  We used mathematical language to describe our pencil graph and our Dr. Seuss graph ... "There are 5 blue books and 4 orange books so there is 1 more of the blue book and 1 less of the orange book".
 In our new unit in math, we will be learning to:
-decide whether an event will happen using the math vocabulary "impossible, unlikely, less likely, more likely, certain" -read graphs and ask questions about the information on the graphs To reinforce concepts taught at school and to provide extra practice at home, we will begin bringing math word problem journals home this week.
Journals will be sent home on Tuesday. Please complete the word problem with your child. Your child needs to do the “numbers, pictures, and words” themselves but you are encouraged to talk about and discuss their thinking together. Please return the journals to school by Thursday. We will take up the problem on Thursday. On Friday they may complete a similar problem with different numbers as an assessment. If you have any questions, please do not hesitate to contact me. We will be focusing on "Operational Sense" ... By the end of Grade 1, students will: – solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings  -solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than, counting on, counting back, doubles);  – add and subtract money amounts to 10¢, using coin manipulatives and drawings.  Click here tohttps://ww2.kqed.org/mindshift/2016/04/13/why-kids-should-keep-using-theirs-fingers-to-do-math/edit.  |
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