We did a number of STEM (Science, Technology, Engineering, and Mathematics) activities this week. On Wednesday, students participated in the “Hour of Code”. Students spent one hour writing computer code using “blockly” a way of coding that doesn’t require students to type the code, just figure out the commands and the order in which they need to occur. Every year “The Hour of Code” is held during National Computer Science Education week. It is designed to get students interested in computer programming and excited about preparing for careers in science and technology. At the end of their hour of coding students received a certificate to take home.
Also, we had an assembly about Rockets and Robots. Students heard from “Captain” Bob who shared with them how rockets work and how the lunar landers were able to land on the moon and return to earth. He used models of rockets to demonstrate the various features. He talked about man’s interest in flying throughout time and demonstrated a hot air balloon made from a trash bag! He shared a model of a mars rover. He told students that the rover landed on Mars 12 years ago and is still running and sending data back to Earth. When students returned to class they wrote about the assembly.
Students read the poem Frosty the Snowman and responded to a quiz about the poem. We made Snowman glyphs to show our preferences about types of winter activities. A glyph is an picture that tells about the person who made it. Then we compared to the glyphs to gather data about the students in our class. They are on display in the classroom. In addition, we had another ArtSmart lesson. This time we used the collage technique to make Sequoia Redwood Trees. We learned about this important symbol of our state as we created our artwork.
Grade Two: Math
In grade two our focus continues on the common core standard in number and base ten operations (NBT) . Students are learning to add numbers with two and three digits using models or drawings. In addition, we studied strategies based on place value, properties of operations, and the relationship of addition and subtraction. Then, we related these strategies to the written method.
Also, the NBT standard requires that students explain why addition and subtraction strategies work using place value and properties of operations. Explanations can be supported by drawings and objects. This is an important skill for your child as students are expected to provide explanations for their answers in the classroom and on tests. We are working in second grade to set the foundation for your child to have the skills necessary to provide written explanations in third grade and beyond.
This week, we used place value disks on a place value chart to represent the composition of 10 ones as 1 ten with two-digit addends. The use of manipulatives reminds students that they must add like units (e.g., 26 + 35 is 2 tens + 3 tens and 6 ones + 5 ones). As students work with the place value disks they make a ten out of ten ones and then exchange them for one 10. We record each step on the vertical problem to help them to learn the algorithm.
Then, we moved from using the physical disks to having students draw the place value disks. It is important that students make precise drawings. They should draw in horizontal arrays of 5. This visual reference enables students to clearly see the composition of the ten.
While some students may already know the algorithm for adding bigger numbers including regrouping, the process of connecting their understanding to the concrete and pictorial representations develops meaning and understanding of why the process works, not
Grade One Math
In grade one we are focusing on take from ten strategies. Students begin with word problems calling on them to subtract 9 from 10 with manipulatives, then with drawings, and then with number bonds. You’ll see problems like this on the homework: “Mary has two plates of cookies, one with 10 and one with 2. At the party, 9 cookies were eaten from the plate with 10 cookies. How many cookies were left after the party?” (10 – 9 = 1 and 1 + 2 = 3. Then we worked on decomposing teen numbers on their own to take from ten. We use a number of strategies including manipulatives, 5-groups drawings, ten-frames and number bonds. Teaching students these take from ten strategies helps prepare them for second grade when we begin double-digit subtraction.
Hello, I am Renee De Villez. This page is about the activities going on in my classroom. My audience consists of the parents of the students in my class. Other parents and teachers are welcome to read it as well.