Money

During this season students frequently observe people around them buying and selling goods, wrapping gifts and shopping for the coming year. We asked the students “What do you know about money?”

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SLO’s: Money is used to buy and sell things. Understand that Yuan is the currency of China. Different things have different monetary values.

The students began to share some of their ideas:

  • Oliver: We need money to buy something. There is paper money.
  • Isabella: We can use money to shop for something. We use a machine to make money.
  • Vera: I saw faces on money. You have to work to get money. They make money from gold. You should not trip money or you can’t use it.
  • Carolyn: You have to get money from the bank.
  • Daniel: If we have so much money we can buy so much things.
  • Hally: If we don’t have money we can’t buy things.
  • Minseong: How do you make money?
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An amount of money is needed to buy an item.

Some students brought in money to purchase trinkets and food. We had a closer look at the money. We talked about how much the different items will cost. We discussed how we need to first look around and think about the purchases we need to make. The students had to check out the items on sale, make choices, give the right amount, speak in Mandarin to the vendors and manage the money they had brought.

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SLO: Model spending money / trading in real-life situations.

All the proceeds earned will go towards The ‘Amy Yang Foundation’. The foundation is set up to support Amy, a member of staff who is recovering after a serious accident.

12

How can you show the number 12?

Students were encouraged to think of all the different ways they can make or show the number 12. We used the 10 frame to help us think about the number.

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The base 10 values system is used to represent numbers and number relationships. Model numbers up to 20.

  • 12+0=12
  • 2+10=12
  • 3+7=12

and so on…

Then some students began to suggest swapping the numbers around!

  • 3+7=12 and 7+3=12
  • 10+2=12 and 2+10=12

and so on…

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SLO: Record addition and subtraction sentences using the appropriate signs.

Some students huddled together during choice time to add more of their thinking. They began to include subtraction sentences.

  • 16-4=12
  • 17-5=12

We used an empty number line to help us check our answers.

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Two students started making number sentences using bigger numbers.

She shared the strategy she used, she counted forward from 12 to find the answer!

  • 30-18=12
  • 35-23=12
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SLO: Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies.

Some students used these ideas to create their own little books at the writing centre.

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Measurement

The students brainstormed what they know about ‘measurement‘.

“You can use the long stick with numbers of it!” said one student. “You can see things in the supermarket that help you to buy things” said another.

Here are some of their initial ideas.

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Shorter and Longer

The students then looked for 3 items that were shorter than a pop stick and 3 items that were longer than a pop stick. They recorded the information of their journals.

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SLO: Order objects according to their attributes. Represent the results of measurement with drawings and concrete materials.

How long is your foot?

The students then measured how long their foot was using cubes.

They first worked with a buddy to draw out their foot.

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Then they cut it out and measured it using cubes. They wrote the sentence “My foot is ___ cubes long.”

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SLO: Select appropriate non-standard units of measurement to estimate, measure and record length.

The students decided how to order the information and created a graph using their prior knowledge on how to create graphs.

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SLO: Order objects according to their attributes.

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SLO: Record data on block graphs. Present information using pictographs where one picture equals 1. Explain data using simple comparative language.

 

  • Daniel: There are numbers on a side to tell us how many there are.
  • Hally: 13, The most had feet 9 cubes long.

Ms. Shemo’s foot is the longest because it is 13 cubes long.

Minseong’s foot is the shortest, because it’s 8 cubes long.

2 people have feet that are 10 cubes long.

We estimated and used our feet to measure our lunch table, the design centre and others interesting objects around us.

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Pairs

“How many pairs of eyes do we have in the classroom?”

This was our Morning Meeting question for the day. Students drew their eyes and we counted the pairs. We had 20 pairs of eyes.

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SLO: Skip count in 2’s.

We used this task to count in 2’s. The students glued the picture of their eyes on a long card. We counted the eyes and labeled them, 1,2,3,4,5…

We turned over every other card and counted in 2’s starting from 2.

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The Mitten

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SLO: Retell a story using the pictures.

We listened to the story ‘The Mitten’ by Jan Brett. In this story Nicki drops his white mitten in the snow, One by one, woodland animals find the mitten and crawl in; first a curious mole, then a rabbit, a badger and others, each one larger than the last. Finally, a big brown bear is followed in by a tiny brown mouse, and what happens next makes a wonderfully funny story.

The students then created their own mittens and puppets to retell the story.

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Writers Workshop (Publishing)

Ms. Jacqui shared how authors publish books. Authors don’t just write and then hide their writing, they publish and share their books with others. We discussed what she needs to do to complete her writing. First she had to choose which piece of work she wanted to publish. She chose her story about plants.

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SLO: Plan/write/draw stories based on experiences Write phonetically to tell a story or express an idea. Write a sentence that begins with a capital letter and ends with a full stop.

She first looked through her writing to see if there was anything more she needed to include. She reread her writing and added another sentence. She needed a front page, a cover. She decided on a title and wrote her whole name, so that everyone would know she is the author of the book. She included a picture that matched the title.

Students were invited to published their own books. They looked through their folders. They followed the steps needed to publish their books.

Please read our books displayed at the entrance of the classroom!

 

 

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