1st and 2nd Grade News

Dear Families,

Wow, it is already May!  Students have just finished up a comprehensive report writing unit.  They worked so hard on writing, drawing, creating, and learning new facts about their animal.  If you were not able to attend tomorrow’s Open House but would like to see the animal reports and dioramas that students created please look for them on display during the Art Show and Concert new week!

Important Upcoming Dates: 

Spring Concert and Art Show – Thursday, May 7, 2015 *5:30-6:30 Student artwork and PTNO Silent Auction, 6:15 Students report to classrooms, 6:30 Concert begins in gym

ECO: 5/5 (Mrs. Raynor), 5/12 (Ms. Levangie), 5/19 ALL of 1^st and 2^nd to Chickering Bog

Field Trip Dates: Chickering Bog/Fen hike – Tuesday, May 19 (rain date 5/21) *Chaperones needed, PLEASE RETURN PERMISSION SLIPS MONDAY!*

 K-3 Montshire Museum- Wednesday, May 27 *Chaperones needed, expect permission slips next week*

U-32 book buddies and science museum – Friday, May 29 9:00-1:00

Field Day at CES – Friday, June 12 (Rain Date 6/15)

Last Day of School – Tuesday, June 16 dismissal at 12:30pm

6^th Grade Graduation – Tuesday, June 16^th @ 6:30pm in CES Gym

Sincerely,

Randilee and Lisa

Measurements Olympics

Second graders enjoyed going outside today to practice their measurement skills and have some fun.

The last day of school for CES students is Tuesday, June 16^th, and we will dismiss at 12:30pm.

6^th grade graduation will be Tuesday, June 16^th at 6:30pm in the CES gym.

OPEN HOUSE THIS FRIDAY

Hi All,

We just wanted to invite anyone who can come (we know this is a little last minute notice) an invitation to our 1^st and 2^nd grade open house this Friday, May 1^st from 1:30-2:30.  During this time students will be sharing animal reports they have worked hard to write and dioramas they have made in art class.  This will be a similar set up to the 5/6 fairs that have happened this year, so if you only have a minute or two you could still come and see a few reports. This event will happen in both Mrs. Raynor and Ms. Levangie’s room.    We are hoping that there are enough guests to keep the kids busy teaching others about their animal!

Randilee and Lisa

Just for fun

Sharing report writing

The second and third graders shared the reports they have written and I are working on about animals with each other.

Understanding Common Core Math

Here is a link to a video I found that speaks to the shift in math instruction through the Common Core Standards.

http://achievethecore.org/shifts-mathematics

A little information on second grade math  (Please let me know if you have more questions about how we approach math problems)


 Students should have ample experiences to use concrete materials (place value blocks) and pictorial representations to support their work. This standard also references composing and decomposing a ten. This work should include strategies such as making a 10, making a 100, breaking apart a 10, or creating an easier problem. While the standard (traditional) algorithm could be used here, students’ experiences should extend beyond only working with the algorithm. There is a strong connection between this standard and place value understanding with addition and subtraction of smaller numbers. Students may use concrete models or drawings to support their addition or subtraction of larger numbers. Strategies are similar to those stated in 2.NBT.5, as students extend their learning to include greater place values moving from tens to hundreds to thousands. Interactive whiteboards and document cameras may also be used to model and justify student thinking. Students use number lines, base ten blocks, etc. to show, solve and explain reasoning. Explanation of thinking is a critical component of this standard.



Example: 354 + 287 = Student 1 Uses a number line.
 “I started at 354 and jumped 200. I landed on 554. I then made 8 jumps of 10 and landed on 634. I then jumped 7 and landed on 641.”

A great video on using the open number line

http://www.showme.com/sh/?h=BhO20g4

 Student 2 Uses base ten blocks & mat.
“I broke all of the numbers up by place using a place value chart. I first added the ones (4+7), then the tens (50+80) and then the hundreds200=500) I then combined my answers: 500+130=630. 630+11=641”.

A great video on using partial sums

http://www.showme.com/sh/?h=N6mvho0

Student 3 Uses place value blocks.
 “I made a pile of 354. I then added 287. That gave me 5 hundreds, 13 tens and 11 ones. I noticed that I could trade some pieces. I had 11 ones, and traded 10 ones for a ten. I then had 14 tens, so I traded 10 tens for a hundred and ended up with 6 hundreds, 4 tens and 1 one