March 16-19

Dear Parents,

We have had another great week of learning in grade 1.  We have been enjoying the warmer weather and the first signs of spring.  The first day of spring is March 20, I hope that you can take time to enjoy the longer days and warmer weather over the break.  

Reminders

• Spring Break begins on March 20
• Return to school on March 20

Math

We have been working on building our understanding of addition as joining while learning addition strategies with sums within 20. Through songs, activities and working with hands on materials, students have been building their number sense and understanding of addition facts up to 20.

Learning Intentions:

• I can show that adding means joining two groups together.
• I can explain that when I add, the number gets bigger.
• I can join two groups of objects to find how many in all.

• I can use counters, cubes, or drawings to show joining.
• I can draw a picture to show two groups coming together.
• I can act out a joining story with objects or my body.

• I can write a number sentence using + and = to show joining.
• I can match a story to an addition sentence.
• I can show my thinking using numbers, pictures, and words.

What Are Joining Situations?

In a joining situation, one amount is joined to another amount. For example, if there are 4 children in a room and 3 more children join them, we can add 4 + 3 to determine the total number of children in the room. This total is called the “sum” or the “whole.”

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Showing Addition on a Number Path

A number path can help students visualize the process of addition.

They can use one of the numbers in the addition situation to tell them where to start (or how many steps to take first) and the other number to tell them how many more steps to take.

For example, adding 5 and 3 can look like this on a number path:

Or

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Adding on a 10-Frame

Adding counters to a group, perhaps on a 10-frame, can also help students visualize the process of addition.

The counters on this 10-frame show 5 and 3 more.

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Using Symbols in Addition

Addition is new to students in Grade 1, even though they have informally experienced joining situations in Kindergarten and earlier in this grade.

Students can use the + symbol to describe addition.

So, 4 and 3 can be written 4 + 3. It is read “4 plus 3” or “4 and 3 more.”

Eventually, students will also use equations such as 4 + 3 = 7 to represent addition, but not in this topic.

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Helping Your Child

Joining situations occur frequently in day-to-day life. Whenever you and your child find yourselves in a joining situation involving small numbers, ask your child what is being added.

For example:

If 3 dogs are in a park and 2 more dogs arrive, the addition situation is 3 plus 2.

If 4 people are in a room and 3 more come in, the addition situation is 4 plus 3.

If appropriate, you could work with your child to figure out the sum. Use concrete materials to represent the amounts being added, if it is helpful to do this.

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Definitions

10-frame: a grid that can hold 10 counters in 2 rows of 5 squares each; you place one counter in each square to show a particular number

addition: the process of putting numbers together to determine a whole amount

number path: a counting tool in which each number in a series is contained within a cell, or rectangle

sum (also total or whole): the combined amount when quantities are joined

Literacy

This week we focused on our final diagraph sounds of WH and PH.  Take a look below at the home practice.

March 9-11

Dear Parents,

Reminders

-Dress for the weather this week with an exta pair of mittens and socks its going to be melting and wet

-No school on Friday Spring Break begins

-Classes resume on March 30

This week in grade 1 we have been focusing on measurement and matter in both math and science.  By using a variety of objects and materials along with non standard units of measure students have been exploring the meaning of length, weight and area.

Learning Intentions

I can:

• Tell that everything is made of matter
• Identify diferent objects and materials in my classroom and environments
• Sort objects by what they are made of
• Use words like hard soft round smooth shiney dull heavy light
• Tell how objects are the same or different
• Tell if an object is longer or shorter
• Measure the length of an object using different tools
• Compart objects and say which is longer and shorter
• Explore how much space an object covers
• Compare area of an object
• Tell if something is heavier or lighter
• Sort objects by heavier and lighter

Literacy 

This week we contined to focus on consonant diagraphs Th both voiced and unvoice.  

March 2-6

Dear Parents

Reminders

-Decodable book exchange on Monday and Thursday

-Library book exchange on Wednesday

-No school on March 20

-Spring Break March 23-27

What an exciting and energetic week with our Trickster Residency and performance.  The children built their understanding of the prairie province of Saskatchewan through mentor text, viewing and comparing images of Saskatchewan and Alberta, and through movement and drama, represented their understanding.

Learning Intentions

Literacy (Listening, Speaking, Reading, Representing)

• I can retell parts of a Trickster story.
• I can describe what the Trickster learned.
• I can share my thinking about a story.
• I can draw and write about my favourite part.
• I can make connections between the story and my life.

 Social Studies

• I can learn about Indigenous cultures in Alberta.
• I can show respect when learning about traditions and teachings.
• I can recognize that stories are important in different cultures.
• I can talk about what makes a community strong.
• I can understand that I am part of a larger community in Canada
• I can recognize the similarities and differences between my community and other communities across Canada.

Literacy

This week we continued to build our understanding of consonant digraphs by focusing on Sh and Th