it came to life, lifting off the ground, eventually swinging and swaying in the breeze.  Most of us agreed, we wish we could climb in and float away on an adventure!

On Wednesday, the Fundrunner team got us all pumped up for our September 2nd Fundrun.  Students loved getting an overview of all the prizes available.  Many went home the first night and started phoning family and friends for pledges right away!  In our classrooms, we look forward to the Fundrunner team visits, and we're working on our team names and plans for our entries in the Fundrunner bag decoration contest.

On Friday, we gathered again as a school for our first Flag Raising.  Watching the new group of 5th grade Safety Patrols often inspires fourth graders to dream of the day when they might finally get their own chance to wear the coveted neon belt.  Fourth grade is the year to work hard all year, building the habits of respectful, responsible students.  Fourth grade teachers watch their students all year for:  daily preparedness, respectful interactions (with peers and adults), following directions, hallway conduct, motivation and leadership.

All of these big events were the icing on the cake this week!  The rest of our hours together were spent learning all about our new classrooms, classmates, and routines for fourth grade.  We jumped right into our studies from the very beginning, and we are already seeing growth and improvement from our students, day by day, as we all push past "summer brain" and warm up to the new challenges and rigor of fourth grade.

Thank you all, students and families, for such a wonderful week in Oz!  We can't wait for more fun this week!

Behavior Bucks

Everyone loves what money can buy! Our students are no exception. Throughout this school year, students will be “caught doing the right thing”, and they will be rewarded with Behavior Bucks! These bucks will be earned by participating in class, giving an exceptional response, exceeding the standard, showing improvement in a specific area, doing something extraordinary, helping someone in need, etc.

We love to build great character and strong students by catching our students doing what is right. This year, we will be holding a huge auction every other Wednesday where our students will get to bid for items of their choice. All students who have earned an “A” in Conduct the week of the Auction and the week before the Auction will be able to participate. Students have an “A” if they have two or less infractions for the week.

The Auction is an anticipated event and is a highlight in the lives of our students. Our Auctions are made possible by the generous donations from our parents. Our students love candy, books, toys, movies, stuffed animals, jewelry, art supplies, music, etc. Anything at all is appreciated by our students, so please keep donating throughout the school year. When your child donates, Behavior Bucks are given in return to say “thanks” for giving.

Students, what are your thoughts on earning Behavior Bucks and participating in auctions this school year?

Welcome to Oz!

Chets Creek Elementary - No Place Like Home 14-15 from Once Upon a Teacher on Vimeo.